A COMPARISON OF'TWO TYPES OF 4-H ELECTRIC LEADER PUBLICATIONS USED BY FIRST YEAR LEADERS IN MICHIGAN by C. Dean Allen A THESIS Submitted to the College of Agriculture of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Institute for Extension Personnel Development 1960 PREFACE This study was planned and designed to obtain information rela— tive to the most useful style and format of h-H club leader's manuals, particularly for first year leaders. Experience indicates that this first year is a critical time in the career of a 4-H club leader. Many new leaders terminate their leadership experience at the conclusion of the first year. This brief tenure is a source of concern because of its disruptive influence upon the 4-H club program in a community and be— cause the leader himself usually fails to develop his greatest leader— ship potential as an individual in the community. It is the hope of the writer that better u-H leader publications and improved leader tenure will be favorably influenced as a result of this study. The efforts of Einar G. Olstrom, along with Robert Maddex and County Extension Agents serving on the Michigan Electric Project Develop- mental Committee, resulted in the 4-H Electric Project Leader's Manual used in this study. A similar committee at the national level prepared the Leader's Idea Book, printed by the Westinghouse Electric Corporation, which was also utilized in this study for comparative purposes. Particular credit is due Dr. John T. Stone, former staff training officer of the Michigan C00perative Extension Service, for his assistance [and encouragement in developing the framework and questionnaire for this :research project. He was also involved in the preparation of the Leader's Iflanual designed for first year h—H leaders and used in this study. ii The guidance of the author's advisor, Dr. George H. Axinn, Associate Director of the Michigan Cooperative Extension Service, was particularly helpful in analyzing the data obtained and in organizing the information for effective presentation and use. Dr. William D. Eaten, statistician of the Michigan Agricultural Experiment Station was most helpful in advising on statistical procedures for the study. The worthwhile suggestions of Dr. Russell G. Mawby, Assistant Director of Extension, 4-H Club Program; Dr. Sheldon G. Lowry, Depart- ment of Sociology and Anthropology; Ralph L. Hamilton, Assistant Agri- cultural Editor, Information Services and.Mrs. Laurel K. Sabrosky, Research Analyst, Federal Extension Service, were very useful in the preparation of this thesis. iii A COMPARISON OF TWO TYPES OF 4-H ELECTRIC LEADER PUBLICATIONS USED BY FIRST YEAR LEADERS IN MICHIGAN by C. Dean Allen AN ABSTRACT Submitted to the College of Agriculture of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of _MASTER OF SCIENCE Institute for Extension Personnel Development 1960 Approved fl? M fi/fzm, ABSTRACT The effective involvement of adult volunteer local A-H club leaders is considered an essential aspect of the h-H program. First year leaders, in particular, are faced.with.many new responsibilities from which must result a satisfying experience if they are to continue their voluntary leadership responsibilities. One of the means for pro- viding essential teaching information to these leaders is through the use of publications. The content and organization of these publications is a responsibility of the Cooperative Extension Service. Knowledge of the most effective type of publication is important in serving the needs of h-H leaders; however, knowledge of this subject has been limited. Data used in this study was obtained from a.mail questionnaire to Michigan 4.x electric project leaders in 1959. A 63.8 percent response resulted in 333 returns. Two leader publications, the Leader's Idgg B22§_and.Leader's Mgggglpwere available to counties for the first time in the fall of 1958 and were assigned to counties on a.matching baSis. The Leader's Mgggglpwas a.meeting-byameeting outline with rather specific suggestions for the leader to follow while the Leader's Eggs ngggwas organized tOpicAby-tOpic with rather general suggestions for the leader. First year leaders using the meetingéby-meeting publication‘were found to have a statistically higher percentage of members completing the project, expected a greater increase in their club.membership for the coming year, and made greater use of games and recreation ideas in their club program than did users of the topic-by-topic publication. First year leaders using the Leader's Mggggl.also scored higher than comparable users of the Leader's lggg Egg§_ n willingness to lead n.4-H club next year, holding of local achievement programs, goal accomp- lishment as defined by the leader, expected club membership the following year, on usefulness of the publication for selected types of infermation and rated their clubs higher on a composite score of club performance. However, none of these scores were statistically different between the two groups. Experienced h—H electric leaders evaluated the usefulness of the two publications somewhat differently. Those using the Leader's uggggl scored significantly higher on the frequency of local club achievement programs. Thq also indicated a higher percent of members completing and were more likely to indicate a willingness to continue A-H club leader- ship for the following year. EXperienced leaders using the Leader's lggg; gggg,made significantly greater use of games and recreation ideas and expected a greater increase in their club membership. They also indicated greater goal accomplishment in their own minds, had.more members knowing the club pledge, and rated their clubs higher on a composite scoring of club performance. The two publications appear to be of about equal value to experienced A-H leaders. Leaders who had a thorough explanation of good quality regarding the use of their leader publication considered the publication to be more useful than did leaders not receiving a good explanation. Those leaders not attending training meetings found the leader publications more useful than did those who attended training meetings. A personal, face-to-face contact in presenting the leader publication to leaders vi resulted in greater usefulness than did distribution at a meeting or by mail. Intent to continue fl-H leadership was positively correlated to attendance at leader training meetings and with having assistance from County Extension Agents and Power Supplier Representatives. These findings have implications for Extension personnel respons- ible for hufi leader publications. In general, the specific, meeting-by- meeting publication is more useful to the first year 4-H leader than is a publication organized by topics or sections and the type of publica- tion influences the leader with reapect to club programming and continua- tion of #—H leadership for the youth of the community. Chapter I II III IV TABLE OF CONTENTS II‘rYRODUCTIONoeoeeeooeeeeeeeeeee Role and Function of the h—H Leader. . NQGdS Of Leaders 9 e e e e e e e e e e e e e e e fajor HypOthBSiS e e e e e e e e e e e e e e e o Sub-Hypotheses e e e e e e e e e e e e e e e e e Hypothesis Relating to Experienced Leaders . . . Related Areas of Concern - Secondary Hypotheses. REVE’JOFLITLTLATIFIeeeeeeeoeeeeeee METHODOLOGY. 0 e e e e e e e e e e e e e e e e e 0 Selecting the Stlldy GI‘OUp. e e e e e e e e e e 0 Developing the Questionnaire . . . . . . . . . . Obtaining the Information. 0 e e e e e e e o e e PRESENTATION AND ANALYSIS OF DATA. 0 e e e e e o o Accomplishment of First Year Leaders . . . . . . Member C0mpletion. e e e e e e e e e e e e e e 0 People Who Assisted Leaders. . . . . . Effect of Manual Upon Members Learning the 4-H Pledge. Use of Recreation Ideas. . . . . . . . . . . . . Local Club Achievement Programs. . . . . . . . . Satisfaction of First Year Leaders . . . . . . . Willingness to Continue 4-H Club Leadership. 003.]. Accomplishment. e e e e e e e e e e e e e o Anticipated Clllb Membership. 9 e e e e e e e e e Leaders Rate Their ClUbS e e e e e e e e e e e e Experienced Leaders Evaluated. . . . . . . . . . General Information Relating to Use of Leader Publications. . . . . . . . . . . . . . Amount and Quality of EXplanation. . . . . . . . Attendance at Training Meetings in Relation to Usefulness of the Publication. . . . . . . . . Other Publications Compared. . . . . . . . . . . Means of Presentation of the Leader Publication. Training Meeting Attendance as Related to Continuation of Club LefuTlL’Y’S-hip. . . . . . . . Professional Assistance to 4-H Leaders . . . . . STATISTICAL PRCCEDURES . . . . . e . . . . . . . . viii O Page 16 Chapter VI SUEM RY AND CONCLUSIONS . Summary of Findings . . Recommendations . . . o BIBLIOGRAPHY. . . . . . . APPENDIX A Questionnaire APPENDIX B Tables . . . . APPENDIX C Publications Used in the Study. . . . . Used in O O . . O O O O the Study C) \_;x Table 1 Division of Michigan Counties according to leader publication used in 1959, number of 4-H members, 4-K leade s, 4-H Extension Agents in 195?, and Extension districts of the state . . . . e e e e e 2 Summary of questionnaires returned by years of leadership experience and publication used by Kichigan 4-H electric leaders, 1959. . . . . . . . \JO AVerage number of 4-H electric mcmters enrolled and completed according to the leader publication used by first year leaders in Michigan during 1959 4 Kinds of peOple who helped first year electric leaders according to the leader publication used by these leaders in Michigan during 1959 . . . . . \fi Number of games and recreation ideas used by first year 4-H electric leaders in Michigan as to type of leader publication used in 1959. . . 6 Frequency of local 4-H club achievement programs according to leader publication used by first year electric leaders in Michigan during 1959. . . 7 Percent of first year 4-H electric leaders in Michigan willing to lead a 4-H electric club next year by type of publication used in 1959. . . 8 Goal accomplishment as reported by first year 4-H electric leaders in Eichigan as to type of leader publication used in 1959. . . . . . . . . . 9 Expected club membership for the coming year as reported by first year 4-H electric leaders in Michigan according to the leader publication ‘lse(1 in 1959 O O O O O 0 O O O O O O O O O O O O 0 10 First year Michigan 4-H electric leader's ratings of their club's performance on related factors according to the leader publication used in 1959 . 11 Accomplishments and satisfactions of experienced Michigan 4-H leaders in relation to the publica- tion USBd in 19590 e e e e e e e e e e e e e o e e 26 33 35 36 37 39 4O 41 43 L_. {x Table 12 13 12+ 15 16 17 18 19 20 1 Michigan 4-H electric leaders VPPV-USPfUl ratings on usefulness of their leader publica- tion in relation to the amount and quality of explanation received for using the publication in 1959 O 0 O O O O O O O O O O O O O O O 0 O O O 0 Summary of publication usefulness for Kichigan 4-H electric leaders in relation to amount and quality of explanation received for using the publication during 1959 (based on Table 12) . . . . Attendance at 4-H leader training meetings according to type of meeting and frequency of attendance by Michigan 4-H electric leaders during 1959 o o o o o o o o o o o o o o o o o o o o Usefulness of 4-H leader publication in relation to training meeting attendance by Michigan 4-H electric leaders in 1959. o o o o o o o o o o o o 0 Relative usefulness of publications commonly used by Michigan 4-H electric club leaders according to 4-H leadership experience. . . . . . . Usefulness of 4-H leader publications by means of procurement by Michigan 4-H electric leaders in 1959 o o o o o o o o o o o o o o o o o o o o o 0 Training meeting attendance in 1959 by Michigan 4-H electric leaders as related to willingness to lead a 4-H club next year. . . . . . . . . . . . Percent of Michigan 4-H electric leaders willing to continue 4-H club leadership as related to assistance from County Extension Agents and Power Supplier Representatives. . . . . . . . . . . Analysis of variance pertaining to the discriminate functions as applied to Michigan first year 4-H electric leaders ratings of selected types of information from two publications . . . . . . . . . Page 46 47 48 53 CHAPTER I INTRODUCTION The successful involvement of adult volunteer local 4-H club leaders is considered as an essential aspect of the 4-H club program in Michigan. This leader is a teacher, advisor, counselor, helper, confidant, and all-around handyman to the members of his or her 4-H club. But more important, he or she serves a vital role in the process by which educational experiences in the 4-H club framework are made available to young peeple of his community. Superior, or even satisfactory, performance of the responsibili- ties of a club leader depend upon the information, training and assist- ance given him, as well as the knowledge and capabilities which he, himself, brings to the task. _This study is primarily concerned with those aspects of assistance and training which may be provided through means of publications, par- ticularly leader manuals. Particular attention will be given to publi- cations for first year leaders since early experiences, satisfactions and accomplishments appear to influence continued participation as a leader. ' Sabrosky and Kelley recently expressed this in broader terms as follows: we all do our work well if: 1) we have the personal satisfaction of doing a good job, 2) we feel personal security in the job. This...is true for volunteer 4-H club local leaders.1 1Laurel K. Sabrosky and Fern S. Kelley, Let's Strengthen ng_Local 4:H Leader Trainin , a booklet based primarily on a study in 10 Western states involving 3,307 local leaders in 33 counties. (U. S. Department of Agriculture, Federal Extension Service, 1959) p. 1. The brief average tenure of local volunteer 4—H club leaders in Michigan has long been a major concern of the professional Extension worker. Many efforts have been directed towards solving this problem through better training of leaders in meetings, personal visits and letters as well as a multitude of publications. However, few of these publications were written specifically for leaders and rarely were they directed primarily towards the new or first year leaders. In a program such as 4-H club work, the personal satisfaction of the volunteer adult leader is considered as paramount to his continuation in this role. A chief source of this satisfaction comes in knowing that he or she has performed well as a leader in the eyes of club members, parents, other leaders and Extension agents. Satisfactory performance and confidence in his role as a leader depends largely upon knowing what is expected of him. Role and Function of the h—H Leader ‘While several terms may be used in describing the role of a h—H club leader, he must first be a teacher. For unless the leader teaches others and assists them in broad educational experiences, the Cooperative Extension Service has little justification for using public funds for promoting the 4-H club program. Ideally, this is the notion of the role of a local fi-H club leader. Of course, in actual practice, the leader may not always achieve these criteria in his day-to-day functioning. Along with the educational em- ;phasis of the program, the informal, outside-the-classroom aspect should IDe recognized as important. Whether the club meets in a home, a work- Sliop, a public hall or in the school, the atmosphere is one of informality between club members and their leader when contrasted with the typical classroom situation. The essential role of the leader is one of guid- ing rather than directing and ordering. He works with people rather than for them and strives to be identified with the group rather than above the group. Many factors, both positive and negative, influence the nature of the leadership provided in a given situation. The mode of Operation for a leader may often be determined by chance as well as by intent. Busch points out how leaders may frequently acquire a pattern or procedure for their guidance of a group: Probably the majority of leaders have never thought out their procedures in terms of social objectives, but have consciously or unconsciously patterned their leadership after that of a morezexperienced person who has appeared successful in group work. In Extension, the objective is to teach lay leaders by example, but more than that, a desire to provide them with a conscious knowledge of what to do, how to do it, and why it is important and desirable. Frequently, effective training is accomplished through an exchange of ideas among volunteer leaders, though this training is not always brought about by direct efforts of the professional worker. It frequently oc— curs as a part of normal leader-to-leader contact. According to Roberts, the leader will perform best when he knows that: The leader should encourage the kind of atmosphere and settings whereby all aspects of learning, not subject matter alone, can be explored, eXperienced, and evaluated.3 2Henry M. Busch, Leadership in GrouhWork (New York: Association Press, 1934), p. 120. 3Dorothy M. Roberts, Leadership 2£_Teen-Age Groups (New York: Associa- tion Press, 1950), p. 111. Thus, the professional's expectations of the volunteer leader may be idealistic, perhaps higher than the volunteer feels capable of achieving. However, if he can be made aware of his need for information and train— ing for the performance of his responsibilities without becoming so afraid of his leadership role that he withdraws entirely, there then exists a leader ready to accept training through meetings, publications and other media available. The Extension agent may find himself in this situation in the 4-H club program: Amateur performance by the clientele must be fostered, but the direction should be expert, both in content and in methods of leadership. If competent people can be secured as volunteer leaders or teachers, an unusually happy condi- tion obtains. The criterion, however, is competent perform- ance. The new leadership must know how to stimulate interests, how to develop confidence in the individual and cooperative ability in the group and how to overcome the comfortable lethargy which so afflicts passive audiences. The above references briefly outline the role of the volunteer leader and indicate some of the concerns of the professional workers who guide this leadership. Needs of Leaders While training meetings may be looked upon as the chief means of training leaders, it is known from the experience of most Extension agents that many leaders do not attend meetings. A further examination of this situation will be made in this study in Chapter IV. The western States study by Sabrosky and Kelley reports that, "Almost half - #5 percent - of the local leaders in the study attended no county training meetings."5 The writer's experience would indicate this might also be “Busch, QB. git., p. 8-9. 5Sabrosky and Kelley, 92, git., p. 3. considered typical of the situation in parts of Michigan, though some counties have greater participation. If a major portion of the 4-H club leadership is not being reached through training meetings, other means of assisting leaders in the several areas of competency must be devised. The above statements are accepted as true for both task and main- tenance type leadership functions even though the volunteer leaders may initially possess greater competency than most others in the community. As pointed out by Jayner, "Leaders in a particular field need and tend to possess superior general or technical competence or knowledge in that area."6 The concern is that leaders are not trained as well as they can or should be trained. The value and use of leadership competencies is better understood through further examination of the leadership role by Jayner, "...task relevant information as applied in this experiment seemed to function as acxtalyst in the leadership process, rather than as a principal agent."7 The h-H leader finds that task skills which he brings to bear upon the situation serve to promote the objective of the group but not the program itself. Also of significance is Jayner's hypothesis that, "...in a group problem solving situation individuals who possess task-relevant informa- 'tion will attempt a greater number of leadership acts than individuals 'who possess no task relevant information"8 6Christian Jayner, Psychological Monographs, ed. John K. Hemphill, Pepinsky, Shevity, LXX, No. 70 (1956) p. 3 quoting Jenkins. 71pm, p. 15. 