mamas ADVOCATE!) BY ammo mom moms AND onwmnous ron mnwsunua ' Low. menus or vocmow ‘ Aemcun‘une. 1836-1954 THESIS FOR THE DEGREE M ED. 0. HIGHIBAN STATE UNIVERSITY OTIS DONALD "HEADERS . I 9 5 7 é, m..~. ‘ mixxxxixxmmmxixifixx‘xumay :3; 5;}; é ! f 1 ~ kw: ‘ws x m; M 35"‘371’32 ' I { I ———~———_— —- This is to certify that the thesis entitled PRACTICES ADVOCATED 3y SELECTED NATIouAL AGENCIES AND ORGANIZATIONS FOR IMPLEMENTING LOCAL PROGRAMS OF VOCATIONAL AGRICULTURE, 1836-1951; presented by Otis Donald Headers has been accepted towards fulfillment of the requirements for “degree mVocational Education ‘-—-‘ /' ‘1 / (a A [(1 I I ’ ’ 3.11.} 4/,{ " Major professor Date Ma 1 1 0-169 Copyright by Otis Donald Meaiers 1957 PRACTICES ADVOCATED BY SELECTED NATIONAL AGENCIES _ no ORGANIZATIONS PCR ItPLERLRTIRG LOCAL PROGRAMS OP VOCATIONAL AGRICULTURE, 1836-1954 by OTIS DONALD HEADERS AN ABSTRACT Sumutted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Vocational Education Year 1957 Approved % LIBRARY Michigan State University OTIS DONALD HEADERS ADSTRAOT Furpose. (8) Determine practices advocated by se- lected national organizations and agencies for develonrrzcnt Of local programs of vocational education in agriculture in the United States during the period covering approxirately fifty years preceding 1955; and (b) study relationships be- tween present-day concepts, a jury's reactions to the con- cepts, and practices advocated from 1941—1954 for develOp- ment of local programs. Method. Publications were analyzed and compared from seven organizations and agencies whose leadership func- tions were primarily national in scope. Selected leaders in educational administration and agricultural education, as a jury, were asked to give their reactions to each of forty-nine present-day concepts. Present-day concepts, jury reactions, and practices advocated were compared. ffindings and interpretations. Official publications by the selected groups dealing with agricultural education in public schools were listed chronologically by source in the appendices. The bibliographyr included 185 items. Programs of vocational education in agriculture, ac- cording to the practices advocated, have always been in- tended primarily for those in or desiring to engage in farming. Except prior to 1910, vocational agriculture has been advocated as an integral part of public high-school {‘J OTIS DONAL Z'EADE’TE‘; programs. Recommended content for local programs expanded from classroom instruction and hone—project work during 1911-1916 to classroom instruction, broadened farming pro- grams, farm mechanics, a chapter of Future Farmers of Amer- ice, and an advisory council durinj 1941-1954. Recommendations shifted fror emphasizing home-projects as a method of teaching to methods of developing farnin-‘g programs. IrTethods advocated for determining: the instructional program shifted from reliance on experts in technical agri- ~ 4 ; culture to involvement of students, “arents, and advisory groups. Recommendations. changed from the logical to the psycholOQical basis for organizing the subject matter. Farm mechanics instruction was not generally advo- cated as an integral part of all programs until 1’341-1754. Activities of agricultural clubs or Future Farmers of Amer—- ica Chapters, when advocated, were always recormen-ied as a Tethol of teaching. Relatively little leadership was given through offi- Cial publications to practices for measuring: and evaluating results in agricultural education until 1941-1954. Agricultural education, especially vocational educa. tion in agriculture, was of concern to more and different Orgrnizations, groups, and agencies in the earlier years than in later years. 5 one DONALD EJEADERS A E S I in: T The jury tended to "err ll Q Cat-OJ L e \a with all Concerts except thomedealinj with (a) related agricultural occupations, (b)vmo shoull be enrolled, (c) time for offering «1 ' C AI. L) CT of the 0 Eli CHAPTER I Agricultural subject matter--how deter- mined . . . . . . . . . . . . . . . . . . 78 Agricultural subject matter--what should be taught each year . . . . . . . . . . . 83 Agricultural subject matter--specific subjects . . . . . . . . . . . . . . . . 86 Agricultural subject matter—-how organ- ized . . . . . . . . . . . . . . . . . . 86 Farm shOp instruction . . . . . . . . . . . 90 Agricultural clubs . . . . . . . . . . . . 95 Measuring and evaluating results in agri- cultural education . . . . . . . . . . . 98 1929-1940 . . . . . . . . . . . . . . . . . . 101 Objectives . . . . . . . . . . . . . . . . 102 Enrollment in vocational agriculture . . . 108 Content of high school programs of voca- tional agriculture . . . . . . . . . . . 110 Vocational agriculture as a part of the high school program . . . . . . . . . . . 112 Methods to use for teaching agriculture . . 114 Home projects and supervised practice in agriculture . . . . . . . . . . . . . . . 124 ASricultural subject matter~-how deter- mined. o o o o o o o o o o 0 0 ° ‘ ° . . 151 CWUTER Agricultural subject matter-~specific subjects . . . . . . . . . . . . . . . . Agricultural subject matter-~how organ- ized . . . . . . . . . Farm mechanics instruction . . . . . . Agricultural clubs--the Future Farmers of America . . . . . . . . . . . . . . . Measuring and evaluating results in agri- cultural education III. PRESENT-DAY CONCEPTS AND RELATIONSHIPS TO PRACTICES ADVOCATED . . . Jury Reactions to Concepts General Concepts for Method of Implementing Local Programs, and Practices Advocated . General Concepts for Objectives of Local Program, and Practices Advocated . . . . Concepts for Method of Determining Content of Organized Instruction, and Practices Advocated . . . . . . . . . . . . . . . Concepts for Objectives of Organized In- struction, and Practices Advocated Concepts for Method of Implementing Farming Programs, and Practices Advocated . Concepts for Objectives of Farming ProgramS, and Practices Advocated . viii PAGE 174 175 176 181 186 189 189 196 199 201 204 207 209 cmqua General Relationships between Present-day Concepts, Jury Reactions, ani Practices Advocated.. . . . . . . . . . . IV. EmMMARY, CONCLUSIONS, AND IMPLICATIONS . . Method Summarized . Findings Summarized . . Before 1900 . . . . . . . . . . . . . . . . 1900-1910 . . . . . . . . . . . . . . . . 1911-1916 . . . . . . . . . . . . . . . . . 1917-1928 . . . . . . . . . . . . . 1929-1940 . . . . . . . . . . . . . . . . . 1941-1954 . . . . . . . . . . . . . . . . . Present-day concepts, jury reactions, and relationships to practices advocated . Conclusions . . . . . . . . . . . . . . . . . IMPlications . . . . . . . . . . . . . . BIBLIOGRAPHY . . . . . . . . . . . . . . APPENDICES APPENDIX A lust of Jury Members, Material Sent to Jury, and Responses of Jury to Concepts . . - . - . B Chrflnological Listing of Selected Materials ReV1ewed from the U.S. Department of Agri- culture . . . . . C Chronological Listing of Selected Materials Reviewed from the U.S. Office of EducaF1on’ ts Predecessor (U.S. Bureau of Education), an: the Federal Board for Vocational Edu- ca ion . . . ° ix PAGE 213 217 217 218 218 218 219 220 221 222 225 224 228 230 251 252 271 299 APPENDIX PAGE _ D Chronological Listing of Selected Materials Reviewed from the National Education As- sociation . . . . . . . . . . . . . . . . . . 318 E Chronological Listing of Selected Material Reviewed from Bulletins of the National Society for Promotion of Industrial Edu- cation, Vocational Education Magazine, American Vocational—Association Journal and'News Bulletin, and MiscelIaneous Pub- cations of the American Vocational As- sociation . . . . . . . . . . . . . . . . . . 527 F Chron010gica1 Listing of Selected Articles from The Agricultural Education Magazine, Industrial Education magazine, and Fiscal- 1aneous Periodicals . . . . . . . . . . . . . 549 TABLE II. III. IV. VI. VLL VIII. Ix. LIST OF TABLES PAGE Chronological List of National Organizations and Agencies Selected with Dates of Their Organization . . . . . . . . . . . . . . . . 4 A.Comparison of Three Bulletins on Supervised Practice in Agriculture . . . . . . . . . . 75 Suggested Method of Organizing Subject Matter through the Use of a Job Survey of a Farm Enterprise . . . . . . . . . . . . . . . . . 89 A.Comparison of Two Bulletins on Supervised Practice in Agriculture . . . . . . . . . . 125 A.Comparison of Score Cards for Evaluating Individual Supervised Practice Programs . . 148 Selected Data on Growth of Federally Reim- bursed Programs of Vocational Agricul— ture . . . . . . . . . . . . . . . . . . . . 152 Selected Sources of Information for Practices Advocated by National Leadership Groups, orSanizations, and Agencies . . . . . . . . 154 &mmmry of General Content Recommended during Periods 1917-1928, 1929-1940, and 1941- 1954 . . . . . . . . . . . . . . . . . 159 A'Comparison of Three Bulletins on Supervised 166 Practice in Agriculture . xii TABLE PAC} L11 X. Eighteen Concepts Which One-Hundred Percent of Respondents Checked "Agree" as Most Nearly Reflecting Their Reaction . . . . . . 191 XI. Concepts Checked "Agree" by One-Hundred Per- cent of Either Leaders in Educational Ad- ministration or Leaders in Agricultural Education.................192 CHAITER I INTRODUCTION The development of programs of vocational education inagrhnflture is commonly associated with several national organizations and agencies, and individuals, as well as the Smith-Hughes act. A.great revolution has taken place in rural life, an hiall segments of the American economy, during the years since 1917 when the Smith—Hughes act was passed. Many questions, such as the following, might be asked re- garding the changes in recommendations for programs of vo- cational agriculture during those same years: 14 How do the recommendations in 1954 differ from those given in earlier years? 2. What national organizations and agencies have tmenemtive in making recommendations for vocational agri- culture? The Problem Statement of purposes. The purposes of this study were: (a) to determine some of the practices which were advocated by selected national organizations and agencies during the period covering approximately fifty years preced- 2 ing 1955 for the development of local programs of vocation- al education in agriculture; and (b) to study the relation- ships between present-day concepts, a jury’s reactions. to the concepts, and the practices a'lvocated from 1941-1954 for development of local programs of vocational agriculture. As an outgrowth of the study, a comprehensive list of publi— cations, adr'lresses, and articles concerning agricultural education in public secondary schools was to be compiled and presented as a part of the study. Need of the study. Relatively few studies had been made of the educational practices advocated for vocational education in agriculture by the national leadership groups. Many of the studies had emphasized physical aspects of the program, such as the dollars spent, numbers of students en- rolled, and number of departments. Very little attention had been given to the trends in practices advocated by na— tional groups for developing and conducting local programs. The information concerning practices advocated by the selected national groups had never been accumulated and analyzed. The programs of agricultural education in the public schools have been growing and develOping for more than fifty years and the practices advocated during that period need to be studied. Some of the material prepared and distributed by these national groups has already been lost or destroyed. Material currently available needs to be studied before it too is destroyed or lost. 5 Previous reviews of educational practices advocated were very general and did not deal with details. Such gen- eralizations usually left much to conjecture with the re- sultant myriad of possible interpretations. In this study an attempt was made to carefully review the details of edu- cational practices advocated for implementing and develop- ing local programs of vocational agriculture. The intensive review of a large amount of literature in the field of agricultural education has contributed to the growth and understanding of the writer. Such a first- hand knowledge of sources of information on agricultural education, and especially on vocational agriculture, should be of value in develOping plans and programs for agricul- tural education. Procedure The procedures used for this study involved: (a) the selection and delimitation of the problem; (b) the accumu- lation, classification, and criticism of source materials; (0) the identification of the practices advocated; (d) the Smthesis and presentation of the facts in a logically or- ganized form; (e) the formulation of tentative generaliza_ tions to show the trends of concepts of practices; and (f) the determination of relationships between present-day con- Cepts, jury reactions, and practices advocated during 1941.. 1954. 4 Sources of information. The organizations and agen— cies selected for this study were groups whose leadership functions were primarily national in scope. The seven groups selected are presented in Table 1. While publica- tions from only these were used in the study, many articles and publications from other groups and individuals were also reviewed (see Appendice s \. TABLE I CHRONOLOGICAL LIST OF NATIONAL ORGANIZATION AND AGE ‘ICIEEJ SELECTED WITH DATES CF T111511 ORGANIZATION Organization or agency Orézraii‘zed U.S. Patent Bureau . . . . . . . . . 1836 National Education Association (including Nation— al Teachers' Association) . . . . . . . . . . . 1857 U.S. Department of Agriculture . . . . . . 1862 U. 8. Office of Education (including Bureau of Education, and Federal Board for Vocational Education) . . . . . . . . . 1867 Association of Land-Grant Colleges and Univer- sities . . . . . . . . . 1888 American Vocational Association (including Na- tional Society for the Promotion of Industrial Education, and National Society for Vocational Education)...... ...........1906 American Association for the Advancement of Agricultural Teaching (no longer in exist- ence).....................1911 Practices advocated. The educational practices ad- vocated by national groups and organizations were selected if they affected primarily the program of agricultural edu- 5 cation in the public high schools. They were selected be~ cause they affected the develonment and implementation of local programs of agricultural education for students an— rolled in high school. Qpinionaire. Forty-nine concepts, which were be- lieved to be held by many present-day leaders in agricul- tural education, were selected and prepared as an opinion- aire. Most of the concepts were adapted from a thesis com- pleted in 1954 by W. Howard Martin (1).1 Martin reviewed the writings of teacher eiucators in agriculture, covering the years 1945 to 195?», and cmcluded that certain concepts were held more than other concepts. The concepts in the Opinionaire dealing~ with related agricultural occupations were taken by the author from writings by workers in agricultural education in 1954. The concepts were divided into three main areas (General, Organized Instruction, Farming Programs) with each area further divided into two parts, "method" and "con- tent." The concepts that seemed to refer to "what" to in— clude in the program and "objective8"were classified under content; those concepts that seemed to refer to "how" to , 1Numbers in parentheses refer to 'SpeCifiC sources of Information listed in the numbered bibliography. For ex- ample, (3:1~2,5) refers to pages 1-2 and 5 of the source listed as number 3 in the bibliography; (5; 4) refers to sources listed as numbers 3 and 4 in the bibliography; and 3; 4:2) refers to source 3 and to page 2 of source 4. 6 implement, improve, or conduct a local program were classi— fied under method. If the concept seemed to refer more to m than content it was classified under method; if it referred mainly to content, it was classified under content. Instructions to the jury included four statements as guides for interpretation of the concepts: 1. The concepts are for vocational education in agri- culture as it applies to students enrolled in high-school courses. 2. The concepts are intended to be broad enough to include all phases of the vocational agricultural program for high school students: classwork, shepwork, supervised farming programs, and Future Farmers of America chapters. 3.‘Tmould" is underscored in each concept to empha— size that the concept is believed to be more com- monly accepted than some other concept. in Additional concepts and/or suggested changes are welcomed. The Jury. A jury of thirty—four men was selected firmnleaders in the fields of educational administration amiagrnmfltural education. Some attempt was made in se- lmmimgthe jury to have representation from all general mmascfl‘the United States. Seventeen men were selected firmneamifdeld by using the following criteria: 1. Recognized as having exerted leadership of na- tional importance through publications, profes- sional organizations, and/or positions of nation- al leadership. 2. Affiliated with a college, university, national organization and/or national agency. 7 The jury members were asked to record their reactions to each concept by checking "agree," "disagree," or "unde- cided." A copy of the Opinionaire, list of the jury mem- bers, and instructions and letters sent to the jury members are included in Appendix A. The Opinions expressed by the jury members were not considered as representative of the viewpoints of all na— tional leaders in agricultural education and educational administration. A comparison was made between the reac- tions of the jury members, the practices advocated during 1941-1954, and the present—day concepts listed in the opin- ionaire. Sc0pe Vocational education in agriculture. liajor emphasis was given to those educational practices advocated to im- plement an instructional program of vocational education in agriculture in the public secondary schools. Although a local program of vocational. agriculture often includes adult farmers, young farmers, and high school students, the emphasis in this study was placed upon the practices advo— cated primarily for the program for high school students. National leadership. Emphasis was placed upon prac- tices advocated by national leadership groups for local PI‘Ograms. of vocational agriculture. Although leadership undoubtedly was exerted in many ways, the leadership con— sidered for this study was confined to that which was ex- erted through published materials intended for national distribution. The comments of individuals, who wrote or Spoke as official representatives of the national groups and agencies, were considered. Books and other published materials written by individuals, but not as spokesmen for a national group or agency, were not reviewed. Limitations The limitations inherent in any historical study were also a part of this one. It was relatively easy to locate most of the major publications of each national agency and organization, although some of the materials published before 1900, and some of the more recent proceed- ings and addresses of certain organizations, were unavail- able. The more difficult task was the determination of ex— actly what was advocated by the groups and then the synthe— sis of the practices advocated by the individual groups in- to a concise picture. Some other specific limitations were: 1. Many of the educational practices advocated may never have been put in writing. 2. Much that was written may have been representa- tive of individual rather than group ideas. 5. Much leadership may have come through correspond- ence, personal conferences, and other means whereby no records are available. \D 4. The jury reactions to the present-day concepts probably more nearly reflected what was thought in 1955 and what was written in 1954 rather than what was written between 1941-1954. Over a period of more than fifty years the kind of leadership given by any organization or agency is quite likely to have undergone considerable change. Some of those changes may be due to changes in personnel, while other changes may be due to legislative action, results of research, and other factors. Also, much lealership is ex- erted in ways other than through publications. Because of the possible changes in the leadership role of the various organizations and agencies studied and in the many different ways in which leadership is exerted, con- clusions should not be drawn from this study as to the ade- quacy or suitability of the total leadership from any of the groups studied. For examrle, the lack of information for many years in bulletins and monographs from the U.S. Office of Education concerning the Future Farmers of Amer- ica as a part of the local program of vocational- agricul- ture does not necessarily mean that no leadership was given by the U.S. Office of Education to that phase of the pm- gram. The limitation of presenting iieas without bias should not be overlooked. Readers often interpret the same material differently. Practices were interpreted in the light of the author's understanding and for that reason an lO attempt was made to use the language of the literature for each period rather than to interpret everything into terms commonly used in 1955. Definitions of Terms Vocational education in agriculture. The program of vocational education in the public high schools designed to meet the needs of those engaged in or preparing to enter upon the work of the farm. Vocational agriculture. Usei synonymously with vo- cational education in agriculture. Agricultural education. Educational programs. in agriculture include agricultural extension, college agri- culture, general agriculture, vocational. agriculture, and others. In this study agricultural education refers to both vocational and non—vocational programs conducted through the public high schools. The term is used with definitions the same as commonly applied .rluring the various periods. Present-«day concept. "Present-day" refers to the concepts believed to be held by teacher educators in agri— culture during the period 1945-1953. A concept (thought or Opinion) is considered to be more general than a practice. Several practices could be implied by a single concept. Practice. In this report practice is considered as the method of doing something and, also, that which is done. ll Thexnactices advocated are exarined to identify and lefine their different elements (method and content). "Method" is usaito refer to the process of doing something; "content" is used to refer to that which is done. Practice is used as "educational practice" to dis- tinguish it from "farming; practice." "Method" and "content," linked in actual operation, cantm separated in theory. An example of such a distinc- tim1iszu3fbllows: "Givinq on-farm supervision" is a "method"; "the supervision given" is composed of "content." CHATTER I I PRACTICES fiDVOCATED Iublic education in the United States is quite gen-' eraUy*recognizei as being primarily a responsibility of theenates and local communities, although some leadership dom3come from national sources. Some of the national leaknship comes through adencies created by lejislative acthnu while other leadership comes through professional amilay organizations which have either direct or indirect concerns for the public education programs. Two general questions were raised regarding the spe- cifnzpractices advocated by the selected groups for imple- nmnthmh conducting, and improving local programs of agri- mfltural education: 1. What was the "content" of the programs advocated? 2. What were the "methods" advocated for implement— ing, conducting, and improving those programs? The practices advocated by the national groups se- hmtmiibr this study are presented through six general periodszz Before 19o), 1933—1910, 1911-1916, 1917-1928, 193%d940, and 1941-1954. 2The periods designated in this study were not smrhnfly defined. The years assigned to each period were fortme convenience of readers and were merely approximate mmgescfi7deve10pment of vocational education in agricul- ture. Before 1900 Organized efforts for the promotion of agricultural education had their beginnings in the United States in the agricultural societies which were formed near the end of the eighteenth century for the purpose of disseminating agricultural information and making improvements in agricul— ture. It was nearly one—hundred years later before signif- icant efforts were made by national organizations and agen- cies to establish agricultural education in public high schools, although the agricultural colleges were authorized by the Morrill Act in 1962 and the agricultural experiment stations bv the Hatch Act in 1887. Need for agricultural education recognized. Some of the early reports of the Commissioner of Patents revealed an awareness of needs for education in agriculture.’ Need for improvement in agriculture was expressed very frequent- ly in the report for 1:049 (10:6-9). Several 8733786118 were made for federal and state legislation to implement pro- grams of agricultural experimentation, and distribution of information derived from those experiments (10; 15). Browne advocated that agricultural education be promoted through courses in the common schools (4) and others advo~ cated the establishment of agricultural schools and experi- mental farms in each state (5; 5). 14 Schools of agriculture at agricultural colleges. Some specific recommendations for secondary education in agriculture were made for programs in schools associated with the agricultural colleges. WAT. Hays urged the dele- gates at the sixth annual convention of the Association of American Agricultural Colleges and Experiment Stations to consider seriously the merits of the dairy school of Wis— consin and the three—year school-of—agriculture course in hinnesota (7:135). He stated that one-half of the stuients' time was occupied with common and high school studies, and the other half with instruction centered around agriculture, horticulture, veterinary medicine, dairying, livestock, and carpentry (7:137). Such a program was six months in length for three winters, and the instruction was provided at the experiment-station farm. Hays advocated similar procjrams for other states. Other plans for short courses in agriculture were reported (2:610-612; 9:449-450), but they too were advocat- ed as programs of the agricultural colleges rather than for the public secondary schools. The Minnesota school of agriculture was often cited during the years just preceding 1900 when discussions were held on the teaching of agriculture in public high schools. The school-of~agriculture was in reality an agricultural high-school Operated by the University of Minnesota. Some 15 ofthegmneral requirements at the school, as reported by Hays (8), were summarized as follows: 1. High school instruction for boys and girls plan- ing to continue in the farm life. 2% Students to receive the equivalent of two years high school work. 3. Instruction in agriculture to include soils, road building anl repairing, fence building, farm planning, forage crepe, roots, weeds, dairy manu- facturing, livestock breeds, breeding, and feeds. in Instruction bv lectures, models, observations, charts, and some practice. Eh Students required in some of the classes to do much readinq in the textbooks and write papers on designated subjects. 6. Study of forage crops included detailed discus- sion of each crOp fror seedbed preparation through harvesting. Hays seemed to advocate the high-school course as a mmmscheducating the farmers' sons for farm work. How- mmr,xx>reference was made to include instruction in the Ingmar3mflflic secondary school for helping boys and girls leamimore about agriculture, or to develOp agricultural skills. Agricultural education in public secondary schools. mmerzmports (6) were made of agricultural education at Um mxmndary level, but few specific recommendations were undefbr the teaching of agriculture either as a science or anartzhithe public secondary schools. Rather significant mmimnregarding agricultural education in the public sec- ' mflarysmhools was taken by the convention of delegates 16 {mm myflcultural colleges and experiment stations in 188 Theheaction stands out as some of the first concerted at- tmntflnmto agricultural education in secondary schools by anycufthe national groups included in this study; Some of theresdhudons which were received and approved for publi- cmthnn although not officially adopted at the convention, were as follows: Resolved, That industrial education should begin in mnrcommon schools Resolved, That such a be inn in: is eminently prac- incflfle if we limit its aims to tr e formation and deveIOp- umntcn'a sentiment and taste which shall lead pupils into the technical colleges or into industrial pursuits. Resolved, That this is to be accomplished, not by mmmaltneining, since the appliances for such training are not accessible in general to our common schools, but by the following means: (1) By object teaching, with constant reference to illustrations drawn from the industrial arts. (2) By reforming our school literature so that use- ful citizenship in the pursuit of productive oc- cupations rather than political distinction shall be presented as a worthy object of the am- bition of every American boy. (3) By so changing the character of our school com- mencements and exhibitions that the honors of these occasions shall be attainable by students whose talents fit them for honest practical achievement rather than for mere recitation and sham oratorical display. (4) By bringing in every possible way our common schools into sympathy with our industrial occu- pations, thus making them feeders for our tech- nical colleges and securing their aid in solving the old problems of educated helplessness and overcrowded professions. (12: 141) Seemingly, one of the purposes of advocating a study Ofagrnnflture in the common schools was to develOp a more favorable sentiment toward agricultural colleges and indus— trufl.education. The convention of delegates further ex- I? pressed faith in the use of textbooks ". . . to teach the ABC's of agriculture . . ." (12:14.?) Some of the content that was to be taught to the students is as follows: .. . the elementary principles of plant and ani- mal life. . . thus you would put him on the direct road to become an intelligent farmer and to bring him into intelligent relationship t: agriculture in all its varied forms. (12:145) ' One of the first specific discussions on agriculture in the public school reported through the official publica— tions was by A.C. True in 1997. He pointed out the need for instruction in agriculture in the high schools because ". . . large numbers of farmers' boys and girls go to these schools, commonly located near their homes, who are unable to attend the longer and more expensive college courses." (14:29?) He also presented some rather Specific recommenda- tions for the develOpment of pregrams of agricultural edu- cation in the public secondary schools in or near rural areas: (a) Hire a natural science teacher who has had training in the science and practice of agriculture; (b) teach an outline course in agriculture, and (c) help the farm boys make a choice of their life occupation by ac- quaintiog them with agriculture as a science and as an art (14: 288—299) . Others also advocated the introduction of courses in the theory and practice of agriculture into the secondary schools in or near rural communities (ll:XLlX). Wilson em- phasized the value of agriculture in the high schools as a 18 means of helping the young farmers go to the agricultural college (l6zLXVII-LXIX) . In 1898 the delegates to the twelfth annual conven- tion of the Association of American Agricultural Colleges and Experiment Stations officially adepted a resolution which included, among other things, the favoring of intro- ducing nature study and instruction in the economic sci- ences in the public high schools (13:50). No record was given of the discussion on the resolution, and consequently no exact reasons for, or objectives of, the resolution can be cited. Although True, Hays, Liggett, and a few others advo- cated secondary agricultural education before 1900, there was no general movement in favor of the introduction of agricultural courses in the public high schools. Some ref- erence books and textbooks on agricultural subjects were being published, but even those were relatively few in num- ber. In general, the national organizations and associa- tions had not given very much attention to introducing agri- cultural courses in the public high schools. The agricultural education programs which were advo- cated seemed to be based on the science of agriculture. The students were to be taught the best methods of using tools and equipment, the good and bad qualities of live- stock, and something on agricultural bookkeeping. The 19 recommended content could be further summarized as the ABC's of agriculture, with emphasis upon the science of agriculture, plus an appreciation for the Opportunities of further education at the agricultural colleges. The methods advocated seemed to deal with two phases of the local program: (a) the teaching of agriculture, and (b) the introduction of agriculture into the high school program. Local schools were urged to hire a science teach- er who had attended an agricultural college. This person was to offer, among other courses, a course in the theory ani practice of agriculture. The teachers of agriculture were to use lectures and textbooks, supplemented by visita- tions to farms for special subjects. 1300-1910 The movement for promoting agricultural education in public secondary schools seemed to gain much momentum during this period. In 1906 True reported on the attention given it by many organizations and prominent people. The teaching of improved methods of agriculture to the masses of our agricultural youth has recently been advocated by the President of the United States, the Secretary of Agriculture, a former United States Commissioner of Labor who is now the president of a Massachusetts college, the president of one of our greatest railroads, the president of the University of Virginia, the superintendent of schools of New York City, acting as president of the National Edu— cational Association, and by such bodies as the Na- tional Educational Association, the National Grange, and the National Irrigation Congress. (53:151) Agricultural education in public high schools. Three types of schools for secondary agricultural education seemed to receive a certain amount of support by national leaders during this period: (a) schools of agriculture at colleges of agriculture, (b) agricultural. high schools, and (c) agricultural courses in regular public high schools. The schools of agriculture and separate agricultural high schools were both referred to as snecial agricultural high schools. True a'lvocsted separate agricultural high schools as well as a plan of including agricultural courses in the public high schools (34; 57:46; 39). Hays was a strong preponent of separate agricultural schools (22). A N.E.A. committee in 1905 concluded that the establishment of special agricultural high schools was essential to the proper deve10pment and organization of the rural school system (25:8). However, by 1908, the same committee urged the development of different types of schools, according to the needs of the various areas of the United States (26:445- 446). Near the end of this period a majority of the Opin- ions expressed through the national groups seemed to favor the implementing of agricultural education through regular public high schools rather than through either separate agricultural high schools or schools of agriculture. Agri- cultural education was advocated as a necessary part of the 21 total public education program (17:22; 18:1201; 19:87; 40: 1099). Hays and Morse still advocated a system of state agricultural high schools as the best method of implement- ing secondary agricultural education but they seemed to represent a minority (27:19; 31:175). Objectives. There was no special emphasis given to objectives or purposes of the courses in agriculture during this period. Preparation for farming was one of the objec- tives advocated, but many other objectives were also given. There seemed to be no general agreement on the objectives. Some of the objectives given for agricultural education in public secondary schools Could be summarized as follows: 1. The agricultural course should be satisfactory for general training as well as for elementary instruction in the theory and practice of agriculture (34:499; 37:52; 59:13). 2. The agricultural course should help the students (a) to understand the relationships between the sciences and agriculture, (b) to know about improved practices in agriculture, (0) to interpret and use agricultural informa- tion from farm papers and experiment stations, and (d) to be good homemakers and progressive citizens (17:24; 30:88; 52:257; 34:486-487; 55:4; 40:1098). 3. The agricultural course should help prepare the students for entrance to agricultural colleges (35:4). 22 4. Some secondary objectives of the agricultural course should be (a) to contribute to the liberal education of those going into other vocations; (b) to enrich the sci- ence teaching in high school; (c) to prepare teachers for rural school teaching; and (d) to keep the school in touch with the people (40:1098). There seemed to be a rather sharp distinction be- tween the objectives for agricultural education in agricul- tural hi 3h schools and those given for agricultural educa- tion in the regular public schools. True was quite specif- ic in advocating the teaching of both the art and science of agriculture in the separate agricultural high schools, and only the science of agriculture in the regular public high schools (36:1205-1207). In 1908 True defined agriculture as ". . . the theory and practice of producing and utilizing plants and animals useful to man." (56:1202) He further defined the theory and practice in terms of the science and art of agricul- ture. The art of agriculture was the "practice" of produc- ing and utilizing crops and animals. The science of agri— culture was "a body of knowledge" relating to the produc- tion and use of plants and animals (56:1203). Enrollment in agricultural courses. Relatively little attention was given to the specific question of who should take the agricultural courses. Seemingly, it was 25 assumed that the courses were primarily for students coming from farms. True stated that agricultural education should be available in the schools of the nation, so that all the youth in agricultural communities would have the Opportunity to have instruction in agriculture (37:47). Apparently there was no discrimination between boys and girls for the agricultural courses. Warren and Burnett, in their state- ments of objectives of high~school agriculture, included both boys and girls (19:87; 40:1098). Hays and Warren gave consideration to the possibility of city boys taking agricultural courses. Their recommenda- tions were that city boys should first acquire farm experi- ence, perhaps through farm placement in the summer, and then, if still interested in agriculture, enroll in the agricultural course in the high school (28; 40:1102). Agricultural course content. The course in agricul- ture was considered by some to incluie all the subjects taken in high school by stuients taking agriculture. Others defined the agricultural course as the agricultural sub- jects taken during the high—school work. Because of this lack of agreement on the use of the term, and because of many failures of writers to clearly define the sense in which the term was being used, it was difficult to make generalizations about the things to be included in the agricultural course. However, most of the groups advocated 24 that the students taking agriculture should still take a large part of the general education ordinarily required in the high school (50:88; 34:499; 5“:4; 57:46). There was some concern that the agricultural course would be too nar— row, "too vocational," and consequently many references were made to the need for including subjects besides agri— culture in the course. Agricultural courses as a part of the high-school program. When agricultural education was recognized as de— sirable in the public high school programs, there was need for specific ways of introducing the new course into the new schedule of all the courses offered. The prerequisite courses and balance of courses were of concern early in this period. Some advocated that, when agriculture was in- troduced into the high school program, ". . . it is pre- sumed that the courses in physics, chemistry, botany, and zoology will be so shaped as to form an appropriate intro— duction to the more formal instruction in the different branches of agriculture . . ." (37:48) Chemistry and bot- any were recommendel as prerequisites for courses in agri- culture (38:7). In general, it was advocated that agricul~ ture should be introduced as a separate course rather than as a part of the several science courses offered, and that the courses in agriculture should be only a part of the to- tal high school program taken by the student. 