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am c;/ClfiC/Dalo&n.p65—p.34

 

The Four-H Clubs as a Factor in Rural Socialization

/Thesis for the Degree of M. 3.]
/ /

H. c. c."/r1111ey

£1928

The Four-H Clubs as a Factor in Rural Socialization

By

H. c. c. Willey

A Thesis Submitted to the Committee on Advanced Degrees

in Partial Fulfillment for the Degree of Easter of Science.

Department of Sociology

Approved

.flZiééézscggézgéczzfi%zégit§¥fi
Head of the depart ent

Chairman of the Committee on
Advanced Degrees.

 

Hichigan State College

1928

THE‘Jlb

 

- I -
Table of Contents

Chapter . Page
I. Introduction 4
I. Purposes of this study
2. How this study was conducted

3. The meaning of the term "rural
socialization"

II. History of the origin, growth, and present
status of collective representations in
relation to the 4-H clubs 8

I. Projects
2. Exhibits
5. Prizes

4. The insignia of the 4-H Clubs

III. History of the rise of esprit de corps and
morale in relation to the 4JH’clubs 19

 

I. Club meetings

2. Achievement days
3. Trips

4. Four-H camps

IV. Relation of the socialization of 4-H to
non 4-H fathers 26

I. Total and average number of groups
(by communities) of vhich fathers
are members

2. Katiolality

5. Time spent in school

4. Number of years residence in community
fillies

Chapter

V. Relation of the socialization of 4-H to
non 4-H mothers

I.

2.
5.
4.

Total and average number of groups
(by communities) of which mothers
are members

Jationality
Time spent in school

7,

Number of years resident in coumunity

VI. Relation of the socialization of 4-H to
non 4-H sons and daughters

I.

2.
3.

4.

Total and\average number of groups
or which a member_by communities

Number of years a resident in community
Brothers and sisters

Distribution of the ages of 4-H and
non 4-H boys and girls

VII. Relation of'the socialization of communities
to the 4-H clubs

I.

2.

VIII. Summa

I.

‘5

(-1.

Relation of the socialization of
communities according to the average
number of groups in comuunities

Relation of the socialization of
communities according to the number
or persons aifiliated with four or
more groups

ry and conclusions

Summary

Conclusions

IX. Appendix “

l.
2

Schedule (Appendix I)

Contract (Appendix II)

Page

Chapter

X. Selected bibliography 6

H

A. Voluntary state and national agri-
cultural societies for adults

8.

American Society of Equity
Farmers' Alliance

Farm Bureau

Farmers' Institutes
Farmers' Union

Grange

Nonpartisan League

miscellaneous

B. Voluntary state and national agri-
cultural organizations for rural youth

I.
2.
3.

Boy Scouts

Camp Fire Girls

Four-H Clubs
(a). Books

(b). Bulletins
Girl Scouts

'\

- 4 -

Chapter I.

Introduction.

I. Purposes of‘this study.

The purposes of this study are as follows: (I) to
study the process of socialization of 4-31 and non 4-H
boys and girls in twelve communities; (2) to determine
the differences, if any, in the degree and nature of the

socialization of parents of 4-H and non 4-H boys and girls

 
 
 

in twelve communities; CE Qto deter ine the differences,

if any, in the degree and nature of.the socialization of
4-H and non 4-H boys and girls in thelve communities; (4)

to determine the differences, if any, in the socialization
of the communities in which the boys and girls reside; and

u‘

(5) to determine the causal factors of these differences.
2. How this study was conducted.

The survey method was used for the prupose of pro-

curing the data on which this study is based. In the

 

- I. The term "4-H" signifies the four things which
must be trained by the boy and girl to insure success
in club undertakings -- head, heart, hand, and health.
The mind, or head, must be trained to think, plan, and
reason; the heart to be kindly and sympathetic toward
the work and toward associates, so that all may work to-
ge her; the hands must be trained to be skilful; and the
health must be improved and kept good for efficiency or
enjoyment.

'first place a schedule, or survey blank, was prepared for
use in the field (see Appendix I for a copy of the schedule
used). The schedule takes into consideration the whole
family, because it is not possible to secure a proper under-
standing of the socialization of either a social group or an
individual without taking into consideration the influences
of other social groxps which serve as the social setting as
well as the historical backg‘ound of the larger socializing
process. In other words he socialization of the 4-H clubs
is both an inter-group and an intra-groop process, which
finds realization in a larger social whole. Just as the
individual finds Opportunity for social eXpression in the
family, the community serves as a Gestalt for the family.
This brings us to the second consideration, namely, the
selection of the communities for the purposes of the survey.
Twelve rural communities in the State of Xichigan were
chosen (see Hap I, pageifih for the geographical locations
of the communities studied). The communities are listed

by counties as follows: Calhoun County: Abscota, Athens,
Ceresco, East Le Roy, Homer, and Karengo; Livingston County:
Cohoctah and Fowlerville; Hashtenaw County: Delhi,-Dixboro,
North Webster, and Saline. These communities were selected
after consultation with the various county club agents, and
county agricultural agents supervising the club work in their
respective counties. An effort was made to choose those

communities which have the more active 4-H clubs, and also

the clubs which have had continuity for several years.
The third step in making the survey was to have the
boys and girls properly supply the information desired
in the schedules. Various methods were used in getting
the schedules filled out. Part of the schedules were

filled under the supervision of local club leaders, others

by personal solicitations at local club meetings, and still
others through personal visits at schools. After the
schedules were secured from 4-H club members, an equal number
was obtained from non 4-H boys and girls residing in the same
geographical community as the d-H’club members and having a
similar social environment such as churches and schools.

The boys and girls supplying the information range from ten

to sixteen years of age, which in general corresponds to the
preadolescent period. Most of these boys and girls attend the
Junior high school. These young people furnished the informa-

tion desired concerning their parents.
3. The meaning of the term "rural socialization."I

We use the term "rural socialization" to indicate three
aspects in the consensus of the members of the 4-H clubs.

The first is the characteristic group feeling of the club

 

I. R.E. Park and E.W. Burgess, Introduction to the
Science of Sociolqu, pp. 164, 165.

the tub

b—b

members calle d e )Cit de corps. The elmti‘isiasm o

 

0

sides in inter-tribal contests, the co stacy of the council
fire coicmonials, the “0 ellows hip existing between the mem-

bers of the 4 -3 clubs, are all different manifestations of
club spirit. "The second aSpect of consensus has become
fami iar through the term 'morale'. morale may be defined
as the collective will. Like the will of the individual it
represents an organization of behavior tendencies. The dis-
cipline of the individual, his subordination to the group,

lies in his )articipatio

:3
A)

nd regleme ntat ion in social
activities. The third aspect of consensus which makes for
unified beho.vior of the members of the grouo has been analyzed
by Durkheim under the term 'eollec tive represezta.ions'.
Collective representations are the concepts which embody the
objectives of group activity". The flag, cross, and crescent
are exaniles of collective rea‘es3- ations in general. The
symbol of the 4-H clubs, regalia, projects, prizes are ex-
amples of collective repre sentations as applied to the 4-H

clubs.

- 3 -
Chapter II.

History of the Origin, Growth, and Present
Status, of Collective Representation:
in Relation to the FoureH‘Clubs.
From the standpoint of chronological development of
the collective representations of the 4-H clubs, the project
comes first in order of origin. Before the project could be
successfully innovated, however, it was necessary that the
mores of parental rights concerning control of the earnings
of boys and girls be broken down and new legal statutes
embodying changed sentiments be adapted. Under the common
law of England no provision was made for the emancipation of
minors. Boys and girls were compelled to give all of their
earnings to their parents. In the Uhited States, law re-
lative to the emancipation of minors have been enacted in
comparatively recent years. EVen today, if minors are not
expressly emancipated, the parents are entitled to their
earnings. Exceptions to this general statement are as
follows: marriage of the minor, desertion by the father,
or failure of the father to provide for the support of the
minor. The law of parental rights is controlled by the
states rather than by the federal government. He statutes
were passed concerning the emancipation of minors in.Michigan

until 1885.1 Under this law children who are apprenticed

 

1. See the Compiled Laws of the State of Mdchigan 1915,
sections 11492-11518.

out are entitled to their earnings. The parent cannot
claim the earnings of a minor after he has once given him
permission to keep such funds. In 4-H club work it is

still necessary to procure the consent of the parent or
“guardian so that the club member will have possession of
whatever profits that may accrue as a result of his project
work (see Appendix II for a cOpy of the livestock contract
containing a guitclaim clause for signature of the parent

or guardian).