81bid, p. 22, a hypothesis which his findings support. Briefly then, this hypothesis points out the need for equipping h-H club leaders with publications containing information relative to the task in group problem solving activity. To the writer, this would seem to be equally true of information relating to group maintenance functions of the 4-H leader. The means of imparting these two kinds of information may vary depending upon the situation. Sanderson also recognizes the circumstances found in 4—H club work: Certain positions of leadership are dependent upon know- ledge of subject matter or method of work. This may be gained through helpful literature prepared for this purpose and to which the leader may refer. This may be in the form of Specially prepared leaflets such as those furnished 4-H club leaders by the state colleges of agriculture, a book such as the Girl Scout Handbook, or it may be a feature of a weekly or monthly paper or magazine issued by the organization con- cerned as, for example, the Lecturer's Column in the National Grange Monthl . Conferences of leaders, study classes or training schools are also means to the same end. Apparently, Sanderson feels that Extension has made a contribution to the work of the volunteer leader via publications. However, he does not site research indicating the usefulness of such publications. The concern of this study is to seek information that will improve publica- tions for h-H club leaders from a content and format standpoint. Perhaps Burr's comment aptly described a desirable circumstance for professional h-H workers as well as for the local volunteer club leader: Variety of experience means greater opportunity for the individual concerned to get facts, develop habits, modify 9Dwight Sanderson, Leadership for Rural Life (New York: AAssociation Press, 1940) p. 88. /‘ habits in a constantly expanding life, think in new situa- tions, and participate in such situations.1 Leader publications have indicated their possible usefulness to the 4-H leader in that they may help provide relevant information that will assist in bringing about this variety of experiences referred to by Burr. Granted, reading does not insure application. It does provide a means of securing information, a necessary prerequisite of application. There is now a particular need for refining the techniques and presentation of published information to leaders in its most usable form and determining what types of information can best be imparted in this manner. Four purposes of the leader publication are evident from the pre- ceding discussion: 1. To provide task-relevant information for the h—H club leader. 2. To provide group maintenance type information for the h—H club leader. 3. To serve as a substitute for training received through meetings and other media. h. To supplement training received through meetings and other media. There is also a need to know more about how leaders can be moti— vated to use the publications available, another responsibility of Extension workers. 10Walter Burr, Community Leadership, (New York: Prentice-Hall, 1929), p. 88. ”w‘fll urn-v :- -w_.n—-—-‘a ah-..” 1--1 - If the premise is accepted that knowledge of 4-H club leadership responsibilities is an important aspect in gaining needed satisfaction from the role, Extension workers are then faced with a broad problem. This problem is how to teach or train the leader in the many areas of competency needed for effective club leadership and development of the leader as an individual. The traditional emphasis upon training meeta ings, personal visits and letters, while helpful, has not always accomp- lished this to the desired degree. In Michigan, the Cooperative Extension Service has placed an increased emphasis upon the publication of leader manuals in the various projects available to club members in Michigan. Leaders have generally said these publications have been helpful. How- ever, each author is inclined to use a different type of organization for the content of his leader's manual and to place greater or lesser emphasis on various points, depending upon his own background and experience. A review of literature as discussed in Chapter II indicates that this Specific field of study is virtually unexplored with respect to the organization and content of manuals for new leaders. This situation indicatesihe need for research in the area of publications for h—H club leaders, particularly for those leaders assisting with the program for the first time. It is the intent of this study to find answers to some of these problems, particularly those problems related to the organization of the subject matter within a leader's manual. An attempt will be made to test the hypothesis that specific, meeting-byameeting outlines of what 'the leader should do and how he should do it are superior to a topic-by- topic or general approach to printed leader manuals. Major Hypothesis The major theoretical hypothesis of this study is that more satisfactory first year leader performance and first year leader satis- faction will result from the use of a specific meeting-by—meeting manual of procedure than from a general topic-by-topic manual among first year h-H electric project leaders. This hypothesis, which will be supported by statistical sub- hypotheses, may be better understood by referring to the publications used in this study. The Leader's Mggg§l_(Appendix C) is a procedural outline for leaders to follow. It begins by suggesting how the leader may organize a h—H club, where to obtain information and help, details of what to do at the first meeting, and a two page outline to follow for each succeeding meeting. It encompasses ideas for teaching subject mat- ter, recreation and business sessions. Contrasted with this is the Leader's Ig§§_§ggk_organized by topics or sections (Appendix C). These topics include an introduction, explana- tion of the electric program, literature helps, personnel available, planning the club program, meetings, publicity, recreation ideas, demon- strations and activities. A nationawide publication such as the Leader's lg§§;ngg.is, of necessity, more general in nature than was the Leader's Mggggl prepared for use in one state. This is because of the variation between #-H pro- grams of the various states with the resulting lack of specificity in a publication acceptable to all states. While the evaluation of a 4—H leader publication cannot be fairly and completely based upon one or even a few points, it is within the 10 scope of this study to evaluate several points of major significance in the preparation of such publications. Performance of leaders is measured by their accomplishment of certain goals including the percent of members completing projects, involvement of suggested resource people, percent of members learning the 4-H club pledge, use of recreation and whether or not a local club achievement program was held. Leader satisfaction is defined for the purpose of this study as willingness to continue club leadership, a feeling of accomplishment and the giving of a high rating on his club program by the leader. Measure- ment of satisfaction is based upon whether or not the leader is willing to serve as a leader again, the extent to which he feels the club ac- complished its objectives and upon his rating of the club on selected points typical of a club program. The anticipated membership in the club next year is used as both an indicator of accomplishment and satis- faction, in that club growth usually depends upon a program of interest to members and an interest and willingness to increase membership on the part of the leader. This study is based upon the assumption that the first year h—H electrical club leader is usually uncertain of procedures, lacks know- ledge of 4—H program information or electric subject matter or both and is apt to be at a loss as to how he should proceed unless provided with a simple guide which he can easily follow. His situation is similar to that stated by P. 0. Davis, "When farmers read a bulletin they expect it to be 'directions on the bottle.‘ They do not read it for inspiration or general information but to learn concise facts."11 It is assumed that 11P. 0. Davis quoted by Wilford D. Porter and'W. A. Sumner, Measuring Format and Style pf Agricultural College Bulletins, Part I, Bulletin 7 11 the new h-H leader is relatively unconcerned about variety and enrichment of the program though he may have an over-riding concern as to what to do and how to do it for his next club meeting. This new leader prefers specific suggestions to a "pick-and-choose" situation. He will be better satisfied and perform more competently when given a publication that con- veniently fulfills his needs. In contrast with this inexperienced leader, it is assumed that the experienced leader has mastered the routine techniques of conducting h—H club meetings, perhaps not perfectly, but, to the extent that the typi- cal meeting is easily handled. Therefore, the eXperienced leader will prefer a publication offering a variety of suggestions from which he may choose ideas that add variety and enrich his club program. Sub-Hypotheses As pointed out above, selected statistical sub-hypotheses were used in the study in support of the major hypothesis. These sub-hypotheses relate to leader accomplishment and leader satisfaction among first year leaders. They are related to the manner in which relevant information is presented in the two types of leader publications. Relating to Accomplishment 1. The percentage of enrolled electric club members who complete elec- tric projects will be higher in clubs where new electric leaders have used the Leader's Mggggl than in clubs where new electric leaders have used the Leader's Idea Book. Department of Agr. Journalism, University of Wisconsin, (Madison, 1936) p. 13. 3. 5. 1. 3. 12 The percentage of new electric leaders securing assistance from Extension agents, power supplier representatives, county project chairmen, junior leaders and other leaders will be higher in clubs where new electric leaders have used the Leader's Manual than in clubs where new electric leaders have used the Leader's Idea Book. The percentage of members who will learn the h-H club pledge will be higher in clubs where new electric leaders have used the Leader's Manual than in clubs where new electric leaders have used the Leader's Idea Book. The number of recreation ideas used will be greater in clubs where new electric leaders have used the Leader's Manual than in clubs where new electric leaders have used the Leader's Idea 2923, The percentage of new electric leaders conducting a local achievement program will be higher in clubs where new electric leaders have used the Leader's Manual than in clubs where new electric leaders have used the Leader's Idea Book. Relating to Satisfaction The percentage of new electric leaders willing to lead a #-H club next year will be higher in clubs where new electric leaders have used the Leader's Manual than in clubs where new electric leaders have used the Leader's Idea Book. The feeling of goal accomplishment will be higher in clubs where new electric leaders have used the Leader's Manual than in clubs where new electric leaders have used the Leader's Idea Book. The anticipated membership for the coming year will be higher in clubs where new electric leaders have used the Leader's Manual than 13 in clubs where new electric leaders have used the Leader's Idea 2295. 4. The leader's rating of club performance on related program.factors will be higher in clubs where new electric leaders have used the Leader's Mggggl than in clubs where new electric leaders have used the Leader's Idea 2225, Hypothesis Relating to Experienced Leaders The previous hypotheses have been concerned primarily with the first year leader. While much of the general discussion is also ap- plicable to the experienced leader, it is recognized that he is not faced with the same problems in the same way as the inexperienced lea- der. The experienced leader may be less concerned with specific direc— tions and have a greater interest in general suggestions for activities and ideas that will add variety and enrich his club program. The resulting theoretical hypothesis from this reasoning is: More satisfactory experienced leader performance and satisfaction will result from use of a general topic-by—topic publication than from a specific meeting—by-meeting manual of procedure. This is the opposite of the theoretical hypothesis for new leaders. It will be tested by reversing the same statistical hypotheses used for testing the publications with first year leaders. Related Areas of Concern - Secondary_Hypotheses As a part of this study, information was collected on certain points related to the use of publications in addition to the major con- cern with publication content. This portion of the study included ex- perienced leaders as well as new leaders in the data. Hypotheses 14 relating to all leaders, regardless of tenure in this aspect of the study are: 1. The usefulness of a leader publication to leaders is positively correlated with the amount and quality of explanation received regarding the use of the publication as judged by the leaders. 2. Usefulness of a leader publication is related to the degree of face-to-face personal contact in the presentation of a leader publication to the intended user. The means of presentation, whether by the Extension agent, another leader, at a meeting or by mail is correlated with usefulness of the publication as in- dicated by the user. 3. Leaders who do not attend leader training meetings make greater use of a leader publication than those leaders attending training meetings. This hypothesis is tested by asking both groups of leaders to rate the usefulness of their Leader's Manual or Leader's 4. A publication designed specifically for electric leaders will be considered more useful by electric leaders than will related reference publications. Here a comparison of the usefulness rating of the Leader's Manual or Leader's Idea Book will be made with a similar rating of related reference publications frequently used by 4-H electric club leaders. 5. The percentage of leaders willing to lead a 4-H club next year will be higher in clubs where leaders had assistance from County Exten- sion Agents and/or Power Supplier Representatives than in clubs without this professional assistance. F— fiasfia; 15 These five secondary hypotheses, along with the nine statistical sub-hypotheses in support of the major theoretical hypothesis and the hypothesis concerning experienced leaders, are tested with the responses of Michigan 4-H electric leaders to a mail questionnaire. The following review of literature is helpful in further setting the framework of the Stlldyo CHAPTER II REVIEW OF LITERATURE A search of literature has proven rather fruitless in terms of previous studies related to the use of manuals, guides or handbooks by leaders of youth groups. A few studies on communication via publica- tions relate to this problem. As an indication of the relative newness of this field of evalua- tion, Porter and Sumner, in 1936, reported: "A survey made of available literature dealing with the methods of bulletin building showed that little has been written on this subject. Few studies have been made regarding the best practices to follow to insure reader interest and reader understanding with such publications."1 Research since that time has added to the body of knowledge related to their general means of communication. However, specific comparative studies of the use of 4-H leader publications have not been found by this writer. Several authors do present useful information under the broad category of leadership and some of their works are cited in reference to this study of 4—H club leader publications. The need for successful involvement of the volunteer leader in 4—H club work was discussed in Chapter I. Commenting on the need for competent leadership in any voluntary organization, Sanderson believes: 1Porter and Sumner, Measurigngormat and Style QflAgricultural College Bulletins, Part I, (Madison: Department of Agricultural Journalism, University of Wisconsin, 1936), p. 2. 17 The key to the group is the group leader. Hence, if the group life is to be permanently strengthened, the fundamental problem is to develop and strengthen its leader- ship. Unless real group leadership is developed, the work of the professionalibader, however brilliant it may appeag to be, will have but little permanent value to the group. Thoughts similar to the above are a frequent concern to every professional youth worker in Extension. Even successful efforts in leadership development and training satisfy professional workers only momentarily because of a recognized need for continued improvement. Sanderson again comments: As mankind has progressed in social organization, the fact that a leader is essential for group activity has been increasingly recognized, until the leader has come to be considered a necessary institution of all organized group lif803 These statements help to clarify the basic need for leadership in the local 4—H club and imply that the group leadership described is voluntary in nature. Certainly, this is the situation in 4—H club work. Extension publications have been shown to be effective. A study by Gallup and Frutchey reported that, "... interviews with homemakers later showed that in general they read ... and used the information con- tained in them."4 This study referred to the use of a leaflet style 2Dwight Sanderson, 92. 912., p. 110. 31bid., p. 22. “Gladys Gallup and F. P. Frutchey, "Readability of leaflets used in neighborhood-leader systems in North Carolina," Findings from Studies pf Bulletins, News Stories and Circular Letters, F.E.S. Circular 488, ed. Lucinda Crile (Washington, D.C., Federal Extension Service, 1953), p. 30 18 publication distributed in underprivileged communities. The usefulness of 4—H leader publications is brought out further in Chapter III. More directly related to the 4—H publications study at hand, a Wisconsin study by E. C. Rowles on the use of subject-matter circulars and plans for demonstrations and discussion revealed that: Little time is Spent at home preparing for meetings. Illustrations and simple charts are helpful. Simple words should be used. Plan sheets should be easily adaptable to meet local difficulties.5 The above report reflects, to a considerable extent, the philosophy of John T. Stone as he assisted in the preparation of the Leader's Manual used in this study and counseled with this writer in planning this study.6 A previously stated hypothesis in Chapter I was that the inex- perienced leader desired specific directions for conducting his 4—H club program. An implication of Hall's study concerning specificity was that: Insofar as they can be given, people want answers to their questions. Details which seem obvious to authors should not be omitted .... Several respondents asked for a schedule which would give them something to work toward. 7 5E. C. Rowles, "A Study of the Use Which Project Leaders Are Making of the Subject Matter Circular and Plans for Demonstrations and Discussion Supplied to Them for Teaching Purposes," Ibid, p. 6. 6 Interviews with John T. Stone, Staff Training Officer, Michigan Co— operative Extension Service, January - March, 1959. 7Emilie T. Hall and others, A Studz gggwomen-s opinions gprEQIExten- sion Homemaking Bulletins, (Ithaca, New York State College of Home Economics at Cornell University, December, 1958) p. 7. 19 From a reading of the Leader's Manual and Leader's Idea Book, it is ap- parent that the Leader's Manual is, in general, more specific in giving directions and answers while the Leader's Idea Book tends to give a choice of several possible answers or ideas for the leader. Hall also indicated that, "Apparently people expect the table of contents in the bulletin-type publications to be up front . . . where 8 readers probably tend to look for it." This observation further sup- ports the Leader's Manual which has a table of contents inside the front cover while the Leader's Ig§§;ng§ has no table of contents (See Appendix C). Spink9 conducted a study related to the use of the Leader's E2222; with interviews of 14 Jackson county 4-H leaders as a follow-up of this study. Of the leaders interviewed, 93 percent felt that the manual stated what a 4-H leader was to do. The same proportion indi- cated that the publication was convenient to use and that the informa- tion was adapted to the total 4-H program. Twelve of the fourteen inter- viewees stated that they would like to see the same type of organization used in other 4—H leader manuals. Spink also found that 79 percent of the leaders interviewed followed the meeting outlines "completely" or "quite closely."10 They also indicated that the publication was helpful because of the way it was organized and saved time in planning meetings. Spink also concluded 8Ibid, p. 6. 9Harold Spink, "Evaluationcf 4-H Electrical Leader's Manual" (unpublished paper, Institute for Extension Personnel Development, Michigan State University, 1959) p. 2. 10___.Ibid9 P0 30 20 that the publication seemedib be of greater value to first and second year leaders than to more experienced leaders. Efforts to discover research reports from other youth serving agencies utilizing leader publications, such as churches, Boy Scouts, Girl Scouts and the YMCA failed to Show evidence of other studies of this nature. It appears to the Writer that this is probably the first study in this area. However, the information presented in this brief review of literature does provide an orientation and background for the findings presented in the following chapters. CHAPTER III METHODOLOGY A comparative approach was used for this study since the primary emphasis was on the comparative value of two types of publications to be used by first year 4-H electric club leaders. Leaders of 4—H electric clubs or electric project groups within community-type 4—H clubs were a readily available group for the study because new bulletins representing the two types of publications to be evaluated became available for 4—H electric leaders at about the same time. Selecting the Study Group {ember enrollments for the previous year (1958) were studied and the 83 counties of the state were divided into two groups. Composition of the two groups of counties were equalized in so far as possible by a pairing of counties. Members of a pair were matched to the extent pos- sible according to these criteria: 1. 2. 3. 4. 5. Number of electric club members. Estimated number of electric club leaders. Number of Extension Agents devoting full time to 4—H Club work. Power suppliers serving the area.1 Geographic location in Michigan. 