25 Some rather specific recommendations were made for introducing the agricultural courses. As early as 1902 a committee report, Methods 93; Teaching Agriculture, recom- mended that high schools could have either a four—year course or a three~year course in agriculture (37). Later, in this period more specific recommendations were given which included the amount of time to be spent each day in the agricultural classes. Crosby advocated both four-year and three-year courses (20; 22; 23; 57). True recommended a four-year course that took five hours per week 35). The agricultural courses advocated by True included the follow— ing possible combinations of time to be Spent on agricul- ture: (a) Four hours per week (22:262); (b) iaily thirty- minute periods (25698); and (c) daily thirty-minute reci- tation periods plus from three to five thirty-minute labo- ratory periods per week (20:410). True also advocated a four-year course with five hours per week spent on agricul~ ture (35). Schools were urged by Hays to provide land beside the schoolhouse to be used by the pupils in the study of agriculture. Several others advocated that the schools should have land available for field demonstrations (28:156; 38), and for the teacher to use for simple experiments. Methods to use for teaching agriculture. There was considerable concern over the manner by which agriculture 26 should be taught. There seemed to be quite common agree- ment that agriculture should not be a textbook subject. Teachers of agriculture were urged to be aware of and to use the great wealth of illustrative material available in every community. The instruction was to deal with living objects and real things, not mere theory (24:12.38). Cur- tiss predicted that success in teaching; agriculture would come only if the students were brought into contact with actual practice in agriculture (24:12:39). A committee report in 1902 on secondary courses in agriculture made no reference to either laboratory work or 31101: work as a part of the method or content of instruction. Seemingly, the emphasis was on the technical content of the agricultural subjects and the teachers were to teach by the lecture-recitation method (39). Within a few years the emphasis was definitely on other methods of instruction. In 1909 Burnett advocated that for teaching agriculture in high schools, "all of the subjects, so far as possible, should be taught by labora- tory methods or by actually doing; the thing itself." (19:89) The "doing" which was advocated was, seemingly, based upon "practicing." Practice work was quite generally advocated and consisted essentially of laboratory exercises, demon- strations, simple experiments, and field exercises (23; 50; 38). These student activities, such as pruning trees and 27 culling chickens, were called practicums. They were con- sidered an extension of the classroom instruction and were to be conducted under the direction or supervision of the instructor. Student participation in the agricultural classes was advocated. The students were to be more than passive listeners. Teachers were encouraged to have students pre— pare and present demonstrations, conduct simple experi- ments, and keep notebooks with write—ups of demonstrations, field trips, and laboratory work. The teachers were urged to use charts to illustrate lectures; school land for demonstrations, field test plots and other uses; and out-door practicums through use of livestock on nearby farms, the local butcher shOps, and farm implement stores. Contests, such as grain judging, sponsored by local business peOple, also were recommended. In general, the teachers were to use concrete illustrations rather than artificial ones, participation by the students rather than mere sitting and listening, and COOperation with local business men and farmers for increasing the scope of materials available for instructional purposes (22). There was no mention of concurrent farm experience Programs as a method of teaching agriculture. However, in 1910 Crosby advocated the use of planned summer experience 28 programs for stulents who had taken agriculture during the regular school year. Crosby's description of a desirable kind of summer program was as follows: During the summer the school conducts experiments on the home farms of its pupils. All boys in the high-school department are expected to perform at home an experiment of their own selection during: the summer vacation. This is in order to bring the work of the school to the people at large, as well as to emphasize concretely the instruction of the winter in the mind of the student. (21:18?) The agricultural teacher was to visit these experi- ments during the summer and advise the students concerning them (21:18.8). Agricultural subject matter-~how determined. The method of determining "what" to teach received attention by the groups included in this study. True advocated some criteria for determining the "content" when he stated that the needs of the farmers as men, citizens, and homemakers should be kept in mind (54:499). Other leaders later advo- cated that the body of agricultural knowledge 1"“ med pri-— marily by agricultural colleges and experiment stations should be put into available form by the agricultural col— leges for use in elementary and secondary schools (25:8). Still others advocated that the secondary courses in agri~ culture should be based partially on local farming condi— tions (38:2). In general, it seemed that the course con-— tent should be determined primarily by experts in technical agriculture, and based upon actual problems in agriculture, 4r 4._-—- 4‘ - :4 29 but not necessarily the problems of individuals or groups within the class or community. agricultural subject matter--what should be taught each year. During this period instruction in agriculture was usually interpreted to mean formal classroom instruc- tion. Committee reports in 1902 (57) and 19-35 (25) on pro- posed content for high school agricultural courses pr sent- ed some of the first specific recommendations for public high schools. A committee from the Association of American Agricultural. Colleges and Experiment Stations in 1932 rec- ommended that the high school agricultural course include agronomy, zootechny, dairying, rural engineering, and rural economy. The four-year program they advocated included the following arrangement of subjects: First year-“general and economic botany Second year-«general and economic zoology Third year--agronomy and rural engineering Fourth year-~zootechny, dairying, and rural econom_ dos and farm management. They also advocated a three—year program which com- bined the first and second year subjects of the four-year program in the second year. ggricultural subject matter--specific subjects. The committee from the Association of American Agricultural Col- 19888 and Experiment Stations (37) advocated Specific sub— Jects for the agricultural courses in the high school. Some of the details given for the subjects prOposed for each year were similar to those in the following outline: 50 I. Agronomy A. Climate B. Soils C. Fertilizers D. Farm crops 1. Botany 5. Preservation 2. Varieties 6. Uses 3. Culture 7. Enemies 4. Harvesting The teaching of the science of agriculture was em- phmflzed to the extent that most of the proposals for agri— mfltumfl courses seemed to be based upon that one kind of suhkmt-matter content. Practically no details were given ih,pmxmsed courses to support the teaching of improvement hihome living. Emphasis upon the science of agriculture was also mddmnsin the development of sharp lines of agricultural sflflecbmmtter for the high school programs. Courses such asfamncrops, animal husbandry, diseases of plants and an- Mmls,pdant breeding, horticulture, and dairying were often refluxed to as desirable parts of high school agricultural programs (35). Agricultural subject matter--how organized. Bailey suggested two methods of organizing course content but did not give a preference for one over the other: (a) work on Prmnems, choosing those that are applicable to the commu- nimn and (b) endeavor to develOp in the pupil a comprehen— Myexdew of the practice of agriculture in general (17:20). ‘Mmamnmly, more of the emphasis during this period was ac- 51 tually given to organizing the courses by the second method mentioned by Bailey. The examples of course content given in most of the suggested courses were organized on a logical basis and teachers were urged to follow similar procedures. Agricultural clubs. Boys' and girls' agricultural clubs received very little attention or discussion at na— tional meetings prior to 1905. The Report of the IE.E._J Committee on Inlustrial Education in Schools for Rural Com- munities in 1905 advocated the organization of boys' and girls' clubs for definite work outside of the school (26: 598). However, the purposes of the clubs, their enrollment of members, and relationships to the secondary school pro— gram were no: clearly defined. In 1910 Howe advocated agricultural clubs as an extension of the elementary and secondary public education programs (2')). Specific methods of organizing clubs were given, but the relationships between the clubs and the secondary school programs in agriculture were very vague. Seemingly, the school was to provide some leadership to the clubs, but even that was not clearly stated. 1911—1916 Agricultural education in the public secondary schools during this period seemed to receive more emphasis as vocational education than in previous years. There was 52 definite recognition of different objectives for various programs of agricultural education, and the methods of in- struction advocated also seemed to vary somewhat according to the stated objectives for the program. Objectives in agricultural education. Agricultural education was advocated by some as a cultural subject; others advocated it as a vocational subject. As a cultural subject, the content of agricultural pregrams was to fit the controlling purpose of teaching ". . . peOple to think straight on all matters pertaining to agricultural produc- tion and rural life, and this applies to the city peOple as well as to the country people." (71:195) The objective for vocational courses in agriculture was often given as training for farming (44:20; 59:49)- The advocates of vocational education in agriculture fre- quently stated that such programs should prepare the stu— dents for the occupations connected with the work of the farm and farm home (60). Stimson described vocational agriculture as . . . that form of vocational training which fits for the occupations connected with the tillage of the soil, the care of domestic animals, forestry, and other wage—earning or productive work on the farm. (66:9) The Commission on National Aid to Vocational Educa- tion in 1914 advocated that agricultural education should provide training for the "occupations connected with the work of the farm and farm home." (60:41) Farm home was used to refer to training in home economics. It should be emphasized here that the term "agri- cultural education," as used in this report, in- cludes education for the farm home as well as for the farm itself. Hence home economics, so far as it relates to the farm home, is included in the grant for instruction in agriculture. (60:78) Most of the groups emphasized farming as the objec- tive for vocational education in agriculture. The instruc— tion through the vocational agricultural program was to prepare the students for farming including efficient pro- duction and marketing of crops and livestock, as well as development of their farm management abilities (56:6-7; 66: ‘7; 68:96; 69:50; 71:197). Brown advocated that agriculture should be the means of enriching the regular high school pros-gram by relating the principles of science to the experience-backgrounds of the students. He seemed to advocate agriculture as a meth- 0d of education. It must be distinctly borne in mind that the fun- damental purpose of these courses . . . is not voca— tional education. . . . The aim is the education of the boys and girls through these studies in the be— lief that in many localities they have greater edu- cational value than the older traditional subjects. (48:11) In this particular kind of program extensive use of greenhouses and laboratories was advocated. Although the objectives were different from those for vocagional agricul~ ture, many of the methods of teaching advocated were the same. 54 Content of a local program for high school students. For many years a program of agricultural education was con- sidered as primarily a course in agriculture consisting of several agricultural subjects along with other regular high school subjects. During the period 1311-1916 a broader 5 concept of the high school agricultural program was evi- danced in the publications reviewed. The teacher of agri— culture was urged to include in his program (a) the super- vision of home—project work of his. pupils during the school-year and especially in the summer, (b) the direction of school agricultural exhibits locally and at the county fair, and (c) classroom and laboratory instruction. Many leaders advocated the use of school-land in the agricul- tural program. A few advocated club activities as a part of the program of agricultural- education. In the report of the Commission on National Aid to Vocational Education some recommendations were made regard- ing the minimum content of the agricultural education pro- gram in a local public high school. These recommendations included classroom instruction, at least six months of su- pervised practice either on the home farm or on a farm pro... 3The reader should note that the broader program re- ierred to the inclusion of things in addition to classroom Instruction. In another sense, the term. "agricultural edu— cation" was being defined as "vocational education in agri- culture" with practically no reference to several other forms of agricultural education. 55 vddmitw'the school, and Opportunities for practice and dammstmnfion work on a school farm (€0:47-48,74). gggiculture as a part of the high school program. Thepmssibilities for developing agricultural education prmfiamszhipmblic high schools received more attention hudngtmis period than in previous periods. Although some lemkns advocated the develOpment of special agricultural higismhools, much more of the attention seemed to be cen- tmmd this period of boys' and girls' clubs as valuable in agricultural edu- cation but nothing Specific was advocated regarding either a method of developing them as a part of the high school pregram or the content of the clubs' activities and pur- poses. L?easuring and evaluating results in agricultural ed- ucation. Very little, if any, attention was given during this period to practices for measuring and evaluating the results in agricultural education either as changes in in— dividuals, communities, or both. In 1912 Howe stated that the success of teaching agriculture should be measured by the extent to which the instruction was realized in actual betterment of practice on the home farm (55:14). He gave no details on who should do the measuring, or how the meas- uring should be done. For all practical purposes, no prac- tices were advocated to be used or followed in measuring and evaluating the progress of individuals or communities in agricultural education during this period. 1917-1928 The year 1917 was a milestone in the deve10pment of Programs of agricultural education in public high schools. 56 Thegmssage of the Vocational Education Act, commonly called the Smith—Hughes Act, gave impetus and direction to theumyement to extend vocational agriculture into the pub- liclngh schools throughout the length and breadth of the United States. Embodied in the Vocational Education Act wemeseveral guiding principles for promoting and develop- imglccal prOgrams of vocational education in agriculture. Thetuactices advocated between 1917 and 1929 illustrate thegfleat impact that the federal legislation had upon the khfls ofynactices advocated by the national groups. Four basic provisions written into the Vocational Ehnmmion Act (106) were guiies for practices advocated by mmw'oftfiw groups for developing vocational agriculture in lmxd schools. Those four provisions were as follows: 1. Such education shall be under public supervision or control; 2. The controlling purpose of such education shall be to fit for useful employment; 3. The education shall be designed to meet the needs of persons over fourteen years of age who have entered upon or who are preparing to enter upon the work of the farm or of the farm home; 4. The schools shall provide for directed or super— vised practice in agriculture, either on a farm provided by the school or other farm, for at least six months per year. Most of these provisions were originally a part of thermport‘by the President's Commission in 1914. However, asintegral parts of federal legislation, they became much 57 more significant. It should be noted that they have re— mained unchanged from 1917 although many of the practices advocated have changed. During this twelve-year period, the total amount of information on agricultural education published by the se. lected groups and organizations seemed to be about the same as for the perioi 1919-1916. However, there was a striking decrease in the amount of material published about agricul- tural education in r—ublic schools by the U.S. Department of Agriculture and the Bureau 1‘ Education. The Federal Board for Vocational Education, which was created in 1917, pub— lished a majority f the materials on agricultural educa- tion and specifically on vocational agriculture. Therefore, the practices advocated which have been reported herein tend to come primarily from the materials published by the Federal Board for Vocational Education. Objectives. During; this periol more of the publica— tions dealing; with agricultural education included specific statements of objectives than was the case in any of the previous periods. The objectives given for agricultural education dur- ing the period 1917-1928 were generally for vocational agri- culture. The viewpoints for agriculture as an information- al or cultural subject were expressed in relatively few of the publications. Fleet of the objectives stated were for a{ir‘iculture as a vocational subject with actual farm prac_. 58 tice as the central feature. Only one publication by the selected groups emphasized a threefold program of agricul- tural education. The report of the N.E.A. Commission on the Reorsani—‘ zation of Secondary Education emphasised agricultural edu— cation as rnore than vocational agriculture. The report contained recommendations for the devotion of some time in the public schools to the study of agriculture. It de- scribed the aims of such agricultural instruction in Junior- Senior high schools as non—vocational, prevocational, and vocational (104:7). The vocational agricultural course was to help stu- dents develop skills for plant and animal production as well as to contribute to the development of desirable farm communities (104:9). The objectives advocated during this period for vo- cational agriculture were usually given for the productive phases of farming. The statements of objectives in a major- ity of the references were centered around selected provi- sions of the Vocational Education Act. Nearly all of the publications on agricultural education from the Federal Board for Vocational Education during this period referred to the objective for vocational agriculture as "to train Persons, who have entered upon or who are preparing to en~ ter upon the work of the farm, for proficiency in farming." 59 Proficiency in the production and marketing of livestock and crops formed the basic objectives advocated for voca— tional agriculture. The objective of vocational agriculture as provided in the Vocational Education Act was ". . . to meet the needs of persons over fourteen years of age who have en- tered upon or who are preparing to enter upon the work of the farm or of the farm home." (106:57) Relatively few of the publications (89; 92) included in the statement of ob— jectives the phrase "or of the farm home." When it was in- cluded it was never explained or defined by examples. Usually the interpretation dealt only with the age factor and nothing was given about the meaning of "work of the farm or of the farm home." In general, the objectives for vocational agricul- ture were more prominent in the publications than in previ- ous periods. The objectives were usually for development of competency in the economical production and marketing of agricultural products. Proficiency in specific farming oc- cupations in the performance of ownership, management and Operation functions of farming, was the objective advocated for local programs of vocational agriculture (86; 89; 92; 96; 9'7; 108; 112; 113). A secondary, r corollary, objec- tive of developing the student's abilities as a good citi- zen was given in a few publications (84; 93; 104; 105; 114; 122). 60 Enrollment in vocational agriculture. Very few, if any, of the publications contained information on who should be enrolled. The provisions of the Vocational Bdu~ cation Act were often quoted or paraphrased to describe the purpose of vocational agriculture, and therein set forth two qualifications for enrollment in the courses: The stu- dents should be over fourteen years of age, and the students should have already entered or be preparing to enter upon the work of the far“. or of the farm home (74; 89; 92; 97; 106; 108; 114). During this period very few practices were advocated for selecting the students to be enrolled in vocational griculture. The bulletins issued by the Federal Board for Vocational. Education often explained the age factor as a basis for selecting students, but the vocational interest factor was merely stated with no accompanying explanation. In general, it was implied that vocational agriculture in the public high schools should be for boys with no mention made of girls. Content of high school programs of vocational agri- culture. Many recommendations were given for the things which should be considered as a part of the program of vo- cational agriculture. It may be recalled that in previous periods most of the emphasis had been given to the class- room instruction. During 1911-1916 home projects were ad- 61 vocated as another essential phase of the program. Even greater emphasis was given during 1917—1928 to the place of projects in the local program of vocational agriculture. It was recommended that the project program should include productive projects, improvement projects, and sup- plementary farm practices, all as a part of supervised practice work. Phases of the program advocated in a majority of the materials reviewed included classwork, supervised practice on home farms, and school land for demonstrations and di- rected work in agriculture. Relatively few publications contained recommendations for farm mechanics as a definite part of the program of vocational agriculture (96:32). Some advocated farm mechanics as an Optional part of the program. Promotional activities were advocated in one bulletin by the Federal Board for Vocational Education in 1925 as an essential part of the local program of vocational agricul- ture. It was advocated that "a detailed program of promo- tional activities should constitute a part of every teach- er's annual program of work." (85:2) The promotional ac- tivities described were (a) talks by the teacher to groups in the school and community; (b) exhibits at fairs, school, and business houses; and (c) articles for newspapers, Jour- nals, and educational publications. It was also advocated 62 that the promotional activities should include an annual father-son banquet (85:62). In general, during this period, it was advocated that the content of a local program of vocational agricul- ture for high school students should include classwork, su- pervised farm practice, school land, and perhaps some work in farm mechanics. Practically none of the recommendations included advisory committees as an essential part of the program. Relatively few published materials contained rec- ommendations for agricultural clubs as a part of the pro- gram. Vocational agriculture as a_part of the high school program. Recommendations were quite frequently given dur- ing this period for fitting vocational agriculture into the high school program. In general, the recommendations were for not less than fifty percent of the school time to be devoted to instruction in agriculture, including the super- vised practice work: Not less than 450 minutes of class- room instruction per week throughout the school year, and an equivalent amount of time for directed or supervised practice (89:17; 92:14). In 1920 an outline of a recommended practice for di- viding the one-half school day for agriculture was present- ed (115:11). This may be illustrated by the following sug- gested weekly schedule: 65 Period Monday Tuesday Wednesday Thursday Friday 9:00-9:40 - - -' ----- Supervised Study -------- 9:40-10:20 ---------- Recitation --------- 10:20-10:40 ----------- Recess ---------- 10:40-12:00 Project Shop Project ShOp Project study and prac- study and practice study and practical tics practical practical exercises exercises exercises It was apparent that this recommended daily schedule tended to follow the pattern originally advocated by Stimson in 1914. In 1922 Stimson still advocated a daily schedule quite similar to his earlier recommendations. He was quite specific in his recommendations and advocated that one-half of the school day be devoted to agriculture, one-quarter to humanities, and one-quarter to the study of science (118:14). He advocated a curriculum of more than vocational work in order to make the total education of the boy more nearly achieve the goals set forth in the cardinal principles of secondary education. One publication contained the recommendation that a teacher should have only 12—20 students for full-time agri- cultural training. Each student should have projects re- quiring at least 1,200 hours of work per year, and also have related science and social studies requiring at least 600 hours per year (117:1034)- 64 Vocational agriculture, as one-half of the school- day, was definitely emphasized during this period. 1n pre- vious periods there was less agreement as to the amount of time to be devoted to agriculture and also fewer references to specific amounts of time being set aside for vocational agriculture. Methods to use for teaching agriculture. During this period national leaders gave more emphasis to methods of teaching than in previous periods. Most of the refer- ences to methods of teaching were found in the materials issued by the Federal Board for Vocational Education and the United States Department of Agriculture. Publications by the United'States Department of Agriculture pertaining to agricultural education in public schools were practical- ly discontinued by 192}. At that time, the Federal Board for Vocational Education became the principal source of published materials on vocational agriculture. Specific suggestions were made for teachers to use in teaching vocational agriculture. The practices advo- cated included formal surveys by students, classroom dis- cussions, laboratory exercises, individual and group projects, and practicums. Later in this period emphasis was given to job analysis as a method of teaching. Teachers were urged to use formal surveys as a means 0f determining local agricultural situations and also as a method of teaching. They also were urged to have the stu- 65 dents conduct the surveys and tabulate the results (75:82). The use of surveys was less frequently advocated near the end of this period than during the years 1917-1921. Teachers were urged to use many illustrative ma- terials as well as to take field trips to see the actual things being studied. The kinds of illustrative materials (bulletins, daily papers, charts, slides, and specimens) advocated were the same as in the period 1911-1916. More emphasis was given during this period to the use of prac- tical work as a part of instruction--practice in the thing being studied. Teachers were urged to link the classroom work with some practice on the farm if possible: Students should learn judging of horses by practice and study of scientific principles (83:2). In general, the pattern of instruction advocated was classroom discussion and study to be followed by practicums and/or home projects. In this case the home projects and practicums were to be more or less an outgrowth of the classroom discussion. During this period there was considerable change in the methods advocated for using projects as a means of teaching. The terminology used reveals some of the changes which evolved: projects, home projects, supervised prac- tical work, supervised practice. Teachers were urged to correlate all phases of ani- mal husbandry and the teaching of biology (83). Instruc- tion in creps and soils was to be correlated with botany. 66 In all the agricultural subject matter a seasonal sequence of topics was to be followed, as nearly as possible. Before 1921 most of the "doing" which had been em- phasized in the methods of teaching was physical--manipula- tive processes. The practicums and projects were considered ways of having the students learn by doing. Materials pub- lished in 1921 contained recommendations for teachers to base classroom instruction on farm jobs. These farm jobs were to be classified as primarily managerial or operative. These references were some of the first to emphasize the managerial kinds of doing as an important part of the in- struction (111). Many writers included the use of projects in their methods of teaching agriculture. Stimson was one of the few who described the use of the project as a definite method of teaching (118:15). In 1925 a bulletin published by the Federal Board for Vocational Education gave many de- tails on methods of teaching vocational education in agri- culture (122). In this bulletin farm job analysis was ad- vocated as a basis for selecting and organizing teaching units. Teaching units were to be set up from farm jobs, but the jobs were not necessarily a part of the students' BPOjects. Since a farm job is a natural and basic unit of work in a farming occupation, it serves as an excel- lent basis for setting up corresponding teaching units. By teaching unit is meant a portion of in- 67 struction which can be handled more or less inde— pendently of other portions and which can be com- pletely taught as one "teaching job." Moreover, each teaching unit should be organized on the basis of a farm job because such an organization insures a direct and effective application of the instruction to the type of farming for which preparation is be- ing given. (122:2-3) The farm jobs, from the viewpoint of teaching, were to be classified as either operative units or managerial units, depending upon the type of activity or ability in- volved. With this basic analysis it was advocated that for managerial units the teacher should have objectives of con- structive and effective thinking. Operative and managerial jobs were to be separated for teaching so that the students could concentrate on only one job at a time (122:4). In the methods of teaching advocated in this bulle- tin a distinction was made between the kinds of "doing" in which students should be directed or supervised. The 0p- erative abilities were to be ". . . acquired by practice of the 199 Qperations according to standard practice and with intelligent application of any technical knowledge of ma— terials and working conditions." (122:3) Managerial abil- ities were to be acquired by practice in making decisions involving managerial factors. A specific method was advocated for analyzing the managerial jobs. First, the managerial job should usually be resolved into minor decisions, that is, determine the kind of decisions to be made; and second, determine the 68 factors which should be considered in making each of the decnficns. For example, in buying seed corn, some of the dafisflons to be made were given as (a) what variety to grow, (b) from what source to buy the seed, (c) when to buy, and ((1) how much to buy. The factors to be considered nimaking these decisions were elements, conditions or in- fluences which affected the results (122:3-4). Some methods of stating teaching-objectives were ad- vocated. Teachers were urged to express the objectives in temmsof the kind of doing ability which was to be devel- cmed. These doing abilities were described as four general types. Type I. Operative ability up to occupational standards having to do with manipulative activities and sensory judgment, such as testing milk, culling hens, plowing, or filing a saw. Type II. Operative ability having to do with rou- tine mental activities, such as computing by a formula. Type III. Ability to secure and organize informa- tion relating to a given job. Type IV. Ability in dealing with managerial prob- lems. (122:5) In general, the methods of teaching advocated in thusone'bulletin centered around carrying instruction to twelevel of a doing ability. This doing ability might be managerial or it might be Operative. In either case the temflmr'was to organize his teaching around the following phases: The teaching objective, preparing the student to leamn presenting the lesson content, supervising practice, 69 and testing the results of teaching. The pupil was to learn to do by doing, and to think by thinking.4 In the description of teaching a lesson no emphasis was given to relating material to projects until during the laboratory or practice time. The task of the teacher was to present background or related information during the question- discussion period. Some practices advocated for teaching by the farm job analysis were: 1. Selection of teaching units after considering all of the jobs in each enterprise of the course 2. Thorough lesson planning 3. Analysis of each enterprise into its jobs Other bulletins by the Federal Board for Vocational Education also advocated the analysis of enterprises into jobs as a method of teaching (111; 113). One of the prac- tices advocated as a part of this enterprise analysis was that the teacher should involve the students in the process of analyzing the enterprise. In this manner it was be- lieved that the students would deveIOp the ability to con- sciously select, evaluate, and use facts in dealing with a 4These rather formalized phases of teaching seem to be an adaptation of the formal steps in teaching advocated by followers of Herbert. This is the first bulletin re- viewed to place such emphasis upon this method of teaching. En the same bulletin some emphasis was given to the learn- lng being complete when the individual's ability reached the "level of the formation 9}; efficient habits." The theory of habit—formation as a part of teaching vocational agriculture was not develOped by the author of the bulletin. 7O spmfiific situation and also secure training in the selec- thug evaluation, and organization of content (113:1). The project method of teaching in vocational agri— mflture was advocated by many but described by relatively few. In 1925 it was described by Lane in a rather concise manner and as a part of the job-analysis method. In applying the project method to vocational edu- cation in agriculture the instruction should be based on the requirements of farm enterprises, and farm jobs should be worked out under conditions as nearly normal to those found on local farms as is possible. As regards these activities and farm job problems, it is essential that (1) they should be real-ethat occurring in the life experience of the farm boys of the class; (2) they should be of sufficient impor- tance to make the accomplishment or solution in each case an end in itself as well as a means of instruc- tion; (3) they should serve as a means of connecting the home and school experience of the farm boys; (4) they should be so selected as to give the prac- tical training and knowledge that will arouse inter- est and prepare the boys for the varied modern re- sponsibilities of the management of a local farm; (5) they should be selected so that as nearly as possible all the processes, information, skill, and managerial ability necessary in the conducting of a local farm are exercised; and (6) the Special objec- tives which are to be attained by the use of the project should be clearly defined in the mind of the teacher. (92:16-17) Lane advocated the project as a method of helping Unastudents develon abilities in farm enterprises impor- tmfl;in the community and important to the students. He dklnot indicate hp! the teacher should conduct the class- rpmnihstruction so as to help the students solve the prob- lmmathey faced in the conducting of their projects. One 0f1flm practices he advocated was that the teacher could A.“ II' J 71 select farm job problems which he anticipated the students would face sometime during their farm. experiences. During this period the methods of teaching advocated underwent considerable change. Near the beginning of the period the use of surveys was probably the outstanding de- velopment. Later, the job analysis of farm enterprises somewhat replaced or supplemented the use'of surveys. A1- so, there was a growing emphasis upon the value of the map- agerial kind of doing as well as the previously emphasized operative doing through practicums and projects. Home projects and supervisedlractice in agriculture. It has already been noted that the Vocational Education Act in 1917 included a provision for directed or supervised practice in agriculture for at least six months each year. Supervised practice, primarily as home projects, was advo— cated in the 1911-1916 period and had become generally as— sociated with programs of vocational agriculture. However, this provision in the Vocational Education Act became the basis for many recommended practices in the ensuing years. During this period the Federal Board for Vocational Education issued three bulletins dealing primarily with the interpretation of the requirement for six months of super— vised or directed practice (90; 96; 97). A comparison of these three bulletins, issued in 1918, 1925, and 1926, re- veals several changes in the recommendations made to local schools, although many the same. Table II on the three bulletins on eralizations made from follows: 72 recommendations remained basically pages 73 to 76 shows a comparison of several selected factors. Some gen— the material in the table are as l. The term supervised practice was broadened from projects to include supplementary practices and later to include several kinds of supervised work experiences. 2. Practices recommended for supervision tended to shift to less direction and more supervision. 3. Student plans were to include both what was to be done and how it was to be done. 4. More emphasis was given to those practices which tended to lead to establishment in farming. 5. More emphasis was given to the importance of an- alyzing the records of supervised practice kept by the student. Methods of correlating the classroom instruction and thesmpervised practice were discussed in each of these flueelnfldetins. In 1918 the methods suggested for relat- ingtme classroom instruction to home projects were as fol— lows: The phase of agriculture to be studied during a given year will usually determine the type of major Innjects to be selected by members of the class. The fact that there is to be practical work on Lunjects should likewise determine to a large extent tum arrangement of subject matter and school prac- tflcums during the year. Since the work on the home Lupject must be seasonal, the study of the subject liggter must likewise be made seasonal. . . . 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Hoonom. wmmd MN®H QHOH nooflnapGOOV HH wands 77 The recommendations in 1923 were practically the same except more emphasis was to be placed upon the prob- lems arising from the supervised practice. The practices for correlating the classroom instruction and the super- vised practice given in the 1926 bulletin continued to be about the same as those in 1923 (96:18). However, similar patterns of correlation were not always advocated or implied in other bulletins published by the Federal Board for Vocational Education during this period. In some, nearly all of the emphasis was placed on the classroom instruction, which was to be basis of exer- cises to be performed by the students (99; 103; 108). A bulletin issued in 1925 on methods of teaching vocational agriculture emphasized having the supervised practice de- termined from what was taught in the classroom rather than vice versa (122:36). During that same year, 1925, other bulletins describing the method of determining course con— tent emphasized only the enterprise-analysis method and failed to mention the students' supervised practice pro- grams. Some disagreement and differences in emphasis were quite obvious. The bulletins and other publications for vocational agriculture by the U.S. Department of Agricul~ ture clearly advocated the use by students of prepared Project outlines in preparing the plans of their projects '78 (75; 83). However, none of the bulletins by the Federal Board for Vocational Education advocated the use of pre- pared outlines, and several of them recommended that such outlines not be used (90). Agricultural subject matter-~how determined. How to determine what should be taught in vocational agriculture was a popular tepic during this period. Publications from the U.S. Department of Agriculture, the Federal Board for Vocational Education, the Bureau of Education, the National Society for Vocational Education, and articles in the Egg-- tional Education Liagazine gave suggestions to the local teacher. However, most of the suggestions seemed to be based on two of the provisions in the Vocational Education Act regarding agricultural education: (a) to fit for use- ful employment; and (b) to meet the needs of persons over 11+ years of age who have entered upon or who are pre- raring to enter upon the work of the farm or of the farm home (106). These two conditions were usually inter- reted only in terms of farming. Practices advocated as methods of determining the agricultural subject matter at the close of this period were somewhat different from those at the beginning. In 1317 empha— sis was placed on the use of prepared course outlines and the adaptation of the outlines to local situations through the use of surveys conducted by the students to determine 79 the local situations. Primarily, the content of the course of study was to be determined by the fundamental technical information known by experts in the various fields such as animal husbandry, field crops, and soils. Although some recommendations were given to adapt the course to needs and capacities of the students, the needs and capacities were primarily in terms of the science underlying agricultural practice (76; '77; 8C); 81). The next three years saw very few changes or addi- tions to the recommendations of 1917. Teachers were urged to select the subject matter on a basis of needs and the community situation, but no specific methods of determining needs and community situations were given other than to use surveys ('75; 89; 115). The most specific recommendations given were in a report in 1920 by a committee from the Na- tional Education Association (104). Seemingly the content for instruction was to be determined by what was known to be the elemental and basic portions of the science and art of agriculture found in the best farm practice. (Note: No indication was given as to who should determine this.) Flexibility was advocated in the agricultural courses so that they could be adapted to local conditions and needs, but some uniformity for sequence, nomenclature, and nature 01“ the courses in all schools was desired. Details were given in the report on how to adapt the courses to local conditions. In planning a course in farm 80 crops the teacher should consider (a) the local importance (fifths crop and the importance of the crOp within the state, OD the adaptability of the topic to secondary school con- <fitions, (c) the status of knowledge about the topic, and (d)tfim seasonal organization of the material (104). Another method of determining course content was in- tnmduced in 1921 and elaborated on during the remainder of ‘Hns period. Bulletins issued by the Federal Board for V0— be solved on the home farms of the individual members of thecflass. The problems were to be large enough to command tmerespect and interest of high-school boys, and at the 82 same time small enough for them to fully comprehend (120: 496—497). The uniqueness of this method lay in the selec- tion of actual farm—problems from the home farms of the students in the class. His argument for this method can be partially understood from the following quotation. 1n the first place, the learning activities of pupils can most successfully be directed and con- trolled only when the pupils and teacher are work~ ing together, purposefully, toward the solution of a real problem. This is simply a statement of one of the most fundamental and widely accepted prin— ciples of good teaching, and cannot be over- emphasized in this connection. (120:496) Teachers were urged to consider the needs of the students as one basis of determining course content. Sel- dom were any details given as to .just what was meant by needs. An exception to this was found in some suggestions by Wiseman for determining the content of the course. He recognized vocational, civic, physical and cultural needs but confined his recommendations to vocational needs. As a method of determining the needs of the students he suggest- ed a continuous study of their (a) farm home backgrounds and activities, (b) social activities, and (c) abilities in performing jobs of the various enterprises (123). A bulletin in 1925, dealing primarily with methods 0f teaching agriculture, advocated the use of farm job analysis in the selection and organization of teaching units. Teaching units5 were to be selected after consider- M vi STeaching unit was defined as a portion of instruc- 83 ing all of the jobs in each enterprise in the course, and after determining the objectives for the course. The teacher's decisions as to teaching objectives should be based upon a consideration of the follow- ing factors: (1) The learner's present ability; (2) the learner's capacity; (3) the learner’s immediate needs for training; (4) the learner's ultimate voca— tional objective; (5) teaching facilities; (6) the teacher's ability; (7) seasonal demands; (8) the economic importance of the job; (9) the learning difficulties; (10) the possibilities as to transfer of training; (11) other Opportunities for training. (122:56) The methods advocated, near the end of the period, for determining course content seemed to be based on three factors: The student, the farming in the community, and the relative importance of enterprises in specific farming vocations. In general, the course content was to be based on the needs of the pupils to be taught and the specific re— quirements of the farming vocation selected (86). At the beghuflng of this period it was noted that most of the em- phasis in course building was on the technical subject mat- ter available with relatively little emphasis given to the abilities and needs of the student. Agricultural subject matter--what should be taught each year. In the periods prior to 1917 rather definite Ln tion which could be handled more or less independently of other portions and could be taught as one "teaching job." 84 sequences of courses had been advocated. Teachers were urged to start with a certain subject for the students in the 9th grade and follow a pattern of courses for the re- maining years. During this period, 1917-1928, very little emphasis was given, in the materials reviewed, to a defi- nite sequence of courses. Two related bulletins published in 1917 by the U.S. Department of Agriculture were excep- tions, and they contained recommendations of some specific courses for southern secondary schools. The first year the students were to study soils and crops; the second, animal husbandry; the third, horticulture; and the fourth year was to be divided between two courses, rural engineering and farm management ('76; '77). A bulletin published in 1920 recommended specific courses for agriculture in secondary schools but also rec- ommended that each school determine its own sequence of courses (104). However, it should be emphasized that these three bulletins represented a very small percentage of the total number of bulletins and other sources reviewed. In 1925 the Federal Board for Vocational Education issued a bulletin on principles in making the vocational agricultural course of study. Because the bulletin was later revised and re-issued several times, it was consid- ered as rather important. This bulletin contained recom— mendations for the course of study to be organized so as to 85 lmveaacross-section of the selected farm vocation (e.g., careful attempt made 5. to pick out damaged tu- bers 4.Fdeld run tubers packed 4. in barrels and covered with burlap up in the field under temporary shelter Potatoes to be dumped from baskets into sizer happer Damaged tubers to be handpicked Tubers to be passed into barrels from sizer, bar- rels covered with burlap Tmfluflcal knowledge content: Technical knowledge content: 1” No sorting is practical l. 2.ik>equipment is used 2. 