The chief cause of rural emancipation is the migration

of country boys and girls to the cities. As a matter of fact;

he 4-H.club movement was started as an effort to check the
exodus of rural youth to the cities. The improvement of im-
plements and machinery, the application of science to agri-
culture, and the psychological appeals of the city were in-
fluences which caused the migration of young men and young
women to the cities. With the use of improved machinery the
production per man was increased many fold. Consequently few-
er people are needed on the farms for the production of agri-
cultural commodities. Also, the application of science to agri-
culture increased the yield per acre. The psychological
appeals of the cities attracted many. The city offered shorter
hours of labor, and afforded opportunity for more attractive

use of leisure time. Changed conditions in the social envir-

-10..

onment have given rise to changed policies of the parents
concerning their children. Better Opportunity is given

the child to have things of his own on the farm. more time
is given for leisure activities. The parent now goes to the

other extreme to keep the boys and girls on the farm.
I. Projects.

Of the various collective representations used in the
4-H clubs the project came first from the Standpoint of his-
torical origin. It tas innovated in 1899 at Kacoupin County,
lllinois, by Will B. Othell.I The sole project was corn grow-
ing, and the area of land devoted to the production of corn
was limited to one ounce of seed. Five hund1ed boys and girls
participated. Emphasis HRS placed on the exhibit rather than
yield per acr , finanical returns, or the educational value
to be derived by the club member as a result of encaging in
project work. Mr. 0tuell desired to revive interest in a
decadent farmers' institute, and his object in starting the
work V28 to have a large display so as to attract the attention
of the farmers and thereby secure attendance at the institute.
From 1900 to 1905 the county superintendents of rural schools
were the chief eXponents of the project work undertaken on the
farms by boys and girls. They were searching for a more satis-

..

factory method of teachiig agriculture than was afiorded by

 

I. G.E. Farrell, "Boys' and Girls' 4-H Club Work Under
the Smith-Lever Act, 1914-1924," miscellaneous circular, 1926,
No. 85, United States Department of Airiculture, p. ll.

- 11 -

the rural schools. At this stage the projects were thought
of in the lig.'ht 01 contests -- production contests, net-
profit contests, or exhibit contests. The designations
above lead us to believe that t11e emphasis xas placed on the

competitive character of the undertaking. However, a very

Significant develOpment of this period was the introduction

of the demonstration he thod. The county superintendents of

._

schools with an educational background sought aid frorn the
agricultural experiment stations conducted in connection with

the aggricultural collC5es. From these institutions the county

sumie intendents of schools obtained the idea of the use of a

h

check plot in com11 ct ion pith the project work of the club
boys an d 5irls. The word “demonstrations" was now used to
designate the project work.I The demons ration method, which
has had much significance not only in the 4-H clubs but in the
whole agricultural extension procram, thus had its inception
in the 4-H clubs.

Our deductions concerning the significant characteristics
of the period from 1899 to 1905 follow: (I) Project work was
first introduced as a means to an end and not as an end in it-
self. The objective was to secure attendance at a farmers'

institute (Otwell). Later it became a method of teaching

agriculture to the pupils of the rural schools. hith changed

 

I. Ibid., page II.

- 12 -

leadership emphasis then shifted to the educational value

of enraging in project work (county superintendents of
schools). (2) We may call this the period of individualism,
since there were no clubs or organizations of which the in-
dividuals were members. The emphasis was placed on the com-
petitive character of the undertaking,such as production
contests and net-profit contests. (5) The element of recog-
nition: re005nition given in the form of prizes signifies that
the attitudes of parents are changing concerning the eman-
cipation of minors. The project members may or may not have
received the profits resulting from the project work. (4)

The project as a collective representation of the group: a
very small amount of land was devoted to the project work
(limited to one ounce packages of seed); consequently it

did not have the power to attract attention and hold interest
that a larger project would have. (5) The appeal to interests:
there was only one project to select from -- corn growing.

(6 The method was tentative and inductive -- consequently
little progress has made at first in standardization. With
the advent of the demonstration method came the emphasis upon
yield per acre and the appeal to the spectacular. In 1905
O.H. Benson, then county superintendent of schools in Wright
County, Iowa, organized the project work on a local club basis.
Each school had a regularly organized 4-H club. r. Seaman

A. Knapp started club pork in the Southern States as early as

q

1906. He organized the clubs on a county-wide basis. UnLer
“r. Lnapp's su1crvision an improvement vas made in the
standardization of metho s in corn grov.in5. The amount of
land devoted to the production of corn HES increased to one
acre.

When the Smith-Lever Act vent into efi ect on July 1,
1914, increased inpetus va given to t e

)

oject work. It

01
to
*3

increased the nua1be r and variety of the urojects in which the
young people participated by addin5 to the earlier projects

such others as baby-beef production, potato growing, meal

preparation, hot school lunches, lamb feeding, and legume

'11

production. This gave a wider variety of 1rojectSI rom 1.hich

$0
(I

(D
*4
(D
0
Cf-

ion could be made and conseo1ently a 5r ieater appeal

to interests. The educational value of the project mas str seed

Daring tee mar period oainns's Mas placed on iood product ion

(T)
(‘0

-l and sus-

08.1"

{DJ

and war service. The farm boys and girls ma
gial contribution to the food production of the Ration.
More than a million boys and girls Kere enrolled, They pro-
duced food for the iamily canned the surplus, collected peach
1its for making carbon to use in soldiers ' gas masks, :1 took
the olace on the farm of the older boys who 1e e at the front.
The 1act that boys and 5irls vere workin5 for a counon purpose
regardless of the Jroject undertaken, had aucn to do tith pro-

ducing nro oup unity. The intei fl 1919 to l9“4 represents a

H-

C’-
H.
(4'
.4
‘J
U)
0

time of readjustment to 1eace- ine coidi‘

-14-

The exhibit originated the same year as the project,
namely, 1899. Each project member made an exhibit of ten
ears of corn. The first exhibit was held at the court house

in Hacouoin County, Illinois. Five hundred farmers att ende

pJ

A.

At the outset no attention was 5iven to yield per acre, cost
of production, the story of the club member, or the club
member. The awards were based solely upon the exhibit con-
sistin5 of ten ears of corn. In 1904 hr Otwell was made
director of the Illinois exhibit at the Louisiana Purchase
Exposition. He decided that the boy corn growers of Illinois
should make the exhibit. Ten-ear exhibits secured fr rom one
thousand boys were arr ed in the iorm of a pyramid.I Under
the leadership of Benson in 1905 exhibits were held under a
large tent in each township in Nri5ht County, Iowa. The event
was made an all-day picnic gathering, with exhibits, demon-
strations, and contests. Illustrated booklets were displayed.
The work of Benson allowed greater opportunity for self-expres-
sion on the part of the club member than that of Otuell. It
also added social significance, because a program was offered
in addition to the exhibit of corn. The illustrate d booklet

was a decided contribution, since it required the club member

to formulate in.words his own experiences in club work.

 

"Boys' Africul ural Clubs", yearbook, 1904

y,
rtncnt of Agricul sure, p. 491.

I. D.J. Crosb
United States Depa

-15-

Dr. Y app required the club members to exhibit a record
book containing yield and cost of production, an illustrated
booklet, and the regulation exhibit of ten ears of corn.
During the period 1914 to 1917, the demonstration team
was developed as a means of informing the people of the
community regarding the practices followed and the results
obtained. The social significance of the demonstration
team is thct it has given Opportunity for many boys and girls
to appear before audiences. It has also increased the social
contacts of many boys and 5irls by'bringing them in contact
with other young people from various localities. A recent
advancement over the demonstration team is to have boys and
girls making products at the fairs. This plan was started
at the Eastern States Exposition. Club members are requested
to answer questions concerning the particular mork in which
they are en5a5ed. Many thousands of club members are now
housed at county fair grounds during the fair. This affords
country boys and girls opportunity for social experiences.
Judging contests were first introduced during the period
1914 to 1917. Four-H club members are now considered a part
of the exhibit at the International. Livestock is not allowed
to compete for prizes unless the club member is present to
exhibit his animal. In the basis of awards, the skill with
which the club member display his ability as a herdsman

counts as so many points. The emphasis has shifted from the

~16-

exhibit of corn at the start to the club member. This
has resulted in brin5ing country boys a d 5irls together

and thereby enlarging their social experiences.
5. Prizes.