1Electric power suppliers Serving Michigan are Consumers Power Company, Detroit Edison Company and several smaller private utilities and electric cooperatives. 22 This division of the counties, as shown in Table 1 and in detail in Appendix B, was intended to counteract bias which might possibly be induced by such factors as Size of the electric program in the county, assistance to local clubs by Extension agents and power supplier repre- sentatives and geographic factors. Table 1 Division of Michigan Counties According to Leader Publication Used in 1959, Number of 4-H Members, 4—H Leaders, 4—H Extension Agents in 1958 and Extension Districts of the State Publication Members Electric Extension No. of Counties Total Enrolled Leaders Agents by districts Counties E. w. N. UOP. Leader's Idea Book 1520 306 29 10 11 12 8 41 Leader's Manual 1497 307 30 10 11 14 7 42 Totals 3017 613 59 20 22 26 15 83 The estimated number of electric leaders was based upon informa- tion in the county FES—212 for 1958, the same source used for actual member enrollment data. While fluctuations occurred between the base year, 1958, and the test year, 1959, it was necessary to assume that these variations would balance between the two groups. One group of counties was assigned to receive the Leader's Idea Book, the other group was designated to receive the Leader's Manual. Form FES-21, Annual Report of County Extension Agents. 23 The Leader's Idgg'gggk became available in early October of 1958 but it was not distributed until mid-November when the other publication was re- ceived. The two were distributed simultaneously to the respective coun- ties. This timing of the distribution eliminated bias that might have been introduced had one publication been available to leaders earlier than the other. By the time that leaders received their publications from the county Extension office, many of them had already organized their clubs. While this may have influenced responses to certain parts of the questionnaire, there was no indication that such influence would be more pronounced for one group than for another. Parenthetically, it should be pointed out that formal educational experiences of leaders was not included in this study as a control fac- tor. Rather, it was assumed that this would be equalized between the two groups of leaders selected through pairing of counties by criteria discussed previously. Further indication that educational attainment would not influence results of this survey is given by Hall in her con- clusion that, "As a group, the women with less schooling had used the bulletin to the same extent and in the same ways reported by the women with more schooling."3 Each county Extension office was asked to provide the names and addresses of all 4-H electric club leaders in their county during March, 1959 so that questionnaires could be mailed to all electric leaders in the state. All electric leaders in the state were surveyed in an effort to secure as complete coverage as possible. The number of responses 3Emilie T. Hall and others, Homemakers' Opinions g£_gg Extension Bulletin, Bulletin Study, Part I, (Ithaca, New York State College of Home Eco- nomics at Cornell University, May, 1956), p. 5. 24 from this coverage was larger than a sampling of the population of electric leaders would have provided. It was intended that the larger number of responses would give greater opportunity to apply statistical analysis techniques to the data. Developing the Questionnaire A mail questionnaire was chosen as the most efficient means of obtaining the views of the many 4-H electric leaders located throughout the state in terms of time and money available. ‘While the mail ques- tionnaire is limited in scope to the written responses to prearranged questions, it has certain advantages. Among the advantages of mail questionnaires listed by Jahoda are: 1. Less expensive than the interview. 2. Requires less skill than interviewing. 3. Can be applied to large groups simultaneously. 4 It is recognized than an interview offers greater flexibility, an opportunity to rephrase questions for better understanding and greater Opportunity to evaluate the validity of responses. The interview is more effective in revealing complex or emotionally clouded areas. In comparison with many kinds of social research, this study is simple and direct rather than complex. Illiteracy among potential respondents was not considered to be - a problem. Jahoda also points out that, "The people who return ques- tionnaires . . . are usually the more interested, the more literate, the more partisan section of the population."5 IMarie Jahoda, Morton Deutsch and Stuart W. Cook, Research Methoding Social Relations, (New York, The Dryden Press, 1951), p. 156. 5Ihid. , p. 157.60. 25 Interest may have been a major factor in the return of question- naires in this study in that the more interested leader may have been more likely to return the questionnaire. The writer doubts that literacy or partisanship were factors influencing questionnaire return. Consider- ing the above advantages and disadvantages of the mail questionnaire technique, it was decided that this would be the best approach to polling the 4-H electric leaders of Michigan. The development of the questionnaire was guided by several im- portant factors. 1. Factors relating to the effect of publications about which information was desired. 2. Types of information that could be obtained by mail questionnaire. 3. Appearance, length and simplicity - factors that would encourage return of the questionnaire. 4. Control factors needed in the analysis. 5. Related information that would be worthwhile. Several of the evaluation questions were designed to measure leader performance Since improved leader performance is the primary 'purpose of leader publications. The types of questions for the basic sections of the schedule were limited to those which could be answered by a check mark, a Specific number, or by circling a number on a scale. They were either dichotomous or multiple choice in nature except those asking for a specific number, such as years of leadership experience or number of members enrolled. Only the last two questions were open-ended requiring a narrative answer on the part of the respondent. Statements designed to hold respondent interest were placed between groups of questions. 26 Many of the multiple choice questions were of a graphic rating scale type with the respondent being asked to circle one digit on the 1 - 8 scale to indicate his response. For example: Very High Very Low Member interest in the electric project 1 2 3 4 5 6 7 8 Upon completion of the preliminary form of the questionnaire, it was pre-tested with five local 4—H electric leaders in Ingham county. Each was personally given a copy of the questionnaire with a minimum verbal explanation and asked to complete the questionnaire. Time re- quired for this varied from 12 to 20 minutes with an average of 15 minutes. The reactions of these five respondents to the questionnaire was then received in an interview. During the pre-testing it was noted that respondents had a tendency to overlook entire pages of the five page questionnaire. Therefore, in the final version, each page was mimeo- graphed on a different color of paper. Several clarifications and re- finements in the wording of questions were then made in the instrument preparatory to mimeographing for the study itself. The questionnaire was arranged in such a manner that it was self- coding for recording on IBM cards for columns 1-78 with the last two columns, 79 and 80, being hand coded from the narrative responses. Obtaining the Information Pre-numbered questionnaires were mailed on April 10, 1959 to 549 4-H people who were listed as volunteer electric leaders. A stamped en- velope was enclosed with each questionnaire. This mailing coincided with the time when most clubs would have recently completed their electric project work, or, in a few instances, 27 would be in the final stages of the project. A follow-up letter went to all non-respondents on April 28th. The combined response from these first two mailings was approximately 41 percent. On May 215t, another follow—up letter accompanied by another copy of the questionnaire was sent to the remaining 59 percent who had not previously replied. These three mailings resulted in a return of 333 questionnaires (63.8 percent response of total mailed) from electric leaders. A tabulation of mailed and returned questionnaires follows: Questionnaires mailed 549 Undelivered (unknown at address) 5 Questionnaires returned 350 Returned (not electric leaders) 17 Returned (electric leaders) 333 Percent response 63.8% About five percent of the returned questionnaires were from people not currently leading 4-H electric clubs. It is quite possible that a somewhat larger percentage of the non-respondents might have been in this category in which case the true percentage of responses from the intended group would be even higher than the computed 63.8 percent. Jahoda considers a 10 to 25 percent response typical of a random sample of the population and indicates the return is usually much higher from prestige groups.6 The writer considers the response in this study 6Ibid., p. 159. 28 to be good. The original goal was a 50 to 60 percent return of questionnaires. All questionnaires were reviewed prior to punching. Counting and sorting machine operations were performed by the writer. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA The 4-H electric club leaders reported much worthwhile informa- tion concerning their clubs and their personal experiences as 4—H club leaders. A summary of the questionnaires returned is helpful in terms of understanding the data to be presented. Table 2 Number of Questionnaires returned by Years of Leadership Experience and Leader Publication Used by Michigan 4nH Electric Leaders, 1959 Received Leader's Manual 0 o e o o e e o o o e o o o o e 122 First Year Leaders 0 e o e o o o e o o o e e e o e e o 47 Experienced LeaderS. o e o e e o e e o e e e o o e e o 75 Received Leader's Idea 300k. 9 o e o o e o o e e e o e o 69 First Year Leaders 0 o o o e e o e o e e o o e o o o o 31 Experienced Leaders. 0 o o o o e o e o o o o o o o o o e 38 Received BOth Publications 0 o o e e e e o e o e o o e e 27 Received Neither Publication . . . . . . . . . . 92 Received a.Publication, Experience Unknown . . . . . . . 6 No Indication of Experience or Publication . . . . . . . _12 Total 333 Those leaders indicating that they received no manual amount to over 27 percent of the respondents. The 27 individual leaders who received both publications apparently received the Leader's Mgggsl’from the county Extension office and the Leader's lggg,§gg§_from commercial cooperators in most instances. It is assumed that the respondents are probably representative of the entire 4-H electric leader population. Admittedly this may not be 30 the actual situation. However, no information is available upon which to base other conclusions or upon which corrective factors could be developed. The difference in number of returns (122 vs. 69) from the two approximately equal sized groups of leaders was unexpected. Possible explanations of this are: 1. Additional copies of the Leader's Mgggsl'were available from the Extension Bulletin Office for counties scheduled to use the publication resulting in more leaders using this publication. 2. Some unscheduled counties secured c0pies of the Leader's Manual. 3. Users of the Leader's Idea Book were less inclined to return the questionnaire. There seemed to be a tendency to avoid giving "unfavorable" answers and users of the Leader's Idea Book were observed to answer fewer questions on the returned questionnaires. Hence, it is concluded that they may have been less likely to return the questionnaire. No factual information is available to clearly indicate the cause of this variation in response from the two groups of leaders. However, it is the feeling of the writer that at least the three above mentioned factors contributed to the situation. Appomplishment of First Year Leaders Five sub-hypotheses were concerned with first year 4—H electric leader performance or accomplishment with respect to the publication used. These hypotheses were concerned with member completion, persons who helped leaders, learning of the 4_H pledge, use of recreation, and conduct of local achievement programs. No Specific weight or value is attached to any one of these measurements nor are they the only measure- ments that one might use. 31 Member Completion Member completion would generally be considered as completing the project work, filling out a project report and making an exhibit of the project work at a public event. The responses of the first year electric leaders indicates a significant difference in the percent of members completing their pro- ject as related to the publication used by the leader (see Table 3 which is derived from Appendix B data). Leaders using the Leader's M3332; had a member completion of 83 percent while users of the Leader's Idea Eggk_had.75 percent of their members completing electric projects. Table 3 Average Number of h-H Electric Members Enrolled and Completed According to the Leader Publication Used by First Year Leaders in Michigan During 1959 Publication Used Members Enrolled Leader's Manual Leader's Idea Book Totals and Completed 47 leaders) (31 leaders Members Enrolled 281 214 495 Members Completed 233 161 394 Percent of Members Completeda 83 75 8O 33’: 2.162 Significant at the 5% level of confidence As expected, these first year leaders had a smaller percentage of members completing than did experienced leaders using either publication (83 and 75 percent as compared with 90 and 86 percent)1. While eXperienced 1From Appendix B. IllIlll 32 leaders could be expected to provide a more satisfying experience for members than first year leaders, it is probable that the inexperienced leader had, on the average, a higher percent of first year members. While it was beyond the scope of this study to analyze this situation in depth, experience of the writer indicates that a heavy drop-out oc- curs after one year of membership. Hence, the difference between per- cent of members completing for inexperienced and experienced leaders is due to more than leadership experience alone. People Who Assisted New Leaders The local volunteer 4-H club leader may have the help of others in the conduct of his club program. A series of questions was designed to elicit responses of the leaders in terms of their viewpoint as to who had helped them. Categories of assistance available included were: County Extension Agents, junior leaders, other leaders, county project chairmen and power company representatives, generally known as Farm Service Advisors or Customer Business Representatives. These percentages are based upon the number of leaders who responded to each question, omitting the "no response" group which was less than 10 percent of the combined total possible answers and in no instance more than 21 percent on a specific question for either group of leaders. Users of the Leader's Manual indicated help from other leaders, county project chairmen and power company representatives more frequently than did users of the Leader's Idea Book as shown below. However, users of the Leader's Idea Book more frequently mentioned assistance from county Extension agents and junior leaders. 33 Table # Kinds of People Who Helped First Year Electric Leaders According to the Leader Publication Used by These Leaders in Michigan During 1959 Publication Used Leader's Manual Leader's Idea Book ‘t test People Who Helped N = #7 N = 31 SCOTGb Percent Number Percenta Number Junior Leaders 25 10 36 10 1.028 County Extension Agents 61 28 68 21 .636 Other Leaders 63 2 5 28 8 3.27.1b County Project Chairmen 30 11 21 6 .909 Power Company Representatives 4h 19 #0 12 .354 aAll percentages are expressed as percent of those answering b; = 2.000, for significance at the 5% level of confidence Statistically, users of the two publications differed signifi- cantly only with respect to assistance from other leaders. A tgtest score2 of 3.21 shows, with reasonable assurance, that users of the Leader's magggl_were more likely to have help from other leaders. 'While the publications were designed to encourage this type of help, a reading of the publications provide no reason to believe that the manual was the sole cause of this relationship since it did not significantly affect 2Significant at the 5% level of confidence 34 assistance from other groups of people. It is quite possible that this difference is due primarily to several clubs having two or more leaders each. Effect of Manual Upon Members Learning the #-H Pledge No difference was noted between the two groups of first year leaders with respect to the percentage of their respective memberships who knew the 4-H club pledge. In both instances 8? percent of the huh club members were reported as knowing the pledge. Use of Recreation Ideas The use of recreation as part of the 4—H club program has received increased emphasis during the past ten years because of its value to so- cial growth of individuals and its interest-holding effect. Both publi- cations included recreation ideas, each according to the basic format of the individual publication. The Leader's Mggugl_listed ten different games, one or two being included in each meeting outline. Twelve games were included in the Leader's Idea Book, eleven of them being in the appendix. First year electric leaders were asked to indicate the number of different games or recreation ideas used in their club during the year (see Table 5). While slightly less than half of the leaders in each category indicated use of recreation, among those who did indicate use of recreation, significantly more ideas were used by leaders who had the use of the Leader's Mggggl, The standard of one new recreation idea being introduced at al- ternate meetings for fourteen meetings or a standard of seven ideas during the club year was used as the desirable standard.3 Users of the 3The standard given by Arden M. Petersen, Recreation Specialist, 4—H 35 Table 5 Number of Games and Recreation Ideas Used by First Year k-H Electric Leaders in Michigan as to Type of Leader Publication Used in 1959 Publication Used Leader's Manual Leader's Idea Book N = h? N = 31 Number of leaders reporting 21 14 Percent of leaders reporting 45% hh$ Total ideas reported 122 64 Average number of games and recreation ideas used per answering leader 5081 1+0 57 Percent increase by use of Leader's Manual over use of Leader's Idea Book.a 27% t = 2.571b aFormula used for computing was Leader's Manual minus Leader's Idea Book _ 5.81—#.§Z Leader's Idea Book — 4.57 bSignificant at the 5% level of confidence Leader's Magggl with an average of 5.81 ideas per reporting leader scored 83 percent while users of the Leader's Igga 22 k with #.57 ideas performed at the 65 percent level. Application of the t_test to these percentages gives a score of 2.571 indicating a significant4 difference in the use of recreation when based upon these arbitrary standards. Club Program, Michigan State University, is 7 — 10 different games and recreation ideas. “Significant at the 5% level of confidence. 