5.Cnoth top stave barrels; 3. capacity 3 bushels it No separations made 4. 5. Damaged tubers left in 5. the field 6. hflwrs dumped into bar- 6. rels from baskets 'L Cover tOp of barrel with 7. burlap and bind with h00p M Sort in field under tem- porary shelter Belt screen hand sizer Stavebarrelscoversiwith burlap; capacity 3 bushels Three sizes: No. 1, above 1 '7/8 inches; No. 2, 1 1/2- 1 7/8 inches; No. 3, mar- ketable smaller tubers Hand pick damaged tubers as they pass over sizer Pass tubers into barrels from sizer Cover barrels with bur- lap and bind with hoop isreproduced from the bulletin entitled Analyzing g Potato 90 A pattern commonly advocated for organization of mmjmm3matter was much simpler than that just described. fim aflqect matter for managerial-type jobs was to be or- zmflzed into three columns: Decisions to be made, factors totm considered, and kind of information needed for apply- imgthe factors (108; 122). For Operational-type jobs the mmjmfiJmatter was to be organized into three columns: Op- emudons, standard practice, and related information (114; 122). In 1925 the Federal Board for Vocational Education issued a bulletin on principles in making the vocational amuse of study. This bulletin, reissued in 1927 with prmflfically no revision, has already been mentioned in the dnmusshniof how to determine the course content. Two of theludnciples for course organization advocated were (a) orgnflze the content around the major, contributory, and mimnrenterprises for the selected farming vocations, and 00 organize the four-year course so as to have a cross- smfiflon of the farm vocation in terms of major, minor, and cmfindbutory enterprises every year for the first three yeama The fourth year should have coordinating studies in management and operation techniques (86:11). It may be wwwd that this is one of the first times a cross-sectional Organization was advocated. farm shop instruction. We have already seen that Drhnrto this period relatively little emphasis was given 91 to this phase of vocational agriculture. It is even ques- tionable as to just what this phase of the vocational agri- culture program should be called: E'arm shop work, farm me— chanics, farm engineering, or something else. During the years 1917-1928 no one term predominated, although farm en- gineering was used quite frequently. First, we should recognize that although several bul- letins, monographs, etc., contained material pertaining to "farm mechanics," these publications represented a small percentage of the total number issued by the groups being studied. Second, the lack of agreement in the use of terms describing the work may be significant in itself. Farm mechanics work advocated in 13,17 was sometimes described under the title Rural Engineering. As a one- semester course in the fourth year in high school it was to include the following areas: farm machinery, farm struc-- tures, farm sanitation, agricultural surveying, farm drain- age, irrigation, terracing, roads, and rcpe work (77:22-30). For these nine areas a total of fifty-two lessons and thirty-six exercises were outlined. Twenty-four of the lessons and sixteen of the exercises were on farm machinery. Projects (group, individual, school, and home) were advo- cated as a part of the course, but no details were given as to how to correlate the projects, exercises, and lessons. This represents a broader concept of the content of the farm mechanics work than was advocated later in this period, 92 mmmpt for the recommendations of the N.E.A. Committee (104) in 1920. The N.E.A. Committee report issued by the U.S. Bu- remicM‘Education contained recommendations for a one se- mester course in rural engineering. It was recommended tmu3the course should include (a) farm machinery, power mulequipment; (b) farm structures; (c) farm sanitation; «0 agricultural surveying; (e) farm drainage and irriga- thug and (f) roads. Field and laboratory exercises were advocated as a part of the course. In connection with this course the students should have practice at the school in as much of the follow- ing work as time and equipment will allow: (a) Set- ting up, use, and repair of farm motors and machinery, (b) concrete construction, (c) planning farm struc- tures, (d) construction of minor farm buildings, (a) construction of fences, gates, and other farm equip- ment, (f) installation of water, sewerage, and light- ing systems, (g) elementary surveying, h) laying out drainage and irrigation systems, (i) construction and use of terrace level and road drag, (j) belt lapping, harness repair, making knots and splices, and such handicraft work as may fit the needs of the students and the community and has not been provided in earlier courses. (104:19) Farm mechanics work was sometimes described as pri- Imudly repair and construction work, the kind which arises (Nithe farm (88; 107; 119). The repair work was to be in idm areas of metal working, harness repairing, rope work, amibmlt lacing. In at least one instance (107) it was rmxmmended that every boy in vocational agriculture learn how to do the following: 93 1. File a piece of metal to given dimension 2. Sharpen saws, auger bits, and hand tools 3. Thread bolts and tap nuts 4. Drill holes of given sizes at given points by using a drill and carpenter's brace, chain drill, breast drill, and hand drill press 5. Do light repair jobs by soldering 6. Repair harness and belts 7. Tie common knots and splice a hay-fork rope During this period at least two different methods wamaadvocated for organizing the work in farm mechanics. (km method consisted essentially of a course in farm mechan- ics based on the repair and construction work of the farm. flueother method consisted essentially of basing the farm swu>work on the various jobs to be performed in the enter- prises on the farm. This resembled an integration of the famnumchanics work with the classroom instruction (86; 87). hisome instances part of the farm mechanics work was to be :nmluded in the regular classroom work with no mention of mfidvities in a shop. For example, managerial jobs in plmnflng a hog house for breeding stock were to be dis- cussed from the viewpoint of management of the swine enter- prise (112). Others advocated arranging the farm shop work on a DNUect‘basis rather than on the basis of a given material nabs used. For example, the work of one year should not 94 beldmited to wood, another to iron and steel, etc.; but, rather, the students should use the tools and materials rmeded for projects which might involve both wood and metal (119:47-48). Several methods were advocated for determining the amuse content. One method advocated was to determine the mxment as a part of the occupational analysis for course leuflng. This meant determining the jobs of the various enmerprises, and some of the jobs would be farm mechanics Jobs. Another method advocated was to determine the con- tentcd'a separate farm mechanics course by studying the Prmnflces used on successful farms and then basing the in— mnmction on the ordinary repair and construction work which arises on the farm. Methods of teaching farm mechanics were not given in ckmail during this period. In general, the methods advo- cated were based on the use of either exercises or projects. Cflm exercises were usually not based on a particular need Ofthe students on their home farms at that time. supposed- ly’tme Projects advocated were based on some need at least fmnlthe home farm or other farms in the community. The farm equipment made, if it has not been made for a 8Pacific purpose at the school, should be SHCh that the students may take it home and use it. AS a rule, the making of models is not to be encouraged, When useful articles may be made. The home farms of the students and surrounding farms will furnish an- abundance of equipment needing repair. Near—by 1m 95 plement dealers are often willing to furnish oppor- tunity for study and practice in connection with farm machinery. (104:20) Teachers were urged to use group projects as a meth- od of teaching some things in farm mechanics. The group projects such as construction of farm buildings or laying out of a drainage system, might be at the school, upon neighboring farms, or upon the home farm of one of the stu- dents (104:19). Just who should teach the farm mechanics was not specifically stated. it was recommended that the teacher have special training for the farm mechanics work, but it was not clear whether the teacher was to be the vocational agriculture teacher or some other teacher, although it seemed to be implied that the regular teacher of vocational agriculture should also be the teacher of farm mechanics. Home projects and supervised practice have previous- ly been discussed in detail. However, it should be nOted here that recommendations were given to have supervised practice work include farm mechanics or shop jobs whiCh were definitely related to the shop instruction at school (95). ggricultural clubs. At a meeting in Kansas City, Missouri, in November, 1928, a national organization of Students enrolled in vocational agriculture was formed, named the Future Farmers of America, commonly referred to 96 as the F.F.A. This organization was formed as an integral part of the program of vocational education in agriculture in the public school system. The developments from 1917 to 1928, which preceded the founding of the F.F.A., were re— viewed to determine the practices advocated for promoting and deve10ping agricultural clubs. Agricultural clubs were advocated in 1917 as a part of the program for vocational agriculture in the high school. These clubs were for students having home projects and were to be directed primarily by the students. Regular meetings were to be held with the program at each meeting including such things as speeches by stulents, debates, and speakers from outside. No mention was made as to the time for the meetings (day or night), or for any other activi- ties by the club (79). Another kind of organization of vocational agricul- ture students was also advocated. Whereas the first was centered around production, this other was centered on mar- keting, purchasing, and some other services. Teachers were urged to teach marketing of farm products by having the students form a shipping association. This might be con- sidered a forerunner of the present-day F.F.A. cooperatives and subsidiaries. Although the primary object of such an organiza- tion may be the marketing of the product of its mem- bers, its activities may be extended to the purchase 9’? of supplies, the production of plants, and such op- erations as spraying. (82:6) Class and group projects for cooperative marketing of the students' products were advocated by others (95; 96; 97). Seemingly, such projects were to be a method of teach- ing cooperation. When such groups were formed, the cooper- ative was to be run as any commercial organization should be run. Officers were to be elected, responsibilities de— termined, a plan of activities for each individual made, and problems submitted to the entire group for decisions (97:12). There was no mention of social or leadership aims for such organizations, and develOpment of leadership through such groups was advocated in relatively few of the publications (116:1059). It was noted that throughout this period the publi- cations issued by the Federal Board for Vocational Educa- tion contained practically no references to boys' clubs or agricultural clubs, either as a part of vocational agricul- ture or as a method of teaching some of the things in voca— tional agriculture:7 The cooperative enterprises advocated in 1926 were essentially the only activities advocated 7It is well known that leadership was given to the development of the Future Farmers of America organization by the staff of the Office of Vocational Education. The absence of leadership through publications issued by the Federal Board for Vocational Education or the U.S. Bureau Of Education does not imply that no leadership was given from those sources. It does illustrate that the leadership “'35 93g exerted through official publications. 98 which resembled clubs. A review in a Federal Board bulle— tin of the development of student organizations from 1917 to 1927 neither advocated nor rejected the trends related (93 : 28-29) . Measuring and evaluating results in agricultural ed- ucation. Determination of progress is usually expected in any educational prOgram. It is usually taken for granted that tests of some kind will be given to determine the ef- fectiveness of the teaching. However, during this period there were practically no systematic plans advocated for local schools to use when evaluating or measuring results in agricultural education.8 Evaluating results in supervised practice received some attention. Scorecards were advocate-d as a method of evaluating the achievements, but the scorecards were to be accompanied by special considerations for individual situa- tions. Scorecards advocated in 1923 (96:26-27) and 1926 (97:56-37) are compared below. 8National studies of the effectiveness of vocational education in agriculture were made by the Federal Board for Vocational Education in 1922 and 1927 (131113118th in 1923 and 1928). Neither study contained recommendations regard- lng measuring and evaluating to be done by administrators or teachers for local programs of vocational agriculture (101; 102). 99 1923 1926 Preliminary Plan Execution Records Efficiency in per- formance Outcomes Economic income Skills Knowledge Attitudes 16% 15% 19% 10% 12% 15% 15% Preliminary Plan 16% Initiative Aim Completeness Execution Records 13% Completeness Neatness Accuracy Efficiency in per— formance 19% Judgment System Punctuality Outcomes Economic income 10% Total net income Percentage of profit Skills 12% Skill 8 develOped (110.) Facility in per- formance (quality) Knowledge 15% New subject matter Social implications Related knowledge Attitudes 15% Interest in work Evidence of co— operation Interest in science The only difference between the two scorecards was tMaaddition in 1926 of specific factors to consider under each of the headings. In neither year were any recommenda- timm3given as to who should be involved in doing the eval- uating or just when it should be done. lOO Practicums and home projects were once advocated as a means of testing the classroom teaching. The home project, from the teacher's point of view, was to be considered a means of determining the effectiveness of the teaching. Likewise, the practicums were to be a means of testing the effectiveness of a part of the teaching. For example a practicum in selecting seed corn from the field may be used by the teacher to test the effectiveness of his teaching and at the same time to give the pupil skill and experience before he selects the seed for his own project. (91:60) This practice of using the projects and practicums to test the teaching illustrates the general concept which seemed to have prevailed at that time. That is, the project and classroom work were quite distinct and the projects were merely requirements of the course, not a basis for instruc- tion or part of the instruction. In 1925 standard tests of agricultural information were advocated as a means of measuring results in vocation- al agriculture. Standard tests were available for poultry, vegetable gardening, and dairying. These were designated as National Agricultural Tests and their use was advocated as well as recommendations given for the preparation of ad- ditional tests (103:900). However, no recommendations were given as to when the tests should be given, who should give them, or whether additional testing should also be done. In 1927 another recommendation appeared for evaluat— ing the student's work. It was recommended that instead of 101 informational examinations more attention should be given to actual performance tests. A written project plan should be considered as one kind of a performance test on the in- struction received (121:5). During this period there was a general lack of in- formation regarding practices advocated for measuring and evaluating results in agricultural education. Up to this point we can only conclude that either there was little con- cern for methods of measuring and evaluating results, or there was very little published by the leadership groups being studied. If they were concerned with measurement and evaluation their leadership was not exerted or evidenced through the publ icat ions . 1929-1940 The years 1923-1943 were the beginning years for the national organization of Future Farmers of America. This same period of years also included a great depression, drought, and the beginning of the hostilities for World War II. Their impact upon American agriculture, together with advances in farm mechanization and many other deve10pments, Provided the setting for this particular period. Vocational education in agriculture during this peri- Od experienced a continued growth in numbers of students enrolled, number of departments, and in many other ways. 102 Objectives. The ultimate objective of vocational education in agriculture, as most frequently listed during this period, was. to train present and prospective farmers for proficiency in farming (129:2; 159:131; 158:1; 165:68). The ultimate objective also was given as being to train persons who had entered upon or were preparing to enter up- on the work of the farm for proficiency in specific farming operations (152:1; 155:2; 162:5). The emphasis in the ob— jectives seemed to be in defining agriculture primarily as farming, and in directing the efforts of instruction to those either already in farming or preparing to enter farm- ing. Two publications issued during this period dealt primarily with the objectives of the program: W 92.. jectives _i_g Vocational Education _ig Agriculture (158) was issued in 1951, and Educational Opjectives 1:} Vocational Agriculture (129) was issued in 1940. Several excerpts from these bulletins have been presented here to illustrate their similarities and differences. 1931 1940 Aim or Objective A... .The primary aim of voca- 29 train present and pros- tional education in agricul- pective farmers for profi- ture is: _t__q train present ciency i_n_ farming is the aim Egg pgospective farmers for of vocational education in Eggficiency in farming. fp.1 agriculture. p. 2 103 1931 (cont.) 1940 (cont.) Sub-objectives The 12 contributory trains ing Objectives are: 1. 2. 3. To produce agricultural products efficiently. db market agricultural products economically. To select and purchase suitable farm equipment and supplies. To cooperate intelligent- ly in economic activities. Tb manage the farm busi- ness effectively. To establish and maintain a satisfactory farm home. To perform apprOpriate economical farm-mechanics activities. To participate in worthy rural civic and social activities. To use scientific knowl- edge and procedure in a farming occupation (as contrasted with technical knowledge). 10.1b exercise constructive leadership and to recog- nize and follow worthy leadership. 11.1b grow vocationally. 12.1w become established successfully in farming. p. 2 Note: These were followed by a rather comprehensive list of some abilities which might be developed under each contributory objective. There was recognition of overlapping. The major objectives of vocational education—in agri- culture are to deve10p Ef- fective ability to: 1. Make 3 beginning and 2d- vance in farming. Troduce.farm commodities efficiently. 5. Market farm products 3d- vantageously. 2. Conserve soil and other natural resources. 5. Manage g farm business. Maintain a favorable an- M- “ vironment. The different abilities are needed by individuals in connection with farm jdbsand activities in the solution of farm problems. p. 3 Note: These were followed by a rather comprehensive list of contributory objec- tives for each of the six major objectives. There al- so were abilities to be de- veloped. 104 1931 (cont.) 1940 (cont.) Definition of Ability .. . the term,'ability‘ as used in this report is practically synonymous with, or equivalent to teaching units organized pp 1211?. farm jpp basis. Tn some cases, however, it is apparent that the ability deals simply wimithe deveIOpment of an attitude or appreciation rather than doing ability on a farm job. p. 2-5 Note: The term "ability" was not defined in this pub- lication. Relationships .. . since the farmer's mode of living is so inti- mately connected with his means of livelihood, the program for vocational edu— catnniin agriculture recog— nizes both a direct and a joint responsibility (with thepmblic school system and other agencies) for training niapprOpriate rural civic amlsocial activities. p. 1 Vocational education in agriculture is recognized and developed as a definite part of the program of pub- lic education. Therefore, a statement of the aims and objectives of this phase of vocational education must be in harmony with and support the general objectives and philosophy of the whole of public school education. p. 1 Although rather drastic editorial changes were made, um hm>publications contained practically the same basic Obkmtives and sub-objectives for the local program. Seem- ingly, considerably less emphasis was given in 1940 to the cmumrative activities and abilities than was the case in 1931. Farm mechanics was not recognized as a separate part lOS chthe local program in 1943. However, more emphasis seemed to be placed in 1940 upon the abilities needed for leadership and for maintaining a favorable env1ronment Some differences were quite apparent in the termi- Ixflogy used to describe objectives of the program dur1ng 'uus period. Those differences may have represented dif- fiwent Objectives or perhaps they were merely different vmys used to eXpress similar objective The following are some exam ”ples of different state- nwntscfifthe objectives for vocational arriculture. Example A. The a1m of vocational instruction in agriculture as formulated in public policy is to fit for useful em- ployment in agricultural pursuits This may be inter- preted to mean that the vocational course in the high school has two functions: 1. To prepare the pupil to meet with growins effi- g) c1ency and happiness the demands of a provres— sive vocation of farming. 2. To meet the present and immediate agricultural needs of the pupil who lives on a farm. (127:1) Example B. That it shall be designed to meet the needs of p22- sons who— have entered upon or who are p_eparing to en- ter upon the work of the farm.--Here again the impl1ca- tion is that we are, for the most part dealing with pu- pils living on farms who are directly interested in farm practice and who are eager to participate in it. (140: 4) Example 0. The education shall be of less than college grade and shall be designed to meet the needs of persons over 14 years of age who have entered upon or who are pre- par ng to enter upon the work of the farm or of the farm home. (134: 6) 106 Example D. The ur ose of vocational education of secondary grade in agriculture is to train persons, who have en- tered upon, or who are preparing to enter upon the work of the farm, for proficiency in specific farming occu- pations. (152:1) Example E. The primary aim of vocational education in agricul- ture is: 23 train present and prospective farmers for proficiency ipfarmins. (15?:13 M Example F. A course of study in vocational agriculture must prepare the student for efficient farming, intelligent participation in the affairs of the agricultural group, and permit him to function as a desirable American cit- izen. (130:25) Example G. In addition to training for the vocation of farming, we have a responsibility in training for rural leader- ship, cooperation, recreation and a high type of rural citizenship. (158:135) A brief study of the seven examples revealed many nmflied differences in objectives. Example A stated that theaflm for vocational agriculture should be to fit for usehfl.employment in agricultural pursuits. Example B stated that vocational agriculture should be designed to mmfizthe needs of those who have entered upon or are pre- panhmgto enter upon the work of the farm. Perhaps there 'hsa difference between "employment in agricultural pur- sflts" and “the work of the farm." In Example 0 the purpose given for vocational agri- mflture was to meet the needs of thee who have entered upon 107 iflm~work of the farm or of the farm home. Perhaps the pmrase "of the farm home" suggests even different objec- tives. Examples D and E gave the objectives of vocational mgflculture as proficiency in farming for those in or in- ‘hflmsted in the work of the farm. However, Example D gave 1mm objective as being proficiency in specific farming oc- cupations. Example E2 stated the objective as proficiency in farming. "*‘ 4 .L arming," in this case, might mean specialized cu'general farming, or farming as a general classification cfl‘several occupations. Examples F and G seemed to imply rather narrow defi— rntions of farming, since they specifically mentioned other objectives. After reviewing all the publications from which times seven examples were selected one would conclude that (hiferent objectives were implied, but they may have been mfly'implied. Undoubtedly the primary objective was for pmpficiency in farming, but either narrow or broad defini- tflons of proficiency in farming could be assigned to par- ticular statements of objectives. In the summary for the objectives in the period 1917- 19331t was noted that the phrase "of the farm home" was frequently omitted from statements referring to the Voca- tflonal Education Act. From 1929-1940 the same situation 108 wmsfbund. The phrase was often omitted, and when included, it was.not explained in the interpretations of the objec- tives. The monograph titled Educational Objectives i Voca- thxml Agriculture omitted the phrase "of the farm home" whmizeferring to the National vocational education acts. {Hm objective of develOping the effective ability to main- tahia favorable environment may have been intended to cov- erthat phrase, or it may have been a broad interpretation ofthe phrase "of the farm." The farm home and the farm are so intimately tied together that the problems affecting one also have a direct influence on the other. The maintenance of desirable homes is recognized as being essential to proficiency in farming. Kaintaining, improving, and enlarging upon the influence of the rural home are considered as being of paramount importance in the development of an agricultural program. (129:10) Enrollment in vocntienal agriculture. Relatively limfle attention was given prior to l?13 to the specific. mmmtion of who should take courses in agriculture. It has almnfly been noted that from 1900-1910 it was assumed that tmecourses were primarily for students coming from farms, winino discrimination between boys and girls, and appar- mmlyrm>discrimination according to vocational interests. Ingmneral, it was not until the passage of the Vocational Ehmation Act in 1917 that the vocational interest of the Shflent'was recommended as a major factor in determining wmishould'be enrolled. Previously, it was more or less 109 assumed that the student would be preparing for farm work. During this period of 1929-1940 there were wide- quead recommendations that the students enrolled in voca- tflonal agriculture should be those persons who had entered xuwn.or were preparing to enter upon the work of the farm. The vocational objectives of persons enrolled in vocational mgflculture, according to the seven examples on pages 1C5 and 106, were to be as follows: Have entered upon or be preparing to enter upon 1. the work of the farm. 2. Have entered upon or be preparing to enter upon the work of the farm or the farm home. 5. Present or prospective farmers. It is possible that some differences were intended in‘MMishould be enrolled according to the above three shfimments. However, these three were generally interpret— miin the publications as referring to students who had en- 'mned upon or were preparing to enter upon farming. That it shall be designed to meet the needs of persons who have entered upon” 93 who are preparing to enter upon the work of the farm.—-Here again the implication is that we are, for the most part, deal- ing with pupils living on farms who are directly in- terested in farm practice and who are eager to par- ticipate in it. (140: 4) ‘ A singleness of purpose for students enrolled in vo- in programs of local farm, service, and civic organi- zations. In general, it was advocated that the content of a lomfl.program of vocational agriculture for high school students should include classwork, supervised farm prac- tnce,ierm mechanics, and a chapter of Future Farmers of Mundca. Very few, if any, recommendations were given for 112 hufluding an advisory committee as a part of the local pro- gram. Vocational_agriculture as a part 9f the high school program. The recommended patterns of time schedules estab— lished during the period 1917-1928 remained practically un- cflmnged'until about 1957. It was recommended that 50 per centcfi‘the school time should be devoted to instruction in myficulture when the school had an agricultural curriculum (fiftwo or more years in length. This time was to include bonthe directed or supervised practice and the related class instruction. For the class instruction it was recom- nmnded that provision should be made for at least double- period units of school time (134). The minimum time schedules recommended in 1937 were mmmwhat different. The revised Policy Bulletin No. 1 listed these requirements: While believing that the practice heretofore fol— lowed under which a minimum of five double periods of ninety minutes each, or 450 minutes a week, is necessary to a well—rounded course in vocational agriculture, the Office of Education, in recognition of the fact that many rural high schools are now or- ganized on a sixty-minute basis, will approve State plans providing for not less than seven clock hours a week for such instruction. Where the period is less than sixty minutes minutes length, five double periods a week will be required. (156:45-46) It was noted that the publications from the U.S. Of- th%Of Education, Vocational Division, were the only ones EiVing specific recommendations on time schedules. No de- Unmination was made as to whether the recommended time 115 smhedules had unanimous support from national leadership Egpups, or whether those groups just failed to express Opinions regarding how to make vocational agriculture a partcfi‘the total schedule for the school. Some recommendations were given to encourage local scmxfl.administrators to consider vocational education in myflculture as an integral part of their total program. Some change in wording I), and perhaps emphasis, was given to ‘Ufls in the publications dealing with objectives published in 1951 and 1943. 1951 1940 . . . since the farm- Vocational education er's mode of living is in agriculture is recog— so intimately connected nized and developed as a with his means of live- definite part of the pro— lihood, the program for gram of public education. vocational education in Therefore, a statement of agriculture recognizes the aims and objectives both a direct and a of this phase of vocation— goint responsibility a1 education must be in with the public-school harmony with and support system and other agen— the general objectives cies) for training in and philosophy of the appropriate rural civic whole of public school and social activities. education. (129:1) (158:1) It was recommended that when setting up a program of hmmruction in vocational agriculture careful consideration begfiflen to three things: (a) the amount of time to be de- wnmd to supervised farm practice activities by the stu- dmnm and teachers; (b) the amount of time allotted to the 114 student for training in vocational agriculture during his four years of high school work; and (c) the amount of time assigned to the teacher for instruction in vocational agri— culture (157:56). In general, there were fewer national groups giving recommendations regarding the scheduling of vocational agriculture during this period than in previous periods. The recommendations given tended to be of only one pattern. The seven clock-hour plan was advocated during this period as well as the double 45-minute period which had been advo- cated previously. No specific patterns for use of time during the day were recommended as was the case in 1917- 1928. r.’ethods_to use for teachinALagriculture. It has been noted that during 1917-1928 job analysis of farm en- terprises was one of the methods of teaching advocated. Also, there was a growing emphasis upon the values of both managerial and Operative jobs as methods of teaching. Dur- ing 1929—1940, emphasis was continued upon many of these same methods with some changes which were primarily devia— tions of the previous methods. Methods of teaching which were advocated included (a) teaching through supervised practice, (1)) using project records, (c) definite correlation of the supervised prac- tice and the instruction in the classroom, (:1) home visits, 115 (e) school contests, (1‘) job analysis, (g) field trips and laboratory work, (h) the pupil organization of Future Farm- ers of America, (i) local farm surveys, (3') real and hypo- thetical cases, (k) cooperative relationships with adult and other related organizations, (1) involvement of parents, and (m) involvement of students in planning and carrying out the instructional program. Project records kept by students were to be used as a method of teaching. The records were to be the basis of current decisions on the projects rather than entirely for future planning. The teacher was to use the records to in- terpret how successful the pupil had been and to explain the reasons for the degree of success achieved (135:21,59). In general, the conference procedure was advocated for use in conducting evening classes but not for teaching the high school students (165). A bulletin dealing with methods of teaching vocation- al education in agriculture, issued by the Federal Board for Vocational Education in 1930 (165), was a revision of a bulletin first issued in 1925 (122). The 1930 issue was a major revision over the first issue, although many of the methods advocated were basically the same. The bulletin was divided into five parts: specific suggestions for teaching, examples of teaching and teaching material, «de- tails of the teaching process, description and'classifica— 116 tuniof methods and devices of instructing, and definitions (fifterms. The terms used, such as farming occupation, type of farming,.farm enterprise, farm job, anl teaching unit, were au.defined exactly the same as in the first bulletin, is- sued in 1925. Some rules were given as guiles in selecting teach- ingxnflts. These methods of selecting units were as fol- lows: 1. For training purposes, select jobs occurring in local enterprises. 2. Other things being equal, give first choice to jobs in the major enterprises. 5. Give preference to jobs which can be completely taught: that is, jobs on which instruction may be carried through the four steps of teaching, including supervision of practice and testing. 'This of course, requires correlation with the pupils‘ supervised farm-practice programs. 1h Give next choice to jobs which can be carried through the supervision of practice step at least, even though the final testing may have to be deferred, as in the case of some managerial jobs. 5. Include a limited number of jobs for training in study procedure as time permits and as prerequi- site experience and ability of pupils make fea— sible. 6. Include units of related science directly sup- plementing actual farming situations which pupils have encountered. Live interest on the part of the pupil should be an important factor in de- termining the amount of time to devote to this type of teaching. Do not kill interest by in- formation testing. Appreciation is the object of this study, and this is not measured by such tests. ‘ 7. Select operative jobs seasonally. 8. Teach managerial jobs when seasonal demands for Operative work are not pressing and when the requisite working data are available. Antici— 10. 11. 12. 15. 14. 117 pate such needs by maintaining a file of prices, costs, estimates, survey data, and the like. With younger or less experienced pupils devote relatively more time to Operative jobs. With more mature and experienced pupils devote relatively more time to managerial jobs. Teach some of the simpler managerial jobs within enterprises before teaching the more difficult managerial jobs dealing with the farm as a whole, but do not defer the latter until all en- terprise Jobs are taught. Encourage considerable supplementary reading on the pupil's Own time and initiative. Do not waste time giving information tests, es- pecially on related science. Test the ability to organize and use facts on a job situation. Teach at least some jobs in which the pupil can attain mastery and develop job pride. (165:3) The methods advocated for teaching Operative jobs (165:5-7) have been summarized as follows: 1. 2. Start with the job rather than with supervised study about the job. Use a demonstration followed by an immediate Oppor- tunity for the students to participate in doing the job themselves. May need to use job instruction sheets. Arrange for additional supervised practice. Final testing should consist of determining how much the student has used of what he learned. The methods advocated for teaching managerial jobs (165:7-—8) have been summarized as follows: Start with actual situations. Develop interest approach through economic impor— tance of the specific case selected. Analyze into decisions-to-be—made and factors~to-be— considered. EValuate working data. 118 5. Give additional practice in managerial analysis with other cases. 6. Final testing should consist of checking the re- sults of pupils‘ decisions actually carried out. Many details were suggested for teachers to use in thexueparation of lesson plans. The lesson plan given as wiexample contained the following major headings: Enterprise Farm Job Situation Objective Teaching Procedure Preparation Presentation Supervision of practice Testing In discussion of the instructional process much em- Phasis was given to the role of the teacher as a "salesman" amideveloper of "habits" (165:58—59). Five basic methods Wemaadvocated for securing pupil activity with some de- vices suggested for using each method (165365)- Methods Suggested Devices 1. Demonstrating (using A real farm job (actual actual things or working equipment and cases) conditions, product used). A farm job demonstration at vocational speed. A farm job demonstration at slow speed. ‘ A piecemeal demonstration interspersed with other methods and devices. An actual case situation for a managerial job. A hypothetical case. Methods 119 Suggested Devices 2. Illustrating (using graphic representa- tions) 3. Telling (using word pictures or symbols) 4- Questioning (stimu- lating pupil self- expression) A pseudo job (artificial working conditions, product not used). A laboratory demonstra- tion for the purpose of illustratin.~ scientific principles (related sci- ence). Pictures, still or moving, black and white or col- ored, and the like. Diagrams showing essen- tial parts, relation- ships, inner parts or connections, cross- sections, construction, composition, and the like. Graphs, charts, and tables showing amounts, com- parisons, relationships, trends, and the like. A combination of the above illustrating de- vices together with verbal or telling de- vices. Lectures, statements, de— scriptions, books, bul- letins, and reports. Instruction sheets. Job analysis. Speakers, radio, and the like. A combination with other devices. Information questions. Yes-or-no questions (true or false). Questions stimulating thought, initiative, or- ganization, etc. Examinations and tests. Assignments. Managerial analyses. 120 Methods Suggested Devices 5. Directing (initiating Assignments and controlling pupil Supervised study activity) Class discussion First-hand experience Trial-and—error experi- ence Supervised practice Performance tests The instructional process was described as being Emmilar to the growing of a crOp. The steps involved in crop growing were given as preparing the soil, planting the seed, caring for the growing crOp, and measuring the yield and testing the quality. The steps in teaching were de- mnubed as preparing the pupil's mind to learn, presenting the learning pattern, supervising pupil-practice, and test- ing the pupil's learning. In 1925 a bulletin issued by the Federal Board for Vbcational Education gave some specific details on the DPOJect method of teaching (92:16-17). A revision of that lmlletin in 1930 contained the same recommendations regard- ing the project method for vocational education in agricul- ture (154:19). Methods of teaching management of farm business ad- Vbcated in 1930 were practically the same as in 1925- The following was taken from the bulletin revised and issued in 1930 but was practically the same as in the original bulle- tin issued in 1925- 121 Since management as contrasted with Operation is wholly mental, the primary elements of such work are the decisions to be made. It may be noted here that all jobs taught with a managerial-training objective may be defined in terms of a major decision, and that in most cases there are subordinate decisions into which the major decision may be analyzed. The major decision represents the job unit and is rela- tively independent 13 character, whereas the subor- dinate decisions are interrelated and mutually d3- endent. The making of a decision depends upon the ability to recognize and apply the factors bearing on the situation. (152:2) Seemingly, during this period, the recommendations Inaced more emphasis upon the value of real farm jobs as a basis for teaching. It was not always clear as to whether the farm jobs were from student projects or merely farm ;kms performed by many farmers. Sometimes the farm jobs were described as farm problems but the farm problems were rmver defined as real problems faced by the students while mumucting their own supervised practice. During the early thirties several publications were ismum.by the Federal Board for Vocational Education giving suggestions for teaching specific ,jobs. The method advo- cated was based on job analysis. The following suggestions \Mne given for teaching the job of controlling black stem rust of small grains. A relatively small amount of time should be needed in the preparation step of the teaching in order to develOp interest on the part of the pupils and give them a notion of what the job is about. As soon as possible the teacher should get the pupils out on field work to give them first-hand contact and prac- tice on the job. The teacher should feel free at 122 any time to answer questions in regard to related science, meaning of terms, and the like, but it is suggested that the more extended study of reference material be deferred in most cases until after the pupil has actually participated in doing the job ac- cording to the standard or accepted practice set forth in the analysis. (150:1) From these suggestions it seemed that the particular term job was advocated because of its general importance andrmm because it was recognized by the students as being important. The suggested analysis was as follows: Enterprise: Grain production (wheat, oats, barley, rye Job: Controlling black stem rust Operations Standard or accepted prac- tice (Six operations listed) The bulletin issued in 1951 on objectives in voca- tflonal agriculture contained some recommendations for pro- viding training in suggested abilities. In general, the recommended'methods included activities such as local farm muweys, interpretation of research data, case studies, in- cfiyidual and group projects, and contests (158). Some sug- gestions were included regarding methods of setting up teaching objectives. Again, the teacher should be cautioned against setting up his teaching units in general terms such as the job, "Feeding poultry." If we leave the ob- jective in this form teachers, especially young ones, will teach feeding in general and are likely to rely quite heavily upon text and lecture material. Some of the specific abilities under this general ability of, "Feeding poultry", might be: (a) Ability to feed 123 baby chicks the first 24 to 56 hours; (b) ability to feed chicks during the following two weeks; . . . (158:7) After reviewing the activities suggested in that tmlletin it seemed apparent that real activities were being described. However, there seemed to be a lack of primary concern for the abilities needed by the students; that is, the activities suggested were not necessarily for the solu- tnniof immediate problems of any one or more of the mem- bers of the class. The monograph issued in 1940 dealing with education— alcflmectives in vocational agriculture superseded the bul— letin issued in 1931. In the later publication the impor- tance of using real farming problems of the students in the teaching program was emphasized. In agricultural education programs the develOp- ment of the abilities, therefore, depends upon indi— viduals having real situations on the farm as a ba- sis of developing sound judgment and clear—cut modes of action relative to standards of good farming. The attainment of the objectives requires that there be a definite relationship between the course of study and the supervised or directed farming programs of individuals. (129:3—4) The last years of this period were quite significant flnrthe greater emphasis placed upon involving individuals enm.groups as a method of teaching. COOperation with re- lated agencies such as the Soil Conservation Service was uI‘Sed. Pearson gave some specific suggestions for involv- ingimm students and their parents in the program of voca- tfibnal education in agriculture. 