In 1899 Mr. Otwell awarded prizes on the basis of the

exhibit, namely, ten ears of corn. Prizes included farming

implements, household equipment, a bicycle, and cash awards.
Dr. Knapp suggested that the basis of a.ardin5 prizes in the
South should be as follows: yield, 30%; showing of profit,
BOfZ; history, 20%; and exhibit, 20%. In addition to the
class of prizes offered under Otwell, Dr. Knapp recommended
prize trips to Washington. This was the beginning of many
interesting trips to the Eation‘s Capitol, fairs, livestock
shows,a 3ricu1tural colleges, and other places. Scholar-
ships to Irricultur l colle5es xere OI ‘iered in lieu oI' money.
host of the club members accepted the scholarships in pre-
ference to cash. Prizes were offered and avards made in many
cases for the best records as clubs. This aroused interest
in group activities. Blue ribbons, certificates, and dip-
lomas, were cherished as highly as awards of money.‘ Other
prizes consisted of re 3alia on \hich some uniform insi5nia
could be placed, such as emblems, badges, and pennants. Dr.
Kna app did much to standardize the basis of awarding prizes.
As a matter of fact prizes are now offered in the 4-H clubs

on practically the same basis as advocated by him. The

-17 ..

awarding of prizes to 5roups has soc10105ical significance,

because it basically recognizes the 5roup as the determining
factor in the Siece es of the IntIVIduel It is an effort

to tea oh the public that man is 5roup made, and assists him

in overcoming his individualism in thin1<in5
4. The insignia of the 4-H clubs.

T1 1e insignia of the 4-H clubs is a four-leaf clover

containing a capital "H" on each leaflet. The clover leaf

1"

w s IIrst used as an emblem of the 4-H clubs by O.H. Benson

(‘0

in 1905. Labels stamped with three-leaf clovers were used
to Kerk packages of seed corn offered for sale by 4-H club
members. The clover signified the purpose for which the

first clubs were organized, namely, soil conservation. At
the present time the four-leaf clover stands for club work
and not for soil conse vation as the three-leaf cloverdid.

Th old sayin5 that a person.who finds a four-leaf clover

(D

will have "ggood luck" contains an element of truth. However,
one does not usually find the clover by chance, but by ob-
servation. The reaS'n Why the boy or girl who finds a four-
leaf clover has "good luck", as the ;ayin5 5oes, is that the
individual is more ob serinr thaathe otim rs. In a like

1

manner, the club member Lh sucee— —ds in project work does

(T)

not do so by "luck” but by ooszervation, experienIe, and doin5.

The whole club idea is built on the or Inciple of doing. or

a.

- 13 -

learning through experience. About 1910 John L. Alexander,
an author of one of the many editions of the Boy Scout
Manuals and a leader of the young peoples' division of the
International Sunday Schools, developed a four-fold life
program. His idea is based upon Luke 2:52: "And Jesus grew
in wisdom (mental), and in stature (physical), and in favor
with God (religious), and man (social).' The term “443"
signifies the four things which must be considered by the boy
and girl to insure success in club undertakings, namely, head,
heart, hand, and health. The mind or head of the boy and girl
must be directed to think, plan, and reason; the heart to be
kindly and sympathetic toward work and associates, so that
all may work together; the hands must be trained to be skil-
ful; and the health must be improved and maintained for
efficiency and enjoyment.I The social significance of the
symbol of the 4-H clubs is that it conveys to the mind a
program of life that can be easily comprehended by the boy

or girl. It is a recognized psychological fact that the

mind of the child is more impressed by the simplest kind of
image than by the most important principle. ’The real to the
child is the imagined real, and the image impresses upon the

child the effect of reality.

 

I. W.H. Kendrick, The Four-H Trail, p.2

 

..]_9..

Chapter III.

History of the Rise of Esprit de Corps
and.Morale in Relation to the
Four-H Clubs.

 

The rise of esprit de corps and morale came as a

 

later deveIOpment of the 4-H clubs as compared with col-
lective representations. It was not until ten years had

elapsed after the organization of the first 4-H clubs that

 

we find esprit de corps manifested to any extent. O.B.v
Martin relates the appearance of fifteen hundred corn club
boys in overalls, and carrying corn stalks as walking sticks,
at the Texas State Fair at Dallas, about 1909. However,
this spirit seems to be of a spontaneous nature rather than
planned by an adult leader. At the present time adult
leaders of 4-H clubs deliberately plan to develop club
spirit by introducing certain types of events that will pro-
duce the responses desired. When the Smith-Lever Act went
into effect on July 1, 1914, a new form of adult leadership
directed the prOgrams of the 4-H clubs. Young men and women
with an agricultural college background took positions as

county agents and heme Cemongtration workers. These leaders

5‘

ad experienced the methods used by colleges in arousing group
spirit and consequently they introduced this class of events

into the club movement.

I
to
(D
I

Club meetings ame as a later neveIOpment in the 4-H
clubs, and were first inaugurat d by Benson in 1905. Each
school had an orgrnized club and regular meetings were con-
ducted under the supervision of rural school teachers. This
event marks a very significant epoch in the 4-H club move-
ment from the standpoint of the recognition of basic socio-
logical principles. While the movement was initiated by
adult leaders and must still be guided by them, it would
have never gained much momentum or have had any permanency
unless ‘he club members had been given a measure of control

r at least an active participation in its aims and purposes.
Dr. Knapp organized the project members into groups so that
more members could be reached by the project leaders. The
county was selected as the unit of organization instead of
the country school as Benson had planned. In 1925 the com-
munity became the accepted unit of club organization, and in
most states boys and girls who enroll become members in wha

is called the 4-H community club reg

D

ardless of the project
undertaken. The other form of organization that is still in
vogue in some states is known as the standard club._ These
standard clubs consist of five or more members, all of whom
demonstrate the same practices centered about one activity as

corn, poultry, or food work. These two forms of organization,
or slight modifications of the same are typical of the 4-H

-21...

clubs today. The recognition of the community as the Gestalt
for the club member has made it possible for boys and girls
to participate in games and contests that a lack of numbers
would not as mit had a smaller unit been selected.

Coming together for club meetings has afforded many
young peogle the oggortunity to engage in activities which
develop a consensus among the members of the group. Songs
and yells are events in which all may participate and express

heir enthusiasm. Club members have develOped hundreds of
songs that have spread over the entire nation. During 1924
many of these songs were assembled in book form and thus made
available for club meetings. It is not merely singing to-
gether that socializes, but also the enjoyment of the same
type or types of amusement. These activities produce like
mindedness. Expressed in other words we feel that we like
persons not simply for the reason tlat they are like us, but
also because they enjoy tie same things that we do., Not only
do such events as mentioned above build-up a consensus among

o J 4.1

the members of the group, out they serve in addition as

J

V

H,

I1

Ho

elements in social control. Habit systems are ormo

(-3
r

associations with others which govern the futire conduct of
the persons composing the group. This is a sociological fact

which has not been given suificient emphasis in the past. The

reason that many boys and girls are delinquent is because of
a lack of opportunity t esseciete with other boys and girls
in the prOPer sociel environmental conditions and in groups
with high standerds, thus develooing habit systems which will

govern their future behavior. Bays end girls, togeuner with

SO

}...J

‘ 7“ 1‘ 1 'r‘i “xxx rm .3 4'n T ‘ .
the groug soprovel ann dies: revel, in the 4-d clubs have a

or the recreational

he

learned to garticipate in wholesome genes

advantages they afford. The selecting of the community as the

Gestalt for the 4-H clubs hes increased the number of members

in the local clubs and thereby hide it possible to divide the
mehbers of the club for competitive games such as baseball,
football, and volley ball. Since the morale of the group is

developed in conflict situations, we mey logically exgect that

group contests the "staying" qualities

through participation in k
of the individuals have been improved by such events. In other
words, habit systems have been.forned which will assist the
inlividual in after life-to tenaciously hold to a worth While
task. These contests are not solely of an intra-group nature.