36 Local Club Achievement Programs An accepted means of encouraging future 4-H club work in a com- munity is for the local club to conduct an achievement program in the community. Characteristically, this event is an opportunity for parents, friends, neighbors and relatives to view projects on display and to see the club members perform. The frequency of local club achievement pro- grams did not vary significantly between the two groups as shown in Table 6. Table 6 Frequency of Local 4-H Club Achievement Programs According to Leader Publication Used by First Year Electric Leaders in Michigan During 1959 Publication Used Leader's Manual Leader's Idea Book Number Percenta Number Percent . b b Achievement Program Held 27 63 16 62 No Achievement Program Held 16 37 10 38 No Answer J __ _j __ Totals #7 100 31 100 aPercent of those answering. bNot significant Satisfaction of First Year Leaders Four sub-hypotheses relate to leader satisfaction in this report. They pertain to willingness of the respondent to lead a club again, a feeling of goal accomplishment, satisfaction of club performance and an 37 anticipation of a larger club enrollment for the coming year. Again, these are not the sole criteria by which leader satisfaction could be measured. They were used in this study because they were subject to an evaluation of this sort and are significant factors in leader satisfaction. Willingness to Continue 4-H Club Leadership Differences with respect to the willingness of first year leaders to lead a h—H club the next year, when related to the use of a leader publication, are indicated in Table 7. Assuming that some respondents Table 7 Percent of first year 4—H electric leaders in Michigan willing to lead a 4-H electric club next year by type of publication used in 1959 Publication Used Leader's Manual Leader's Idea Book Willing to lead a Yes 36 Yes 19 club next year No 6 No 7 NR _5 NR _5 Total 47 Total 31 Percent answering who are willing to lead a club next year 85.7 73.1 Percent of total group who are willing to lead a club next year 76.5 61.3 felt a "no" answer to be unfavorable, it is likely that the "no response" group is less likely to continue h-H club leadership than the average of those answering the question. Comparing the "yes" answers with the total in each group, there is a relatively high percentage (76.5 percent) who 38 are willing to lead a club next year among those who used the Leader's figflgfil. By comparison, only 61.3 percent of those using the Leader's Iflgg,§ggk are willing to continue club leadership. Application of the t test gave an answer of 3.: 1.36 which would be significant at the 20 percent level but fails to meet the prescribed 5 percent standard. Similarly, omitting the "no response" category results in 3.: 1.42 which is not significant. It was beyond the scope of this study to de— termine the correlation between "willingness to continue" and actual continuation of 4-H club leadership. Goal Accomplishment Leaders were asked to indicate the extent to which they felt their objectives for the club were accomplished. wording of the ques- tion was, "Likely you, as a leader formed some ideas early in the year regarding what you hoped the club would accomplish. How well do you feel these objectives were accomplished by the club?" Responses to this question are indicated in Table 8. Similar degrees of satisfaction in goal accomplishment are in- dicated by users of each publication among first year 4—H electric leaders. It is apparent that proportionately more leaders using the Leader's Mggggl answered "very well" (36 percent) though this appears to be some- what compensated for by frequent answers of "moderately well" (51 per- cent) by users of the Leader's Idea Book. 39 Table 8 Goal Accomplishment As Reported by First Year 4-H Electric Leaders in Michigan as to Type of Leader Publication Used in 1959 Publication Used Leader's Manual Leader's Idea Book Response Number Number Responding Percent Responding Percent Very Well 17 36 6 20 ioderately'well 18 38 16 51 Some Accomplishment 12 26 4 13 Little Accomplishment O 1 3 No Response 0 O 4 13 Totals 47 100 31 100 Anticipated Club Membership An indicator of a successful 4-H club program used in the study was estimated club enrollment (Table 9) for the next year. This indi- cator tends to reflect both member and leader satisfaction with 4—H ex- periences as seen by the leader. Leaders using the Leader's Manual anticipated an increase of 10 percent in club membership for the coming year while users of the Leader's Idea Book forecast a decline of three percent in membership. The difference in club membership between the two groups (.92 members per club) for the past year is not considered as being influential upon future enrollment in this instance. Propor- tionately fewer leaders using the Leader's Idea Book answered the 40 T able 9 Expected Club Membership for the Coming Year as Reported by First Year 4-H Electric Leaders in Michigan According to the Leader Publication Used in 1959 Publication Used Leader's Manual Leader's Idea Book N247 N331 Average club enrollment, 1959 5.98 6.90 Average expected club enrollment, 1960 6.59 6.68 Average numerical change per club +.61 -.22 Percent change per club +10‘ .3a ‘Significant at 5% level of confidence. question relative to future club membership than did leaders using the Leader's Manual. Leaders Rate Their Clubs First year leaders using each publication were asked to rate their club according to several categories, each of which could be an indica- tion of leader effectiveness and accomplishment in the community. This rating was done on a scale graduated from 1 to 8, with "1" being the highest rating (see Table 10, next page). In thirteen of the sixteen rating categories, users of the Leader's Manual rated their clubs higher than did users of the Leader's Idea Book. In two categories this rating was reversed and one was given equal rat- ing by both groups. 41 Table 10 First Year Michigan 4-H Electric Leader's Ratings of Their Club's Performance on Related Factors According to the Leader Publication Used in 1959 Scale: 1 = Very High, 8 = Very Low Leader's rating of his club's Leader's Leader's performance on: Manual Idea Book 1. Member cooperation with leader 2.3 2.7 2. Member satisfaction with electric project 2.4 2.9 3. Quality of work done by members 2.4 3.0 4. Member interest in the electric project 2.6 2.6 5. Member satisfaction with other club activities and experiences 2.6 3.1 6. ReSponsibilities assumed by members 3.0 4.1 7. Conduct of business meetings 3.3 3.4 8. Electrical safety knowledge 3.4 3.3 9. Proper care of electrical equipment 3.5 3.7 10. Parent cooperation with leader 3.6 4.1 11. Knowledge of electricity 4.1 4.4 12. Variety of club program 4.1 4.6 13. Recreation included at club meetings 4.3 ‘ 5.3 14. Club publicity 4.4 5.2 15. Extent to which parents assisted with the club program 4.7 5.0 16. Use of demonstrations 5.2 4.3 weighted Meana 3. 38 3.79 Unweighted Meanb 3.49 3.86 aMean of all reSponses to all questions bMean of 16 factor means Mean scores for the two groups of leaders are relatively close, with the maximum difference being 1.1 between groups on a single ques- tion. The difference between the weighted means of the two groups was 0.41 with users of the Leader's Manual giving their club a more favor- able rating by this margin. The weighted mean for all reSpondents on all 16 questions was numerically lower or more favorable than was the un- weighted mean indicating a reluctance to answer questions where the re- spondent would give an unfavorable rating. Statistically, there was no significant difference between the two publications. Eighty-nine percent of these 16 rating questions were answered by members of each group. Experienced Leaders Evaluated A preliminary inspection of tables in Appendix B (summarized in Table 11) indicates a possibility that the reverse of the major hypothesis of the study may be true for experienced leaders. That is, a general topic-by-topic leader's publication is superior to a specific meeting-by- meeting outline for experienced 4—H electric club leaders in terms of leader satisfaction and accomplishment. Those experienced leaders using the Leader's lg§§;§ng indicated more satisfactory accomplishment of goals, expect a larger increase in their club enrollment, have a higher percent of members knowing the club pledge, used more games and recreation ideas, and scored their clubs higher on the 16 point composite of club evaluation factors. However, experienced leaders using the Leader's Manual had a higher percent of members completing, are more willing to lead a club next year, and more frequently held local achievement programs. Both groups gave the same usefulness rating to the leader publication provided them. This summary 43 Table 11 Accomplishments and Satisfactions of Experienced Michigan 4-H Leaders in Relation to the Publication Used in 1959 Leader's Leader's t'test Evaluation Category Manual Idea BOOK scorea' N=75 N=38 Percent of members completing 90 86 .61 Accomplishment of goals--percent responding "very well" and "moderately well" 77 81 .50 Percent willing to lead a club next year 90 85 .75 Percent reporting local achievement b program held 76 52 2.53 Percent of members knowing 4—H pledge 89 93 .73 Percent increase in membership expected -4 16 3‘12b Number of games and recreation b ideas used 5.8 6.7 2.41 (82.9w)c (95.923)c Rating of club by the leader (Mean score on 16 factors) 3.53 3.2 --- (63.6%) (68.6%) Usefulness of leader publication (Mean score) 2.8 2.8 --- ét = 2.000, for significance at the 5% level of confidence. bSignificant CBased on selected optimum of 7 games and ideas. dPercentage scores were derived from 1 to 8 scale (with seven intervals), each interval being equivalent to 14.286 percent, and 1 being equal to 100 percent. Example of computation: 44 indicates that each group was superior to the other on certain points. Neither publication can be considered superior to the other when all factors tested are considered. General Information Relating to Use of Leader Publications Certain areas of general information relating to the use of leader publications were explored. These areas related to the amount and quality of explanation given for the use of the publication, usefulness in rela- tion to attendance at leader training meetings, value in relation to other publications used, and usefulness in relation to the manner in which the publication was received by the leader. Amount and.Quality of Explanation Leaders were asked to indicate the amount of explanation5 given them for use of the leader publication and to evaluate the quality6 of that explanation (Table 12). Responses to the two questions were grouped, for purposes of determining the usefulness of the publication, into six- teen (4x4 table) groups plus the group who had no explanation. This last group therefore gave no rating on the quality of their explanation. Only very high usefulness ratings (Categories 1, 2, and 3 on a scale of 1 to 8) are recorded from question 41 (Appendix B). As indicated, only 43 percent of the leaders having "none" or "some" eXplanation of the use of the publication indicated that the publication was very useful to them. Of those leaders having a "moderate" or "complete" explanation, 67 percent rated the publication very useful. Significance of this dif- ference is shown by a‘t test score of 3.20.7 5Amount of explanation categories were: none, some, moderate and complete, question 22, Appendix A. 6Quality of eXplanation categories were: poor, fair, good and excellent, question 23, Appendix A. _ .. a n0 1 __ 45 Table 12 Michigan 4-H Electric Leaders Very Usefula Ratings on Usefulness of Their Leader Publication in Relation to the Amount and Quality of Explanation Received for Using The Publigation in 1959 Amount of Explanation 1 2 3 4 None Some Moderate Complete Totals Node 39(72) ... ... . 39(72) " 149(100). - 2 4 Quality Poor 2(4) 0(0) 0(0) 0(0) 2(4) -2£ of 3 Explanation Fair 1(3) 4(1L9 3(7) 0(0) 8(2n) “ (1) ( 1) (8) 6 Good 0 18 3 22(29) 3 43( 9) 56(87) 5 r Excellent 0(0) 1(2) 2(2) f 10““) 13(18) 2452 Total. 42(80) 23(47) 27(38) ‘ 13(22) 105(187) 55(127) i0<6o> aVery useful = 1, 2 or 3 on 1 - 8 scale. b publication as very useful. number of leaders in that amount-quality group. Lower left number is number of leaders rating usefulness of Number in parentheses is total Similarly, with respect to quality of the explanation of those having "none," "poor" or "fair" explanations, only 49 percent found the publication very useful. Sixty-four percent of the leaders having a "good" or "excellent" quality explanation reported the publication as very useful. This difference is significant as indicated by the t test score of 2.098.8 A further simplification of Table 12 is also revealing (Table 13). 46 Disregarding the "middle-ground" response to amount-quality ratings Table 13 Summary of Publication Usefulness for iichigan 4—H Electric Leaders in Relation to Amount and Quality of Explanation Received for Using the Publication During 1959 (Based on Table 12) Amount of Explanation 12?: .— ”an—H- . 1..- P‘— E 1 2 3 4 1 Combined cells from Table 12 a: ...... 1p... 94) Quality 2 “A a Explanation 4 a 69% Combined ceIls 5 a from.Table 12 aThese cell positions omitted from table 12 to compute table 1 30 results in two groups, those having relatively positive amount—quality ratings and those having relatively negative amount—quality ratings. This classification of explanation ratings as related to usefulness shows that only 49 percent of those leaders giving "negative" reSponses to Significant at the 5% level of confidence. (I’ll. Willi-Ila. III...I a ..--.. ,4 -. 1 ‘ —'~.—~__..__..‘ l__1._.—..-.—. “1’.II.I M.__-—--_... 47 explanation questions rate the publication as very useful. Contrasted with this, 69 percent of those giving positive responses regarding ex- 0 planation rated the publication as very useful. Significance is indicated.’ Attendance at Training Meetings in Relation to Usefulness of the Publication Leaders were asked to indicate the number of training meetings attended during the project year according to two categories, meetings primarily for the electric program and meetings for 4-H club work in general. Responses of all leaders, regardless of publication used, are shown in Table 14. Table 14 Attendance at 4-H Leader Training Meetings According to Type of Meeting and Frequency of Attendance by Michigan 4—H Electric Leaders During 1959 Meetings Primarily for Electric Program One or More No Meetings Meetings Attended Totals Attended . One or More (Group I) (Group III) 102 Meetings Meetings 62 40 for 4-H Attended Club‘Work No (Group II) (Group IV) in General Meetings 41 70 111 Attended Totals 103 110 213 9Significant at the 5% level of confidence. 48 Attendance at training meetings primarily for the electric pro- gram is independent of attendance at meetings for 4-H club work in general as tabulated in Table 14. This is shown by application of the Chi square test10 resulting in x? = 11.5 which is significant. The "very useful" answers regarding either the Leader's Manual or Leaders ld23_figgk from these four groups of leaders classified according to training meeting attendance are shown in Table 15. Table 15 Usefulness of 4—H Leader Publication in Relation to Training Meeting Attendance by Michigan 4-H Electric Leaders in 1959 Group I Group II Group III Group IV Percent of Leaders 71% 65% 70% 83% Rating Publication N262a N=41 N=4O N=70 Very Useful NR=4b NR=1 NR=10 NR=16 8N = number of leaders in group (from Table 14) bNR = no response A combination of all respondents who had attended any type of leader meeting (Group I, II, and III) indicated that 69 percent rated their leader publication as useful. In comparison, 83 percent of those who attended no training meeting gave a "very useful" rating to leader pub— 1 lications. A t test score of 2.333 indicates significance.1 10One degree of freedom, 5% level : x? = 5.02 11Significant at the 5% level of confidence. 49 Other Publications Compared The hypothesis was that a publication written specifically for electric club leaders would be rated more useful than would other publi- cations which leaders might use in the normal conduct of their program. Each of these other publications was readily available to most 4-H electric leaders, either from Extension offices or from power supplier representatives. The mean scores computed from answers on a 1 to 8 scale for the usefulness of several publications are reported in Table 16. Three out of the four groups of leaders indicated a higher rating of the leader publication (Leader's Manual or Leader's Idea Book) than for any of the other five publications listed. In the one instance where the Leader's Iggg;figgk_did not receive the highest rating, it was exceeded in value by only one of the five other publications, namely the Member's Project Bulletin. Means of Presentation of the Leader Publication It would seem that personal contact between the provider and user of a leader publication might have influence upon the subsequent use- fulness of the publication. Therefore, leaders were asked whether they received their publication from an Extension agent, from another leader, at a meeting, or by mail. Usefulness of the publication for each means of procurement was then tabulated (See Table 17). This table indicated that leaders find the publication most use- ful when presented to them by the Extension agent or another leader. A 12 t_test score of 1.982 indicates the differences are significant, when grouped as shown in the table. 12Significant at the 5% level of confidence. 50 Table 16 Relative Usefulness of Publications Commonly Used by Michigan 4—H Electric Club Leaders According to 4-H Leadership Experience (Mean Scores on 1-8 Scale, 1 = Most Useful, 8 = Least Useful) Leader's Manual Leader's Idea Book First Experienced First Experienced Publication Year Leaders Year Leaders Leaders Leaders Leader's Manual or Idea BOOK 2.2 2.8 2.5 2.8 Member's Project Manual 2.7 3.2 2.8 2.3 Michigan 4—H Leader's Guide 3.6 3.4 2.6 3.1 Wiring Simplified 3.0 3.3 2.6 3.5 Electrical Demonstrations You Can Perform 3.5 3.5 3.0 3.0 Electrical Equipment You Can Build 3.5 3.3 3.1 2.8 Mean score of five pub- lications other than Leader's Manual or Idea Book 3.26 3.32 2.82 2.94 51 Table 17 Usefulness of 4-H Leader Publications by Means of Procurement by Michigan 4-H Electric Leaders in 1959 Leaders Indicating Mean Rating Percent Very Useful on 1-8 on 1-8 Scale Usefulness Scale Score Procurement Number of 1 a 2 1, 2 s 3 Responses on scale on scale Per- Per- cent No. cent No.. During a personal visit with an Extension 42 80 28 83 29 2.11 agent NR: 85.0; From another leader 18 65 9 86 12 1.93 NR=4 By mail 82 54 39 72 52 2.78 NR=10 73.3% At a 65 51 30 64 38 3.00 meeting =6 Training Meeting Attendance as Related to Continuation of Club Leadership It seems important to briefly relate one point of information re- garding attendance at training meetings with respect to willingness to continue club leadership since the information is readily available from data compiled. 'Whether or not the "no response" leaders are included in the comparison, a higher percentage of leaders attending both project sub- ject matter meetings and general 4-H leader training meetings are willing 52 Table 18 Training Meeting Attendance in 1959 by Michigan 4-H Electric Leaders as Related to Willingness to Lead a 4-H Club Next Year Respondents Group I Group II Group III Group IV Included Attended Attended Attended Attended electric electric general no and gen- training 4-H training eral 4—H meetings training meetings training only meetings meetings only N262 N=41 N=40 N270 NR=9 NR=6 NR=4 NR=9 Percent No Percent No. Percent No. Percent No. Percent "Yes" of total in group 84 51 68 28 65 26 67 47 Percent "Yes" Of those answering 96 51 80 28 72 26 77 4? to lead a club next year than are leaders who attended only one type of training meeting or no training meetings. Significance of these per- centages is shown by a‘t test score of 2.833, significant above the 5 percent level. Professional Assistance to 4—H Leaders As indicated earlier, leaders reported whether or not they had assistance from County Extension Agents and Power Supplier Representa- tives. Including all respondents to these questions, whether or not a leader publication was used, the "willing to continue club Leadership" data is reported in Table 19. 53 Table 19 Percent of Michigan 4—H Electric Leaders Willing to Continue 4-H Club Leadership as Related to Assistance from County Extension Agents and Power Supplier Representatives County Extension Agent Assistance Yes No Totals Power Supplier Yes 920011)a 85(27) 91(131) Representative Assistance No 81(58) 77(65) 79(123) Totals 88(162) 79(92) 85(254) aNumber in parentheses is total number of respondents reporting this source of assistance. Number outside parentheses is percent willing to continue club leadership. Those leaders indicating professional assistance from both sources were more likely to continue club leadership by a significant margin (3.: 3.00).13 Considering all leaders who had assistance from either or both professional sources in comparison with those who had no assist- ance from these sources, the plans for continued leadership were sig- nificantly different (3 = 2.24).14 13Significant at the 5% level of confidence. 11LSignificant at the 5% level of confidence. CHAPTER V STATISTICAL PROCEDURES Certain assumptions were made at the beginning of the study re- garding the two groups of electric club leaders identified to receive the publications to be tested. These assumptions relate primarily to the leaders themselves. It was assumed that the pairing of counties as explained earlier would equalize the groups with respect to age, educa- tional attainment, training opportunities available, community environ— ment and possible unknown influences in so far as these factors might bias the study. Analysis of the data includes a comparison of actual numbers in various categories, the use of percentages and averages, the application of the statistical t test for significance, use of the Chi square sta- tistic and the discriminate function technique. The five percent level was arbitrarily selected as the confidence level of acceptance or rejec- tion in the statistical analysis. While other levels might be chosen, this level of significance is widely used and is perhaps the most fre- quently applied standard in statistical analyses of this nature. The formula used for the t_test on all percentages in this study was given by Batenlz 1... (p1 = j W and,rp2 =/p2(1-p2) N 2 1William D. Baten, Experiment Statistician, fiichigan Agricultural Ex- periment Station, from an interview. 55 Where p1 and p2 are the percents being tested expressed as a decimal, N1 and N2 are the corresponding number of respondents and S is the sta— tistic for significance taken from a table of percentiles of the 3 dis- tribution in Dixon and Massey.2 The formula used for the Chi square test indicating independence between attendance at the two types of leader training meetings was 3 taken from Dixon and Massey and is as follows: 2 - giad-bc _%N)2u E ‘ a+b5(a+c (ma)(€+d7 Where g, b, g and d represent the frequencies found in each of the four cells in a 2 x 2 table. Leader rating of usefulness of the various types of information contained in the two publications was obtained in the survey (questions 24—35, Appendix A; data, Appendix B). Application of the t test did not indicate significant differences between the two publications for any of these factors. . . . . . . 4 Application of a discriminate function as discussed by Baten was ’ 21Wilfred J. Dixon and Frank V. Massey, Jr., Introduction to Statistical Analysis, (New York: MeGraw—Hill Book Company, Inc., 1957), p. 384. 31bid., p. 222. “William D. Eaten, Merle Ford and Ruth M. Heitz, The Use of a Discriminate Function in Textile Research, Reprinted from Textile Research Journal, XX, No. 12, December 1950. 