A STUDY 07 SELECTED FARM SHOP ABILITIES NEED BI 80!, tonne-mm, AND CIDER-A9013 Ems IN GEORGIA By Roland Russell Harris AN ABSTRACT admitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partiel fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1960 AN ABSTRACT PurEses. The purposes of this study are to determine (1) the value of selected farm shop abilities for in-school, young-adult, and older-adult farmers in Georgia and (2) the extent to which these age groups of farmers agree on the value of the abilities. Met_______hod. A questionnaire consisting of.abilities in girt‘e‘enfi sub-areas of farm shop was developed for collecting data from white male farmers living in school cowurdties where farm mechanics was a part of the total program of vocational agriculmre. Thirteen schools were selected to participate. In each school boy farmers were chosen at- random from agricultural class rolls and adult farmers were obtained by the area sampling method. The interview procedure was used to col- lect data from all farmers. From the collected data a relative value was determined for each ability. The values were analyzed by farmer age groups and for all groups combined. 01' the 108 farmers participating in the stuw, l56\were boy farmers, 123 were young-adult farmers, and! 129 were older-adult farmers. Findings and interpretations. The findings of this study warrant the following conclusions and recommendations: 1. Host- farmers need a high proportion of the abilities in this “WW and rate them as ”very" or 'extrmely“ important to know. 2. Young-adult farmers need more abilities and rate their impor- tance higher than the other two groups. A.— Roland mssell Harris 3. The relative values of the abilities vary considerably for each of the.farmer age groups. A higher percentage of'the abilities is more valuable for the young-adult farmers than for either the older- adult or the boy.farmers. Similarly, more abilities have a higher value for older-adult farmers than for the boy'farmers. b. There are considerable variations among the relative values of the.farm.shop sub-areas for each of the farmer groups. 5. All sub-areas appear to be ”very valuable“ for the alquarmer group. 6. There are substantial variations among the relative values of abilities within.most sub-areas.for each of the.farmer groups. 7. For all abilities as a group a high level of agreement can be expected among the judgments of the farmer groups. Young-adult and older-adult farmers tend to agree more closely than boy and young-adult farmers or boy'and older-adult farmers. 8. The level of agreement of judgments among the farmer groups on the value of the various sub-areas is variable. 9. Teachers should be encouraged.to re-examine the contents of their instructional farm shop programs in the light of the finangs of this study. The all-farmer findings should be used for district and state evaluations. Roland Russell Harris A STUD! OF SEIECTED PAIN SHOP ABILITIES NEDED BI BOY, IMO-m, AND CIDER-AWE! FATHERS Ill GEORGIA B! Roland Russell Harris A THESIS Submitted to the School for Advanced Graduate Studies of Hichigan State Urnversity of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of mm 0? 151110me Department of Teacher mention 1960 ACKNWIEDCEIENT The author wishes to express his sincere appreciation for the guidance and counsel of Dr. Raymond M. Clark, who supervised the inves- tigation upon which this thesis is based. Sincere appreciation is also expressed to the other members of the author's guidance committee, Dr. H. M. Byram, Dr. Carl H. Gross, and Dr. Merle L. Esmay, for their suggestions and guidance throughout this investigation. Special thanks are extended to Professor R. H. Driftmier, Chairman of the Division of Agricultural Engineering, University of Georgia, for his genuine interest and excellent cooperation in this stuck. The author acknowledges the important contributions made to this study by the State Supervisor, the District Supervisors, and the Teacher Trainers of Agricultural Education in Georgia. Furthermore, the author is deeply indebted to those teachers of vocational agriculture, school adxnnistrators, and farmers who cooperated so willingly and faithfully. Special appreciation is expressed to the author's wife, Martha me Harris, for her untiring patience, consistent encouragement, and valuable assistance. Thanks are extended to all others who contributed time and effort to this investigation. TABIE OF CONTENTS CHAPTER I. NATURECFTRESTUDY. . . . . . TheProblem......... Statement of the problem . Basic assumptions . . . . . limitations of the study . Definition of Terms Used . . Preview of Succeeding Chapters II. A REVIEW OR RELATED IITERATURE Studies and Writings Relating Directly to Shop Needs of In-school Boy Farmers . . Studies and Writings Relating Directly to Shop Needs of Young-smut Farmers . . . Studies and Writings Relating Directly to Shop Needs of Older-adult Farmers . . . An Analysis of Investigations Relating to the Shop Needs of Farmers with Implications for StudyOOOOOOOOOOOOOOCOOO. NBOdBIOI'MBStudyeeeeeeeeeeee v!" III. WODCFINVESTIGAIION...........o Development of a Data-gathering Instrument . SOIOCtiODOtSCMOlCWtieBeeeeeeeeee Selection of Respondents in the School Comnities @HethodofCollectingData............. wormmereeeeeeeeeeeeeeee PAGE 0000pr 10 12 22 27 35 38 ho ho h3 h7 1:9 53 CHAPTER IV. CHARACTERISTICS 01" TH! POPULATION . . Number of Respondents by Age Groups Ageeeeeeeeeee Experience in Farming . Farm Omership . . . . SiseofFarms..... TypesofFarms .... Tractors ....... Workstock....... NimberofBuildings.. lumber of Painted Buildings Specified Utilities and Equipnent Salary of Chapter 00...... V. FARM SHOP ABILITIES NEEDED B! FARMERS Abilities by Sib-areas Cold metal work . . . Hot metal work . . . Tool fitting . . . . Fm 161101118 e e e e Concrete and masonry work The home farm shop 0 Painting, glazing, and special finishes Planning shop projects Famplmbing............ Boundleathermrkeee eeeee Soldering metals iv PME 70 70 73 75 78 ' 80 82 8h 87 89 91 93 CHAPTER Electric arc and cry-acetylene welding Woodworking and carpentry Sumtion of Abilities . . . . . . Abilities by farmer groups . . . High abilities in each nib-area Sub-areas of Abilities . . . . . . SumnaryoftheChapter...... VI. THE IMPORTANCE OFFAEM SHOP ABILITIES NEEDED Abilities by Sub-areas . Cold am work . . . Eotmetalwork. . . . Tool fitting . . . . . FaernC1ng e e e e 0 Concrete and masonry work 0 Thehomfmshop... as 0 Painting, glazing, and special Planning shop projects . . . . Farm plumbing Rope and leather work 0 O O O SOldamgwt‘lleeeeeee Electric arc and oxy-acetylene Woodworking and carpentry finishes welding O muondmintieseeeeeeeeeeeee Importance of abilities as indicated by farmer High abilities in each sub-area groups FAQ 95 97 101 101 103 106 108 110 113 113 116 116 120 122 122 125 129 131 133 135 137 lho 1112 CHAPTER Sub-areas of Abilities Summary of the Chapter VII. THE RELATIVE VALUE OF FARM SHOP ABIIITIES NEEDED BI FARMES......... Abilities by sub-areas . Cold metal work . . . . Hotmetalwork .... Tool fitting Farm fencing Concrete and masonry work The home farm shop 0 Painting, glazing, and special finishes Planning shop projects 0 FMPleingeeeeeeeeeeeee Romandleathermrkeeeee eeee Soldering metals Electric arc and wry-acetylene welding O O O O O O O O O O O Woodworking and Garmntry e e e e e e e Smmation of Abilities 0 Relative value of abilities for farmer groups High abilities Within 38c}! 81.1w“ e e e e 0 Most valuable abilities e e e e e ale 0 e e e Sub-areas of Abilities Samry of the Chapter VIII. OF FARM SHOP SUB—AREAS AND ABILITIES AW OF FARI‘UER ORGJPS ON THE RELATIVE VAIUE vi PACE 1117 1249 152 152 15h 156 159 161 163 165 168 170 172 ,. 17h , 176 , 178 182 182 18h 187 188 190 193 CHAPTER IX. SUMMARY, CONCLUSIONS, AND RECO'IMENDATIONS . Weeeeeeeeeeeeeeeee Conclusions and Reconmendations . . . . . Recomendations for Further Study . . . . mum O O O O O O O O O O O O O O O O O O O O O 0 0 APPENDIX A. APPENDIX B. APPENDIX C. APPENDIX D. APPENDIX E. Rank of Farm Shop Abilities for Boy Farmers, Young-adult Farmers, Older-adult Farmers, and All Farmers as Evidenced by the Per- centage of Farmers Needing the Abilities Rank of the Relative Importance of Farm 810p Abilities for Various Farmer Groups . . . . Rank of the Relative Value of Farm Shop Abilities for Various Farmer Groups . . . . Additional Abilities Suggested by Respondents FarmerQuestionnaire ............ vii PACE 197 197 _ 203 210 217 226 235 2M; 2115 TABLE I. II. III. IV. VI . VII. VIII . IX. X. XII. XIII . LIST OF TABLES Schools Selected to Participate in This Study . . . . . . Number of Sampling Units Used in Different School Comflties...................... Number of Respondents by Age Groups and Districts . . . . Farm Ownership Status of Families of Respondents . . . . Size of Fame Operated by Boy, Young-adult, and Older- adultFarmers..................... Types of Farms Operated by the Respondents of This Study Number of Tractors on Farms of Respondents . . . . . . . Number of Workstock Reported on Farms of Respondents . . Number of Separate Buildings located on Farmsteads ofRespondents .................... Number of Painted Baldings Located on Farmsteads ofRespondents .................... Utilities and Equipnent Available on Farms of Respondents...................... Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Cold Metal Work . . . . ‘. . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Hot Metal Work . . . . . . . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Tool Fitting . . . . . . . . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Farm Fencing . . . . . . . . . . PACE 16 ‘52 56 58 59 61 62 63 6S 71 79 TABLE XVII. XVIII. XIX. XXII. XXIII . XXVII. Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Concrete and Masonry Work . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in The Home Farm Shop . a, . . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Painting, Glazing, and Special Finishes....................... Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Planning Shop Projects . . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Farm Plumbing . '. . . . . . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Rope and leather Work . . . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Soldering Metals . . . . . . . Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Electric Am and Oxy- acetyleneWelding................... Percentage of Respondents Who Had Needed the Selected Farm Shop Abilities in Woodworking and Carpentry . . . Distribution of A11 Abilities by Sub-areas and Quartiles as Evidenced by Percentage of Farmers Needing Them . . Percentage of Respondents Needing the Selected Farm ShopAbilitiesbySub-areas . . . . . . . . . . . . . The Relative Importance of Farm Shop Abilities in Cold Metal Work as Indicated by a Weighted Mean . . . . . . ix PAGE 81 83 85 88 9O 92 9’4 96 98 10h 107 1114 TABLE XXVIII. XXIX. XXXII. XXXIII. XXXVII. The Relative Importance of Farm Shop Abilities in Hot Metal Work as Indicated by a Weighted Mean . . . . . . The Relative Importance of Farm Shop Abilities in Tool Fitting as Indicated by a Weighted Mean . . . . . . . The Relative Importance of Farm Shop Abilities in Farm Fencing as Indicated by a Weighted Mean . . . . . . . The Relative Importance of Farm Shop Abilities in Concrete and Masonry Work as Indicated by a Weighted Mean......................... he Relative Importance of Farm Shop Abilities in The Bone Farm Shop as Indicated by a Weighted Mean . . . . The Relative Importance of Farm Shop Abilities in Painting, Glazing, and Special Finishes as Indicated byaWeightedMean.................. The Relative Importance of Farm Shop Abilities in Plan- ning Shop Projects as Indicated by a Weighted Mean . . The Relative Importance of Farm Shop Abilities in Farm Plumbing as Indicated by a Weighted Mean . . . . . . . The Relative Importance of Farm 910p Abilities in Rope and Leather Work as Indicated by a Weighted Mean . . . The Relative Importance of Farm Shop Abilities in Soldering Metals as Indicated by a Weighted Mean . . . The Relative Importance of Farm mp Abilities in Electric Arc and (Ry-acetylene Welding as Indicated byaWedghtedMean................... PACE 117 118 121 123 1211 126 128 130 132 DA 136 TABLE XXXIX. XLI. XIII. XLIII . XLV . XLVI . XLVII . XLVIII . L. PAGE The Relative Importance of Farm Shop Abilities in Wood- working and Carpentry as Indicated by a Weighted Mean . 138 Distribution of All Abilities by Sub-areas and Quartiles as hidenced by Their Relative Importance . . . . . . . 1143 The Relative Importance of Farm Shop Sub-areas for VariousGroupsofFarmers............... 1116 The Relative Value of Farm Shop Abilities in Cold Metal Work for Various Groups of Farmers. . . . . . . . . . . 153 The Relative Value of Farm Shop Abilities in Hot Metal Work for Various Groups of Farmers . . . . . . . . . . 155 The Relative Value of Farm Shop Abilities in Tool Fitting for Various Groups of Farmers . . . . . . . . . 157 The Relative Value of Farm Shop Abilities in Farm Fencing for Various Groups of Farmers . . . . . . . . . 160 The Relative Value of Farm Shop Abilities in Concrete and Masonry Work for Various Groups of Farmers . . . . 162 The Relative Value of Farm Shop Abilities in The Home Farm Shop for Various Groups of Farmers . . . . . . . . 16h The Relative Value of Farm Shop Abilities in Painting, Glazing, and Special Finishes for Various Gn'oupsofFarmers................... 166 The Relative Value of Farm Shop Abilities in Planning Shop Prajects for Various Groups of Farmers . . . . . . 169 The Relative Value of Farm Shop Abilities in Farm Plumbing for Various Groups of Farmers . . . . . . . . 171 xii TABIE PAGE L1. The Relative Value of Farm Siop Abilities in Rope and leather Work for Various Groups of Farmers . . . . . . . 173 LII. The Relative Value of Farm Shop Abilities in Soldering Metals for Various Groups of Farmers . . . . . . . . . . 175 LIII. The Relative Value of Farm Shop Abilities in Electric Arc and Gav-acetylene Welding for Various Groups of Farmrs ........................ 177 LIV. The Relative Value of Farm Shop Abilities in Woodworking and Carpentry for Various Groups of Farmers . . . . . . 179 IV. Number of Abilities Within the Various Categories of Relative Value for the Farmer Groups by Sub-areas . . . 183 LVI. Distribution of All Abilities by Sub-areas and Quartiles as Evidenced by Their Relative Values . . . . . . . . . 185 LVII. The Relative Value of Farm Shop Sub-areas for Various FarmerGroups ..................... 189 LVIII. Correlation Coefficients for the Various Farmer Age moups O O O O O O O 0 O O O O O O O O O O O O O O O O 0 19h xiii FICRIIE PACE 1. location of Cooperating Conmunities in the Four Supervisory Vocational Districts of the State . . . . . . 146 CHAPTER I NATURE OF THE STUDY The kind of abilities that farmers need to possess in dealing with the farm shop problems encountered on their farms and in and around their farmhouses has been the subject of discussion for may years. Many dif- ferences of opinion have existed. leaders in the fields of vocational agriculture and agricultural engineering have had, and continue to have, the problem of determining the appropriate content for instructional pro- grams in farm shop. Most of the research relating to this problem has been done for particular geographical areas of our country or for parti- cular groups of farm people. Previous studies also show that the findings of farm mechanics research in one section of the country are not equally applicable in all others due to many variable characteristics of the farms and farmers. In no imtance has scientific evidence been presented to resolve these shop problems for farmers living in Georgia. I. THE PROBLE! Statement of; the Problem. Most teachers of vocational agriculture work with three major age groups of farmers-~boy farmers, young-adult farmers, and older-adult farmers. (he of the teachers' primary objectives in farm shop is that of helping the farm people deal intelligently with the unspecialized mechanical activities which they should perform in pres- ent-day farming. This helpfulness involves appropriate instruction which will assist farmers in developing the ability (1) to find and interpret 2 data for making sound decisions concerning their problems, and (2) to obtain the necessary knowledge ard the skills for executing these deci- sions. Since most teachers of vocational agriculture in Georgia organize and conduct farm shop programs for one or more of the different age groups of farmers, it is obvious that they need to recognize the mechanical activities needed by each of the farmer groups when endsting farm shop programs are being revised or new ones are being planned. In the past many programs in farm shop have not completely met the needs of all groups of farm people. This is evident when *one discovers that the educational outcomes of certain instructional shop programs con- ducted for some of the farm groups have varied from success to failure. Many leaders in education and farm shop have attempted to help the teachers in various ways, but noticeable weaknesses still exist. Within the past few years many progressive and momentous changes have been taking place in agriculture, thereby creating new farming problems and changing the relative importance of older ones in the farming business. Six of these significant changes are (l) a decrease in number of farms with an increase in size of farms,1 (2) a shift from horse power to mechanical power,2 (3) a tremendous increase in farm mechanization and 1 United States Blreau of Census, United States Census of agri- culture: 195h. General Report, Vol. II (Washfi'lgton: ufi'f'é'd'stitee Printing Moe, 1956), pp. 11, 3&2-355- lament and Tractor (Twenty-first Annual Statistical Namber, Vol. 73, o. , Kansas City: Implement and Tractor Publications, Inc. , November, 1959), p. 66. 3 automation,3’h (h) a marked increase in agricultural services to farmers,5 (S) a pronounced improvement in agronomic practices,6 and (6) a substantial expansion of specialized and "contract" farming.7 Doubtless all of these far-reaching changes, as well as many others, have affected the kinds of mechanical competencies that are essential for efficient and.progressive farmers to possess today. There is a feeling among many leaders who have tried to deal with this problem that teachers of vocational agriculture have not recognized or included in their instructional programs some of the basic and most valuable mechanical abilities which present-day.farmers need to possess. Also, some leaders in agricultural education and agricultural engineering think that the kinds and values of farm shop abilities needed by farmers vary somewhat with the age of farmers and that many teachers apparently have not placed the proper amount of emphasis upon the kinds of abilities which each of the different age groups of farmers enrolled in their shop classes need to acquire. In order to provide suitable data which can be used as a guide for evaluating and improving the farm shop curriculums in Georgia, there is 3Ib1do, pp. 611-811. 1* icultural Eh%neeri§g (Golden Anniversary Edition of Engineering Service o‘Agriculture, o . , No. 6, Saint Joseph, Michigan: The American Society of Agricultural Engineers, June, 1957), pp. 388-h60. 5Richard L. Kohls, Marketi _A_gricultura1 Products (New York: The Macnillan Company, 1955), pp. - . 6Harrell DeGraff, ”The Agronomists' Accomplishments and Opportuni- ties for.Future Contributions in the United States," Agronomy Journal, No. 12, h9:615-617, December, 1957- 7G.'W. Duke and others, “Technical Progress and Vertical Integration of Agriculture,“ Journal g_f_ Farm Economics, 130313564369, December, 1958. b, an urgent need to identify and determine the value of those pertinent shop abilities which the different age groups of farmers need in their farming programs. In this study an attempt is made to secure and analyze such data using age of farmers as a variable factor. The problem is stated in two parts: (1) ”How valuable are selected farm shop abilities for in-school boy, young-adult, and older-adult farmers who live in school comunities where farm mechanics is a part of the total instru- tional program of vocational agriculture?” (2) “To what extent do these age groups of farmers agree on the value of the abilities they need in their farming programs?" Since the ”value" of an ability in this investigation involves both the percentage of farmers needing an ability and the relative impor- tance of that ability as expressed by the farmers, the specific objectives 01‘ this study are (1) to determine what farm shop abilities are needed by most farmers in their work on the farms and in and around the farm- houses; (2) to determine how important farmers think it is for them to Possess these abilities; (3) to determine the relative value of these a»b:llities for the various age groups of farmers; and (h) to determine the level of agreement among the various farmer groups as to the value of these farm shop abilities in their business of farming. In Georgia the findings of this study should be especially helpful to teacher trainers in education and farm mechanics instructors in agri- cultural engineering (1) in evaluating and strengthening their under- graduate curriculum in farm shop for prospective teachers in the light of pl"esent-day farmer needs, and (2) in stimulating these teachers to acquire, ‘8 a part of their pro-service training program, those mechanical compe- ’ tencies vhich they do not presently possess but which are valuable to 5 farmers in Georgia. Since an evaluative instrument is currently needed in Georgia to determine whether or not in—service teachers are adequately prepared, technically, to help farm people deal satisfactorily with their current shop problems, the findings of this study can be used as a guide for developing the basic appraisal itans of such an instrument. The findings of this study should be most beneficial to teachers and supervisors of vocational agriculture as a guide when they are plan- ning or evaluating local, district, and state programs of farm shop. It can also provide a list of existing farmer needs from which future need may be anticipated. The separate analysis of abilities by sub-areas for different age groups of farmers will be especially helpful to the teachers in the State since they usually organize their instructional shop work f or particular age groups of farm people. The investigator recognizes that the entire instructional program in farm shop for farmers or for pre-service and in-service teachers of Vooational agriculture cannot be based totally upon farmers‘ activities during the preceding five years. In addition to current needs the pro- gram must include anticipated needs based upon our changing agriculture and society. For in-service teachers the farmers' needs must normally be projected two or more years ahead of the time they enroll in college 1' arm shop courses. The procedure of using the needs of farmers as a guide for planning or revising technical courses of instruction for them is consistent with the recommendations of other investigators. At the present time information about the mechanical abilities needed by dif- f Brent age groups of farmers living in Georgia is not known. In this Stucv the investigator has collected and analyzed such data in the area Qt farm shop. 6 Basic assumptions. Several basic assumptions which underlie this study are as follows: 1. Farmers are competent to recognize many of the abilities that they have needed in dealing with the farm shOp problems encountered on their farms and in and around their farmhouses during the past five years. 2. Farmers are competent to indicate how important they think it is for them to possess the abilities necessary to deal with the farm shop problems encountered on their farms and in and around their farmhouses. 3. The relative value of a farm shop ability may be determined by relating the percentage of farmers needing that ability to the relative importance of the ability as expressed by these farmers. 11. Farm shop abilities which have high relative values are examples of abilities which leaders in vocational agriculture and agri- cultural englneering need to consider when planning instructional programs in farm shop. Limitations 2f_ Lb: study. This study was limited: 1. To a smnple of the school communities in Georgia where voca- tional agriculture was taught by white teachers who included farm mechanics ‘8 a part of their total instructional program. It was further limited to a five per cent random sampling of these communities in each of the 1‘Our supervisory vocational districts. The sample consisting of thirteen B0.11001 communiti es in the State was considered to be of sufficient size to yield reliable data for this stucbr. 2. To white male farmers living in the selected school commnities. It was further limited to 12 in-school boys and to all the adult farmers 1iving in four of the area sampling segments. When necessary one or more 7 alternate sampling segments were used to obtain at least 18 respondents in each of the participating communities. 3. To the area of farm shop, which is one of the subject areas of farm mechanics. 1;. To the farm shop abilities recorded in the checklist. Respon- dents were asked to add any other abilities which they thought should have been included in the list. 5. To the responses received from farmers who said they had encountered a need for the abilities during the past five years. These were the "yes" responses in the questionnaire. 6. To an analysis of the responses on a state-wide basis for in- school boy farmers, young-adult farmers, older-adult farmers, and all of these farmers as a group. 7. In that no attempt was made to have farmers classify the abilities as belonging to farm mechanics or to any other phase of voca- tional agriculture or agricultural engineering. 