124 Some activities which may be promoted and direct- ed by a teacher of vocational agriculture to con- tribute to an improvement of parent-son-teacher re- lationships and understandings and to help make the program of vocational education in agriculture more effective are: (l) organizing discussion groups for parents of students; (2) encouraging parents to par- ticipate in general parent-education programs; (3) having special parent—visitation days in the agri- culture department; (4) inviting parents to ban uets, plays, F.F.A. meetings, and similar functions; 5) discussin relationship problems individually with parents; (S) encouraging family and home projects; and (7) having students consider farm and family problems when planning supervised farm practice pro- grams and expenditures such as equipment, recrea- tion, and livestock. (142:65) During this period the student organization of Fu— ture Farmers of America was advocated quite frequently as a method of teaching. Home projects and supervised_practice in agriculture. Supervised practice in agriculture, including home projects, was definitely advocated as a method of implementing and developing agricultural education in public high schools. Many of the principles advocated for developing supervised practice were exactly the same as in 1926. Some differences umre noted in the methods advocated for conducting super- vised practice in 1926 (97) as compared to those advocated in 1950 (l40). Table IV is organized similarly to Table II which was used to show differences and similarities evolved from 1917-1928. 125 umpmpm mpficfimmn 6mm .mvms mum pen» waoflmfioon Hmfiummmsms mo mammamsm .pomnSQ m .pommopg map Mo pwoo «an mspzpmn ”mumaflpmo .wmpmmm so fimwmno than mg on pnmsgasvm .mume mp on mpcmsomsmppm Hmfiosmnflm .mo>fipommno .mosmflofimopa m.awa Isa waspsmmma mo nonpma mm umpmmm Imam wwnmompoom mmHHmcowmmm pnwsmu mum mmowpomom mm Ummq Op wnwvuooom meme muwwfi> ”coauoSLumCa macaboum Ho msnsoaaow cam cofipQSpumcw Ho momomnsm pom mpfiww> ”.09o .mamanopa .mempma we womapfipum .meon pm mdoapwpcoo one mumps op wpfimw> meow .pcmammmqms spmw one "macs sham Hmuosmw wwpomnoum m>flpmpmuooo no .mwmao .Qdonm wwpoag Hoonow mwnon nonwlspmu no message Iva 89mm mmmoapompm Epmm humusmEon Imam "mpoonopa mm mmwwnanmpam spam "moapompm condenmadm no mvgwx hams mpomnomw meow wswpswoqh weapaaowpm4 a“ oowuompm ummfibuoaam omma s so 990 wapos mp dasonmv mnon Hm uflpmmmnms you Umnovfiwcoo on on when uowm was umauompma mp op mQOfipmpmao was mach .eumm @803 so wmmwnapmpno amp 0» was spamsseoo mo opSpHSQfipmm on pomnopa mo dowpmamp .o>fipomnno .msmmmona mowpomna Bpmm waapmdameo no“ msOfiumdpflm Hm56w>fivsfi mnwcmoomn dam mvumomnoom and .Amaamsa om swap macs mmw> Inseam mammaona posswo nmnommp mnoV modems mm hapsoadmpm mm was npwsoa as smog mso mampmafixonmmm mew umfi> axes .Hoonom pm was“ panamapmg mom mpamfi> mo chosen oxwe .pqmpapw hp paws mpasooom was menoomn xomno .QOfiposhpmsa Hmdnfi>ficsfi weaned msavsmpmumwsz meagoam>mv mafimwnmam .mmEon m.Hfiasa on wpawfib hamswawamnm .psmsmmmqms sham use .poan Spam .mofipompa m>wpmumaooo .quflu umpmgo pen .mpOn Esau .mpoowoaa "weapomnm mmmwbquSm mo mucwx mama mpomfiomw meow mamaswosH mHSpHSofipw< ma mowpompm cowfi>nmmfim ONmH "mowpomnn cmmfi> unmazm new madam newsman no pampaoo "scam 1H>nouam mo conuma “xsos Hwoflpownm pmmfi> shaman mo pampnoo "tapas AOdH mbmv meBADOHmO< 2H HDHBO4MW QWWH>mmme ZO WZHBWHHDm 038 RC ZomHmH Ngmsfi 126 nomoa sew .mmmH .mama new we seem saswoaeoenmv .oanmawm>m ease «as “same one no eooao>opmee pom moeequeeoomo “same one no wsoaeoem one mo mouse neoaeH "academy Hmeocmcee eromg use ”now doemgoma wreon dowemusooo Fume mo finfix mmoeefiaflome dam .eoms nuance .Heom wme>ew seam no moeeflw . gamma sew mmma en saunas steep op sweepemaHV .posoaaom on oe moeeomeu mo mmnmoomem was omeeoupoa on oe wooeempooo Ho egos Ammma pom wHOH pom mm oemm Adamoeeomemv .eou woemuoma wseop some ammmooo Esme mam m.oem .xooem .voom nwdoeme mcfisumm Ge eooEm>oemaH Hoe mofiefindenoaao "same one so maoanoou one mo oosmeHOQEe meoomoem one no woman oe ofinmaem>m oEwe mo eo508w one we Hams mm ecovdem one mo moxeaweu pom moxfla Hmoomnmu ”mouse Ion Hmwommmem omeoouxo wecmvSem one oe mammawm>m mmeefiaeomm Beau osom Ammoa me mm ofimm mflamoweomnmv Ammma as sewage emcee op sweepemsHV .Aeoomoea one no omoom one m>em was .xeoB econonm one no mseoso vow wqessewmp meme nexOpmmm one m>Hm m.oeo .msfiemxeme .owmpoem .uoema mceosmcfim .GOfleosu :on@ new; Hoop ”memmn Hmoemoaoqonno "eseoasofi> edovzem Iuooeeomna oomfib Imogen wqeenoa usages so eczema "nooeeomom come» nonmemv noeme> unmade pom mooee Iowan mceeooeom me nooflmsoo oe meaoo teem pom mnoeomm "ooeeompm some> summon no ooeome new we eoaosoo ow moaaeonenm oemom omma ®N®H Admflflfleconuv >H mnmga a I 127 so eoeano e9.” «do pw¢mwnflaoopom Macs m50fl>ops mo moose wooooepoexo coma momma. . odoam Boa oxms canoco .flvnoopuuoeunoeow poo oumaoco rezono .opmooop oeoasoom was oeoassoo oboe vasonm ”mowewps cw msoau poemuoea measmommo o>mn cadono ”mesmeosso :msopne meeeeeemooamop HmeocoCem .oasowo wasomw ecowSeo mesodSum one >9 haompma vosoomnom on dadoso Mao; one no emoe mwcflnwmue me we eoofi ISem one moans pom maeenom no osex one aw hocowoflmona rum enoEQoHo>oo one how mosseoee oemSUooo ove>oea oe oaooo esoeoeMMSw Ho on dadonm mesosmwdvo some moasmoe mo oma oneso toe oe smoooo omnoa onon dam moowem leoeao on oedonm "mach wseeooowmco one Qonm snow moeosHooe .oeon “so moofleueoeso muoeanwnecoo woo woema Ion oosaonw oaoonw "womeoapoeco noon. “anemone poses oozeone “Amoco "Hoonom we ooneooam some ow eoooseo one osee one enonwsoene node mowa>nom5o no wo oHo>ov duo wosneenoo women poeco n . QOnmE when no one medaoqw padonw IoHHfiD wage a“ seam mm woemfla eozv mowemfiuoeomuwno “oowe women doofibeomam - 1 . o Ammmfl woo mmma mo oemw mHHooeeooemv Ammoa mo oaou eaaooeeomnmv pom eeooeo Hoon m "eseoasofib homomoe Ilooweoomm oomfie Ammoe snoaam wsfienos duo mmma mow mo osmw maaooeeoohmv Ammma now on oamm hHHoofieomemV Ioamaw mo moneoz OMOH mmma a i noosqaenoov >H names 128 Some generalizations made from the material in Table IV are as follows: 1. Correlation of supervised practice and instruc- tion in the classroom was advocated. During this period teachers were urged to base the instruction upon both the nature of the farming in the community and the supervised woflscfl‘the pupils, while the supervised practice program (fifths pupils was to grow out of both the farming situa- tions of the community and the instruction given. 2. The method of providing time and supervision for student planning of supervised practices was exactly as ad- vocated in 1926, i.e., as a part of the regular instruction time or during Open periods which students had for confer- ences with the teacher. 3. School contests were advocated in 1930 as a means of stimulating interest in supervised practice work. How- ever, there was no mention of using the student organiza- tion of Future Farmers of America as a means of stimulating interest in supervised practice. 4. The directed or supervised practice could be se- cured by working on the school farm under the immediate su- pmrvision of the teacher, on a farm other than the home or school farm under the direction of the teacher, and/or on the home farm under the supervision of the teacher. The first two methods were primarily for town boys or boys with— out facilities at home for supervised practice. The supervised practical work for the boys living on farms could consist of an enterprise project and additional farm jobs such as treating seed potatoes for scab, testing Hulk, and grafting of fruit trees. It was advocated that the teacher should help the stu- dent develop a long—time comprehensive program of farm practice. The program should be a cross section of the type of farming for which the student desired training and should include (a) at least one major cash enterprise started early in the student's career and continued and de— veloped over several years, (b) one or more contributory 129 enterprises, (0) one or more minor cash enterprises, and (d) other units of farm practice including farm jobs not occurring in the regular project enterprises (167:6-7). The method advocated for getting boys started on long-time programs of farm practice included work with the boys starting before formal school sessions started and continuing throughout the year and throughout succeeding years (167:8-9). The boy was to be assisted in making an early decision as to the type of farming for which he de- sired training. It was suggested that the student should make a sur- vey of his home farm to get basic information needed in de- veloping his program of supervised farm practice. The formation of an effective pgogra m of gppgp— vised farm practice depends on a number of factors such as adaptation to the type of farm1n~ on the boy's“ home farm, the farming of the locality,“ paren- tal c00peration, and working facilities, including _quipment and capital. Therefore, 1t ls important first of all to have the boy survey the home farm business and preserve the record of his findings as a basis for starting his long-time program . . . . (167: 29) The teachers were urged to have the students consid- eu'several factors when selecting the units of supervised farm practice. These have been summarized as follows: Factors to be considered in selecting major farming en- terprise 1. Type of farming and relative importance of major enterprise 2. Economic outlook 3. Facilities and equipment needed 4. Previous experience and kinds of eXperience re- quired a“ I I . m 1. 'h"- I. 130 Factors to be considered in selecting contributory £2” terprises 1. Major enterprises conducted 2. Need for feed, other supplies, etc. 3. Economic outlook 4. Labor available and previous experience needed Factors to be considered in selecting minor cash enter- prises 1. Economic outlook 2. Land, labor, 3. and equipment available Previous experience needed Factors to be considered in selecting other units g2 supervised farm ppactice 1. Previous experience and need for operative and managerial experience 2. Need for improvement of farm, farmstead or farm home Limitations of facilities 3. Teachers were urged to require careful study and thorough work in the classroom on project budgeting and planning. Individual students were to be encouraged to de— velop standards of practice (167:45,52). Both individual and group planning were to be used when helping students plan for supervised practice. Some suggested phases for project planning were as follows: In brief, the several phases of project planning are: (1) Selecting the roject as a part of a long- time farming program; (2 blocking out the general plan with specifications as to estimates, size, and scope, how to start, prospects for development, and financial arrangements; (5) detailed planning by JObS; (4) modification of plans, if necessary, as the work develops; (5) checking, summarizing, and interpreting results; (6) replanning for next year. (167:59-60) Teachers were also advised to have students revise project plans and supervised practice programs from year to year on the basis of interpretation of records and outlook material. 131 Recommendations were given regarding the content of project plans. The detailed project plan was to include: 1. Kind and size of enterprise and the accounting period. 2. Relationship of project to entire farming program. 3. Previous experience of student with the enterprise and kinds of experiences expected to secure. 4. Financial budget and details of necessary financial arrangements. 5. Job list with analysis of Operations and accepted practices for all operative jobs. 6. Analysis of decisions-to-be-made and factors-to-be- considered for all managerial jobs together with conclusions reached. Much of the emphasis in the supervised practice pro- ggmms had been placed upon the so-called productive enter— prises. In 1938 attention of teachers was called to this trend and they were urged to give greater emphasis to training in making the farm home more attractive, conveni- ent, and livable. The bulletin, Landscaping the Farmstead, emphasized that ". . the end product of vocational educa- tion in agriculture is a capable farmer—citizen, well es— tablished in his chosen occupation, and living in a com- fortable farm home, with pleasant surroundings." (149:1) Agricultural subject matter—-how determined. During the years just preceding this period, farm job analysis was basic in the recommendations for determining and organizing teaching units. The needs of the pupils and the specific 132 requirements of the farming occupation for which the in— struction was to be given were also to be fundamental con- siderations. During 1929—1940, very few changes were made in the recommendations for determining the subject matter, other than a greater emphasis upon correlation with the students‘ supervised practice programs. During the first few years of this period some of the recommendations for determining course content centered upon two steps: (a) determine problems and practices of selected successful farmers of the region and the course content required for solution of those problems and use of the practices; and (b) determine from the pupils what knowledge, skills, and attitudes they possess for solution of those problems and application of the practices. Recom- umndations made by some others were that the content of in- stmxndon should be based upon both the nature of the farm— ing in the community and the supervised practice programs of the students. Some detailed rules for selecting teaching units vmre included in a bulletin entitled Methods 9; Teaching éfi “—“J .Eflfl3£§_§g Vocational Education i3 Agriculture (165). These rules included the following: 1. Select jobs occurring in local enterprises and give priority to jobs in major enterprises. 2. Give preference to jobs which can be correlated with students'supervised practice programs. 133 Include some jobs for training in study procedure. 4. Include units of related science which directly supplement actual farming situations encountered by pupils. 5. Select Operative jobs seasonally. 6. Teach managerial jobs when seasonal demands for Op- erative jobs are not pressing and when necessary instructional information is available. Devote relatively more time to Operative jobs with the younger and less eXperienced students, and rel- atively more time to managerial jobs with more ma- ture and experienced students. Teach some of the simpler managerial jobs within enterprises before teaching the more difficult man— agerial jobs dealing with the farm as a whole. The enterprise analysis procedure was recommended as a method of determing content as well as a method of teach— ing. Several bulletins, such as Analysis 9; the Management 9§_g Corn-Growipg Enterprise (153), were prepared as ex- amples of enterprise analysis for teachers to use. Such analyses were made for both Operative and managerial jobs of various enterprises on practically the same basis as in the previous period of 1917-1928. Several factors recommended to teachers for use in selecting appropriate materials of instruction, included: 1. The educational and vocational status of persons to be educated 2. The availability of materials for instruction, in- cluding students' farming programs 3. 4. The amount of time available for instruction The teacher's knowledge and ability 134 5. The aeasonalness of materials available "Monograph NO. 21" published in 1940 described edu- cational objectives in vocational agriculture but also in— cluded some clear-cut statements dealing with methods of selecting content for the instructional program. It was recommended that a definite relationship should exist be- tween the course of study and the supervised or directed farming programs Of individuals. Direct reference to su- pervised practice programs was not made in the 1931 publi- cation dealing with objectives (159). Other references were made in the 1940 publication to the need for a close correlation between the students' farming activities and the instructional program. Since vocational education in agriculture is to be concerned with the development of effective abilities, such education must be concerned with discovering the problems with which students are confronted in the develOpment of their proficiency in farm1ng. . I g In the develOpment of the educational progrgm PPOV}S}OH should be made for participation in farming actIVI'. ties by the students. Enterprise standards and agri- cultural Objectives should be formulated and used as a basis for the selection of teaching materials. (129:13) In the recommendations throughout this period there was an increasing emphasis placed upon the farming pPOSPPmS 0f the students as a basis for determining the course con- tent. An A.V.A. committee report published by the Office of Ed“Cation (157) advocated close correlation between the 8npePVised practice programs and the instructional program. 155 Agricultural subject matter-~what should be taught each year. The trend away-from recommending Specific sub- ject matter for particular years was continued during this period. The cross-sectional method of organizing the teaching program was re-emphasized in two revisions (1929 and 1934) of the bulletin on principles in making the voca- tional course of study (124; 128). Other bulletins in the first part of this period also carried recommendations for distribution of the jobs to be taught over the four years of work. The following is an example Of a four-year plan of work for a New Hampshire school (167:2). Number of double periods enterprise Class Class Class Class T t 1 Year I Year II Year 111 Year IV 0 a Dairying 50 55 25 15 105 Poultry 3O 25 25 10 93 Fbrage CrOps 10 10 -- -- 20 Silage Corn 5 5 -- -- 10 Potatoes 15 10 -- -- 25 Apples 15 15 20 15 65 Small Fruits 10 5 10 -- 25 Vegetable Garden— ing 5 10 -- -- 15 Farm Engineering -- -- 3O —— 30 Beeekeeping —- 10 10 -- 20 Forestry 10 -- 10 -— 2O Swine -- 5 -- -- 5 Farm Management -- -- -- 90 90 Farm Shop 50 50 50 50 200 Total 180 183 183 180 720 156 During this period more recommendations were given regarding the process of £2! to determine what to teach and fewer recommendations on Egg; to teach than in previous years. Most of the recommendations were for the content of instruction to be based on jobs for developing the student's ability t9 g9. However, several bulletins and leaflets ise sued dealt primarily with what was stated to be reliable subject matter for teachers to use in teaching certain things. Subject matter areas analyzed into jobs and pub— lished for teachers to use included management of cotton- growing enterprise (154; 161), management of a farm busi- ness (152), management of a corn-growing enterprise (155; 160), controlling black stem rust of small grains (148; 150), special jobs in quality milk production (145; 159), Special jobs in farm forestry (146; 147), farm credit (151), Operative jobs of a cornegrowing enterprise (162), land- smaping the farmstead (149), conserving farm lands (126), and building electrical equipment for the farm (151). These'oulletins and leaflets, and others reviewed, contained very few, if any, recommendations for teaching certain jobs in specific classes. It was also evident that the recom- nmnded content was broader than productive agriculture. Fbr example, teachers were urged to have local public Emeaking contests and to give instruction in the value of 157 participation in the activities of farmer and community or- ganizations. Agricultural subject matter--5pecific subjects. Dur- ing the period of 1911—1916 the recommended instructional areas tended to be very similar to the collegiate organiza— tions of technical agriculture: animal husbandry, soils, dairy science, and farm crops. However, during the period 1929-1940 recommended instructional areas tended to be dom- inated by the enterprise-analysis-method with emphasis placed upon the development of abilities. The instruction- al areas were to include such things as cooperation, rural leadership, farm credit, landscaping and land conservation as well as productive enterprises such as corn, cotton, and dairy. Agricultural subject matter-~how organized. It has been noted in review of practices for previous periods that the recommended ways of organizing subject matter have un- dergone considerable change. The biological and botanical classification of information gave way to the chronological sequence of subject matter presented on a seasonal basis. This was followed, in the early twenties, by recommenda- tions that teachers still use the seasonal sequence but or- ganize the subject matter according to enterprises and within the enterprise use the jobs as a basis for organiza- tion. Jobs were to be classified as either managerial or 158 operational. In 1925 emphasis was given to the cross- sectional method of organizing the subject matter for the four-year course. Throughout this period l929~1940 there was practi- cally no change in the recommended practices for organizing the subject matter when compared to the practices advocated in the late twenties. The cross~sectional method received additional emphasis as the method to use for organizing the course. The bulletin, Principles in Making the Vocational Course‘gf Study EB Agriculture 1p the High School (127;128), was reissued twice during this period, each time with prac— tically no changes. (Originally issued in 1925, reissued in 1927.) It recommended that teachers organize the four- year course so as to have a cross section of the farm voca- tion in terms of major, minor, and contributory enterprises every year for the first three years. The fourth year should have co—ordinating studies in management and opera- tion techniques. The following quotation is taken from that bulletin. For example, in a course designed for prospective dairy farmers the study of dairy cattle, herd man- agement, care of milk, etc., would start in the first year and go on continuously to the end of the third, accompanied in each year by study of appro- priate forage crap, cash crOp, or animal enterprises with accompanying construction and repair work in succession over the three years. In the last year engineering and management problems of the dairy farm as a whole would cap the course. (127:11) 159 In addition to the cross sectional method of organ- izing the subject matter some recommendations were given for the teachers to organize the information to be taught each year according to the needs of the students as their farming programs were develOped (167:2). Farm Shep Instruction. The practices advocated dur— ing this period for the development of farm shop instruc- tion were practically the sameensthose in the years 1917- 1928. However, there may have been even less attention gfiyen in the publications to the farm mechanics work. Cer- tainly there was no more attention devoted to it than in the period 1317¢1928. Terminology describing this phase of vocational agriculture during this period was "Farm shop," "shOp work," "farm engineering," and "farm mechanics." Sometimes the work was referred to as a course in farm shop or farm me- chanics, and at other times it was mentioned as farm shop m .o Amv wcfismmm cw mpamapwo>QH .0 gas mean spam mumpamEmHQQSm was oowuomoa powfi>pomsm monpo as hoaoflowwmm .m Amav mpoomona ose: as moaoflofimmm .4 swam 0p mafiaapd nmv Hmpfigmo mewxpok .m Amv pumamasvm .m Amav momflompmpno spam mo omoom new .dnwx ..02 .H moflpfi>apow msfispmwhfiummoow was scam .m Amv xoopwm>flallpopaom .m ARV xoopmm>wantpmdunmm .N AOHV KooummbfiHllH®GBO .H AOH cusp mpflafipwmdommou Hwfipommnma .< woos pocv wdpmpm mafishwm .> .>H .HHH mooH sma and &NH xofl smH Rwa Hmpoa oomowom as amonopoH coflpmumgooo Ho monmpfi>m Moos qfi pmmnmch mopspflppd wwwmasonx umpmHom waoflumowagsw Hmwoom noupwa anemone Roz mmvoasocm Ampaflmsvv ooamapomnmm as mafiafiomm A.onv vmmon>mn mafifixm maafixm panopm mo owmpcmonom oaooqfi pen Hmpoa oaoocw oasonoom moaoopso mpwamspoqdm sopmhm paoswnSh mocmanownmm aw mommHOflwmm newnaood wmoaumoz mdnooom cospdomxm mwenopoamsoo sad o>fipwflpanH swam mnmnfisaaonm omoH mmma L III ”III‘ ['1' Hill, Aoaav wfidmwomm HOHBOmflmDm HdDQH>HQPH UZHRM NOR mmmwommoom m0 zomHM¢MEOO 4 > mHm¢B emma ens Asev omma ca ememaansa mcapmaaen eons seams 149 During this period there was a growing emphasis upon the use of changes in agricultural practices as one measure of effectiveness of programs of vocational agriculture. Near the end of the period the emphasis was placed even more specifically upon measuring the advancement of stu- dents and former students toward establishment in farming. Some Specific practices were advocated for teachers to use: Teachers should not waste time giving information tests, especially on the related science included in the teaching; teachers should test the ability of the students to organize and use facts on a job situation; final testing on operative jobs taught should consist of determining how much the student had used of what he learned; testing on managerial jobs taught should consist of checking the re- sults of the pupil's decisions actually carried out (165:5, 5-8). However, in these recommendations for performance- testing no details were given for involving students or parents in the evaluation. Emphasis was placed upon the teacher in the testing role and, apparently, in the role to evaluate the results of testing. The recommendations for using changes in agricul— tural practices as a measure of theeffectiveness of the teaching were illustrated by the following material on fellow-up of instruction in quality milk production. Some sort of follow up on the training given is ex- tremely important. The efficiency of the instruction 150 may thus be measured to a certain degree. This rec- ord of results may be in the form of—- 1. Improved practices occurring in the super- vised practice programs of pupils. 2. Improved practices adopted on the home farm of pupils. 5. Improved practices adorted by farmers in the community. 4. Improved quality in milk and cream delivered to stations as indicated by reports of milk- plant operators, managers of dairy-product plants, and reports of boards of health. (159:2) In 1933 the third national study of the effective- ness of vocational education in agriculture was published (136). The recommendations for local departments as a re- sult of the study were different than for the previous studies. It was recommended at this time (and not in the previous bulletins) that a continuous follow-up of the oc- cupations of former students was a necessity in every high school having an agriculture department. The practices of follow—up were re-emphasized in the following years. Near the end of this period the teachers were urged to measure the results of the instruction program in terms of placement and achievement of their students. Placement in farming was recommended by R- W. Gregory as being a method of measuring the effectiveness of instruction. Workers in vocational education in agriculture must come to accept the final achievement of getting into farming on the part of boy and young man students wanting to farm as the best criterion for measuring the)worth of their problems of instruction. (152: 195 151 It can be concluded that during this period, as com- pared to previous periods, the leadership groups being studied exerted more leadership through publications in practices for measurement and evaluation. Also, there were no indications of practices having been advocated for the teacher to involve his students and/or others in either the measurement or the evaluation of accomplishments. 1941-1954 These years included World Nar II, the Korean Con- flict, agricultural surpluses, increasing birth rates, in- creased enrollments in educational programs, and many other factors affecting both the agricultural and educational situations in the United States. Vocational education in agriculture continued to grow during this period, except during the years of World War II. The growth in numbers of students enrolled and numbers of school with programs is shown in Table VI. The growth has been shown for the years which correspond to the periods for this study since passage of the Vocational Edu- cation Act in 1917. During 1941-1954 the amount of materials published concerning asricultural education b7 the leadership groups, organizations, and agencies studied seemed to be signifi- 152 .mama moqu soamfipwm HmQOfiwmoo> .nowpmoSfim MMlmoamm .m.: on» mm soapwosvm Hmcomp Imoo> mom wvumom mumpm Mm mWWomom Hmsss< mo mpwohmn new Admav soapmosem Hmcowp IGOO> .HOIH .muhwom Hwhmfimrm mflp MO Phopwmm HMSGHVQ Sfiflmmphflflfi EOHH mewu. MDMQOH mmwwmao passnhmp aw paoSHHOLCm modaaosH. .eoo.mme ma®.mmm Has.ooa ome.mH mommmao smensam amass ssamnoeom as emaaoesm mpsmwSpm mo umnssz soo.oH own.m mmu.m moo mammaso amenaaa emmhsneHmt hHHmpodmm spas maoonow mo popssz mmmaidmma H¢®HIO¢0H ommalmmma mH®HIuHmH new» nopomm ||IH I h lull]! Al ‘1!” II"! it AIM, Hli H! oHsmperonw< aaoneaoos so ms WHm¢B 153 cantly less than in previous periods. Information in Table VII illustrates this observation. The total number of publications dealing with agri- cultural education issued by the U.S. Office of Education, Federal Board for Vocational Education, and National Educa- tion Association has tended to decrease since 1940. That probably represented a decrease in the relative amount of time and effort devoted to the use of publications as a means of exerting leadership. However, from only this evi- dence, the conclusion should not be drawn that the respec- tive groups exerted less lealership in the field of agri- cultural education. Objectives. The famous Monograph No. 21, Education- gi Objectives 1 V cational Agriculture, was published in 1940. There was no revision of the publication during this period. It can be assumed that at least for most of the period it was the official guide for objectives from the U.S. Office of Education. A committee to study postwar problems in vocational education reported in 1945 that "establishment in farming is a primary objective of Vocational agriculture." (185: 155) No other objectives, primary or secondary, were giv~ en. Other recommended practices quite clearly stated that to be efficient these pregrams of agricultural education should be made up of farm boys interested in farming and 154 TABLE VII SELECTED SOURCES OF INFORMATION FOR PRACTICES ADVOCATED BY NATIONAL IEADERSHIP GROUPS, ORGANIZATIONS, AND AGENCIES Source Before 1900 Annual Reports, Commis- sioner of Education Number of pages, approx. 461 U38. Office of Education Number of bulletins O Federal Board for Voca— tional Education and/or U.S. Office of Education, Vbcational Division: Number of bulletins Number of monographs Number of leaflets 000 National Education Asso- ciation Proceedings and Addresses Number of pages, approx. 9 Years 1900- 1911- 1917: 1929- 1941- 1910 1916 1928 1940 1954 128 504 56 31 24 2 26 18 9 O O O 43 38 14 O O 4 I6 I O O O 6 O 554 298 359 24 O 155 with opportunities for farming prOgrams of such sc0pe as to contribute to establishment in farming. The policy bulletin for administration of vocational education , revised in 1948, reaffirmed the primary purpose and six major objectives of vocational agriculture which had been stated in Monograph No. 21 in 1990. This revised policy bulletin did give a slightly different interpreta- tion to the statement from the Federal Vocational Education Act (1917) regarding the purpose of agricultural education. The three statements were as follows: Federal Vocational Education Act (1917) ". . . designed to meet the needs of persons over fourteen years of age who are preparing to enter up— on the work of the farm or of the farm home." Educational Objectives in Vocational Agriculture (1940) ". . . designed to meet the needs of persons over fourteen years of age who have entered or are prepar— ing to enter upon the work of the farm." Administration 9f Vocational Education (1948) ". . . designed to meet the needs of persons over fourteen years of age who have entered upon or who are preparing to enter the occupation of farming." ". . . designed to meet the needs of persons over fourteen years of age who are preparing for farming or who are engaged in farming." The publication in 1948 (168) quite obviously recom- mended that the educational objectives should be prepara- tion for farming. "Work of the farfl'was farming. In 1950 the American Vocational Association publication, 5 New Look 156 at Life Adjustment Education, stated that vocational agri- culture for all-day students should be designed for those preparing for the work of the farm and no others (178). Again, "work of the farm" was definei as farming. In general, during this period, relatively little emphasis was given in publications to objectives for the program. There seemed to be almost a singleness of objec- tives, or at least a concentration of purposes of the pro- gram, as preparation for farming. Other objectives may have been recommended luring this period but the publica- tions from the groups included in this study did not empha- size them. Enrollment in ocational agriculture. One trend in the recommendations given during this period regarding en- rollment, as compared to previous periods, was the stronger emphasis placed upon enrolling students with a vocational objective of farming. This was further emphasized in the recommendation that only those students farming or planning to farm, who had facilities for conducting satisfactory farming programs, should be enrolled (179; 185). Several specific recommendations were given for fac- tors to consider when selecting students. These factors have been summarized as follows: 1. Students show that they can meet supervised farm- ing requirements. -- _— flbfi-MI- ---E 5— "- 157 2. Students usually required to show that they are preparing to engage in farming. 3. Teacher approve registration in vocational agri— culture. A bulletin issued in 1954 by the Vocational Divi- sion, U.S. Office of Education recommended that enrollment in vocational agriculture be limited to those who had ens tered or were planning to enter the occupation of farming. The enrollment in vocational agriculture of stu— dents who io not plan to become farmers should be avoided because it is not the best use of their time and that of the instructor. (175:27) In general, since the passage of the Vocational Edu- cation Act in 1917, the recommeniel practices regarding who should be enrolled shifted from (a) those who had entered upon or were preparing to enter upon the work of the farm, to (b) those who had entered or were preparing to enter farming. At no time were recommendations given regarding the enrollment of students planning to attend an agricul- tural college or enter an occupation related to farming. Vocational education in agriculture was recommended as preparation for the vocation of farming. Content of high school_program_9f_vocationa1_agri- culture. There was relatively little change in the recom— mendations for the content of the program during this peri- od. It has been noted that from 1917 to 1940 the recom- mended content had undergone very few changes. The recom- I58 mended content has been summarized, in a very general way, in Table VIII. Supervised farming programs were recommended as in- tegral parts of the total program rather than as appendages to the program. There was some change in the terminolOgy used to describe the recommended supervised farming pro- grams'but probably not much change in the practices recom- mended. During this period some recommendations were made for development of advisory councils for local departments of vocational agriculture. In the period 1900-1910 advi- sory councils had been recommended, but from then until late in this period very little attention was given to rec- ommendations for them as a part of the program. Some recommendations were given to include leader- ship training and competitive activities as a part of the total training program. These activities were recommended primarily as a means of accomplishing certain educational objectives. . From time to time‘recommendationsfuxibeen given to in- clude promotional activities as a part of the local voca- tional agriculture program. in the period 1917-1928 some recommendations were given for the local teacher to assume responsibility for certain public relations activities. In 1944 and 1954 the bulletins on developing supervised farm- ing programs recommended that it was the instructor's re— 159 Hausdoo mpomw>n< .<.m.m mo nopamno moanmnomz sham mnom mOflcmnoma eumm mmofiu tomum spam humpcmamaumsm wpommonm pnmEm>oanH wmwfiugpopcm seapodfiopm amumoum wnaspmm cmmfi>hmgsm doauodupmmH aoopmmmao .<.m.m do pmpaaeo mOficmnomE 99mm meow woflcmnomz Shem mmoflp nomnm numm humpmmamagmsm wmmwugpmpam kneadpfippcoo mmwaumpmuqm nmmo nocfla mmmapmpmpcm ammo nonms weapompm spam vmma>nmmsm soapoznpmcH soonmwmao was» Iafiofinm4 ca oofipompm copomnaa dam wsowpwnum Inoama mom mama Hoonom mooapomnm 89mm mumpcmaoauasm mpoononm pamao>ongsH wuoonopm m>wpodvonm mowpompm 89mm womfibpmasm GOHpQSmenH soohmmwao emmaaflemfl Odmalmmma mmmalmama emmauaema 924 .oemaummma .mmmaauama mQOHmmm wEHmDQ QszmééOomm BZWBZOO A mmmde p——_—-—— —--.4 H- um] —— _ ——.-— 160 sponsibility to inform others about the place of the super- vised farming program in vocational agriculture. It is the responsibility of the instructor_of vo- catiofial agriculture to see that thepginciwali the superintendent, the advisopy council, and the local board_9£_education arg_informed_about_th§:place_cf the supervised farming program in vocational agrl: culture. 1175:267—l During this period there seemed to be a slight change in the terminology used to describe the mechanical phase of the program. "Farm shOp instruction" was the de- scriptive title used until later in the period when "farm mechanics" tended to replace it. "Farm mechanics" was de- scribed as including farm shOp work, farm power and ma- chinery, and several other areas. In general, the recommendations for this period were for a local program of vocational education in agriculture to include classroom instruction, supervised farming pro- Euams, farm mechanics, a chapter of Future Farmers of Amer- ica, and an advisory council. Vocational agriculture as a_part of the high school procram. The recommendations during this period for sched— uling vocational agriculture came primarily from the U.S. Office of Education, Vocational Division, just as they did in the period 1929-1940. One recommendation was noted for including a course in general agriculture in the high school program as well as vocational agriculture. This represented one of the few times since passage of the Voca- 161 tional Education Act in 1917 that agricultural education was recognized as inclusive of more than vocational agri- culture. Recommendations for a course in general agriculture had been made in the early 1920's in a report by an N.E.A. committee. In 1950 a bulletin from the A.V.A. recommended, as a part of life adjustment education programs, general agriculture as a part of the high school curriculum. A sound course in general agriculture, taught by an experienced, competent teacher, has tremendous possibilities for meeting the needs of many youth in both rural and urban areas. The promotion, improve- ment, and expansion of such instruction should con- stitute an important objective of life adjustment education programs. (178:22) In 1948 it was recommended that in the years ahead the teacher of vocational agriculture should be scheduled for one-half day with in-school groups and one-half day with out-of-school groups (185:155). No similar recommen- dation was noted, in preceding years, for the teacher to be scheduled one-half day for working with out-of—school groups. Policy Bulletin No. 1, revised in 1948, presented five plans for scheduling classes and meeting minimum time Provisions. These were based upon the recommendation that sufficient school time should be provided to allow for class, laboratory, and farm shop instruction, as well as for field trips. -- I I . _ __ _ — on.” w “—_"n- I.“ _-q - - - - ~ - 7 ' - w 6 * 162 Examples of acceptable plans for minimum time pro- visions which may be included in the State plan fol- low: Plan A——Two consecutive 60—minute periods of in— struction, 5 days per week, for 1 year; and one 60-minute period of instruction, 5 days per week, for the other years. Plan B——Two consecutive 63-minute periods of in- struction, 2 days per week, and one 60- minute period, 5 days per week, for each class, each year. Plan C--Two consecutive 45-minute periods of in- struction per day, 5 days per week, for each class, each year. Plan D--Sixty minutes of instruction per day, 5 days per week, for each class. each year, provided that there is in Operation a program of systematic group instruction for out-of-school young farmers and for adult farmers for not less than a total of 72 clock-hours during the year. Plan E--Thirty clock-hours of scheduled class in- struction in agriculture during each school month for each class. (168:59) Plans B and C had been recommended during the period 1929-1940. Plans A, D, and E apparently were new during this period. It was recommended that instruction in farm mechan- ics be a part of the regular program of vocational agricul- ture rather than scheduled as a separate course (173). Other recommendations included (a) four years of instruc- tion, (b) students able to register for vocational agricul- ture each year without conflict with required courses, (c) teacher devoting full-time to teaching vocational agricul— ture, (d) some time scheduled in the afternoon of the school-day to supervise farming programs, and (e) use of summer months for deve10pment of the local program (177:28). 165 fiethods to use for teaching_agriculture. In all previous periods much attention was given in the publica- tions to methods for teaching agriculture. During 1941- 1954 many practices were recommended for the development of farming programs. Teachers were urged to use supervised farming programs and the F.F.A. as methods of teaching. The groups studied did not issue any bulletinscnlmethods of teaching vocational agriculture during this period. Some recommended practices included (a) extensive use of committee action in the F.F.A., (b) supervised farm- ing programs on home farms (placement for farm experience was to be the exception rather than the rule), (c) farm visits throughout the year, (d) students to keep records of farming programs, and (e) seek cooperation of parents in developing farming programs. In general, teachers were urged to base their in- struction on real problems appearing in the students' farm- ing programs. The local chapter of Future Farmers of Amer- ica and students' farming programs were to be means of helping students achieve the desired educational develOp- ment. Supervised_farming in vocational_agricu1ture. During this period two bulletins dealing with practices for teach- ers to use in helping students deve10p farming programs were issued by the U.S. Office of Education, Vocational Di— 164 vision, one in 1944, and the other in 1954. Both of these publications recommended practices which would help develop farming prognams as an integral part of vocational agricul— ture rather than as an appendage. The evaluation of local programs in 1940 and 1941, published in 1949 (177), also described many recommended practices. The description given of typical "very superior" su- pervised farming programs of high school students gave im- plications for desirable practices for the content of farm- ing programs. The typical "very superior" supervised farming program offered specific training, inasmuch as the farm enterprises included were those in which the trainee expected to engage as a farmer and were those common to the community. Usually this program made a real contribution to the permanent improve- ment of the home farm. It offered a high quality of managerial experience, usually involving the manage- ment of all or part of a farm. This typical program provided for several approved practices beyond those found on the home farm, and it showed advancement each year in the farming methods and the continua- tion of projects. This "very superior" program had particular merit in that it provided the nucleus of a farm business either at home or elsewhere. In cases where the young man was to farm with his par- ents, the program provided for the development of a partnership plan. (177:10) Procedures used for develOping and supervising farm- ing programs in "very superior" programs gave implications for recommended practices. In the typical “very superior”program, arrange- ments were made for a student's supervised farming program previous to or at the beginning of his first year of vocational agriculture, in three-way confer— ences of the parents, the boy, and the teacher. ___—__—-—A-—-—.u‘—a—u—~—______ -M 165 About the same time the student and the teacher made a survey of enterprises on the home farm and record- ed the findings. The teacher made a systematic and thorough at- tempt to explain the purposes of supervised farming programs to the parents at the beginning of the stu- dent's first year of vocational agriculture. The teacher and student discussed with each parent how the supervised farming program fitted into the devel- Opment and management of the home farm. A written agreement concerning the first year's supervised farming program between the parent, teacher, and student was made, although not necessarily signed by the parent. A teacher in the "very superior" program made an average of eight visits to each first—year student's supervised farming program during the year. Of all the visits made by teachers, 60 percent were func- tional, 27 percent were inapectional, and 15 percent were for other purposes. Most of his students, dur- ing their first year of vocational agriculture, planned a long-time supervised farming program. 