56 conducted. This permitted comparing several variables pertaining to one group with the same composite of variables pertaining to another group. This statistical technique permits discrimination (if such dif- ference exists) between two itéms (publications) based upon several kinds or composites of measurements in combination. For purposes of simplification, nine of the eleven questions were selected to form three groups of three questions each. Each group con- tained questions on related types of information. A summary of data from this technique is shown in Table 20. Table 20 Analysis of variance pertaining to the discriminate functions as applied to Michigan first year 4-H electric leaders ratings of selected types of information from two publications Source of Degrees of Mean Variation Freedom Sum of Squares Square N N Total 473 D “4.1.2. D = .028678 N + N . 1 2 Between Pub- N1 x N2 2 lication means 2 ~—-———-D = .0000069 .000039 N1 + N2 Within Pub- lications 45 ' D = .002621 .000058 aNumber of respondents, less one. This number of respondents is less than the total of 78 first year leaders as only respondents who had answered all nine questions in the composite could be included. The difference of these mean squares is not significant. __ Yap—iv__ CHAPTER VI SUMMARY AND CONCLUSIONS This study was primarily an evaluation by comparative methods of two types of publications for the use of local volunteer 4—H club leaders. Emphasis was placed upon usefulness of the publication to the first year leader as related to organization and content of the publication. The essential role of the leader is to be a teacher. To fulfill this educa- tional role he needs knowledge of what to do and how to do it in the organizational framework of the 4-H club program. Hypotheses tested in the study related to the satisfaction and accomplishment of first year 4—H electric leaders in Michigan according to the publication used. The publications compared were the Leader's Manual, a specific meeting-by—meeting outline and the leader's 2Q§2;§22£, a general topic-by-topic publication. EXperienced leader use of the publications was evaluated in a similar manner and other concerns re- garding leader publication use and influence were also studied. A mail questionnaire was used to provide wide coverage of the 4-H electric leaders in Michigan. A questionnaire return of 63.8 per- cent provided information from 333 leaders to be used according to ap— propriate groupings in the analysis performed. Twenty-seven percent of the leaders responding received neither of the publications. This indicates a serious distribution problem at the county level since all county offices received a direct shipment from the Bulletin Office at Michigan State University. Recognizing that 58 a part of this problem may be due to the delayed availability of the publications, it would still seem, on the basis of this one instance, that further study might be given this area of concern. Summary of Findings In general, first year 4-H electric club leaders indicated greater usefulness of a specific type of publication with a meeting-by-meeting outline than of a general type of publication organized by subject mat- ter sections. Member completion was shown to be somewhat better (83% to 75%) by first year leaders using the Leader’s Manual than by users of the Leader's Idea Book. This difference was statistically significant within the prescribed standards of this study. The use of recreation ideas among first year 4—H electric leaders who reported this as a part of the local club program was shown to be greater by these leaders who used the Leader's Manual indicating that these ideas are most likely to be used when incorporated as a part of a specific meeting outline for the leader to follow. First year 4-H electric leaders using the Leader's Manual were more likely to indicate a willingness to continue 4-H club leadership the following year (86% to 733). However, this difference was not significant. Other areas in which new leaders scored higher when using the Leader's M32331 than when using the Leader's Idea Book were in the holding of local club achievement programs, goal accomplishment as de- fined by the leader, expected club membership the following year and a composite of factors in rating their club's performance. However, in none of these instances was the difference statistically significant. g 1 l) 59 Considering the evidence available, there is indication that the specific meeting-by-meeting outline of procedures as presented in the Leader's MM results in better first year leader performance than the general format of the Leader's ld_e_§._ @293. This pattern did not hold true for experienced leaders of 4-H electric clubs. Here users of the Leader's Eggs; Egg}; scored significantly higher on two points. These factors were the use of games and recrea- tion ideas and their expected club enrollment for the next year. They also expressed a feeling of greater goal accomplishment, had more of their members knowing the 4-H club pledge and rated their clubs higher on a composite scoring of selected club performance factors. At the same time, experienced leaders using the Leader's M_a_r_ny_a_._l_ more frequently held local achievement programs by a. statistically significant margin. These leaders also had a higher rate of member completion and were more apt to indicate a willingness to continue their club leadership responsibilities. All factors considered, the two publications are of about equal value for experienced leaders on the basis of information obtained. More decisive findings of the study apply to areas related to the use of leader publications. Leader publications were considered to be useful by a consider- ably higher percentage of leaders who had a thorough explanation of good quality than among leaders who had inadequate explanations of their use. This indicates the value of a thorough explanation of a leader publication at the time it is presented to the intended user. 60 Leaders who did not attend training meetings indicated greater usefulness of their leader publication than did those who attended training meetings. This indicates that publications can be an important aspect of leader training. However, training meeting attendance deserves high priority. The providing of leader publications to non-attendees as well as to those attending can be helpful to the program. There was some evidence, not statistically significant, to indi- cate that publications prepared specifically for h-H electric leaders are more useful than other resource publications. However, other publi- cation resources were also rated as being helpful. Personal, face-to-face contact in giving a publication was shown to result in greater usefulness of the publication to the recipient. A usefulness rating score of 85 percent was given the publication when it was received during a personal visit with the Extension agent or from another leader. A statistically significant lower usefulness score of 73.3 percent was given when the publication was received at a meeting or by mail. Training meeting attendance was found to be positively related to continued Q-H club leadership. Plans for continued fi-H club leader- ship were also positively correlated to a feeling of having had profes- sional assistance from a County Extension Agent or Power Supplier Representative. Recommendations As a result of this study, the writer would prepose the following recommendations for those people concerned with the preparation and use of publications for 4-H club leaders. 61 1. First year leaders should be provided with a publication 3. u 5. containing specific meeting—by—meeting suggestions as to what the leader and his club might do. Supplementary ideas should be provided following the meet- ing outline portion of the publication, primarily for the benefit of experienced leaders who are looking for additional material to broaden and enrich their club program. Where possible, the various states will benefit from the preparation of manuals of a specific nature for leaders of various h—H projects. However, in those projects where a sizeable proportion of the states do not have this type of publication, national efforts to produce a publication suf- ficiently broad in nature to accommodate most states is desirable and should be encouraged. In order to obtain the greatest possible benefit from leader publications, their use should be adequately ex- plained to the leader in a face-to-face situation at the time of presentation to the leader. Use of leader publications and attendance at training meetings should be encouraged as a means to better club programming and increased leader tenure. BIBLIOGRAPHY 63 B I B L I O G R A P H Y Books Baxter, Bernice and Cassidy, Rosalind, Group BXperience the Democratic WEE (New York; Harper and Brothers, 1945). Biddle, William W}, The Cultivation of Comrunity Leaders (New York; Harper and Brothers, 1953). Browne, C. G. and Cohn, Thomas 5., Editors, The Study of Leadership (Danville, Ill., The Interstate Printers and Publishers, 1958). Burr,'Walter, Community Leadership (New York; Prentice Hall, 1929). Burch, Henry M., Leadership in Group Work (New York; Association Press, 193k). Dixon, Wilfred J., and Massey, Frank J., Jr., Introduction to Statisti- cal Analysis (New York; McGraw-Hill Book Company, Inc., 1957). Fiedler, Fred E., Lender Attitudes and Group Effectiveness (Urbana; University of Illinois Press, 1958). Goode, William J. and Hatt, Paul K., Methods in Social Research (New York; McGraw—Hill Book Company, Inc., 1952). Jakoda, Marie; Deutsch, Marton and Cook, Stuart W}, Research Methods in Social Relations, Parts One and Two (New York; The Dryden Press, 195T). Lindeman, E. C., The Community (New York; Association Press, 1921). Partner, Mildred, Surveys, Polls and Samplers (New York; Harper and Brothers, 1950). Roberts, Dorothy M., Leadership_of Teenage Groups (New York; Association Press, 1950). Sanderson, Dwight, Leadershipgfor Rural Life (New York; Association Press, 19HO). Solomon, Ben, Leadership of Youth (Putnam Valley, N.Y., Youth Services, Inc., 1930). Zeisel, Hans, Say It With Figures (New York; Harper and Brothers, 1947). h. ...—... ...—e— .—.-— 11 64 Articles and Periodicals Agrisearch, II, No. 1, National Project in Agricultural Communications, East Lansing, 1956. Extension Service Review, XXX, No. 4, Leadership Development Issue, Federal Extension Service, U.S.D.A., Hashington 25, D.C., 1959. Jayner, Christian, "Leadership Studies," Psychological Monographs, American Psychological Association, Inc., LXX, No. 70, 1956. Bulletins and Reports Federal Extension Service Form 21, Annual Statistical Reports of Michiga Counties, 1958. Gallup, Gladys and Frutchey, F. P., "Readability of leaflets used in neighborhood-leader systems in North Carolina," Findings for Studies of Bulletins, News Stories and Circular Letters, F.E.S. Circular #88, ed., Lucinda Crile (Washington D.C., Federal Extension Service, 1953. Hall, Emilie T. and others, A Study of'women's Opinions of Two Extension Homemaking Bulletins, Ithaca, Hew York, State College of Home Economics at Cornell University, December 1958. Hall, Emilie T. and others, Homemaker's Opinion of an Extension Bulletin, Bulletin Study, Part I; Ithaca, New York, State College of Home Economics at Cornell University, May 1956. Porter, Wilford D. and Sumner,'w. A., MeasuringgFormat and Style in Agricultural College Bulletins, Part I, Bulletin 7, Department of Agricultural Journalism, University of Wisconsin; Madison, 1936. Rowles, E. C., ”A Study of the Use Uhich Project Leaders are Making of the Subject Matter Circular and Plans for Demonstrations and Dis- cussion Supplied to Them for Teaching Purposes," Findings for Studies of Bulletins, News Stories and Circular Letters, F.E.S. Circular A88, ed., Lucinda Crile, Washington, D.C., Federal Exten- sion Service, 1953. Sabrosky, Laurel K., Helngocal 4—H Leaders Do a Better Job, P.A. 359, U.S.D.A., Federal Extension Service, Uashington, D.C. Sabrosky, Laurel K. and Kelley, Fern 8., Let's Strengthen Our Local h—H Leader Training, P.A. 395, U.S.D.A., Federal Extension Service, Washington, D.C., 1959. fifiw .- l’) APPENDIX A QUESTIONNAIRE I‘ x , PM 11 1? 13 14 16 18 20 66 441 ELECTRIC PROGRAM INFORMATION To get acquainted, we need to know a little about your 4-3 club leader- ship superience. 1. Our 4-H club is organized in county. 2. This questionnaire is being filled out by a 1. Man 2. Woman 3. Number of years of 4-H club leadership experience, counting this year: Years of A-H’electric leadership only Total years of a-u leadership A. number of leader training meetings attended since September 1, 1958: Meetings primarily for electric program ‘Heetings for 4-8 club work in general 5. Did you receive an Electric Leader's Manual or Leader Idea Book this year? 1. Yes 2. No Regardless of your answer to the above question, please couplets the questionnaire. 6. I! so, which one? 9. 1. 4-8 Electric Program Leader's Idea Book (black a green cover) 2. 4-1! Electric Project Leader's Manual (green 6 white cover) 3. Neither How did you receive your leader‘s manual? 1. At a meeting 2. By mail 3. From another leader 4. During a personal visit with the County Extension Agent 5. Did not receive a leader's manual How many members were enrolled in your electric project club? Total boys Total girls now any of these members completed their projsct or are still active in the club? Total boys Total girls {I‘ll ill isl'l Iv 3.4.1.1.! . . , r s . . I . u . a . 1 s a . . . . . p . . . p o . . . I . . . n s . c c . . . u . . s. . .s c . . s. e \. u a . n u s . I , \ . s v . . o .. . . c . . . e u . . . . s. . s . . . . . o . . . .. . . . s . . u . . l . q s I . u s n s It 67 .2- Some 4-B leaders have used leader manuals or guides; others have not used them. Your answers to the following questions will help in plan- ning future publications for 4-H leaders. 22 23 2,7 2.8 29 30 31 32 33 34 1. 2. 3. Bow'was the use of the Leader's Manual or Leader's Idea Book explained to you? 1. No explanation 2. Some explanation 3. Moderate explanation 4.. Complete explanation How well was this explanation given? 1. Poor 2. Fair 3. Good 4. Excellent How useful was your Electric Leader's Manual or Idea Book in helping you with the following points? Please indicate the degree of use of each section to you by circling the appropriate rating between 1 and 8 for each item. (See the first line for an example) 1 a Very useful 8 3 Of no use Very 0f no 42% 4.1.92 1 2 3 4 5 6 8 Handling ”problem“ members 1 2 3 4 5 6 7 8 Meeting outlines l 2 3 4 5 6 7 8 How to organize a club 1 2 3 4 5 6 7 8 Recreation ideas 1 2 3 4 5 6 7 8 Club activities 1 2 3 4 5 6 7 8 Project requirements 1 2 '3 4 5 6 7 8 Ideas for things to make or to do 1 2 3 4 5 6 7 8 Getting parent co-operation l 2 3 4 5 6 7 8 Movies, guest speakers, etc. 1 2 3 4 5 6 7 8 Electrical information 1 2 3 4 5 6 7 8 Demonstrations l 2 3 4 5 6 7 8 Planning the club program 35 37 39 40 41 42 43 44. 4:5 46 47 48 49 50 51 68 .3. Several sources of information and help are available to 4-H electric leaders. Some are people, others are publications. 1. Did the following people help‘you this past year? Junior Leaders County Extension Agent 1. Yes 36 1. Yes 2. Mo 2. No Other leaders County Project Chairman 1. Yes 38 'la Yes 2. No 2. No Power company representative 1. Yes 2. Mo 2. How useful were these ssurces of information and help to you in conducting your club program? (circle one number per line) Very Of no useful Egg Publicatigns l 2 3 4 5 6 7 8 Member 's Project Manual 1 2 3 4 5 6 7 8 Leader Manual or Idea Book 1 2 3 4 5 6 7 8 Electrical magazines 1 2 3 4 5 6 7 8 Michigan 4-H Leader's Guide 1 2 3 4 5 6 7 8 ”Wiring Simplified" l 2 3 4 5 6 7 8 "Electrical Demonstration You Can Perform" l 2 3 4 5 6 7 8 "Electrical Equipment You Can Build” Others (Please list) 1 2 3 4 5 6 7 8 l 2 3 4 5 6 7 8 You are the only person whoncan~truly tell about your club. Your ratings and your Opinions will help us to provide materials of greater.velue to you. 1. new wduld you rate your club this year on these points? (Circle only one for.each itemo .- - Very Very High Low 1 2 3 4 5 6 7 8 Member co-operation with leader 1 2 3 4 5 6 7 8 Parent co-operation with leader 1 2 3 4 5 6 7 8 Member interest in the electric project — A 53 54 55 56 57 58 59 60 61 62 63 5‘? 65 67 69 71 2. 69 .4- What rating would you give your club in the following? Very Very use 3.2..“ l 2 3 4 5 6 7 8 Use of demonstrations l 2 3 4 5 6 7 8 Recreation included at meetings 1 2 3 4 5 7 8 Electrical safety knowledge 1 2 3 4 5 7 8 Conduct of business meetings 1 2 3 4 5 6 7 8 Club publicity l 2 3 4 5 6 7 8 Responsibilities assumed by members 1 2 3 4 5 6 7 8 Knowledge of electricity 1 2 3 4 5 6 7 8 Variety of club program 1 2 3 4 5 6 7 8 PrOper care of electrical equipment 1 2 3 4 5 6 7 8 Member satisfaction with electric project 1 2 3 4 5 6 7 8 Member satisfaction with other club activities and eggeriences l 2 3 4 5 6 7 8 Extent to which parents assisted with the club program Your answers to these questions will help to give a picture of the club. 1. 3. 4. How many business meetings did the club officers conduct this year? Number of meetings how many “work“ meetings did the club have? Number of "work" meetings How'many members know the 4-H Club pledge? Number knowing pledge How frequently were refreshments served at club meetings? (check one) 1. 2. 3. 4. 5. Always Usually Sometimes Seldom Never 72 73 74 75 76 7°. 79... 5. 6. 7. 9. 10. 11. 7O -5. About how many different games or recreation ideas were used as a part of club meetings during the year? Number About how far ahead of time were the club meetings and program determined? 1. One day . One week 3e on. math __ 4. Six months 5. One year Did the club have a local Achievement program? 1. Yes 2. No Likely you, as a leader, formed some ideas early in the year regarding what you hoped the club would accomplish. how well do you feel these objectives were accomlished by the club? 1. Very well 2. Moderately well 3. Some accomplishment 4. Little accomplishment Now many members will probably belong to this electric club Will you be willing to serve as an electric club leader next year? 1. Yes 2. No What suggestions would you make as to what should be included in future leader manuals or guides? 12.. What kinds of help are most needed by 4-E Electrical Club leaders? Signed (if you wish) B APPENDIX TABLES 72 Elll'lu’sl'ul.’ .Hoonopm :H mucmeHHopco op COHpmomoma CH cmmeHpmm mdz mmoumoa onpomHo mo pmnsdzm nu NH H mHHmnmmH mmw NW? H ommo>wue .Uo aw, oH H smcHMdm 0:? m H mmmmmzmHzm mo mw Jr 82%;! 8 m H 83% om. w H ammo qu, w H mHCOH NH H H memoomz m H H eamopcoz HM, m‘ H omwwsmz 0: nm H cowoxmmz Nm NH H weappo mm NH H acmmoo 8 MH H gnaw-M 5; we NH H comma: on :H H coHeemm an. NH a nuance .pm wwH ‘mN N pcox :oH mN N commEmme o: w H copmm o: w H mummm S W H €53 W N o mfiawflg mm ‘WH H coonammex mm? wH H acmxomw m: w‘ N smmMCH ma NH N oomocmo Mm“ NH H omHHcmm mm mx. 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Examine cords on different electric appliances. 4. Count the number of appliances in the home and have members decide. where the electricity is used as a source of heat, power (electric motor), or light. Materials Needed 1. Information on care of appliances. 2. Cleaning materials—mild soap, soft cloth, soft brush. 3. A small heating appliance, such as a toaster or range unit that can be cleaned. 4. A small electric motor driven appliance that can be cleaned. 5. h‘lanufacturer's recommendations on care of equip- ment. Procedure 1. Show the care of a small appliance as recom- mended by a manufacturer. 2. Discuss the features that are desirable in appli- ances. 3. Have members read the nameplate on several ap- pliances. Decide how many appliances can be plugged into a branch circuit. 4. Name the appliances in a home or on a farm and suggest what care should be given each piece of equipment. REFERENCE: Especially for Girls Westinghouse TOASTER Never immerse toaster in water. Wipe off outside with damp cloth. lf toaster has no crumb tray use small brush to remove crumbs. Never wrap cord around base or store toaster until it is completely cool and disconnected. Interior heating element is self cleaning. §\\ \‘ "\\\r . .. . ‘\ _ \\ \\\\\\\\\\\\\\\\\\\ s , e \(. \Ak ‘\‘ \‘ \\‘ ‘ ‘ ‘ :\\‘ \s \\‘\\\ I \\\‘\\\\ \\\\ , \\\\f\<‘ \ \ ‘ \ \ \\ ' \ \ “\m RANGE l. Wipe off outside of range with warm, soapy water. Avoid letting spilled foods dry or harden on range. 2. Food spilled on surface unit will burn itself off. Never use a stiff brush or sharp instrument. 3. Some surface units can be raised and drip pan beneath removed for cleaning. Never twist unit when removing for cleaning — it may break off the wires. Other range models have surface units that plug out or lift out completely mak- ing it easy to remove drip pan and chrome ring. 4. Wipe oven with damp cloth when it has cooled after use. Remove spilled food as soon as pos- sible. 5. Leave oven door ajar after use to cool and dry thoroughly. LAST WORK MEETING BEFORE ACHIEVEMENT DAY DATE Preparation 1. Everyone makes out written reports of some kind — — let’s do a good job! 2. Be ready to hand out final report blanks to each member (County Extension Office has supply). 3. Reports are due at least by Achievement Day. 4. A tag or label is needed for each article. (County may furnish). WOODLAND COUNTY 4-II EXHIBIT Name Age Address Article Year's Work Leader Procedure 1. President opens meeting. May ask other members to lead pledges. 