8. In that no attempt was made to determine the value of shop abilities for the white male farmer on basis of any particular character- istic of the farm on which he lives or any social, educational, or economic characteristic of the farmer or his family. The findings of this study will basically apply to all white, male farmers living in certain school commrdties in Georgia as indicated in li-lt‘titation'one. Since approximately 99 per cent of the school comunities having a department of vocational agriculture in Georgia was eligible to A” participate in this study, the outcomes will be valuable to practically every teacher in this State and can be used with a rather high degree of c0lll’idence. The findings may also be applicable to farmers living in 8 other communities where the characteristics of the farms and farmers are similar to those of this study. Female and non-white farmers were not included in the stumr. It is recognized that the abilities needed by farmers today do not determine the abilities they will need five years hence; however, many of them will remain valuable to the farmers because most changes in agricultural engneering technology are gradual and continuous. The findings of this stuchr are more applicable to present-day farmers than they may be at some time in the distant future. As a guide in farm shop program planning for pre-service teachers, the value of these findings is limited to the extent that they represent the farmers' needs when these people enter the agricultural teaching profession. II. DEFINITIONS or TERMS USED Farm mechanics. Farm mechanics in vocational agriculture was interpreted in this study as involving all of those unspecialized mechani- cal activities of agricultural engineering that need to be performed on the farm and in the farmhouse with the tools and equipment a progressive and efficient farmer can economically own or have accessible to him. The term ”farm mechanics" included five areas; namely, Farm Shop, Farm Build- ings and Conveniences, Farm Power and Machinery, Soil and Water Management, alid Electric Power and Processing. Farm sh 2. Throughout the report of this study, the term "farm Bl"Kip" will be interpreted as one of the subject areas of farm mechanics. Farm shop sub-area. The term "farm shop sub-area” will be inter- Pl‘eted as a subdivision of the farm shop area. This term was used to 9 designate a group of closely related activities or abilities within the area of farm shop. ”Cold metal work," "woodwork and carpentry,” and "farm fencing" are examples. In this study thirteen sub-areas of farm shop containing 138 abilities have been classified. {152. In this study the term "farm” will be interpreted as meaning either (1) a place containing three or more acres of land from which the annual value of agricultural. products, exclusive of home-garden products, normally amounts to $150 or more, or (2) a place having less than three acres of land from which the annual sales of agricultural products nor- mally amounts to $150 or more.8 The farm of a respondent will refer only to the place which qualifies him as a farmer. Farmer. The term "farmer” will be interpreted as meaning one who organizes the resources of a farm and manages it for production purposes. In-school 29; film. In this study a person will be classified as an in-school boy farmer (1) if he lived and worked on a farm with a Parent, guardian, or another person, and (2) if he was enrolled in a regular high school course of study in vocational agriculture containing instruction in farm mechanics. Through the remaining part of this report, the term "boy farmer" will be interpreted to mean in-school boy farmer. Young-adult farmer. A young-adult farmer will be classified as a farmer who was out-of-school and was less than forty-five years old. 8United States Bureau of Census, Census of éfiiculture: 19514, c-"<'lmnties and State Economic Areas, Vol. I, Part-l ' n ans-Wern- menu‘mnfffigmc—Me, ,"""'"'pp. xii - xiii. lO Older-adult farmer. An older-adult farmer will be classified as a farmer forty-five or more years old. Vocational agriculture. Throughout the report of this investiga- tion the term ”vocational agriculture” will be interpreted as meaning a nation-wide federally aided program of systematic agricultural instruction of less-than—college grade conducted in cooperating public schools of secondary education in accordance with the provisions of the National Vocational Acts and Authorizations. Reed. In this study the term "need" will be interpreted as a condition requiring relief, action, or remedy. Importance. The term ”importance” will be interpreted as a quality of significance, consequence, great moment, or essentialness. Value. The term ”value" will be interpreted as denoting a quality Or fact of being dem‘rable, useful, necessary, or having great worth. In this study the "relative value of an ability” will be determined by I'Efilating the percentage of farmers needing the ability to the relative importance of that ability. III. PREVIEW OF SUCCEEDING CHAPTERS In Chapter II a review of previous investigations and writings closely related to this study is made. Methods, techniques, and findings or these reports are examined and trends and applicable procedures are 1noted. This will be followed by Chapter III which outlines the proce- dures used to obtain data from farmers in this investigation. 11 Some general information relating to the characteristics of the respondents, their homes, and their farms is presented in Chapter IV. The next three chapters contain an analysis of the data obtained from the respondents. In Chapter V the percentage of farmers who said they had encountered a need for the farm shop abilities reported in the checklist portion of the questionnaire is analyzed. The collected data referring to the extent to which farmers think they should possess these abilities themselves is examined in Chapter VI. The findings of Chapters V and VI are integrated in Chapter VII and a relative value for each ability and sub-area is determined and analyzed for the various age groups of farmers participating in this study. ‘ In Chapter VIII an analysis of the agreement among the farmer groups as to the value of these farm shop abilities in their farming business is presented. The last section of this report, Chapter IX, cOntains a summary of findings and some conclusions and recommendations based upon the findings of this investigation. CHAPTER II A REVIEW 0]? RELATED LITERATURE Since the passage of the National Vocational Education Act of 1917, many investigations have been conducted to determine that subject matter should be taught to people enrolled in courses of vocational agri- ailture. Several of these studies relate to the broad field of farm mechanics, because this phase of agriculture became an important part of the instructional program in the early days of vocational agriculture. As far as possible, this report is limited to a review of those studies and writings pertaining specifically to the farm shop area of farm mechanics. A review of appropriate literature indicates that the terms ”1' arm shop“ and ”farm mechanics” were used interchangeably by most investigators before World War II. In 1916 a committee of agricultural engineers and vocational educators in agricultural agreed that the broad 1' ield of “farm mechanics“ would include five areas: farm shop work, farm Potter and machinery, farm buildings and conveniences, soil and water u'ariagement, and rural electrification.1 Today farm shop work is an a-<='::epted subdivision of farm mechanics. Since this study relates to the farm shop abilities needed by different age groups of farm people, the \ for Voca- 1A icultural engineering Phases _o_i; Teacher Trainin tmcom'ttee on EimfturalTe-a'cher tional Agr culture (A epor I1‘fininngommittee on Curriculum, in Collaboration with an Advisory Gl'oup of Agricultural Education Specialists. St. Joseph, Michigan: American Society of Agricultural Engineers, 19%), p. h. 13 investigator will present a brief review of previous investigations under the following headings: (1) studies and writings relating directly to the farm shop needs of in-school boy farmers, (2) studies and writings relating directly to the farm shop needs of young-adult farmers, (3) studies and writings relating directly to the farm shop needs of older- adult farmers, (h) an analysis of the investigations relating to the farm shop needs of farmers with practical implications for this study, and (5) needs for this study. Methods, techniques, and findings of previous investigations will be compared and evaluated. Procedures applicable to the present study, as well as inferences supporting it, will be noted. The investigator has grouped the studies and writings relating to each of the three age groups of farm people into three general periods of time: (1) literature reported before 1935, (2) literature reported between 1935 and the end of World'war II, and (3) literature reported since the end of WOrld War II. It is believed that this grouping of related literature aided in recognizing the trend of relative importance of certain mechanical activities needed or used by.farm people. In order to review literature pertaining specifically to farm shop and farm mechanics, as presently defined, the investigator criti- cally examined the annotated bibliography of 212 studies listed in Vocational Education Bulletin No. 180, ”summaries and Studies in Agri- cultural Education,"2 United States Office of Education, and the eleven 2United States Office of Education, Summaries of Studies in A icultural Education. Vocational Education BEIIetin-No. 185 (Wish-- Iniaon: Evermefit Printing Office, 1935), p- 196. 1h succeeding supplements.3”4 A copy of the original manuscripts or publi- cations which seemed to be related directly to the present study was requested for review. Only those studies that contributed to the present investigation are included in this chapter. Findings of other pertinent studies and writings which have been reported in professional and tech- nical literature are also included in this report. I. STUDIES AND WRITINGS RELATING DIRECTLY TO THE FARM SHOP NEEDS OF INFSCHOOL BOY'FARMERS Prior to 1935 six significant studies were conducted in which an attempt was made to identify the farm mechanics needs of in-school boy farmers. These studies were conducted by Davies in Colorado, Kennedy in Ohio, Sharp in Iowa, Sutherland in Montana, Whlker in Oregon, and George and smith in Ohio. These investigators asked adult farmers what they thought should be taught in farm shop classes of vocational agri- culture. In each investigation the adult farmers were furnished a list of jobs and were requested to rate the importance of each for inclusion in the instructional program of the school The.following paragraphs briefly review each of these six studies. 3Research Committee of the Agricultural Education Section, A.V.A., Summaries of Studies in A. icultural Education. Supplement No. l to Vocational-Education'Dfilleéin No. IBO (DanVIIIe: The Interstate Printers and Publishers, September, l9h3), p. 200. “United States Office of Education, Summaries of Studies in A.ricultural Education. Vocational Education fiEIIe tin: SEppIemefits 2, O, and 11 (washington: Government Printing Office, 19h8, 31950, 1951: 1952, 1953, 1951;, 1955, 1956 1957, and 1958 respec- tively . 15 From his study of 200 farmers in Colorado, DaviesS concluded that shop work for boys should include practical farm jobs in the following general areas: harness work; woodwork; soldering; hot and cold metal work; care, repair, and adjustment of farm machinery, gas engines, and tractors; and caent work. Diversity of farmer opinions also led Davies to con- clude that a rigid outline of shop jobs for the entire State was not advisable but that courses of study rot- individual schools should be adapted to local county needs. The findings in Kennedy's study6 were similar to those reported by Davies except that fans machinery repair jobs were rated most important by 225 farmers surveyed in Ohio.- Sharp7 obtained the opinions of 500 Iowa farmers who were fathers of boys enrolled in high school farm mechanics courses. These farmers thought that (1) furniture making had no place in a farm mechanics course; (2) woodwork was not so important as gasoline engnes, rope work, tool fitting, and farm machinery; (3) repair work was more important than construction work; and (h) the practical farm repair and construction jobs should take the place of may impractical ones generally taught in M schools. 5Llewellyn R. Davies, ”Farm Shop work in Vocational Education" (unpublished Master' s thesis, Colorado Agicultural College, Fort Collins, 1923), p. 1330 6Arttan‘ 0. Kenneth, "A Stuck of the Needs for Training in Farm Mechanics in Chic” (unpublished Master's thesis, @110 State University, Columbus, 1927), pp. 50-56. 7Marley A. Sharp,A ested Course of Stu in Farm Mechanics Based on the ons ofFi ndred owa 'T_—'Farmers Antes: Iowa State o ege -m%cuem WEEW, pp. 1.11. 16 In Montana, Sutherland8 obtained the opinions of 290 farmers in order to determine what should be taught in a big) school farm mechanics cmrse. Basically his findings were similar to those of previous investi- gators except that (l) the repair of farm fences and buildings was con- sidered to be essential in the boy's instructional program, and (2) important enterprises in farm mechanics were found to be similar through- out the State, although the degree of importance placed upon each enter- prise by the farmers varied somewhat in different regions of the State. The investigator attributed this variation to differences in types of farming. Walker9 secured the opinions of 200 farmers in Oregon and then compared his findings with corresponding ones previously discovered in Iowa, Montana, and Kansas. He concluded that the farm shop needs of boy famers in Oregon were essentially the same as those in the three com- pared states. In 1932 George and Snithm conducted a studs in Ohio with 300 adult farmers living in six counties where fifteen departments of vocational agriculture were located. These farmers not only reported the farm shop BSidney Samson Sutherland, ”Suggested Course of Study in Farm Mechanics Based on the Opinions of 290 Montana Farmers” (unpublished Special problem, Montana State College, Boseman, 1929). pp. 20-22. (Himeographed.) 9Clyde walker, ”Determining the Contents of Farm Mechanics Courses of Study for Stub-Hughes Agricultural Departments in High Schools" (unpublished Master's thesis, The University of Nebraska, Lincoln, 1931), as reported in Summries of Studies in cultural Education, Vocational Mletin N00 IBWKFO-n: Elierm-T-n n 8 1:00, 1555), p. 1714. 1‘)Chester J. George and waiter w- Snith, ”A Farm Shop Study“ (unpublished Special study, Ohio State University, Colunbus, 1932), Pp. l-lS. (Mimeographedd the t}; I 1 \- O. . Us ‘ mp JL‘. us» those : min" 52:17: rifle: I“! 1 5... ‘ 3“” inb‘J' - var: . I 1’- “wens ‘4 17 jobs they performed on the farm but also indicated the different types of jobs and projects which they thought should be included in the boy's instructional work. The findings of these investigators were similar to those reported by most earlier investigators. These early investigations indicate that farmers considered jobs in tool sharpening, repair of machinery and tractors, rope work, woodwork and painting, harness work, soldering, forge work, concrete, and sheet metal work to be important in the boy's instructional program in farm mechanics. From 1935 to the end of World War II four studies having consider- able siglificance for instructional programs in farm mechanics for in- school boys were conducted. These studies were conducted by Wright in Vermont, Pmctor in Illinois, Alampi in New Jersey, and Salmon in Pennsylvania and New York. In 1938 Wright11 reported a stuchr desigled to determine the needs of Vermont boys in farm shop. He stated: It can be seen that since Vermont farmers actually do various shop operations, it follows that boys going into farming as a vocation will need to do similar operations since farm shop is a part of farming.12 After studying what farm mechanics activities 100 farmers living in a school patronage area did and what they would do if they knew more about certain shop activities, Wright reported that farmers performed jobs in farm carpentry more frequently than in an: other area. Carpentry was folloted by farm fencing, tool fitting, and farm machinery repair. Opera- tions performed less frequently were in forge work, furniture work, nCarlton s. wright, “A Stuch; of the Needs for Training in Farm Shop in mg: School Departments of Vocational Agriculture in the State Of Vermont," (unpublished Master's thesis, Cornell University, Ithaca, 1936) 3 pp. 114-20, 106-1100 121mm, p. 2. 18 drawing, electrical work, soldering, andcold metal work. Farmers indicated that they would perform more operations in electrical work, carpentry, rope work, tool fitting, mechanics, and forge work if they knew more about these subjects. From these data Wight developed an instructional progran for in—school boys. In similar studies, Proctor,13 Alampd.,1h and Salmon:ls surveyed representative groups of farmers. In general the findings of these investigators were similar to those reported by Wright except that farm power and machinery repair jobs were given a higher importance rating for boys enrolled in vocational agriculture than they were given in Wright's report. Since World War II a number of investigators have surveyed farmers in their respective school communities to determine the needs of in-school boys in farm mechanics. Davis16 reported that the instructional program for boys in his school should have major anphasis on farm machinery repair, arc welding, oxy-acetylem welding, woodworking, and painting. Ogle's findings” in Gordonville, Tennessee, were similar to Davis's 13Phillip W. Proctor, ”A Course in Farm Mechanics for Pittsfield, Illinois, Community 8191 School“ (unpublished Master's thesis, Colorado State College of Agriculture and Mechanical Arts, Fort Collins, 19141), 59 pp. thhillip Alampi, ”A Farm Shop Program for Woodstom High School Area” (unpublished Master's thesis, Rutgers University, New Brunswick, 15Ray J. Salmon, ”A Study of Certain Factors in the Waterford Area Pertaining to the Building of Farm Shop Curricula in Secondary 50hools of Pennsylvania and New Iork' (unpublished Master's thesis, Cornell University, Ithaca, 1939). 112 pp. 16Henry ‘L. Davis, "Farm Mechanics in Vocational Agriculture in Stltillo mgr: School” (unpublished Master's thesis, The Urfiversity of Tennessee, Knoxville, 1951;), 101 pp. ”Charles M. Ogles, “Developing a Fan: Mechanics Program for High 3011001 Boys in Gordonville Calamity" (unpublished non-thesis stucw, The University of Tennessee, Knoxville, 1951), 148 pp. 19 except that tool fitting was rated high in importance. Pruitt18 studied the opinions of farmers in Marshall High School commuty, Oklahoma, and found that they strongly emphasized the impor- tance of certain areas in farm mechanics work. The areas empl'iasised were, in order of importance, machinery maintenance and repair, plumbing, electricity, concrete work, tool fitting, welding, fence construction, and rope work. Except for the inclusion of skills in wood construction, Henslee's findings19 in another Oklahoma study closely resembled those reported by Pruitt. In planning and developing a year's cause of study in farm mechanics for in-school boys in Duluth, Georgia, Johnsonzo employed the farm survey method. In surveying the pupil's home farms this investi- gator had each boy and his parents or guardians make assessments of the actual farm mechanics needs on the farm or in and around the farm dwalling. From the discovered needs a specific farm mechanics program was developed. Johnson reported that boys in his community had an opportunity to perform farm mechanics jobs in painting, tool fitting, repair work on mall buildings, and the construction and repair of 18Walter E. Pruitt, “A Four-year Farm Mechanics Program in Voca- tional Agriculture for Marshall Ingl School Based Upon a Community Survey“ (unpublished non—thesis study, Oklahoma Agricultural Mechanical College, Stillwater, 19514): 68 pp. 19Earl D. Henslee, "A Farm Mechanics Training Program in Voca- tional Agiculture' (unpublished Master's report, atlahoma State Univer- sity of Agriculture and Applied Scimce, Stillwater, 1957), 72 pp. 206. P. Johnson, “Planning and Developing a Course in Farm Hechanlcs for First Year Boys in Vocational Agriculture in the Duluth 1{131 School” (unpublished Master's thesis, The University of Georga, Athens, 1919), We 8h’860 20 numerous pieces of equilnent used in the farming business. Moses,21 ‘vlhitlom,22 Babbs,23 Cookzh and McCollusz made sirdlar investigations. Even though the findings of these investigators varied slightly from those reported by Johnson, the farm survey method was found to be effec- tive in determining the kind of abilities in-school boys needed to develop. Furthermore, these investigators reported that more farm mechanics needs of in-school boys were discovered than could possibly be included in a given year's instructional program. It is interesting to note that, in other studies, in-school boys have not been involved in discovaing the farm mechanics jobs which ultimately became a part of their training program in farm mechanics. 21Henry A. Moses, ”Planning and Developing a Course in Farm Mechanics for Eleventh Grade Boys in Vocational Agriculture in the Mount Vernon-Ailey School” (unplblished Research problem, The University of Georgia, Athens, 1952), pp. 65-68. 22Leonard C. Whitlow, ”Flaming and Developing an Instructional Program in Farm Mechanics for Eleventh Grade Boys in Vocational Agri- culture in Royston High School” (unpublished Research report, The Univer- sity of Georgia, Athens, 1955), pp. 58-60. 23Robert L. Babbs, “Setting Up a Farm Mechanics Program Designed to Meet the Needs of Eleventh made Students Enrolled in Vocational Agriculture in the Odum high School“ (unpublished Research project, The ummr81ty Of mga, Athena, 1955), pp. 118-52. 2hClaud M. Cook, ”Planning and Implementing an Instructional Program in Farm Mechanics for Adult Farmers in Zetto Community Through Clay County High School Vocational Agriculture Department" (unpublished Research project, The University of Georgia, Athens, 1955), pp. h3-h5. 25Tonmw M. McCollum, "Planning and Developing an Improved Instruc- tional Program in Farm Mechanics for the Twelfth Grade Students Enrolled in Guthbert High School” (unpublished Research problem, The University 0" Georgi-a: Athens, 1953). pp. Biz-38. 21 For developing a farm mechanics curriculum, Barton and Gilman26 suggested a method that resembles Johnson's procedure. In their report, these writers euphasized that simpler jobs should be taught to first- year boys and that more complicated ones should be included in the pro- ject program of the more experienced students. In no case should a job be tauglt for information alone. In 1957 Rogers27 used, as a part of his study, the opinions of 98 farmers, selected at random, and all 98 teachers of vocational agriculture in twenty counties in northeast Texas as a basis for determining the scope and content of farm mechanics jobs that should be taught in high school classes of vocational agriculture. Based upon the time to be allotted to certain units in an integrated four-year program of farm mechardcs, Rogers reported the following order of importance for farm mechanics areas: woodworking, hot and cold metal, soil and water manage- ment, general farm machinery, rural electrification, concrete and masonry, power transmission, motor mechanics, food processing, sheet metal and soldering, and painting and glazing. Even though these findings include areas of farm msclanics not directly related to the present stow, they indicate the position and the enphasis that certain farm-shop sub-areas, abilities, and Jobs may have in a total program of farm mechanics for in- BChool boys. 26?. 8. Barton and P. A. Gilman, "Planning for a Continuous Program of Instruction in Farm Mechanics,“ Aflcultural Education Mgazme, 233207, March, 1951. 27M. S. Rogers, ”A Proposed Course of Study for Farm Mechanics in Vocational Agriculture in Northeast Texas Area” (unpublished Doctor's dissertation, Utah State Agricultural College, Iogan, 1957), pp. 128-136. 