In mnnv counties the 4-H connunitv clubs have a definite
J .1

schedule of games with boys and girls in other communities.
2. Achievement days.

Achievement days in the 4-H clubs serve the same purgose

as do graduation exercises for the college students. For men

1

4-H clubs an achievement day at the close of the club tear in

October or November is the gala annual event. Although all

6 23 -

club members cannot be winners in the contests, achievement
day makes it possible for all to receive recognition for the
completion of a definite undertaking. The day's program in-
cludes an inspirational talk, the reports of outstanding club
members, and usually culeinates with the awarding of 4-H em-
blems to each boy and girl completing his or her project work
and making a complete report. A club member will often work

a whole year on a :roject to receive recognition on this day.
The prize may consist of simply a blue ribbon, a cup, or some
other article which has little or no value to the outsider.
However, it becomes desired because of the recognition that is
given to the winner in the presentation address. The achieve-
ment day programs also provide for the participation of boys
and girls in games, sports, and group singing. The ecstacy of
the club member is often raised to a high point before the

'\

day's program is completed.
5. Trips.

Tr

Ho

ps to agricultural colleges are as old as the club
movement itself. Mr. Otwell had club members take trips to
state colleges. In 1904 Mr. A.B. Graham took more than one
hundred boys and girls along with their parents from Spring-
field Township, Ohio, to spend the day at the State University
at Columbus. The accounts of these trips do not state on what

oaSis -ue individuals were selected to make these trips, but

it is assumed that all rho had sifficient funds to provide for

the expenses of the trip were eligible. Under Dr. Knapp's
system two club members from each state in the South (where

the club work was carried on) attended the annual prize
winners' course held at Hashington, D. C. This represents

the beginning of many interesting trips to the Nation's
Capitol, to fairs, livestock shows, colleges, and other places.
In recent years the club member is required to be present

along with his exhibit at the fairs. Such trips have been
helpful in enlarging the social consciousness of the individ-
uals, increasing the number and variety of social contacts,

and in the accumulation of new ideas.
4. Four-H camps.

Not any activity that has ever been introduced into the
program of the 4-H clubs has afforded for the length of time
held, better opportunity for the development of esprit de
corps and morale by the participation of club members in group
activities than the 4-H camps. The program, properly con-
ducted, provides for continuous activity and doing things.

The morning dip; setting-up exercises; fellowship at meal hours;
class instruction in making things such as bird houses, baskets,
and woven articles; the assembly hour; the time allotted for
tribal and other group games; boating; bathing; the vesper
service; and the council fire activities, are examples. Almost
the whole gamut of events which provide the opportunity for the

develOpment of club spirit and collective will is represented.

. .35-

77"

esprit de corps is evidenced by the ecstacy of the club

 

membErs-at the vesper services; and by the enthusiasm in

nation in_such group activities as songs, yells, and

A.

partici

.

the winning of contests. Opportunity is afforded the boys

and girls to participate in contests which assist the back-

.

vard youth in overcoming shyness. He forgets his self-con-
sciousness in participation. There is abundance of opportunity
offered for participation in confirm situations.

For many years city boys and girls have been given the
opoortunity to camp in the open during the summer season. The
club movement has been responsible for the extension of this
ideal sumner activity to rural boys and girls. The camp idea
was first used by 3.9. Grout in Winchester, Illinois, as early
as 1902. However, it did not come into general use until the
World War. In 1924, 1,774 Four-H camps were held with an

attendance of 52,697 club boys and 61,273 club girls.

- 26 -
Chapter IV.

Relation of the Socialization of Four-T
to Ron Four-H Fa.thers.
lap I indicates the geog‘aphical locations of fathers
grouped by communities. They reside in Calhoun, Livingston,
and “ashte nsn counties in the State of Michise In Calhoun
County are Abscota, Athens, Ceresco, East Le Roy, Homer, and
Karen? 0 comlnuni- ties; in Livingston County, Cohoctah and Fowler-
ville comnunities; and in hashtenaw County, Delhi, Dixboro,
Korth Uebster, and Saline communities. These communities are
selected as typical of the georraphical area studied. Athens
Hand Homer communities are characterized by having rather large
trade areas comprising a township. The remainder of the com-

munities have comieretively small community c;nte rs co prisin g

“(a

(n

.

f” 3
b

H)
p.)

5‘
(D

’1

U]

8 rural Ville

L+
Q J
9.7

whet is costaonly designa

se rved that there were

04

.re «roupe d by cor1nuniti es , becvuse re 0
cifie ences in the results secured ;rom the various communities.
In endeavoring to account for these differences we gainex the
idea of treatina the various communities as Ge at: Its for the
groups and individuals studied in the various locclities. In

a like manner the results obtained for mothers, boys, and girls,
are tabulated by coiux lities. Schedules tore securel :rom 4-H
boys and pirls, and then from non {-3 boys and girls residing

in the same as o,” soiic 1c reas and having siniltr social envir-

onment such {S the school, church, and Voluntary farmers'

r1.)

assoc i- tiens. In all of the cognunities studied the oonulati on

.27-

is largely native born, with normal age distrioution, and
normal marital status, There is no indication in any of these
communities that age, sex distribution, or marital condition,

is abnormal.

I. Total and average number of groups, (by communities) of

’I

which lathers are members.

Table I shows the total and ave°age number of groups of
which the fathers of 4-H and non 4-H boys and girls are mem-
bers in each community. In these communities there are 179
fathers of 4-H club members and for comparison we studied 179

1

fathers of non 4-H boys and girls, thus making a total of 558
persons. Four-H fathers belong to a total of 536 groups and
non 4-H fathers to 282 groups. Hence, the relation of the
socialization of 4-H to non 4-H fathers may be expressed as
the ratio of 2.3 to 1. In eleven of the twelve communities
studied, 4-H fathers exceed non 4-H fathers in the number of
groups of which a member. From Table I it will be noted that
Homer Community is an exception; namely, the fathers of non
4-H boys and girls are affiliated with 2.1 groups as compared
with 1.8 gr ups for fathers of 4-H club members. This excep-
tion may be accounted for by the fact that there are more

organizations at Homer than in the other communities studied.

-28-

2. Eationality.

There is a total of 165 native born fathers of 4-H

club member which Mas compared with a total 167 native

n

1

born fathers of non 4-H club members (‘T able II). The

n ‘0

corresponding number or foreign born rathers is 14 and 12,

(Ha.

respectively. Thereiore, the community differences in t11

res _pe ct are not material. We canelude from the above stated
figures that the nationality oi fathers is not a determining

ng the relation of the socialization of 4-H and

H0

factor affect

non 4-H fathers in this study.
2. Time spent in school.

Table III shows the total 91d aver age number 03 years
attendance in school ior the txelve communities Tor rathe‘s.
The average at enrance in school for twelve cemmunities is
8.4 yerrs for 4-H Iathers and 7. b years for non 4-H :athers.
Therefore, the relation of the socialization of 4-H to non
4- T.{ iathers, as regards number of year s s_>ent in sc‘11ool, may
be-expresse by the ratio of 1:1 to 1. In the communities
of Homer and Iorth gebster the attendance in school for 10H
4-K Lrblkrs exceeds that of 4-H fathers (as shown in Table

N (x
‘(._

D ~14

F“.’- 1"( Or t
will) UC. ls}

U)

III). He account Jar these two exce;tions on

the number of years s'ent in school is not a conplete index

6

of the coci ligation or the iizdi idu 21 0 her rectors are to

1

oe cons ide ered in addition

.L.

to school attendance. However,

 

 

1.
2.
5.

4.

11.
12.

   

Abscota.
Athens
Ceresco.
Cohoctah.
Delhi.
Dixboro.

E. Le Roy.

Fowlerville.

Homer.

at- f
marengo.

'.T f, 11' ‘
L O 1 th '4 e b S t er ' “‘55:.fo JARP)’ WOHINGNAM

fl '.,-
saline.

-29...

graphical locations of
es studied in
Michi~an.

The gee
cosmiuni ti
State of

LOCI '

[“0“ I Luz-mam
I__ I F550“: mrr I J
.IZVCK/NS—OTI—l . LWKMZI :— -
I ' cum. I
, 0
U

I
EWINIH '

 

 

 

fl
‘rwroorm
. In:
A I
wine/x
I I
.bawwmgaaznm—'

”YR/U |

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.___J___ui__. _J_. __I__ _J______.