177:5) Farming prOgrams were advocated as a means for the students to secure experience in buying, selling, and man- agement of money; also, a means of acquiring livestock, equipment, and capital necessary for establishment in farm- ing (178:19). A comparison was made of the recommendations pre- sented in publications dealing with farming programs. Three bulletins, which were published in 1950, 1944, and 1954. are compared in Table IX. The bulletins published in 1944 and 1954 gave more specific practices which teachers could use in developing supervised farming programs than were given in previous bulletins. In fact, the more recent bulletins advocated practices which, in general, tended to be methods of devel- 3L - 1h (‘5‘. 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Suggestions were given to teachers regard- ing jobs to teach to help students start supervised farming programs and to further develOp and expand their farming programs (175:59,67; 179:56,62-65). The recommended practices for evaluating students' supervised farming programs tended to be more inclusive than in previous periods. The practices tended to deal with the content of evaluation and very little, if any, with when or how to conduct the evaluation. The following practices were summarized from the two bulletins issued in 1944 and 1954. They were given as "criteria suggested for use in evaluating supervised farming programs." Have the parents cooperated in the development of the student's supervisei farming program? Has a budget been worked out for each project? Have business agreements been prepared for the farm- ing program? Has the student developed and used satisfactory plans for his farming program? Has the student actually had full managerial, opera- tional, and financial responsibility for his farm- ing program? Has the student's farming program increased in scope or number of projects, or both, from year to year? Were the project standards, quality of work, quality of product, and goals improved from year to year? Were project returns reinvested in a farming program leading to satisfactory establishment in farming? 171 The total supervised farming programs were recom- mended as one area of work to consider when evaluating the effectiveness of the program of vocational agriculture. The factors to be considered were the same in 1944 and 1954 except for these three that were not given in 1944: That full and effective use is made of a well selected and organized advisory council. That staniard approved production practices are well understood and used by the students. That established production goals were met or exceed- ed by)the students in their farming programs. (175: 80-81 In general, the factors to consider in evaluation were: (a) starting farming programs prior to or near the beginning of first year in vocational agriculture, (b) con- sultation with parents regarding programs, (c) thoroughness of student planning ani carrying out of plans, (d) farming programs based on satisfactory establishment in farming, (e) farm visits planned to assist at crucial periods in farming problems, and (f) influence of farming pregrams in improving the agriculture in the community (175; 179). The factors were those which tended to measure effectiveness of the program in terms of establishment in farming. It was recommended that group activities of the 10- cal chapter of Future Farmers of America could provide aid and participation in deve10ping well-planned and comprehen- sive farming programs (175; 1791- These practices have been discussed in greater detail in the section dealing vfith the Future Farmers of America. 172 Agricultural subject matter--how determined. During prior periods recommendations for methods of determining content varied considerably. lrepared course outlines based on the known technical information in various fields were once advocated; later more attention was given to has- ing instruction on the needs of the student for success in a farming vocation. Still later, enterprise analysis and job analysis were recommended along with the needs arising from the student's individual supervised farming program. In the period 1941-1954 relatively few recommendations were given regarding the method of determining the subject mat- ter. The recommended objectives for programs of vocation- al agriculture during this period pointed toward determin- ing the subject matter according to the needs of students planning to enter the occupation of farming. All students were to have supervised farming programs and the needs arising from these programs were to be basic in determining the course of study, along with the types of farming pre- vailing in the community. The content of any course of stud y in vocational _griculture should be derived from students‘ needs in terms of their farming programs and the type or types of farming p_evailing in the locality, espe- cially_ the types on their home farms. (175: 67 Farm surveys were recommended as a method of deter- mining course content. Recommendations were also given _-'-I-I—-. um _ ._- 173 for teachers to use advisory councils for interpreting sur- vey results and giving suggestions for course content (175: 7). Agricultural subject matter--what should be taught each year. It has been noted that prior to 1917 rather definite sequences of courses had been advocated. From 1917 to 1940 practically no recommendations were made for definite sequences of courses during the four-year program for students enrolled in vocational agriculture. Recommen~ dations were given for the cross—sectional method of organ— izing the subject matter so that each year the students were to study appropriate jobs from the enterprises includ- ed in the farming vocation for which they were preparing. During the period 1941-1954 no recommendations were made for definite sequences of courses. Bulletins dealing with instruction tended to describe the content of the four year course as that which would lead to establishment in farming based upon the farming programs of the students. At the beginning of the first year the teacher was to help the student select and start his supervised farming program. The farming programs were to be the basis for instruction. Emphasis was placed upon the development of profi— ciency in farming on the part of the students enrolled. Proficiency in farming was described, in terms of the ob- jectives, as effective ability to produce farm commodities 174 efficiently, market farm products advantageously, conserve soil and other natural resources, use mechanization effec- tively in farming and home living, manage a farm business, and improve home living on the farm (191:3). Practically no publications dealing with agricultural subject matter were issued by thegroups studied during this period. The few publications issued dealt primarily with the methods of develOping the program rather than with agricultural subject matter. In general, instruction was to be based on real problems appearing in students' farming programs and the development of farming programs was to be started the first year. A supervised farming program to meet the needs of a student who desires to become established in farm- ing must be put into Operation as early as it is feasible and should continue to expand and improve throughout the training period. The first day a student enrolls in vocational agriculture or earlier is the time to start him on the long-time planning of his farming program. (17531.5) ggricultural supject matter-~specific subjects. The material just presented in what should be taught eaCh year showed that practically no publications were issued during this period with recommendations for specific technical agriculture subject matter to be taught. During the period 1311-1916 the instructional areas recommended tended to be very similar to the instructional areas in the agricultural college programs. During the period 1929-19#O instruction- 175 al areas recommended were dominated by the enterprise- analysis-method with emphasis placed upon the develorment of abilities. Also, such things as cooperation, rural leadership, farm credit, landscaping, and land conservation were recommended as a part of the instructional program. There was no mention of specific subject matter, such as varieties of wheat, to be taught except as needed by students in conducting their farming programs. The sub- ject matter to be taught each year was that which would help the students satisfactorily conduct and expand their supervised farming programs. Agricultural subject matter--how organized. Recom- mended practices for organizing subject matter underwent considerable change during the periods from 1900 to 1954. Biological and botanical classification, chronological se- quence, enterprise and job analysis with managerial and Operational jobs, and cross-sectional were all methods ad- vocated at one time or another. During 1929-1940 it was recommended that teachers use the cross—sectional method of organizing the subject matter with the subject matter se- lected for each year according to the needs of the students as their farming programs were developed. Some changes in emphasis for organization of subject matter were made during 1941-1954. With no exceptions, teachers were urged to use the students' farming programs 176 as a basis for the instruction and to use the cross- sectional method of organization. First, organize the course of study on the basis of the students' farming programs which represent a cross-section of local farming instead of segregat- ing portions of the course, such as crOp studies in one year and animal studies in another year, on an abstract and formal subject-matter basis. Second, organize the course of study on a farm problem or activity basis, instead of on an informa- tional or straight subject—matter basis. Distribute activities and problems of the students in the vari- ous enterprises over more than one year. Likewise, emphasis may be given apprOpriately to operative and managerial jobs as the students' needs deveIOp. . From the standpoint of the instructor, the combined individual farming programs of students become the core of the instruction offered. (175:7) In general, it was recommended that the course of study should be built around enterprises represented in the supervised farming programs. The course should be organ- ized on a cross-sectional or horizontal basis, and ar- ranged seasonally. The units of organization of the course of study were to be in terms of farm problems or activities. Farm mechanics instruction. Local programs of voca- tional education in agriculture during this period were to include work in farm mechanics. Recommendations were given regarding necessary facilities and equipment, methods of determining instruction needed, general areas of content, and many other aspects of the program. It may be recalled that before 1917 very few, if any, recommendations were given for farm mechanics as a part of agricultural education. From 1917 to 1940 there 177 was an increasing amount of emphasis given to farm shOp as a part of the vocational agricultural program. It was not until the late thirties that recommendations were generally given to have shOp work as a definite part of the program. During the period 1941-1954 many practices were recommended for local programs. Farm mechanics was recommended as a definite part of the program of vocational education in agriculture, both through instruction conducted in farm shOp facilities and as a part of the supervised farming program. It was fur— ther recommended that such training should be handled by properly trained teachers of agriculture. Every department should be provided with adequate farm Shep facilities Specifically designed for farm shOp activities. Shop instruction should be given by an instructor well versed in farm problems. This work can best be handled by properly trained agricul- tural teachers. (185:155) It was recommended that the instruction in farm me- chanics should be an integral part of the vocational agri- culture course and not a separate course. Sufficient school time was to be provided in the daily schedule to al- low for instruction in farm mechanics. The students' supervised farming programs were to include experiences in farm mechanics activities. Improve- ment projects and supplementary practices were recommended as ways of including farm mechanics activities, such as re- pair and construction of buildings, machinery, tools, and equipment. 178 Special farm mechanics surveys by the students were recommended as a method of determining the repair and con- struction needs on the home farm, buildings, tools, and equipment (175:40).' The areas of instruction were to in- clude farm shOp work, farm power and machinery, farm build- ings and conveniences, soil and water management, rural electrification, and processing of farm products. Objectives of farm mechanics instruction were stated by Glen Cook in an article published in the Agricultural Education Magazine. The primary objective of farm mechanics instruc- tion is the deve10pment of student abilities neces- sary to perform the unspecialized mechanical activi- ties to be done on the farm with the tools and equipment accessible. . . . Some contributory ob- jectives may be stated as follows: (1) To enable students to construct or repair suitable equipment essential for their supervised farming programs; (2) to encourage and guide students in deve10ping a desirable home-farm shop; (5) to develop abilities in using tools and equipment effectively; (4) to de- ve10p student interest, attitudes, habits, ideals, and understandings in farm mechanics activities; (5) to develop abilities in performing and workman- Ship; (6) to develOp abilities in the safe use of equipment in making the shOp a safe place in which to work. (169:12-13) Neither these objectives nor any objectives for farm mechanics were ever included during this period in of- ficial publications from the leadership groups studied.11 11A committee from the American Society of Agricul- tural Engineers in collaboration with an advisory group of agricultural education specialists made recommendations in 1944 and subsequent years on the engineering phases of 179 Perhaps the statement of objectives in Monograph No. 21 were considered sufficient and it was considered undesir- able to establish a separate set of objectives for farm me— chanics. Rather detailed recommendations were given by A.H. Hollenberg in 1946 regarding facilities and equipment for farm mechanics work. The following were summarized from some of the suggestions given to those planning new facil- ities (172): i l. The classroom and farm shOp should be in one unit. 2. The farm mechanics should be taught in a shop used only for that purpose. 3. The floor space should be left as free as pos- sible from work benches. 4. The shop should include at least one large door through which farm machinery can be moved. 5. The tools and equipment should be stored in wall cabinets on a unit basis according to the work areas. 6. The shOp should have an exhaust fan. 7. The instructor's office should be located so as to permit full vision of the activities within the farm Shep and the classroom. Hollenberg also advocated a minimum list of tools and equipment which should be in the farm mechanics shOp (173). He was Opposed to the tool room system of storing A‘ teacher-training for vocational agriculture. The reports implied that the same engineering phases should be includ~ ed in the high school program. 180 tools and equipment. His recommendations were as follows: One way is thru the use of separate wall cabinets for each shOp enterprise, advantageously placed in the shep, to care for all of the tools for the enter- prise, as concrete work. . . . Another system in- volves the use of a single, centrally located cabinet in which all tools and equipment are stored. Still another method is that in which the tools are placed on an A-shaped truck to be moved from place to place within the shOp. Some may find it expedient to use a combination of these methods. (173:26) The evaluation of local programs of vocational edu— cation in agriculture during this period gave recognition to many kinds of practices which resulted in a "very su- Perior" program. The content of farm shop and farm-shop equipment for such a program included such things as the following (177:64); 1. All the tools for doing jobs usually done by farmers in the community. 2. Shop large enough to serve the number of students enrolled. 3. Shep equipped with suitable work benches and vises. 4. Adequate supplies for important repair and con- struction jobs. 5. Open floor space for assembling and disassembling farm equipment. 6. Efficient system of tool servicing, checking, and storing. 7. Some students to develOp farm shops at home. 8. Adequate provisions for replacing, maintaining and purchasing new tools and equipment. In general, farm mechanics was recommended as an in- tegral part of all local programs of vocational education 181 in agriculture. It was to be a part of the students' su- pervised farming programs and their instruction at school. Detailed recommendations were given for desirable facili- ties and equipment for conducting satisfactory programs. Agricultural clubs--the Future Farmers of America. During this period many recommendations were given for the use and deveIOpment of the boys‘ organization known as the F.F.A. The Vocational Education Act of 1946 (George-Barden Act) included supervision of activities of the Future Farm- ers of America, activities related to vocational education in agriculture, by vocational agriculture teachers as a part of the total program of vocational agriculture. There was some use of the "F.F.A." as synonymous with "vocational agriculture" for high school stulents. This usage was confined to publications and articles other than those from the U.S. Office of Education, Vocational Division. An example of this was in an article in The ggricultural Education Magazine by Gordon Swanson. Following are the basic criteria used to evaluate the teaching process or learning experiences in vo- cational agriculture for F.F.A. classes. . . . (183: 199) It was recommended that the program of work for a local chapter should be based on the needs of the members, the chapter, the school, and the local community. It was to represent the combined thinking of a majority of the members (174:110). 182 Sufigestions were given for planning and carrying out a chapter program of work. It was not clear as to whether the suggestions were made to students or to teachers, or to both. Therefore the suggestions, as summarized below, were considered as methods with no designation as to responsi- bilities for accomplishment (174): 1. Review last year's program of work at chapter meetings. 2. Discuss the present needs of the chapter, its members, and the community. 3. Select apprOpriete items from previous year's sprogram of work and ail new items suggested by members. 4. Review cepies of the programs of work of the State association and National organization. Select activities appropriate for local program. 5. Review cepies of programs of work from other chapters to get ideas of other suitable activi- ties. 6. Appoint a pregram of work committee consisting of the chairman of the eight major divisions. They should review the program set up by each major division committee and make necessary changes before the entire program is presented to the chapter for adOption. 7. Check the program of work with school authori~ ties and others concerned. It was recommended that the local F.F.A. chapters be used as a means of teaching, as a method of accomplishing educational objectives. Farm safety was to be taught through chapter activities, such as safety survey, farm safety demonstrations, and a safety program (182). Devel- 183 0pment of supervised farming programs was to be stimulated through group activities of the F.b.A. it was recommended that the local chapter have a committee on supervised farm- ing with responsibilities including the encouragement of members to attain farming goals and use approved practices as indicated in the chapter's program of work (175:50). Several activities were suggested as the kinds of activities which would contribute to the improvement of the farming programs of the chapter members. The following were selected from activities alvocatei in 1944 (179) and in 1954 (175): 1. 2. Establish a loan fund for members. Establish a chapter subsidiary to promote a par— ticular enterprise on the farms, such as dairy, poultry, or swine. Assist members to locate desirable livestock, seed, and supplies. Assist members to develop home libraries on farming. Encourage farm and home improvement projects. Encourage the use of certified seed, hybrid seed, and purebred sires. Conduct farming program tours. Exhibit student agricultural products at fairs and shows. Promote a farm safety program. The evaluation of local programs of vocational edu- cation in agriculture published in 1949 described typical -—.-__ __-...._-.__-._.__- “mt—n. 184 "very superior" programs of activities and organizational features of the local chapters. It was stated that the typical "very superior" program of work included one or more excellent activities in such areas as cooperative buy- ing, selling, and use of equipment; conservation of soil and other resources; training for leadership; recreation and community service; and promotion of thrift and scholar- ship (l77:2l). The organization of outstanding chapters was described as follows: The typical "very superior" chapter, from the point of view of organization, held 24 meetings dur- ing the year and usually held meetings through the summer months. The members formulated annually a written program of work. . . . Nearly all the stu- dents enrolled in vocational agriculture were mem- bers . . . and without exception they function ac- tively on committees. . . . These activities afford- ed experience in positions of leadership to a large majority of the members. The officers . . . post its programs in advance of each meeting. Most of the activities in the program of work were carried to successful completion. Finally, the records of the secretary and treasurer and the annual reports of the chapter were generally complete and accurate. The program of work was usually approved by the school superintendent or principal. (177:24) The characteristics describing the "very superior" Programs were interpreted to be practices which were advo- cated for local programs of vocational education in agri- culture. In general, it was advocated that the activities 0f the Future Farmer Chapters were to be used as Opportuni- ties for teaching. During the review of literature for this period it was quite obvious that the literature represented only a 185 portion of the leadership which was exerted by the national organizations, groups, and agencies being studied. The leadership exerted in promoting and develoying the national organization of Future Farmers of America was illustrative of the limitations of the study. For example, H.O. Samp- son, in an article in the Agricultural Education Magazine in 194S,described the beginning of F.F.A. as follows: The FFA as a national organization was officially launched on Nov. 20, 1928, at a meeting called by the late C. H. Lane, then chief of the Agricultural Education Service, Federal Board for Vocational Edu- catéggéiéué to the meeting Dr. Lane had sent material to the states describing the proposed organization agd suggested that the states send delegates. (180: If Sampson's statements were correct, some leader- ship was probably given to the development of local pro- grams which never appeared in the official publications re- viewed. Another example of this same kind of situation, again regarding the Future Farmers of America, was the of- ficial manual for the Future Farmers of America. It was Probably first published in 1930, and then frequently re— vised in the ensuing years. The practices, which were ad- vocated through that manual, were not a part of this study. Undoubtedly the manual was prepared and/or approved by representatives from the U.S. Office of Education, Voca- tional Division. However, the official relationship be- 186 tween that office and the manual in the early years of the organization was not clear. In general, during the period 1941-1954 the recom- mendations regarding the F.F.3. were for it to be an inte- gral part of the program of vocational education in agri— culture and for it to be used as a means of teaching. Measuring and evaluating results in agricultural ed— ucation. Measurement and evaluation of local programs of agricultural education received much attention during this period. Many national groups were concerned and involved in activities leading to recommended practices for evalua- tion of local programs of vocational education in agricul— ture. A bulletin published in 1949 by the U.S. Office of Education, Vocational Division (g2 Evaluation 9f Local Pro- gggmg 9; Vocational Education lg Agriculture) was the re~ sult of work over a period of several years, probably starting in 1958. The study of local programs was made in 1940 and 1941, just before the Second World War. In the foreword of the bulletin R.W. Gregory, then Assistant Com- missioner for Vocational Education, stated that the evalua- tion scales could be used for determining the level of at- tainment for a State or for a comparison of teachers of vo- cational agriculture with other teachers (177). The fol— lowing recommended practices for evaluation were summarized from the bulletin: 187 l. The scales may serve as a basis for the formula~ tion and revision of standards. 2. The scales may be used by teachers to make a qualitative evaluation of parts of the local program. The recommended methods for using the scales were not very clear. Definitely, the local teacher was to use the scales. The extent to which students, parents, admin— istrators and others were to be involved was not clear. Some other practices,which were advocated during this period, for measurement and evaluation were summarized as follows: 1. Measure the effectiveness of instruction by what the student does (179:5). 2. Measure the effectiveness of any local program of vocational agriculture by the number of indi- viduals receiving systematic instruction and the extent to which they become satisfactorily es- tablished in farming (175:79; 178:19; 179:70). 3. Reaponsibility for evaluation of any program of agricultural education lies with the board of education, school administrators, and teacher or teachers responsible for its direction (176:6). 4. Use selected criteria for evaluating the voca- tional agriculture department in terms of the total supervised farming programs (see the pre— vious section for this period dealing with Su- pervised Farming Programs). 5. Use selected criteria for evaluating individual students' farming programs (see the previous section for this period dealing with Supervised Farming Programs). In general, the recommended practices for measuring and evaluating in the early forties tended to involve very 188 few people. By 1951 the evaluation of a local program was advocated to be the joint responsibility of the board of education, school administrators, and teachers of agricul- ture. CHAPTER III PRESENT-DAY CONCEPTS AND RELATIONSHIPS TO PRACTICES ADVOCATED In this chapter the reactions of jury members to an opinionaire containing forty-nine concepts (see Appendix A) were reviewed in the light of the practices which were rec- ommended during the period 1941-1954. The analysis of the relationship between the concepts and recommended practices was based upon three questions: 1. What concepts seemed to have general acceptance by the jury members? 2. When did the practices that were related to the concepts come into the scene as recommendations? 3. Have the recommended practices always been in agreement with the concepts accepted by the jury members? It was inferred that, in general, the leaders in agricultural education would tend to agree with the con- cepts. There was no clear-cut basis for making any infer- ence regarding the expected reactions of the leaders in ed- ucational administration. 19:3 reactions to concepts. The number of responses received to the Opinionaire was considered very satisfac- tory: Fifteen leaders in educational administration and fifteen in agricultural education returned the opinionaires. 190 The thirty responses represented a return by 88% of the jury members. Brief suggestions and comments were made by several of the respondents. In general, the reactions of the jury members indi— cated agreement with most of the forty-nine concepts. All thirty respondents checked "agree" on eighteen of the con- cepts (see Table X). Fifty percent or more of the reapond- ents checked "agree" on forty-five of the concepts. Two concepts were checked "disagree" by fifty percent or more of the jury members who responded. Reactions on two other concepts were somewhat equally divided between "agree" and "disagree" with some "undecided." The selected leaders in agricultural education tend- ed to be somewhat more in agreement in their reactions to the concepts than the selected leaders in educational ad- ministration. All the selected leaders in agricultural ed- ucation responded "agree" on twenty-nine of the concepts; all the selected leaders in educational administration re- aponded "agree" on twenty-four of the concepts (see Tables X and XI). 12 The two concepts which were checked "disagree" by fifty percent or more of the reapondents were as follows: 12The number assigned to each concept refers to the number which was given to that concept in the opinionaire. 191 II ' .mdoapmaoao mamahmw mnfinsm m as HHHMm moambmp 0p mmflpfiGSpuoooo spas nauseouw on» mpfi>opm masonm mamumon mcaahmw one .wqw>wa basemansumu one waasnmm m>ondsa op moflpwcdppommo spas manevdpw on» mofi>onn padonm mEmhmonQ mdflsumm one . .mamnmohm museumh Hams» mo nowpmdam>o one soapoeaom on» new; mamsoa>floofi pmfimmm oflzonm onspasoflamw HQGOflpmoo> Mo muonomoa .mEmnwoum mcfishmm pflenu ca mmaflu Hmfiosho pm mpGoUSpm op some on panonm mpfimfl> Show .muonpo new .mnmnomop .mpamnma saws Hem Innoo o>Ho>nfl dasonm monoospm esp spas mamamong mcfishmm mo massnmam one Gowpooaom .mmfipflqdpnoaao moflpmsaw>o ma moapflaflpm Hmsoa>fioofi moao>mo mama oHSOnw mosuadoflnmm HwQOfipmoo> as composppmnm . . .mamom omen» semen on one mamom ofipmfiawoa new 0» mosaflnm on» uoHo>oo mpmoospm damn oafionm msdeSOHumm Hmnowpmoob Ga GosposnpmsH . .mnspazownwm Homospwoo> cw ooaaopsm mpcm82pm Ham mom omosHoqfi on panonm mmflpfi>fipom m>wumumgooo .mQSopw mo senses m we soapocsw pom mponpo muss wcoam new on mmflpfiawnm m.Hw nsow>fiomfi Gm mo~o>oo op douoopwo on padonw oHSuHSowumm Hmcowpmoo> ow coprSHumaH .mamom qso omens nwwapmpwo op muonpo one genome» on» ma condo: on wasonw wmdonw pom mammow>flosa .moeo: omuflqwoomn no mammn on» no .moeos Hmsoflposppwcfi massaged ow oomwamoomu on casonw mnopomw ponpo new .Ho>oH newpmpaamm .moamfluoaxo .hpwpdums .oocmwwqaepnfl .wpamodpw mo mpweompaH .ooooam>mo on padonm wdfisamaa monomepupamodpm .woeoa mo nofiumaflsnmp new m messes so mnaxooso ea woeflfifips on manonw mQSOHM kpomfi>wm «as masonm wwmao .moomc Hmcowpodopmafl msflwmwp needs now mammp Hmflppmg m we moms mp Manonw mpwaasaoo map as weasamm mo wofiozpm .soflposnumcw Hmsfifi>flfisfl was Qsouw npon e>fiw caconm genome» one .omHHoucm mamsofi>fionfi on» mo pcosmoam>oo com opsonm Hchmpoa on» op opznwupcOo panonm manpasofiomm as cospmodoo HmQMwumoo> .m oaoa loom» as someone mqflsnflucoo 0p pushow on muHHHQm on» moao>op canonm oeHHOHQm ewone .howuoosmo m as mamuflpao mm h~o>wpoommo newpoosu manooSpm damn canonm eHSpHsownwm HmQOflpmoo> aw sowposhude ZOHHodmm mHmmB OZHBomummm Mqrdmz BmOS w< :mmmow: ommommo mezmamOHmmm mo Bzmommm nmeZDmlmzo WOHmR memfiozoo zmmsmem N mqmde 192 Asmmv .QOpmpopo sump Mo qofipflmoo mnp as mmooodm now omuwpuou mofipfiafipm po pposaopo>eo opp op omea padonw esopHSofinmm HwCOppmoo> ow cosposnpqu .om $3.8 .ooapoapm to“ mmmao pop neocowpmaxo mnflqommp wcfipooflmm op spasm momma m on pasonm mamuwopn weasomm oflmnp mofiposouoo as m>mn mawpofl>wocw sown; mamapopm one .mm $33 .mofipopppmca m>fipompmm pow mammp m we omonmwmu mp padonm smpmoha mnaapmm one .Nm ..A&mnv .mSpmm so o>flH paponm mpppH50aumm Hmoofipmoo> ca poHHopso mpnonspm .Hmnoamw nH .H .ooflpwnpmwcpeom Hoonom :fi maoomoa mp pow pap poopomwop one nofipmopoo Hemopasofiomm as mnmomoa Mo pnmonmm OOH hp :oonm<= Umxomno nwomv .mompsmoopoo mpofipm> ca weooowpegxo hoopmuOHm :xm ooh moflpfisSpnogmo spas mpdmpdpm opp mow>ona oppose msmpmonn mnwanmw one .Hg Asmov .oQSpHdoflomm ca soapmosom Hchfipmoo> op cumocoo momma mo mm oemaswoomo mp capocm mpofioom mo pswosocmpm map sopm omamm>mu momma one .0m Axumv .ooflono chowpmoo> op mm uofimwoeo m wnflnommu as ooaaoosm appom opp pmammm paponm mnppapoflnmm Honowpmoo> aw soaposnpmnH .mm A&va .moSpHSowpmm as coapmopoe Homospmoo> mo sapwono Hmo 10H map nmsoasp pee on op women we coppwofioqfl mpmpveom hammoa woos m capo new op oeuwaflp: mp 0p open has apwcsssoo Hoonom map mo oopmpdo Soup mooupow .wa Afiumv .QOfipmopoo oaappg mp om>oom momma wcppems pop mpfiafipfimooamou HmpOp opp as mpmnm oasopm onppadofipmm aw soapmospm chowpmoo> .m .Ammov .ooaaoune mp has mpnoUSpw shmwlaos mGOfipflodoo Hmfiooow soon: .m .aowpmopoo Headpapofiumm up assumed hp pod pap neocoumop one oprmopmwcpadm Hoonom cw mumpmoa no pamouog 00H hp =mopm4: ooxoono III. 11'! 11'“: 1|” 1"” ZOHBdODQm Hfiposuona mvaoWa «Naomlpm esp hp dooso maopwpoo no haamap . u Hawpmp sapwoam mnaspmu m cm . .mcaspmm ca pCmEQmHHpmpm . .p AWMNW 4 . . . m .HmBO lllllll Afindv .wcaahwm am cop mama ofizopm msmpmopm wsasamm .mpnmpppm one now op Mpdcnpuopmo p Enuwapmpmm 0 caps Hmpaamo chasm Asumv “museum“ swaps mpmoespm as» weapons eanonm maeomooo.mnaanmw was low op mmapaq=wuopgo . paomnoflppmpmo op omma Haws moans moamflpmpxm chasm . . spas apnoospm onp mofl>oum pasonm msmpmopa mapspmm one .wmpspmm as psoscmaapmpmo oomBOp amoumosm mono m spawns op pnwpom 3&3 apawxma oupmcfl op one eocoapoQXo mopqpmma psoaw one hpppnfipnoo Mo moospaosoo one use mpuooSpm map as hpa supmaH mp oppose msmnmonm mqflspmm pp p Aammv .emHHo soapmoo> pa soaps mum hemp uawpm Hmfiuomwnms mope>mo damn paponm opppHnOflpmm Hm . A&m®v .ompopopoonm spams 0p popomaflp.op paponm nosposhpmsH mm msoapouu o>Hom mampofl>flwsp we pnoov HM mHm4 '. ) H D , I". '0 lo '0 la la lo I... lo lo lo I... lo lo in) La lo lo 269 PARKING PROGRAMS Method of Implementing: 35. 36. 39. In general, the school should not provide the stu- dents with Opportunities and facilities required for their individual farming programs. Farming activities conducted as a part of the student's vocational agriculture program should be carried out chiefly on the home farm from which the student comes. Selection and planning of farming programs with the students should involve counsel with parents, teachers and others. The conditions of continuity and growth in farm- ing programs should be sought to insure a pro- gressive learning experience and to insure max- imum progress toward establishment in farming. Farm visits should be made to students at crucial times in their farming programs. Content of Local Program: 400 41. 42. 43. 44. 45. Teachers of vocational agriculture should assist individuals with the selection and evaluation Of their farming programs. The farming programs should provide the students with Opportunities for exploratory experiences in various enterprises. The farming programs should provide the students with Opportunities to acquire experience which will lead to establishment in farming. The farming programs should provide the students with Opportunity to acquire capital which may lead to establishment in farming. The farming programs should provide the students with Opportunities to improve farming and farm- family living. The farming prOgrams should provide the students with Opportunities to develop skill in planning farming Operations. IS.’ IN Lmn lm l3 IH “—4 )4 Ibo L3 46. 47. 48. 270 The students' farming programs should lead toward establishment in farming. The farming programs should be broad and compre~ hensive in order that learning experiences may be broad and comprehensive. A student's farming program usually should in- clude productive projects partially or entirely owned by the stuient. The iniividual's supervised experience in pro— grams away from school normally should not be planned and carried out in the areas of related agricultural occupations. __—-——— “Hi—.1 —4v-- --— — APPENDIX B CHRONOIOGICAL LIST FYOM THE U. " Wu 0? SELEC ED MATERIALS REVIEWED Agricultural Reports of the Iatent Office, 272 and Annual Reports of the Commissioner of Agriculture and the Secretary of Agriculture Year Author, Titlei Pages 1849 Lee, Daniel, ”Agricultural Education," pp. 6-9. 1850 Lee, Daniel, "Agricultural Education," pp. 145-149. 1851 Dodge, Harvey, "Agricultural Education," pp. 19-50. Braman, Milton, "Agricultural Education," pp. 31-37. Turner, J.B., "Plan for an Industrial University," pr- 57-44. "Common Schools in the United States," pp. 44-45. 1852 Lee, Daniel, "Progress of Agriculture in the United States," pp. 1-150 1857 Browne, D.J., "Encouragement of Agriculture in the United States," pp. 15-50. 1859 Browne, D.J., "Elementary and Practical Education, Considered in Connection with the Primary and Agricultural Schools of the United States," pp. 1- 14. 1865 Adams, L.B., "Farmers‘ Boys," pp. 507-513. 1865 French, Henry F., "Agricultural Colleges," pp. 157- 186. 1892 Harris, A.W., "Association of American Agricultural Colleges and Experiment Stations," pp. 527-530. 1895 True, A.C., "The Wisconsin Dairy School," pp. 449- 450. 1898 "Nature-Teaching in the Common Schools," pp. XVI- XVII. 1899 "Agricultural Education," pp. LXVI-LXX. True, A.C., "Association of American Agricultural Colleges and Experiment Stations," pp. 127-128. 1900 True, A.C., "American Institutions for Agricultural Education,” pp. 174-177. 1901 True, A.C., "Secondary and Elementary Schools," PPo 192-195- 1902 1905 1904 1905 1906 1907 1908 1909 1910 1911 1912 1915 275 "Improvement of Rural Schools," pp. XCIX-C. "Secondary and Elementary Schools of Agriculture," pp. CI-CIIO "Secondary and Elementary Schools," pp. 255-256. "Secondary and Elementary Schools of Agriculture," pp. LXXXVI-LXXXVII. "American Institutions for Agricultural Education," pp. 256-262. "Secondary and Elementary Schools," pp. XCVII-XCVIII. "American Institutions for Agricultural Education," pp. 457-465. "Promotion of Agricultural Education," p. CXXV. "Relations with Institutions for Agricultural Educa- tion," pp. 445-447. "The Agricultural Colleges and Schools," pp. 87-88. True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 562-567. "The Agricultural Colleges and Schools," pp. 119-119. True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 655-663. "The Agricultural Colleges and Schools," pp. 152-154. "Agricultural Education," pp. 177-178. True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 719-722. "Agricultural Colleges and Schools," pp. 155-156. "The Agricultural Colleges and Schools," pp. 142-145- True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 759-742. "The Agricultural Colleges and Schools," pp. 159-140. True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 688-692. "Agricultural Education," pp. 214-215. "Educational Sets of Soil Samples," p. 611. True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 825-826. "Agricultural Education," p. 55. True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 272-274. 1914 1915 1916 1917 1918 1919 1920 1921 1922 1925 ._-ap - ._.—._p_=_.—--—- #— 274 True, A.C., "Relations with Institutions for Agri- cultural Education," pp. 256-258. True, A.C., "Relations with Agricultural Schools," pp. 297—298. "Investigations on Agricultural Instruc- 530-502. Club Work," pp. 525- Lane, C.H., tion in Schools," pp. Smith, C.E., "Boys' and Girls' 524. Lane, C.H., "Investigations on Agricultural Instruc- tion in Schools," pp. 526-529. "Extension Work through Boys' Agricultural Clubs," pp. 542-545. Dille, Alvin, "Investigations on Agricultural In- struction in Schools," pp. 559-542. "Investigations on Agricultural In- Dille, Alvin, 557-559. struction in Schools," pp. Shinn, Erwin H., "Investi ations on Agricultural In- struction in Schools," pp. 450- 452 "Investigations on As ricultural In— Shinn, Erwin H., 10-12. ' struction in Schools," pp- Shinn, Erwin H., "Investigations on Agricultural In- struction in Schools," pp. 417-420. "Agricultural Education," pp. 565-567. Shinn, Erwin H., "Investigations on Agricultural In- struction in Schools," pp. 575-578. ‘No combined report was issued in 1921. This ma- terial was found in Report of the Director of the States Relations Service for the fiscal year ended June 50,1921. Year 1889 1890 1891 1892 1895 1894 1895 d... .— .._r._.._.._. 275 Bulletins of the Office of the Experiment Stations Bulletin No. Authori Title, Pages Misc. 1 Harris, A.W., and Alvord, H.E., editors, Proceedings 2; the Second Annual Conven- tion 9; the Association 9; American Agri- cultura1.03110ges and Experiment Stations, January 1-5, 1889, 125 pp. Misc. 2 Harris, A.W., and Alvord, H.E., editors, Proceedings 9; the Third Annual Convention 9; the AssociatiEH 9; American Agricul- tural Colleges and Experiment Stations, November 12-15, 1889, 142 pp. Misc. 5 Harris, A.W., and Alvord, H.E., editors, Proceedings pf E22 Fourth Annual Conven- tion 9f the Association 9; American Agri- cultural Colleges and Experiment Stations, November Il-lfi, 1890: 156 pp. 7 Harris, A.W., and Alvord, H.E., editors, Proceedings of the Fifth Annual Convention of the Association 9; American Agricul- tural Colleges and Experiment Stations, August 12-18, 1831, 115 pp. 16 Harris, A.W., and Alvord, H.E., editors, Proceedings of the Sixth Annual Convention of the Associatibfi 9; American Agricul- tural Colleges and Experiment Stations, November 15-12, 1892, 176 pp. True, A.C., and Alvord, H.E., editors, Pro- ceedingg of the Seventh Annual Convention of the Assgciation of American Agricul- tural Colle es and Experimegt Stations, F-MctobeFEiit 1.8192. 100 pp. True, A.C., and Goodall, H.H., editors, Pro- ceedingg g; the Eighth Annual Convention of the Assoc1ation 2; American Agricul- tural Colleges and eriment Stations, November 15:15, 1894, pp. 20 24 _ L-‘- .pfi-u - . L...-..-.-'n:_1._' - -— ,.._._._.._.