22 In general, studies and writings since 19146 indicate that instruc- tional emphases in farm mechanics for in-school boy farmers should be placed in the following descending order: farm power and machinery repair, electric arc and airy-acetylene welding, woodworking and carpentry, rural electrification, plumbing, concrete, tool fitting, and rope work. When one compares the general fincfi.ngs reported in each of the time periods, sane interesting changes in the instructional emphases of several farm mechanics areas for in-school boys are noticed. The impor- tance of tool fitting, forge work, and rope work has decreased throughout the years. Emphases on the repair of farm machinery and the contruction and repair of farm fences, on the other hand, have increased in recent years. Since World War II, rural electrification and electric arc and cry-acetylene welding have not only become a part of the instructional program in farm mechanics but have also been found, by many investigators, to be very important in the boy's instructional program. Instructional emphases on the other areas of farm mechanics have remained reasonably constmt. In most of the studies reviewed, regardless of the period in which they were made, farmers indicated, either directly or indirectly, that instructional programs in farm shop should be based upon the prac- tical needs of the students enrolled in the courses. II. STUDIES AND WRITINGS RELATING DIRECTLY TO THE FARM SHOP m 01“ YCIING-ADULT FARMERS In the field of farm mechanics only a few studies which relate Specifically to the farm shop needs of young-adult farmers have been rSported. Early investigations did not separate young farmers from older fanners. Since World War II several studies in which the respondents 23 were classified as young farmers have been conducted. Studies involving young-adult farmers are reviewed in this section. In 19148 Kindschy28 reported a study designed to determine the importame of certain mechanical abilities usually included in the farm mechanics programs in Iowa. He secured the opinions of 21:6 former stu- dents of vocational agriculture who were then enrolled in young famer classes. These young farmers indicated that a number of abilities in the area of welding were highly important to the business of farming and should be included in vocational instruction in agriculture. Addi- tional farm mechanics abilities rated high by these young farmers were: selection of proper tools, woodwork and farm carpentry, tool sharpening, cold metal work, and electrical work. Similar studies have been con- ducted by Miller,29 saith,3o and Chilean.31 Their findings indicated a rather wide variation of young-farmer needs. In a study conducted in 19% to determine the needs for farm mechanics instruction in Maynardville High School commity in Tennessee, ___‘ 28Dwight I. Kindschy, ”Course Content in Welding and Farm Machinery“ (unpublished Master's thesis, Iowa State College, Amos, 19217) s P0 370 29Frankl.in D. Miller, “Changes in Program and Equipnent for Farm Shop Work in Central Ohio Based Upon Farming Needs” (unpublished Master's thesis, The Ohio State University, Columbus, 1919), 98 pp. 30.1. N. Smith, “Balding a Program of Work in Farm Mechanics” (unpublished non-thesis study, The University of Tennessee, Knoxville, 1950), as reported in Summaries of Studies in A cultural Education, Vocational Bulletin No. 551' (Wasflngton: Government muting Efice, 1953), p. 850 31Psnl R. Chilean, "Farm Operator Evaluation of the Farm Mechanics Phases of Agricultural Engineering as Offered in the Department of Agricultural Engineering at Texas College of Arts and Industries" (unpublished Master's report, Kansas State College, Manhattan, 1952), 70 pp. 2h Clendenen32 found the needs of young farmers enrolled in a veterans' class to be quite different from those reported by Kindschy. Young farmers in Tennessee rated the importance of fem mechanics activities in the following order: fitting shop tools, sharpening tools on forge, fencing, making useful items on forge, painting, making useful articles of wood, using concrete on the farm, terracing,’ grinding and filing farm tools, soldering, welding, wiring, repairing harness and leather work, sketching, figuring bills of materials, glazing, and plumbing. To determine the skills and jobs that would be desirable in a farm shop course of study in Delaware, Mercer,33 in 1953, secured infor- mation from 69 young farmers who were farming in various parts of the State and who had become State Farmers during the time they were in a program of vocational agriculture. The maximum age of these farmers was 37; the mm, 18. The average age of the group was 25.9. Ninety pa cent or more of these farmers considered specified shop operations or jobs in this study to be essential or helpful in all areas except ”forge work” and "leather and harness repair." This investigator did not rate the areas. In a study conducted in 1956 to ascertain what mechanical com- petencies should be included in the technical training of teachers of 321451:: M. Clendenen, "Determining the Farm Mechanics Needs for the Vocational Agriculture Department at Maynardville, Tennessee“ (unpublished Non-thesis study, The University of Tennessee, Knoxville, 19149), 130 pp. 33F. Robert Mercer, "A Procedure in Determining the Scope and Content of Farm Shop Courses on the Basis of What Farmers Consider Ilnportant” (unpublished Master's thesis, The University of Delaware, "mark, 1933): PP- 1004—66: vocational agriculture, in Oklahoma, DuggarBh obtained the opinions of ho young farmers, {to adult farmers, and ho teachers of vocational agi- culture. Teachers who were asked to participate in this study were ones who had developed better than average total programs of vocational edu- cation in agriculture and who had in operation better-than-average educational programs in farm mechanics. Bash of these teachers selected one young farmer and one adult farmer who had each developed a better- than-average farming program in the conrmtrdty where he resided. The respondents in this study unanimously agreed that farmers needed an extensive and personal understanding in selecting power tools, using power tools, selecting hand tools, using hand tools, conditioning tools, using bolts and pins, using nails and screws, selecting power transmission belts, painting, and using a framing square. The descending order of importance for additional competencies needed by the young farmers was fund to be soldering, planning shop facilities, using electric arc equipment, using oxygen-acetylene equipment, cutting and threading pipes and bolts, rope splicing, annealing and tempering metals, and repairing belts. In 1958 Lechnerb reported a study which was designed to evaluate the vocational agriculture program in representative high schools in Colorado with respect to the training that had been provided in .— 3"‘Roy Duggar, "Mechanical Competencies Needed by Vocational Agricultural Teachers in Oklahoma" (unpublished Doctor's dissertation, Oklahoma Agricultural and Mechanical College, Stillwater, 1956), 11h pp. 35Fred G. Iechner, "Analysis of Pam-Mechanical Skills of Colorado Young Farmers with Implications for Course Blilding in Voca- tional Agriculture" (unpublished Doctor's dissertation, Michigan State University, East Lansing, 1958), 137 pp. 26 manipulative skills. The investigator examined the interrelationship of ninety-eight selected farm-mechanical skills listed under nineteen enterprises of farm mechanics. Data were gathered from 302 young farmers who had been former high school students of vocational agriculture. The respondents in this study indicated that the relationship of "importance to use” and ”to training” was satisfactory for tool fitting, cold metal working, and operating and repairing farm machinery. For success in farming these enterprises were rated very important by the young farmers . The respondents also rated twelve other enterprises as being very important to success in farming. However, the respondents felt that they needed more training in the skills included. These enterprises were: maintaining and repairing tractors; woodwork, painting, and glazing, arc Welding; oily-acetylene welding; concrete. working; constructing farm buildings; supplying i‘arm water for domestic use; disposal of sewage; constructing and repairing fences; soil and water management; and rural electrification . The four enterprises of least importance to these young farmers Were general shop working, rope working, hot metal working, and soldering and sheet metal working. The findings of this study indicate the general importance of certain farm mechanical enterpdses but not specific individual ranks. The studies reviewed in this part of the report show that certain managerial abilities such as the selection of tools, equipment, and alpplies were considered to be very important for young farmers to possess. ll[arr'lpulative abilities in sub-areas of woodwork, carpentry, and painting were rated high in importance by these farmers. When the various shop 27 abilities needed by young farmers in other areas of farm mechanics were compared, a divergence of opinion was noted. III. STUDIES AND WRITINGS RELATING DIRECTLY TO THE FARM SHOP NEEDS OF OLDER-ADULT FARMERS Since early investigations relating to the shop needs of farmers did not distinguish between the needs of young ard older-adult farmers, all applicable studies pertaining to farmer needs, not previously reviewed, are reported in this section. Before 1935 a number of studies were made to ascertain what farm mechanics jobs adult farmers actually performed. . The findings of these studies were then used to develop instructional programs for adult farmers or, in some cases already mentioned, for boy farmers. Whenever it is possible, a brief summary of the activities actually performed by these farmers, rather than recommended training programs, will be given in this section. Significant studies in the early days of vocational agriculture were reported by Struck,36 Armstrong,37 Starrak,38 Graybeal,39 Davidson,ho Kennedy}1 and The University of Californiafi2 Since the findings of 36Theodore F. Struck, Farm Sho Work in Pennsylvania, Rural Life Department, Special Bulletin No. 1 ate College: Pennsylvania State College, 1920), 85 pp. 37Fred B. Armstrong, Farm Re air and Construction Work, Education Monograph No. b (Minneapolis: The Ufivermy a Minnesota, 1923), pp. 21-38. 38James A. Starrak, "Course in Farm Mechanics for Classes in Voca- tional Agriculture in Secondary Schools" (unpublished Master's thesis, Iowa State College, Ames, 1922), 110 PP. 3glienry C. Graybeal, "Principles Underlying a Course of Farm Shop Work in Vocational Agriculture" (unpublished Master's thesis, Cornell 28 these studies were quite similar, they have been summarized together in order to show the general abilities needed by farmers before 1930. Eighteen hundred and ninety-nine farmers were involved in these investi- gations. Seventy-eight per cent of the farmers repaired farm machinery; from 145 to 79 per cent performed each of the eight pertinent jobs listed under tool sharpening; 77 percent painted buildings; 71 per cent repaired windows in farm buildings; from 31; to 8h per cent performed each of five jobs listed under harness work; 79 per cent repaired pumps; ’48 per cent cut and fitted pipe; up to 60 per cent performed each of the twenty-four jobs under woodwork and carpentry; from 25 to h9 per cent did each of four repair jobs dealing with gasoline motors; hO per cent did soldering jobs; 30 per cent spliced rope; 38 per cent made rope halters; from 10 to h2 per cent performed each of semen jobs listed under forge work. In 1932 Geiger113 studied the farm mechanics needs of one hundred farmers in Florida. His findings showed carpentry, tool fitting, and engine mechanics to be the most important areas of farm shop to the farmers participating in his study. He also reported a considerable ‘1 University, Ithaca, 1925), 61 pp. hOAllen P. Davidson, "A Study of Farm Shop and Agricultural Engi- neering of Kansas Farms: Its Relation to Vocational Agriculture in Kansas High Schools" (unpublished Master's thesis, Kansas State College of Agriculture and Applied Science, Manhattan, 1925), pp. l-hO. hlxennedy, pp. _c_i;t_. Schools Agricultural Education hZFarm Mechanics for California Series No. 2, Hat-Hon Bulletin No. II (firkeIey: The University of California, 1922), pp- 31-115- h3A1bert J. Geiger, ”A Study of Farm Shop‘Wbrk in Florida" (unpublished Master's thesis, The University of Florida, Gsinesville, 1932), 106 pp. 29 variation in types of other jobs performed by farmers living in different parts of the State. Even though he found that most farmers devoted much time and effort to farm shop repair jobs, Geiger concluded that an instructional shop program for farmers should be based on the needs of a particular community. Of all the investigations reported from 1935 to World War II, Mulligan's studyu‘ seems to contribute more to the farm shop phase of farm mechanics for adult farmers than any other study found. In 19141 he reported that adult farmers in New York considered jobs in tool sharpening, machinery repair, woodworking, saw filing, and rope work to be the most important phases of farm mechanics for them. Since World War II, several investigators have attempted to discover the farm shop needs of farmers within a school patronage area in order to develop an instructional program to meet the needs of the farm people. Examples of such studies are reported by Howell,h5 HansenJ‘6 and Bartlett!“ These investigators have found the farm shop Clarence W. Mulligan, "A Study of the Needs for Training in Farm Mechanics in New York State" (unpublished Master's thesis, Cornell Univer- Sity, Ithaca: 191-11): 155 pp° hSEzra L. Howell, ”Farm Mechanics Jobs Performed on Farms in an Agricultural Department Patronage Area in North Carolina, Including Those Jobs Which Should Be Performed" (unpublished Master's thesis, North Carolina State College, Raleigh, 1952), 101 pp. l‘6C1ifford G. Hansen, "A Study of Farm Mechanics on Typical Farms in North Cache High School District" (unpublished Mater's thesis, Utah State Agricultural College, Logan, 19h9), 102 pp. lfilawrence F. Bartlett, "A Farm Shop" (unpublished Master's thesis, West Virginia University, Morgantown, 19118), 102 pp. 30 needs of adult farmers to be principally in the areas of woodwork and carpentry, farm machinery and motor repair, tool fitting and sharpening, painting, hot and cold metal, plumbing, and electricity. In 1952 Phipps and Deyoeh8 reported a study in which 197 farmers in Illinois were interviewed to discover the needs and judgments of farmers regarding the relative importance of various phases of farm mechanics. The results of this study indicated that farm safety and the repair and adjustment of farm machinery and tractors were the most impor- tant phases of farm mechanics to the farmers. The order of importance, from high to low, of other farm shop sub-areas reported by these investi- gators was farm carpentry, sharpening and using hand tools, welding, cold metal work, plumbing, rope work, painting, soldering, and forge work. Farmers indicated little interest in becoming experts in various skilled areas such as plumbing, blacksmithing, and the construction of large buildings. They were interested, however, in acquiring those farm shop skills necessary for the proper operation, repair, adjustment, and maintenance of farm equiment. Likewise, a study by Davish9 revealed the needs of farmers in Tennessee to be essentially the same as the needs of those in Illinois. In Michigan, Cook and Byramso studied the farm mechanics activities of 676 farmers, who were fathers of boys enrolled in vocational agriculture ‘l “Lloyd J. Phipps and George P. Deyoe, ”Determining Farm Mechanics Content on the Basis of What Farmers Consider Important," The Agricultural Education Magazine, 26:36-38, ’42, 1111, August, 1953. ugfiarry L. Davis, 93. 9a., 101 pp. 50Glenn C. Cook and Harold M. Byram, "Mechanical Activities of Selected Farmers in Michigan" (unpublished Research project in Agricultural Education, Michigan State College, East Lansing, 1952), 136 pp. 31 and who was living in one geographical area of the State. Among other things this study revealed that in each area of farm mechanics there were great variations among the activities with respect to the experience of famers. Based upon findings of this study, the investigators recommended that farm shop be emphasized more than am other area of farm mechanics in the training of vocational teachers in agriculture. Several investigators have conducted studies which were designed to deterndne the farm mechanical competencies which teachers of vocational agriculture needed in conducting high school programs of farm mechanics. These investigators secured certain data relating to farm mechanics from farmers and used them as a basis for the development of a program of agricultural teacher training. In addition to the findings reported by these researchers certain methods and techniques used in these studies are important to the present investigation. The following three studies are representative of this plan of research. In the identification of farm mechanics problems of farmers in Ohio, Ryder ,51 in 1953, designed and used a problem checklist instrument. The investigator considered this method to have the following important advantages: (1) The instrument could be administered with a minimum of effort; (2) respondents could easily understand it ; (3) a large number of items could be read and checked by the respondents in a relatively short timegland (h) the results could be easily summarized and analyzed. Ryder's problem checklist contained 375 problem items classified under 21 problem areas of farm mohanics. Forty-three teachers of 51Gordon J. Ryder, "heparation in Farm Mechanics Echcation for Teachers of Vocational Agriculture" (unpublished Doctor's dissertation, The Ohio State University, Columbus, 19510. pp. 171-19th 32 vocational agriculture selected and administered the instrument to farmers whom they considered to have from average to outstanding ability in farm mechanics. Ch the basis of the total mulber of farmer responses per area Ryder found electricity, welding, and farm machinery to be the most impor- tant problem areas for farmers. Except for welding, all problem areas in farm shop were rated in the lower half of his farm mechanics list. Very few problem items were marked by farmers in the areas of metal work and tool fitting. Hamilton52 conducted a study which was designed to appraise the relative importance of farm shop and farm structures abilities needed by teachers in Michigan. To arrive at an importance rating of 110 farm shop abilities (a part of his total study) this investigator secured the opinions of 11: agricultural engineers, l6 teacher trainers, 80 teachers of vocational agriculture, and 142 famers. He fcund general agreement among the four groups concerning the importance of the farm mechanics abilities. Importance of tln farm shop abilities in teaching vocational agicult-ure was rated highest in the following units: general principles, use and care of tools, arc welding, and concrete masonry. The following arc-areas were scored lowest in importance: forge work, sheet- metal, cold metal, rope work, painting, and related woodwork abilities. Respondents in this stucw rated managerial abilities more important than manipulative abilities. This is the first investigation found in which the importance of these two classifications of farm shop abilities was compared. 52James R. Hanilton, ”The Preparation of Michigan Teachers of Vocational Agriculture in Two Areas of Farm Mechanics" (unpublished Doctor's dissertation, Michigan State University, East Lansing, 1955), 265 pp. 33 In his stuch' involving selected teachers, young farmers, and 53 found the farm shop needs of older farmers in adult farmers, Digger Oklahoma to be essentially the same as those of younger farmers. Both age groups of farmers unanimously agreed that farmers needed an extensive and personal understanding of ten farm mechanical competencies, winch were reported in Section II of this chapter. Concerning other farm shop carpetencies, older farmers rated ”rope splicing" and ”cutting and threading pipes and bolts” as being more important than "using electric arc welding equipnent” and "using oxygen-acetylene equipment”. which were gven a high rating of importance by the young farmers. The ratings of other farm shop areas by adult farmers were found to be practically the same as those of the young farmers. In 1959 ClcuseSh studied the farm mechanics abilities needed by farmers in properly maintaining, servicing, and repairing the farm tractor, moldboard plow, and mower. The abilities needed by farmers were determined by discovering what activities 232 farmers performed for them- selves and what activities 89 implement dealers, 1:6 teachers of vocational agriculture, and 68 farm mechanics specialists believed farmers should perform for themselves. A few of the activities that were performed by or should be per- formed by the farmers related to the area of farm shop as defined in the present stucbr. The statistical analysis of using arcsin transformations in determining significant differences and the comparison of opinions 53mg“, 220 gait-e shJames P. Clause, "Abilities Needed by Farmers in Selected Areas 03 Farm Mechanics" (unpublished Doctor's dissertation, Purdue University, Ioa-t’alyette, Indiana, 1959), 225 pp. ‘ 3h among the various groups of respondents relate directly to the present study. Specific findings have no special significance to the present investigation and are not summarized. Since World War II it is apparent that the needs of adult farmers have changed, and farm mechanical abilities in woodwork and carpentry, use and care of tools, machinery repair, welding, and painting have been given a h1g1 rating of importance by farmers. When the farm mechanics needs of adult farmers living in the three periods of time classified in this report are compared, one finds that the selection, use, and care of tools and equipnent were given a high rating of importance by most farmers. Carpentry received its highest rating fran 1935 to 1955. Since its entrance into the farm mechanics program about 1938, welding has steadily increased in importance. In recent years rope and leather work, soldering, and blacksmithing have been gradually de-emphasized. Emphasis on painting and cold metal work has fluctuated‘throughout the years. Most of the other areas of farm mechanics have remained fairly constant. Many findings reveal that adult farmers have consistently rated the repair jobs in certain farm mechanics areas higher than the construc- tion jobs. Recent studies have shown that these farmers are becoming interested in the managerial as well as the operative aspects of farm mechanics jobs. 35 IV. AN ANALYSIS OF INVESTIGATIONS RELATING TO FARM SHOP NEEDS OF FAMRS WITH IMPUCATIONS FOR THIS STUDY Previously published investigations relating to needs of farmers in farm shop and farm mechanics have been reviewed in this chapter to study methods, techniques, and findings that night have some application to the present study. Practically all investigations used the survey or the questionnaire method to collect data from respondents. Either the investigator or a teacher of vocational agriculture interviewed the respondents, or a questionnaire was mailed to each of them. A few investigators secured the help of boys enrolled in vocational agriculture courses to help gatl'er the information by carrying the data-gathering forms to designated farmers and then collecting these forms after the farmers had filled in the requested infomaticn. GivensSS reported that he used advanced voca- tional agriculture students to interview the respondents in his study and that the procedure proved very satisfactory. likewise, Clark56 used high school students to interview selected respondents in a stuchr pertaining to related farm occupations. He reported that the students were success- ful and effective interviewers. 55James L. Sirens, “A Study of Farm Machinery, Farm Buildings, and Farm Improvement Jobs Performed by Same Farmers, and a Suggested Course of Study in These Farm Mechanic Areas for the Janes Wood High School, Winchester, Virginia” (unpublished Master's thesis, The Univer- sity of Maryland, College Park, 1955). pp. 60-75. 56Raym0nd M. Clark, "Training for Non-Faun Agricultural Occupa- tions" (unpublished Research report, Michigan State University, East Lansing, 1959), 33 pp. (Mimecgraphed.) 36 A number of studies were designed to secure the opinions of farmers and then to use these opinions as a basis for determining what should.be taught in farm mechanics courses of vocational agriculture. Others used the farm mechanics jobs, operations, or activities that farmers perform or need to perform for developing suitable instructional programs. Even though the»methods and techniques used in collecting data from farmers, as well as in analyzing the data in terms of their farm mechanics needs, varied considerably in the past, investigators indicated that their procedures were effective and their conclusions were sound. Respondents used in previous studies relating to farm mechanics were mostly "selected" people; thus, the conclusions reached were made for this selected segment of the population. To make their conclusions apply to a larger population two investi- gators used a different technique in determining who their respondents should be. RogersS7 used a random sampling procedure in choosing farmers to participate in his study, and Sautter58 employed a modified random sampling technique to identify farmer respondents for his study. Future investigators may'find that the use of similar sampling procedures will result in.more meaningful conclusions for a larger population. Except for some recent studies in which the survey of the farm ‘wasrmade, investigators have not designed their research procedures in farm shop mechanics so that in-school boy farmers would have the oppor- tunity to eXpress opinions on their problems and needs. Basically, S7Roger3, fl. EEO, p. 350 58John H. Sautter, “A Study of Selected Factors Influencing the Adoption of Soil Conservation Practices and Farm Operations in the Verdigre School Service Area” (unpublished Master's thesis, The University of Nebraska, Iincoln, 1956), 65 pp. 37 adult farmers or teachers have designated what they believed the boys' needs to be in this field of learning, and instructional programs have been based upon these opinions. Numerous investigators in other fields of learning, on the other hand, have carefully and successfully utilized the checklist and questionnaire techniques in determining the needs and interests of students in our democratic society.59 If student opinions concerning farm shop problems, needs, and interests are used intelli- gently, the investigator believes that they can be of great value to the teacher of vocational agriculture in understanding the student and in helping him plan a suitable project program. In previous studies findings have shown considerable variation in the farm mechanics needs of people living in different sections of our- ccuntry. Furthermore, conclusions reached by many investigators indicated that emphasis placed on the relative importance of specific shop areas or jobs, obtained mostly on a three-point evaluative scale, also varied greatly. Since 1935 emphasis on forge, harness, rope, and woodwork has decreased, while the importance of welding, power tools, and shop abili- ties in the repair of farm machinery has increased considerably. These variations in emphasis may be due to the tremendous changes, particularly in the application of engineering technolog, that have taken place in agi‘culture since 1935. Earlier investigations used the terms "farm shop" and "farm mechaxfics" synonomously; therefore, conclusions reached in the studies may or may not have referred directly to the area of farm shop as defined S9Hai'old Alberty, Reor anizi the Hi School Curriculum (revised edition; New York: The Macmillan Company, 19%;), p. 25? 