2. Secretary takes roll. Either go on to business meet- ing or make plans for next meeting and conduct group work. 3. Business meeting may include: 0 Plans for trip to Achievement Day. 0 Plans for other trips and tours. O Plans for meeting after Achievement Day (Local recognition and achievement program). 0 Explain how to make out final reports. Sug- ’7 gest parents assist, but not “take over . 0 Invite parents and friends of 4-II to participate in Achievement Day. 4. Put final touches on all projects. 5. Label all articles. 6. Repeat final plans for Achievement Day. 24 Next Meeting C] Business Meeting D \Vork Date Place Ti me _ Demonstration Roll Call Topic Recreation Committee Other Committees Play Recreation Committee provides two active games. Knocking a coin——One player balances a small coin on his index finger. Another player stands back 8 or 10 feet, closes one eye, walks directly toward the coin and with a pencil tries to dislodge the coin from the. finger. Generally the, blow falls short of the mark. A ring may be held between the thumb and fore~ finger. Close one eye, approach the ring, and try to run a pencil through it sideways. ' D TEACH and DEMONSTRATE: Good Reports Purpose Keep regular accounts \Vritten Reports help to summarize and evaluate ’ the project work. They help — O To show others what the member has accom- plished. O To encourage self improvement. O To make members eligible for the 4-H Achievement certificate, 4-H Club pin, and other awards. Show your skill . O To give training in record keeping for adult ~\ responsibilities. ,' : 3'?) . 11 O To qualify for contests. /jE/<~ ;/$ 7 (M DEMONSTRATION I ' m . q; \ ,_ —_ , —\ Materials Needed ‘ ... - PR” , 1 A project report for each member. I A". ’ 2. Price list (or purchase price). \ \ . 3. Allow time for members to do a good job. v1] ~’ M’ / Procedure Write a project report 1. Younger members may use pencil; older members — ‘* should use ink. Neatness is important. 2. “Help members with costs and values. 3. Encourage members to do and record more than the minimum required. 4. The story is usually the most difficult. STORY SUGGESTIONS — Why you joined the club. Interesting things you did. ‘ What I like about this project. "m an GHETTO" _ How has your project experience helped you and /~\ :) your family? (f. 1&3.) My plans for other 4—H Club activities. §/_: 3; REFERENCES: J Michigan 4-H Club Leaders. Guide. -, 4-H Club Bulletin 314A, page 19. x 3 ACHIEVEMENT AND RECOGNITION PROGRAM Plan Date: Time: Place: \Vhom to invite: (Members, leaders, friends of 4-ll.) Exhibit Display: ()ne favorite or best article as se- lected by each member. Publicity: Program: Refreshments: Serve light refreshments at end of meeting. OR, a pot-luck dinner may be planned to serve at the. beginning of this program. OR, if monev is available, group may plan to have experience of eating a meal together at a public eating place with recognition program held there. Program Get acquainted activities: Singing: U.S.A., 4-ll Flag Pledges: Demonstration: Two or three representing different project vears. Recognition: 0 Members: Complimented by leaders, given pins and certificates. O Leaders, parents, friends of 4-ll: Appreciation shown by members for interest, effort, and understanding shown by all. 4-H Talent: “here do we. go from here: Leaders and junior leaders explain and briefly describe to parents and members the projects available in the next project season. Recreation: Procedure Arrange for meeting place well in advance. Appoint and work with committees Publicity Hospitality Exhibit display Program Demonstration coordinator Recreation Refreshments or dinner Publicity Send publicity of coming events to newspaper and radio. Send cards or ii‘ivitations written by members to all members, parents, and friends of 4-ll who are in- vited. Send at least one month in advance, so this event can then be placed on their calendars. Send a reminder card so it arrives ‘3. or 3 davs before the meeting. Entire community may be invited to better inform them of what is being done in 4-ll. {fin lab—- Characteristics of Approved Lamps Table lamps The height to top of shade should be 25 inches. Diffusing a. Diffusing bowl 8 to 9 inches in diameter using 50 150 watt lamp bulb or 150 watt standard lamp bulb. l). \Vide mouth harp using R40 and 150 watt lamp bulb or 50. 150 watt white indirect bulb. c. Fiber glass diffusing disc 11 inches in diameter using 50, 150 watt lamp bulb or 150 watt stand- ard lamp bulb. The minimum diameter of shade bottom should be 16 inches and lower edge of shade should be 15 to 17 inches above table. Shade should be white or light lined. Cord extending from base must be 6 feet or more. Ends of wire should be properly tinned before wiring. Personal Grooming, Dressing Table, 1. or Vanity lamps The height to top of shade should be 19 to :30 inches. to Shade should be white and should allow some light to come through the shade to light the face. The. shade should be dense enough to conceal the lamp bulb. 33. Shade bottom diameter should be 9 inches min- imum and at least 7 inches deep. 4. L'se a 30-70-100 three—ligl‘it frosted bull) or stand- ard IOU—watt bulb. Cord extending from base must be 6 feet or more. or 6. Ends of wire should be properlv tinned before wiring. Personal Grooming Dresser Lamps 1. lleight to top of shade should be :24 to 25 inches. Bottom of shade diameter should be at least S) ta inches and at least 7 inches deep. 3. Shades should be white and should allow some light to come through the shade to light the face. The shade should be dense enough to conceal the" lamp bulb. 4. Use a 30-70-100 three-light frosted bulb or 100- watt standard bulb. 5. (lord extending from base must be 6 feet or more. 6. Ends of wire should be pmperly tinned before Wiring. Lighting Activities Suggestions These are activities of the. tvpe which a member could do in improving lighting around the home and farmstead. A look at the lighting facilities at home will suggest other possibilities. A lighting activity should be reported as outlined under "Required Articles List.” 1. 2. 3. Clean bulbs, reflectors, and shades. Check bulb size —replace with proper size. Paint ceilings and walls white or a light color (in milk house, basement, laundry, shop), because light colors reflect light while dark colors absorb light. 4. Eliminate glare from bare lamp bulb whenever possible by using shade, diffusing bowl or disc, metal reflector, silver bowled lamp bulb, or val- ance. 5. Make a lamp or pair of lamps for a specific seeing task —- i.e. study desk, dresser, or dressing table. 6. Show correct placement of lamps. Electrical Safety Check list This activity can be used to point out where the materials displayed on the cord and wire boards are used or should be used around homes and outbuild- ings, such as barns, garages, etc. Also this activity can be used by club members or as a club project to encourage parent interest and participation, since safety checks around the home should be a family project. 1. Replace broken plates. 2. Replace cords that: are frayed. have worn insulation. have cracked insulation. .03 Replace broken or cracked plugs. 3“ Clean dirtv, greasy, or soapy cords. r). l'se base board clips to keep cords off the floor to prevent them being walked on. 6. Remove cords that hang over nails, hooks, pipes, etc. 7‘] “here necessary, use twine or friction tape to hang cords over nails, etc. 8. Check electrical boxes for damage. 9. Examine exposed wiring for deterioration due to dampness, rodent damage, or mechanical injury. (Note: The above list can be greatly expanded by the Club members. The Club might make an in- spection of a house, barn, or entire farmstead, listing all of the potential trouble spots.) Care of Small Appliances AND SCRAPBOOK REFERENCES Small Appliances Vacuum Cleaners, Mixers, and Toasters Suggested questions to be covered in scrapbook. 1. How many small electrical appliances do you have in your home? to How many attachments does your vacuum cleaner have? 3. How many jobs can you do with each of the fol- lowing appliances: O Vacuum Cleaner. O Electric Mixer. O Toaster. Things To Be Done List some of the attachments for a vacuum cleaner. 2. Clean a vacuum cleaner. 3. Clean a toaster. 4. Use the attachments for a vacuum cleaner or an electric mixer. 28 Exhibits — Scrapbook 1. Pictures of things that can be done with two small appliances. 2. List all steps taken in care for appliances. Demonstrations The cleaning of a vacuum cleaner or a toaster. The use of a vacuum cleaner and its attachments. The use of an electric mixer or mixer attachments. REFERENCE: Electrical Demonstrations You Can Perform Plot" Vacuum Cleaners A. R ‘ad and follow manufacturer’s instructions. B. All types of vacuum cleaners require general care as follows: 1. Pick up sharp pieces of glass, hair pins, pins, k and tacks before running the cleaner over the rug or floor. They may damage your cleaner or clog the hose. 'd' to Remove hairs and threads that collect on the brushes. 3. Oil as directed. If the motor requires oiling, use the right amount and kind of oil. Too much oil or the wrong kind of oil can be as bad as none at all. 4. Always put the vacuum and attachments away Keep attach- ments in a dry clean place dampness rusts met tal and mild-ews cloth. clean—free. from dirt and oil. 5. Do not bend, twist, or step on the cord. a. Never run the cleaner over the cord. Do not pull the cord to remove the plug from a convenience outlet. b. \Vrap the cord loosely around the hooks provided for it during storage. 6. Check the cleaner thoroughly once a year or more often, depending on use of cleaner. If any unusual noises or trouble develop within the machine, take it to a competent serviceman. An upright vacuum cleaner requires extra care. 1. Adjust the nozzle properly. If the adjustment is not taken care of automatically, a small pedal or lever is generally located at the back of the nozzle assembly to make this adjustment. See instructions with cleaner for making adjust- ment. to Replace the belt if it .is worn, or stretched, and will not properly drive the rotat- ing brush. frayed, 3. Emptv the dust bag after every gener ral clean- ing. Turn the bag inside out every few weeks and brush thoroughly with a stiff brush. Do not puncture bag. Tank or cylinder vacuum cleaners require little additional care. 1. Empty bags often 2. Check for clogged hose if cleaner is not clean- ing properly. 3. If your cleaner uses throw- -away filter bags, dispose of bag before it is completely full. Re- place with a new bag. Pot-type vacuum cleaners require some additional care. 1. Throw away filter bags before they are com- pletely filled. Replace with a new bag. 29 to If cleaner has filter cloth and allows the dirt to accumulate at the base, make sure this dirt is dumped out often. 3. If dirt is filtered by water, out dirtied water. pour Rinse and dry pan after each use. Toaster Read and follow manufacturer's instructions. All types of toasters require cleaning. 1. Disconnect the toaster before cleaning it. Remove the crumbs that gather in the toaster. Use a damp, not wet, cloth to wipe off the outside. 90.10 The manual toaster can be easily cleaned and repaired, since the doors open out and leave the heating element easy to get to. Remove the crumbs that gather in the toaster. You can shake them out or use a soft, long-handled brush to remove them. A clean, dry pastry brush is a good choice. Automatic toasters generally have a removable bottom panel for easy cleaning. When removing small slices from the automatic toaster with a fork, disconnect toaster and take care not to damage heating element with the fork. Keep toaster in repair and handle it properly. 1. Never clean or store a hot toaster. 2. Do not try to clean the heating element. It cleans itself when the current is on. 3. Do not let fats get on the heating element. Don't butter bread before toasting it. How to care for toaster cords. 1. Never wrap cord around base unless toaster has completely cooled. 2. Keep cord free from knots and kinks. If the cord is detachable, hang it loosely over a cord holder. Electric Food Mixers A. Read and follow manufacturer's instructions. B. Clean and handle the mixer with care. 1. Disconnect the cord before cleaning mixer parts. NCVCI‘ SlllNHt‘l‘gl‘. lTllXCl‘ in water. [0 Handle mixer bowls with care. To prevent cracking, avoid sudden temperature changes. a. For mixing, use the bowl which comes with the mixer. The shape of the bowl is im- portant and helps determine the efficiency of mixing. b. When you use the mixer, see that the blades just clear the bottom of the bowl on the turntable. c. When you finish, remove the bowl and wash it like other kitchen utensils. 3. Remove the beater blades for washing, or ro- tate them in a bowl of warm soapy water and then rinse them in clear water. \Vipe mixer with a damp cloth after each use. C. Your mixer needs oil to operate prOperly. Lack of oil may make the mixer noisy, or slow, and not have enough power. Too much oil may be just as bad as too little. 1. Follow manufacturer's directions for oiling the motor. The right kind of oil, the right amount, and the frequency of oiling are important. There is no risk of overoiling a motor if a wick is installed in the oil tube. The wick feeds the oil to the parts as needed. to Care of Major Appliances Electric Refrigerators Suggested questions to be covered in scrapbook. 1. \Vhat type of 2111 electric refrigerator do you have in your home? 2. Does it have automatic defrosting? 3. What type of freezing compartment does it have? 4. Does your refrigerator have a special compartment for meats, poultry, fish, etc? 5. Does your refrigerator have a special butter com- partment? 6. Does your refrigerator have shelves in the door? Things to be done. 1. List the features you would consider if you were. buying an electric refrigerator for your family. The size. The type. Special features. 2. Defrost and clean a refrigerator. 3. Replace foods correctly in refrigerator. Exhibit -— — Scrap Book. 1. Pictures of both types of electric refrigerators. 2. Picture of an electric refrigerator showing food properly stored in correct positions. Demonstrations. 1. Clean a refrigerator inside and out. 2. Show proper placement of food for storing in 2m electric refrigerator. Refrigerator A. Read and follow manufacturer’s instructions. B. Defrost refrigerators often with an automatic ther- mostat or by manually controlled dial. 1. \Vhen defrosting by automatic thermostat, leave the bottom tray of ice in the evaporator. 30 [0 If you use manual defrosting, never let frost get over V4 inch thick. 3. Never use sharp instruments to dislodge frost. Let it melt when defrosting. 4. Promptly empty drip water from defrosting. Clean the. inside of refrigerator. C. Refrigerators need frequent cleaning both inside and out: 1. Keep outside coils 21nd exposed parts of the mechanism dust free. 21. Always disconnect the refrigerator from the outlet before cleaning the mechanism. b. Use a long-handled brush, whisk broom. or the vacuum cleaner attachment which is used for cleaning pictures and walls. Keep the inside clean and dry. 21. \Vipe the unit and inside walls with soda or borax water. A solution of 1 tablespoon of baking soda in 3 quarts of warm water is recommended. b. Never use soap on the inside. 3. \V’ipe up spilled foods immediately. Those containing acid may injure the glaze, making the surface hard to clean. 4. \Vash the outside with mild soap and water. Rinse, using a cloth wrung out of clean warm water. Dry well with a clean cloth. 5. W'ith soap and water promptly clean off grease or oil from the gasket around the door. to .3 Use the refrigerator with care. 1. Do not overload the refrigerator with food which does not require refrigeration. Use refrigerator dishes for storing foods which must be covered. Do not store in original paper wrapping unless the package is so labeled. to 3. Do not place food in the refrigerator 11p against the walls. Place so that air can circulate in the refrigerator. 4. Fill ice trays to within 1/4 inch of the top. 5. If yours is an older-type refrigerator, do not place it in close recessed wall space. Place it so air is free to circulate behind and over the refrigerator. 6. Open-type refrigerator mechanism requires periodic oiling and adjusting. Follow manu- facturer’s instructions. Airtight-sealed units do not require oiling or adjusting. Most mechanisms should be cleaned occasionally. 8. Refrigerator motors generally operate from 15 to 30 percent of the time when the thermostat is set for the evaporator to maintain a max- imum temperature of 28° F. and a minimum of 5° to 10° F. If the motor runs much more than a third of the time, check for air leaks or have a serviceman check the refrigerator. 9. Make sure that the gasket around the door fits snugly. Check as follows: Close the door on a new dollar bill. If the bill pulls out easily, there is too much air leakage. Have the door adjusted or the gasket replaced. fl Home Freezers Suggested questions to be covered in scrap book. 1. Do you have a Home Freezer? 2. If so, is it the chest, upright, or walk-in type? 3. How often do you need to defrost a freezer? 4. Do you need to remove frozen food while de- frosting? 5. What is meant by “sharp-freeze”? 6. How much food can you safely “sharp-freeze" at one time? 7. How large a freezer should you have for your size family? Things to be done. 1. List the things you would consider important if you were buying a Home Freezer. 31 1° (21) Completely defrost a freezer, or (b) Scrape the accumulated frost from the walls of a freezer. 3. Check the temperature in your freezer. \Vhat de- gree does it maintain? Exhibits. 1. Pictures of two types of Home Freezers. 2. Picture of a Home. Freezer well stocked with a variety of frozen foods. Demonstrations. 1. Show how you protect frozen foods from thawing during the time freezer is being defrosted. K) Show tools that can be used in scraping frost from walls of freezer and explain how to use them. Home Food Freezer A. Read and follow manufacturer’s instructions. B. Completely defrost the freezer once each year or according to the manufacturer’s instructions. 1. Remove the frost when it is over 1/4 inch thick. Use a dull-edged scraper to remove the frost from the plates and inside surfaces. This can usually be done. without removing food from the freezer. Clean the inside of the cabinet thoroughly. W" hen there is the least amount of food storage, remove the packages of frozen food and cover them with a blanket or similar material to keep them cold. Some people prefer to defrost 21 freezer in winter when they are sure the food will stay frozen. Cut off the power to the freezer. Leave the doors open and allow the ice and frost to melt. After defrosting, wash the interior sur- faces with a solution of 1 teaspoon of baking soda in 1 quart of warm water. Dry all sur- faces with a clean, dry cloth. Put the unit into operation and return the packages of frozen food to the cabinet. 1:» C. With the exception of defrosting, follow the same general care suggestions as for the refrigerator. 5.5.- Cooperative extension work in agriculture and home economics. Michigan State University and the U. S. Department of Agriculture cooperating. Paul A. Miller, Director, Cooperative Extension Service, Michigan State University, East Lansing. Printed and distributed under Acts of Congress, May 8 and June 30, 1914. 1158—531 32 INTRODUCTION Everybody is using more electricity, regardless of whether they live on a farm, in the suburbs or in the city. Likewise more 4-H Club Members every year are enrolling in the Electric Program. This is a 4-H Electric Program Idea Book for busy 4-H Club Leaders. As a Leader you help 4-H Club Members progress both in the knowledge of elec- tricity and in citizenship. One way of looking at this progress is to think in terms of helping the Club Members LEARN how, KNOW how and snow how. lEARN HOW: this includes helping the Club Mem- ber learn what is needed to complete a successful project or activity in a specific field. It includes learning fundamentals, applying fundamentals to provide a satisfying experience for the boy or girl, and combining ftmdamentals into more advanced information as the Club Member progresses. KNOW now: includes the application of funda- mentals in doing. When we say someone has “know- how” we usually mean that person has a knack for applying what they know to get things done, to achieve results. For 4-H Club Members this may mean building something, improving a system (or planning a system), making something, building a piece of equipment, making clothes, preserving food . . . any of the tangible results that come from the application of information. snow now: there are two types of "show how” . . . the demonstration by one or more Club Members or the exhibit of finished products at round-ups, fairs, and other special events. Through the "show-how” activ- ities the Club Member is showing others what he has accomplished as an individual and also what 4-H Club Members do.The "show how” gives the member additional satisfactions: it encourages other potential or present members on 4-H and demonstrates to parents and the community the value of 4-H work. Best of all, the "show-how” teaches something. This Idea Book is designed to help you, the Leader, so you in turn can help Club Members "learn how” and "show how” . . . the electric way . . . and by so doing make them more informed, better citizens. _ The 4eH Electric Program is developed jointly by ‘ ll the Federal Extension Service, and the Cooperative .l Extension Service in your State through the 4-H 1 Club Stafl' of your State. The 4-H Electric National ll. Awards Program is administered by the National I Committee for Boys and Girls Club Work, Inc., and d the donor for the program is the Westinghouse w Educational Foundation. Other award programs are 55 administered by your State 4cH Stafl' with awards '1 provided by State donors. The purpose of this program is to encourage 4-H WHAT -.c.