__- = 276 1896 50 True, A. 0., and Gooie11,H.H., editors, Pro— ceedings Lf the Ninth Annual Convention Lf the Association Lf American Agricultural" colleges and Experiment Stations, Julz 16- 1 , 100 pp. —’ 1997 41 True, A. C., and Goodell, H. H. , editors, Pro- ceedings Lf the Tenth Annual Convention Lf the Association Lf American Agricultural_ Colle es and Ex eriment Stations, Tovember 16:1§%‘18§€T 12% pp. 1898 49 True, A. C., and Goodell, H. H., editors, Pro— ceedingg Lf the Eleventh .Annual Convention Lf the Association Lf American Agricul- tural Colleges and Experiment Stations, Juli lfi-lfi, 1892, 100 pp. 1899 65 True, A. C., Bea1,N.H., and Goodell, H. H., editors, Proceedings of the Twelfth Annual Convention of the Association of American Agpicultursi—Co1ieges and Experiment Sta- tions, November Ifi-l], 1898, 138 pp. 1900 76 True, A. 0., Real, W. H., and Goodell, H. H., editors, Proceedings Lf the Thirteenth An— nual Convention Lf the Association Li‘ American Agricultural Colleges and EXperi— ment Stations, Juli §-?, 1899, 112 pp. 1901 99 True, A. C., Beal, N. H., and Goodell, H. H., editors, Proceedings Lf the Fourteenth An- nual Convention Lf the Association Lf American Agricultural Colleges and Ex1 eri— ment Stations, November 15-15, IQQO, PP- 1902 115 True, A. G., Beal, W. H., and Goodell, H. H., editors, Proceeding_ Lf the Fifteenth An- nual Convention Lf the Association 9; American Agricultural Colle es and Ex eri- ment Stations, November 12-i4, 1901, l 4 PP- 120 True, A. C., Crosby, D. J., and Creelman,G. 0-, editors, Proceedings Lf the Seventh 52322} Meeting of the American Association of Farmer§'-institute Workers, 3une Efl;2§ 19 pp 1903 123 1904 142 1935 155 169 1906 164 165 1907 184 186 196 1908 195 199 277 True, A. C., Beal, W. H., and White, H. C., ed~ itors, Proceedings Lf the Sixteenth Annual Convention Lf the Association Lf American Agricultural Colleges and Experiment Sta— tions, October 7-9, 1202, 144 pp. True, A.C., Beal, N. H., and White, H. G., ed- itors, Proceedings Lf the Seventeenth An~ nual Convention Lf the Association Lf American Agricultural Colleges and Experi- ment Stations, November 12-12, 130§, 196 PP- True, A. C., Beal, W. H., and White, H. C., ei— itors, Proceedings Lf the Eighteenth An- nual Convention L? the Association Lf_ American Agricultural Colleges and Experi- ment Stations, November 1-3, W2 04, t pp. Galloway, B.T., School Gardens, pp. True, A. .C., Beal, W. H., and Shite, H. 0., ed- itors, Proceedings Lf the Nineteenth An- nual Convention Lf the Association 2;” American Agricultural Colleges and Exieri- ment Stations, November 14-16, 1965, pp. Beal, W. H., Hamilton, John, and Creelman. G. C., eiitors, Proceeding_ Lf the Tenth Annual Meeting Lf the American Association of Farmers‘ Institute Workers, November-§-ll, 129.2. ‘55 pp. True, A. G., Beal, w. H., and White, H. 0., ed- itors, Proceedings Lf the Twentieth Annual Convention Lf the Association Lf American Agricultural Colleges and Experiment Sta- tions, Novembergl4-l6, W9,13§Ipp. Crosby, Dick J., Exercises in Elementarx Agriculture: Plant Production, 64 pp. True, A. G., Beal, N. H., and White, H. 0., ed- itors, Proceedings Lf the Twenty-First An- nual Convention Lf the Association Lf American Agricultural Colle; es and Experi- ment Stations, May 28- QC, ,TILL pp. Hatch, K. L. ,Simple Exercises Illustrating Some Applications Lf Chemistry to Agricu - ture, 22 pp. Beal, W H., and Hamilton, John, editors, Pro- ceedings Lf the Twelfth Annual Meeting0 E:- the American* Association of Ham ers nsti- tute Workers, October 2§-§E, IEQQ, 79 PP 1909 1910 1911 1912 1913 _. #EZI‘ 212 213 220 228 231 242 250 255 278 True, A.C., Beal, W.H., and White, H.C., ed- itors, Proceedings 2; the Twenty-Second Annual Convention 9; the Association 9; American AgriculturalColleges and Ex eri- ment Stations, November 18-20, 1908, 122 PP. Beal, W.H., and Hamilton, John, editors, Proceedings 9; the Thirteenth Annual Meet- ing of the American Association of Farmers' Eggtitute florkers, November 16-lZT 1953, PP- Owens, C.J., Secondary Agricultural Educa- tion ig‘Alahama, 30 pp. True, A.C., Beal, W.H., and Thompson, W.O., editors, Proceedings 9: the Twenty-Third Annual Convention of the Association of American Agricultural Colle es and EX'Eri- ment Stations, August 19~23, 1909, 12% pp. Hamilton, john, editor, College Extension in Agriculture, 86 pp. Johnson, A.A., County Schools of Agriculture and Domestic Economy in Wisconsin, 23 pp. lane, C.H., Arkansas State Agricultural Schools, 25 pp. Christie, George 1., Educational Contests in Agriculture and Home Economics, 47’pp. Note: No. 256 was the last of this series. .. r_._.- -9--.-»...—.—_... ,.. —_. .._‘_, _ 279 Circulars of the Office of the Experiment Stations Circular Year No. Authopi Title, Pages 1896 52 Report 9; the Committee 3p Methods 9; Egggh- ing Agriculture. 1897 37 Second Report of the Committee on Iethods _§ Teach1ng Agriculture, 4 pp. 1898 39 Third Report of the Co mittee on Lethods _£ Teaching Agriculture, 7 pp. 1899 41 Fourth Report of the Committee on Methods _3 Teaching Agriculture, 7 pp. 1901 45 Fifth Report of the Committee on Eethods of Teaching Agriculture, 8 pp. 1902 49 Secondary Courses lg Agriculture, 10 pp. 1904 60 True, A.C., and others, The Teaching of Agri- culture lg the Rural Common School,‘20 pp. 1907 73 Hays, W.M., Country Life Education, 15 pp. 77 True, A.C., and others, A Secondary Course ip Agronomy, 43 pp. 1908 77 True, A. C., and others, A Secondary Course Ln Agronomy. revised, 44 pp. 79 Hamilton, John, Form of Organization for Mov— able Schools of Agriculture, 8 pp. 1909 83 True, A. C., and Crosby, Dick J., The American 1 System of Agricultural Education, 27 pp. 84 Haig, WilletN M., Education for Countpy Life, PP 90 Abbey, M. J. , Normal School Instruction Ln Agriculture, 31 pp. 91 True, A. C., Secondapy Education Ln Agricu - ture 13 theiUnited States, 11 pp. 1910 95 Organization, Work, and Publications of the Agricultural“ Education Service, 15 pp. 94 Crosby, D. J., and—Howe, F. W., Lree Publica- tions of the Department of Agriculture 96 Classified for the—Use of Teachers, 29 pp Howe, 7pp- .W., How to Test Seed Corn Ln School, 1911 1912 1913 98 39 100 106 109 106 115 117 118 280 Hamilton, John, Progress Ln Agricultural Edu- cation Extension, 12 pp. Hamilton, John, and Stedman, J.M., Farmers' Institutes for Young PeOple, 40 pp. Smith, H. R., Secondary Education Course Ln Animal Production, 56 pp True, A. C., ani Crosby, Dick J., The American System of Agricultural Education, 28 pp. Hamilton, John, Agricultural Fair Associa- tions and Their Utilization Ln Agricultural Education and Improvement, 25 pp. True, A.C., and Crosby, D.J., The American System 2; Agricultural Education, revised, PP- True, A. C., and others, Re ort of the Commit— tee on Instruction Ln Agriculture, 1911, T9.pp. Ellis, D. C., A Working Erosion Model for Schools, 11 pp. True, A. C., The Nork of the Agricultural Col- 1e es in Training Teachers of Agriculture for Secondapy Schools, 29 pp. Note: No. 118 was the last of this series. 281 Proceedings of the Association of Lani-Grant Colleges and Universities No. of Annual Year Convention AuthorJ Title, Pages 1885 Colman, Norman J., “Address to the Conven- tion of Delegates," Miscellaneous Special Report No. 9:5-15. Adams, F.G., "Agriculture in Common Schools," Miscellaneous Special Report No. 9:174- 187. 1892 6 "Discussion on Improving Agricultural Edu- cation," Office of Experiment Stations, Bulletin No. 16:52-58. Brown, William L., "President's Annual Re- port," Office of Experiment Stations, Bulletin No. 16:58—66. Hays, W.M., "Advances in Agricultural Edu- cation," Office of Experiment Stations, Bulletin No. 16:132-158. 1894 8 Harris, W.T., "The Teaching of Agriculture," Office of Experiment Stations, Bulletin No. 24:43-46. 1895 9 "Discussion of Methods of Instruction in Teaching Agriculture," Office of Experi- ment Stations,Bulletin No. 30:35-42. 1896 10 Hamilton, John, "Agricultural Education," Office of Experiment Stations, Bulletin No. 41:48-52. True, A.C., "Report of Committee on Methods of Teaching Agriculture," Office of Ex- periment Stations,Bulletin No. 41:57-58. 1897 11 True, A.C., "Second Report of the Committee on Methods of Teaching Agriculture," Of- fice of Experiment Stations, Bulletin No. 49:29-32. Fairchild, G.T., "Evolution of Agricultural Education," Office of Experiment Stations, Bulletin No. 49:32-38. 1898 12 "Resolution on Agricultural Education in Public Schools," Office of Experiment Stations, Bulletin No. 65:50. 1899 1902 1903 1904 1905 15 l6 17 18 19 --F 4...- m. » u_———.-—-.._ ....— 282 True, A.C., "Third Yeport of Committee on Methods of Teaching Agriculture," Office of Experiment Stations, Bulletin No. 65: 79-84. Liggett, W.M., "Agricultural Education-- Practical and Scientific," Office of Ex- periment Stations, Bulletin No. 76:48-52. Coates, C.E., Jr., "The Principles Underly- ing the Formation of an Agricultural Course in the South," Office of Experi- ment Stations, Bulletin No. 76:59-64. Roberts, I.P., "The Principles Underlying the Formation of an Agricultural Course in the East," Office of Experiment Sta- tions, Bulletin No. 76:65-66. Liggett, W.E., "Address of the President of the Association," Office of Experiment Stations, Bulletin No. 123:29-37. True, A.C., "Methods of Teaching Agricul- ture," Office of Experiment Stations, Bulletin No. 123:45-52. "Discussion on the Graduate School of Agri- culture as a Means of Improving the Peda- gogical Form of Courses in Agriculture," Office of Experiment Stations, Bulletin No. 123:61-67. Hardy, J.C., "Agricultural Education in the South," Office of Experiment Stations, Bulletin No. 123:67-73. Metcalf, H., "The Foundations of Agricul— tural Teaching," Office of Experiment Stations, Bulletin No. 142:170-172. French, H.T., "Methods of Teaching Agricul- ture--The Teaching of Agriculture in the Rural Schools," Office of Experiment Sta- tions, Bulletin No. 153:43-56. Butterfield, K.L., "The Social Phase of Agricultural Education,” Office of Exper- iment Stations, Bulletin No. 153:56-61. "Resolution Regarding a Department of Agri- cultural Education in the National Educa- tional Association," Office of Experiment Stations, Bulletin No. 164:28, 47. True, A.C., "Report of Committee on Methods of Teaching Agriculture," Office of Ex- periment Stations, Bulletin No. 164:37-38. 1906 1907 1908 1909 20 21 22 23 ..-_,_ V...- m- 283 Harris, W.T., "Language Study as Prepara- tion for Scientific Study," Office of Ex- periment Stations, Bulletin No. 164:102- 106. True, A.C., "The Land-Grant Colleges and the Public Schools," Office of Experiment Stations, Bulletin No. 164:124-126. "Department of Agricultural Education in the National Educational Association," Office of Experiment Stations, Bulletin No. 184:19. True, A.C., ”Report of Committee on Instruc- tion in Agriculture," Office of Experi- ment Stations, Bulletin No. 184:46-47. True, A.C., "Report of Committee on In- struction in Agriculture," Office of Ex- periment Stations, Bulletin No. 196:37-38. Brown, Elmer E., "Development of Agricul- tural Education," Office of Experiment Stations, Bulletin No. 196:49-54. True, A.C., "Report of Committee on the History of Agricultural Education," Of- fice of Experiment Stations, Bulletin No. 212 : 30-51 a True, A.C., "Report of Committee on Instruc- tion in Agriculture," Office of Experi- ment Stations, Bulletin No. 212:35-38. True, A.C., "Secondary Education in Agri- culture in the United States," Office of Experiment Stations, Bulletin No. 228:17- 19. "Discussion on Secondary Education in Agri- culture in the United States," Office of Experiment Stations, Bulletin No. 228:19- 24. Bailey, L.H., "The Better Preparation of Men for College and Station Work," Office of Experiment Stations, Bulletin No. 228: 25-32. True, A.C., "Report of Committee on History of Agricultural Education," Office of Ex- periment Stations, Bulletin No. 228:40-41. Burnett, E.A., "The Function of the Land- Grant College in Promoting Agricultural Education in Secondary Schools," Office of Experiment Stations, Bulletin No. 228: 87-93. 1910 1911 1912 1915 1914 1915 24 25 26 27 28 29 284 Davenport, E., "Secondary Education in Agriculture," Office of Experiment Sta— tions, Bulletin No. 228:93-94. "Resolution Concerning Federal Aid for Edu- cation in Agriculture in Secondary Schools," pp. 105-106, 120-121. Crosby, D.J., "The Correlation of Secondary and Short Courses with the Four Years' Course," pp. 137-140. "Discussion on Correlation of Secondary and Short Courses with the Four Years' Course," pp. 140-143. Claxton, P.P., "Agricultural Education," pp. 60-67. Claxton, P.P., "Legislation for Agricul- tural Education," pp. 89-94. True, A.C., "Report of the Committee on In— struction in Agriculture--The Work of the Agricultural Colleges in Training Teach- ers of Agriculture for Secondary Schools," pp. 19-42. True, A.C., "The United States Department of Agriculture, 1862-1912," pp. 70-80. "Round Table Discussion: What the Exten- sion Department Can Do to Forward Indus- trial Education in the Public Schools," Bessey, C.E., "Instruction in Pure Science for Agricultural Students," pp. 213-218. True, A.C., "Annual Presidential Address," pp. 86-96. "Discussion of the Hughes Educational Bill," pp. 156-162. Fairchild, E.T., "The Relation of the Agri- cultural College to School Instruction in Agriculture and Home Economics," pp. 164- 169. "Discussion of the Relation of the Agricul- tural College to School Instruction in Agriculture and Home Economics," pp. 169- 176. Hill, A. Ross, "The Preparation of Teachers as Contemplated in the Nelson Amendment," pp. 96-100. 1916 1917 1919 1920 1921 1923 1924 1925 1928 30 31 35 34 55 57 38 59 42 285 True, A.C., "Report of Committee on Instruc— tion in Agriculture--Relations of High School Agriculture to Agriculture as Taught in the Land-Grant Colleges," pp. True, A.C., "Report of Committee on Instruc— tion in Agriculture," pp. 23-26. Presser, C.A., "The Smith-Hughes Act ani the Land-Grant Colleges," pp. 79-84. Hawkins, L.S., "The Smith-Hughes Act: The Training of Vocational Teachers in Agri- culture," pp. 84-90. True, A.C., "Report of Committee on Instruc- tion in Agriculture, Home Economics and Mechanic Arts: The Training of Vocation- al Teachers under the Smith-Hughes Act," pp. 110-127. Hawkins, 1.3., "Training Teachers of Voca- tional Agriculture through the Land-Grant Colleges," pp. 159-162. Mann, A.R., "The Opportunity of the Land- Grant College in the Preparation of Teachers of Vocational and Secondary Agriculture," pp. 162-166. Mann, A.R., "Report of Joint Committees on Relationships between Extension and Voca- tional Education Forces in the Various States," pp. 232-240. "The Status of Vocational Courses in Agri- culture in High Schools," pp. 101-110. "The Relation of the Land-Grant Colleges to Rural School Improvement," pp. 110-114. Lane, C.H., "The Status of Vocational Teacher-Training in Land-Grant Colleges," Miller, M.F., "Some Results from Applying the Principles of Job Analysis to Agri- cultural Teaching," pp. 191-196. Johnson, Edward 0., "Some Major Objectives in Agricultural Education," pp. 118-124. True, A.C., "Scientific and Technical So- cieties Dealing with Agriculture and Re- lated Subjects," pp. 37-58. 1931 1935 1948 45 as 47 1+9 62 Note: 286 Field, A.K., "Relation of High Schools to Colleges of Agriculture and Particularly the Curricular Adjustments," pp. 195-204. Stewart, R.M., "Discussion of Paper Pre- sented by Dr. Field," pp. 204-212. Crist, John W., "The All-Time Function of Agricultural Education," pp. 208-227. Futrall, J.C., "Development of Agricultural Education," pp. 28-34. Kildee, H.H., and Hamlin, H.M., "Correlat- ing the Work of Agricultural Colleges and Smith-Hughes Schools," pp. 130-132. Links, J.A., "Coordinating the Work of the High Schools and the Colleges," pp. 158- 160. "Committee on Cooperation with the American Vocational Association," p. 274. Beginning with the convention in 1910, the proceedings were published privately rather than by the U. S. Department of Agriculture. Bulletins of the U. S. -—"-'—_. ——- ~—--- 287 Department of Agriculture Bulletin leer No. Author, Title, Pages 1913 7 Jackson, Edwin R., Agricultural Training Courses for Employed Teachers, 17 pp. 1915 132 Lane, C.H., and Miller, E.A., Correlating Agriculture with School Studies in Egg Southern—States, 41 pp. 213 Merritt, Eugene, The Egg 2; Land in Teaching Agriculture in Secondar Schools, 12 pp. 281 Lane, C.H., and Heald, P_%., Correlating Agriculture with the Public School Subjects 1g the Northern States, 42—pp. 294 Lane, C.H., Lessons 9g Cotton for the Rural Common Schools, 16 pp. 1916 346 Barrows, H.P., Home Projects ig Secondary Courses in Agriculture, 20 pp. 355 Thitson, ATR., Extension Course in Soils, 92 385 Heald, F.E., School Credit for Home Practice in Agriculture, 27 pp. 392 Miller, E.A., Lessons 9g Tomatoes for Rural Schools, 18 pp. 434 Barrows, H.P., and Davis, H.P., Judging the Dairy Cow as g Sub'ect 2: Instruction i3 Secondar SEhools, 20 pp. 464 Heald, F.E., Lessons g3 Poultry for Rural Schools, 34 pp. 1917 487 Barrows, H.P., Judging Horses ag g Subject _f Instruction in Secondapy Schools, 31 pp. 521 Barrows, H.P.,—Courses 1Q Secondary Agricul- ‘ ture 223 Southern Schools, First and Second Years, 53 pp. 527 Sampson, H.O., Some Exercises in Farm Handi- craft for Rural Elementary Schools, 38 p . 592 Barrows, R.P., Courses ig Secondary Agricul- ture for Southern Schools, Third and Fourth Years, 40 pp. 593 Barrows, H.P., Judging Sheep as a Sub'ect of Instruction in Secondary Schools, 31 pp..- 1919 '763 Dille, Alvin, Lessons 93 Dairying for Rural Schools, 31 pp. 1920 863 Mattoon, Wilbur R., and Dille, Alvin, For- estry Lessons 9g Home Woodlands, 46 pp. Circulars of the Office of the Secretary Circular Igar No. Author, Title,_Pages 1907 24 The ”an flho Works with His Hands (Address by President Roosevelt at the Semi-Centennial Celebration of the Founiing of Agricultural Colleges in the United States, at Lansing, Michigan, May 31, 1907), 14 pp. 25 The Unproductive Farm, 8 pp. 1910 33 Knapp, S. A., The Mission of Cooperative Demon- stration Work in the South, 8 pp. 1915 47 COOperative Agricultural-Extension Work, 12 PP: 289 Circulars of the U. S. Department of Agriculture Circular Year No. Author, Title, Pages 1919 68 Dille, Alvin, How Teachers May Use Publica- tions on thefiControl 9; Diseases and Insect Enemies 9: the Home Garden, 4 pp. 1921 155 SchOpmeyer, C.H., Egg Teachers May Use Farm- ers' Bulletin 1082, Beautifzing the Farm- stead, 6 pp. 156 Merrill, F.A., How Teachers Ma Use Farmers' Bulletin 1175, Better Seed orn, 6 pp. 157 Merrill, F.A., How Teachers May Use Farmers' Bulletin 1148, Coypeas, Culture and Varie- ties, 8 pp. 158 Merrill, F.A., Egg Teachers Ma Use Farmers' Bulletin 1128, Forage for otton Belt, 8 pp. 159 Merrill,?.A., How Teachers MayUse Farmers' Bulletin 1121, Factors That Make for Success in Farming in the South, 7 pp. 290 Farmers' Bulletins Bulletin Xear No. Authorj Titlej Pages 1899 98 Mudd, A.I., editor, Suggestions to Southern Farmers, 48 pp. “— 1900 109 Bailey, L.H., Farmers' Reading Courses, 20 pp. 1905 218 Corbett, L.C., The School Garden, 40 pp. 1909 218 Corbett, L.C., The Sghool Garden, revised, 41 pp. 1910 385 Howe, F.W., Boys' and Girls' ggricultural Clubs, 23 pp. 408 Crosby, Dick J., School Exercises 13 Plant Epoduction, 48 pp. 409 Crosby, D.3., and Howe, F.W., School Lessons 93 Corn, 29 pp. 1911 468 Jackson, Edwin R., Forestry 13 Nature Study, 43 PP- 1915 566 Ward, W.F., Boys' Pig Clubs, 16 pp. 1914 606 Lane, C.H., and Banks, N., Collection and Eyeservation 2; Insects and Otherfifiaterial for Use 22 th Stud 2; Agriculture, 18 pp. 617 Lane, C.H., School fessons 9g Corn, 15 pp. 1915 638 Scoates, Daniels, Laboratory Exercises in Farm Mechanics for Agricultural High ‘— Schols, 26 pp. 291 Annual Reports of the Director of the Extension Service Year Author, Title, Pages 1924 Shinn, Erwin H., "Agricultural Instruction in Schools," pp. 20-22. 1925 "Agricultural Instruction," pp. 21—23. 1926 "Agricultural Instruction in Schools," pp. 28-29. 1927 "Agricultural Instruction in Schools," pp. 29-30. 1928 "Agricultural Instruction," pp. 9-11. 1929 "Agricultural Instruction," pp. 9-10. Documents of the States 292 Relations Service Dec. Year No. Author, Title, Pages 1915 15 List of Texts ani References Ln Agriculture for—Secondary Schools, 14 pp. 1917 38 Barrows, H. P., Farm Records and Accounts, Suggestions for Teaching Subject Ln Second- ary Schools, 10 pp. 42 Barrows, H. P., Agricultural Exhibits and Con— tests, Suggestions for Teaching Subjects Ln Secondary Schools, 8 pp. 57 Barrows, H. P., Raising Ducks, Geese, and Tur- keys, Suggestions for Teachers Ln SecondEFy chools, 10 pp. 58 Barrows, H. P., Types and Breeds of Farm Ani- mals, Suggestions for Teachers Ln Secondary Schools, 12 pp. 62 Barrows, H. P., Home Floriculture and Home- Ground Imorovement, Suggestions for Teach- ers Ln Secondary Schools, 12 pp. 63 Barrows, H. P., Propagation and Pruning of Plants, Suggestions for Teachers Ln Second— ary Schools, 12 pp. 72 Barrows, H. P., Marketing Farm Products, §_g- ggstions for TEachers Ln Secondary Schools, PP- 73 Barrows, H.P., Increasing Production on Farms, Suggestions for Teachers 1p SECond- ary Schools, 12 pp. 1918 76 Barrows, H. P., Instruction Ln Sheep and Goat Husbandry, Suggestions for Teachers Ln Sec- ondary Sbhools, 12 pp. 81 Barrows, H. P., Beef Production, Suggestions for Teachers ip—Secondary Schools, 12 pp. 293 Unclassified Publications of the States Relations Service Year Author, Title, Pages 1916 Miller, E.A., How Teachers ng Use Farmers' Bulle- tin 622, Eur Clover, 2 pp. riiller, E. A., How Teachers hay Use Farmers' Bulle- tin 664, Strawberpy Growing in the South, 2 pp. HeETd, .3., How Teachers I'ay UEe Farmers' Bulletin 662, Apple- -Tree Tent Caterpillar, 1 p. Heald, F. E., How Teachers LCX Use Farmers' Bulletin _29, Field Pea as Forage rcp, 2 pp. Heald, F.E., How Teachers lay Use Barmers' Bulletin 04, Grain Farmipg Ln Corn Belt, 2 pp. Heald, F.E., How Teachers L'ay USe Farmers' Bulletin 222, Cottontail Rabbits Ln Relation to Trees and Farm Crops, 2 pp. Miller, E.A., How Teachers May Use Earmers' Bulle- tin 3%1, Peanut, 2 pp. Hea F.E., How Teachers t'ay Use Farmers' Bulletin ' Feeling of Dairy Cows, 2‘pp. Hi1 ., How Teachers lay Use Farmers' Bulle- 31: rz_§, Corn Culture lg Southeastern States, 2 PP~ Heald, F.E., How Teachers May Use Farmers' Bplletin 682, Eradication g; Ferus from Pasture Lands,2 pp- 1917 Heald, F.E., How Teachers Kay Use Farmers' Bulletin 23;, Feeding ggrDaipy Cows, revised, 2pp. 1919 Shinn, E.H., How Teachers Hay Use Harners' Bulletin 248, Rag-Doll Seed Tester, 2 pp. Year 1994 1897 1899 1901 1902 1903 1904 1905 1906 1907 1909 1910 1911 1912 294 Yearbooks Author, Title,Pages True, A.C., "Education and Research in Agriculture in the United States," pp. 81-116. True, A.C., "POpular Education of Farmers in the United States," pp. 279-290. True, A.C., "Agricultural Education in the United States," pp. 157-190. True, A.C., "Some Iroblems of the Rural Common School," pp. 155-155. Rommel, George M., "The Educational Value of Live- stock Exhibitions," pp. 259-264. True, A.C., "Progress in Secondary Education in Agriculture," pp. 481-500. Hamilton, John, "The Farmers' lnstitute," pp. 149- 158. Crosby, D.J., "Boys' Agricultural Clubs," pp. 499- 496. Crosby, D.J., "The Use of Illustrative Material in Teaching Agriculture in Rural Schools," pp. 257- 274. True, A.C., "Introduction of Elementary Agriculture into Schools," pp. 151-164. Crosby, D.J., "Training Courses for Teachers of Agriculture," pp. 207-220. Knapp, S.A., "The Farmers’ COOperative Demonstra- tion Work," pp. 153-160. Crosby, D.J., and Crocheron, B.H., "Community Work in the Rural High School," pp. 177—188. Knapp, Bradford, "Some Results of the Farmers' Co- Operative Demonstration Work," pp. 285-296. Crosby, D.J., "Agriculture in Public High Schools," pp. 471-482. 1915 1919 1920 295 Ward, W.F., "The Boys' Pig Club Work," pp. 175-188. Slocum, R.R., "The Ioultry Club Work in the South," pp. 195-200. Dille, Alvin, "The Reorganization of the Country School," pp. 289-306. Smith, C.E., and Farrell, C.E., "Boys' and Girls' Clubs Enrich Country Life," pp. 485-494. 296 Agricultural Education Monthly Year Title, Volume, Pages, Month 1915 "American Association for the Advancement of Agri- cultural Teaching--Organization ani Constitution," 1:1-2, January. "The Use of Land in Connection with Agricultural Teaching," 1:2-3, January. "Farm Practice in High School Courses in Agricul- ture," 1:4, January. "Use of the Home Farm in Agricultural Teaching, 1:1-8, February. "Sources of Information for Teachers of Agricul- ture," 1:8, February. "The San Jose Scale-—A Lesson for Secondary Schools," 1:14-20, March. "Alfalfa Production," 1:23-27, April. "Hatching and Rearing Chicks as a Subject of In- struction in Secondary Schools," 1:29-33, May. "Teaching Fork froduction in Secondary Schools," 1:35-39, September. "Professional Improvement for Teachers of Agricul- ture," 1:39-42, September. "Use of Illustrative IMaterial in Secondary Schools," 1:43-48, October. "Weeds as a Subject of Instruction in Secondary Schools," 1:49—52, October. "Methods of Teaching Agriculture in Secondary Schools," 1:49-59, November. "The Use of Farmers' Bulletins in Teaching Farm Ne- chanics in Secondary Schools," 1:59-60, November. "A Simple Method of Cataloguing Agricultural 11t- erature Suitable for the School or Home Library," l:6l-67,December. "The Home Vegetable Garden—-Suggestions for its Utilization in Secondary Agricultural Instruc— tion," 1:67-72, December. 1916 "Squab Raising as a Subject of Instruction in Sec- ondary Schools," 2:1-3, January. . . "Beekeeping as a Subject of Instruction in Second- ary Schools," 2:4-8, January. . . O "Peach Growing as a Subject of Instruction 1n sec- ondary Schools," 2:9-16, February. "Breaking and Training Colts," 2:17-19, March. "Control of Grasshoppers," 2:19-22, March. , "An Analysis of the Farm Business," 2:22-24, March. "Potato Instruction," 2:25-31, April. 297 "Instruction in Strawberry Growing," 2:31-34, April. "The Use of Concrete on the Farm," 2:35-37, May. "Production of Clean Milk," 2:37-41, May. "Bridge Grafting of Fruit Trees," 2:41-42, May. "Teaching Corn Production in Secondary Schools," 2:43-50, September. "Teaching Swine Judging in Secondary Schools," 2:51-58, October. "Ioultry Management--Suggestions for Teaching the Subject ix1 Secondary Schools," 2:59-65, November. "Blackberry and Dewberry Culture," 2:67-70, Decem- ber. "How Secondary Schools May Use Farmers' Bulletins on Narketing," 2:70-71, December. "Control of House Flies," 2:71-72, December. Note: This monthly publication was started in Jan- uary, 1915, and then was discontinued after the December issue in 1916. Miscellaneous Publications of the U. 298 S. Department of Agriculture Author, Title, Pages True, A.C., History of Agricultural Education in the Uniteg States, l7S5-1925, 436 pp. Edwards, Everette E., A Bibliography of the Histor of Agriculture ip the United—States, bpt‘ifig,_iso, ave-514. APPENDIX C CHRONOLOGICAL LISTING CF SELECTED MATERIALS REVIEWED FROM THE U. S. OFFICE CF EDUCATION, ITS FREDECESSCR (U. S. BUREAU OF EDUCATION), AND THE FEDERAL BOARD FCR VOCATIONAL EDUCATICN __ __...-,.._r.-- “‘0‘. 300 Bulletins of the U. S. Bureau of Education and U. S. Office of Education Bulletin Year No. AuthorJ Title, Pages 1907 2 Jewell, James R., Agricultural Education, Ig- cluding Nature Study and School Gardens, 140 pp. 1908 1 Bailey, liberty H., 9g the Training of £33- sons 33 Teach Agriculture'ig the Pfiblic Schools, 53 pp. 1912 6 Agricultural Education 13 Secondary Schools, 53 pp- 13 Bibliography 9f Education lg Agpiculture and Home Economics, 62 pp. 15 Noyes, Frederick H., abstractor, Current Edu- gational Tepics, fig. II, 115 pp. 18 Leiper, M.A., Teachigg Language through Agri- culture and Domestic Science, 30 pp. I 20 Brown, H.A., Readjustment pi a Rural High School 53 the Needs 9; the Community, 31 pp. 28 Judd, Zebulon, Cultivating the School Grounds 2p Wake County, North CaroIina, 12 pp. 1913 6 Robinson, C.H., and Jenks, F.B., Agricultural Instruction $3 High Schools, 80 pp. 14 Agricultural Instruction 1p Secondary §ghools, 51 pp. 22 BibliOgraphy 92 Industrial, Vpcational, E22 Trade Education, 92 pp. 30 Ryan, W. Carson, abstractor, Education lg the South, 87 DP. 43 Brooks, Eugene 0., Agriculture and Rural Life 221. 77 pp. 49 Monahan, A.C., and Phillips, Adams, The Egg- ragut School: A Tennessee Countpy-LIfe High School, 23 pp. . 1914 8 Stimson, R.W., The Massachusetts Home-Project Plan 2: Vocational?Agricultural—Education, 104 pp. 27 Agricultural Teaching, 87 pp. 36 Andrews, Benjamin R., Education for the Home, 55 PD- 37 Andrews, Benjamin R., Education for the Home, 207 pp- 1915 1916 1917 1918 1919 1920 1921 38 59 55 21 44 26 34 55 44 25 66 85 55 8 301 Andrews, Benjamin R., Education for the Home, 109 pp. Andrews, Benjamin R., Education for the Home, 61 pp. Myers, George E., Epoblems pf Vocational Edu- cation in Germany, with Special Application pg Conditions 1p the United States, 42 pp. Foght, H.W., Rural and Agricultural Education pp the Panama-PacificIInternational Egposi- tion, 112 pp. National Education Association Committee on Vocational Education, Vpcational Secondary Education, 163 pp. Lane, C.H., and Crosby, D.J., District Agri- cultural Schools 35 Georgia,—32 pp. Randall, J.L., Educative and Economic Epssi- bilities pg School-Directed Home Gardening ipRichmond, Indiana, 25_pp. Smith, Charles 0., Garden Clubs 12 the Schools of Englewood, New 36rse , 44 pp. Monahan, ATC., andIDye, C.H., Institutions in the United States Giving Instruction in .— Agriculture, 1915-1 , 115 pp. Jarvis, Chester D., ocational Teachers 323 Secondary Schools. What the Land-Grant Colleges Are Doing 32 Prepare Them, 85 pp. Lane, C.H., Agricultural Instruction i3 E22 High Schgols 9; Six Eastern States, 73 pp. National Education Association Commission on the Reorganization of Secondary Education, Cardinal Irinciples 93 Secondary Education, 32 pp. Lane, C.H., Agricultural Education, 1916-18, 40 pp. Bowden, William T., Vocational Education, 50 pp. Training Teachers 9; Agriculture, 44 pp. Earrows, H.P.,wBevelOpment of Agricultural Instruction ip Secondary SEhools, 108 pp. National Education Association Commission on the Reorganization of Secondary Education, Agriculture 13 Secondary Schools, 32 pp. Osburn, W.J., Forei n Criticism 9; American Education, 158 pp. 1925 1924 1925 1927 1928 1929 1950 1931 1955 1934 1955 no 19 27 28 10 32 26 22 15 20 15 18 15 Note: 302 Jarvis, C.D., Agricultural Education, 26 pp. Works, George A., Agricultural Education, 21 pp. John, W.C., Hampton Normal and Agricultural Institute, 118 pp. Bawden, William T., Vocational Education, 26 pp. CI Nelson, C.A., ani Nindes, E.E., Type Rural High School, 36 pp. Nindes, E.E., High-School Education 2; Egg Farm repulation 1p Selected States, 24 pp. Ferries, E.N., Rural High School, Its Organi- zation and CurriEfilum, 74 pp. Works, G.A., Agricultural Education, 11 pp. Nindes, Eustace E., Trends in phe Develppment 2; Secondary Education, 4I~pp. Ferriss, Emery N., and others, The Rural Jp- nior High School, 7) pp. Jessen, Carl A., Secondary Education, 19 pp. Gaumnitz, Walter H., Smallness 9; America's Rural High Schools, 78 pp. Cooper, William J., and others, Sypposium on Home and Family Life 1p g Chagging Civili: zation, 34 pp. Hamlin, E.E., "Agricultural Education," Bien- nial Surve 9: Education, 1928-30, Vol. 1, pp. 271-296. Blauch, Lloyd E., Federal Co-opgration ip Agricultural Extension Work, Vocational Ed— ucation, and VBCationaleehabilitation, 297 pp- Proffitt, Maria E., High-School Clubs, 64 pp. Cook, Katherine M., editor, Reorganization 2; School Units, 91 pp. The Bureau of Education became the Office of Education in 1930. 305 Annual Reports of the Commissioner of Education __Year Vol. AuthorJ Title, Pages 1871 "Agricultural Education Convention," pp. 424- 426. 1880 "Recent History of Agricultural Colleges," pp. CXL-CXLVI. 1881 "Royal Agricultural High School of Berlin," pp. CLXXX-CLXXXII. 1882-83 "Education in Agriculture," pp. CLII—CLV. 1884-85 "Meaning of the Expression, Industrial Edu- cation," p. CCVI. 1885—86 "Manual ani Technical Instruction," pp. XVI- XVIII. 1886-87 "Manual and Industrial Training," pp. 782— 815. "Agricultural Education in France," pp. 983- 984. 1887-88 "Manual Training," pp. 33, 166, 825-926. 1888-89 I "Manual and Industrial Training," pp. 411- 424. 1889-90 II "Agriculture," pp. 996-1002. "Courses of Study," pp. 1111-1117. "Manual and Industrial Training," p. 1148. 1890-91 I "Colleges of Agriculture and the Mechanic Arts," pp. 579-644. 1891-92 11 "Colleges of Agriculture and the Mechanic Arts," pp. 1188-1193. 1892-93 11 "Documents Illustrative of American Educa- tional History," pp. 1225-1415. "The Curriculum for Secondary Schools," pp. 1457-1464. "The National Educational Association," pp. 1495-1549. 1895-94 I "The Teaching of Agriculture," pp. 804-808. 1896-97 1897-98 1898-99 1901 1902 1903 1905 1908 1909 1910 1911 1912 II II 504 White, H.C., "What Shouli Be Tau ht in Our Colleges of Agriculture?” pp. 456-445. "Methods of Instruction in Agriculture," pp. 1575-1622. "SChOOl Gardens," pp. 1367-1085. "The Hampton Normal and Agricultural Insti- tute," pp. 474-487. "Agricultural and Mechanical Colleges," pp. 1801-1845. "Manual ani Industrial Training," pp. 2251- 2269. "Hampton Normal and Agricultural Institute," pp. 2465-2467. Mowry, W.A., "The First American Public School," pp. 541-550. Hays, Willett H., "Agricultural Education in High Schools," pp. 1568-1572. "The American System of Agricultural Educa- tion," p. XXXIII. True, A.C., "The American System of Agricul- tural Education and Research," pp. 244-256. "Agricultural and Industrial Training, etc.," p. 125. "Michigan Commission on Industrial and Agri- cultural Education," p. 49. "Agricultural Education," pp. 157-150. "National Society for the Promotion of In- dustrial Education," pp. 67-68. "Agricultural Education," pp. 255-278. "Progress in Teaching Agriculture," p. 12. Monahan, A.C., "Agricultural Education," PP- 531-370- Boykin, James 0., "Educational Legislation in 1912 for Agricultural and Industrial Training," pp. 75-80. Jenks, F. B., "A Review of Agricultural Edu- cation in 1911-12, " pp. 265- 280. Presser, C. A., "Progress in Vocational Edu- cation," pp. 281- 297. 1915 1914 1915 1916 1918 1919 1920 1938 1939 505 Ryan, W. Carson, Jr., "The Vocationalizing of Education," pp. 1-5. Mogahan, A.C., "Rural Education," pp. 157- 10. Jenks, F.B., and Lane, C.H., "Progress of Agricultural Education in 1912-15," pp. 211-255. Bawden, William T., "Progress in Vocational Education," pp. 249-276. Ryan, W. Carson, Jr., "Vocational Educa- tion," pp. 9-11. McBrien, J.L., "Rural Education," pp. 99-125. Bawden, William T., "Progress in Vocational Education," pp. 259-289. Monahan, A.C., "Agricultural Education," pp. 291-518. Deffenbaugh, W.S., "School Credit for Home Work," pp. 69-70. Foght, H.W., Monahan, A.C., ani McBrien, J.L., "Rural Education," pp. 81-112. Bawden, William T., "Vocational Education," pp. 221-278. Monahan, A.C., and Lane, C.H., "Agricultural Education," pp. 295-516. Hood, William R., "Agriculture in the Public Schools," p. 29. Foght, H.W., "Rural Education," pp. 77-95. Bawden, William T., "Vocational Education," pp. 143-175. _ Monahan, A.C., and Lane, C.H., "Agricultural Education," pp. 257-258. "The Federal Board for Vocational Education," pp 0 20-250 "Agricultural Education," p. 124. "Agricultural Education," pp. 95-97. "Agricultural Education," pp. 60-65. "Agricultural Education," in Annual Re ort of the Secretagy g; the Interior, pp. 5 1-552. "A ricultural Education," in Annual Re ort 6: the Secretagy 2; the Interior, pp. 114- I15. ' the "New Developments," in Annual Re ort of Secretagy g; the Interior, pp. 122-124. 1940 1941 1941-45 1944 1945 1946 1947 1948 1949 1953 306 "Agricultural Education," pp. 40-44. "Agricultural Education," pp. 64-68. "Agricultural Education," pp. 54-57. "Agricultural Education," pp. 55-55. "Agricultural Education," in Annual Report 2; Federal Security Agency, pp. 15-17. "Agricultural Education," in Annual Report 2; Federal Security Agency, pp. 10 - "Agricultural Education," in Annual Re ort of Federal Security Agen_y, pp. 191- E94. "Agricultural Education," in Annual Re ort of Federal Security Agency, pp. 515- 517. "Agricultural Education," in Annual Re ort 9; Federal Security Agency, pp. 56-58 "Reappraisal of Programs of Vocational Edu- cation," in Annual Report of Department of Health, Education, and Welfare, pp. 179-~ I80. 307 Federal Board for Vocational . Education and U. S. Office of Education, Vocational Division Vocational Leaflets Leaflet piper No. Author, Title, Pages 1951 1 Ross, William A. ins—fig EpcatIBngl Egricgi- ture Classes, I6 pp. 1952 2 Ross, William A., and Haskell, E.J., Sugges- tionscfor Tgaching the Job of Centre lin Bunt Stinkin SmutS of Wheat 1n _Qcationa1 A riculture CIasses, 12 pp. —. Ross, William A., and Haskell, R.J., Su the Loose Smuts 5? Wheat and—Barley tiona Agriculturgpglassgs, 14 pp. 1935 4 Ross, William A., and Wallace, J.K., Sugges- tions fog Tgaching the Job of Gradin Feeder and StBEker Steers £2 Vocatianal Agriculture Classes, 22 pp. 1937 2 Ross, William A ., and Haskell, E.J., Su es- tions for Teachin Job 9i Controlling Eunt (Stinki g Sputlfif Wheat 1p ocational Agri- L gglture _lasses, revised, 12 pp. #— 1958 3 Ross, W.A., and Haskell, E.J., Teachin the Control of Loose Smuts 9; Wheat and Earle 1n EpcatiBnal Agricultuge glasses, revised, II pp. 1959 1 Ross, W.A., and POpham, W.L., Teachin the Control of Black Stem Rust of mall Grains in VocatIBnaI Agriculture glasses, revised, pp. 4 Ross, W.A., Tgaching the Grading 2; Feeder and Stocker Steers in Vocational Agriculture asses, revised: 20 pp. 6 Instruction in Poultry $3 Secondary_§§hools, 13 pp- -' ‘ _ -. .- (Li. I... -__fl—l :1 0- 'H“ ' h I 1942 1945 8 12 Note: 508 Negro Farm Families Can Feed Themselves, 55 pp. Wright, J.C., Vocational Training Problems When the War Ends, 40 pp. The functions of the Federal Board for Voca- tional Education were transferred to the 0f- ficecfi'Education in 1955, anl the Board was made an advisory board to act without compen— sation. Year 1926 1928 1929 1950 1951 509 Federal Board for Vocational Education and U. 8. Office of Education, Vocational Division Monograph No. 2 10 11 12 Vocational Monographs Author, Title, Pages Policies 9; the Federal Board for Vocational Education, Approved December l2, 1 , 1 PP- Lane, C. H., The Place of VocationalA Agricul- ture in the Present Agricultural Situa- tion, -l4 pp. Martin, Verey G., The Tenure 2; Agricultural Teachers Ln MisleEippi, 10 pp. Carnes, Arvey, A Course Ln Farm Sho Work for Teachers of Vocational Agricu ture, 10 pp. Burd, Forrest G., A Method of Determining Courses of Stud Ln VocatlEnalngriculture Easedo on an Ana y31s of thelfifisiness Bl— Selec tea Farmers Ln Kentucky, 22 pp. Coggin, James K2, Factors to be Considered in Locating Departments of Vocational Agriculture Ln the High hSEhools of North Carol1na,ll5~ pp. Swanson, Herbert E., Master Teachers of V0- cational Agriculture, l6 pp. Pearson, James H., Supervised or Directed Practice Ln Evening Agricultural Schools, 22‘pp. Pearson, James H., and Mann, L.B., Or aniza- tion and Teaching Procedure to Be Followed in EveningScho s pp the MaFEetlng g: ‘leestock,‘l6 pp. Pearson, James H., and Bell, E. J., Jr., 95- %%_ization and Teaching Procedure to Be 1 lowed 1n Evening Agricultural 8330015 on the Marketing of Cra1n,ll4 pp. Pearson, James H., and Stitts, T. G., Or an- ization and Teaching Procedure to Be 01- lowed 1n Even1pg Agricultural Schools“ on he Earketin of Cream or Butter 228* Fluid MilkTgpp. ’- 1952 1935 1958 1959 1940 1941 13 14 15 16 17 18 19 2O 21 22 Note: 510 Pearson, James H., Wells, J.B., Jr., and Scanlan, John H., Organization and Teach- ing Procedure to Be Followed in Evening Agricultural 5630613 22 the Marketing 92 cotton, 19 pp. Pearson, James H., and Hensley, Harry 0., Organization and Teaching Procedure 32 BA Pillowed 1p Evening Agricultural Schools on AAA Aarketing p; Vpgetables, 55 pp. Pearson, James H., and—Coon, James M., Or- ganization and Teaching Procedures §g_Eg Followed 13 Evening Agricultural Schools 22 the Marketing 2: W001 and Mohair, ll pp. Pearson, James H., and 6011135, William, Organization and Teaching Ppocedure to Be Followed 3g Evenin Agricultural SchBBIE' 22 Egg Earketing 2_ Tobacco, 12 pp. Pearson, James H., and Scanlan, John H., Organization and Teaching Procedure to Be Followed 13 Evening Agricultural SEh331E_ pp the Marketing 2; Poultry Products, HO PP- Pearson, James H., Reorganizing the Individ- ual Farm Business, 27 pp. Stewart, 3. E., and others, Agricultural Ed- ucation Pro rams, Suggestions for Further DeveIOpment 2; Vocational Education in Agriculture under National Vocational—Edu- cation Acts, 21 pp. Hatch, J.W., and LathrOp, F.W., Discovering Occupational Opportunities for—Young Men 12 Farmin , 9 pp. Educational Objectives in Vocational A ri- culture_Tsupersedes V53. Ed. Bul. l , May, 1951), 14 pp. Clements, Dudley E., and others, Farm-Family Livin , 11 pp. The functions of the Federal Board for Voca- tional Education were transferred to the Of- fice of Education in 1955, and the Board was made an advisory board to act without com- pensation. 511 Federal Board for Vocational Education and U. S. Office of Education, Vocational Division Vocational Bulletins Bul. Year No. Series Author, Title, Pages 1917 1 Gen. 1 Statement 9; Policies, 70 pp. 1918 15 Ag. 1 Hawkins, Layton, 8., Agricultural Edu- cation: Organization and Administra- tion, 45 pp. 14 Ag. 2 Lane, Charles H., Reference Material for Vpcational Agricultural Instruc— tion, 26 pp. 21 Ag. 5 Heald, Franklin E., The Home Pro’ect as A Phase 9; Vocational Agricultural .— Education, 45 pp. .__ 26 Ag. 4 Hawkins, Layton S., and others, Agri- cultural Education: Some Problems in State Supervision, 52 pp. ‘— 1919 27 Ag. 5 Hummel, William G., The Training of Teachers 9; Vocational Agriculture, 47 PP- 1920 55 Ag. 6 Shinn, Erwin H., Lessons in Plant Pro- duction for Southern SchEols, l85_pp. 56 Ag. 7 Shinn, Erwin H., Lessons in Animal Pro- ‘ duction for Southern SchBols, 156'55. 1921 65 Ag. 8 Schopmeyer, Clifford H., A Unit Course AA Poultry Husbandpy, 56 pp. 68 Ag. 9 SchOpmeyer, Clifford H., A Unit Course AA Swine Husbandry, 46 pp. 1922 1 Gen 1 Statement 22 Policies, revised, 98 pp. 74 Ag. 10 SchOpmeyer, Clifford 3., Analyzing a Potato Enter rise, 59 pp. - 75 Ag. 11 Schopmeyer, if ord H., Analyzing A Poultry Enterprise, 59 pp. 1923 81 Ag. 12 Stewart, Wilbur F., Rooms and Equipment for the Teachipg 9; Vocational Agri- culture in Secondar Schools, 50 pp. 82 Ag. 15 Myers, Chailes E., Efiectiveness of 12- cational Education 12 Agricultuie, 63 PP- 1924 1925 1926 1927 83 84 88 89 9O 91 94 15 97 98 100 101 103 105 108 111 112 1 Ag. Ag. 14 15 16 17 18 19 20 21 22 25 24 25 26 27 28 29 512 Maltby, Robert D., Sgpervised Practice AA Agriculture, 55 pp. LathrOp, Prank N., Principles Underly- in the Distribution 2i Aid 22 Voca- tional Education AA AgriEElture, 85 PP- Schopmeyer, Clifford H., Analysis A; the Management A; A FarmlEusiness, 28—pp. Links, John A., Agricultural Evening Schools, 41 pp. Eaton, Theodore H.,Agricultural Teacher Training, 45 pp. Merrill, F.A., Job Lesson Units for Selected Truck and Fruit Crops Adapt— ed £2 Southern Conditions, 6l pp. Skidmore, Henry M., Teacher Training 12 Agriculture, 82 pp. Lane, Charles H., Agricultural Educa- tion: Organization and Administra- tion, revised, 58 pp. Chapman, Paul W., Promoting Vocational Education $2 Agriculture, 67‘pp. Eaton, Theodore H.,fiPrinciples in EEE‘ ing the_Vocational Course A; Stud AA Agriculture AA the High School, pp. Barringer,A§5nton E., Student Teaching in Agriculture, 124 pp. Scthmeyer,Clifford H., and Williams, Arthur P., Analysis 22 the Mana ement of a Corn Growing Enterprise, 1 pp. rt P Williams, A hur ., Methods of Teach- ing as A lied to Vocational—Educa- tion—EA Agriculture, 49 pp. Schopmeyer, Clifford H., and Williams, Arthur P., Analysis of the Management ‘9; A Cotton-Growigg Enter rise, 24 pp. Linke, John A., Agricultural Part-Time Schools, 29 PP. Sargent, Harvey 0., Vocational Education in Agriculture for Negroes, 92 pp. Maltby, dobert DI, SupervisedPractice in Agriculture Inc u ing ome Projects, PP- Statement 2E Policies, revised, 107 pp. 115 117 118 122 1928 82 129 154 1929 98 135 1950 15 88 89 101 103 105 Ag. Ag. 5O 51 52 35 13 54 35 22 36 16 17 24 25 26 515 National Committee on Advanced Courses in Vocational Education, Training for Leadership in Agricultural Education, 50 pp. Williams, Arthur P., Agripultural Project Planning, 25 pp. Schopmeyer, Clifford H., Analysis of the Operative Jobs of ACorn-Crowing Enterpr1se, 17 pp. Holton, Edwin L., A Stud§ of the Pro- fessional Training of eachers of V0— cational Agriculture, 68 pp. ZMyers, Charles E., Effectiveness 2i Vocational Education AA Agriculture, revised, 60 pp. Craniall Will G., The Training of Teachers for AgricultureEvening Class W0 rE_—69 pp Lane, Charles H., and Williams, Arthur P., Vocational Education in Agricu - ture, 1917-l927, 40 pp. Eaton, Theodore H., Principles in Mak-n ing the VocationallCourse of Studyi Agriculture in the High School, re-- vised 19 pp. Ivins, Lester S., Training Teachers A; Vocational Agriculture AA Service, 89 pp- Lane, Charles H., Agricultural Educa- tion: Organization and Administra- tion, revised, 62 pp. SchOpmeyer, Clifford H., Analysis of the Aanagpment of A Farm Bus1ness, revised, 27 pp. Pearson, James H., Agricultural EveniAg Schools, revised, 15 pp. Schopmeyer, Clifford H., and Williams, Arthur P., Analysis of the Management 2£pp A Corn-Growing Enterprise, revised, Williams, Arthur P., Methods A; Teach- in as A lied to Vocationa Educa- Lign 1n Egriculture, revised, 74 pp. Schopmeyer, Clifford H., and Williams, Arthur P., Analysis of the Management of A Cotton:Grow1ng Enterprise, re- v1sed, 24 pp. 1931 1952 1933 1954 112 147 153 154 147 165 165 82 108 167 169 89 98 101 105 29 37 39 4o 38 41 42 13 27 43 44 17 22 25 26 514 Maltby, Robert D., Supervised Practice in Agriculture Incluiing Home Projects, revised, 55 pp. Fife, Ray, The Organization and Fi- nancino of Vocational Education Ln Agriculture for Ch1o, 56 pp. Williams, Arthur P., The Conference Proceiure in Teaching Vocational Arriculture, 28 pp. Training Objectives Ln Vocational Edu— cat1on in Agriculture, 51 pp. Williams,‘ Arthur PT, and Ross, William A., Analyses of Special Jobs Ln Qua - ity tilk Production, 17 pp. Nilliams, Arthur P., The Conference Procedure 12 Teachigg Vocational Agriculture, revised, 58 pp. Williams, Arthur P., Supervised Farm Practice Planning, 88 pp. Spanton, W1 iam Training Teachers in Supervised Farm Practice Methods, 125 pp. Lathrop, Frank W., Effectiveness of V0- cational Education Ln Agriculture,- revised, 19 pp. Pearson, James H., Agricultural Part- Time Schools, revised, 21 pp. Newman, Walter S., The Earning Ability of Farmers Who Have Rece1v€d Voca- tional Trainin , 44 pp. Ross, Wil 1am ., and Mattoon, N. R., Analysis of Special Jobs Ln Farm For- estry,‘45— pp. "‘ Pearson, James H., Agricultural Evening Schools, revised, 14 pp. Eat ion, Theodore H., Principles Ln Mak-n the Vocational Course of Stud Agriculture Ln the High Schoo, v1sed, 17 pp. Williams, Arthur P., Anal sis of the Management of A Corn-Crowing’Enter- prise, revised, lB—pp. Wi 1ams, Arthur P., Ana sly is of the s Management of A Cotton rowing Enter— prise, revised, 20 pp. re-l 1955 1936 1937 1958 1939 1940 118 174 177 178 180 185 188 191 154 189 196 15 201 209 Ag. Gen. Ag. Ag. Ag. Ag. 52 5 45 46 40 51 52 55 54 315 Nilliams, Arthur F., Analysis 9; Egg Qperative Jobs 9; a Corn-Grow1ng‘gn- terprise, revised, 1? pp. Vocational Education and Changing Con- ditions, Changing Economic and Social Coniitions and Their Effect upon 29- cational Education, 112 pp. Vocational Agriculture in Relation to Economic and Social Adjustments, PP. Getman, Arthur K., and others, Teaching Farm Qredit, 43 pp. Summaries of Studies lg Agricultural Education: pp. Roberts, Roy W., and LathrOp, Frank T., Business Problems in Farming, 71 pp. Hoskins, Edwin R., Young Egg 1g Farm- 23.1.8. 