38 today. Since 19145. however, several investigators have orgainzed their data around one or more of the five presently defined areas of farm mechanics instruction. V. NEEDS FOR THIS STUDY From a review of available literature in the field of farm mechanics five pertinent inferences support the need for the present study. They are as follows: 1. No study was found in which in-schcol boy farmers were asked to indicate their own farm mechanics needs. vaious investigations revealed that adult farmers were asked to indicate the needs of boy farmers. To some extent the farm mechanics needs of may young-adult farmers were designated by older farmers. Sich a practice presentsathis question: Are farm boys enrolled in vocational agriculture or the young- adult farmers not able to recognize and indicate the relative importance of their own farm mechanics needs? 2. Previous investigators did not attempt to determine any level of agreement among the opinions of different age groups of farmers as to their expressed farm mechanics needs. A known correlation of opinions expressed by different age groups of farmers could provide new insights into program planning procedures for farm mechanics courses. 3. No investigation which related only to the presently defined area of farm shop in farm mechanics was found. Previous investigations dealing with farm shop also included one or more areas of farm mechanics. The emphasis placed upon farm shop instruction today certainly warrants a comprehensive shut in this field. 39 h. In the field of farm mechanics research no s’mdy was found that involved a state-wide random area sampling procedure of all farm people living in school communities where vocational agriculture was taught. The application of this method for collecting farm mechanics data from farm people should contribute much to investigations conducted in the future. 5. No stucbr, in which farmers of Georgia were asked to indicate their farm shop needs, has been made. There is a need for agricultural leaders in Georgia to know the relative value of certain farm shop abili- ties needed by in-school boy, young-adult, and older-adult farmers living in Georgia in order that more appropriate and effective instructional programs in farm shop may be planned for these people. CHAPTER III HE'H'IOD CF INVESTIGATION I. DEVELOPMENT (F A DATA-GATHERING INSTRUMENT The initial fern shop sub-areas of the survey form used in this stuw were based upon the farm shop objectives recommended by a committee on Agricultural Teacher Training, Inerican Society of Agricultural Engineers, and developed in collaboration with an advisory group of Agricultural Education Specialists.1 A comprehensive list of farm shop abilities that present-day farmers in Georgia might need to possess was then developed tca' each tam shop sub-area. Twelve members of the Agricultural Engineering Staff, The Univer- sity d’ Georgia, who have helped people deal with farm shop problems, were asked to review and evaluate the list of ahilities. In evaluating each of the listed abilities, they indicated their opinions on the following bases: (1) Farmers need this ahility: (2) famers may need this ability} (3) farmers do not need this ability; or (h) I an uncertain. In addition to designating whether or not each ability in the list belonged in the field of farm mechanics, the engineers also added other abilitiee to the list. ' The list of farm shop abilities was revised and albuitted to a 3m? ofagricultural educators consisting of teacher trainers, special itinerant teachers, and teachers of vocaflonal agriculture. This group \ 1 cultural eeri Phases of Teacher Trai for Voca- gell‘el A ure Repo on macs-mt... ce mare °8rans. oseph, Michigan: American Society of Agricultural Eng-nears, August, 1953)! p0 he hl refined the statement of abilities, made additions and deletions, desig- nated those abilities which they though belonged in farm shop sub-areas, aid rated the value of the abilities for inclusion in checklist to farmers. In the light of the suggestions received, the final survey form was developed with thirteen farm shop sub-areas containing 138 abilities. The sub-areas and the hunter of abilities in each were as follows: (1) cold natal work, thirteen abilities, (2) hot metal work, six abilities, (3) tool fitting, seventeen abilities, (h) farm facing, ten abilities, (S) concrete and masonry work, nine abilities, (6) the home farm shop, five abilities, (7) painting, glazing, and special finishes, sixteen abilities, (8) planning shop projects, seven abilities, (9) farm plumbing, thirteen abilities, (10) rope and leather work, six abilities, (ll) soldering metals, five abilities, (12) electric arc and oar-acetylene welding, eight abilities, and (13) woodworking and carpentry, twenty- three abilities. Since a_ timber of armerators would be collecting information from farm people, an interviewing procedure, based upon the recommendation of Bil-aghast and Moore,2 was developed ‘to insure uniformity inatln collection of data. To test the terminolog, interpretation of statements, capleteness, and workability of the instrument as well as the time necessary to admin- 18ter it, the investigatdr interviewed a lumber of farmers. In addition, “'0 teachers of vocational agriculture were asked to test the instrument m Procedure. After receiving detailed instructions on how to admin- ister the metro-ant and how to interview farmers, the two teachers “mustered the questionnaire to a group of in-school boys in their resFestive schools. In each of these schools three in-school boys were \ re 2halter v. D. Binghan and erase v. Moore, How to Interview, (third used edition; New York: Harper and Brothers Publish'érs, EU}, pp. 27-139. ha selected and instructed how to collect the information from adult farmers. These boys interviewed one or more adult farmers. After all faner interviews had been nude, the investigator visited the schools, collected the canpleted survey f arms, and interviewed the ennueratcrs in order to determine strengths and weaknesses of the instru- nent and procedure. All farmer responses and statements of the owners.- tcrs were critically studied. After necessary adjustments were made in the instrument, it was reproduced for use in the field. The final questionnaire for gathering data from farmers consisted of two sections: (1) a section of general information about the farmer and his farm, and (2) a sect-ion of 138 abilities classified under thirteen sub-areas of farm shop. In collecting the data in Section Two each respondent was asked to do tin things. First, he was asked to indicate whether or not he had -__—-—.*._ fl __ -,___ 1...... _.. ~-L..—r...-.-_._.... --"" W986}! of the abilities in the list in order to deal with the ‘HH— urn-m- farm shop problems encountered on his farm and in and around his farm- -l-‘u' --—- house duritg the past- five years,“ Secondlylhetwas'askedto «designate how important he thought it was for him, personally, to possess this ' ‘MW‘H-Ap qua-awn- HM “MM "v I'fi— "rue-e ability in his farming business. In rating the importance of each item the farmer was asked to consider such canprehensive factors as cost, time, eqllipnent needed, convenience, available services for hire, frequency of need, and Ms age. Six spaces were provided beside each item for the farmer's answer. Thq were labelled 'extruely important,” ”very impor- tant,“ “moderately important,“ “slightly important,” “not important,“ and "don't know.“ The first five represmted different degrees of importance. The respondent was instructed not to use the sixth space, “don't mow," unless he was unable to evaluate the importance of the ability in one of the five spaces. h3 At the bottom of each sub-area list of abilities the respondent was asked to add and rate any other abilities which he believed should be included in the list. A copy of the questionnaire will be found in AW E. II. SEIECTION OF SCHOOL CGMUNITI‘E In this study the population a. linit-ed to the white male farmers living in school calamities where vocational agriculture was tmght by finite teachers in Georgia. It was further limited to these departments of vocational agriculture where farm mechanics was a part of the instruc- tional program Ch September 1, 1958, 257 scbol communities in Georgia uployed white teachers of vocational agriculture vdao included fans mechanics as a part (1 their total instructional program. These communities were located in 151 of the 159 counties in the State. The State is divided into four supervisory districts for the satan- istraticn of vocational agriculture. Seventy-nine departments are located in District I, southwest George; 68, in District II, southeast George; 50, in District III, northeast Georgia; 60, in District IV, northwest Georgia. Because of the wide variation in types of farms and farming conditions throughout the State, a five per out random sampling of the school omnities by supervisory districts was used in this study. This wooedure also assured some geographical dispersion of the ample. The names of the eligible schools were alphabetized and mnbered by districts. By the use of a table of randm numbers four school consumi- ties were chosen in District I, and three were selected in each of the other three supervisory districts. Thus a total of thirteen school hh ccnlunities in the State were selected to participate in this study. Even thougl alternate school communities were chosen initially, none was used. Table I reveals the selected schools and addresses by districts. The pupil attendance area in five of these schools unbreced the entire county; These schools have the word “county“ in their naes. The pupil attendance area of the other eight schools did not embrace the entire county. Eleven of the schools mplcyed one teacher of vocational ayiculture. The other two schools, Occnee County Rig: School and north Babes-sham mgh School, employed two teachers each. The divisions of the State into four sipervisory districts are indicated by heavy lines in Figure l. Participating school ccmnities are designated by shaded areas. The schools are well distributed over the State. A‘sonewhat smilar pattern in the distribution of participating cc-amities is noted in Districts I, II, and IV. In District III the pupil attendance areas of Oconee County High School and Monroe High School are contiguous. As soon as the school continuities were selected to participate in this stucw, the state school mperintendent wrote to each of the thirteen county school superintexdents and principals. In his letter he explained the purposes and the procemres of the study and asked for their full cooperation. In every case the superintendents and the principals agreed to cooperate. Then the state supervisor of agricultural education wrote the teacher or teachers of vocational agriculture in each of the chosen schools. He stated the interest of his department in the study, expldned its pirposes and procedures, and asked than to cooperate if at all possible. The teachers of vocational agriculture in .11 tldrteen com-mities agreed ‘0 cooperate. 1:5 mm: 1 SCEDOIS SEIECTED TO PARTICIPATE IN THIS STUDY 'V'r'ocational Name of district coun_tL School and address Clay Clay County Ingh, Fort Gaines, Ga. Lanier Lanier County mgh, Lakeland, Ga. I Colquitt Norman Park High, Norman Park, Ga. Dooly Unadlla Rig), Unadlla, Ga. Mont gomery Montgomery County H131, Mt . Vernon, Ga. 11 Brantley Nahunta mgh, Nahunta, 022 Jefferson Wacfley High, Hadley, Ga. Walton Monroe High, Monroe, Ga. III Habersham North Habersham Rig), Clarksville, Ga. 0conee Oconee County Higl, WatkinsVille, Ga. Gordon Calhoun High, Calhoun, Ga. IV Douglas Douglas County High, Douglasville, Ga. Meriwether Mmchester mg), Manchester, Ga. 1:6 r (Ira-loose )/ rmm < vTow~yl new i rm WV 'fi\\ CUM" L» I“? cumin \. / ' \r I / #4 (WIN. A $1“.pr I vcxms‘L] \\ >“H UAW/”NI ”ALL ronsvm /K Di/ / I- /JAO\30N \MAD'SONI: mm \ 4 \ aANxar‘DANKUN/ NAR’T CNEROKLL J I I I | -I\ r—rk— « l c) .X / F cwmwn-r \anw\ DKL\,I-/\V POLK ,_.1/ COM ‘__,_ -1 DWI-DIM F>/'V >001. / v, masons / I exam- I“) ./ "DLMLB MLKL: \meouq / FUL‘IW , (— V—N/ \ ‘57,)! // NLWTON / M I .‘WILKJNSON \ .44, ’\"{. Jnmm: ," scnivm Jomsoe \ ' . I—\" I \ ./ \_ x ,\ ~ / r mauuu ‘v / \ 7/>\ uuams j (’ A \ _/ ' \ , an ‘5' , \ . \ fmnmm _I I“"DLL3\ / ~ 1 ( 5 , aunoca ‘r ¢\_ \ ‘1’1“\ . ‘l _, 700.455 ? \lVANS L , \ man? wants fl i at I ‘ can» :wucox I ’mootmi‘wm “(I ‘u s” m” MN NILL I [mum {J'JWI’ L1 ,_,_ ‘ ”‘- L—-— L- Iawm / amouu Toououurrv > worm V‘ 1:. 60"“ ' I TIIY , m'wau.\ —ifl \ me Wrist/Ill a» - \ Ll BERN LONG \ (uncn \ I-‘_' CNARLTON FIGUREI WGGCOOWSBNLWIIM roan WE! VNLTIMI. more ONSET! h? 111. SEIECTION or msmmmn's I)! M 303001. commune The white sale respondents used in this shidy were classified into two general groups: (1) out—ot-school adult tumors, and (2) in- school boy farmers. The out-cf-school adult farmers were divided into (1) W1: farmers, who were less than forty-five years of age, and (2) older-achlt farmers, who were fortyhfive or more years of age. A mini-m goal of 25 young-adult farmers, 25 older-adult farmers, and 36 in-school boys was set for each of the tour supervisory vocational districts. - The area sampling method was used to identity the fans of approxi- Iately twmty white mle adult farmers in each school co-inity. The general application of this nethod or sapling for far- surveys has been clearly and catcisely explained by Fbussnan, mathematical statistician, and Reed, survey statistician, or the Agricultural Marketirg Service: Briefly, the area method of. sampling involves (l) subdviding the altira area within the limits of a defined population into mall area sealants (or sampling units) having identifiable boundaries, am! (2) selecting a sample of these segnents. In the field the interviewer must identify the boundaries or the ample sements and attunpt to obtain the desired information for all farms (or whatever the units of observation might be) which qualify to; the survey and are associated with the selected sanple segnents. As soon as the cooperation of each school was secured, the investi- gator obtained a large county him up which shoved .11 cities, tome, roads, streas, and other topographical features or the participating ’ school was. These maps also showed the locations of farmsteads and of other dwellings and buildings outside the cities and tons. 31ml 2. Hence-m and 'r. .1. Reed, A cation or Probabdli Area % to Farm airv s, United States 11% of re, LEI: en firm-fies, Agriculture Handbook No. 67 (washington: MM Printing Office, 1934), p. 10 148 Each county school supa'intendent or principal was asked to delineate the boundaries of the high school attendance area of the coopera- ting school. The open-country area within the attendance boundaries of the corneal was detemined by excluding the urban areas and the incorpo- rated and unincorporated rural areas ("built up" areas outside the city mate). The open-country area we. then divided into small natural identifiable sampling units or segaents consisting of 6 to 8 farmsteads. These segments were mmbered and, by random sampling, four were selected in each school conmrdty. This umber of segments, having from 2h to 32 famsteads, was selected because data were not available at that time for determining the mmber of white male adult farmers, non-white farmers, fuels faunas, and non-tfarmers living in these segments. All white, male, adilt farmers living in these sapling units were designated as respondents for this study. At the same time that the mp1s segnalts were selected in each community, four alternate sag-cuts were selected. These sampling units were to be used, in order selected, if the total number of responses from achllt, white, male farmers cooperating in the first four selected segnmts of a cat-unity was less than 18 or if the aggregate number of responses in am fan age group in the district was less than 25. (This last figure was included for purposes of district comparison.) To select in-school respondents in each of the thirteen school colanmities the teacher or teachers made a list of all boys who met the following requirements: (1) The boy met be enrolled in a regular course of vocational agimlture where farm shop was a part of the instructional program, and (2) the boy mat live on or operate a place classified as a fan in the attendance area of the school. £9 The name of each boy was given a number. Using a table of random numbers, the investigator selected twelve in-school boy farmers from the list at the time he visited the school. Two alternate names were selected but none of these had to be used in this study. IV. METHOD OF COLIECTING DATA The investigator visited the superintendent, principal, and teacher of vocatioml agriculture in each of the thirteen cannamities partici- pating in the study. Questionnaire forms were given to the local teacher of vocational agriculture who supervised the collection of information from farmers. The purpose of the study and the contents of the question- naire form were carefully explained to the teacher. The investigator explicitly instructed the teacher in every step of the procedure relating to the collection of data from the respondents. Two of the schools had two teachers of vocational agriculture. In these schools the teachers shared the responsibility for collecting the data and received the same imtructions from the investigator. The teacher or teachers of vocational agriculture adninistered the questionnaire to the twelve selected in- school boy farmers in each school. To collect information from eligible adult farmers living in the sampling units the local agriculture teacher carefully selected a few boys enrolled in vocational agriculture to interview adult farmers and record the information. Boys in all participating commti es of the State received the same written instructions on how to interview farmers. The local teacher assumed the responsibility for seeing that every inter- viewer in his high school thoroughly understood the questionnaire and all of the written instructions on interviewing. He assigned a specific area SO to each interviewer and then made provision for getting this person to every qualified respondent in the area. The boy interviewers contacted every occupant in the sampling units. Since only white, male, adult 'farmers were to be interviewed, the interviewer had to determine the eligibility of the person living at each place. A person was considered to be a farmer if he could answer ”yes" to either of the two following questions: a. Do you operate a place of three or more acres of land from which the annual value of agricultural products, exclusive of home-garden products, normally “mints to $150 or more? b. Do you operate a place of less than three acres of land from which the annual value of sales oi agricultural products normally mounts to $150 or more? If the person contacted was a white far-er, the interviewer explained the purpose of the study to hint, pointed out why he had been selected to participate, and secured, if at all possible, his willingness to cooperate with the school by supplying information requested in the questionnaire. When the farmer agreed to cooperate, the interviewer briefly reviewed the questionnaire, and the interviewer recorded his response. As soon as all cooperating farmers had been interviewed, the local teacher or teachers collected the completed survey forms, recorded the respondent's name and address opposite his schedule number on a record sheet, and sent the forms to the investigator. arpervising teachers reported that 100 per cent of in-school boy farmers and more than 93 per cent of the eligible farmers in the sampling sealants cooper at ed. hUnited States Mean of the Gems, Vol. I, 2.22. git. 51 In some of the selected school continuities, one or more alternate sampling segments were used to secure a sufficient number of adult-farmer respondents for this study. The total number of sampling units used in this study is shown in Table II. Table II shows that all schools used the orignal four sapling units. Lanier County, Unadilla, Oconee County, Calhoun, and Douglas County High Schools did not use any alternate sampling sements. Using on1y their first alternate sampling unitwere Norman Park, Hahunta, North Habershan, and Manchester High Schools. thdley High School used the first two alternate sampling units, while Clay County High School and Montgomery County High School used the first three alternate sapling units. The investigator was particularly interested in the reason why Clay County High School, Montgomery County High School, and Hadley High _ School had to use two or more alternate sampling areas to get enough white male respondents. Population figures for Clay County revealed that only 25.1 per cent of. the total farm population in 1950 were white.5 According to the 1951; census of agriculture, only 1.0 per cent of the farm operators were white;6 therefore, it is conceivable that many of the occupants in some of the first four selected segments were not eligible for this stuw. 1 The teachers in Montgomery County High School and Hadley High School reported that increased industrialisation in the county, a decrease 5(leer a icultural Facts: 1900-19 6 (Bulletin 511, Athens, Georgia: Eicul ension 5 cs, e versity of Georgia, r3713“: July, 1957): P0 30. 6united States Bureau of the Census, Vol. I, 22. 5:35., p. 77. TABIEII 52 NUMBER OF SAMPLING UNITS USED IN DIFFHIENT SCHOOL CMNITIES SCHOOLS Clay County High Ianier County High Norman Park High Unadilla High Montgomery County High Hahunta High Hadley High Monroe Hid: Horth Habershan High Oconee County Him Calhoun High Douglas County High Manchester High Sampling units used Original filternate sampli four First Second I x X I units used gmd Fourth X . 53 in rural population, a continual increase in the size of farms, a mobility of certain groups of the farm population, farm mechaniaation, and the National Soil Bank program made the use of alternate sampling areas necessary in their conmniti es. V. WWW A survey form for collecting data from farmers in the area of farm shop was developed by the investigator, a group of agricultural engineers, and a Jury of leaders in vocational agriculture. It was field tested by the investigator, two teachers of vocational agriculture, and six in-school boys. The final questionnaire consisted of a section on general information and a section on farm atop abilities. The number of abilities selected was 138 and these abilities were listed under thirteen sub-area headings. School comunities eaploying white teachers of vocational agri- culture who included farm mechanics in their instructional programs con- stituted the population of this study. Five per cent of these communities in each of the four vocational supervisory districts waaselected at random to participate in the stub. Of the thirteen selected, four were in District 1, three in District II, three in District III, and three in District IV. Five schools were county-wide schools; others embraced less than a county. Two schools had two-teacher departments. Twelve in-achool boy farmers in each school were selected at ran- dom to participate. To select approximately 20 white adult farmers for the stuchr, four sampling segments consisting of 6 to 8 farmsteads each were chosen in each school calamity by the area method of sampling. Sixty-one per cent of the schools had to use one or more alternate areas Sh in order to secure the desired number of respondents. A minimum of 25 ”mg-adult faraers, less than forty-five years old, and 25 older-adult far-tars, forty-five years old or older, was desired from each supervisory district. The investigator asking the stuck visited each school and instructed every teacher in the steps to follow in gathering the data. Teachers secured the information from the twelve in-school boys. The selected and trained in-school boys interviewed the adult farmers and collected their responses. One hundred per cut of the selected schools, 100 per cent of the selected in-school boys, and 93 per cent of the eligible adult A. farmers cooperated in this study. CHAPTER IV CHARACTERISTICS OF THE POPULATION The purpose of this chapter is to acquaint the reader with infor- mation relating to some of the characteristics of the respondents, their homes, and their farms. Even though most of this information has little or no bearing on the analysis of the other data presented in this report, it does have a relationship to certain ahilities listed in the various sub-areas of farm shop. For example, if the reader is cognizant of the number and the age of farmers who have a welder, he will certainly have a better appreciation and understanding of the responses received on "El-DING, a sub-area of this study. The information was obtained from the respondents and is reported under the following headings: number of respondents by age groups, experi- once in the farming business, farm ownership, size of farms, types of 1811313 , mother of tractors, number of workstock, number of buildings on farmstead, lumber of painted buildings, and specified utilities and Win-tent. Under the last heading, famrs indicated whether or not the toliaising were available on their farms: a specific place to do shop work elmtricity, a running water system in the home, a forge, a welder, and S. '91: of carpentry tools. The farmer respondents in this study lived in thirteen school cmlmities, selected at random in for: vocational supervisory districts in the State where vocational agriculture was taught. Twelve in-school b°y rGainers were selected at random from a list of eligible farm boys atteuCling each of the thirteen schools. All young-adult and older-adult “rhea-s living in the four selected sampling segments of the attendance '56- area of each school became the adult respondents of this study. Alternate sampling segnents were used when the total umber of cooperating white male adult farmers in the four original sampling segnents was less than eighteen. Approximately twenty responses were desired from the adult respondents in each school community. In this report information obtained from respondents concerning themselves and their farms is compared with the United States census data relating to white farmers in Georgia when such data are available. m 95 respondents by age m. Data with regard to the number of respondents by age groups and districts are shown in Table III. TABLE III NUMBER OF RESPONDENTS BI ACE GRWPS AND DISTRICTS Supervisory 33y mgadult m gstricts farmers farmers farmers districts 1 lt8 38 36 122 2 36 27 29 92 3 36 30 30 96 _ Lt . 