‘__' _ .-d boys and girls to achieve the following: 4'H 1 I S I H E 5i 0 To develop leadership talents and to work to- cu" ', ward achieving the broad objectives of char- 1 'h‘d] 4-H ELE CTRI C “t“ and “We W 'P 31,3“ . 9 I 0 To learn more about electricity and the proper produc PROGRAM . .; useandcareofelecm'cal equipment them i e To help others learn more about electricity and m< ! its uses. :th . t' _ Electricity plays an important role in making mic]: 6: living more comfortable and farming more produc- ' II tive. Almost every phase of our everyday living is How: i in some way afl'ected by electricity. Therefore, whether the Electric Program is in your State a ' The project by itself, or an activity as a part of the whole m ,:- 4-H Program, it is important that 4-H’ers lmow m1” Ll something about electricity and the equipment which you, C uses it. Moreover they can use that knowledge in tothe; most of their other 4-H activities, whether they mild live on the farm or in town. theta; throng E” TOOLS AND AIDS TO My: HE LP MAKE YOUR 1% PROGRAM SUCCESSFUL exhibi mini Electricity is a great big subject because it is put As tosomanyuses,andcanbeattimessomewhat more complicated. You will probably want some help in 8mm making it fully understood by your Club Mamba-s. 3m ‘ j ' The following help is available, and you will find that gm ' the more you make use of it, the more efi'ective your ”ram E EETR'E programwillbe. “hie: PR D ERAM ta, 111 iii rs l l -! l ,3 i E 3 l n '1‘ ‘ O‘OII..,..~ \‘C'......." OIOOOO'OOOOO‘ 4-H Electric Guide Sheets: Currently underway is a long-range program which will result in a series of Electric Guide Sheets for Club Members covering just about every Subject which has anything to do with electricity and the products which use it. The Guide Sheets will have in them the important information about particular electrical subjects along with activities for the 4-H Member in learning and doing. The Guide Sheets list additional references and suggest demonstrations for you or the members. How to use the 4-H Electric Guide Sheets: The 4-H Electric Guide Sheets are intended for members. (This Idea Book is yours and for your use only, but the Guide Sheets should be distributed to your Club Members.) Some of the sheets pertaining to the fundamentals of electricity can be used as you would use a school text book. Remember, you are the teacher, and as such you will "g11ide’_’ your pupils through these early sessions. Other Guide Sheets pertain to products, and will be ideally suited for demonstrations to really drive home the lesson. Still others will show your members how to build items as a group, which will not only be good for exhibiting, but valuable for their use in everyday activities. As the Guide Sheet series is extended to cover more subjects, you will want to build meetings around individual subject sheets according to a "master plan.” They will be stepping stones to greater electrical knowledge. You will want to arrange your subject meetings so that the easy subjects come first, and the tougher ones that come later will therefore appear easier. Although you are ..‘OOQ'C .q ......0'...‘\ I...‘.“.‘ -§ 0.0.0I‘. 000...... "90I00‘VVI ‘Oooso-Q'O hotlfisnax.-.o o.‘.‘.0.0.0.u -00Q0§00000\0 oQosto‘ltthot OI|" ‘9‘" O. H... QCIQIIO.I 0...... ‘IIIIO deacot¢e° Inc. the teacher and guide, don’t forget to let your members help you in planning and choosing the subjects and projects which they find especially interesting. OTHER LITERATURE HELP . . . from your State You will find that your State 4-H and Extension stafi' has developed very useful literature for your use, in fact, it may have an entire program developed for your guidance. You should contact your County Extension Oflice to obtain this literature. They will also have information on your State’s Program re- quirements and the Awards Program as it is carried out in your State. . . . from Westinghouse The Westinghouse Electric Corporation has pre- pared many booklets and movies about such things as demonstrations, equipment you can build, light- ing, skits and plays, etc. Thwe booklets have been prepared for you and your Club Members, and many of them are available free of charge. Your County Extension Office can assist you in obtaining these valuable materials. - n . . ......... ........ ..... oooooo O ...... ..... ....... aaaaa .......... u . s I .......... a - I , .......... ...... OOOOOOOO ......... ...... ooooooooo .......... ...... '11 1 0 HELP YO our local Cooperative Extension Office personnel are available to assist with the Electric Program. They can help you plan the overall program or help you fit this project into your Club program. In the State 4—H Club Office and State Cooperative Extension Service adquarters there are often specialists to help you with various phases of yo program. They are vitally interested in the success of your Club and in th proper application of electricity. You can enlist the aid of these people through your County Extension Ofice. I POWER SUPPLIERS Your local power supplier may be an immrtant source upon whom you and your County Extension Agents can call for help. They will often help you prepare meetings on electric subjects, show movies, demonstrate or help Club Members develop demonstrations, help members with projects, and in general help make your program successful. ELECTRICAL CONTRACTORS, ELECTRICIANS AND APPLI- AN CE DEALERS are often very willing and valuable helpers. They can help with instruction, provide meeting places and equipment to make your instruction more worthwhile. JUNIOR LEADERS Your older Club Members can be a valuable asset to you in Club work. They can help in planning, with meetings, demonstrations, and projects; they can help make arrangements for tours and outside meetings, help keep records, contact power suppliers to help with meetings, set up special exhibits, arrange for meeting places, and many, many other matters. In turn, the added responsibility of leader- ship will, in most cases, stimulate their continued interest in Club work. You should ask yourself some questions, though, before fully delegating Junior Leader responsibilities. A good Junior leader should have most of the following qualities: 0 a sincere interest in helping others learn a good sense of humor some speaking ability the respect and friendship of fellow Club Members. A sound staff of Junior leaders can indeed help make your Club a strong, worthwhile activity. 0 o a good sense of planning 0 O PARENTS Parent interest and cooperation'are essential for the successful 4-H Club Program. You will be wise to keep parents aware that their cooperation is im- portant. In turn, you will find that most parents will be happy to be of help to your Club Program. Here are some of the ways which Leaders have used to successfully enlist parents’ support: 0 Hold regular meetings in parents’ homes 0 Invite parents to meetings—Leader extends invitation as well as the member 0 Have special social events with parents as only outside guests 0 Hold special events for the public or community to which parents receive special invitations 0 Talk to parents along with prospective member during enrollment time 0 Always obtain parental consent for members enrollment in Club work and for tours and trips 0 Keep parents informed of what your Club is doing and why. WHAT DO BOYS AND GIRLS DO IN THE ELECTRIC PROGRAM . Care and maintenance of electrical equipment —this can include studying the manufacturer’s instructions on cleaning, lubricating, servicing, adjusting, storing, and inspecting for safety . Learning to use electrical equipment properly and profitably . Building useful electrical equipment . Making simple repairs on electrical equipment . Performing electrical demonstrations to teach others about the proper application of elec- tricity . Helping Club Members in other projects apply electricity in their projects and demonstrations 0 Plamiing new or improved uses of electricity 0 Helping with group and community electric activities. ‘3 av A WIMI! is r ....... 00000000 .0923}: MEMBERSHIP Your Club may be organized as an Electric Club or it may be that you have a few taking the Electric Project while others participate in many difi‘erent programs devoting only part of their time to elec- trical activities. Whichever is the case, they will want to know what opportunities exist in Electric Project work. If you are organizing a new Club, prospective members will be interested in knowing about the activities which make the Electric Project so worthwhile. This book contains many ideas for projects. Un- doubtedly you have many more ideas. You can best interest prospective members by talking enthusias- tically about the things which people do in the Electric Program. Present Electric Project Members are always a big help in interesting new members, so you can enlist their help, too. If the members of your Club are working on a number of different programs, it is possible to gain their interest in the Electric Project work by creating a Group Project which has to do with electricity. Whereas building a lamp, or a motor, or giving a demonstration are things for an individual to do, your Club can participate as a group in an electrical survey, electrical safety study, a tour of a gen- erating station, or a rewiring project. Many is the time that the interest gained in a Club Project can stimulate a mem- her to continuing active partic- ipation in Electric Projects. New members are of course necessary to keep your Club in operation. Many boys and girls start in 4-H work be- cause their friends are in it. Others need to be asked. Your County Extension people can be help- ful in assembling a list of potential members and ways to arouse their interest. Oftentimes local school officials are most cooperative in helping you get new members. Former 4-H’ers and parents can : help you too. Get in touch with them, and ask for their cooperation. Remember though, you are the one who will finally secure the boy’s or girl’s interest in an Electric Project. It will be you that they will look to for guidance. MAKE A PLAN OF ACTION Just about every successful undertaking achieves its goal because it is well-planned in advance. This applies to 4-H work as well as to anything else. You want your Club to be a success, therefore you must have a plan—it is best to have one for the year as well as for each meeting. 2) Suit: 53;?59 EEE§E§§ _\ if.“ ‘ “- -_ ,n. ) > /(m 1.1 —" *‘v 4- In developing your plan, think of these principles: Plan the objective Layout the best way to achieve it Ask yourself, "What help do I need?” Now review it to see if it’s practical for your Club. You and the local Extension Service representative will want to set up a tentative calendar for the year. One might read like this: September. .Attend Leader Training sessions. Enrollment recruiting drive. Fall ........ Teaching fundamentals of electricity or reviewing previous year’s work. Tour to power generating station. .Work on Club Projects and begin in- dividual projects. Visit to appliance dealer or electrical contractor. Winter. . .. Spring ...... Have Club Project on outdoor light- ing. Visit all-electrical farm or in- dustrial plant. Summer. . . .Prepare exhibit for County Fair. Make sure members bring record books up-to-date if they intend to enter County and State competition. Appliance picnic. Have achievement meeting. A 4-H Club’s Program and Meeting Plans are most successful when (1) they are tailored to local condi- tions and needs, and (2) the program and plans are cooperatively developed by the Leader together with Club Members. Now consult with your Club Mem- bers on the details of individual meetings and trips. The more Club Members who participate in planning the meetings, the greater will be the interest in Club activities. Once you have pretty well decided on the subject matter for each meeting, and the frequency of the meetings, it is wise to have this information mimeo- graphed so that each member and his or her parents can have a copy. ’W/A . s“ THE MEETING The meeting is, of course, the heart of the 4-H Electric Program. Good meetings will maintain the success of your Club. To be good, they must move along without losing your members’ attention. Good meetings have variety and are fun; they start on time and end on time, and rarely last more than 1 % to 2 hours. Movies and slides help break up the routine and keep the action moving. (Maybe one of your first Group Projects could be to have all mem- bers learn how to operate a movie or slide projector.) Above all, remember that your meetings must be keyed to the age level of the members in your Club. Don’t be too complicated, but don’t make things too simple either. Keep things on their level. You will be able to tell how well you are doing by the reaction of the Club. Have as many members participate in each meet- ing as possible. Club omcers of course will partici- pate; other members should be encouraged to give demonstrations or talks as often as possible so that they feel a part of the Club. It is a good idea to make out a meeting planning sheet prior to each meeting listing the responsibilities of each member participat- ing, as well as the schedule of events. A typical meeting plan might beasfollows ’ PUBLICITY FOR YOUR CLUB Publicity on Club activities, outstanding work of members, special events and general 4—H Club happenings does four things: 0 It keeps the community aware of 4—H and your local Club. 0 Members (or their parents) see their names in the news which stimulates their interest. 0 Your 4—H Club is established as an active Club. 0 It gives public recognition to accomplishment. When preparing a news story for the newspaper (also for radio, TV or any other news media) there are basic rules: 0 Be sure to tell what happened? who was involved? when did it happen? where did it take place? how did it happen? why? 0 Put the who, what, when, where, how and why in the first sentence (your lead). Give the story in a nutshell. 0 Develop each of the above in the news story. Write the most important information first, then follow with less important. (Editor may not have room for your entire story. He will cut paragraphs from the end.) 0 Include people’s names (but do not try to make a list of names into a story). 0 Find out the deadline for news stories—es- pecially if you are providing stories for a weekly paper. 0 If you supply pictures, be sure blacks and whites contrast and the picture is identified with a caption (what, who, when, where, how and why—for the picture). THE BRAIN STORMING GAME Your Electric Club work will be more exciting if from time to time new ideas are developed. These ideas should come from Club Members if at all possible, to make them feel more a part of their Club work. One very effective way of getting new ideas is to play the BRAINSTORMING GAME. This is essentially encouraging your members to think about new things without being influenced by negative attitudes; for the period of the game your members will not be allowed to make comments such as "We’ve done that before and it wasn’t any fun,” or “That’ll never work.” What you want is as many varied ideas as possible. You will first want to choose the question you want to explore well in advance of the Club meeting. Such a question could be “What would make a good exhibit for the County Fair?” or "What should be our next Group Project?” The secret of Brainstorming is competition. You should divide your Club into groups of no more than H E m S COMPLETE WlRlNC I'll,“ IQWI DWI. [bl-I171: agils 4! 7.11... r be cleaned? what type of reflector should it have? how can you be sure it is electrically safe? These things can be answered simply by a demonstration —words together with showing how. Here are some others: Tell and Show: How to repair an electric cord How to make an extension cord How to install a drop cord socket How to make an electric pig brooder How to make an electric lamb brooder How to brood chicks with a heat lamp How to make a poultry water heater How to make a small electric motor portable How to make an insect trap with a light bulb How to make an automatic switch with an alarm clock How to wire a simple bell circuit Results of improper wiring on operation of heating appliances How to use an electric soldering iron and make splices How to replace a wall switch How to make an electric fencing model How to read an electric meter How to prevent water pipes from freezing by the use of electricity How to make a toy electric motor How to make a test light How to use heating cable in a hotbed How to make home-made lamps How to improve an old lamp How to clip dairy cattle electrically How to cover an old lamp shade frame How to make electric driven ice cream freezer How to install a ventilating fan How to make an egg candler The proper use of an electric de—horner The uses of as many kinds of light bulbs as you can find Make a collection of different wire sizes (exhibit them and give a short talk on their uses) \-.\\\\\‘\\\ t A \\\ \\\ Demonstrate the uses and sizes of difl‘erent type safety devices (such as various fuses, switches, guards, etc.) Use and care of a kitchen appliance such as a mixer, roaster, etc. Use and care of a household appliance such as a cleaner, sewing machine, etc. How to make a wiring layout Care and use of fans How to reverse an electric motor How to have good light, good sight Add Others to Your List. Girls’ Individual Demonstrations: Better Lighting in the Home Broiling on an Electric Range Using the Electric Cleaner Making an Electric Lamp Repairing an Electric Cord and Plug How to Use Your Steam Iron The Use and Care of an Electric Mixer How to Clean and Oil the Electric Sewing Machine Use of Electric Mixers and Attachments Girls’ Team Demonstrations: Uses of the Electric Fan Adequate Wiring for Kitchen and Utility Room Lighting a Study Area Selection, Care, and Use of an Electric Sweeper Better Light for Better Sight The Effect of Color on Lighting Selecting Small Electrical Appliances Selection, Care, and Repair of Cords Revamping the Reading Lamp Boys’ Individual Demonstrations: Proper Installation and Use of an Electric Fence Making a Safe, Attractive Study Lamp Making a Portable Outdoor Light How to Make a Heat Lamp Installing Light with Two 3-way Switches Making Electrical Lamp from Kerosene Lamp Proper Fusing for Motor Protection Making an Electric Motor Portable Boys’ Team Demonstrations: Improving Seeing Ability of Our Home How to Build a Trouble Lamp Installing a Toggle Switch Safe Use of Electricity Care of Electric Drills Making a Heat Lamp Brooder Correct Lighting for Study Desk Repairing Extension and Appliance Cords (An excellent reference book is "ELECTRICAL DEMONSTRATIONS YOU CAN PERFORM”, available from your County Extension Agent or Westinghouse Electric Corporation.) Don’t forget, when you are showing your Club Members how to do something, always try to get as many of them to help you as you can. This will help them get used to giving demonstrations and per- forming in front of an audience, no matter what size. As your 4-H’ers become more used to giving demonstrations, it is a good idea to use a judging system. To best accomplish this, use a score sheet, one which should include the following items: I 3. -‘-: ... I... '_.__:I I I ' I 4‘ II I ' '} I A I I'- .- -'- lr-.- Suggested Demonstration Score Card Organization: Presentation: 1. Introduction brief and interesting ........ D 1. General appearance of demonstrator good. Cl Mal 2. Material logically organized ............. Cl 2° Voice clear, distinct and can be heard. - - ' D Splia 3. Conclusion sums up briefly and accurately E] 3' 1:811:31 skills exerClsedl 1:311. ' ° ' '1 """"" D A toy . ‘ 4. ac step carefully an a equate y An ex 4. Demonstratlon easy to follow. . . .I ........ El explained ............................ Cl A win : 5- Length Of demonstration appropriate 5. Demonstration gives knowledge of subject [2 A {TOL i to subject ............................. Cl 6. Questions asked for and answered ........ C] A test - - A tool Demonstration Materials: 7. Does demonstrator be subject matter to A tool personal experience? .................... [3 Pin 1. Equipment in good order ............... Cl Is this suitable for outside STOUPS? Her-1?; 2. Signs and charts readable ............... Cl Yes D No C] tH'Qu‘ 4-H Lig General Comments. Single: BUILDING ofilfittfi333‘rm’ma'“ Z3123? “1.2333225: '33:”: $333.21 ' ' h ' ' G Pro'ects ‘ ‘ ELECTRICAL xiiiefié‘ii‘finfi .L'L‘imiflfiagfnats. 522:: be attractive but highly useful. Not only can PM”? he E Q UIPME NT :2:2:2:‘22::.22.22.2: mamas: “2 ment. Much of the equipment which members can build is well suited for demonstrations and then for ”We all exhibiting as part of your Fair activities. Older Eu" Club members will be more interested in and capable of MY En doing individual and original creative projects. They We inst. will need your occasional guidance more than your f"? 