 

 

 

l

 

 

 

 

 

- so -

Table I. - Total and average number of groups (by

communities) of which fathers are members.

 

 

Pumber of groups Number of groups
with which fath- with which reth-
ers of 4-H club ers of non 4-H

members are cffi14 club members are

iated affiliated

Community Persons*

 

.0 00 00 00 00 00 0. 00

Total Average Total Average

 

Abscota 14 25 1.8 11

0

Athens 26 3.3 13

o
N 0" CO 0‘- KO

Ceresco 3.6 9

Cohoctah 5.5 29

Delhi 1.8 6

3.8 38

0
UI

Dixboro

E. Le Roy 5.0 5

F‘ F4 to l4 H C) I4 c3
0 .
no <3

Fowlerville 17 2.1 20

.0 .0 00 O. 00 O. .0 .. .. 00 O. .0 .0 0. O. .0 .0 .0 O. .0 00 00 .0 .0 00 00 0.

HOmer 48 1.8 99

N
o
H

Xarcngo 1.4 2

O
.p.

No. Uebster 5.5 20 1.7

Saline 3.3 30 1.5

 

00 .0 .0 00 00 .0 .0 .0 .0 00 .0 .0 00 00 .0 00 .0 .0 00 .0 00 00 O. .0 0. 0. 00 00 O. 00 00 ..

N
O
00 O. 09 .0 0. 00 .0 O. 00 00
m
(n

179

12 communi- 536

tics

36.9 282 16.4

.0 .0 ‘0 I. .0 .0 .0 .0 .0 .0 00 .0 00 .0 .0 00 .0 .0 00 .0 0. 00 .0 .0 .0 .0 .0 .0 0. .0 00 00

Per person 3.1 1.4

H
U1
.0 0. I. .0 .0 .0 00 O. 00 00 .9 00 O. .0 .0 .0 .0 .0 .0 .0 .0 0. 00 0. .0 .0 .0 O. .0 0. .0 O. .0 .0 .0

09 09 o. to
O. .0 DO 00
O

 

*The number of persons stated is the same for fathers of
4-1 club members as for fathers of non 4-H club members.

- 31 -

Table II. - Humber (by communities) of native and

foreign born fathers.

 

 

 

 

 

: : Number of fath- : Number of fath-

: : ers of 4-H club : ers of non 4-H

: : members who are : club members who

: : native and for- : are native and
Community : Persons* : sign—born : foreign-born

: : Hative: Foreign : Eative : foreign

: : born : born : born : born
Abscota : 14 : l4 : O : 14 : 0
Athens : 8 : 8 : O : 8 : O
Ccresco : 11 : lO : l : lO : l
CohOctah : 19 : 18 : 1 : 19 : 0
Delhi : 5 z 5 : O : 5 : O
Dixboro : 15 : l5 : 2 : 12 : 5
3. Le Roy : 5 : 5 : O : 5 : O
Fowlerville : 17 : l4 : 5 : 16 : 1
Homer : 48 : 47 z 1 z 47 : 1
Harengo : 5 z 5 : O : 5 : O
No. Uebstcr : 12 : 9 : 5 : 8 : 4
Saline : 20 : l7 : 5 : 18 : 2
Tnalve com- : 179 : 165 z 14 : 167 : l2
munities : : : : -:

 

*Ehe number of 3 :sons
for

‘e stated is the ssme for rathers
of 4-H club menbers as r

zthers of non 4-H club members.

v communities)

05

V

er
\

avert;

.‘
I

otal an

- T

Table III.

ae number

Wol for

I»
‘J

nuance in sd

+0
VJ

(ears at

v
a

of

 

.1

 

n
rnu
Own
f
f
110
O
nus
lnl
a.-. n
C 6
3km
+6
n 8
.101
.0 .0
.191
O O
O
348
Owl
S 3
an
,fl14
.1 h.
.I
e
Owl
n44
391
O. .0
O. O.

 

S
T 9
AU nub
1 a
T r
C e
m v
an
.0
u oo oo
11
C «1
a
"n it
_ O
4 m1
0. O. O. 0. O.
_ o
m r
w e
L V
.n
.0
u 00 o.
11
C .1
S 3
Snr t
. e O
éuu m1
.0 .0 o. no .0
*
S
n
O
S
r
C
61
00 on .0 o. ..
Va
+u
.1
n
1
W
m
0
flu

 

6.9

105

7.4

O.

104

Abscota

n6
0

5
O. .0
7.
7.
oo 00
AU
0

04
n6
nl
no .0
Ad
S
n
e
.H
t
An

7.5

102

11

Ceresco

9.6

140

9.7

185

a

.ootah

‘
L

Co

7.4

26

8.0

40

Delhi

6.9

116

0.

8.8

0.

132

15

Dixboro

6.0

40

E. Le Roy

7.7

118

8.2

140

17

Fowlerville

O.

8.9

48

Homer

8.0

marengo

8.6

O.

107

EU

.0

90

0.

7.8

168

20

aline

Qu

 

179

12 communi-

S
C

 

7.6

8.4

O.

O.

O
0

person

Per

 

fathers

is the same £01

ated

J.
'J

*The number of persons s

r.
'-
V

ambers.

for ”athers of non 4-H club m

members as

club

of 4-H

Table IV.

- The

-33..

average number (by communities)

years a resident for 4-H and non 4-H fa

‘ -
tners.

 

 

 

 

 

: : Average number : Average number of
- : : of years a resi-: years a resiaent
Community : Persons* : dent in communityzin community for
: : for fathers of : fathers of non
: : 4-H club members: 4-H club members
Abscota : 14 : 25 : 37
Athens : 8 : 23 : 28
Ceresco : 11 : 29 : 17
Cohoctah : l9 : 33 : 36
Delhi : 5 : 5 : 5
Dixboro : 15 : 26 : 21
3. Le Roy : 5 : 28 : 33
FowlerVille : 17 : 25 : 15
Homer : 48 : 26 : 27
Iarengo : 5 : l3 : 13
No. Webster : 12 : 39 : 18
Saline : 20 : 18 : 33
Twelve com- : 179 : 290 : 283
munities : : :
Per person : : 24 : 23

 

*Persons

1 S the

smile for both 4-H and

non 4-H fathers.

school attendance is an indication that a larger number of

social contacts have been made.
4. Eunber of years residence in community.

Table IV shows the average number of years that 4-H

ed in the community. Four-H

{5'
03
<:
(D
'-

l)
U)
H
(In

and non 4-3 fathers
fathers have resided in the community for an average of

-0

01'

f.

twenty-four vears as compared with twenty-three years

T

non 4-H fathers. In six communities non 4-h 4athers ex-

v1-

ceed 4-1 fatiers in the number of years residing in the

,4

}

community. In jive communities 4-H fathers exceed non 4-H
fathers in the number of years that they lived in the commun-
ity. Therefore, there is very little difference in the number
of years that 4-H fathers have resided in the communities as

.1“ -q .1 ’.0 J.‘ .1 7? 43 _~‘ .
com 91 cu v41 tn non 4-11 issuers.

Chapter V.

Relation of the Socialization of Four-H
to Ron Four-H Mothers.

I. Total a:1d avera 5e number of groups (by communities)
of which mothers are members.

Table V shows the totelc nd average number of groups
of which the mothers of 4-H and non 4-d ooys an d girls are
members in each coinunity. In t ese ceinunit is 3 there are
179 mothers of 4-H club A mhors,end for comparison to studied
non 4-H boys and girls, thus makin5 a tottl of
350 :ersons. Four-K mothers are fffiliatod vith 362 grouos
and non 4-H mothers with 252 grougs. dance, the relation of
the socialization o: 4-1 to non 4-H mothers, accordin5 to the
avera5e number of 5ro:ps of which a member, ma; be or )resse
as the ratio of 1.6 to 1. In ten of the ttelve communities
studied, 4-K mothers exceed non 4-H mothers in the total
number of groups of which a member (Table V). At Ceresco
4-1 and non 4-H mothers belong to the some number of groups.
At Dixboro non 4-H mothers are affiliated with more groups

J V

6118 i; 0118 E II

“J

than 4-H mothers. Not all of daughsers of the
more hirhly socialized mo hers oelon5 to the 4-H clubs. The

schedules show t.at th ere are other groups in the communities

0)

tudied in which the boys and,5irls find Opportunity for

(0
O

ciol expression. Both mothers and fathers of 4-fi club mem-

C“

ers exc;ed the mothers and 19‘1ers of non 4-H boy and girls

in tne total number of groups of which a member. Therefore,

-36..

we conclude that the degree of socialization 01 4-3 mothers

1.- W

grea er than that of non 4-H mothers and

[a

(N (.1 {'4’} J"—~ ; C“ .
Clnu. -1- CL. DUCT») 1K.