36 28 no 98 Total 156 123 129 hoe Four hundred eight (1:08) farmers participated in this stuck. One 1mndred fifty-six (156) were classified as' in-school boy farmers; 123 as y“Mung-adult farm a; and 129 as older-adult farmers. The total number of re«pendants in each age group exceeded the rim of 125 boy runners and 200 young-adult and older-adult farmers set up as the unison: number to be included in this study. These were distributed throughout the State 57 as indicated in Table III. The munber of respondents by age groups in each of the four districts also indicates that a minimum, of 25 responses was received from each district. 553. The age of the in-school boy farmers ranged from 114 to 20 years, with an average of 15.5 years. Thirty-five and six-tenths years (35.6) was the mean age of the young-adult farmers. The youngest farmer in this age group was 16 and the oldest was 1th years old. In the older- achalt farmer group, the mean age was 55.5 years, with a range fran 1:5 to 77 years. Emerience in farmi g. Some interesting information was collected from the respondents concerning the question: "Since you were 10 years old, how m years have you been in the farming business?“ The experi- ence. of 156 boy farmers ranged from 1 to 10 years. The mean number of years was 5.13, which indicates that these boy farmers had had considerable experience on the farm since their tenth birthday. This is understandable, unce many of the boys reported that they had been in the farming business all of their lives, and only 10 were over 18 years old. The 123 respondents in the young-adult group had farmed from 1 to 31; years, with a mean of 21.3 years. The average for the older-adult farther group was 39.5 years. The range of their farming experience was from 2 to 65 years. These data specifically indicate that the respondents, as a group, “3‘9 been in the farming business for a long time. Within their respec- tive age groups the respondents of this study can be classified as exPerienced farmers. Farm omership.. Information relating to the farm ownership status (’1' the families of respondents is given in Table IV. 58 TABLE IV FARM OWNERSHIP STA'NS 0F FAMILIES OF RESPONDENI'S arm owner- ship status farmers of total ghip_status farmers of total Full-owner 305 7 h.7 Share-crapper 29 7.1 Par t-owner 30 7 .14 Manager h 1.0 Renter ho 9.8 otaI W 10675" Seventy-four and seven-tenths (714.?) Per cent of the families of the respondents were full-owners. This figure is slightly higher than the state's 62.6 per cent for white farmers in 1951;.1 Only 9.8 per cent of the families of respondents were part-owners, 7.1; per cent were renters, 7.1 per cent were share-croppers (crop-share tenants whose landlords furnish all work power such as tractors, mules, and horses), and one per cent were managers. In 1951; the percentage of white part-owners, renters, share-croppers, and managers was 13.1, 1h.7, 8-9, and .7 respectively.2 These figures indicate that the percentage of renters, part-owners, and share-croppers of this study was slightly 1883 than the state's average for white operators in 19514, and the per- centage of managers was slightly higher. Size of farms. The size of farms which were operated by the respendants of this study was obtained in the survey to indicate the - genoral scope of the farm program. These data are reported in Table V. \ lflnited States Bureau of the Census, Census o_f_ Agriculture: 1951;, ‘22- at” p. 10. “—— 2mm. 59 TABLE V SIZE OF FARMS OPERATED BI B01, INNS-WIT, AND OLDER—ADULT FAMERS fiseis fiber Far ceit ‘Eeiu Mar m acres offence of total acres of farms of total Under so 69 ' 16.91 300-3119 8 1.96 50-99 83 20.31. 1 350-399 11 2.68 100-]119 70 17.15 boo-M9 7 1.71 150-199 ho ' 9.80 1150-1199 3 .73 200-2119 32 7.811 500 at over 72 17.614 250-299 13 3.18 “Ffo aI . 1‘65 - 1W ¥===¢ Table V shows that 16.9 per cent of the farms reporting in this study had less than 50 acres. The greatest per cent of farms, 20.311, in any one of the classifications had from 50 to 99 acres. The number of farms with 500 acres or more was 72, or 17.611 per cent, which was about twice the percentage of all farms of canparable size in 19511.3 The average size of farm for all of the respondents was 309 acres. In 1951; the average size of farms operated by white farmers in Georiga '38 170 acres, and for owners it was 2111 acres.h These figures compare raVOrably with present estimates that the average size of farms in Oeol‘aa is increasing. 22225 g; £ar_m_s_. In this study the classification of types of farms was based upon the amount of income received from the products of the taming enterprises. For example, if afarmer derived 50 per cent \ BIbid. , pa 1‘ thido , p. 18 60 or more of his total farm inoom fro-1 cotton, his farm was classified as a cotton farm. If he did not receive 50 per cent of the total farm incom from a particular enterprise, his farm was classified as a com- bimtion type of farm. Table VI shows types of farms operated by the respondents in this study. TABLE VI . TYPES CF FARMS OPERATED BY THE IESPGMJ‘ENTS OF THIS 8ND! Walther Pe—r ca Enterprises of farms of total Enterprises of farms of total Cotton 36 8.8 Dairy 15 3.? Corn 12 3.0 Hogs 12 3.0 Pearmts 11 2.7 Fruits, vege- tables,or nuts 5 1.2 Others 3 .7 Tobacco 30 7.11 thination 258 63.3 Beef cattle 11 2.7 W W The amber and the percentage of particular types of farms are leen in Table VI. The largest nunber of farms, 258, was classified as ”flirtation type because these farms were so diversified that they received substantial amounts of income frm two or lore enterprises. Tractors. In Georgia the growth of farm nechanisation as evidenced by the increasing number of tractors on ferns has been trenenddas during the past few years.5 Since new fern shop abilities are essential for the care and maintenance of tractors the respondents were asked to \ lenent g Tractor, 22. 21.3." pp. 61-68. 61 indicate the number of tractors used on their fans. This information is given in Table VII. TABLE VII NUMEROFTRACTQSWFAMSOF‘EEWS “with respondent did n‘fit repch onWEs iten. is revealed in Table VII, the percmtage of fans having no tractors was 11.1. 'Approainately 66 per cent of the fans had either one or two tractors. Only a small percentage of the farms had acre than two. The percentage of fans having one or lore tractors in this study was 88.9, and the average number of tractors per farm was 2.0 than each 01' the five far-s having 9 or acre tractors was counted as 9. In 195).; “Eton-tel: 116 per out of comparable fans had one or more tractors Cid the average number of tractors per far- was l.3.6 These figures indie“. that not only a greater percentage of the fans of respondents had tractors than comparable turns in 1951. but the number of tractors 991‘ far: was also larger. \ 60:11ted'States Bureau of Census, Camus 95 Agriculture: 1251;, 22. cite, p. 200 - 62 Workstock. The kind and the anmnt of farming equipent as well as fences, lots, and service buildings, are related to the amber of wrkstock used on the fans. This information is given in Table VIII. TABLE VIII NUMBER OF WORKSTOCK IEHRTED (m FARMS 0F RESPGIDENI‘S W” a. «a W” a... «a m farm fans fan fans Non. 2h3 59.9 Six 0 .0 One 113 27.9 Seven 1 .2 Two 28 6.9 Eight 1 .2 Three 11 2.8 Mac at over 5 1.2 Four 3 .7 Five 8 1 .2 Total hoot 100.0 .— I’l'id respondents did'nct report on this item. Two hundred forty-three (21.3), or 59.9 per cent, of the 1.06 roped-ting faras had no workstock. This is about 7 per cent more farms without workstcck than was reported in the Census of 19511.7 One hundred thirteen farms (113): or 27.9 per cent, had one horse or lilo. The Percentage of fans having more than one animal was very shall. counting each of the five turns having 9 or nor. workstock as 9, the 1.06 farms had a total or 297 animals. mien these figures are con- P‘red with the 103,060 horses and rules reported on 59,052 Georgia farms \ 71b1de, p. 220 63 cpereted by white tuners in 1951;,8 a derinite decrease in the number of uorkstock per tam is noticed for participants of this study. ”:1 a; building. Since ahilitiee in carpentry are specifi- cally related to the cmstmction and the nintenanoe of fan buildings, eech respondent ins asked to indicate on the survey torn the author of separate buildings located on his farnsteed. This intonation is pre- sented in Table 11. TABLE II W C!" EPAMTE WILDINGS LOCATED ON FAMSTEADS OF RESPONDENTS Two 22 5.). Eight 3‘! 9.1 Three 1,7 11.6 fine a. over 91 22.3 Four 51 12.6 Five 56 13.7 Total 108 100.0 Only 27 ferns, or 6.6 per cent, had fewer than three separate buildings on then. It is interesting to note that e IeJority of the the, 53.8 per out, had three, four, five, or six buildings. Even though a null percentage of the terms had seven or eight building. located on then, 22.3 per cent, or 91 rem, hed nine or rare "mate buildings. \ 5533., p. 22. 6h Ember g agated buildings. Since painting is closely related to the appearance and the maintenance of farm buildings, the number of pdnted buildings located on the far-stead of respondents was desired. Table 1 reveals this intonation- TABLE I HUBER CF PAINTED WILDINGS IDCATED 0N FARMSTEADS OF IESPONDENTS Met Winner fly; ‘3‘: Per cent mtg-:55 :3: Per cent None 73 17.9 31: . 12 2.9 (ha 155 38.0 Seven 1 3 .7 he ‘ 81 19.8 Eight 2 .5 Three 29 7.1 Nine & over 8 2.0 ' Four 28 6.9 Five 17 h. 2 Total 1108 100 .0 J —‘_- L Seventeen and nine-tenths (17.9) per cent or the 1.08 fans had no painted buildings. Approxinately 59 per cent had one or two painted buildings. A relatively snll pucmtap of fans had more than two Painted buildings. Painting each of the fans having 9 or more building ‘8 9, ennui-ate]: 32 per out of the buildings on the fares or the l~"~"Cpondents were painted. ‘ M utilities 93 m. Fern utilities and eqnpeent included in this study were electricity, a ranting water cysts-n, a rerge, ‘ ‘lalder, a set of carpentry tools, and a place to do ehopuork. Infor- ll"tion concerning these. tar: convemencee is. reported for each age group in Table 11. TABLE XI UTILITIE AND EQUIHIENT AVAILABIE ON FARMS (F HESPONDENTS ._ In repo c: armors - os-eovn"=es utilities and t or onng .. r-a 0 or eminent farmers renters rants-s all faraere mectricity ‘ 98.1 100.0 98.11 98.8 ' Rum water 8h.6 9h.3 90.7 89.5 Forge 11.5 17.1 21.7 16.1; Md” 9e6 1he6 Sell 9e8 A set of car- pentry too1e 91.0 91.9 88.1; 90.1: Show}: area 56.1; 62.7 59.9 59.1 ‘ ——¥ Table 11 share that: 1. Electricity was available on 98.8 per out of the fans. All ran, operated by young-adu1t ran-are had electricity. In 1951.. 96.8 Per cent at the fans operated by white far-ere had electricity.9 _ 2. Arumdngwatereystuwas reportedinthehoaesot89.5 per Gait of the reeponduts. This per cent is a definite increase over the 94-6 per cent reported in 195). for white ranere in Georgian 3. A forge was available on 16eh per out of the fans. The 91 oHAanep hHeseuvHus II Il‘li‘i um 00 mm Hg mm nudges huesanuo use geoseopz_.z o o mcaeaes esmahuoosihxo use on< .A o 338 maHsoeHom .e o mpoz.uonuuoa use seem .w H msHaaHa Ewe .H N uuoenoen none msHussHm .m H \OM\O\O.:IU\U\ MHOOHNNg J—‘ih-OOH assess... H388 as weHuaHm .9355 .0 none show see: was .h m xao: masonds_nzs ououocoo .m mswoseu Each .9 HNb-HM age: House was .m m CH Xuoz Haves nHoo .¢ 2 see u o 2n>>a>m ze>>a newsman numsneu numsuou nueEHeM H: wuss nummHo WHsmemwmsm? so? o H H 4 333a H89 .0 o m > POOHOHO o e H a a o o.>. .u a: e>q> O on o a mean Show No naeuucabm m m>Ha mus ZHzBH3.meaHAHm< ho mwmzpz bu mumda 18h throng) 60; “very valuable” abilities, 61 through 127; and 'mderately valuable,” 128 through 138. The relative values varied from h.67 for the ability to "Use wrenches and otha' metalworking tools correctly” to 2.36 for the ability to ”Mix and apply a whitewash." For the older-adult farmers the ”extremely valuable" abilities numbered 52; the “very valuable” abilities, 693 and the "moderately valuable“ abilities, 17. In Appendix C the “extranely valuable“ abilities are ranked 1 through 52; the ’very valuable“ abilities: 53 through 121; and the ”mderat ely valuable“ abilities, 122 through 138. The relative values ranged fran MS? for the abilities to “Protect a water system from freezing" and “Decide what ld.nd of a fence to build" to 2.10 for the ability to "Weld stainless steel.” Forty-one abilities were classified as ”extremely valuable” for all farmers as a youp; 77 as ”very valuable"; and 20 as "moderately valuable." In Appendix 0 these abilities were ranked from high to low according to their arithmetic values. The ”extremely valuable" abilities are ranked 1 through hl; the "very valuable" abilities, 1L2 thread: 118; and the "moderately valuable” abilities, 119 through 138. The relative values of the abilities ranged Iran b.63 for the ability to ”Use wrenches and other metal-wrung tools correctly' to 2. so for tre ability to "Weld stainless steel." B. 35:2 abilities within £3 mb-area. Within each of the sub- areas abilities found to be dgniiicantly higher than one or more other abilities in that sub-use were idmtitied. The relationship of these abilities to the otlnrs of this study is shown in Table LVI. Within their respective sub-areas abilities were listed in des- cending order according to their relative values. For ennple, the 185 TABLE m DISTRIEITIQI OF ALL AEIIITIE BI SUB-AM AND QUARTIIES (Q) AS EVIIENCED B! THEIR mum VAIUES Item numbers of ESE-area EE‘EIes' dis- aib-areas of fern shop tributed in the various grartiles Q1 Q2 ‘ Q3 Qt. A. Cold metal work 1 g, g, 11, 9 7, 8, 2 None 2.3” .ic r’ B. Hot natal work I g, g, 2, 2, 6 Ce T001 fitting 6,81 , 2 h, 1’ 12, , 1.3;, 9’ 10 i: 2:1 _z a g D. Fern fencing %, _6_, 5, 2, Q, 2 §_ 1.2., 7 E. Concrete and neonry None 9", 2 l_._, _6_, g 9, 5, 7, 8 work F. The home farm shop _2_ _S_, g, 1 ,3 None 0. P31315138: 813-3198: and 2a lé .2.’ £9 2 69 19 A: ’ 139 {a 10a special finishes I; H. Planning shop projects 5, 1, g _2_ 3, h I. Farm plumbing _7_, 8_ f 1, S, 2,6:"0816 t .1. 6, ?’ 11, 12, 9, 10 z, _. 2. 5: h J. Rope and leather work None 2 it no K. Soldering metals None No _2_ 1, 2' L‘.’ S L. Arc and only-acetylene None _2 2, _6_, _8 1, l, h, 5 welding Mo wOOdmrldng and g, 2, 3’ 21, 1%, 2.2., 2, 2 ‘ 11, 23, 17 carpentry , a a a __ 1'6, 8, I a, z, a =:f ’ Q? ‘b ‘The item numbers of abilities found to be significantly higher than one or more other abilities in the same sub-area are underlined. The item mmbers of abilities found to be not significantly higzer than one or none other abilities in the sane sub-area are not underlined. 186 descending order of abilities in the sub-area of "Cold metal work" was thirteai, £532, £93, 333, 313339, t_h_r_e_e_, gs, twalve, six, one, seven, eigit, and two. Each of the underlined numbers was significantly higher than one or more of the other abilities in this sub-area. The item numbers of abilities found to be not significantly higher than one or more abilities in this sub-area are not underlined. Abilities in dif- ferent sub-areas were not compared with one anotha'. In the thirteen sub-areas each of 105 abilities was found to be simificantly more valuable than another ability in its sub-area. Each sub-area had one or more abilities that were significantly more valuable than one or more etha- abilities inthat nib-area. In order to show the relative position of each ability with respect to others in this stuch' the 138 abilities which were ranked from high to low in Part A of this section and recorded in Appendix 0, were divided into quartiles. The itan where of all abilities were recorded in appropriate quartilesin Table LVI according to the ranks of their relative values for farmers. In "Cold metal work," for ample, four abilities were in the first quartile; six were in the second quartile; three were in the third quartile; and none were in the fourth quartile. This arrangement (1) showed the relative position of each ability with respect to the others of this study, (2) kept the ability values in each sub-area in descending order, and ( 3) showed the distribution of the significantly high abilities of each sub-area in the various quartiles. The other sub-areas were interpreted in a similar manner. 111 of the abilities in the first qtmno (31, in umber) were found to be significantly higzer than one or more other abilities within respective nib-areas. This indicates that these were the 31; most 187 valuable abilities for all farmers of this study according to these statistics. Sub-areas M, C, A, and D contained 26 of these abilities. In the second quartile, 31 of the 35 abilities were significantly hid: within their respective sub-areas. All sub-areas except K had one or nore simificantly high abilities in this quartile. Twenty-six of the 3h abilities in the third quartile and 13 of the 31, abilities in the fourth quartile were found to he significantly higter than one or more abilities within their respective sub-areas. Dis- tribution of these abilities by sub-areas is shown in Table WI. 0. £53 valuable abilities. For all farmers the abilities ranked 1 throng: 141 and recorded in Appendix C were found to be (1) "extremely valuable” according to relative value scores, and (2) signi- ficantly higher than one or more abilities within their respective sub- areas; therefore, it was concluded that these abilities as ranked were the most valuable abilities in the study. Abilities ranked 112 through 56 were found to be the higlest ones of the “very valuable" category and were also significantly h1g1 within their respective suboereas; therefore, these abilities, in the order ranked, were considered to be the next most valuable abilities. Abilities ranked 57 through 118 were also found to be “very valuable,” and those ranked 119 through 138 were classified as "moder- ately valuable” for all farmers. In these ranks the significantly high abilities within each of the sub-areas were interspersed with abilities that were not significantly high in other sub-areas but whose relative values were arithmetically higher than the significantly high abilities. It was concluded that the values of these abilities for all farmers were identical to the rank values. 188 III . SIB-AREAS (F ABILITIES In this section sub-areas of abilities are examined to determine whether or not one is more valuable for farmers than another. The formula used to deternim the relative value of abilities in Part I was also used to calculate the relative value of sub-areas. Percentage and relative ilportanoe figures were taken from the sub-area totals listed in Chapter V and VI. These data are presented in Table LVIII. he relative value of sub-areas for boy farmers ranged from 3.88 for Woodworking and carpentry“ to 2.611 for “Soldering metals.“ All cab-areas were found to be ”very valuable“ for boys except 'Bot metal writ,“ Weldng,‘ and “Soldering metals." These three sub-areas were classified as “noderately valuable.“ From high to low the rank of these sub-areas as H, A, C, D, F, H, J, I, G, E, B, L, and K. For the young-adult farmer s, five sub-areas were found to be “extremely valuable.“ They were ”Cold metal work,“ “Woodworking and carpntry,‘ "Farm fencing,‘I “Farm plunbing," and “The home farm shop.” The remaining sub-areas were ascertained to be "very valuable" for these farmers. The relative values ranged fraa h.21 for ”Gold natal work' to 3.31 for 'Soldering metals.“ The descending rank of these sub-areas for young-adult farmers was A, H, D, I, F, H, C, J, B, E, G, 1., and K. The sub-areas of “Gold metal mark," Woodworking and carpentry,” and ”The hone fern shop“ were found to be “extremely valuable” for the older-adult farners. Wielding“ was the only mb-area classified as 'Ioderately valuable.“ The remaining nine nib-areas were 'very valuable“ to these farmers. n. relative values varied from h.09 for “Cold metal work to 2.92 for IElectric arc and cry-acetylene welding.’ From high to lowthesub-areasranloadA,H, P, D, C, I, H, B, J, G, E, K, and!» 189 TABLE LVII THE RELATIVE VALUE OF FARM SHOP SUB-AIEAS FOR VARIOUS FAME}! GROUPS _” Sub-areas of farm shop vev eo sue- areas for various farmer on Young- UIder- Bo; adult adult All A. Cold metal work 3.70 h.21 14.09 3.93 B. Hot metal work 2.93 3.61 3.57 3.33 0. Tool fitting 3.49; 3.89 3.91: 3.7!; 12. Fans fencing 3.61; h.02 3.91; 3.81 B. Concrete and masonry work 3.08 3.51; 3.1.1 3.32 I". The has farm shop 3.61. km h.oh 3.89 0' WM' and Ma 3.18 3.149 3.h6 3.31. H. Planning shop projects 3.63 3.90 3.83 3.71 I. Pam unsung 3.31 km 3.8? 3.67 J. Reps and leather work 3.51; 3.88 3.51 3.56 x. Soldering metals 2.624 3.31 3.06 3.02 L. 81°35’35" and mmetylme 2.90 3.ho 2.92 3.06 M. Woodworking and carpentry 3.88 h.17 b.07 3.98 190 For all farmers as a group, all of the sub-areas were found to be 'very valuable.” The values ranged from 3.98 for 'Uoodworldng and car- pentry' to 3.02 for 'Soldering metals.“ than the sub-area means were compared, one sub-area in each of 5h pairs was found to be siglificantly higher than the other sub-area. Sub- area 14 was 111ng than the nine lowest sub-areas; A was higher than the seven lowest; and each of the abilities I“ and D was higher than the six lowest. Each of the sub-areas C, B, I, and J was greater than R, L, E, B, «no; and eachof the sub-areas G, B, andBwashigber thanKand 1.. These data indicate that the rank of the sub-areas, in descending order, was (1) woodworking and carpentry, (2) cold metal work, (3) the hem farm shop: (’4) farm fencing, (5) tool fitting, (6) planning shop projects, (7) farm pluflaing, (8) rope and leather work, (9) painting, glazing, and special finishes, (10) hot netal work, (ll) concrete and masonry, (12) electric arc and cry-acetylene welding, and (13) solderim metals. IV. WIOFTHIS CHAPTER The purpose of this chapter was to determine the relative value of fun shop abilities for people mgaged in the business of farming. mili- ties were analysed separately and collectively for boy farners, young- adult far-ere, older-adult far-ere, and all farmrs. Findings and con- clusions relating to a specific sub-area were reported in that sub-area. Twenty-two abilities were found to be 'extrenaely valuable” for the boy farmers, 60 for the young-stint farmers, 52 for the older-adult farmers, and ’41 for all farmers. An asterisk has been placed beside the rank of times abilities in Appendix C. 191 For boy farmers the number of abilities found to be “very valuable” was 81; for the young-adult farners, 67; for the older-adult farmers, 69; and for all farmers, 77. The ranh of these abilities are unmarked in Appendix C. For the boy far-ere the amber of abilities found to be “noder- ately valuable" was 353 for the young-adult farmers, ll; for the older- adult farmers, 17; and for all farm, 20. The ranks of these abilities are enclosed within parentheses in Appentflz c. Ichabilities were found in no other category. In the thirteen sub-areas each of 105 abilities was found to be dgnificantly acre valuable than another ability in its sub-area. Thirty- four of these nade up the first quartile of 31.; abilities in this duct; 31 were found in the second quartile of 35 abilities; 27 were discovered in the third quartile of 314 abilities, and 13 were identified in the fourth quartile of 3S abilities. Bach sub-area had at least one ability that was significantly higher than one or acre other abilities in that sub-area. Rab-areas having the lost significantly high abilities in the first quartile were “Woodworldng and carpentry,” ”Tool fitting," "Gold aetal work,“ “Fara fencing,“ 'flanning shop projects,“ “Fara plmingfl and “Painting, glazing, and special finishes." A. For all far-ere it was concluded that abilities ranked 1 through 1:1 as recorded in Appendix c were the nest valuable ones in this stuq. Abilities ranked h2 through 56 were found to be the next most valuable ‘ abilities. The ruining abilities were classified in the third value category. In this stow the values of abilities were cuparable to their ranks. 192 For boy fareers the ten sub-areas classified as “very valuable“ were “Woodworldng and carpentry,“ “Cold aetal work,“ “Tool fitting,“ , wpm facing,” “The hone fara shop,“ “Concrete and masonry work,“ “Rope and leather work,“ “Para pluflaing,“ “Planning shop projects,“ and “Paint- ing, glazing, and special finishes.“ The three' “noderately valuable“ sub-areas were “Ibt netal work,“ “Electric arc and cry-acetylene welding,“ and “Soldering metals.“ The five sub-areas found to be “extruely valuable“ for young- adult faraers were “Cold natal work,“ “Woodworking and carpentry,“ “Fara fencing,“ “Fara plunbixg,“ and “The has far- shop.“ All of the refining sub-areas were classified as “very valuable“ for these far-era. The sub-areas of “Cold netal work,“ “Woodworking and carpentry,“ and “The hon farm shop“ were found to be “extremely valuable“ for the olchr-adult far-ere. All of the others except “Electric arc and oxy- acetylene welding“ were classified as “very valuable“ for these farmrs. “Electric arc and cry-acetylene welding“ was found to be “aoderately valuable.