1's. direction, whereas the younger members will need FLECTR your careful direction and will work better in Group (BULB? a Equipment-building Projects. m 01'th Here is a partial list of ideas for Equipment- building Projects, listed more or less in order of difficulty: 14 Make or Build: Splices and connections A toy motor An extension cord A wire-size display board A trouble light A test lamp A tool box A tool holster Pin-up or desk lamps Floor lamps 4-H Quiz Board 4-H Lighted sign Single, 3-way and 4-way switch panel Lighted house number Electric egg candler Tobacco or fruit grading light Ventilating fan Electric ice cream freezer Lamb, pig, or chicken brooder An egg cooler Valance or cornice lighting Electric hotbed Power saw or drill press Air compressor Speed reducer for motors Electric grain auger Electric lawn mower Poultry house lighting system Yard lighting system There are many more things to make. You and your Club Members will find them with ease. Your County Extension Ofiice can provide you with many of the instructions for building equipment in the above list. (An excellent reference is the booklet "ELECTRICAL EQUIPMENT YOU CAN BUILD,” available from your County Extension Office or the Westinghouse Electric Corporation.) EXHIBIT ! r ’ l The exhibit is vitally important in 4-H work. It is a means for 4-H’ers to display the equipment which they have built. Together with the demonstrations which 4-H’ers perform, the exhibit is your Club’s contact with the general public, as well as with other 4-H Clubs and projects. In the minds of the people which see your exhibit, it is your 4-H Club. There- fore, you must tell the story which you wish to tell as well and effectively as possible. Exhibits are of three basic types: 0 Action exhibits which people watch 0 Action exhibits in which people participate by performing some action such as pushing a button. . Non-moving exhibits which tell a story. Your Club Members will be in a good position to make good exhibits because of their knowledge of lighting, motors, and other electrical devices. Not only can you tell about your Electric Projects and show the finished product, but you can put them into action. There are a few points which should be remem- bered when putting together an exhibit: . Have something to say . Say it briefly so that it will be remembered . Make it attractive and neat . Make it attention-getting . Don’t try to put too much into one exhibit To tell the public something about 4-H Electric Club work, you will want to tell them something about what you have done over the year. Outstand- ing examples of equipment which has been built or wiring plans that have been developed are good things to show. Members’ Record Books will add interest to the exhibit. Wiring safety is always a good message to visually display, as there are many homes and farms which are in need of rewiring. Where will you exhibit? You will probably ex- hibit at the County Fair and at Community Day 16 events. National 4-H Club Week and National Electrical Week are two times when 4-H Electric Displays are most timely. Your Power Supplier might be quite willing to give you a window in the local office during these weeks. All electrical dealer or electrical contractor might be equally willing to make certain display space available for a limited time so that your Club can tell its 4-H story. If you have a 4-H Club Achievement Day or Parents’ Day, then your Club Members will want to put on an exhibit of what they have done or have built during the year. It is a good idea to set up a judging system and award some sort of ribbon or other commendation for outstanding work. JUDGES’ COMMENTS factory prove- ment WOIKMANSHIP ________________ 30 Planning ................... Purchased vs. Made ......... Qualitr—Electrical ........... Quality—Mechanical ........ . Materials—Practical ......... USIWlNISS .................... 30 Functional .................. Educational ................ Recreational ................ SAFETY ________________________ 20 Electrical ................... Mechanical ................. Cl BUD DUDE ClClClDClD OIIOINAUTY ___________________ 20 NONI: A TYPICAL EXHIBIT JUDGING CARD‘ * See your County Extension Office for your State’s Exhibit Judging Card. ISURVEYS The survey is a good project in which all Club Members can take part with enthusiasm. In addi- tion, electrical surveys in many cases are of much benefit to the farm, home, or community. There are many areas in which surveys are constantly needed. To get your Club Members in a "surveying” mood, you might start them out with an "Electric Motor Hunt.” This could be set up as a contest between individuals or groups of individuals to see which can locate the largest number of electric motors around the meeting place. This is especially fun if it can be done in the summer at a farm which uses electricity ill many places. Small motors such as are to be found in clocks and fans are often overlooked. Consult the host for the Club meeting before plan- ning this activity. There are many other types of surveys; here is a partial list: For Beginners: Survey of lamp wattages Survey of motor ratings Survey of appliances in use (and not in use) Survey of all electrical equipment in home or farm Hunt for frayed or bare wires in home Desk light survey Use of electricity in other project survey Electrical hazard survey For Advanced: . . . (advanced surveys should lead directly to a larger project) Survey home wiring system and make diagram Survey farm wiring system and make diagram— determine if adequate Survey of lighting in farm or home determining adequacy of illumination for job being done Survey of jobs being performed in farm or home to see if they could not more efficiently be performed electrically 17 FIELD TRIPS Field trips can provide interesting and educational variation for Club programs. They are also an oppor- tunity to have Club Members see applications and learn subject matter through actual association and experience. There are some important things to bear in mind when planning a field trip: 0 Determine what the field trip should accom- plish. 0 Determine where Club Members will see or experience whatever is necessary to accomplish the objective. 0 Explain to the field trip host what it is that you desire the trip to accomplish. 0 Allow enough time or explain time limitations to field trip host. 0 Explain trip thoroughly to Club Members and make sure that they ask for and receive parents’ consent for trip. A mimeographed arrangement sheet is a good idea. A trip should not be overly complicated, nor should too many different things be included in the trip—the educational value becomes buried. Interesting trips may be taken to power stations, electrical dealers, contractors, industrial plants where large amounts of electricity are used, or where electrical products are manufactured, to all-electric farms, and many other places where Club Members can see electricity in actual Operation. r 9 O '- eeee '0 0. ...... , ... ..... c ' e . ..... ’s a, o. . .......... . ...... ........ . I, ..... U r ... on ‘ .... ' o ‘6 ~%AWARDS \ ‘l I... 0“ . ..... -, . In. ‘ ......... ......... ';.V. 's.‘ , , , , ,'.;.,_;.;., l her ar ny different awards available in the 4-H Electric ""3" l rgam for, after all, an award is much like ‘a pat on the back’ in {to g ition of a job well done. Your Club may have a series of ribbons O O or outstanding equipment or demonstrations. Your county pro ably has a series of awards, which may include ribbons, or cash prizes or electrical equipment prizes. In many places, power suppliers are donors of awards for outstanding work in the 4-H Electric Pro- gram. TO find out what local and state awards your interested members might try for, it is best to consult your County Extension Office. The 4-H Electric National Awards Program is sponsored by the Westinghouse Educational Foundation and administered by the National Committee on Boys and Girls Club Work, Inc., in co- Operation with your State Extension Service and 4-H Staff. What are the Awards? COUNTY. . . Maximum of four gold-filled medalsglf . award group of 4-H Members in each county. is? \. . l I‘ . STATE. . . All-expense trip to the National 4- Chicago. l.~ ' NATIONAL . . . Six $400 colfigescholarships to g te rip winners in blue award group. arr—vi; Who is Eligible? Boys and girls enrolled during the current year in 4-H Club work may participate in accordance with requirements Of the State Extension Service. Full information about the regulations, records required, and reporting date may be Obtained from the County Extension Office. To be eligible for State Trips and National Scholarships, participants must have passed their 14th birthday and must not have passed their let birthday on January 1 of the year in which the trip is taken, and must have completed at least three years of 4-H Club work including the current year. What Has to be Done? If your members are going to compete for state and national awards, here is what they should include in their 4-H Electric Program Achievement Record: His (or her) photo—a clear, glossy print of head and shoulders, about 3V2 x 5% inches is best. A table of contents highlighting their ex- periences. Standard Report Form or summary of Club work, filled out as completely as possible with emphasis on their Electric Program work. His (or her) 4-H Club story, typewritten, if possible. This should be a brief story or nar- rative summarizing their experiences and achievements while a 4-H Club Member as recorded in your record books. His (or her) 4-H Electric Program summary. This should be a condensed summary on their experiences and achievements in the Electric Program. Tell their reasons for selecting the 19 electric project or activity, and describe the growth and size of the project, what they accomplished, what was learned, how they used the information and experience and how they shared it with others. Electric project or activity pictures. Use only those which tell the story best. Identify the pictures and persons by captions. Selected news clippings about their project or activity, and honors and recognition they have received. Place one over the other like shingles on a roof. Summary Of the awards and recognitions they have received. Correspondence and significant letters and tele- grams concerning their 4-H Club work. His (or her) Electric Program record book. Record books from previous years may also be included. Award for County Program . . . (available only in States accepting plaque Offer) A handsome plaque, appropriately embossed, will be awarded to the county reporting the most out- standing 4-H Electric Program in the State. Each county submitting a report on "Form 3— Special Report on County-wide Electric Program” to the State 4-H Club Office before the date specified by the State Club Leader will be considered for this award. The report form is available, upon request, from the State Club Office and the National Committee on Boys and Girls Club Work, Inc., 59 East Van Buren Street, Chicago 5, Ill. Obtain a 4-H Electric National Awards Program leaflet for each Of your Club Members from your County Extension Office. RECORD BOOKS APPENDIX GADJES and PARTIES 20 ”ll: ELECTRIC BASEBALL In Quiz Baseball, the leader usually takes the pitcher position and pitches in the questions to the batter. The easy ones are good for singles if properly answered; harder ones, doubles, triples, and home- runs. There is no base stealing, of course. Base runners move up one base on a single, two on a double, and so on. It is desirable to have an umpire and a scorekeeper. Each team captain arranges his players on the bench in the batting order they will 1. Is this project for girls or boys? Ans: Both. 2. What is a generator? Ans: A generator is a machine which manu- factures electricity. 3. What is a kilowatt? Ans: 1000 watts. 4. What is a volt? (2)* Ans: A measure of electric pressure. 5. What is a hot wire? Ans: A live wire connected with the source of supply. take. A list Of questions must be prepared in advance. The diagram at bottom of page 20 gives the ar- rangement. The following list of questions may be used in whole or in part for a quiz ball game. It is intended that one side be asked the questions on the left and the other the questions on the right. These are balanced in such a way that each side is given equal Opportunity. 1. May a ten-year-old enroll in this project? Ans: Yes. 2. What is a transformer? Ans: A transformer is a device for changing voltage. 3. Kilo is a prefix meaning what? Ans: 1000. 4. What is a watt? (2)* Ans: A small unit of electric power. 5. What is a fuse? Ans: A soft piece of wire which melts easily. Note: Completion questions 6—21, inclusive, should be asked, "How does .......... rate as a conductor of electricity?” Answers should be good, fair, poor, or insulator. 6. How does the human body rate as a conductor Of electricity? Ans: Poor. 7. Iron .............................. Good 8. Oils .............................. Insulator 9. Silver ............................. Good 10. Marble ........................... Poor 11. Wool ............................. Insulator 12. Aluminum ......................... Good 13. Pure Water ........................ Poor 14. Porcelain .......................... Insulator 15. Carbon ........................... Fair 16. Salt Solution ...................... Fair 17. Slate ............................. Insulator 18. Paraffin ........................... Insulator 19. Nichrome ......................... Fair 20. Flame ............................ Poor 21. Shellac ............................ Insulator 22. What is a conductor? ( 2) * Ans: Material which will transmit electric energy with very little resistance. 23. What is a closed circuit? (2) * Ans: A continuous path Of wires or metal through which electricity flows. 24. Should hot wires be handled with gloves or bare hands? Ans: Neither. 25. What is a kilowatt hour? ( 2) * Ans: One kilowatt at work for one hour. 6. How does rubber rate as a conductor of elec- tricity? Ans: Insulator. 7. Dry Wood. ....................... Poor 8. COpper ........................... Good 9. Lead ............................. Good 10. Moist Earth ....................... Fair 11. Nickel ............................ Good 12. Dry Paper ........................ Insulator 13. Glass ............................. Insulator 14. Zinc .............................. Good 15. Silk .............................. Insulator 16. Brass ............................. Good 17. Sealing Wax ....................... Insulator 18. Platinum .......................... Good 19. Bakelite .......................... Insulator 20. Dry Air ........................... Insulator 21. Mica ............................. Insulator 22. What is an insulator? (2) * Ans: Substance that will not readily make a path for the flow of electricity. 23. What is an Open circuit? (2)* Ans: A circuit through which electric energy no longer flows. 24. Would 110,000 volts be considered high voltage? Ans: Yes. 25. What is an electric meter? (2)* Ans: A device for measuring the kilowatt hours used. (*) Good for two bases. 21 Cut Up Valentines: Cut valentines in half. As the members enter, give each one-half of ,a valentine. One-half of each is given to a boy and the other half to a girl. Each member finds the person who has the other half of his valentine. These two are partners for the next dance, game, or other activity. The valentines may be cut in many pieces allowing larger groups for teams if they are needed. Fire on the Mountain: All the players but one form a double circle, facing inward, each player in the outer circle standing directly behind his partner. The extra player, who is "It”, stands in the center of the circle. When he calls "Fire on the mountain! Run, men, Run!” the players in the outside circle begin immediately to jog around, while “It” and the players of the inside circle clap their hands. When “It” stops clapping, he and the inside players hold their hands over their heads as a sign that "It” and the outside players are to try to get in front of an inside player. The one left out becomes "It” and the game proceeds. Eye Color: Give each person a slip Of paper and have them fold it into four columns. At the head of each column have them write the four colors: BROWN, BLUE, GREEN, GRAY. List as many of the other guests as possible, placing their names under the column with the corresponding color of their eyes. -ROWN GREEN GRAY I.“ Identification: Each person has a name tag. All form in a single circle. Each person removes his tag, holds it out at arm’s length towards the inside of the circle, and drops it. The circle then moves half-way round and stops. Everyone picks up the tag in front of him and proceeds to find the owner—for a chat. Repeat at will. Variation A—Each player attempts to form the longest “name chain” by booking elbows with the owner of the name picked up, helping the second owner find the owner (third person) of the second name the how VI I players, marked positive letters. for very slips, on in his ri up, play attempt Alter t plus or of the s not '- reoeiVin ToyS Each . imp an name tag, etc. At the same time, each owner searches for the person who has his name tag with the hope Of attaching that person to the chain. Variation B—Scatter, in the center Of a circle of players, slips Of paper either of different colors or marked with different letters. List on a card, secret positive or negative values, for the various colors or letters. Have the circle move and stop frequently for very short intervals, when each player grabs the slips, one at a time, with his left hand and puts each in his right hand. When all slips have been picked up, players commence to bargain with each other in attempting to get a large number of positive slips. After the bargaining period, each player totals his plus or minus scores as the leader gives the values Of the slips. Appropriate awards and penalties are not necessary but could be given to the player receiving plus and negative scores. Toy Shop: Each man draws from a box the name of some toy shop article. He lets no one see it. The ladies draw duplicate slips from another box. The men act out their toys, each in his turn. As soon as the lady who got his slip recognizes her toy, she claims it and they become partners for the next feature. The toy dog barks, Donald Duck waddles and talks through his nose, the elephant has trouble with his trunk, the crying mama doll puts on her plaintive act, the drum major struts and beats time, the soldier marches with a gun on his shoulder, the camera takes candid shots and the hobbyhorse rocks back and forth. The player who drew football pretends to catch a punt and get away with it or he pantomimes a ball- game. The horn toots, the gun shoots, the electric train "chOO-choos” around, the automobile "chug- chugs” and blows its siren, and so it goes until each toy has found its proper owner. Face to Face: Single circle formation with partners facing. One Odd player stands in the center of the ring and calls, "Face to Face,” “Back to Back,” "Face to Face,” "Back to Back.” As soon as he wishes, he may call, "All change,” whereupon all players seek new partners, including the center player. The player left without a partner then takes his place in the center and gives the commands. This game can be used with any sized group in any formation of twos. Odd or Even? Each player is given a definite number of beans which he holds in his closed palm. He places one or more beans in his other hand, approaches another 23 player, and asks, "Odd or Even?” If the second player guesses correctly, the first player loses a bean. In case the second player guesses incorrectly, the first player wins a bean. Popularity: A circle of girls faces to the right; a circle of men outside the circle of girls faces to the left. When the music starts, each circle marches in the direction in which it is facing. At a whistle each girl tries to get a man as a partner. After getting him, she will ask him his name, tell him hers, and then ask him about his good or bad qualities. When the whistle blows again, the circles continue marching. String and Strap Puzzle: EQUIPMENT: In a piece of pliable leather of the approximate size illustrated, make two parallel cuts. Then out a hole slightly wider than the width Of the strip formed by the cuts. Thread a string under the strip and through the hole as illustrated. On each end of the string tie buttons larger than the hole in the leather. PROBLEM: The object is to re- move the string from the leather without taking Off the buttons or forcing them through the hole on the leather. SOLUTION: Bend leather ' double and draw narrow strip - through hole. The string can then be removed. a. l t l ,J ‘\ -‘cn- Train: Leader asks players to form a circle. He then runs up to a girl, faces her, puts his hands on her shoulders and asks, "What’s your name?” If the girl replies, "Mary Jones,” both she and the Leader repeat, "Mary Jones,” five times, the first two times slowly and last three fast, and in same tempo do right, left, right, left, right, left, movements with their feet. The Leader reverses, the girl puts her hands on his shoulders and they run across the circle to another girl. After second girl tells her name, the Leader “passes it back” to first girl. Then three repeat the second girl’s name five times in the manner de- scribed above. They then reverse and run to get another boy in their train. The group continues to add "cars” to the train in boy-girl-boy-girl order, always reversing before they start for another "car” and always making train whistle sounds as they move. Several players can be delegated to start assembling trains, each trying to get the longest train by the time all available players are made "cars” in some train. l“lunch“ WESTINGHOUSE ELECTRIC CORPORATION POWER USE DEPARTMENT - ILL-22 0 EAST PITTSBURGH, PA. B-7597 "'9 LITHO IN U.S.A- 9.08M USE GlilY 5" Rfifiivi ESE £3.51. MICHIGAN STATE UNIV. LIBRRRIES Ill llllllllllll l 7 31293107626 01