~

.3 4.1,, ‘
1.9.- «filers.

=1"- J-‘ .n 'L
La. 131201011911 U‘ 0

There is a total of 161 native-born mothers of 4-1 club
members thich was compared with a total of 163 native-born
.mothers of non 4-: boys and girls (iqble VI), and the number
who are native and fereign-born is 18 and 16, respectively.

In four communities the number of foreign-b,rn non 4-H mothers
xceeds the number of foreign-born 4-H mothers, and in four
communities the order is reversed. he conclude from the
figures given above that the nationality of the mothers is

not a determinin5 factor aziecting the relation of the social-

ization of mothers.
3. Time spent in school.

Table VII shows the total and average number of years
attendance in school for mothers. Four-H mothers attended
school for an average of 9.3 years as compared with 8.5
years for non 4-H mothers. In nine of the twelve communities
studied, the number of years attendance in school for 4-H
mothers exceeds that of non 4-H mothers. Community exceptions

-i’

are as lollows: Abscota, Cohoctah, and Saline (Table VII).

The number of years sgent in school is not a complete index

- 57 -

rwnijs (by

*

O I' g".

-‘
’3'
J‘-

nunorr

(v.2.
r.v

T?

8V3

Table V.

vfl:i-c1

iesl o:

v
4..
\J

c 0 "111111 1

 

 

u

fiTOUUS

r‘
,.
C

umber of

.L:

US

I
A.

Huhber of

,jr on

of non

71’:
*kJ

:10 the- ,

be-

members

club

eelong to

W

R
1|.

3

«IL

0
S
f

31

inity

1 '1‘
.l.:‘\

O.

my

 

1
(:0
Jr .J
O
71

 

mb .

 

0.7

2.1

n0

0.

14

a
+0

C
S

1.8

14

Ru
no

26

0.

Athens

1.2

36300

3.

O.

.b
mu

0
2

l9

‘ah

U

Cohoc

O.

O.

.1

«Int
’1 ..

.11

Ru
no

1030

1
.l'
”J's

'7‘
1)

10

W, d
D”

Q

Us

0.7

12

16

17

1e

rvil

.A-

Fowle

,5
11—

69

Cu
4.

oner

T
1
.L

.0

.2

1.0

“arengo

~1-

Qu

"0
Eu

ebster

V"
ul

IIJ .

Sal inc

 

 

O.

ununi- : l79

12 co

.0

S

.V

-
fl

 

..

O.

c’) _
6-1 O L;

DSISOD

h

:3 11

NJ.-

 

3

.L
wfx

a
l.) b

l
_‘ " f‘
U

('
U

peiwxynts
tmsfor moth

r of

numbe
nundb“rrs

“‘3
_~-AV

*r'p‘
club

C

7'."

2. Eationalitv
Table VI. - limpiber (by co: 1:111nities) of native and

”3" v . "l 1.". a _)
101‘ 2:;161’1- «01'. 1’1 1.10 JlikJI‘S o

 

 

1
1
9
I
O

 

- .o—-.—-.
w ..

lumber of mothers
of non 4-K club

me: 1bers who are
native and foreign-
born

Hfitive Forei n

born bor;

Itunber :1.” mo ,u,'s
of 4 -E 8110 Injm-
bers tho a.re na-
tive and i'ore gn-
born
A ti‘. e3: lfiorwzigil
born horn

C 011121uni t y

 

‘

 

Abscota 14 13

Athen 8 8
ll
19

5

Ceresco
Cohocteh
Delhi

Dixboro l4

OOOI—‘OOO

(T1

East Le Roy

16

(31

F017]. er vi 11 e

Cfll—‘OI—‘OOOOI—J

Homer 45

HO

P3

Marengo

(I!

No. Webster

91P-

Saline 16

 

T17 e1 v e

COflfllhitics

O. .0 .0 O. O. .0 I. O. O. O. O. .0 O. O. .0 .0 .0 .0 O. .0 O. .0 Q. .0 O. .0 I. .0 O. O. O. .0 .0 O. O. .0
O. D. O. O. 0. .0 .0 .0 0' O. O. O. O. O. O. .0 O. O. O. .0 .0 O. O. .0 .0 O. O. .0 .0 .0 9. 0. .0 .0 .9 .0

0' O. O. O. .0 .0 O. O. O. .0 .0 .0 .9 .0 .0 O. O. .9 .9 .0 9' O. I. O. O. O. .9 O. .0 .9

O
o
o
o
O
O
o
O
O
a
o
o
O
o
O
o
o
O
O
O
O
O
o
O
o

o
O

O

o
O
O
O
o
O
O
O
o
o

0
O
O
O
O
0
o
O
o
O
c
o
O
O
o
O
o
O
O
0

179 161 18 163 16

 

vs-

*Bersons is the same for both 4-n and non 4-K mothers

:2rs.

J.‘
.10 1111'

for

in.school

e

' 21.7;

 

 

' e

{4' 1'1 1'... 8.111:

04-
'. U

in school

school for

in

1

IO?

3:101"

3110

0.

£111)" I'S

H club 3

numbers

club

’1 r v 1 “.° J-w
1.10.11.11.11 DJ

 

O. O.

 

7.5

114

7.4

104

4

[oscota

.-
4--

8.6

82

9.0

72

8.1

83

98

.1

S
e

r
mu

.0

10.3

165

ch

4-n
uf'

’IOC

1

Co

6.

8.7

no
41

132

Dixboro

O.

0.

no
to

.0

48

"0

145

wlerville

\? _\
-‘ u

8.0

438

48

one 1"

er
.L J.

.0

29

O.

9.8

trengo

‘
'1.-
o..'.--.

9.9

199

9.3

185

 

101.4

1562

111.2

1647

179

."fL'Zlunl '-

12 co

‘H H.

.71.

 

8.5

SD n

1123'.“

 

of

-hers

J.
\J
1.131111.) C 1‘ a 0

HO

‘9 “I
101

- 4o -

Table VIII. - The fiverage number (by communities) of

and non 4-K mothers.

4
1,
(U
1)
H
U)
90
’1’
\Z
(1
'—0
C1
(T.
H:
..J
ct
F
O
*3
11>
l
b 4
r 1

 

 

 

 

 

: : Average number of : Average number 03
: : yes 3 a resident : years a resident
Community : Persons* : in community for ; in community for
: : mothers of 4-H clubzmothers of non
: : 1:161:11) er 8 : 4 ~31 C 1.11 b #15: 1116 e r S
Abscota : l4 : 25 : 31
.Athens : 8 : 20 : 18
3 3 :
Cercsc- : 11 : 19 : 21
Ca rootst1 : l9 : 31 : 28
Delhi : t : lO : 12
Dixboro : 15 : 23 : 16
East Le Roy : 5 : 29 : 22
Fowlerville : 17 : 14 : 14
Horn-er : 48 : 24 : 23
1191 111:0 : 5 : 12 : 13
No. .ebsrcr : 12 : 25 : 17
salire : 2O : 17 : 17
t t :
Tubive : : :
Communities: 179 : 249 :1 232
Per_person : : 21 : 19

 

*The number of oersons is the same for mothers of 4-H
0

sons and daughters as I'r mothers of non 4-H sons 5nd daughters.

-41...

Other factors such as

D
O
I” b
d-
b
(D
Q
G:
' J
(u
0
:3
o

of the socializatiO'
average number of groups of which a member have to be con-

sidered.

4. Number of years a resident in community.

The difference between the number of years a resident
in the 0J1::1unity for 4-H and non 4-H mothers is not sufficbnt
to affect the relation of the socialization of 4-H to non
4-H mothers as shown by Table VIII. T11e average number of
years a reside ent in community for 4-H mothers is 21 yeers,
and 19 years for non 4-H momiers. In six communities 4-H
mothers exceed non 4-H mothers in the total number of years
a resident, and in four communities the order is reversed

(Table VIII). In two communities tnei e is no difference.