117 pp’ Ross, William A., Interpretive Science and Related Information in Vocational Agriculture, 27 pp. Statement 9; Policies, revised, 137 pp. Ross, W.A., Kelly, Ernest, and Babcock, C.J., Anal ses of Special Jobs in Quality RiEE EgBduction, Procedures and ractices for ”ualit Milk Pro- duction 93 Farms, 15 pp. Ross, W.A., and Scranton, L.L., Land- scaping the Farmstead, Makin Farm Home Grounds—More Attractive, 88 pp. Ross, W.A., and Mattoon, W.R., Farm Forestr , Timber Farmin , Includin Woo s anagement and Forest Tree Planting, 65 pp. Links, J.A., Agricultural Education, revised, 50 pp. Dale, Tom, and Ross, W.A., Conserving Farm Lands, Planning for Soil—Erosion Control, WaterConservation, Egg g;- ficient Land-Use, $54 pp. Ross, W.A., and others, Building Elec— trical Equipment for Farm, 97 pp. 1941 1942 1944 1945 1948 1949 1950 1951 1952 1953 219 217 225 254 1 237 240 242 245 246 248 251 Gen. 6 Gen. 7 Gen. 1 A8. 57 Ag. 59 Ag. 60 Ag. 61 Ag. 62 516 Swanson, Herbert E., State and Preserv- ice Preparation Lf Teachers Lf VLca— tional Elucation, 158 pp. Stimson, Rufus W. and Lathrop, Frank W., Histor of Agricultural Education of Less Than-College Grade Ln the United States, 648 pp. Ross, W.A., Clements, D.M., and Johnson, E. J., Directing Vocational Agricul- ture Day-School Stulents in evelo - ing Their Farmi_g Programs, 72 pp. Swanson, Herbert E., Vocational Educa- tLon Ln Years Ahead, Report of Com- mittee to Study Postwar Problems Ln Vocational Education, 15 pp. Statement Lf Policies, revised, 112 pp. Summaries Lf Studies in Agricultural Education, supplement no. 2 to Eul 180,120 pp. Lathrop, Frank N., compiler, Evaluation Lf Local Programs Lf Vocational Edu— cation Ln Agriculture, Based on Cri- teria Prepared p1 National Standards Committee for Vocational Education Ln Agriculture, 75 pp. Summaries Lf Studies Ln Agricultural Education, supplement no. 5 to Bul. PP- Johnson, E. J., and others, The Advisory Council for a Department L1 Vocation- a1 Agriculture, 28 pp. Summaries Lf Studies 1p Agricultural Education, supplement no. 4 to Bul. 180, 48 pp Summaries Lf Studies Ln Agricultural Education, supplement no. 5 to Bul. 180, 62 pp. Summaries Lf Studies Ln Agricultural Education, supplement no. 6 to Bul. 517 1954 255 Ag. 64 Summaries 9; Studies in Agricultural Education, supplement no. 7 to Bul. KO. 75 pp- 254 A0. 0 65 Johnson, E.J., and Elam, W.N., Guidin High-School Students 9; Vocational Agriculture in Developing Farming Programs, 82 pp. ATTENDIX D CHRONOLOGICAL LISTING OF SELECTED MATERIALS REVIEWED FROM THE NATIONAL EDUCATION ASSOCIATION Year 1876 1893 1902 1903 1906 1907 1908 519 Proceedings of the Annual Convention of the National Education Association Author, Title, Pages Pendleton, E.M., "What Are the Legitimate Duties of an Agricultural Professor?" pp. 266-272. DeKavalevsky, Ergraff, "Should Rural Schools Intro- duce Agriculture, Chemistry, Agricultural Botany, or Arboriculture?" pp. 504-307. Carter, Joseph, "The Practical Value of Teaching Agriculture in the Public Schools," pp. 431-441. Compton, L.M., "The Teaching of Agriculture with Reference to Future Employment," p. 862. "Instruction in the Elements of Agriculture in Rural Communities," pp. 222-224. Narden, E.C., "Correlation of the Schoolroom and Farm Work," p. 870. Wilson, James, "The Education of the American Farm- er," pp.93-100. Bailey, L.H., "The Nature-Study Movement," pp. 109- 116. Kern, C.J., "What Form of Industrial Training Is Most Practical and Best Suited to the Country Child?" pp. 198-202. Balcomb, E.E., "Agriculture in Normal Schools: Courses of Instruction and Financial Support," pp- 752-760. . "Conference of National Committee on Agricultural Education," pp. 1063-1084. Kern, O.J., "The Consolidated School and the New Agriculture," pp. 277-282. Proctor, Bertha D., "Teaching Agriculture in the Classroom," pp. 1007-1010. "Report of the Committee on Industrial Education in Schools for Rural Communities," pp. 409-454. "Department of Rural Industrial Education," pp. 1187- 1215. Hays, W.M., "Agriculture, Industries, and Home Eco- nomics in Our Public Schools," pp. 177-194. Morse, Charles H., "An Intermediate Industrial School Beginning at the Sixth School Year," pp. 173-176. "Preparation of Teachers for Agricultural Educa- tion," pp. 294-512. 1909 1910 1911 1912 1915 A‘—.¢—- —--- 520 the Committee on Industrial Education in "Report of pp 0 3'8 5‘448 0 Schools for Rural Communities," Butterfield, K.L., "The Dignity of Vocation as a Fundamental Idea in Industrial Education," pp. 273-277. "The Davis Bill in Its Relation to Normal Schools," pp- 570-573. . cultural Education," "Department of Rural and Agri pp. 955-992. "Department of Rural and Agricultural Education," pp. 1081-1114. Graham, A.B., and others, "Report of Committee on Encouraging College Entrance Credit in High-School Agriculture," pp. 480-485. "Report of the National Committee on Agricultural Education," pp. 590-593. Russell, H.L., "Value of Demonstrative Methods in the Agricultural Education of the Rural Popula- tion," pp. 107-111. Webster, W.F., "Vocational Education in Secondary Schools," pp. 260-265. Zeller, John W., "Education in the Country for the Country," pp. 245-253. "Department of Rural and Agricultural Education," pp. 1117-1161. Gibson, Carleton B., "The Progress and the True Meaning of the Practical in Education, in Voca- tional Training," pp. 260-264. "Report of the National Committee on Agricultural Education," pp. 706-707. Balcomb, E.E., "The Place of the Normal School in Agricultural Education," pp. 823-832. Barnes, Earl, "The Educational Value of Agricul- ture," pp. 471-474. Bishop, E.C., "The Next Step in Teaching Agriculture in Rural Schools," pp. 474-480. Call, Arthur D., "The Specialized or Vocational vs. the Composite High School," pp. 174-180. "Department of Rural and Agricultural Education," pp. 1365-1413. Wilson, Warren H., "A Social and Educational Survey of the Rural Community," pp. 281-286. "Department of Rural and Agricultural Education," "Report of the Committee on Vocational Education and Vocational Guidance," pp. 575-580- 1914 1915 1916 1917 1918 1919 1920 1921 1922 321 Storm, A.V., "The Relation of the Agricultural Col- lege to the State Normal School," pp. 516-521. "Department of Rural and Agricultural Education," pp. 877-907o Pearse, Carroll G., "Vocational Education--Its Ter- minology," pp. 582—586. Snedden, David, "Fundamental Distinctions between Liberal and Vocational Education," pp. 150-161. Black, George H., and Wooster, Earl S., "Correlation of Chemistry and Agriculture," pp. 1005-1009. "Department of Rural and Agricultural Education," Johnson, David B., "Agricultural Education in Normal Schools," pp. 227-229. Randall, J.A., "Project Teaching," pp. 1009-1012. Waters, Henry J., "Agricultural Education," pp. 195- 199. "Department of Rural and Agricultural Education," pp. 613-656. "Department of Rural and Agricultural Education," PP. 599-613- "Department of Rural and Agricultural Education," pp. 271-293. . Greathouse, Charles A., "Agricultural Education under the Smith-Hughes Act," p. 269. "Department of Rural and Agricultural Education," Waters, Henry J., "Agricultural Interests," pp. 51- 55- "Department of Rural Education," pp. 271-504. Bagley, William C., "The Aims of Rural Education," Burnham, Ernest, "The Rural School--The Great Prob- lem in American Education," pp. 699-701. "Department of Rural Education," pp. 525-616. Owen, William E., "Report of the Commission on the Reorganization of Secondary Education," pp. 163- 167. "Department of Rural Education," pp. 1099-1222. Sims, John F., "Report of Committee on Rural Educa- tion, '1 pp. 289-2930 322 Works, George A., "Outstanding Needs of Rural Life 'I‘Oday," pp. 225‘2290 "Department of Vocational Education and Practical Arts," pp. 1025-1049. Kern, C.J., "The Contribution of the Classroom Teacher toward Progress in Education from the Viewpoint of Agriculture," pp. 584-588. 1925 1925 Myers, Charles E., "The Relation of Measurement to Vocational Education in Agriculture," pp. 898-901. 1926 Davis, Kary C., "Can Rural School Forces Aid in Solving Agricultural Problems," abstract, pp. 541- 544. 1928 Dunn, Fannie W., "The Place of the 4-H Clubs in the American System of Public Education," pp. 508-517. Field, A.M., "The Mental Ability of the Student as a Factor in Instruction in Agriculture," abstract, Pp- 975-976. - True, Alfred C., "The Place of 4-H Clubs in the American System of Public Education," abstract, pp. 504-508. 1929 Clements, D.M., "The Place of the Future Farmers of America in Training Farmers of Tomorrow," abstract, p. 952. Lancelot, W.H., "Influence of Agricultural Education upon Standards and Methods of General Education," abstract, pp. 955-956. Stewart, W.F., "A View of the Program of Vocational Education in Agriculture," abstract, pp. 965-966. Wheeler, John T., "New Aspects of Farmer Training," abstract, pp. 949-950. 1930 Smith, Z.M., "Some Objectives in Vocational Educa- tion in Agriculture," abstract, pp. 949-951. Stewart, W.F., "Vocational Interests of Farm Boys," abstract, p. 941. 1931 Lane, C.H., "The Social Significance of the Voca- tional Agricultural Department in a Rural High School," pp. 218-222. 1932 Smith, Z.M., "Measuring Effectiveness of Instruction in Vocational Agriculture," pp. 810-812. 1956 Astleford, Paul, "The Importance of Vocational Agri- culture as a Service to Rural Youth," p. 626. Fife, Ray, 523 "Current Problems in Vocational Education in Agriculture," pp. 624-625. 1957 Fife, Ray, "Opportunities for Extending Vocational Education in Rural Communities," pp. 559-541. Note: The exact title of this publication was changed several times as follows: 1875-1881 1882—1906 1907-1915 1916-1925 1926-1954 The Addresses and Journal of Pro- ceedings of the Annual Convention of the National EducationaI Asso- ciation. The Journal of Proceedings and Ad- dresses of the Annual Convention of the National Educational Assoc1a-* tion. The Journal of Proceedings and Ad- dresses of the Annual Convention of the N_tiona1 Education Association. Addresses and Proceedings of the AnnuaIiCEnvention of the National Education A35001ation. Proceedings 9; the Annual Conven- tion 9: NationaI_Education Associa- tion. Year 1921 1922 1925 1924 1925 524 The Journal of Rural Education Author, Title, Volume, Pages,_Month, Year Blackwell, J.D., "Stimulating Interest in Vocational Agriculture through Junior Project Work," 1:76-79, October, 1921. Hamlin, H.M., "Using Community Resources in the Teaching of High School Agriculture," 1:520-521, March, 1922. Hypes, J.L., "Curriculum Building for Vocational Agricultural Education in Secondary Schools," 2:88-101, October-November, 1922. Hypes, J.L., "Some Considerations to Be Observed in Placing Vocational Agriculture in High School Pro- grams of Study," 1:464-471, June, 1922. Myers, Charles E., "A Limiting Factor in the Farmerks Education," 1:415-417, May, 1922. Snedden, David, "Schools for Farmers' Sons-~Present Deficiencies--Future Prospects," 1:241-246, Febru- ary, 1922. Hypes, J.L., "The Relationship between the Vocation- al Agricultural Department of a High School and the High School as a Whole," 5:49-58, October, 1925. Barringer, Benton E., "The Teaching Job in Vocation- al Agriculture," 5:406-415, May-June, 1924. Hamlin, H.M., "Types of Public School Agriculture," 5:251-254, January, 1924. Snedden, David, "Rural Liberal High Schools, and V0- cational Schools of Agriculture: Their Co-ordina- tion," 5:557-542, April, 1924. Browne, T.E., "Vocational Agriculture Revolutionizes a Farming Community," 4:571-575, April, 1925. Note: This Journal was discontinued after the May- June, 1926, issue. 525 National Education Association Journal Year Author, Title, Volume, Pages, Month, Year 1928 "Education for Creative Farming," 17:46, February, 1928. 1954 Wieting, C.H., and McCoy, M.L., "Using the Rural Community Teaching," 25:78, March, 1954. 1949 Dougherty, Rowland, "'Vo—Ag' Teacher," 58:459-442, September, 1949. 1955 Hatch, James W., "From Green Hand to Star Farmer," 42:98, February, 1955. 1954 Stewart, Vannoy, "From Cotton to Cows," 45:212-215, April, 1954. 526 Miscellaneous Publications of the 1 National Education Association Year Author, Title, Pages 1894 Re ort of the Committee of Ten on Seconda_y School Studies, with the Reports“ Lf the Conferences Ar— rangedb _y the Committee, American Book Company, 24985-. 1897 Report of the Committee oi Twelve 93 Rural Schools, PP- 1905 Re ort of the Committee Ln Industrial Education in EchooIE for Rfiral Communities, 97 pp. 1914 Re ort of the Committee on Vocational Education and Socat'i‘dnal—Gfiidance, 6Fpp. VocationaI Education, Proposed Terminology, 45 pp. 1954 Cyr, Frank W., editor, Economical Enrichment Lf the Small Secondary-SchooICCurriculum, Yearbook of tEe Department 9; Rural Education, 94 pp. 1942 Agriculture (Resource Unit for Secondary Teachers), 52 pp- 1947 Farm Leaders and Teachers Plan Together, 55 pp. 1948 Safety in Farm Mechanics and with Farm Machines, Rural-Series Bulletin No. 2, 51 pp. 1952 Educational Policies Commission, Education for All American Youth--A Eggthgg LLok, rev1sed, 402 pp. 1954 Isenberg, Robert H., editor, The Community School and the Intermediate Unit, Yearbook of the Depart- ment of Rural Education, 259 pp. APPENDIX E CHRONOLOCICAL LISTING OF SELECTED MATERIAL REVIEWED ERON BULLETINS OF THE NATIONAL SOCIETY FOR PROMOTION OF INDUSTRIAL EDUCATION, VOCATIONAL EDUCATION MAGAZINE, AMERICAN VOCATIONAL ASSCCTATTON JOURNEE‘KNE‘NEWS‘EUIEETI , ‘ETSCEELANEOUS PUEETCATTCNS OF THE AMERICAN VOCATIONAL ASSOCIATION 528 Bulletins of the National Society for Promotion of Industrial Education gear No. Author, Title, Pages 1916 22 Proceedin S g; the Ninth Annual Meeting, 1 16, pp. 289- 24. 1917 25 What ls the Smith-Hughes Bill, 48 pp. 1918 26 Problems of Administering the figderal Act for Vocational Education, 85 pp. 1919 51 Agricultural Education, 29 PP. 1920 52 "Agricultural Education," Proceedings of the Joint Convention 9; the National SociEtE—Tor Vocational Education and the Vocational Educa- tion Association 2; the Middle West, pp. 27—75. Works, George A., "Future Problems in the Admin- istration of Vocational Agriculture," Proceed- ings g£ the Joint Convention 2; the National ociety for Vocational Education and the Voca- tional Education Association 9; the Middle West, pp._250:254. Note: Bulletin number one of this series was published in 1907. The series was dis- continued after bulletin number 56 in November, 1925. Year 1922 1925 329 Vocational Education Magazine Author, Title, Volume,_Pages, Month, Year Blackwell, J.D., ”Some Developments in Agricultural Education in Pennsylvania," 1:264-266, December, 1922. Bruce, William F., "A Short-Course in Farm Shop Work," 1:182-185, November, 1922. Colvin, Carl, "Measuring Results in Home Project Work," 1:261-264, December, 1922. Colvin, Carl, "Some Reflections on the Soundness of the Project Method," 1:18-21, September, 1922. Eaton, T.E., "A Suggestive Empirical Analysis of the Work of the Teachers of Vocational Agriculture in the Public High School," 1:258-261, December, 1922. Fife, Ray, "Experiences of Ohio in the Conduct of Part-Time Work in Agriculture," 1:178-182, Novem- ber, 1922. Gentry, C.E., "The Home Project in Agriculture,“ 1:268, December, 1922. Hill, J.E., "The Winter Short-Course for High Schools," 1:185-189, November, 1922. LathrOp, F.W., "Suggestions for a Method of Occupa- tional Analysis for Farm Employments as a Basis of Courses of Study," 1:16-18, September, 1922. Matthew, E.E., "Part-Time or Short-Course Work in Vocational Agriculture in Arkansas," 1:267, Decem- ber, 1922. "Report of Joint Committees on Relationships between Extension and Vocational Education Forces in the Various States," 1:87-92, October, 1922. Stimson, R.W., "The Relationship of Occupational Analysis to the Project Method," 1:12-15, Septem- ber, 1922. Stimson, Rufus W., "Vocational Agricultural Educa— tion--Gains and Tendencies," 1:92-96, October, 1922. Works, George A., "Editorial," 1:86-87, October, 1922. Works, George A., “The Place and Importance of Short Courses in Agricultural Education," 1:9-12, Sep- tember, 1922. Works, George A., "Relationships in the Development of Short Course Instruction," 1:177-178, November, 1922. Adams, J.B., "Community Service through the Agricul- ture Teacher," 1:501, March, 1925. 530 Allen, Harold B., "Planning the Farm Course with the Farmer," 1:754-755, June, 1925. Anderson, 0.8., “The Agricultural Club of the Rock- ford High School," 1:541-542, January, 1925. Banks, L.J., "Community Service," 2:16-17, Septem- ber, 1925. Barbee, W.D., "Cooperation Stimulated by Work of Teacher of Agriculture," 1:502, March, 1925. Beilby, Smith G., "Evening Class Instruction at Bath,“ 1:757, June, 1925. Bender, Wilbur H., "Summary of the Winter Short-Term Agricultural Work in Iowa," 1:544-546, January, 1925. Charters, W.W., "The Limitations of the Project Method," 1:568-570, April, 1925. Colvin, Carl, "Editorial," 1:568, April, 1925. Davidson, A. P., "The Home Project in Vocational Agriculture," 2: 18-19, September, 1925. Davies, L. R., "A Colorado Class Project,“ 1: 758- -759, June, 1925. "Do Boys Who Have Taken Vocational Agriculture Turn to Farming," 1:vii, January, 1925. "Does High School Agriculture Function?" 1:421-422, February, 1925. Elliott, E.E., "Data Regarding High-School Students of Agriculture in Oregon,“ 2:105-106, October, 1925. Faust, S.L., "The Home Project," 1:658-660, May, 1925. Field, A.M., "Evening-School Work in Vocational Agri- culture," 2:97-105, October, 1925. Friend, W.H., "Part-Time Course in Citrus Culture," 2:189-190, November, 1925. Gentry, C.E., "Deriving Courses of Study in Voca- tional Agriculture from Occupational Analyses of Farming Employments," 2:271-278, December, 1925. Gentry, C.E., "To State Supervisors and Members of Tgacher Training Departments," 2:14-16, September, 1 25. Getman, A.K., "Interpreting Local Practices in Building Agricultural Curriculums," 1:655-657, May, 1925. Graybeal, H.C., "Farm Shop Work," 1:740, June, 1925. Hall, William F., "Mechanical Drawing for the Farm ShOp--How Much, How?" 2:185-188, November, 1925. Hamlin, H.M., "Some Illustrations of Effective Use of Farms and Farmers in Teaching Agriculture," 1:559-541, January, 1925- Heald, Franklin E., "A Fourteen-Year Record," 2:278, December, 1925. 551 Hinds, James H., "Does Mentality InfluencetflueChoice of High School Subjects," 2:178-185, November, 1923. Jansen, Raymond B., "Rural School Day at Lowville, New York," 2:107, October, 1925. Kennedy, A.C., "Project Procedure for Ten Acres of Wheat," 2:280, December, 1925. Kirkwood, W.P., "Call for Farm Boys of Mechanical Turn," 1:662, May, 1925. Krill, George H., "Supervised Practice in Farm Ma- chinery Short Courses," 1:579, April, 1925. Lane, C.H., "Present Tendencies in the DevelOpment of Vocational Agriculture," 2:9-14, September, 1923. LathrOp, F.W., "A Recitation in Farm Management," 1:752-754, June, 1925. Lathrop, F.W., "Teaching General Information," 2:191- 192, November, 1925. Lillard, J.B., "DevelOping the Group Spirit," 2:17- 18, September, 1925. McGinnis, C.A., "The Class Project in Operation," 1:570-572, April, 1925. Maltby, R.D., "State Program for Supervised Practice Work," 1:572-575, April, 1925. Perritte, S.V., "Community Work in Connection with Vocational Agriculture," 2:190-191, November, 1925. Peterson, Verd, "Circuit or Group System of Teaching Agriculture in South Carolina," 1:499-500, March, 1325. Pope, James D., "RelationshipsbetweenVocational Agricultural Teaching and Junior Project Work," 2:188-189, November, 1925. Richardson, Ralph, "A Class Project in Poultry," 1:578-579, April, 1925. Roehl, L. N., "Farm Equipment Inventories and Some Subsequent Farm Mechanics Work," 1:755-756, June, 1923- Roehl, L.M., "A Lesson or Shop Job in Overhauling Machinery," 1:419-421, February, 1925. Rouzer, P.C., "Teaching COOperation through Agricul- tural Organizations," 1:416-419, February, 1925. Salmon, 8.0., "The Young Farmers' Club," 2:106-107, October, 1925. "A Sample Plan Initiating the Project," 1:504, March, 1925. Sampson, H.C., "Short-Courses: Their Place and Func- tion in a Program in Agricultural Education," 1:557-559, January, 1925- Sampson, H.C., "Utilizing a State Agricultural Con- vention to Promote Vocational Agriculture," 1:657- 658, May, 1925. 1924 552 Spratt, Winfield, "Determining High Students in Judging Work," 1:505, March, 1925. Starrak, J.A., "The Status of Farm Engineering in Our Vocational Agriculture Schools, 1:660-662, May, 1925. Stimson, Rufus W., "An Inductive Lesson," 1:756-757, June, 1925. Struck, E.T., "A Combination Classroom Laboratory and a Farm Shop," 2:269-271, December, 1925. Thomas, Roy H., "Supervised Practice for Part-Time Students," 1:576-578, April, 1925. Wheeler, J.T., "The Best Use of the Ninety-Minute Period in Agricultural Instruction," 1:496-499, March, 1925. "What Becomes of the Boys Who Have Had Vocational Courses in Agriculture," 1:546-547, January, 1925. Williams, C.V., "Relation of the Teacher of Voca- tional Agriculture to His Community," 1:412-416, February, 1925. Works, George A., "Questionable Comparisons," 1:495- 496, March, 1925. Allen, H.B., "Job Analysis in the Planning of Home Projects," 2:1099-1102, December, 1924. Anderson, 0.8., "An Acid Soil Survey," 2:1105-1106, December, 1924. Armstrong, L.E., "The Supervised Study Period," 2:722-725, May, 1924. Ball, I.B., "Farm Mechanics in Utah High Schools," 2:725-724, May, 1924. Bayne, Thomas L., Jr., "The Effectiveness of Voca- tional Education in Agriculture," 2:818-821, June, 1924. Bruner, E.E., "A Class Project in Poultry Husbandry," 2:906-908, September, 1924. Gale, F.B., "Results of Supervised Practice at Sparta High School," 2:541, March, 1924. Chandler, F.C., "A Project in Improvement of Communi- ty Cotton Production," 2:572-574, January, 1924. Dadiaman, S.H., "The Project Method of Teaching," 2:718, May, 1924. Dickinson, Sherman, "Professionalized Subject-Matter Courses," 2:450-452, February, 1924. Getman, A.K., "Dairy School and Contest at the Na- tional Dairy Show," 2:570-572, January, 1924. Green, W.J., "Junior Projects in Outlying Rural Schools," 2:905-906, September, 1924. Hamlin, H.M., "Suggestions on Curriculum Making for the Middle West," 2:816-818, June, 1924. Henderson, 0.0., "How I Supervise My Projects," 2:650-651, April, 1924. 533 Howard, C.G., "A Study Outline for Home Projects," 2:1102, December, 1924. Hubbard, F.J., "The Minimum Financial Goal in Voca- tional Agriculture in Mississippi," 2:905-905, September, 1924. Jordan, M.L., "Class Enterprise in Orcharding," 2: 818, June, 1924. Lancaster, Dabney S., "Judging Contests in Virginia," 2:552-5339 March, 1924. McDonald, H.M., "The Magnitude of Agricultural Projects," 2:627-650, April, 1924. Montegut, J.C., "Linking Class Instruction in Agri- culture with the Agriculture of the Community," 2:1051-1052, November, 1924. Moore, James H., "Securing Community Interest in V0- cational Agriculture," 2:557-558, March, 1924. Myers, Charles Everett, "Comparative School Mortali- ty and Farming Activities of Former Secondary Stu- dents of Vocational Agriculture," 2:1104-1105, December, 1924. Myers, Charles Everett, "Criteria for a State Pro- gram for the Preparation of Agricultural Teachers," 2:446-449, February, 1924. Myers, Charles Everett, "How Are Principles Estab- lished?" 2:805, June, 1924. Payne, W. L., "Selling Vocational Agriculture to the Community," 2:574-575, January, 1924. Payne, Walter L., "The Free Cow Testing Association of the Richmond High School," 2:1102-1105, Decem- ber, 1924. Pope, James D., "Recruiting Vocational Students from Boys' Clubs," 2:569-570, January, 1924. Pepe, James D., "Vocational Guidance through Junior Projects," 2:454-456, February, 1924. Roberts, R.W., "Terracing Hill Land," 2:540, March, 1924. Scott, A.S., "Community Work by the Vocational Teach- er," 2:651-652, April, 1924. Shanklin, A.E., "Educational Exhibit at a County Fair," 2:1105-1104, December, 1924. Skinner, John J., "A Vocational Department of Agri- culture as an Integral Part of a School System," 2:974-976, October, 1924. Smith, R.B., "How Can We Measure the Actual Results in Vocational Agriculture?" 2:1055-1059, November, 1924. Smith, R.B., "Report of the Arkansas State Fair for Students of Vocational Agriculture," 2:909, Sep- tember, 1924. 1925 534 Snedden, David, "Agricultural Education: Desirable Programs for the Future," 2:1052-1055, November, 1924. Stewart, R.M., "The Challenge of Unidentified Farm Youth," 2:621-627, April, 1924. Stimson, R.W., "A Remarkable Record," 2:976-977, October, 1924. Stimson, R.W., "Walter H. French," 2:977-979, Octo— ber, 1924. Stoughton, W.F., "The Advisory Board," 2:981, Octo- ber, 1924. "Supervised Study in Vocational Agriculture," 2:724, May, 1924. "Using Students as Promotional Agents," 2:718-722, May, 1924. Wheeler, John T., "Some Problems in the Placement of Graduates from Departments of Vocational Agricul- ture," 2:555-557, March, 1924. Wilkey, C.R., "Four Years of Vocational Agriculture," 2:979-981, October, 1924. Wiseman, C.R., "Farm Home and Social Experiences of Farm Boys," 2:806-808, June, 1924. Woelfle, F., "Vocational Agriculture in a City High School," 2:1029-1051, November, 1924. Works, George A., "Editorial Note," 2:1029, Novem- ber, 1924. Bradford, Lawrence A., "Creating the Question," 5:7- 8, January, 1925. "Equipment Dealers to Cooperate with Vocational High Schools," 5:12, January, 1925. Hancock, Homer, "What Vocational Training Is Worth to Farmers," 5:11-12, January, 1925. "Helping the Boy Find Himself," 5:10-11, January, Lancelot, W.H., "Results Count," 5:11, January, 1925. Payne, W.L., "The Community Fair," 5:8-9, January, 1925. Roehl, L.M., "A Problem in Drawing Related to Agri- culture," 5:12-14, January, 1925. Smith, H.B., "Vocational Students Make High Yields," 5:9-10, January, 1925. Note: This publication was discontinued after the January, 1925, issue. Year 1926 1927 335 American Vocational Association Journal and News Bulletin Author, Title, Volume, Pages, Month, Year Allen, H.B., "More Evidence for Vo-Ag," 1:20, 21, August, 1926. Blackwell, J.D., "How One Department of Vocational Education in Agriculture Has Aided in the Develop- ment of a State Program of Vocational Agricultural Education for Maryland," 1:9-11, August, 1926. Coggin, J.H., "What ls the Direct Effect of Teaching Vocational Agriculture on Farming Practices?" 1:16, August, 1926. Dyar, W.S., "A Seed-Corn Testing School for Farmers," 1:9-10, April, 1926. Givens, H.C., "Vocational Education in Arkansas," 1:5—6, August, 1926. Newman, Walter 8., "Comparison of Day Unit and Full- Time Instruction in Vocational Agriculture," 1:17- 18, April, 1926. Newman, Walter S., "Vocational Agriculture Shows Steady Growth," 1:19, August, 1926. Pearson, J.H., "Farm Boys Take Advantage of Part- Time Instruction in Agriculture in Nebraska," 1:15, April, 1926. . Peterson, Verd, "Recent Developments in Vocational Education in South Carolina," 1:17, April, 1926. Blackwell, J.D., "The Agricultural Section," 2:24-25, February, 1927. . . Case, John F., "How a Department of Vocational Agri- culture Should Function in a Community," 2:11, February, 1927. . Hall, W.F., "An Analysis of the Rural SuperVISing Principal in Agricultural Education," 2:24-25, No- vember, 1927. . . Lane, C.H., "Outstanding Developments in Agricultural Education during 1925-26," 2:12, February, 1927. Links, J.A., "The Advisability of Setting Up a" Long-Time Program in Vocational Agriculture, 2:11, Februar 1 2 . Myers, Chzrleg E., "Measuring the Efficiency of a H Department of Vocagional Education in Agriculture, : r 1 . Shirp?,M?i?fu:nd'ot2eZs, "Preparation of Farm Shop Teachers," 2:15-14, February, 1927. C 'tt Stewart, R.M., "Report of the Chairman of ommi. ee on vNecessity and Suggestions for the Reorganigai5 tion of Teacher Training in Agriculture, 2.1 - , February, 1927. 1928 1929 336 Bradford, H.E., "Teaching Marketing," 5:7+,May, 1928. Business Men's Commission on Agriculture, "Education of the Farm Youth," 5:15, May, 1928. Dickinson, Sherman, "Itinerant Teacher Training in Vocational Agriculture," 5:15-14, November, 1928. Gregory, R.W., "Research in Part-Time Vocational Agriculture Problems in Certain Counties in In- diana," 5:12-15, 17, May, 1928. Hastings, Marshall, "Coming Thru with a Truck Crop Project," 5:13, May, 1928. Hill, Herbert S., "Vocational Agricultural Education in Maine," 5:9, August, 1928. Hubbard, F.J., "Milk Judging Contest of Vocational Boys," 5:17, February, 1928. Humpherys, L.R., "Project Record Keeping," 5:12, 14, November, 1928. Miller, C.M., "A Successful Garden Project," 5:9, May, 1928. Mills, Vernon, "The Story of My Project," 5:11, May, 1928. Miner, F.S., "The Effectiveness of the Vocational Agricultural Course in Pendleton (Indiana) Com- munity," 5:8,10, August, 1928. "Mr. Browne Submits Agricultural Report," 5:11-12, February, 1928. Mobley, M.D., "Father and Son as Partners in the Business of Farming," 5:7, May, 1928. Reavis, G.W., "A Record Which Is Hard to Beat," 5:11, 14, May, 1928. . . Sampson, H.O., "COOperation with State Agricultural Organizations," 5:6-7, 9, 10, August, 1928." Sasman, Louis J., "The Wisconsin Folk School, 5:8, May, 1928. . " "Smith-Hughes Classes in Agricultural Education, 5:16, May, 1928. . Stimson, Rufus W., "Occupational Status of Vocation- al Agriculture Graduates," 3:15, May, 1928- Weber, Arthur, "The Ideal Teacher," 5:8-9, May, 1928. Browne, T.E., "Measuring the Efficiency of the Agri- cultural Teacher," 4:12-l5, 19, May, 1929.. Chapman, Paul W., "The Use of Farm magaZInes in the Teaching of Vocational Agriculture," 4:15-14, Au st 1929. . . Cran§21lz W.G., "Service Which the Teacher-Training Institution May Render to State Programs of Voca- tional Agriculture," 4:14-16, May, 1929. Davies, L.R., "Standards in SuperVised Farm Prac- tice," 4:19-20, May, 1929. 1950 1951 357 Guilbeau, P.L., "Agricultural Education," 4:12-15, November, 1929. Lane, C.H., "The Coordination of Vocational Work with Agricultural Agencies," 4:9—10, May, 1929. Links, J.A., "Newlin at the Bat," 4:12, 15-16, August, 1929. Newman, Walter S., "State and National Crganizations of Students of Vocational Agriculture," 4:10-12, May, 1929. Pearson, J.H., "Attaining Vocational Agricultural Ob- jectives thru the Evening School," 4:18-19, May, 1929. Peterson, Verd, "The Unit Course School in Agricul- ture," 4:14-15, August, 1929. Sampson, H.C., "Future Farmers of America," 4:11, August, 1929. Sasman, Louis M., "Attaining Vocational Objectives through the Part-Time School," 4:16-17, 19, May, 1929. Fife, Ray, "The Relationship of Vocational Agricul- tgre to Farm Organizations," 5:25-26, November, 1‘50. Kenestrick, H.C., "Project Accounting," 5:20-21, 59, May, 1950. Lathrop, F.W., "A PrOposed Program Of Research," 5:18-19, May, 1950. Roegl, L.M., "Fitting Tools," 5:25-26, 55, August, 1 30. Sasman, Louis, "Program of Publicity for Vocational Agriculture," 5:17—18, February, 1950. Spanton, W.T., "Keeping Project Records," 5:27, 49, 53. August. 1930. Thomas, Roy H., "A Tar Heel Camp," 5:17-18, May, 1950. Wiseman, C.R., "Curriculum Construction," 5:20, May, 1950. Abbott, C.A., "Rural Program of a High School," 6:29, August, 1951. "Agricultural Education in New York State High School Departments of Agriculture," 6:4, 8-10, November, 1951. Brewer, Horace, Jr., "From Red to Green," 6:12, May, 1951. Dadisman, S.H., "Practical Training for Teachers of Agriculture," 6:25, May, 1951. Ford, Thomas C.Y., "What We Are Doing at Trinity," 6:15, May, 1951. 1952 1953 358 Galloway, Paul V., "The Extent to Which a Teacher of Agriculture Should Participate in the Church and Civic Organizations of His Community," 6:51-52, August, 1951. Glover, A.J., "Development of Dairying in Wisconsin]‘ 6:24-27, February, 1951. Groseclose, Henry C., "Report of the Status of the Future Farmers of America," 6:25, May, 1951. Klipple, Graydon E., "The Extent to Which a Teacher of Agriculture Should Participate in the Church and Civic Organizations of His Community," 6:52, August, 1951. Larson, L.R., "Planning the Annual Program in Voca- tional Agriculture," 6:26-27, November, 1951. Lloyd, C.G., "A National Program of Agriculture," 6:20-25, November, 1951. Miller, A. Vernon, "A Problem in the Teaching of V0- cational Agriculture," 6:25, 26, November, 1951. Pedersen, Peder E. "Using School Time for Testing Seed Corn for Farmers," 6:21-22, May, 1951. Price, Galen R., "Swapping Horses in Vocational Training," 6:12, May, 1951. Seamens, Roy E., "The Use of Visual Aids in Teaching Vocational Agriculture," 6:27-28, November, 1951. Vance, Harold, "Using School Time for Testing Seed Corn for Farmers," 6:22, May, 1951. Hamlin, H.E., "The Research Program of the Agricul— tural Section of the American Vocational Associa- tion," 7:17-18, May, 1952. Holloway, H.V., "What Constitutes a Sane Program of Vocational Education for Rural America?" 7:9, August, 1952. Lane, C.H., "Progress in Agricultural Education," 7:25-28, February, 1952. Pearson, James H., "Agricultural Education for Out- Of-School Groups," 7:19-20, November, 1952. Rummell, L.L., "Selling Your Work to the Community," 7:21-22, November, 1952. Smith, H.B., "Our Star Future Farmer of America," 7:19, May, 1952. Wright, R.T., "First Hand Information on Supervised Practice," 7:20, November, 1952. Brand, Charles J., "Farm Production Control," 8:5-7, November, 1955. Cochel, W.A., "Economic Relief Versus a Sound Pro- gram in Agricultural Education," 8:11-12, February, 1955. Gallup, E.E., and others, "A Symposium on Vocational Education in Michigan," 8:25-51, November, 1955. 1954 1955 1956 559 Getman, Arthur H., "Financing Agricultural Education in the Future," 8:5-5, August, 1955. Green, H.E., "The Effect of C00peration on Agricul- ture," 8:7—8, May, 1955. Grimes, W.E., "Probable Future Trends in Income and Their Effect upon Rural Life," 8:9-10, 12, May, 1955- Knapp, H.B., "The Program of the School of Agricul- ture," 8:5-6, August, 1955. Gray, Chester H., "Agricultural Education," 9:7-11, February, 1954. Nehrwein, George 8., "National Policies of Land Utilization," 9:5-10, May, 1954. "Future Farmers of America," 10:59-40, May, 1955. "Future Farmers of America," 10:95-97, September, 1955. "National Congress of Vocational Agriculture Stu- dents," 10:105, September, 1955. Newman, Walter S., "Agricultural Education in the New Deal," 10:62-67, September, 1955. Ross, W.A., "High Lights on the Eighth National Con- vention of F.F.A.," 10:157-159, November, 1955. Davis, E.C., "supervised Farm Practice," 11:87-89, May, 1956. "F.F.A., Echoes from the National F.F.A. Convention," 11:225-228, November, 1956. Hansucker, H.N., "Educational Classes an Essential for Successful CoOperative Marketing," 11:154-155, September, 1956. LathrOp, F.W., "Placement and Follow-Up in Vocational Agriculture Education," 11:94-95, May, 1956. Links, J.A., "Vocational Agriculture in the Rural High School," 11:25-26, February, 1956. Pearson, James H., "Progressive Establishment of Young Men in Farming Occupations," 11:144-146. Sep- tember, 1956. Ross, W.A., "F.F.A. News Notes," 11:116-118, May, 1956. Ross, W.A., "F.F.A. Notes," 11:55-54, February, 1956. Ross, W.A., "F.F.A. Notes," 11:175-177, September, 1936 o Sampson, H.C., "Vocational Agricultural Education at Poultry Industries Exposition," 11:102-105, May, 1936. Shaffer, William, "The F.F.A. in Vocational Agricul- ture," 11:26-27, February, 1956. 1957 1958 1959 540 "F.F.A. News Notes," 12:69-70, February, 1957. Ross, W.A., "F.F.A.--Farm Youth on Parade," 12:242- 246, November, 1957. Stewart, W.F., "Vocational Agricultural Education a Vital Service to Youth," 12:78-82, May, 1957. Woods, B.H., "Financing Young Farmers," 12:45-48, February, 1957. Fitzgerald, N.E., "Part-Time Education in Agricul- ture," 15:159-140, September, 1958. Freeman, C.E., "Building Community Programs of Voca- tional Agriculture," 15:122-125, May, 1958. Links, J.A., "To Provide for the Further Development of Vocational Education in the Several States and Territories," 15:100-105, 111, May, 1958. Reeves, Floyd W., "Federal Relations to Vocational Education," 15:91-96, 98, May, 1958. Ross, W.A., "F.F.A. Newsnotes," 15:126-127, May, 1958. Ross, W.A., "F.F.A. Notes," 15:66-67, February, 1958. Sasman, Louis E., "Part-Time Schools in Agriculture," 15:19-22, February, 1958. Sherrill, N.R., "New School of Good Neighbors," 15: 120-121, May, 1958. Strawn, Alice, "How a Vocational Agriculture and a Vocational Homemaking Department COOperate," 15: 97-98, May, 1958. Wheeler, John T., "State Programs of Vocational Edu- cation in Agriculture," 15:54-40, February, 1958. Chapman, Paul W., "The Vocational Guidance of Rural Youth," 14:54-56, February, 1959. Fife, Ray, "National Standards for Vocational Agri- culture," l4:45-46, 49, February, 1959. Gregory, R.W., "Evening School Objectives in Voca- tional Agriculture," 14:100-102, May, 1959. Humpherys, L.R., "Standards for Agricultural Educa- tion," 14:145-146, September, 1959. "The National Conference of Farm Youth," 14:75-77, 93: May, 1959- Ortiz, Juan R. Melendez, "Agricultural Education in the Island of Puerto Rico," 14:178-179, September, 1959- Psarson, James H., "Education for Rural Out-0f- School Youth," 14:109-111. May, 1959. Ross, W.A., "F.F.A. News Notes," 14:68-69, February, 1959. Ross, W.A., "F.F.A. Notes," 14:125-126, May, 1959. Wheeler, John T., "The ExPanding Program in Voca- tional Agriculture," 14:25-24, February, 1959. 541 1940 Byram, H.N., "Guidance in Vocational Departments in Rural High Schools," 15:96-98, May, 1940. Chappell, Howard F., "Future Farmer Buildings at the California State Fair," 15:247-249, November, 1940. Couper, George P., "Vocational Agriculture Buildings in California," 15:178-180, September, 1940. "Future Farmer Marketing Days," 15:114, 154, May, 1940. Gregory, H.N., "Educational C00peration among Farm Groups," 15:55-56, February, 1940. Martin, V.G., "Objectives in Vocational Education in Agriculture," 15:59, 61, February, 1940. Mullen, George 0., "Teaching COOperative Marketing by Marketing Cooperatively," 15:160-161, September, 1940. Perky, J.B., "Oklahoma Future Farmers Construct New Building," 15:246, November, 1940. Ross, W.A., "F.F.A. News Notes," 15:187—188, 189, September, 1940. Sampson, H.O., "A County-Wide Program in Vocational Agriculture," 15:176-177, September, 1940. Whittle, C.A., "'Green Hand' on Screen," 15:22-24, February, 1940. 1941 "Agricultural Education in Massachusetts," 16:111- 114, September, 1941. Lattig, H.E., "Farm Youth as a Vantage Point," 16:41- 45, February, 1941. Lewis, Mary Beth, and Dixon, Ralph A., "Grow and Can--on the Food-Feed Plan," 16:81-84, September, 1941. Ross, W.A., "F.F.A. Opens National Camp," 16:126-127, September, 1941. , Ross, W.A., "F.F.A.'s National Camp," 16:67-68, 70- 71, February, 1941. 1942 Ayers, Thomas L., "Agricultural Planning--for World War II," 17:27, February, 1942. Dickinson, Sherman, "To Save Tires, Gas, Cars--Con- sider Supervision with Less Visitation," 17:91-95, May, 1942. Dickinson, Sherman, "Vocational Agriculture, the F.F.A. and the Farm Labor Shortage," 17:78-79, May, 1942. Getman, Arthur H., "For Agricultural Education-~the Long-Time Viewpoint," 17:18-20, February, 1942. McPhee, J.A., and Perky, J.B., "Winning the War on the Farm Front," 17:155-156, September, 1942. Ross, W.A., "Future Farmers of America," 17:56-57, February, 1942. 1945 1944 1945 542 Ross, W.A., "Future Farmers of America," 17:121, 126, May, 1942. Hamlin, H.N., "The Future of Agricultural Education," 18:8-9, February, 1945. Lane, C.H., "Nhat Vocational Agriculture Is Doing to Meet the War Situation," 18:18-19, February, 1945. "Rural War Production Training," 18:18-21, May, 1945. Woods, Ralph H., "Vocational Agriculture Boys Learn 'Work' Is an Honored Word," 19:11-12, February, 1944. Ahalt, Arthur H., "FFA and Success in Farming," 20: 15-17, November, 1945. Barron, Lano, "Recent Trends in FFA," 20:17-18, No— vember, 1945. Bressler, Glenn 0., "Helping Hand to Young Farmers," 20:26, 41, April, 1945. Campion, Howard A., "Los Angeles Farmers," 20:26-27, October, 1945. Dickinson, Sherman, "Agricultural Education News," 20:50, February, 1945. Dickinson, Sherman, "Agriculture at the A.V.A.," 20: 28-29, January, 1945. "The F.F.A. Reports," 20:44-45, 49, January, 1945. "Foundation for Future Farmers," 20:21, January, 1945. Freeman, Byron, "What the FFA means to Me," 20:19, November, 1945. Hamlin, H.E., "Teacher Training for Agriculture," 20:21, April, 1945. Humpherys, L.R., "Turkey Capital: U.S.A.," 20:6-7, December, 1945. Lathrop, Frank W., "One Year Later," 20:58, June, 1945. Pearson, James H., "Soldiers into Farmers," 20:6-7, 41, April, 1945. Robinson, H.E., "How 1 Use the FFA in My Program," 20:18-19, November, 1945. Sampson, H.O., "How FFA Began," 20:15-15, November, 1945. Sasman, Louis N., "Farmers Won't Be Bachelors," 20: 25, May, 1945. "School Forests in North Carolina," 20:17-18, Sep- tember, 1945. "State F.F.A. Co-op," 20:11-12, December, 1945. Sweeney, Paul, "Spreading the Teacher Too Thin," 20: 29, June, 1945. 1946 1947 545 Beers, W.W., "Hawaiian Farmers Grade Produce," 21:14, December, 1946. Byram, H.N., "Subject matter 'Hand Picked, '" 21: 2°, April, 1946. Corder, Ruby, "Success for Edward Jones," 21:52-55, January, 1946. Deems, H.N., "The Neighborhood Has Grown," 21:40, April, 1946. Deyoe, George P., "Students' Backgrounds Differ," 8-9, September, 1946. Hamlin, H.N., "Advisory Councils for Agricultural Education," 21:25-26, October, 1946. Hoskins, lobert N., "Mining Trees Has Ended," 21:12- 15, June, 1946. Naugher, R. E., "Young 811 Aiult Farmers Can Be Helped, " 21:17, June, 1946. Rinn, A.S., "Specialization Did It, " 21:17, February, 1946. Stovall, Ruth, and Faulkner, T. L., "The Combination Building," 21: 28 -29, February, 1946. Sutherland, S.S., "Why Did They Leave?" 21:20, March, 1946. Tears, 0.“., "Rural Electrification and the 'Ag‘ Teacher," 21:5-8, November, 1946. "Training Needs for fart-Time Farming," 21:16-17, May, 1946. Wilson, Harold 0., "Payroll and Food Production," 21:8, April, 1946. Byram, H.N., "In-Service Education," 221:16-17, 52, May, 1947. Canada, 3.4., "Use Pr0per Systems of Storing, Check- ing, and Inventorying Tools, Equipment, and Sup- plies in a Farm mechanics Shop," 22:8-10, 50, October, 1947. Carpenter, I.N., "The Community Benefits," 22:16-17, March, 1947. Cook, Glen 0., "Instruction in Farm Kechanics," 22: 12-15, February, 1947. Cox, Floyd, "A School Community Cannery," 22:12-15, March, 1947. Hollenberg, A.H., "Preventative kaintenance in the Care of Farm Aachinery," 22:5, 28, February, 1947. Morford, V.J., "Hethods of Improving Farm Struc- tures," 22:6-7, February, 1947. Powers, N. J., "Agriculture Needs Adult Teachers," 22:20, January, 1947. Scoggin, J. F., "Vocational Agriculture s Next Steps," 22:14, May, 1947. Sharp, M.A., "Training Farm liechanics Teachers," 22: 16, February, 1947. 1948 1949 544 Willis, Benjamin 0., "Community Relationships," 22; 12-15, June, 1947. Cook, Glen 3., "FFA Buys Equipment," 25:15, April, 1948. "A COOperating F.F.A. Chapter," 25:4, October, 1948. Corder, Ruby, "Leadership Training School for the National N.E.A. Officers," 25:21, June, 1948. Corder, Ruby, "N.F.A. Picks 1948 Winner," 25:15-14, December, 1948. Deyoe, George P., "Supervised Farming Is Fundamen- tal," 25:15-16, March, 1948. Elam, N.N., "Developing Negro Leaders," 25:26-27, 41, February, 1948. Hamlin, H.M., "Vocational Agriculture--Its Place in the Secondary School," 25:9-10, March, 1948. Lavergns, D.O., "Farm Mechanization," 25:17, Janu- ary, 1948. martin, N. howard, "Young Farmers--A First Responsi- bility of Programs in Agricultural Education," 25:21-22, 59, November, 1948. Olney, Roy A., "Summer Duties of the Teacher of Vo- cational Agriculture," 25:16, 28, June, 1948. Ross, C. Reid, "Vocational Agriculture Produces!" 25:7-8, December, 1948. Sutherland, 8.5., "The Vocational Ag. Teacher's Job," 25:7-8, January, 1948. Tenney, A.W., "Future Farmers of America," 25:11, 22, May, 1348. Walters, T.G., "Canning in School-Community Canner- iss," 25:5-6, June, 1948. Clements, L.D., "Farm mechanics," 24:25-26, 29, Jan- uary, 1949. Corder, Ruby, "H.O. Sargent Award Winner," 24:21-22, March, 1949. Corder, Ruby, "Texas Boy Is Winner of National N.F.A. Award," 24:25-26, February, 1949. Farrar, John, "F.F.A. 20th Anniversary Convention," 24:21-22, February, 1949. Gerhardt, Irving, "What Ag Teachers Say," 24:17, 22, September, 1949. , Hansucker, H.N., "Special Teachers of Agriculture," 24:25-24, March, 1949. Peters, J. Arthur, "School Fair," 24:9, 15, 27, March, 1949. Sasman, Louis H., "Vocational Agriculture Today-- Some Present Problems," 24:7-8, December, 1949. Van Ettsn, Leslie J., "In Vocational Agriculture 'Doing Is Learning,'" 24:25, December, 1949. 