“ All of the sub-areas were found to be “very valuable“ for the all- farmer group. Eleven of the sub-areas were found to be significantly higher than two or acre of the cab-areas. (h the basis of these «hta the rank of the sub-areas, in descending order, was (1) woodworking m1 carpentry, (2) cold natal work, (3) the home fun chop. (h) fara fencing, (5) tool fitting, (6) planning shop projects, (7) fern plating, (8) reps and leather work, (9) painting, glazing, and special finishes, (10) hot letal work, (11) concrete and weary, (12) electric arc and cry-acety- lene welding, and (13) soldering metals. CHAPER VIII WGPAMERGNPSWMIEIATIVBVAIDB (I FARM $0? MS AND ABILITIES In this chapter the purpose is to determine the aye-ant along the various age coupe of farmrs as to the relative value of the farm shop abilities in their business of fardng. With the use of the relative value scores calculated in Chapter VII, a correlation coefficient (r) as recanaended by hedecorl Ins cal- culated for the boy and young-adult farmer groups, the boy and older- adult farmer groups, and the young-adult and older-adilt faraer groups for each sub-area of farm shop. With no regard to the nib-area classi- fications, a correlatim coefficient was calculated for all abilities for each of the farmer age groups. These data are shown in Table LVIII. As evidaxced by the correlation coefficients (thy) in Table LVIII, the agreement of the boy and young-adult far-ere concerning the relative values of the shop abilities was significant at the one per cent level for sub-areas A, B, C, D, G, I, x, L, and H. For each of the sub-areas B and H the degree of association was significant at the 5 per cent level. No agreement was found at the 5 per cent level between these farmr groups in sub-areas F and J. M the sub-area classificatims were disregarded, the correlation coefficient batman the boy and tie young-adult farmer groups for all abilities in this study was found to be .839. This coefficient is signi- ficant at the one per cent level and indicates that a very high level of agreement exists between these age groups as to the relative value .of the farm shop abilities in their farming business. lsmor’ 22a 22.-ts, pp. 162-17’4e 19h TABLE LVIII CORRELATION COEFFICIENTS FOR THE VARIOUS FARMER AGE GROUPS It; Boy—young- BEy-oIder- Young-aduIt adult groups adult groups older-adult Sub-areas of farm shop roups (rby) (rho) Iryo) A. Cold metal work .927** .879** .923** B. Hot metal work .9hh** .757 .921** C. Tool fitting .90§** .9hl** .933** D. Farm fencing .9ll** .908** .925** E. Concrete and masonry .790r .6hl .929** F. The home farm shop .857 .586 .880* G. Painting, glazing, and special finishes .9l6rr .923** .983**. H. Planning shop projects .862* .938** .960** I. Farm plumbing .873** .873** .93h** J. Rope and leather work .6h1 .898* .681 K. Soldering metals .968** .866 .927* L. Arc and cry-acetylene welding .960** .875** .933** ‘M.‘WOodworking and carpentry .69l** .686rr .966rr GRAND TOTAL OF ALL ABILITIES .839** .833** .939** **Significant at 1% level. ~wSignificant at 5% level. NOTE: Values without an asterisk are not significant at the 5% level. 195 For the boy and older-adult groups the degree of association (rho) was found to be significant at the one per cent level for nth-areas A, C, D, G, H, I, L, and II. In sub-area J the agreement of these two groups was significant at the 5 per cent level. The relationship of the ability values in sub-areas B, B, F, and K was not significant at the 5 per cent level. When the sub-area classifications were disregarded, the level of agreanent of the boy and older-adult farmer groups for all abilities was very high. The “r“ value was .833 which is significant at the one per cent level. Ten of the thirteen sub-areas were found to have correlation coefficients (rye) simificant at the one per cent level for the young- edult and older-adult- farmer groups. These sub-areas were A, B, c, D, E, G, B, I, L, and H. In sub-areas F and K the agreemnt was siflficant ' at the 5 per cent level, but no agreement was found at the 5 per cent level between these groups for sub-area J. When the sub-area classifications were disregarded, the correlation coefficient for the young-adult and older-adult farmer groups was .939. This correlation is significant at the one per cent level and indicates that a very high level of agreement exists between the opinions of these two groups. These data indicate that the level of agreement among the various ' farmer groups as to the relative value of the nib-areas of abilities varied from very ugh (one per cent level of significance) to no agree- ment at tin five per cent level. These data also show that the relative values of all 138 abilities by farmer age groups vary closely together presumably because of state 196 influences cannon to them. Even though the three correlations were signi- ficant at the one per cent level, the aptitude of the correlations indicates that young-adult and older-adult farmers agreed more closely concerning the relative value of farm shop abilities than the boy and young-athlt farmers or the boy md older-emit farmers. The Iagnitude of the correlation coefficients for the boy and young-shalt farmr gcups and the boy and older-adult farmer groups was practically the scan. CHAPTER IX SUMMARY, C(NCLUSIONS, AND ROWATIONS The purpose of this chapter is to summarise, draw conclusions, and lake recommendations based upon an analysis of the data presented in this stuck. This chapter has three parts. The first part aunt-arises the objectives of the study, the nethods of investigation, certain char- acteristics of the respondents, and gives a winery of the analyzed data. The second part cmtsins sue general conclusions and recomendations. The third part offers some recomndations relating to additional research needed in this field. I. SUMMARY This stuw dealt with these two questions: (1) ”How valuable are selected farm shop abilities for in-school boy, young-adult, and older- adult farmers who live in school counmities in Georgia where farm mechanics was a part of the total instructional program of vocational agriculture?" (2) “To um: extent did these age groups of farmers agree on the value of the abilities which they need in their far-mg programs?" Quecifically the objectives were (1) to determine what farm shop abili- ties areneededbynostfarlersintheir workonthefarnsandinand around the farmhouses, (2) to deternine how important farmers think it is for the to possess these abilities, (3) to determine the relative value of these abilities for the various age gowns of far-ere, and (h) to determim the level of agreement among the various farmer groups as to the value of these farm shop abilities in their business of farming. 198 After a review of available studies and writings it was decided that a questionnaire nth a checklist of item would be most appropriate for collecting data from farmers. A group of twelve agricultural angl- neers and a jury of ten agricultural education leaders assisted the investigator in developing and field-testing the questionnaire form used in the study. The final form comisted of thirteen sub-areas having 138 abilit-ies. A section on the general characteristics of the farmers was included. The respondents of this stuckv were limited to white male farmers living in school communities where farm mechanics was a part of the instructional progran of vocational agriculture. Five per cent of the eligible school contunities in each of the four vocational supervisory districts was selected at random to participate in the stucw. Thirteen school cmmfles were selected, and the local teachers of vocational agiculture ageed to assist in collecting the information from the farmers. The investigator visited each school and instructed every teacher in the steps to follow in gathering the data. Twelve in-school boy famers were chosen at random from the roll of eligble students enrolled in vocational agriculture in each school. The local agricultural teacher secured the data from these in-school boy farmrs. Approadnately twenty adult farmers in each school community were selected by the area method of sampling to participate in the stuw. A few boys enrolled in vocational agriculture were carefully selected and trained to interview farmers living in the selected sampling areas. These boys contacted every occupant living in the selected areas and secured information in an interview from the white male achlt farmers. 199 One hundred per cent of the selected schools, 100 per cent of the selected in-school boys, and 93 per cent of the eligible adult farmers cooperated in the study. Of the 108 farmers participating in this study 156 were in-school boy farners, 123 were young-adult farmers, and 129 were older-adult farmers. Collected data revealed tint three-fourths of the families of the respondents were full-owners living on farms ranging in size froa one to 5000 acres. Approrillately 61; per cent of the respondents operated a combination-type farm. Sixty-eight per cent of the farms had either one or two tractors, and 59.9 per cent had no workstock. A aajorit-y of the farms had from three to six buildings on them. Approximtely 59 per cent had only one or two painted buildings. Electricity was available on 98.8 per cent of the farms, and 89.5 per cent had a running water system. Approximately six-tenths of the farms had a place where shop work was done, one-tenth had welders, and one-seventh had forges. An analysis of the data showed that all of the 138 abilities in the stuck had been needed by some of the farmers. the hundred four of then were needed by 50 per cent or more of the boy farmrs, 125 by the young-adult farmers, 116 by the older-adult farmers, and 115 byaall farmers. The percentage of farmers needing the individual ahilities in each of the sub-areas varied considerably. An analysis of variance and the mltiple range and F tests showed that each sub-area had abilities which were needed by a significantly higher percentage of all farmers than one or more abilities in that sub-area. These abilities were identified under appropriate headings in Chapter V. 200 men the sub-areas of abilities needed by farmers were examined, 50 per cent or acre of the boyfarners needed all of then except “Hot Intel tank," ”Soldering metals," and 'Electric arc and oily-acetylene welding.‘ All sub-areas were needed by more than 50 per cent of the young-adult farmers. All sub-areas except l'Electric arc and cry-acety- lene welding" were needed by at least 50 per cent of the older-adult farmers. The only two sub-areas not needed by 50 per cent or more of the all-farmer youp were ”Soldering metals" and ”Electric arc and on- acetylene welding." Based on the percentage of all farmers encountering a need for the caubined abilities in a mb-area, the descending rank of the sub-areas was (1) cold natal work, (2) woodworking and carpentry. (3) tool fitting, (’4) farm fencing: (5) the home farm shop, (6) rope and leather work, (7) planning shop projects, (8) farm plumbing, (9) hot metal work, (10) painting, glazing, and special finishes, (ll) concrete and masonry work, (12) soldering metals, and (13) electric arc and cry-acetylene welding. From an analysis of the relative importance of farm shop abilities boy farmers indicated that 8 of the 138 abilities were “extremely impor- tant” for than to know how to perform. hung-adult farmers indicated 36 abilities; older-adult farmers, 21; abilities; and all farmers, 1h abili- ties. All of the other abilities, except three, were rated "very impor- tant" by each of the youps. 0f the three lowest abilities two were rated "moderately important“ by the boy farmers and one by the older- adult farmers. ‘ The means of the ability importance scores within each of the sub- areas varied slightly. Five nib-areas had no ability sigdficantly 201 higher than another ability in that sub-area. Sixty such abilities were found in the other eight sub-areas. when the sub-areas of abilities were examined, all were rated ”very important" by the boy farmers. The young-adult and older-adult farmers rated all sub-areas ”very important” except the sub-area of "Fem plumbing,“ .which was rated 'extranely important“ by both groups. (n the basis of the relative importance of sub-areas for all farmers, all sub-areas were rated "very important ," and no one was found to be significantly more important than another. The relative value of an ability for people engaged in farming was determined by relating the percentage of farmers needing the ability to the relative importance of the ability as expressed by these farmers. In this study 22 abilities were found to be ”extremely valuable" for the boy farmers, 60 for the young-adult farmers, 52 for the older-adult farmers, and 141 for all farmers. These can be identified in Appendix C. For boy farmers the number of abilities found to be ”very valuable" was 81; for the young-adult farmers, 67; for the older-adult farmers, 69; for all farmers, 77. All of the remaining abilities for all groups of farmers were found to be “moderately valuable.” These can be identified in Appendix C. In the thirteen sub-areas each of 105 abilities was found to be significantly more valuable than another ability in its own sub-area. Sub-areas having the largest umber of high value abilities in the upper quartile of all 138 abilities were "Woodworldng and carpentry," "Tool fitting,” ”Cold metal work,‘' "Farm fencing,” I'F'Ianning shop projects,‘l "Fara plumbing," and “Painting, glazing, and special finishes. 202 For all farmers the 56 most valuable abilities of this study were identified and ranked one through 56 in Appendix C. Each of these abili- ties was not only significantly more valuable than one or more abilities in their respective sub-areas but was also one of the S6 abilities with the highest arithmetic values. For boy farmers the ten sub-areas classified as "very valuable" were "Woodworking and carpentry," "Cold metal work," "Tool fitting," "Farm fencing," "The home farm shop," "Concrete and masonry work," "Rope and leather work," "Fern plumbing," "Planning shop projects," and "Paint- ing, glazing, and special finishes." The three "moderately valuable" sub-areas were "Bot metal work," "Electric arc and cry-acetylene welding," and "Soldering metals." The five sub-areas found to be "extremely valuable" for young- adult farmers were "Cold metal work," "Woodworking and carpentry," "Farm fencing," "Farm plumbing," and "The home farm shop." All of the remaining eight sub-areas were classified as "very valuable" for these farmers. The sub-areas of "Cold metal work," "Woodwarking and carpentry," and "The hone farm mop" were found to be "extreme valuable" for the older-adult farmers. All of the other sub-areas except "Electric arc and any-acetylene welding" were classified as "very valuable" for these farne rs. "Electric arc and m-metylm welding" was found to be "moderately valuable." All of the thirteen sub-areas were found to be "very valuable" for the mem group. Each of eleven sub-areas was found to be signifi- cantly higher than one or more sub-areas. On the basis of these data the relative value rank of the sub-areas, in descending order, was (1) wood- worldng and carpentry, (2) cold metal work, (3) the home farm shop, 203 (h) farm fencita. (5) tool fitting, (6) planning shop projects, (7) farm elm-bins. (8) rope and leather work. (9) painting. gluing. and special finishes, (10) hot metal work, (11) concrete and masonry, (12) electric arc and cry-acetylene welding, and (13) soldering metals. filth the relative values of farm shop abilities being used, the level of agreement as evidenced by the correlation coefficient betwam any two farmer groups was very high (significant at the one per cent level) for some of the sub-areas; it was high (significant at the 5 per cent level) for other sub-areas; and it was low (not significant at the 5 per cent level) for still other sub-areas. nth the sub-area classifications being disregarded, the correla- tion coefficients calculated for each pair of farmer groups for all 138 abilities were found to be significant at the one per cent level. This indicates that a very high level of agreement exists among the various age groups as to the relative value of these abilities in their farming business. The magnitude of the correlations indicates that young-adult and older-achxlt farmrs ayeed more closely than the boy and young-adult famers or the boy and the older-adult farmers. The magnitude of the correlation coefficients for the boy and young-adult farmers and the boy and the older-adult farmer groups was practically the same. II. 00301115st AND RECOWIDATIONS The findings of this stuck warrant the following conclusions and recouendations concerning (1) the value of farm shop abilities needed by white male farmrs living in school communities in Georgia where farm mechanics is a part of the total instructional program of vocational 20h agriculture, and (2) the extent to which the farmers agree on the value of the abilities. 1. Host farmers need a high proportion of the farm shop abilities listed in this stuchr. A majority of the young-adult farmers need a some-- that larger number of these abilities than either the older-adult or boy farmers, and lost older-adult farmers need more of them than the boy farmers. 2. Farmers, as a group, rate the abilities of this stuck as “very“ or 'extranely important" for then to possess. A higher percentage of these abilities is more important for the young-adult farmers than for either the older-achilt or the boy farmers. likewise, a larger nulbsr of then is more important for the older-adult farmers than for the boy farmers. 3. The relative values of the individual farm shop abilities vary considerably for each of the different age groups of George farmers and for all farmer groups combined. In farming, a larger number of these abilities is nore valuable for the young-adult farmers than for either the older-adult or the boy farmers. Similarly, more abilities seen to have a somemat higher value for older-adult farmers than for the boy farmrs. h. For each of the different age groups of farners there are con- siderable variations among the relative values of the farm shop sub-areas. A larger percentage of the sub-areas is more valuable for the young- adult farmers than for either the older-adult or the boy farmrs. like- tiss, lore sub-areas are more valumle for tin older-adult farlers than for the boy farmers. 5. All sub-areas of farm shop appear to be very valuable for the all-farmr group. 205 6. For each of the different age poops of farmers as well as the all-farmer group there are substantial variations among the relative values of abilities within lost sub-areas. 7. “hen the relative values of farm shop abilities are taken as one group, a high level of agreement can be expected along the judgments of the three age groups of farmrs. Young-adult and older-adult farmers tend to agree more closely than boy and young-adult farmers or boy and older-adult farmers. 8. When the relative values of farm shop abilities are classified into farm shop sub-areas, the level of agreement of judgesnts among the different age youps of farmers for the various sub-areas is variable. 9. Those individuals who plan or evaluate local, district, and state programs of farm shop in vocational agriculture should give nore attention to and study of the nectnnical needs of Georgia farmers in the light of past, present, and anticipated changes in agriculture than they have in the past. 10. Teachers of vocational agriculture should be encouraged to re-exanine the contents of their local farm shop programs in the light at the findings of this study. A direct comparison of the specifics of content taught and the findings of this study should provide some perti- nent information about desirable curriculum materials which the teachers may use as a guide when evaluating the contents of their instructional programs. For eranale, the value of abilities relating to the needs of boy farmers should be used when evaluating present pregrans of farm shop for in-school boys. If a new program is initiated for boys living in a school community where the characteristics of the farms and the people are similar tothoseofthis study, thefindings shouldbeusedasa 206 basic frame-work of sub-areas and abilities upon which to build an over--. all instructional program in farm shop. The findings relating to young- adult and the older-adult farmers should be used in a similar runner. As previously mentioned in this report, the investigator recognizes that other sources of data such as the Judgments of outstanding frontier people in farm mechanics, agricultural Wing, and conmercial ser- vices who are closely associated with the shop problem of farmers should also be utilized in farm shop program planning. 11. When teachers use these outcomes as a guide in revising the contents of their present farm shop programs for a particular farmer group, abilities with the highest values as ranked in Appendix C should receive top priority. ' 12. When the contents of an instructional farm shop program are set up on a sub-area basis, top priority should“ normally be aven to the most valuable sub-areas reported in the mmnary. But, it should be pointed out that some of the more valuable sub-areas, man have the greatest percentage of high-value abilities, have one or more low-value abilities which should be given less emphasis. Conversely, some of the less valuable sub-areas have one or more high-value abilities, which mould be given emphasis comparable to other high-value abilities in other sub-areas. For an instructional shop program which attempts to wet the most essential needs of the trainees, the teachers shmld include all sub-areas having high-value abilities -- not just the sub- areas rated most valuable . Emphasis given to a sub-area shmld be determined by the number of high-value abilities in that sub-area that are essential for carrying out the project propane of tin trainees. 207 13. In Georgia, teacher trainers in agricultural education and farm shop instructors in agricultural engineering have, in the past, had to plan instructional farm shop progams for undergraduate students at the college level. Because no research data were available to guide the planners the contents of these programs have been based upon personal . observations and experiences of needs, suppositions, and suggestions. The all-famr findings of this stuck should be caupared with the con- tents of the present program of farm shop so that the curriculum for these future leaders in agriculture may be evaluated and strengthened in terms of the needs of farmers. This is especially true wlzen the planners are attempting to determine the emphasis to be placed upon a particular ability or sub-area of farm shop. .Again the Judgnents of ayicultural engineers, specialists in farm shop, and leaders in voca- tional agriculture should also be utilised when the contents of farm shop cmrees are being rec-examined. 11;. When planning new programs or evaluating and revising existing 110ng of farm shop on district and state basis, supervisors, teacher trainers, and special teachers of vocational agriculture and specialists in farm mechanics shmld utilise the findirgs of this research stuchr relating to the farm shop needs of present-day farmers. 15. At the present time there is no available instrument in Georgia to appraise the adequacy of preparation of in-service teachers for teaching farm shop abilities to varims age grmpe of farmers. Again the findings of this study stmld be used by State and University leaders as a frame-work upon which to develop the basic appraisal items of such an instrument. 208 16. Following the same research techniques as used in this investigation, a study in each of the other four areas of farm mechanics shmld be made in Georgia as soon as feasible. These data along with those of the present stucb' would provide teachers and teacher trainers of vocational agriculture and shop instructors in agricultural engineer- ing Inch valuable research inforntion which should be used as a guide for evaluating or revising the total wograms of farm mechanics on local and state levels. III. ROWATIWS FOR FURTHER STUDY As a result of this study the investigator believes there are munerous related problems which shmld be investigated scientifically as soon as feasible. Twolve of these problems are as follows: 1. To what extent are teachers of vocational agriculture including the more valuable abilities of tin present study in their instructional programs for farm people? 2. To what extent are the teachers of vocational agriculture in Georgia adequately prepared, technically, to help farm people deal with their farm shop proble ms? 3. that physical facilities should be provided in local depart- ments of vocational agriculture so that effective instructional programs can be conducted in the area of farm shop and fare mechanics? 1;. What physical facilities do farmers need to have on their farms in order to deal with their farm shop problems efficiently and scorned.- cally? 5. To what extent has each of the different age amps of farmers satisfactorily acquired the competencies listed in this study? 209 Where did the farmers receive training in the caupetencies which they have already acquired? ’ 6. In a school where farm mechanics is an integral part of the total program of vocational agriculture, how much instructional time should be devoted to farm shop and other farm mechanics activities? 7. What mthod of instruction is most effective in teaching farm shop as well a farm mechanics abilities to the various age groups of farmers? 8. that kind and amount of subject nutter materials and teacmng aids would be lost effective for teachers to use in dealing with various farm shop subjects? 9. What are the most valnable abilities for farmers who operate a special type of farm? 10. Do abilities have comparable values for farmers living in different vocational supervisory districts of the state? 11. As changes take place in agricutlure, certain shop abilities will become less valuable, others will become more valuable, and new ones will be needed; therefore, what kind of a contimous research pro- gram would be met effective in providing needed data to leaders in agioultmre? 