-42..

Chapter VI.
Relation of the SJcia 1i; ation of Four-H
to Lon Four-H Sons and Dau5hters.
Four-H and non 4-H boys and girls are grouped by com-
munities for the same reason that gathers are 5rouped by

communities, namely, to account for the dii forences of the

socialization of groups under :aryin5s 1 environmental
conditions. He would naturally expect boys and girls re-

siding in the same social environmental conditions to respond
similarly as a 5rouo to certain classes or StihlUli. However,
boys and Airls in the different coumunities do not .ave the

1

same social environment and consequently we discover difierene

(I)
If!

in reSJonse 8 due to these cau oes. Factors such as the number

and types of social organizations (both youth and adult), the

J.
J

Cf.

number of years hat he orarnization has been in operation

in the community, attendance at meetin5s, and th

CD

type and

continuity of the leadershio -- all have an influence upon the

A

n o

socialization oi the innividuzls compriSiny the community.

J

I. Total and averare number of 5roups of which a member by

communities.

Table I1 shows the total and average number of groups of
which a member by communities for sons an; daughters. In all
communities studied 4-H exceed non 4-H sons and lau5hters in
the total number of aroups of ahich a member. The former be-

"'\

long to a total of 528 5roupszand the litter to 23 groups.

J.

Hence, the relation of the socialiaation of 4-H to non 4-H
sons and dauthers may be expressed by the ratio of 2.2 to
1. Not only 4-H boys and 5irls exceed non 4-H boys and girls

in the average number of 5roups of which a membe

*3

parents as tall exceed non 4-H parents in the same. The
findings of this study indicate the direct influence in sec-

J.

iali etion that parents have upon boys and girls.

2. Number of years a resident in comuunity.

7

There is very little dirfierence between the number of
years a resident in community for 4-H and non 4-H boys and
girls (Table K). Consequently, it does not have much in-
fluence on the socialization of boys and girls in this study.
Four-H boys and girls have resided in community for an average
of 11 years as compared with 9 years for non 4-H boys and

girls. Co munity comparisons of 4-H and non 4-H boys and ‘ rls

{“1
H

show that in nine communities 4-H boys and girls have resided
in community more years, in one community a year less, and in

fi

1..., -,.,..° ' .1 . .21. .., ° -,,—1
UMO couiunities the number 0L years 18 the same.

C‘
0
b1
’1‘
0
cf
b
(S
C”)
(‘9
L
>——‘
(“I
t l
P
03
cf
C)
’4
(D
o

Four-H club members have a average of 3.1 brothers
and sisters, as compared with 3.9 br thers and sisters for
‘d 5irls (Table XI). The fi5ures given above

n
indicate that 4- boys and girls have fewer brothers and

m
w-
(0

ters than non 4-H boys and girls. This difference may

- 44 -

be accounted for on the basis of higf her standards or 4-H

r.+
fv
f‘)
d"
(T)
p)
rt-
5'
"3
d'
as
I

r
o- 1

parents. It has previously been demons
be .rents be long to more groups and spend more years in school

A.

than non 4- -H p rents. Cons guently, the former have higher

('0

staneerds than tlie la tter. Higher standards serve

s a posi-
tive check on the number of children that the parents will

rear. Eon 4-H club members also have a larger number of olter
brothers and sisters than 4-H boys and girls (Table XII). be

account for this difference on the basis of possible earlier

ma rria 3e 01' non 4-H parents
4. The distribution of ages of 4-H and non 4-H boys and girls.

Figure I shows a i'requency histo ram and polygon of the
distribution of ages of 558 boyszand girls (179 4-H and 179

non 4-H boys and girls). Below the dia3ran, three cola nns

O

f figures are shown that represent the ages of th

(D

boys and.
girls ’ tile CO r17-fs )OILC- 11:8: 11111.11381' Of: _ 187‘ (50118 "1:0 :1 e 8011 {ICC-«e (:13; Cup-
ing, add the per cent of the total number of individuals for

each age grouping. The young people ranr

0e in age from nine
to t”.entv years. Since apgroximately ninety per cent range
from ten to sixteen years, we have taken this grouping as more

_.

accurately displa yi.a the range of ares. Figure I shows that

the number of persons increases each year Iron nine to four-

teen years 02 age With the exception of the thirteen year

grouping. From ten to fourteen years is commonly designated

as the "hang" age. This is the period of preadolescence
then boys and girls are most active in joining voluntary
youth movements such as Boy Scouts, Girl Scouts, Camp Fire
Girls, and the 4 -H clubs. Fur: eyI has made a study of the
eye e distri bition 0: one hundred and four Boy Scouts, which
he designates as an experimental group. The data mas se-
cured fron two clubs, a troop of Scouts for the older boys
ant a pack of Wolf Cubs for boys under twelve who were not
per rmitted to enter scouting by the rules of the Boy Scouts
of A erica. It was found that below a certain age the boys
would not join and after a certain age they automa tictlly
lost interest. Th e eaders endeavored to keep the clubs
pmxr ly preadoleseezlt by encour: ging the activities which
appealed to the iajority of the boys. The number of boys
inrolled increases with one-exception 1or each successive
year commencing with nine and continuing to fourteen. After
the boys become fourteen and one half years of age nearly one
half drop out of the Sc uts. Furrey accounts for this on the
basis of the approach of puberty. A comparison of the Tind-
ings of Furrey as shown by his study with the age distribution
of 4-H club members reveals a very close relationship; namely,
the number of ooys and 3i1 s enrolled increases each year un-

til the fourteenth year is attained and then the club members

\

 

(by

‘
members.

" groubs

01
are

’
{N
-1.

Q

01 whic

‘1'"?
.LA.

Table

 

 

s n
nJL Du
u O
O .TU
M1 70
Enucm
a-.. «h
or. C O
O .1.
T. .3
.1. L.
T . b
9 4.
D n
.I
m“ n T
.1 0 e
K n b
O. O. O. O. O.
S S
01 ".1
u 8
ohw
.11 H.”
.50. 3
n
a..-“ I. O
C .0 .Tu
u.
r .11 To
C C n
.D O
1.. 7L
1.. Ti WL
l . 3

h
4
b

O. .0 O. O. O.

O. .0 O. O. O.

i ty

V1
J.-

Crmmu"

 

I J
(CC

9.

Aver

n.1,
.3
O
h...

 

0.8

12

Abscote

7 C
uo‘

Athens

0.7

C
7v

M

‘

ioctsn

Col

1.0

0.

r0

n0
n0

1

ixooro

m
.‘J

2.0

10

13

60

he Roy

..

E.

1.9

n0
no

17

Q
U

lervill

r
i

Y

3
h.

.L

1.9

OITIBI'

T?
H
.L-

1.0

5

Eu

no

so

\

‘

n0
”0

AU
0/.”

 

mb
2

.0

00

N}

Eu

179

l l C
+‘~}.'.f\.
x)...~-k)o

w
L..L-

, {.10. p.11 h

—.--

 

r1.
1.)

1.

.0

01.

(J.

0.

~ I" ‘1 fit— .
)4 _‘l: J11

[“ -71

J—o—

P.

“LfiJGl‘

.v‘.

M club

*Thc rnnnber

1..

av-Q‘
A-“

 

11311

- 47 -

Table X. - The average number (by comuunit’es) of

a resident for 4-H and non 4-H boys end girls.

 

*— v—* .——.——.

 

 

.- -- “av“-a

 

 

 

 

: : Average number of : Average number of
: : years a resident : years a resident
Connunity : Persons* : in eonnunity for : in comaunity for
z : 4.; club members : non 4-H club
: : : 3.1131111) e r s
Abscote : l4 : 9 : 10
Athens : 8 z 12 z 11
Ceresco : 11 : 12 : 6
Cohocteh : 19 : 12 : 9
z : 3
Delhi : 5 : 7 : 5
Dixboro : 15 : 12 : 9
Best Le Roy : 5 : 12 : 12
Fonlerville : 17 z 9 : 7
t :. 3
Uomer : 48 : l2 : 12
: t 2
Tie; e1 *3 : 5 : 6 : 5
H1. fikfiaster : 12 : 14 : 9
Saline : 20 : 8 : 7
-uclv: : : : ° ‘
(Immunities: 179 : 125 : 102
Per oereon : : 3 11 : 9

 

 

*

J.