1950 1951 1952 1955 545 Fry, H.L., "The Family Food Supply in the Vocational Agriculture Program," 25:6-7, April, 1950. Humpherys, L.R., "Policy in Agricultural Education for the Years Ahead," 25:15-14, February, 1950. Morris, Albert, "Leroy Sills, Progressive Farmer," 25:12, April, 1950. Scott, marshall J., "Some Misconceptions about Ad- visory Councils in Vocational Agriculture," 25:19- 20, December, 1950. Taylor, Robert E., "A Supervised Farming PrOgram in Unionville, Virginia," 25:21,25, March, 1950. Wayman, W.H., "Supervision of Vocational Agriculture in West Virginia," 25:5, 6, Cctober, 1950. Armentrout, Charles, "How to Build a Camp," 26:7, December, 1951. Hutton, L.F., "West Virginia School Farm," 26:6, 20, March, 1951. McIlroy, W.W., "Learning Is Earning in Larmar, Texas," 26:11, October, 1951. Morris, Albert, and McCullar, Bernice, "The Georgia F.F.A.-F.H.A, Joint Camping Program," 26:16-18, April, 1951. Putnam, Jack, "Operation: Vo-Ag," 26:26-27, Novem- ber, 1951. "Wake County's First School Forest," 26:15, March, 1951. "We Train for Agriculture," 26:9-10, May, 1951. Humphrey, Carl M., "Vo-Ag Faces the Future," 27:7—8, February, 1952. Manley, Conrad, "Look to Louisiana for Leadership in Food Production, Conservation, and Preservation," 27:7-10, March, 1952. Phipps, Lloyd J., "Finding Time," 27:20-21, October, 1952. Putnam, Jack, "Stiglsr's Young Farmer Program," 27: 25, April, 1952. Smith, J. Garland, "Texas F.F.A. Boys Learn to Earn," 27:25-26, March, 1952. Farrar, John, "All about National F.F.A. Week," 28: 20, February, 1955- Hylkema, Ben, "How to Teach Soil Conservation Inside and Out," 28:25-26, March, 1955. Jackson, J.R., "Through Guidance and Counselling Vo- Ag Teachers Can Help When Their Young Farmers Question: Where Do We Go from Here?" 28:26, Octo- ber, 1955. 1954 546 Krebs, Alfred H., "You Don't Have to Look in a Crys- tal Ball to Know That It's Spring! But What Does It Hold for Vo-Ag?" 28:19-20, April, 1955. Luther, Vernon B., "Full Steam Ahead," 28:15, Octo- ber, 1955- Nichols, Mark, "A Good Ag Teacher," 28:21, December, 1955. Cross, Lionel E., "NVATA--What it Is and What It Does," 29:16-17, October, 1954. Decker, Biron E., "There's Talent in Vo-Ag," 29:17- 19, April, 1954. Hamlin, H.N., "Advisory Committees Are Important to Vo-Ag--Let's Keep Them Up-To-Dats," 29:25-24, May, 1954. Henderson, C.E., "The South Teams Up for Progress," 29:25-26, February, 1954. Hoskins, E.R., "...Ever Build a Park?" 29:26-28, March, 1954. Thompson, Evans G., "Eliminate Emergency Repair Jobs with a Complete Farm Mechanics Program," 29:20-21, December, 1954. Year 547 l Niscellansous Publications of the I American Vocational Association Author, Title, Pages 1928 1940 1942 1945 1945 1949 195o 1951 1955 Skidmore, H.N., "A Forward Look in Agricultural Edu- cation," Pgoceedings of the Second Annual Conven- tion 2; the American Vbcational Association, 1927, American Vocational Association Bulletin No. 2, pp. 149-154. Stewart, H.E., "Curriculum Construction," Proceed- ings of the Second Annual Convention 9i the Amer- ican VBcational Association, 1-2 , American voca- tional Association Bulletin 10. , pp. 144-148. Taylor, William S., "Changes in Philosophy and in Practices in Agricultural Education," Proceedingg 25 the Second Annual Conventigp pf the American locational Association, 192 , American Vocational Association’Bulletin No. , pp. 159-145. Evaluative Criteria £93 Vocational Education 12 Apri- culture, The University of Georgia Press, Athens, Georgia, 52 pp. Occupational Adjustmenpg pf Vocational School Gradu- ates, American Vocational Association, Research Bulletin No. 1, 152 pp. Evaluative Criteria for Vocational Educatiop in Agr'- w”culture, revised, The Ufiiversity of Georgia-Press, Athens, Georgia, 75 pp. An Enlarged Program pf Vocational Edpcatigp with_ _—Special References pg'Largsr Administrative Units, 5? pp- Manual pf Directions for Use with Evaluative Cri- teria for Vocational Education ip Agriculture, 15 PP- America's Vocational Schools, 55 pp. Service Areas for Vocational Schools, 56 pp. A New Look 33 Life Adjustment Education, 48 pp. Vocational Advisogy—Committees, 40 PP- The School Administratgp and Vocational Education, 22 pp. Administration of Vgcationgl Education E; State and LocalLevels,-22 pp. 54s 1954 Definition 2: Terms 12 Vocational and Practical Arts Education, 24 pp. Nichols, Mark, A Tale pf 239 Teachers, 15 pp. Your Public Relations: A Guid—eLQBVocational Educa- tors, 88 pp. APPENDIX F CHRONOLOGICAL LISTING OF SELECTED ARTICLES FROM THE AGRICULTURAL EDUCATION MAGAZINE, INDUSIRIAL EDUCATION MAGAZ NE, AND MISCELLANEOUS PERIODICALS 12a:- 1929 1950 1951 550 The Agricultural Education Nagazine Author, TitlsJAVolume, Pages, month, Year Lane, C.H., "Our Leadership in Agricultural Educa- tion: Dr. A.C. True of the U.S.D.A.," 1:10, Octo- ber, 1929. Ross, W.A., "Does Your Community House lts Machinery?" 1:14, December, 1929. Allen, Charles R., "Getting Educational Value Out of Supervised Practice," 5:60-61, October, 1950. Chapman, Paul W., "Agricultural Education at the A.V.A. Convention," 2:5-5. January, 1950. Lane, C.H., "First Annual F.F.A. Public Speaking Contest," 5:65-64, Cctobsr, 1950. Lane, C.H., "A Message to Chapter Presidents," 5:76, November, 1950. Lathrop, F.N., "Assigning the Lesson," 5:86-87, De- cember, 1950. Lathrop, F.W., "A PrOposed Program of Research," 2: 19, 52, February, 1950. Lathrop, F.W., "Some Significant Points in the 15th Annual Report of the Federal Board," 2:85, June, 1950. Ross, W.A., "Fashions in Farm Shop at Center, Colo- rado," 2:25, February, 1950. Spanton, W.T., "First Annual Pacific Region F.F.A. Public Speaking Contest," 5:47, September, 1950. Stewart, W.F., "The Improvement of Project Records," 2:58, March, 1950. ' Williams, Arthur P., "North Atlantic Region F.F.A. Public Speaking Contest," 5:76, November, 1950. Hamlin, H.N., "Recommendations of the Land Grant College Survey Affecting Public School Education in Agriculture," 4:5—4, July, 1951. . . . Lane, C.H., "Some Observations on the Administration of Vocational Education in Agriculture, 1950, 5: 151 April 1951. . ' " Lane,,C.H., "Why the 'Future Farmers of America ? 5:178 Ma 1951. . LathrOp: F.W:, "Progress in Studies and Investiga- tions," 5:156, 161, April, 1951. . " Maltby, R.D., "Progress in SuperVised Practice, 5:155, 164, April, 1951. . . R 1 "Memorandum of Meeting of JOint Committee on e a- tionshi s " 4:8 July 1951. . H Ross, W.AI,’"F.F.A. Makes Constitutional Changes, 5:150-151, February, 1951. 1952 1955 1954 551 Ross, W.A., "Pregress in Subject-Hatter for instruc— Eég? in Vocational Agriculture," 5:155, 164, April, , \ Swanson, H.B., "IrOgress in Teacher Training," 5:154, 164, April, 1951. Williams, A.P., "Progress in Methods of Teaching," 5:152, 158, April, 1951. Williams, Arthur P., "North Atlantic Conference Held at Boston," 4:5, July, 1951. Williams, Arthur P., "Promoting Thrift," 5:151-152, February, 1951. Wright, J.C., "The Evolution of Education for Work," 5:167-168, May, 1951. Brigham, Reuben, "Visual Aids Obtainable from the U.S.D.A.," 4:147, March, 1952. Getman, A.H.,.and others, "Policies in Relation to Teaching Marketing of Farm Commodities in Voca- tional Schools," 4:155, 144, February, 1952. Hamlin, H.N., "Research Discussed at A.V.A. Conven- tion," 4:152-155, February, 1952. LathrOp, F.W., "The Relation of Specific Objectives to Vocational Teaching," 5:70, November, 1952. Links, J.A., "Past, Present, and Future of F.F.A.," 5:60-62, October, 1952. Links, J.A., "Supervised Practice," 5:86, December, 1952. Naltby, R.D., "The Master Teacher--Who He Is and How Selected," 5:51-52, October, 1952. Ross, W.A., "F.F.A. Programs of Work," 4:175, April, 1952. Lane, C.H., "The American Farmer Degree," 5:174, May. 1955. , Lane, C.H., "Review of Problems in Vocational Educa- tion in Agriculture," 5:159—140, March, 1955.. Maltby, Robert D., "The Use of SuperVised Practice Records in the Teaching of Vocational Agriculture," 6:70, November, 1955. . Spanton, W.T., "Supervised Farm Practice and the Smith-Hughes Act," 5:185, June, 1955. Spanton, W.T., "The Western States Future Farmer Hour," 6:47-48, September, 1955. Gentry, C.E., "The Teaching of Farm Management in All-Day Schools," 6:151-154, 144, MarCh, 1954- Lane, C.H., "Adjusting Vocational Agriculture to Changing Conditions," 6:119-120, 125, February, 1934. _ " Williams, A.P., "Duties of Local F.F.A. Adv1ser, 6:145-144, March, 1954. 1935 1956 1937 1958 352 Williams, Arthur P., "What Constitutes Good Teach- ing?" 7:19-21, August, 1954. Williams, Arthur P., "Who to Get the Most Out of F.F.A.," 7:46, September, 1954. Brunner, Edmund de S., "Recent Rural Social Trends," 7:151-155, March, 1955. LathrOp, F.W., "The Cross Section Method of Organiz— ing Courses in Vocational Agriculture," 8:86-87, December, 1955. LathrOp, Frank W., "Needed Research in Agricultural Education," 7:155, 144, March, 1955. Links, J.A., "A National Program for Vocational Edu- cation in Agriculture," 7:179-180, 182, June, 1935. Maltby, Robert D., "Southern Regional Program of Work," 8:55-56, 48, September, 1955. Newman, Walter S., "The Function of Vocational Agri- culture in the New Deal," 7:118-120, February, 1955- Ross, W.A., "The Panel 4ethod of Group Discussion," 8:19, 25, August, 1955. , Spanton, W.T., "Comments on Aprlications of Candi- dates for the American Farmer Degree," 8:85-84, December, 1955. Gregory, Raymond W., "Whither Agricultural Education in Extra—Curricular Activities?" 9:85-84, December, 1956. Hamlin, H.M., "Organizing All-Day Teaching Program," 8:155-154, 144, March, 1956. Lathrop, F.W., "A National Research Program in Voca- tional Agriculture," 8:155, 159, March, 1956. Links, J.A., "Co-ordinating the Work of the High Schools and the Colleges," 9:56-57, October, 1956. Samuelson, Agnes, "N.E.A. President Speaks to F.F.A. Members," 8:101, January, 1956. Links, J.A., "Which Way Vocational Agriculture?" 10:4-5, July, 1957. McClelland, John B., "Placement Opportunities for All-Day and Part-Time Students of Vocational Agri~ culture," 9:156-157, 160, April, 1957. McClelland, John'B., "Placement Opportunities for All-Day and Part-Time Students of Vocational Agri— culture," 9:168-169, May, 1957. Hammonds, Carsie, "Procedures in Practice Teaching," 10:185, 198, April, 1958. Lathrop, F.W., "Recent Studies in Vocational Agri- culture Rslated to the Establishment of Young Men in Farming," 10:174-175, March, 1958. —-—_——-—___.__- _ .. 1959 1940 1941 1942 555 Lane, C.H., "A Greenhouse Built by Students of Voca- tional Agriculture," 11:147, February, 1959. Lathrop, F.W., "Establishment of Young Men in Farm- ing," 11:165—168, March, 1959. LathrOp, F.W., "A Reply," 11:154—155, February, 1959. Ross, W.A., "Practical Vocational Guidance for Farm Youth," 11:186-187, April, 1959. Clements, B.H., "A Complete Program," 15:85, Novem- ber, 1940. Elam, W.N., "Why Train Negro Leaders in Agricultural Education," 15:105, December, 1940. Gregory, R.W., "Progressive Agricultural Education," 15:5, July, 1940. Gregory, R.W., "Vocational Education in Agriculture Is Placement," 12:192-195. April, 1940. Hollenbeck, O.D., "The Role of the Farm Placement Service in Placement and Establishment of Young Men in Farming," 12:195, 198, April, 1940. Jett, Ivan, "Financing the F.F.A.," 15:97, November, 1940. LathrOp, F.W., "Finding Opportunities in Farming," 12:191, April, 1940. ' Lathrop, F.W., "Report of Progress on Iliational Evalu- ation Project," 15:45, September, 1940. Links, J.A., "Doing to Learn," 15:45, September, 1940. Pearson, J.H., "Parent-Son-Teacher Relationships in Vocational Agriculture," 15:65, October, 1940. Aspinwall, Lloyd E., "The Use of Audio-Visual Aids in Vocational Agriculture," 15:251. June, 1941. Baker, O.E., "Rural Youth in the Farm Picture," 14: 24-26, August, 1941. Byram, H.M., "Some Directions Research Is Taking in Determining How Agricultural Education in Second- ary Schools measures Up," 15:194-195, April, 1941. Gibson, H.H., "Methods of DevelOping Ability to Fi- nance a Farm Business," 15:184—186, April, 1941. Lathrop, F.W., "The National Evaluation Project," 14:75, October, 1941. Lattig, H.E., "Farm Youth as a Vantage Point," 15: Beard, W.P., "Against the Time When It's Uver," 14: 125, January, 1942. Clements, D.M., "Community Co-opsratives," 14:186, 189, 198, April, 1942. Clements, D.M., "The War and Vocational Agriculture's Responsibility," 15:5, 15, July, 1942. 1945 1944 1945 554 Gregory, R.W., "Agricultural Education at the Cross- roads," 15:44-45, 58, September, 1942. Lane, C.H., "High Lights of the North Atlantic Re- gional Conference," 15:25, August, 1942. LathrOp, F.W., "Kethods and Results," 15:6, July, 1942. MacDonald, D.L., "Report of the Pacific Regional Conference," 15:45, September, 1942. Morgan, Barton, "Some Fundamental Considerations in the Placement of Young Men on Farms," 14:128, Jan- uary, 1942. Hulslander, S.C., "Let's Work Together," 15:256-257, June, 1945. Hulslander, S.C., "Mobilizing Vocational Agricul- ture," 16:44-45, September, 1945. Johnson, E.F., "Planning and Carrying Out a Chapter Program of Work," 16:110-111, December, 1945. Lathrop, F.W., "The History of Agricultural Educa- tion in the United States," 15:184-185, 193-191, April, 1945. LathrOp, F.W., "Non-farm Youth in Wartime Food Pro- duction," 15:196-197, April, 1945. Hulslandsr, 8.0., "The F.F.A. in Action," 16:157- 158, February, 1944. Johnson, E.J., "Determining the Needs for Vocational Agriculture Departments," 16:154-155. January, 1944. Lathrop, F.W., "A Teacher of Agriculture Helps Solve the Farm Labor Problem," 16:194-195, 198, April, 1944. Pearson. James H., "Vocational Agriculture for Rs- turning Veterans and Defense Workers," 17:110, 115, December, 1944. “Wright, J.C., "National Vocational Education Prob- lems in the Postwar Period," 17:24-25, August, 1944. Clements, Dudley N., "How Wide Is Your Horizon?" 17: 224-225, June, 1945. Clements, Dudley M., "Responsibility of Vocational Education in the Postwar World," 17:145, 158, February, 1945. Hamlin, B.H., "The New Role of the Teacher-Trainer," 18:64-65, 67, October, 1945. Pearson, James H., "Land Utilization in Farming Pro- grams," 18:90, November, 1945. Spanton, W.T., "Accomplishments and Trends in Agri- cultural Education," 17:164-165, March, 1945. 1946 1947 1948 1949 ~-_——-—_4_.._..—..— 4..“ . . 555 Spanton, W.T., "The Future Farmers of America Founda- tion, Incorporated," 17:156, 158, January, 1944. Spanton, W.T., "Teaching Farm Safety," 18:54, Sep— tember, 1945. Clements, B.H., "Look Ahead for Vocational Agricul- ture in the Southern Region," 19:9, 17, July, 1946. Elam, H.N., "A Million Dollar Agricultural Labora- tory in a Negro School," 19:27, August, 1946. Hollenberg, A.H., "Buildings for Departments of Voca- tional Agriculture," 18:172-175, 178, March, 1946. Hollenberg, A.H., "Ecuipping the Farm-Mechanics ShOp," 19:26, 54, August, 1946. Johnson, E.J., "Public Speaking Contest," 19:56-57, August, 1946. Lathrop, F.W., "The Department of Vocational Agri- culture as a Source of information," 19:47, Sep- tember, 1946. LathrOp, F.W., "Some Subject Matter in Farm-Work Simplification," 18:227, June, 1946. Myers, W.I., "Farmer Problems in the Years Ahead," 18:225, 229, June, 1946. Naugher, R.E., "Improving the Program of Instruction in School-Community Canneries," 18:148-149, 155, 158, February, 1946. Gregory, R.W., "Farming New Horizons," 19:174-175, 178, March, 1947. Johnson, E.J., "School Farms and Plots in the Pacific Region," 19:188-189, April, 1947. Clements, D.M., "What Enters into the Launching of a New Family into the Society of a Community," 21: 62-65, September, 1948. Hamlin, H.N., "What Next in Evaluation?" 20:255, 257, June, 1948. Hollenberg, A.d., "Color Dynamics in the Shop," 21: 140, December, 1948. Tenney, A.W., "Twenty Years of F.F.A. Progress Her- ald New Achievements Ahead," 21:99, November, 1948. Deyoe, George P., "The Promise of the Research Ap- proach," 21:200-201, March, 1949. Gregory, R.W., "Vocational Education's Contribution to the Development of Life Adjustment Education Programs in the Nation‘s Iublic Schools," 22:28- 29, 45, August, 1949. Swanson, Gordon 1., "Criteria for Evaluating Out- comes of Individualized Courses of Instruction in Vocational Agriculture," 21:199, 207, 215, March, 1949. 1950 1951 1955 1954 556 Johnson, Elmer J., "Farmer Cooperatives Given Empha- sis in WorkshOp Series," 25:104-105, November, 1950. Tenney, A.W., "Teachers Face Special Problems," 22: 201, 206, March, 1950. Johnson, Elmer J., "National F.F.A. Contests--P1ans and Major Changes for 1951," 24:22, July, 1951. Pearson, James H., "Specialization Is Not Enough," 24:56, 64, September, 1951. Naugher, R.E., "Keeping Abreast of Changes in Agri— culture," 26:142-145, December, 1955. Phipps, Lloyd J., "1954 Program of Work of the Agri- cultural Education Division, American Vocational Association," 26:204-205, March, 1954. Year 1914 1916 1918 1920 1921 1922 557 Industrial Education Magazine Author, TitleiAVolume4 Pages, Honth, Year Know, C.W., "Manual Training for Agricultural Schools," 15:288-291, April, 1914. Teall, R.J., "Effective Use of the School Farm: A Record of an Unfinished Emperiment," 17:762-770, June, 1916. "Vital Importance of Agricultural Education," 17: 716-717, Pay, 1916. Bogan, W.J., "Agricultural Training for City High School Boys," 19:297-501, May, 1918. Austin, S.L., "A Practical High School Project in Farm Carpentry," 21:240-244, March, 1920. Lehmann, E.W., "Farm ShOpwork," 22:105-104, October, 1920. Friese, John F., "Farm Blacksmithing," 25:222-225, January, 1921. Adams, Warner, " Concrete Feeding Floor," 24:55, August, 1922. Armstrong, F.E.. "Metalworking Tools Most Commonly Used by Farmers," 24:178, December, 1922. Armstrong, F;E., "Woodworking Tools Most Commonly Used by Farmers," 24:141, November, 1922. Baxter, Dana F., "Farm Uses of Concrete," 24:85, September, 1922. Cory, V.A., "Miniature Farm Buildings," 24:18, July, 1922. Dickinson, Sherman, "A Plan for the School Farm- ShOp," 24:110-111, October, 1922. Dickinson, Sherman, "What Is Farm Sh0p?" 24:17-18, July, 1922. Jones, E.R., "First Lesson in Drainage,” 24:55-54, August, 1922. Jones, M.M., "The Chain Drill," 24:85, September, 1922. Jones, H.N., "A Quick Method of Sharpening Edge Tools," 24:54, August, 1922. Lehmann, E.W., "Farm Machinery Work for the Voca- tional Agricultural Teacher," 24:178-179, Decem- ber, 1922. ‘ Vincent, F.C., "Student Factor in Smith-Hughes Edu- cation," 25:221-225, January, 1922. 1925 1924 1925 558 Armstrong, F.B., "Articles Most Commonly Nada and Repaired by Farmers of Finnesota--I," 24:574-575, June, 1925. Armstrong, F.B., "Articles Most Commonly Made and Repaired by Farmers of Minnesota-~11," 25:22-25, July, 1925. Curtis, A.J.R., "Sidewalk Building as an Educational Project," 24:215-217, January, 1925. Ericson, Emanuel E., "Farm Mechanics with Inexpen- sive Equipment," 24:559-541, May, 1925. Jones, M.M., "Concrete Work in Winter," 24:287-288, March, 1925. Jones, M.M., "Overhauling the Tractor," 24:520, April, 1925. Jones, M.M., "Pulley Sizes," 25:48, August, 1925. Jones, H.N., "Starting the Tractor in Cold Weather," 24:288, March, 1925. Jones, M.M., "Teaching Saw Sharpening," 24:249-250, February, 1925. Lshmann, E.W., "Opportunities in Teaching Farm Shopwork," 24:249, February, 1925. Proctor, L.R., "Farm Hechanics on a Practical Basis;' 25:155, November, 1925. Zink, W.L., "Education in the Forge Shop," 25:81, September, 1925. Armstrong, E.E., "Equipment for the Farm Shop," 26: 15-16, July, 1924. Dsjmek, Frank W., "Farm Woodwork Projects," 25:556, June, 1924. Dickinson, Sherman, "Farm ShOp Problems," 25:194- 195, January, 1924. Dragoo, A.W., "Hand Planter," 25:280-281, April, 1 24. Hanson, Frank P., "A Colony Brooder House," 26:172- 175, December, 1924. Jones, M.M., "Making Concrete Posts," 25:280, April, 1924. Latta, F.F., "One Way of Teaching Farm Mechanics," 26:145-144, November, 1924. Longfield, J., "Winning a Community," 26:96-98, Oc- tober, 1924. Tackett,EL.Farmsr, "The Proper Place for Teaching Farm Mechanics," 26:78-79, September, 1924. Tawes, W.l., "A Concrete Bowl or Pot," 25:510, May, Angove, Percy, "The Part that Manual Arts Subjects Take in the Education of the Agricultural Student," 26:228-251, February, 1925. 1927 1928 559 McVicker, George, ”A Convenient Garden Tool," 26: 558, May, 1925. McVicker, George, "A Saw-Blade Dinner Gong," 27:56, August, 1925. Tarbell, Elliott, "Teaching Pupils How to Use Con- crete," 26:24), February, 1925. Tawss, 4.1., "Fire Stretcher," 27:154-155, October, 1925. Tunnell, Charles N., "Making the Cistern Safe from Germs," 27:55-56, August, 1925. Coakley, Frank N., "A Cheap Iipe Bender," 282129, October, 1926. McVicker, George, "Care of Seed Corn," 28:96, Sep- tember, 1926. McVicker, George, "Charges His Own Radio Batteries," 27:266, February, 1926. McVicker, George, "On the Use of Cement," 27:266, February, 1926. NcVicker, George, "A Plant Resetting Tool," 28:129, October, 1926. Schmidt, Fred J., Jr., "Seed Corn Characteristic EX- hibit Case," 28:95-96, September, 1926. Schweikhard, Dean M., "Equipment for Farm Shops, 27:55F-558, April, 1926. Sharp, M.A., " Constructive Program in Farm Shop Work," 28:110-111, October, 1926. II McVicker, George, "A Simple Portable Key-Seater," 28:264, February, 1927. - Sutherland, 8.8., "The Trend in Farm Shopwork," 29: 224-225, December, 1927. Emerton, Joseph G., "Grit Feeder," 29:555, March, 1928. Emsrton, Joseph G., "Poultry Nests," 29:465-464, June, 1928. Emerton, Joseph G., "Sheet-Metalwork in the Farm Mechanics Shop," 50:189, November, 1928. Ford, Bert J., "Shopwork for the Rural Agricultural School," 50:226-227, December, 1928. McVicker, George, "A Fruit Packing Help," 50:112, September, 1928. McVicker, George, "A Home Assembled Power Plant," 29:254, January, 1928. WcVicker, George, "Saving the Back in Carpenter Work," 50:112, September, 1928. McVicker, George, "A Wagon Bolster Repair," 50: 227, December, 1928. Schmidt, G.A., "A Shop Project for the Farm Home," 50:188-189, November, 1928. 1929 1930 1931 1932 1935 360 Sharp, m.A., "Sweet Clover Huller and Scarifier," 29:334-335, March, 1928. Soderstrom, 3.9., "Locking Pin Clevis," 33:112-113, September, 1928. Sutherland, 8.5., "All from a Hay-Rake Tooth," 29: 254-255. January, 1928. Sutherland, 8.5., "A Neglected Phase of Farm Shop- work," 33:144-146, October, 1928. Balloun, Stanley, "Bracing the Barn Door," 31:115, September, 192?. Cramlet, Ross 0., "Uncle Sam Mail-Box," 31:19, July, 1929. Emerton, Joseph G., "Ioultry fiaterer," 30:478, 480, June, 1929. Hermann, 0.0., "Portable Wood Saw," 31:271, January, 1929. Hunt, DeWitt, "A Farm-Shop Work-Bench," 30:481, June, 1929. Ruden, H.L., "Saving Tools or Time," 31:19-20, July, 1929. Schmidt, G.A., "Analysis of the Project Method of Teaching Farm ShOpwork," 31:79-72, August, 1929. Schmidt, G.A., "Arranging a Home Shop," 30:477-478, June, 1929. Schmidt, G.A., "Converting a Ford Roadster into a Half-Ton Truck," 30:270, January, 1929. Schmidt, G.A., "Teaching Farm Shopwork and Farm Me- chanics thru Individual Projects," 31:23-21, July, 1929. Soderstrom, E.D., "Reforging a Cold-Chisel," 30:478, 479, June, 1929. Sutherland, 8.5., "Are We Meeting the Needs of the Farm Boy," 31:114-115, September, 1929. Graves, Edward, "A Farm-Mechanics Project in Con- crete Work," 32:203, December, 1930. Proctor, P.W., "Planning a Farm-Mechanics Shep," 31: 274-275, January, 1930. Graham, E.C., "School Sheps for Vocational Agricul- ture," 32:331-335, April, 1931. Bohanan, C.R., "Teaching Farm Shopwork," 33:306-307, June, 1932. . Daggett, Everett E., "Five Tools of Most Value in the Farm Home," 33:271, April, 1932. Thurmond, M.F., "Training the Farm-Mechanics Teach- er," 35:45-46, September, 1955- 361 1936 Strube, Paul E., "The Curriculum in Farm ShOpwork," 38:109, March, 1936. 1937 "The Problem of ShOpwork Instruction in the Rural or Agricultural Community," 39:219-220, September, 1 37. Note: This magazine had many title changes, as shown below, before it was finally discon- tinued in 193 : Manual Training hagazine vol. l-lS, 1293- June, 1914 Manual Training ani Vcca- vol. 16-17, Sept., tional Education . 1914-June, 1916 Manual Training Magazine vol. 18-23, Sept., 1916-June, 1922 Industrial Education vol. 19-41, July, Magazine 1922-Nov., 1939 362 Selected Articles fror Uiscellaneous Periodicals Year Author, Title, Periodical, Volume, Pages, Month, Year 1853 Tarver, N., "Agricultural Education," Western Jour- nal and Civilian 10:303, 1853. 1856 "Agriculture and Education," Democratic 3gview 37: 411, 448, May, 1856. Porter, J.A., "Plan of a School for Agricultural Ed- ucation," Bernard's American Journal of Education 1:329-335, March, 1856. 1860 "Josiah Holbrook," Bernard's American Journal 9_ gg- ucation 8:229-247, Earch, 1860. "Agricultural Seminary at Derby," Bernard's American Journal 23 Education 8:248, march, 1860. 1871 "Agricultural Education," The Prairie Farmer, pp. 282-283, September 9, 1871. "Agricultural Education," The Prairie Farmer, pp. 290-291, September 16, 187*. "Agricultural Education," The Prairie Farmer, pp. 306, 310, September 20,.1371. 1374 Baldwin, T., "Agricultural Education," Nature 11: 104-106, December 10, 1874. " ” 1888 Nrightson, J., "Agricultural Education and Dairy In- struction," Journal 9; the Society 9; Arts 36:464, March 16, 1888. 1893 Sargent, C.S., "Agriculture in Public Schools," Gar- den and Forest 6:37-38, January 25, 1893. 1894 "Society for the Promotion of Agricultural Science," Garden and Forest 7:339-340, August 22, 1894. 1897 Lloyd, F.J., "Agricultural Education," Journal 2; the Society of Arts 45:815, July 16, 1897. Sargent, C.S?,—"Agricu1tural Education in New York," Garden and Forest 10:181-182, May 12, 1897. Sargent, C.S., "Agricultural Education," Garden 3nd Forest 10:61-62, February 17, 1897. 1900 "Agricultural Education for Village Children," Athenggum 1:244, February 24, 1900. Bailey, L.H., "Newer Ideas," Educational Review 20: 377-382, November, 1900. 1901 1902 1903 1905 1906 363 Gordon. S.B.. "Value of School Farms," Arena 23:544- 555 , leay , 1930- "Teaching Farming," Outlook 66:234-235. September 229 1900. Beardshear, H.N., "Education of the Young American Farmer," Education 22: 239- 211, December, 1901. Bogen, B.D., "Courses of Study in Agriculture," Education 22: 89- 94, October, 1911. Butterfield, K. L., "A Significant Factor in Agricul- tural Education, " E uce tional Review 21: 301- 306, March, 1901. Craig, J., "Teaching Farmers at Home," Forld‘s Work 2:810-812, June, 1901. "Agricultural Education and Research, " U. S. Indus- trial Commission {eport 10: intro., 160- 186. "Agricultural Education and desearch, " U. S. Indus- trial Commission Report 15, pt. 2: intro., 36-47. "Agriculture in the Public Schools," Independent 55: 1641- -l642, July 9, 1903. Butterfieli, K. L. "American Agricultural Education," Popular Science Aonthly 63: 257- 261, July, 1903. Hays, V 1., "Our Farm Youth ani the Public Schools," American Lonthlz Review of Reviews 28: 449- -455, October,l 1903. Iles, G., "Teaching Farmers' Children on the Groundy'World's Work 6:3415-3420, May, 1903. Kern, C.J., "Learning by Doing for the Farmer Boy," American Monthly Review 9; Reviews 28:456-461, October: 1 0 . Parsons, F.G., "Children's Farm School in New York City," Charities 11:220-223, September 5, 1903. Poe, C.H., "Farmer Children Need Farmer Education," flgrld's Work 6:3760-3762, August, 1903. "Agricultural High Schools," Independent 53:334-336, February 9, 1905. Butterfield, K.L., "Rural Education," American Journal 2; Sociology 10:615-619, March, 1905. Butterfield, K. ., 'Social Phase of Agricultural Ed- ucation," Po ular Science Monthly 67:353-362, August, 190 "Agricultural Education and Colonial DevelOpment," Nature 73:250, January 11, 1906. "Education of the Farmer," Outlook 84:849-850, De- cember 8, 1906- "Farmers' New Education," Independent 61:593-594. September 6, 1906. _.—._+_—_.-—-‘.u - , 364 Hughes, E., "Farming in the Schools," Sunset Maga- zine 16:589-591, April, 1906. Medd, J.C., "Agricultural Education in the United States," Nineteenth Century and After 60:299-306, August, 1906. Parker, E.C., "Farming as a Business Enterprise and Agricultural Education," American Monthly Review pg Reviews 33:62-67, January, 1906. "Standard Agricultural Course," Science, new series, 23:514-515, March 30, 1906. 1907 "Agricultural Education and Research," Nature 75: 394-396, February 21, 1907. Channing, F.A., "Hhat Agricultural Education Means Today," Fortnightly Review 87:785-797, May, 1907. "Farm the True School," American Review 2; Reviews 36:493-494, October, 1907. 1908 Bolton, E.E., "Argument against Agricultural High Schools," School Review 16:56-58, January, 1908. Cromwell, A.D., ”Need for Agricultural High Schools," School Review 16:198-200, March, 1908. French, F.B., "Agriculture in the Public Schools," %%egentary School Teacher 9:188-191, December, .0. "National Plan for Practical Training," World's Work 16:10403-10408, July, 1908. Ward, F., "Agricultural Education for Delinquent Boys," World To-da 14:306-308, March, 1908. Washington, E.T., "Education for the Man behind the Plow; Tuskegee Institute," Independent 64:918-920, April 23, 1908. 1909 Davis, B.M., "Agricultural Education: United States Bureau of Education; State Departments of Educa- tion; State Legislation," Elementary School Teach- gg 10:163-176, December, 1909. Davis, B.M., "Agricultural Education: The United States Department of Agriculture," Elemgntary School Teacher 10:101-109, November, 1909. "Education from the Ground Up," World's Work 17: 11309-11310, March, 1909. "Function of the Farm School," Elementapy Sghool Teacher 9:421-432, April, 1909. Giles, F.H., "Teaching Agriculture in the High School," School Review 17:154-165, March, 1909. Judd, M.C., "Willet M. Hays; Exponent of the New Agriculture," American Review 2; Reviews 39:692- 695, June , 1909. Main, J., "Correlation of High School Science and Agriculture," Education 30:135-145, November, 1909. 365 Main, J., "Factors in the Making of a High School Course in Agriculture; Seasonal Requirement," Edu- cation 30z220-225, December, 1909. _—_ Smalley, 0.8., "Training for Farm Life," Outlook 92: 811-812, July 31, 1909. True, A.C., "Secondary Education in Agriculture in the United States," Science, new series, 30:848- 850, December 10, 1909. Work, H.N., "Sh«rt Course for Farmers," Qgtlook 91: 866-868, April 17, 1909. 1910 Bricker, G.A., "Shall Seconlary Agriculture Be Taufiht as a Separate Science?" Education 30:352- 356, February, 1910. "Conference on Agricultural Nature-Study," Science, new series, 31:755-756, may 20, 1910. Davis, Benjamin H., "Agricultural Education: Agri- cultural Colleges, Including Extension Work, De- partments of Agricultural Education, and Summer Schools for Teachers," Elementary School Teacher 10:277-286, February, 1910. , Davis, Benjamin H., "Agricultural Education: Educa- tional Periodicals," Elementary School Teacher 11: 15-23, September, 1910. Davis, Benjamin H., "Agricultural Education: Na- tional Education Association--State and Other Teachers' Associations," Elementary School Teacher 10:444-452, May, 1910. Davis, Benjamin M., "Agricultural Education: Peri- odical Literature," Elementary School Teacher 11: 79-89, October, 1910. if Davis, Benjamin M., "Agricultural Education: State Normal Schools," Elementary School Teacher 10:376- 387, April, 1910. Davis, Benjamin M., "Agricultural Education: State Organizations for Agriculture and Farmers' Insti- tutes," Elementary School Teacher 11:136-145, No- vember, 1910. "Teaching Farming in High Schools," Outlook 95:751- 752, July 30, 1910. Thomas, D.Y., "Need for Agricultural Education," Annals of the American Academy of Political and Soc1a1 SEience 35:150-155, Janu33y, 1910. 1911 Bricker, G.A., "Agriculture in the Public Schools," jggucational Review 41:395-403, April, 1911. Bricker, G.A., "Suggestive Outline for a One Year Course in Secondary Agriculture for Rural and Vil- lage High Schools," Education 32:75-76, October, 1911. - ‘ 1912 1913 566 Davis B. M., "Agricultural Education: Agricultural Societies," Elementary School Teacher 11:266-274, January, 1911. Davis, B. M., "Agricultural Education: Boys' Agri- cultural Clubs," Elementary School Teacher 11: 571- 580, March, 1911. Davis, B.M., "Agricultural Education: Elementary and Secondary Schools," Elementary School Teacher 11:469-484, May, 1911. Davis, B.M., "Agricultural Education: Textbooks," Elementary School Teacher 11:517-527. June, 1911. Foster, W.D.,-"fiisconsin Plans for the Extension of Industrial and Agricultural Education," Survey 26: 505-505, May 20, 1911. Main, J., "Agriculture in the High School," PoQular Science Monthly 79:385-595. October, 1911. Robinson, C.H., Present Status of Agricultural Edu- cation in Public Secondary Schools of the United States," School Review 19:355-544, May, 1911. "Vocational Training in the fiest," Survev 26:154, April 22, 1911. "Back to the Land for Boys," literary Digest 45:962- 963, November 25, 1912. Crocheron, B.H., "Very Real Country School in Balti- more County, Maryland," WorldLs Work 25:518-526, January, 1912. Medd, J.C., "Rural and Agricultural Education," Nineteenth Century 72: 1052- -1064, November, 1912. Mumford, F.B Education for Agriculture," Annals of the American Academy of Political and Social Science 43:19-20, March, 1912. Stowe, I. B., "Training City Boys for Country Life," Outlook 102:557-541, November 9, 1912. "Uncle Sam's Schools for Farmers," Craftsman 22:668, Sentember, 1912. floods, A. F., "Agricultural Education and Its Rela- tion to Rural Sociology," American Journal of So- ciology 17: 659- 668, March, 1912. "Agriculture in Public High Schools," Craftsman 25: 213- -215, November, 1915. "Agriculture in the High Schools, " Scientific Amer- ican 108: 554, June 21,1915. Dean, A. D., "Certified Milk and Certified Boys," Craftsman 23:680-687, March, 1913. Hume, A.H., "Spirit of Agricultural Education," Sci- ence, new series, 58:158-159, August 1, 1915. Hume, A.N., "Extension Teaching in Agriculture," Science, new series, 58:551-55A, September 5, W 1914 1915 1916 567 Nourse, G.F., ”Attracting Intelligent Farmers," ig- dgpendent 74:1145-1144, May 22, 1915. "Specialized High-School Curricula in Agriculture and Domestic Science," School Review 21:564-565, October, 1915. Brown, H.A., "Curriculum in Agriculture," School 3g- view 22:147-152, March, 1914. ourse in Agriculture," Elementary School Journal 15:91-95, October, 1914. Crocheron, B.H., "Real School," Forum 51:718-729, May , 1 914 0 "Home Classes in Practical Farming and Domestic Sci- ence for Groups of Farm Workers," Craftsman 26: 661-662, September, 1914. "Promoting Farming Efficiency," Literary Digest 48: 509-510, February 14, 1914. I 'C "Agricultural Instruction for the Millions," Scien- tific émerican 115:461, November 27, 1915. Bailey, L.R., "Forthcoming Situation in Agricultural Work," Science, new series, 41:297-506, February 26, 1915. Cunningham, D., "Rural Education that Counts," Country Life lg America 28:96, October, 1915. "Pig Assumes an Educative Role," Outlook 111:547- 548, October 15, 1915. Stimson, 3., "Massachusetts Home Project Plan of V0- cational Agricultural Education," School Review 25:474-478, September, 1915. Teall, E.J., "Training City Boys for Country Life," School Review 25:665-669, December, 1915. True, A.C.,;"Agricultural Education and Agricultural Prosperity," Annals gf the American Academy of £9— litical and Social Science 59:51-64, May, 1915. Bailey, L.R., "Forthcoming Situation in Agricultural Work," Science, new series, 45:77-87, January 21, 1916. "Boys' and Girls' Clubs in Agriculture and Home Eco- nomics in Massachusetts," School Review 24:765- 766, December, 1916. "Bulletin Bill," Countgy Gentleman 81:685, March 25, 1916. Butler, T., "Why Boys Should Know the Basic Facts of Agriculture," Progressive Farmer 51:6, January 1, 1916 a Clinton, G.P., "Botany in Relation to Agriculture," Science, new series, 45:1-15, January 7, 1916. 1917 568 Gibson, E.P., "Student Creamery at Duluth Central Hégg School," Hoard's Dairyman 51:698, May 19, 1 1 . Goddard, H.N., "Nature-Study in Agriculture," Scien- tiféc American Supplement 81:22-25, January , 191 . _f "Human Agriculture," Outlook 112:9-10, January 5, 1916. Knapp, B., "Education through Farm Demonstration," Annals g; the American Academy Q; Political and Social Science 67:224-240, September, 1916. Main, J., "Decline and Fall of a State System of Boys' and Girls' Agricultural Clubs," School ani Society 5:514-520, April 8, 1916. Maris, N.C., "New System of Education for Farm Boys and Girls in Oregon," Breeder's Gazette 70:9-10, July 6, 1916. Ostrolenk, 8., "Corn in the Classroom," Country Gentleman 81:629, 665, March 18, 1916. Parker, L.Y., "Poultry Course in City High School," Orangg Judd Eggmgg 60:25, April 1, 1916. Quick, H.,-"01d Dogs New Tricks," Countgy Gentleman 81:1191, 1205, June 10, 1916. Rothenberger, H.B., "Agricultural Education in Rural Schools," Practical Farmer 112:251, June 15, 1916. Smith, Z.M., "Agricultural Education in Indiana," Purdue Agriculturalist 10:15-15, June, 1916. Sterling, H., "Teaching Agriculture to Families," American Cigy l5:205+,August, 1916. Works,‘GTA., Boys' and Girls' Agricultural Clubs," School and Society 5:749-750, May 20, 1916. Abbott, L., "New Education: Making Farmers," 93t— 1ook 116:457-445, July 25, 1917. "Agricultural Education in the High Schools of New York State," American City, Town and Country Edi- tion 16:154-158, February, 1917. "Agricultural Equipment in Public Schools," A ricul- tural Gazette of Canada 4:699-705, August, €917. Blodgett, F.B., 1TDepartmental Organization in Agri- cultural Teaching," School Egg Society 6:668-672, December 8, 1917. Brown E.G., "High School Agricultural Club," KEE- ball's Da1r Farmer 15:459, June 15, 1917. Eaton, T. ., Possible Core for a Program in Agri- cultural Education," School 29g Society 6:755-761, December 29, 1917. - Galpin, C.J., "Rural Education the Base of Agricul- ture," Field Illustrated 27:559, May, 1917. Holden, P.G., "How to Vitalize the Teaching of Agri- culture," Co-qperative Manager 32; Farmer 6:51, April, 1917: 1918 569 Hurd, E.E., "How the Curriculum May Better Meet Pres- egt Day Social Needs," Education 57:548-556, May, 1 17. Newton, S.T., "Boys' and Girls' Clubs and the iublic School," A ricultural Gazette of Canada 4:981-985, November, 1917. ’- Porritt, E., "Agricultural Education in the United Sgates," Quarterly Review 228:515-552, October, 1 17. Rothenberger, W.H., "Farmer a Student," Practical Farmer 115:582, November 15, 1917. Taylor, H.C., "Essentials of an Agricultural Educa- tion," Hoard's Dairyman 55:4, January 26, 1917. "Vitalizing the Teaching of Agriculture in Rural Schools," American City, Town and Countgy Edition 17:525-528, October, 1917. 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Sexauer, T.E., compiler, "Selected References on Secondary-School Instruction; Agriculture," School Review 47:213-215, March, 1959- Stewart, R. P., "Financing Young Career Farmers; Bank Loans to Oklahoma F. F. A. Boys," Banking 31: 21- 22, 37-39, April, 1939. Stewart, R. P., "Porker Pyramid; Oklahoma FFA Build a Livestock Structure Based on Dollars-and-Cents Cgmgunity Gain," Successful Farming 37:26‘3May, 1 5 . Thomas, R.H., "Vocational Agriculture Column," High School Journal 22:35-36, January, 1939. Arthur, C.M., "Convention," School Life 26:23, Octo- ber, 1940. Arthur, C. 1'., "Farm Youth Best Loan Risks in Eyes of State Bankers," School Life 26: 63, November, 1940. Arthur, C. F., "Survey, An Analysis, A Plan for Voca- tional Agriculture in Tennessee, " School Life 26: 88, December, 1940. 1941 582 Arthur, C.H.,‘anmrKnow What They Nant; Types of Courses in Farm Mechanics," School Life 26:22, October, 1940. Arthur, C.M., "Vocational Summary; What Farm Opera— tors ani Managers Believe to Be the Most Essential Skills to Be Taught in Vocational Agriculture Classes in Montana," School Life 25:184, March, 1940. Curtis, H., "He Changes Hope to Certainty," Success- ful Farming 38:9+,February, 1949. Deyoe, G.P., "Course Builiing for Teachers of Agri- culture," Qurriculum Journal 11:513-316, November, 1943. Eckley, N.C., "FFA and NYA COOperate in Building a State Camp," Hoard's Dairyman 85:476, September 2, 1940. "Exchange of Classes," Clearing House 14:405, March, 1940. "Exploratory Study," School Life 2 :226+,Iay, 1940. Haverkamp, L., "Vocational Teacher 5 Summer Activi— ties," Purdue Agriculturalist 34:6+,February, 1940. "Jere Cooper Chapter Future Farmers of America, Dyersburg, Tennessee," Swine World 27:16-17, February, 1940. Lefforge, J.H., "Illustration Aids Education," P33- due Agriculturalist 34:12, April, 1940. Luers, D., "Experience Still the Best Teacher," Pyr— due Agriculturalist 35:14+,November, 1940. Ross, W.A.,?"Twelfth National Convention of F.F.A.," School Life 25:122-123, January, 1940. Sexauer, T.E., compiler, "Selected References on Secondary-School Instruction; Agriculture," School Review 48:213-215, March, 1940. "Tomorrow's Farmers; Bank of America Loans to Rural Youth," Banking 32:61-62, February, 1940. "Agricultural Education," Nature 148:573-575, Novem- ber 15, 1941. Armstrong, L.D., "Sooneration: Youth Service to the Community," Progressive Education 18:204, April, 1941. Arthur, C.M., "85 Percent; Effectiveness of Instruc- tion in Vocational Agriculture in Wyoming," School Life 26:285, June, 1941. Arthur, C.H., "Lot of Experience; Activities Tackled and Completed by the Sand Creek, Kichigan, F.F.A.," §9hool Life 26:251, May, 1941. Arthur, C.H., "Michigan Inau rates Farm Apprentice Plan," School Life 27:57, Egvember, 1941. Arthur, C.H., "Oregon Plan," School Life 26:251, May, 1941. 1942 383 Arthur, C.E., "604-Acre Farm; 132 Farming Projects Carried on by Vocational Agriculture Students in the Prospect, Ohio, Hijh School,” School Life 26: 221, April, 1941. Bane, J. L., "Milestones anzi Guiieposts in Agricul- ture and Home Economics," Journal of Home Econom- ics 33:148-151, March, 194 - "Electricity for Rural Youth, " Rural Electrification News 7: 14+, September, 1341. " lect tricity Goes to School, " Rural Electrification News 7: 21- -25, September, 1941. Getman, A.H., "Vocational Agriculture," Cornell Countrgman 38:89-90, March, 1941. Hartman, J.S., "Stuients Build a Farm Shop," School Activities 12:356, May, 1341. "Irwin Schenk ls Elected Aational FFA President," Purdue Agriculturalist 36:13, December, 1941. Lemons, E., Activities of lonca City Future Farm— ers," Hoard' s Dairyman 86:179fi March 10,1941. Luers, D., Activities of the F. F. A. 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Wilcox, J., "Through Participation," Cornell Country- mgg 38:49, January, 1941. “Agricultural Education; Need for Technical Train- ing," Times Educational Supplement 1416:298, June 20, 1942. 1945 384 Barrow, N.C., "Farm Mechanics to Receive Greater Em- phasis," School and Community 28:502-393, October, 1942. Carr, W.G., "Schoolboy Farmers?" School Executive 61:28, April, 1942. Chandler, N.E., ”Forty Years of Helping the Farmer with Knowledge," Science, new series, 95:565—567, June 5, 1942. "Effect of War on Vocational Agriculture Teac hers," Education for Victorj 1: 31, July 15, 1942. "Effect of War on Vocational Agriculture Teachers, Education for Victory 1:19, November 2, 1942. Hamlin, H.E., "Modern Vocational Agriculture; Reply to W.H. Chandler," Science, new series, 96:270- 271, September 18, l§42. "Perform 'Nartime Duties," Education for Victory 1:4, August 15, 1942. 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Dunk, N.E., "Six—Time Gold Emblem Winner; Flathead Chapter of Kalispell, Montana," Country Gentleman 119:58, July, 1949. Elmore, D., "I'm Happy to Be a Farmer," Scholastic 54:10, February 16, 1949. Emerson, A.E., "FFA Soil Conservationists," Country Gentleman 119:66, December, 1949. Fitzgerald, C.A., "To College, Through FFA," Country Gentleman 119:94, October, 1949. Haystead, L., "Does Jackpotitis Threaten Farm Youth," Country Gentleman 119:15+, June, 1949. Hilton,_E.?.,_"Agricultura1 Education and the Farms of Tomorrow," Education 73:11-15, September, 1949. Jones, J.P., "FFA Gum Farmer," Country Gentleman 119:78, September, 1949. Kunsela, W., "Help Wanted Now!" Cornell Countryman 46:6+, April, 1949. Martin, V.G., "Vocational Agriculture in the Public Schools," Education 70:57-42, September, 1949. McKay, C.R.,"Badio as a Teaching Aid in Agricul- tural Education," Journal g£ the Association for Education by Radio 8:102-105, May, lC49. 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"American Farm Youth in Action," Guernse Breeders‘ Journal 85:1445-1480, December 15, 1551. Ankeny,fiH.D., "Community Service Is Their Motto," Country Gentleman 121:108-109, March, 1951. Ballard, E.E., "Every Vo—Ag Boy a Conservation Farm— er," Soil Conversation 17:54-56, September, 1951. 1952 1953 391 Deyoe, a. P., "Contests a: mi Special Awards in Voca- tional Agriculture," North Central Association anrterly 25: 275-279, January, 1951. Durfee, A., "How to Start an FFA Boar Co-Op," Coun- tr Gentleman 121:125, April, 1951. A Boys Boost Better Seed, " ‘Vallace's Farmer 76: 22, October 6,1951. Flesner, L. G., "Forty-Five Sponsors Invested in Guthrie Oklahoma Dairy lrogram, " Jersey Bulletin 70: 94+, January 25, 1951. bHcleillv, D., "FFA Operation. . . Cooreration," News for Farmer COOperatives 18:19, April, 1951. Woois, G., "Three FFA's Form Co- -Op for Feed," News £33 Farmer Coogeratives 17:10, March, 1951. Anderson, R. 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M‘ I .1 {WV} HICHIGQN STQTE UNIV LIBRQRI T TTTTTTTTTT TTTTTT TTTTTTTTT TTTTTT TTTTTTTTTT TTT 1293106513306