12. To what extent do teachers and teacher trainers of vocational agriculture, farm shop specialists, agricultural engineers, and comrcial workers who provide services to the farmers in the field of farm shop agree with farmers on the value of these farm shop abilities in the business of farming? BIBLIOGRAPHY 210 A SELECTED BIBLIOGRAPHY (This bibliography contains all references cited in the report and am others which the investigator believed were particularly pertinent to this study.) A. PRIMARY SOURCES ‘1’. BOOKS Bingham, Walter, and Bruce Moore. How to Interview. Third edition. New York: Harper and Brothers Publishers, EU. Snedecor, George N. Statistical Methods. Ames: The Iowa State College Press, 195?. 'fi g. Publicatiog of Government, learnedSocieties, and Other Mastic? Houseman, Earl 3., and T. J. Reed. A lication 9:: Probabilit Area TSa_mlplin to Farm Serve s. Unite a es Department of Agrig'uIRre, . gi'culéural'mke ng ervice, Agricultural Handbook No. 67. Washington: Government Printing Office, 19514. 2. Periodicals Duncan, David B. "Pmltiple Range and Multiple F. Tests,“ Biometrics, 11:1-h2, November, 1955. B. SECONDARY SOURCES _1_. Books Alberty, Harold. Reor anizin the Hi School Curriculum. Revised edition. New YorE: The Hacmlan npany, 1953. Jones, M. M. Sho rk an the Farm. Revised edition. New York: McGraw- Hill, 195 . Kohls, Richard L. Market Agricultural Products. New York: The Macmillan Company, 9 . Phipps, 1.. J., and others. Farm Mechanics Text Lnd; Handbook. Danville: The Interstate Printers W,m. Snowden, 0. L., G. C. Cook, and Clyde walker. Practical Methods in Teachifig Farm Mechanics. Danville: The Interstate Printers am era, 195:0 211 2. Publications of [he Government, _Le_a_r___ned Societies, and 9____ther Organizations—- _gricultural MEnEneerigg Phases of Teacher Trainin for Vocational sperm 0 e —SuBEommit as on AgH-c'uWher Iraining,—Eonmittee on Curriculum in Collaboration with an Advisory Group of Agricultural Education Specialists. Saint Joseph, Michigan: American Society of Agricultural Miners, 19131:. icultural En neerin Phases of Teacher Trainin for Vocational cu re, r £1,155...”er and IK-service Trafiin 502m. epor - t e committee on TgriF-Itural Teacher Training, Comdttee on Curriculum in Collaboration with an Advisory Group of Agricultural Education Specialists. Saint Joseph, Michigan: American Society of Agricultural Engineers, 1953. ficultural En neerin . The Golden Anniversary Edition of Engineering ce to %cuIére, Volume 38, No. 6. Saint Joseph, Michigan: American Society of Agricultural maneers, June, 1957. Armstrong, Fred E. FarmRe rand Construction Work. Education Hono- graph No. 1;. Minneapo maverfityofflinn esota, 1923. Farm Mechanics for California Schools. Agricultural Edmation Series No. 2, Eda-HMO. II. Berkeley: The University of California, 1922. lament and Tractor. Twanty-first Annual Statistical Number, No. 23. mas-City: I5 pIement and Tractor Publications, Inc., November, 1959. Research Comittee of the Agricultural Education Section, A.V.A. Summaries of Studies in A icultural Education. Supplement No. l to VocatIonal-Educatfon EilIean No. “Tm e: The Interstate Printers and Publishers, September, 1910.an Sharp, Marley A. A Su ested Course of m_ in Farm Mechanics Based on the %_ of ve Tamers. —Ames: Io owa Statemege a—A cu urean andHeEhTa-nIc-al-Es, I9 29. Struck, Theodore F. Farm Sho Work in P lvania. Rural life Depart- ment, Special BulIEHn No. I. State egs: ennsylvania State 0011883, 1920. United States Bureau of Census. Census of Pairfiioulturefiw Coun___t___ies and State Economic Areas, Volume I, Eton: Government PHnHTg 02251571936. ' United States Bureau of Census. United States Census of culture: 19514. General Remrt, Vol. WWnMea—Hn ing 06, I955. United States Office of Education. Maries of Studies in cultural Education. Vocational Educationm N3. . on: Government Printing Office, 1935. 212 United States Office of Education. Sumaries of Studies in ricultural Education. Vocational Education BuIletin, SuppIements 2, 3, 71,5, ,9, 10, and 11. Washington: Government Printing Office, 19148. 1950. 1951. 1952. 1953. 1951:. 1955, 1956: 1957. and 1958 respectively. 2. Periodicals Ahalt, A. M. , and Harry Miller. ”Technical Sldlls Needed in Farm Mechanics," Aggcultural Education m, 27:160-166, January, 1955. Barton, P. 8., and P. A. mmn. "Planning for a Continuous Program of Instruction in Farm Mechanics,“ Aggmlturel Education Ma sine, 23:207, March, 1951. DeGraff, Harrell. ”The Agronomists' Accomplisments and Opportunities for Future Contributions in the United States,“ M_ Journal, 1:9:615-617, December, 1957. luke, G. W., and others. ”Technical Progress and Vertical Integration of Agriculture,” ern____a_l_ of F_a_r_m Economics, 1:0:1356-1359, December, 1958. Phipps, Lloyd J ., and George P. Deyoe. "Determining Fern Mechanics Content on the Basis of What Farmers Consider Important,fl Agricultural Education Maggine, 26:36-38, 1:2, hh, August, 1953. g. Unpublished Materials Alampi, Phillip. “A Farm Shop Program for Noodst-own High School Area." Unpublished Master's thesis, Rutgers University, New Brunswick, 191:5. Anthony, Frank. 'An Evaluation of the Current Objectives of the Farm Mechanics Phase of Vocational Agriculture in Selected Pennsylvania Schools." Unplblished Doctor 's dissertation, The Pennsylvania State University, State College, 1956. Babbs, Robert L. “Setting Up a Farm Mechanics ngram Desimed to Meet the Needs of Eleventh Grade Students mrolled in Vocational Agri- culture in Odin High School.“ Unpublished Research project, The University of Georgia, Athens, 1955. Bartlett, Lawrence F. “A Farm Shop StucV." Unpublished Master's thesis, West Virginia University, Morgantown, 19!:8. Beamer, Rufus W. “Reconstructing the Undergraduate Professional Courses in Agricultural Education at the University of Tennessee.“ Unpub- lished Doctor 's dissertation, University of Illinois, Urbana, 1956. 213 Chilean, Paul R. "Farm Operator Evaluation of the Farm Mechanics Phases of Agricultural Engineering as Offered in the Department of Agri- cultural Engineering at Texas College of Arts and Industries.“ Unpublished Master's report, Kansas State College, Manhattan, 1952. Clark, Rmnond M. “Training for Non-farm Agricultural Occupations.” Unpublished Special Study, Michigan State University, East lensing, 1929. Clendenen, Max M. “Determining the Farm Mechanics Needs for the Voca- tional Agriculture Department at Maynardville, Tennessee.'l Unpub- lished non-thesis study, The University of Tennessee, Knoxville, 19h9. Clause, James P. "Abilities Needed by Farmers in Selected Areas of Farm Mechanics." Unpublished Doctor '3 dissertation, Purdue University, Lafayette, 1959. Cook, Claude M. "Planning and Implementing an Instructional Pragram in Farm Mechanics for Adult Farmers in Zetto Community Through Clay County Pugh School Vocational Agriculture Department.“ Unpublished Research project, The University of Georgia, Athem, 1955. Cook, Glenn C., and Harold M. Byram. "Mechanical Activities of Selected Farmers in Michigan.” Unpublished Research project in Agricultural Education, Michigan State College, East- Lansing, 1952. Davidson, Allen P. “A Stucw of Farm Shop and Agricultural Engineering of Kansas Farms: Its Relation to Vocational Agiculture in Kansas High Schools.” Unpublished Master's thesis, Kansas State College of Agriculture and Applied Science, Manhattan, 1925. Davis, Henry 1.. ”Farm Mechanics in Vocational Agriculture in Saltillo High School." Unpublished Master's thesis, The University of Tennessee, Knowlle, 1951‘. Davies, Llewellyn R. ”Farm Shop Work in Vocational Education." Unpub- lished Master ‘8 thesis, Colorado Agricultural College, Fort Collins, 1923. Duggar, Roy. ”Mechanical Competencies Needed by Vocational Agriculture Teachers in Oklahoma.” Unpublished Doctor 's dissertation, Oklahoma Agricultural and Mechanical College, Stillwater, 1956. Geiger, Albert J. "A Study of Farm Shop Work in Florida." Unpublished Master's thesis, The University of Florida, Gainesville, 1932. George, Chester J ., and Walter W. Smith. ”A Farm Shop Stuck." Unpub- lished Special study, Ohio State University, Columbus, 1932. Givins, James L. ”A Study of Farm Machinery, Farm Buildings, and Farm Improvement Jobs Performed by Some Farmers, and a Suggested Course of Study in These Farm Mechanic Areas for the James Wood High School, Winchester, Virginia.” Unpublished Master's thesis, The University of Maryland, College Park, 1955. 21h Graybeal, Henry C. "Principles Underlying a Course of Farm Shop Work In Vocational Agriculture." Unpublished Master's thesis, Cornell University, Ithaca, 1925. Hamilton, James R. "The Preparation of Michigan Teachers of Vocational Agriculture in Two Areas of Farm Mechanics.” Unpublished Doctor's dissertation, Michigan State University, East Lansing, 1955. Hansen, Clifford G. “A Study of Farm Mechanics on Typical Farms in North Cache High School District.” Unpublished Master's thesis, Utah State Agricultural College, Logan, 1919. Henslee, Earl D. “A Farm Mechanics Training Program in Vocational Agri- culture.‘l Unpublished Mmter's report, Oklahoma State University of ‘5 Agriculture and Applied Science, Stillwater, 1957. Howell, Ezra 1.. "Farm Mechanics Jobs Performed on Farms in an Agricultural Department Patronage Area in North Carolina, Including Those Jobs Which Should Be Performed.” Unpublished Master's thesis, North Carolina State College, Raleigh, 1952. Johnson, C. P. "Planning and Developing a Course in Farm Mechanics for First Year Boys in Vocational Agriculture in the Duluth High School." Unpublished Master's thesis, The University of Georgia, Athens, 19119. Kennedy, Arthur C. "A Study of the Needs for Training in Farm Mechanics in Ohio." Unpublished Master's thesis, Ohio State University, Columbus, 1927. Kindschy, Dwight I. "Course Content in Welding and Farm Machinery." Unpublished Master's thesis, Iowa State College, Ames, 19137. Kugler, Harold L. ”Teacher Indicated Needs in Agricultural Engineering." Unpublished mimeographed paper, The Agricultural mgineering Depart- ment, Kansas'State College, Manhattan, undated. Lechner, Fred G. ”Analysis of Farm-Mechanical Skills of Colorado Young Farmers with Implications for Course Building in Vocational Agricul- ture.” Unpublished Doctor's dissertation, Michigan State University, 1958. McCollum, Tom M. “Planning and Developing an Improved Instructional Program in Farm Mechanics tor the Twelfth Grade Students Enrolled in Cuthbert High School.” Unpublished Research problem, The University or Georgl, Athens, 1953. Mercer, Robert F. ”A Procedure in Determining the Scope and Content of Farm Shop Courses on the Basis of What Farmers Consider Important." Unpublished Master‘s thesis, The University of Delaware, Newark, 1953. Miller, Franklin D. "Changes in Program and Equipment for Farm Shop Work in Central Ohio Based Upon Farming Needs." Unpublished Master '3 thesis, The Ohio State University, Colmnbus, 19149. 215 Moses, Henry A. “Planning and Developing a Course in Farm Mechanics for Eleventh Grade Boys in Vocational Agriculture in the Mount Vernon- Ailey School.” Unpublished Research problem, The University of Georgia, Athens, 1952. Mulligan, Clarence W. ”A Study of the Needs for Training in Farm Mechanics in New York State.“ Unpublished Master's thesis, Cornell University, Ithaca, 19,410 ‘ Ogles, Charles M. "Developing A Farm Mechanics Program for High School Boys in Gordonville Comminity." Unpublished non-thesis stunt, The University of Tennessee, Knoxville, 1951. Proctor, Phillip W. ”A Course in Farm Mechanics for Pittsfield, Illinois, Connnnity High School.” Unpublished Master's thesis, Colorado State College of Agriculture and Mechanical Arts, Fort Collins, 19141. Pmitt, Walter E. 'A Four-Year Farm Mechanics Program in Vocational Agriculture for Marshall High School Based Upon a Community Survey.“' Unpublished non-thesis study, Oklahoma Agricultural Mechanical College, Stillwater, 1951;. Rogers, M. S. ”A Proposed Course of Study for Farm Mechanics in Voca- tional Agriculture in Northeast Texas Area.’' Unpublished Doctor's dissertation, Utah State Agricultural College, Logan, 1957. Ryder, Gordon J. “Preparation in Farm Mechanics Education for Teachers of Vocational Agriculture.“ Unpublished Doctor's dissertation, The Ohio State University, Columbus, l95h. Ryder, Gordon. ”Sldlls Needed by Farmers in Selected Areas of Farm Mechanics.” Non-thesis stuck, Ohio State University, Columbus, 1953. Salmon, Ray J. “A Study of Certain Factors in the Waterford Area Pertain- ing to the Building of Farm Shop Curricula in Secondary Schools in Pennsylvania and New York." Unpublished Master's thesis, Cornell University, Ithaca, 19390 Smtter, John H. ”A Stutw of Selected Factors Influencing the Adoption of Soil Conservation hactices Farm Operations in the Verdigre School Service Area.” Unpublished Master's thesis, The University of Nebraska, Lincoln, 1956. Sealover, Elmer R. 'Needs as Related to Experience of Msubers of Farm Mechanics Classes for Young and Adult Farmers at Mechanicsburgh High School, Mechanicsburg, Pennsylvania.“ Unpublished Master's thesis, Pennsylvania State College, State College, 1953. Smith, J. W. ”Building a Program of Work in Farm Mechanics.” Unpub- lished non-thesis stuQr, The Urdversity of Tennessee, Knoxville, as reported in Slmnaries of Studies in cultural Education, Vocational Bulletin Mmmnfion: Government Eating Mice, 1953. 216 Starrak, James A. ”Course in Farm Mechanics for Classes in Vocational Agiculture in Secondary Schools.” Unpiblished Master '3 thesis, Iowa State College, Amos, 1922. altherland, Sidney Suson. 'Suggested Course of Study in Farm Mechanics Based on the Opinions of 290 Montana Farmers.“ Unplblished Special problem, Montana State College, Bozanan, 1929. Thompson, C. T. ”Farm Shop Jobs for the Vocational Agriculture Department in Imisiana.‘ Unpublished Master's thesis, Southwestern Louisiana Mimtap 19380 Walloer, Clyde. “Determining the Contexts of Fan Mechanics Courses of Study for anith-filghes Agricultural Departments in Ingh Schools." Unpublished Master's thesis, The University of Nebraska, Lincoln, 1931, as reported in Summaries of Studies in cultural Education, Vocgtional Bulletin W. . W Even-men Me, 193 . thitlo‘w, Ieonard C. ”Planning and Developing an Instructional Program in Faun Mechanics for Eleventh made Boys in Vocational Agriculture in Royston mgh School.“ Unpublished Research report, we University at “org-a, Athma, 1955. Wright, Carlton E. “A Stuw of the Needs for Training in Farm Shop in ligh School Departments of Vocational Agriculture in the State of Vermont." Unpublished Master's thesis, Cornell University, Ithaca, 1936. APPENDIX A APPENDIX.A RANK OF FARM SHOP ABILITIES FOR BOY PAWS, YOUNG-m FAMERS, OIDER-Am FARMERS, AND ALL FARMERS AS EVIDENCED B! THE PERCENTA‘E (1" PW NEEDING THE ABILITIES ' Rank of abilities! b farmr ou Farm shop’abilities Ibung- Older- (Codel 11o; adult adult A11 Use wrenches and metal working tools‘correctly. (A~13) 1 1 5 1 Sharpen.axss and hatchets. (0-3) 2 5 6 2 Replace handles in various farm.tools. (C-6) h 3 10 3.5 Square the ends of a piece of lumber with a square. (Mp2) 3 7 9 3.5 Cut metal with files, hacksaws, cold chisels, or tinner's snips. (A-S) 6 9 h 6. Make holes in wood. (M-6) 6.5 13 1.5 7.5 Select suitable nails, screws, or bolts for a given job. (M-15) 9 2 7.5 7.5 Clean, maintain, and care for hand tools. (C-8) 10.5 10.5 3 9 lay out and.cut an angle on a board. (M-h) 13 7 12.5 10 Repair equipment for the farm.(M~20) 17 3 12.5 11 Sharpen hoes, shovels, or spades. (C-lh) 12 13 12.5 12.5 Remove broken bolts or screws from holes. (Ash) 8 18.5 18.5 12.5 Apply paint with a brush. (o-9) 10.5 16 20.5 lb aAll abilities were needed by 50 per cent or more of the farmers except those whose ranks are enclosed in parentheses. 218 APPENDIX A (CONTINUED) Rank of abilities b farmer on Young- ador- Farm shop abilities (Lode) Lo; adult adult All Install hinges or locking devices on doors. (M-8) 1h 13 17 15 Select suitable hinges, locks, glue, or catches for a given 30b. (”‘16) 18 2105 705 16 Know the names of materials conmnly used in farm buildings and equipment. (H-5) 15.5 29.5 20.5 1? Decide what kind of fence to build: board, barbed "ire, woven wire, or electric. (D-l) 19 2O 15 18 Pr0tect a water system from fr6621n80 (1"?) 2005 1005 22 19 Repair a small farm building. (14-22) 28.5 15 12.5 20 Fasten pieces of metal together with rivets, metal screws, or bolts. (A-lO) 23 18.5 26 21 Determine the kind and grade of lumber or plywood to use for a given job. (14-1) 20.5 32 32 22 Sharpen cold chisels. (C-1) 22 38 25 23 Repair a barbed wire fence. (D-6) 28.5 28 28.5 2h Calculate the cost of a project before it is built or repaired. (II-7) 26 25.5 36 25 Install glass in a frame, window, or door. (Cr-16) 28.5 29.5 3h.5 26.5 Slaps and smooth wood to a smdfic 81290 (“-7) 21405 1&3 27 2605 Build a barbed wire fence. (1)-5) 32 21.5 141.5 28 Straighten a bent piece of cold metal. ' (A-ll) his 21. 21. 29 219 APPENDIX A (CONTINUED) Farm shop abilities mmaest Tarmar on Young- Older- EL (Code) 12;: adult adult A11 Whet sharp edge tools. (c-S) 36 148.5 16 30 Build or repair gates, cattle guards, stiles, walk- throughs, or flood gates in fences. (D-9) 2L5 113 38.5 31 Tie comon rope knots. (J-3) 15.5 143 60 32 Decide what kind and size of stiles, gates, or cattle guards to use in fences. (D—2) 31; h? 30 33 Drill holes in cold metal. (A-3) 119.5 23 18.5 31; Reshape damaged or worn screwdrivers. (C-13) 28 .5 35 138 35 Repair a leaky faucet. (I-8) 39 17 15 36.5 Plan a good storage arrangement for nails, bolts, screws, lumber, and other supplies on the farm. (F-S) 3h 143 1&3 365 Make a list of all materials needed for a job. (Ii-6) 38 113 38.5 38 Lay out and out braces. (M-lh) h7.5 25.5 32 39 Band a piece of cold metal to desired shape. (A-9) 119.5 27 37 140-5 Repair furniture for the home.(M-18) 31; 55 149 no.5 Decide what kind and amount of hand tools to have for farm work. (F-2) 117.5 148.5 28.5 1:2 Repair a woven wire fence. (1)-1&1 111.5 56 to 10.5 Select a paint brush, spray gun, or roller. (G-8) 1.0 101 51 10.5 Sharpen handsaws. (0-21 37 69 53.5 145 Sharpen scissors, tinner's snipe, or hedge shears. (C-lS) 141.5 72 32 h6 ’ 220 APPENDIX A (CONTDIUED) Farm shop abilities Rank of abilities b farmer ou Young- Older- (Code) B°L adult adult All Make equipment for the farm. (M-l9) 63 36 3h.5 h? Grind metal with a grinder. (A-l21 53.5 31 56.5 W Blild a small farm building. (M-21) 711.5 3h 23 149 Replace a piece of damaged pipeo (1-6) 56 38 55 50 Care for a rope properly. (J-h) 31 57 79.5 51 Select an exterior paint for wood. (Cl-2) 61 113 116.5 52 Make good concrete. (E-h) 143.5 61 63 53 Maintain a water pump. (I-l3) 76.5 33 141; 55 Arrange shop tools and equip- ment in your work area for safety and convenience. (F-h) 51.5 58.5 72 56 Decide what kind of pipe to use: iron, copper, plastic, . others. (L2) 68 1:3 h6.5 57 Identify different metals com- monly used on the farm, such as iron, steel, copper, and alumirmm. (A-l) 6h 61 56. 5 58 Select the proper kind and size of metal cutting tools for a elven Job- (A-6) 59 53.5 76 59 Install galvanized iron pipe. (I-3) 86.5 38 51 60 Heat different metals used on the farm. (B-l) 83 SO 51 61 Select an interior paint for wood. (0-3) 70.5 65.5 58 62 Cut threads on a rod or in a hole. Na?) 99 61 6h 63 221 APPENDIX A (CONTINUED) Farm shop abilities Rank omit—ies} farmer ou Toung- Era—er- LCode) Boy adult adult All Sharpen hand plane irons or wood chisels. (C-h) 62 86 53.5 61; Find suitable plans for farm buildings or equipment. (II-1.) 65.5 63 71.1.5 65 mild a woven wire fence. (D-31 73 65.5 714.5 66 Decide whether to buy a ready- mixed paint or to buy paint materials and mix them on the farm. (0-1) Sh.5 76 62 6? Bend hot metal to desired shape. (B-h) 90 53.5 68.5 68 Ranch holes in cold metal. (AL-2) 95 51 7O 69 Enlarge a hole in cold metal. (A-8) 81s 61; 68.5 71 Plan the layout of water pipes and fixutres on a farm. (I-l) 96 58.5 61 71 Smrpen steel plows or sweeps.(C-17) 70.5 82.5 65.5 71 Estimate the amount of concrete needed for a given job. (E-3) 78 72 73 73 Lay concrete blocks, bricks, or rocks. (Fl-6) 53.5 85 86 714 Select proper ldnd and size of rope for a given job. (J-l) 58 87.5 79.5 75 Build or set forum for concrete work. (E-l) 67 77 78 76 Make comaon rope hitches. (J-5) 70.5 67 88 77 Sharpen mattocks or picks. (C-l6) 92 82.5 59 78 Plan a building, room, or area where shop work may be done and tools may be stored. (F-l) 82 80 71 79 222 APPENDIX A (CONTINUED) ‘DRank of abilities bz—farmer Egoupg Farm shop abilities oung- er- (Code) _Bgy_ adult adult Prepare or mix a paint for painting. (G-6) h5 87.5 , 95 80 Decide on whether to mix concrete on the farm or to buy it ready-mixed. (E-2) 89 72 67 81 Select and apply a varnish. (G—12) h6 109.5 88 82 Sharpen crosscut timber saws. (C-7) 76.5 97 65.5 83 Whip the end of a rope to prevent raveling (J-2) 60 93 9O 8h.5 Weld steel. (L-Z) 79 68 113.5 8h.5 Fasten pieces of wood together with glue. (M-51 55 89.5 98 86 Sharpen auger bits. (C-12) 10b 70 77 87 Select a paint to use on metal surfaces. (G-h) 98 75 88 88 Decide what kind and amount of power-operated tools to have for farm shOp work. (F-3) 97 82.5 8h 89 Care for leather articles used on the farm. (J-6) 70.5 95 91 90 Install a drain for sewage. (I-ll) 100 89.5 82 91 Operate a stationary circular saw. (Mu9) 57 99 109 92 Operate a portable circular saw. (M-12) 80 7h 111 93 Hammer a piece of hot metal to desired size or shape. (B-2) (105) 82.5 81 9h Read or interpret plans for farm buildings or equip- ment. (H-2) 101 78 9h 95 APPENDIX A (CONTINUED) 223 Rank of abilities byéfarmergroups Farm shop abilities Young- Older- (Code) Boy adult adult All Operate an electric soldering iron. (K-2) 86.5 79 102 96 Build or repair a board fence. (D—8) 93.5 99 100 97 weld cast iron. (1-3) 102 96 99 98 Cut hot metal to desired size or shape. (B-3) (115) 102 83 99 Apply a hard surfacing material on wearing parts of machines. (L-6) (106) 105 96 100 Treat wooden posts on the farm. (D-lO) 91 111 103 101 Punch holes in hot metal. (B-5) (122) 9h 85 102 Select and apply a shellac. (G-13) 85 116 106.5 103 Install plastic pipe. (I-5) (108) 1.5 108 10h.5 Sharpen twist drills. (3-11) (109) 107.5 2.5 10h.5 Solder galvanized metal. (K-3) (107) 99 10h.5 106 Make a free-hand pencil draw- ing of a piece of equipment A to be built. (H-3) 88 111 (117.5) 107 Install copper pipe or tubing. (I-h) (116) 91.5 106.5 108 Braze metals. (L—7) (117) 103 101 109 Recognize and analyze common welding errors. (Ln8) (110.5) 10h 110 110 Operate a gasoline blow torch. (K-1) (113) 109.5 10h.5 111.5 Operate a bandsaw. (M-ll) 51.5 119 (130) 111.5 Select a water pump. (I-12) (121) 107.5 92.5 113 Make furniture for the home. (M-17) 81 120 (12h) 11h APPENDIX A (CONTINUED) 22h Farm shop abilities Rafikfiaf abilities b *farmer rou'5— Young- Older (Code) Bgy adult adult All lay out the foundation for a large farm building. (n-23) (135) 106 97 (11;) Repair broken or cracked concrete walls, floors, slabs, or steps. (E-9) 103 (127) (125) (116) Select a paint to use on concrete bricks, or con- crete blocks. (G—5) (113) 115 (119) (11?) Install an automatic waterer for poultry or livestock. (I-9) (113) 118 (123) (118) Clean and renew the surface of a grinding wheel. (C-9) (127.5) 112 112 (119) Temper tools made of steel. (B-6) (12h.5) 11h 115 (120) Make holes in masonry walls and floors. (3-7) (118) 117 (122) (121) Operate a jointer. (M-lO) ‘93.5 (131) (133) (122) Select and apply a stain. (G—lh) (120) (130) (121) (123) Build or repair an electric fence. (D-7) (119) 121 (126) (12h) Reinforce concrete with steel. (E-S) (12h.5) (126) 116 (125) Solder copper. (K-h) (137) 122 (117-5) (126) Install a water heater. (I-lO) (13h) 12h 113.5 (127) Sharpen circular saw blades. (C—lO) (123) (129) (120) (128) Apply paint with a spray gun. (G—lO) (127.5) 125 (127) (129) Select and purchase welding equipment and supplies. (L-l) (126) 123 (129) (130) Waterproof masonry walls or floors. (E-8) (132) (128) (128) (131) 225 APPENDIX A (CONTINUED) Wife: ETarmar gong Farm shop abilities oung- Older- (que) 301 adult adult A11 Make a scaled drawing of a _ 333.“ mm“ t° 1” (H-u) (110.5) (135) (135.5) (132) Solder aluminum. (Ii-5) (131) (132) (133) (133) M17 1381-“t "1th ‘ “1101'- (0-11) (133) (133) (1356) (1311.5) Mixand applyawhitewash. (G-lS) (129.5) (137) (131) (131.5) Tint or color paint. (ca-7) (129.5) (136) (133) (136) Held aJmnimm or aluminum alloy. (M) (136) (131:) (137) (137) Hold stainless steel. (1)-5) (138) (138) (138) (138) APPENDIX B APPENDIX B ’ RAKK OF THE RELATIVE IMPORTANCE OF FARM SEDP ABILITIES FOR VARICUS FARHER W8 . ISIHE rms of rEIatIve im rtancea b farmer ou Farm shop abilities Young- Older- ( Code) Box adult adult All Protect a water system from freezing. (IL-7) 2 a» 2 «a 1 a 1 «- Use wrenches and other metal _ working tools correctly. (xi-13) 1 at 1 at 11.5!- 2 * Make goodconcrete. (E-h) 3 s 3 s 16 * 3 «I» Decide what ld.nd of fence to build: board, barbed wire, woven wire, or electric. (D—l) 20.5 11.5% 2 e h *- Select suitable nails, screws, or ults for .. gun 30b. (”‘15) '1hos 505‘ 11.5“ 5 'I' Repair equipment for the farn.(H-20) 13 h a 12 i 6 * Squarethe endsofapieceof lumber with a square. (PI-2) h 4* 30.5% 16 s 7.5% Determine the ld.nd arr! grade of lumber or plywood to use for a given job. (14-1) 7 i- 30.5% 8 it» 7.5% Hointainawater pump. (LB) 25 11.5% 7 s 9 at Decide what ld.nd and amount of hand tools to have for farm shop work. (F-2) 113 30.5% 3 * 10.5!- Replace a piece of damged pipe. (1-6) 11 21; «r 29 10.5} Calculate the cost of a project before it is built or repaired. (Ii-7) 17 20 it 16 s 12 it 'The relative importance classifications of abilities are desig- nated as follows: "Extremely important“ abilities are designted with an asterisk beside the rank numbers; ”very important“ abilities are unmarked; and “moderately important“ abilities are enclosed in parentheses. 227 APPENDIX B (CW) mw rms a? relative finance by farmer 20112! Farm shop abilities oung- er- __ (Codg) 39L adult adult All Decide what kind of pipes to use: iron, copper, plastic, . others. (I-2) 28.5 20 e 9.5!: 13.5% Plan the layout of water pipes and fixtures on a farm. (I-l) 22 30.5! 9 * 13.5! Build a woven wire fence. (D-3) 28.5 13.5% 20 s 16.5 Read or interpret plans of farm buildirgs or equipment.(H-2) 28.5 13.5%!- 22.5* 16.5 Select a water pump. (I-12) 52 16 a» 6 a 16.5 Saw a board with a handsaw. (ii-3) 23.5 9.5! 26 16.5 Find suitble plans for farm buildings or equipment. (H-1) 52 7.50! 13 a 20 Install a drain for sewage. (I-ll) 7 a 52 16 s 20 Install an automatic waterer for poultry or livestock. (L9) 36 16 a 22.5% ., 20 Know the names of materials conaonly used in farm building and equiplent. (3.5) 28.5 21; a 26 22 Lay out and cut rafters (14-13) 36 7.5% 35.5 23 Build a barbed wire fence. (D-S) 39 16 s 35.5 25 Select suitable hinges, locks, glue, or catches for a given job. (PI-16) 111.5 30.5! 2).; * 25 mild a small farm building. (14-21) 17 37 38.5 25 Lay out and cut an angle on a board. (14-1)) 17 hh-S 33-5 27 Males equipmnt for the farm. (14-19) 33 221 *- Mi.5 28.5 Repair a small farm building. (M-22) 39 20.5-ll- 37 28.5 APPENDIX B (CONTINUED) 228 Farm shop abilities (Code) Bo; adult adult All Plan a building, room, or area where shop work may be done an! tools may be atoredo (F-l) 2305 5505 26 3]. Arrange shop tools and equip- ment in your work area for safety and convenience. (F-h) 9.5 60 110.5 31 Weld steel. (L-2) 111.5 5.5! 90 31 Clean, maintain, and care for Decide what kind and size of gates, cattle guards, or stiles to use in fences. (D-2) 65 1411.5 11 it 35.5 Make a list of all materials needed for a job. (3.6) 58.5 39 20 * 35.5 Repair a lealq faucet. (1-8) 111.5 52 29 35.5 Select and purchase welding equipment and applies. (L-l) 28.5 38 118 35.5 Weld cast- iron. (L3) 5 * 18 * 95.5 35.5 Star-pen axes or hatchets. (0-3) 12 1:8 58 141 Install galvanized iron pipe. (I-3)- 118.5 25 at 148 11.1 Replace handles in various farm tools. (0-6) 61.5 36 e 29 1.1 Recognize and analyze common welding errors. . (L-8) 7 at 35 «x» 85 1.1 lay out and cut braces. (ll-11;) 52 21; * 1:2 111 Select an exterior paint- for wood. (Ci-2) 52 55.5 20 'I- 141; Install glass in a frame, m, or doors (0'16) 14505 52 3805 14605 229 APPENDIX B (CONTINUED) Eight rm 3! raaflve imrtance by farmer Emma oung- r- Farm shop abilities (Codgl EQL adult adult- All Apply a hard surfacing material on wearing parts of machines. (In-6) 19 20 it 93.5 146.5 Lay out the foundation for a large farm building. (14-23) 33 1111.5 53.5 146.5 Install hinges or locking devices on doors. (14-8) 52 27 it 61.5 146.5 Repair a barbed wire fence. (D-6) 63 314 ‘I 61.5 149 Whet sharp edge tools. (0.5) 115.5 63.5 148 51 Decide 11181: kind and amount of power-operated tools to have for farm shop work. (F-3) 61.5 63.5 33.5 51 Plan a good storage arrangement for nails, bolts, screws, lumber and other supplies on the fam. (F-5) 145.5 68 1414.5 51 Operate a portable circular saw. (24-12) 33 6O 71 53 Mild or repair an electric fence. (1)-71 55.5 9-5* 105-5 5h Install plastic pipe. (LE) 77 60 1.0.5 55 Repair a woven wire fence. (1)-14) 87.5 119.5 1411.5 58.5 Select an interior paint for wood. (Cw-3) 711.5 80 30.5 58.5 Apply paint with a brush. (0-9) 814 58 614 58.5 Install a water heater. (I-lO) 28.5 85 67 58. 5 Operate a jointer. (ll-lo) 58.5 83 hh.5 58.5 amps and smooth wood to a specific size. (14-71 53.5 55-5 73.5 58.5 1“" »._—' 230 APPENDIX B (CONTINUED) .3: yr sorea ve mrtance by farmer groups Farm shop abilities oung- Older- (Code) 891 adult adult All Remove broken bolts or screws from holes. (ll-1:1 96 110.5 59.5 62.5 Build or repair gates, cattle guards, stiles, walk-throughs, or flood gates in fences. (D-9) 811 63.5 51.5 62.5 mfifietfir‘iwétnfi‘ jllretflez) 69 72 67 65 La calcrete blocks, bricks, or rocks. ‘ (3-6) 65 55.5 86 65 Make holes in wood. (rt-6) 72 119.5 75.5 65 Operate a gasoline blow torch. (It-1) 36 79 87 68 Opezize a stationary circular (14.9) 39 68 99 68 Operate a bandsaw. (14-11) 148.5 105.5 50 68 Extras? a wt for (6-6) 80 75 59.5 70.5 Install copper pipe or tubing. (I-14) 121.5 11.5 30.5 70.5 Select the proper ld.nd and size of metal cutting tools for a aven job. (ll-6) 69 81 614 73 Sharpen hoes, shovels, or spades. (c-Ih) 72 72 82 73 Select a paint to use on metal surfaces. (G-h) 109.5 63.5 51.5 73 Out metal with files, hack- saws, cold chisels, or tinner's snipe. (A-S) 69 76 79 75.5 Slarpen cold chisels. (C-l) 711.5 714 82 75.5 Out threads on a rod or in a hole. (ll-7) 100.5 68 67 79 231 APPENDIX B (CWTINUED) git? Ability ranks of relative rtance farmer 6gp; Farm.shop abilities oung- er— jCode)_ Bey adult adult All Select a paint brush, spray gun, or roller. (0—8) 92.5 77.5 69 79 Make a.free-hand pencil drawb ing of a piece of equipment to build. (Ii-3) 814 88 56.5 79 Make a scaled.drawing of a piece of equipment to build.(Heh) 8h 119 16 79 Dress metals. (In?) 80 h? 99 79 Fasten pieces of metal together ‘with rivets, metal screws, or bolts. (A-IO) 106.5 72 79 83.5 Reinforce concrete with steel. (E-51 90.5 89 6h 83.5 Apply paint‘with a spray gun. (G—lO) 8b 103 65.5 83.5 Operate an electric soldering iron. (K-2) 87.5 68 99 83.5 Drill holes in cold metal. (A-3) 108 68 8h 86.5 Heat different metals on tie farm. (B—l) 65 92 88 86.5 Straighten a bent piece of cold metal. (Ii-11) 109.5 77.5 75.5 69 Sharpen steel plows or sweeps.(C-l7) 77 103 71 89 Repair furniture for the home.(M-18) 55.5 911.5 99 89 Repair broken or cracked con- crete walls, floors, slabs, or steps. (E-9) 67 83 122.5 91 Grind metal with a grinder. (Apl2) 80 86 111.5 92 ' Sharpen handsaws. (C-2) 20.5 131 108 ' 93.5 Identify'different metals comp menly“used on.the farm, such as iron. steel co r and We ’ me (A-l) 116 90 7305 9305 tam --—-‘-‘ 232 APPENDIX B (CONTIMJED) Ability ranks 51' relative mrtance by farmer gouge. Farm shop abilities oung- er- gigode) peg: adult adult All Select and apply a varnish. (0—12) 92.5 98.5 103 95 Sharpen twist drills. (0-11) 98 107.5 93.5 96 Banner a piece of hot metal to desired size and shape. (B-2) 102 100.5 105.5 98.5 Gut hot metal to desired size or shape. (0-3) 58.5 105.5 133 98.5 Weld stainless steel. (1—5) 16.5 112 131 98.5 Solder copper. (K-h) 1211.5 914.5 71 98.5 Bendapiece of cold metal to desired shape. (A-9) 12t.5 83 92 102 Decide whether to mix concrete on the farm or to buy it ready-mixed. (E—2) 138 92 77 102 Weld aluminum or aluminum alloy. (Ia-14) 89 113 103 102 Sharpen hand plane irons. or wood chisels. (04.1) 911 103 118 1014.5 Treat wooden posts on the farm. (D-lo) 90.5 122 90 1014.5 Reshape damaged or worn screwdrivers. (C-13) 112 96.5 111.5 106.5 Decide whether to buy a ready- mixed paint or to buy materials and mix them on the farm. (G-l) 1211.5 111 79 106.5 Solder galvanized metal. (K-B) 121.5 87 107 108.5 Fasten pieces of wood together with glue. (PI-5) 112 100.5 115 108.5 Sharpen circular saw blades. (0-10) 9h.5 107.5 129.5 110.5 233 APPENDIX B (CONTINUED) im rtance b farmer cups Young- Older- Farm shop abilities (Codel Boy adult adult All w Apply paint with a roller. (0-11) 98 115.5 111.5 110.5 Sharpen auger bits. (C-12) 112 96.5 127.5 112.5 Waterproof masonry walls or floors. (BI-8) 1014 115.5 115 112.5 Select and apply a shellac. (0-13) 119 109.5 111.5 1114 senghgguetal to desired (3.14) 9h.5 121. 120.5 115.5 Temper tools made of steel. (B-6) 106.5 132 90 115.5 Sharpen crosscut timber saws. (C-7) 100.5 115.5 129.5 117- Build or repair a board fence. (D-8) 128.5 92 122.5 118.5 Care for leather acrticles used on the farm. (J-6) 1014 129.5 118 118.5 Make furniture for the home. (bi-17) 72 138 103 120 Select proper kind and size of rope for a given job. (J-l) 1114.5 126.5 127.5 121 Tint or color paint. (G—7) 120 133 95.5 123 Enlarge a hole in cold metal. (A-8) 133 98.5 109 123 Make holes in masonry walls or floors. (E-7) 1214.5 121 115 123 Punch holes in hot metal. (B-S) 1011 129.5 133 125 Care for a rope properly. (J-h) 1111.5 1314 125 126 Sharpen mattocks or picks. (C-16) 131 126.5 120.5 128 Select and apply a stain. (cl-1h) 135 115.5 99 128 Tie comon rope knots. (J-3) 128.5 118 133 128 Clean and renew the surface of a grinding wheel. (0.9) 126 128 126 130 23h APPENDIX B (CONTINUED) Farm shop abilities aung- er- mode) 89; adult adult All Punch holes in cold metal. (A-2) 133 120 118 131 whip the end of a rope to prevent raveling. (J -2) 118 135 135 132 mild or set forms for con- crete work. (8-1) 137 110.5 82 133.5 Select a paint to use on concrete, brick, or concrete blocks . (Ci-51 77 109 .5 55 133 .5 Sluflpfiegs fogssgztsiéetihnzti83 (C-lS) 117 136 136 135 .5 Solder alminum. (Ii-5 ) 133 1211 1211 135 .5 Make comon rope hitches. (J .5) 130 1214 137 137 Mix and apply a whitewash. (Ce-15) 136 137 138 138 APPENDIX C APPENDIX C RANK (1" THE RELATIVE VALUE OF FARM SiOP ABILITIES FOR VARIOUS PARKER QOUPS Farm sfiop fifigy ran: 5 relative value3 b farmer ou Farm shop abilities Ioung- Edu- - (Code) Bgy adult adilt A11 Use wrenches and other metal- working tools correctly. (A-13) 1 a 1 a 11 it 1 <1! Select mitable nails, screws, - or bolts for a given job. (ii-15) 14.5% 14 at 3 a 2 a Protect a water system from freezing. (I-7) 7 * 2 * 1.5“ 3 * Square the ends of a piece of lumber with a square. (M-2) 2 * 6.5% 7 «l- 14 a» Sm: a board inth a handsaw. (ti-3) 6 «I 5 at S at 5 «t Sharpen axes or hatchets. (0-3) 3 a 8.5% 15.5% 6 a Replace handles in various farm tools. (C-6) 8 * 6.5% 9 * 7 a Repair equipment for the farm.(M-20) 11.5% 3 a 7 a 8 a Clean, maintain, and care for hand t00180 (C-8) 1‘09} 11405" 1009’ 9 * L0 out and cut an angle on a board. (14-114) 9 at 10.5-Ir 10.5!- 10 «x Decide what kind of fence to build. (D-l) 19 at 10.5! 1.5% 11 a Make holes in wood. (PI-6) 11.5! 17 «it 15.5! 12 it Select suitable hinges, locks, glue, or catches for a given job. (14-16) 20 s- 114.5* 7 * 114 * 8The relative value classifications of abilities are designated as follows. 'ktremely valuable“ abilities are designated with an asterisk beside the ranks; “very valuable“ abilities are unmarked; and ”moderately valuable" abilities are enclosed in parentheses. APPENDIX C (CONTINUED) 236 ’ ._ Farm sEop aEIIIt-y r5158 of relative value farmer ou Farm shop abilities oung- er- (Code) Boy adult adult W All Know the names of materials commonly used in farm buildings and equipnent. (Ii-5) 13 at 12 a 114 w- 114 as Out metal with files, hack- saws, cold chisels, or tinner's strips. (A-S) 10 «I 214 at 17.5% 114 e Install hinges or locking devices on doors. (MA-6) 17.5% 8.5% 21 it 16 a Remve broken bolts or screws from holes. (A-h) 15.5! 19 e 22 a 17 * Determine the kind and grade of 111mber or plywood to use for a given job. (14-1) 114 * 23 it 19.5! 18 *- Apply paint- with a brush. (0-9) 15.5% 214 e 21; a» 19 it Repair a small farm building. (ii-22) 25.5 12 * 12.5! 20 * Sharpen hoes, shovels, or spades. (C-114) 17.5% 214 I» 21; «r 21 a Calculate the cost of a project before it is built or repaired. (Ii-6) 21 w 17 e 26 «I 22 it Repair a barbed vdre fence. (D-6) 30.5 211 * 36.5!- 23 «u- Build a barbed wire fence. (D-5) 27.5 13 at 36.5* 214 * Install glass in a frame, window, or door. (0-16) 27.5 32 it 31 at 25 * Decide what kind and size of gates, cattle guards, or stiles to use in fences. (D-2) 35 112 4* 19.5% 26 a that sharp edge tools. (C-5) 32.5 50.5! 17.5! 27 a Fasten pieces of metal together with rivets, natal screws, or bolts. (A-lO) 36 28 it 110.5! 28 a 237 APPENDIX C (CONTINUED) Farm shop abilities Farm—shop abIfity ranks 61' relative value b farmer on Iowg- OIder- (Code) BEL adult adult All Repair a lealq faucet. (1-8) 38 1 20 * M4 at 30 a- Decide what ld.nd and amount of hand tools to have for farm shop work. (r-2) 143.5 39 r 12.5% 30 r Shape and smooth wood to a ‘ specific size. (Ii-7) 23.5 1111.51? 36.9 30 * Maine a list of all materials needed for a job. (Ii-6) 37 141 e 27 a 32.51} Sharpen cold chisels. (C-1) 23.5 147 s 140.5* 32.5% Lay out and cut braces. (Ii-114) 146.5 17 a 30 a 314 a Make good concrete. (E-14) 22 a 39 it 51 a 36 *- Biild or repair gates, cattle guards, stiles, talk- throughs, or flood gates in fences. (1)-9) 30.5 h? * 110.5%i 36 * Plan a good storage arrangement for nails, bolts, screws, lumber , and other supplies on the farm. (F-5) 29 149 e 145 a» 36 a» Build a small farm building. (M-fl) 59 314.5!- 214 w- 39 a Straighten a bent piece of cold metal. (A-ll) 52 36.9 33 4" 39 * Replace a piece of damaged Pipe. (1-6) 112 32 e 146 a 39 * Males equipment for the farm. (PI-l9) 55.5 29.5% 33 «It 141 a Maintain a water pump. (LB) 65 23 a» 28.5! 112 Drill holes in cold metal. (A-3) 61 29.5% 28.5% 143 Lay out and cut rafters. (ll-13) 59 36.5} 36.5! 1414 Repair a woven wire fence. (D-14) 146.5 55 e 143 a 145 APPENDIX C (CONTINUED) 238 Farm sHop ability ranks 3?.— relative value b farmer ou Farm shop abilities Young- Older- _ (Code) Bl adult adult All Select an exterior paint for vood- (G-Z) 57 1114.9 1:051? 116 Repair furniture for the home.(M-18) 32.5 61 57.5 1;? Decide what kind of pipes to use: iron, copper, plastic, others. (1-2) 72.5 31..5* 33 1- 1,8 Reshape damaged or worn screw- drivers. (C-13) 1.0 51; a» 1.1.5 10.5 Select a paint brush, spray gun, or roller. (6‘8) 13305 56 * 52 * 11905 Arrange shop tools and equip- ment in your work area for safety and convenience. (F-h) bl 58.54Ir 61.5 52 Find suitable plans for farm buildings and equipment. (11.1) 66 h? i 53.5 52 Tie common rope knots. (J-B) 314 62.5 76 52 Bend a piece of cold metal to desired shape. (A—9) 68 , 39 a 1.9.9» 5h Install galvanized iron pipe. (L3) 80 32 it h8 * 55.5 Sharpen handsaws. (0-2) 25.5 87 63 55.5 Grind metal with a grinder. (ll-12) 55.5 13 a 69.5 57 mild a woven wire fence. (D-3) 62.5 53 i 57.5 58 Flan the layout of water pipes and fixtures on a farm. (1-1) 80 52 a 1,7 a 59 Select an interior paint for wood. (6.3) 72.5 611.5 1495* 60 Select the proper ld.nd and size of metal-cutting tools for a given job. (A-6) 59 57 e 71 61 239 APPENDIX C (CONTINJBD) Wty ranks of relative value by farmer gong 1 oung- Older- Fam shop abilities LOode) 32L adult adult All Heat different metals used . on the farm. (B-l) 80 58.5% 55 62 Plan a building, room, or area there shop work may be done and tools may be stored. (F-l) 70 73 53.5 63 Identify different metals commonly used on the farm, such as iron, steel, copper, and aluminum. (A-l) 76.5 614.5 57.5 65 Sharpen scissors, tinner's snipe, or hedge shears. (045) 514 98 57 .5. 65 Care for a rope properly. (J-h) 110 82.5 87.5 65 weld steel. (1.2) 62.5 50.5% 115 67 Bstimte the amount of con- crete needed for a given job. (3-3) 72.5 69 69.5 68.5 Sharpen steel plows or sweeps.(C-l7) 72.5 90.5 614.5 68.5 Build or set forms for concrete mrke (E‘l) (112405) 6605 7,405 70 La comrete blocks, bricks, or rocks. (E-6) 52 79 81; 71 Cut threads on a rod or in a hole. (A-7) 95 60 a 60 72 Sharpen hand plane irons or wood chisels. (C-h) 5h 914 66 73 Prepare or mix a paint for painting. (G-6) 149.5 88.5 90 714 Install a drain for sewage. (I-ll) 76.5 82.5 67.5 75 Decide whether to buy a ready- mixed Elaint Erna; billy paint 3:8 am? an t em °n (0.1) 90 811.5 61.5 76 APPENDIX C (CONTINUED) Farm.§5bp ability r332; 51 relative value bz.farmer groups Farm.shop abilities oung- er- ‘(godel__ Boy[ adult adult All Read or interpret plans of farm buildings or equip- ment. (H-2) 85 62.5 8h 77 Decide what kind and amount of power~operated.tools to have for farm shop work. (F-3) 87 77 73 78 Select a paint to use on metal surfaces. (Cc-1;) 98 71 81 79 Bend hot metal to desired shape. (B-h) 93 71 78 80 Select and apply a varnish. (G—l2) 52 108 87.5 81 Enlarge a hole in cold metal. (A-8) 103 71 7h.5 82 Operate a portable circular saw. (M—12) 68 68 108 83 Punch holes in cold metal. (A-2) (10h.5) 66.5 78 8h.5 Select proper kind and size ' of rope for a given jab. (J-l) 68 101 89 8h.5 Operate a stationary circular saw. (M-9) h8 95.5 113 86 Sharpen crosscut timber saws. (C-7) 8h 105.5 78 87.5 Fasten pieces of wood together with glue. (M-S) 6h 95.5 101 87.5 Weld cast iron. (L-B) 83 79 99.5 89 Sharpen mattocks or picks. (C-16) 102 99 72 90.5 Make common rope hitches. (J-5) 9O 79' 97.5 90.5 Sharpen auger bits. (C-12) (10h.5) 7h.5 86 92 Operate an electric soldering - iron. (K-2) 87 71105 10305 93 21:1 APPENDI X C (CONTINUED) Farm 3170p ability ranks of relative value b farmer groups Farm shop abilities Young- Older- ( Co de) B0} adult adult All Whip the end of a rope to prevent raveling. (J-2) 75 108 97.5 911 Care for leather articles used on the farm. (J-6) 80 108 93.5 95 Harmer a piece of hot metal to desired shape and size. (B-2) (108) 88.5 8h 96 Apply a hard surfacing material on wearing parts of mmnese (L6) 9605 8805 95.5 97 Select a water pump. (1-12) (118) 92.5 81 98 Install plastic pipe. (I-5) (109) 86 99.5 99 Decide on whether to mix concrete on the farm or to buy it ready-mixed. (3.2) 99 76 67.5 100 Recognize and analyze common welding errors. (Ir-8) 100 90.5 110.5 101 Build or repair a board fence. (D—8) 101 102 106 102 Install copper pipe or tubing. (I-h) (120) 81 95.5 103 Out hot metal to desired size or shape. (B-3) (110) 103.5 92 1011 Nab a free-hand pencil drawing of a piece of equipnent to be built. (PI-3) 87 113 116 105 Treat wooden posts on the farm. (D-lO) 92 117.5 102 106 Sharpen twist drills. (0-11) (113) 110 93.5 108 Operate a gasoline blow torch. (K-l) (106.5) 103.5 105 108 Braze metals. (1.7) (116.5) 93.5 103.5 108 2h2 APPENDIX C (CONTINUED) Farm shop aBIIIty ran—ks a relative value b farmer ou Farm shop abilities Young- Older- (Code) 39; adult acmlt All Operate a bandsaw. (Fl-11) 149.5 119.5 (130.5) 110 Solder galvanized metal. (K-3) (111.5) 100 110.5 111 Select and apply a shellac. (0.13) 91; 115.5 112 112 Lay out the foundation for a large farm building. (PI-23) (129) 97 91 113 Install an automatic waterer for poultry or livestock. (I-9) (106.5) 111 117.5 111; Hmch holes in hot metal. (B6) (112) 105.5 81 115 Make furniture for the home. (M-17) 80 131 (1211.5) 116 Select a paint to use on concrete, brick, or concrete blocks. (0—5) (111) 115.5 119.5 117 Repair broken or cracked con- crete walls, floors, slabs, or steps. (IE-9) 96.5 121 (129) 118 Operate a jointer. (M-10) 90 (130) (132) (119) Build or repair an electric fence. (1)-7) (116.5) 112 (127) (120) Reinforce concrete with steel. (E-S) (1211) 125 1111 (121) Install a water heater. (I-lO) (126) 122 108 (122) Select and purchase welding equipment and supplies. (L-l) .(119) 111; (128) (123) Temper tools made of steel. (B-6) (127.5) 125 117.5 (121.) Clean and renew the surface of a grinding meal. (0.9) (132) 117.5 121 (125) Make holes in masonry walls ' or floors. (E-7) (121) » 123 (1211.5) (126) Solder copper. (Ii-h) (127.5) 119.5 119.5 (127) 2h3 APPENDIX C (CONTINUED) Perm shop ability rarfs of relative value by farmer 2mg oung- - Farm shop abilities (Code) 821 adult adult All _ Apply paint with a spray gun. (0-10) (121.) 1211 (123) (128) Select and apply a stain. (6.111) (130) 127 (122) (129) Sharpen circular saw blades. (C-lO) (1211) (128.5) (126) (130) Waterproof masonry walls or floors. (El-8) (132) (128.5) 108 (131) Make a scaled drawing of a piece of equiment to be built. (II-h) (112) (135) (130.5) (132) Apply paint with a roller. (G-ll) (132) (132.5) (131;) (133) Tint or color paint- (6—7) (13h) (136) . (133) (131:) Solder aluminum. (K-5) (135) (132.5) (135) (135) Weld aluminum or aluminum alloy- (Ht) (136) (131;) (137) (136) Mix and apply a whitewash. (0-15) (137) (138) (136) (137) Weld stainless steel. (L—S) (138) (137) (138) (138) fiw—fi APPENDIX D APPENDIX D 21114 ADDITICNAL ABILITIES SULKESI‘ED BY RESPONDENTS The abilities listed on this page were written at the and of the various sub-areas by the respondents of respondents indicating the abilities is made to analyze these abilities. Additional abilities Sharpen a scooter plow . Sharpen a chain saw filarpen a mower blade mild a fence corner Cure concrete . . . Store paint 0 e 0 Clean paint brush . Put in bathroom . . mild a case pool . Solder with Olly-acetylene . Tin a soldering iron . . . . Solderahole ....... this study. 3130 $78!). Mild up a surface (metal surface in welding) Read ‘ mufl o e e e e e o o o e e o e o o 0 mild .. W: e e e o e o e o o o e e e o o o e U80 8m 3‘: 01y o o e o e e e e e o e e o e o Cmemdeooeeooooeeoeooooo The mmber of No attempt has been Number Remrting ... 1 ... 6 ... 2 ... 1 ... l ... 2 ... 2 ... l O O O HHHHMHH O O O H H APPENDIX E 21:5 ram momma Aneffortisbeingmdeinoeorgistoimprovethefamflhopmin departmnts of vocational agriculture. Our school has been asked to help. We think that a good school shop prom should include these activities, skills, or abilities which femurs in our cummity and state think are important to their work on the farm or in and aroma the hate. Therefore, our objective is to identify and rate the importance of those farm shop abilities which are used in dealing with prosz encountered by farmers. 'l'osssistinthis study, weneedyourhelp, andthebestwayforustofind cmtwhst youhave experiencedandwhatyou thinkis to ask you. Inno case will your name be used or in any way identified with your answers. Recomsndations for improving our shop programs will be based upon the canbined answers of all farmers in selected areas of our school commity and the state. The usemlness ofthis studydspends, toalarge degree, uponywrcooperationingivingusths benefit of your Judaism: and experience when you answer each item in the question naire. Answers to the first section of the questionnaire are needed to give us some general information about you and your home farm. The second section will tell us (1) whether or not you have sncamtered problems involving certain ram Shep abilities and (2) how important it is for rou, personally, to possess these shop abilities. Several abilities are listed and places are provided for your answers. An answer to Part I and Part II of every ability listed will be appreciated. At the bottan of the list, please add and rate any otherabilities whichyoubelievo shaildhave been included in the list. . ' .. ‘ I r " N I ' o a ‘U I . . o u e . i U I . ‘ j ' e l . . , ~ a e e e e . _ . '1 I , 4 U c n . e . , - . .- . . a \ . t s 'V e . . e . s I I e , e l A . l . s ’ . W , I . t . ~ e t s o n‘ . , , . . . ‘ , ‘ s a ' . | . . . a . . ‘ . . , . . I. v 3 u v ' . I r , 1 . a . ' ! II a. o o l A . ‘ i n is < O > i . . 2h6 SECTION'ONE - GENERAL.INFORMNTION mots: Please answer every question. A few of the questions met be answered withmmbers; others can be answered by checking M the correct blank. Inwhatyearwereyoubom? Sinceyouwere lOyears old, howmnyyears have youbesn in the farming business? - What is the total nunber of acres in your farm? What is your family's fam ownership status? Check one: Full Owner Part Owner Renter Cropper What type of than do you have? Check only one. (Note: If you received 50$ or more of your total farm income from the products of a particular enterprise check that enterprise below. Otherwise, check number 11). 1 Cotton 5 Tobacco (9) Fruits, Vegetables, 2 Corn 6 Beef Cattle or nuts 3 Peanuts 7 Dairying (10) Other 1} Poultry 8) Boss Name (ll) Combination Doyoulnveashop, garage,nachineryshed, orsaneotherplaceonyourfam whereyoudofarmshop work? Yes No ~ Is electricity available on your farmstead? Yes No. Bowmanytractorsareusedonymirfam? Howmnyhorsesormlesareusedforfamwork? Doyouhaveanmningwatersysteminyourhoms? Yes No How many separate buildings are located on your farmstead? (Count your farmhouse) Howmnyofthesebuildingshavebeenpainted? Do you have a forge? Yes No Do you have a welder? Yes No “as Do you have a set of the most canonly used carpentry tools? Yes No (Please turn to Section Two) Schedule: ... , - , ‘ r I» . , - . r. . - . . . ‘ .. - . s . . . . e . . - . ' s . . 4.- ' o e s .... o e . -§ 0 . _ _ e - .i v s . s c l s . . i . .- n '. . . e ' , , . o a , . . - l . . ‘ 21:7 MICE TWO-FARM SEQ mm Directims For Filling Out Emis section 1. E rearetavopartsinthis section. Ananswer is desired foreveryiten stedinbothparts. Beeenmpleatbottanofthispag. Camleteallof I besfore startingPartII. Eta 2. Interpret the word, "ability," to neon the power to do or perfom something with reasonable knowledge, understanding, and skill. 3. Carefully read the statemnt and question at the beginning of Part I. In order to answer the question in terms of an ability, re-read the question inserting the ability being considered. For example, the question should beread: Duringthepast fiveyears, haveyouneededto "sharpenanax" forworkonyourfarmor inandaronmdyourfamhouse? Indicateyouranswer by checking M the apprOpriate block in the YES or no coltm. Be sure to answerall items inPartheforeansweringanyinPart II. 1+. To answer Part II, read the question at the beginning of Part II with an ability listed under Part I inserted. For example, the question should be read: Considering such factors as cost, time, equipment needed, convenience, available hired services, frequency of need, and your age, how imartant is it for Yw to be able to "sharpen an ax“? Check M the block that meet nearly describes how important it is for you to ' possess this ability in order to deal with the farm shop problems encountered on your farm or in and around your farmhouse. {the first five blocks represent different degrees of importance. They are "extremely important", "very important”, "moderately important", "slightly important", and "not important". ...Ability l in the example below indicates tint the farmer thequt it was "very important" for him to have the ability to sharpen an ax. ihe sixth block, ”don',tnow" shouldbeusedonlywhenyoucannot evaluate the importance of an ability. 5...At the end ofesch sub-area or shop subject, please addand rate any other abilities which you believe should have been included in the list. g EXAMPIE 7 ' "WI ‘ * m Mm find it necessary to build, For each ability listed in Part I, reuair, or service fem tools, eqtupnent answer this question. Considering cr buildings. During the past five years such factors as cost, time, equip- ‘ - 1m YOU needed to do any of the follow- ment needed, convenience, available ing on your farmer in and armed your hired services, frequency of need, farmhouse? and your age, how mortant is it for YOU to be able to do this? 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