The number of persons Ste
3 rs for non 4-H club nenbe

‘hc same for 4-H club

318511081"

d”
(D
H, p.
H
0‘)
c4-

h 3.1 r
o 5110 0.123178

()3

stle

and sisters

X

I.

d sisters.

A-
r )VIC‘ r.-
" Avb; Cut;

.11
v

- 48

irrnber

( b If

for 4-H end non é-H boys find

r
E.

C 0 1111111111 ‘0

if,

U)

) OJ. 01‘

'11s.

'11

 

 

Community

133' I" “
.L. ‘41" 00118

*

 

club

, .1“? W”?

1. 1111110th 01

.' "I‘S fill; 818-
I

4: '7
_ 4-11

A.-

~

.0.— —.o-—.—.—-

 

 

"' .. :‘,., r‘f‘i‘“ '1
AVersge hammer 01

01‘) 01183.18
4.

tens of n

and
on

1‘

.t

.318-

-_,.1

boys end rirls

 

Abscote

Dixboro
Best Le Roy
Fowlerville

7£10118 1"

14
8
11

H
o
(0

Cr]
0
5P

9: (a
+4 c> +e

C31
0

2.0
4.1

f”) _
U o

2.
‘)
C:

6
.8

C23

 

179

37.4

 

Per oerson

I. .0 00 00 00 0. 00 00 00 00 00 00 00 00 00 0. 00 00 .0 O. 00 00 0. 00 00 .0 00 .0 00 .0 0. 00 00

.0 .0 .0 .0 00 00 .0 0' .0 00 0. 00 O. 00 .0 00 00 00 00 00 00 00 00 00 00 O. 00 .0 .0 O. .0 .0 00

3.1

O. 00 .0 00 00 00 00 0. 00 00 00 00 00 00 .0 00 00 O. 00 00 00 00 00 00 .0 00 00 O. O. .0 00 00 00

 

*.

‘—

A.)

lhe numb er of persons
3 Tor non 4-H boys and girls.

es stated is the

same for

4 -H

- 49

Table XII. - Average number (by communities) or older

‘7. J—1 ~. v‘ 7‘
bl‘O 4118128 no.

('N
k—

r‘v: r14"‘_‘1’l(‘|
(41.4- uUl t.)

,,‘) YT' .1
01 4-51 8.11

r"
\A.

non 4-K

ooys cnh 51:1

(i
Q.

 

 

Aswan-ac:
.L ‘- um: '\—" v

older

.
" 1171-11) 231‘

a <.- J—‘. " --
‘3’ 4.. O .1110 1.1 S

—-. “a —-. - -, - .
x-xv 231""): 117.11.109.33
"‘ , 1-. .1..‘ -
OlLSI‘aJTObACI“

O

 

1"!)

 

 

 

 

Corninity : Persons* : end sisters of 4-: and sisters of
: : E1 club member : non 4-11 boys {‘10.
: : : girls
Abscota : l4 : 0.7 : 1.6
11.1) 15le 2 8 : £03 : 1.0
Ceresco : ll : C.9 : 5.0
Cohoctsh : 19 : 1.2 : 1.5
Delhi : 5 : 1.2 : 1.6
Dixboro : 15 : 2.7 : 1.9
Best Le Roy : 5 : 0.8 : 2.4
Fowlerville : 17 : 1.5 : 1.4
Honor : 48 : 1.4 : 1.3
: : :
herengo : 5 : O.b : 5.8
33. fiebster : 12 : 1.5 : 3.5
: : :
Saline : 20 : 1.7 : 2.8
Twelve : f :
00.11'1‘1‘11'1113188: 179 : 16.5 3 25.6
For oerson : : 1.4 : 2.1
*The number gersore as stated is the seue or 4 H "s

ior non 4-n eoys

NUMBER OF Boys ANDGI'RLg,

 

 

 

Figure I. Freguency histogram and polyxon of the dis-
tribution of axes of 558 boys 5nd girls (179 4-H end 179
non 4-H).

701’
l l
60-? I
I
F' 7
5'04 ' I I
l I l l
r- -J l_ .J I
40.”— I
I— ..J l_
30‘- ' -]
I
At-
20 l l. -7.
l
[043 .
._ J l—
l L l l l 1 —
7 "a ‘U ’2- A? 'w ”i It: A7 1:? fi? 2L
AGES 0F BOYS AND G/ELS I'M YgAies.
Ages of Eunbcr of Ber cent of total
boys & girls persons number of persons
9 7 1.9
10 5" 10.0
11 45 12.5
2 5 11.9
15 44 12.2
14 69 19.2
15 55 10.0
lb 52 8.9
18 8 2.2
19 5 1.5
20 1 0.9
Totels 358 Persons 100.0 8

Figure 11 The distribution of the ages of 4-H club

members es conpsr d with non 4-H boys end girls.

~k
b
14_
l

.w-- 10x

N
o
l
l

'0'“—

NUMBER OF Boré' AND GIRLS:

 

1 1 41 1 l 1
I o ' Ir! ('2. I' 3 1‘4» 75' ['5 /W ['3 ['7 .2 o

A653, 0F Boy-,3 AND GIRLS iN YEARS.

W J__

Polyfion showing FEB ‘1SbfiDUt1Jn of non 4-H boIfS
and girls.

‘-—-—- Bolygon showing ege distribution of 4-H club
r1erfi1er:3.

Tour-H Club lumbers. Eon 4-H boys and girls.
Ages of boys Iunber of - Ages of boys lumber of
and girls Sersons and girls Persons

10 20 10 23
11 19 11 26
12 50 12 27
13 17 15 27
14 38 . 14 51
15 25 15 10
15 14 15 18
17 17 11
18 5

19 19 1

l 3......

20
Totals 179 :crsons 179 “-rsons.

-52..

diminish in numbers.

Figure II shows the distributi)n of the ares of 4-Y
club members and non 4-H boys and girls. The lines in
black ink designate the number of 4-H club members corres-
ponding to the ages stated on the horizontal scale. The
c portray the sage for non 4-H boys and girls.
At the bottom of the page the ares of both 4-H and non 4-H
boys and girls are tebulated and the corresoonding number of
.persons for each age grouping is stated. The number of 4-H
and non 4-H boys and girls i r each age grouping :rom ten to

fourteen tends up ard. After Lourteen years of age the num-

ber of 4-H and non 4-H boys and girls decreases in number

F 'b

or each age grouping with one exception Ior both 4-E and

.
1

non 4-H boys and girls. We conclude from the above that no

.L

are justiried in treating the eges of 4-H and non 4-H boys

Chapter VII.

Relation of the Socialization of Communities
to the 4-H Clubs.

I. The relation of the socialization of communities accord-

ing to the everage number of groups in communities.

‘.
4.

Table XIII shows the relation of the socielization of

J‘ ‘
I

the average number of groups of

c?-
O

ies eccoiding
which a member. The total number of persons taken into con-
sideration is 1074, which includes both 4-H and non é-H
parents, plus 4-H and non 4-H bays and girls by communities.
The lowest average number of groups of which a member is
found in Zerengo Community, namely, 1.2 groups. 3y dividing
the everage number of groups for eeeh conn~nity by 1.2, we
have the relation of the socialization of communities ex-
pressed in eritlmetical terms as coauunity indices. The re-

sults of the computations are found in the est column of the

cf-

able ref rre to above under the column hecding‘"comnunity

0

indices", as ”ollows:

Community ' Conuunity Indices
Igor th Lebs‘tcro O O O O O O O. O O O O O O O O O O O O O O O O O O 0 0. 2403
Athens. 0 O 0 O O O O O O O O O. O O. O O O O O C O O O O O O O O O O O O. O 2.2
fl ‘2 ‘)
U01100tah0 O O O O. O O O O O O O O O O O 0 0 O O O O 0 O. O O O O O O 0 O O (10‘!
DiDCbOI‘Oo O O O 0 O O O O O O O O O O O O O O .0 O. O O O O I O O O O O O O O 2.2
3811118 0. O 0 O O I O O O 0 O O O O O O O O. O O O O O. O O 0 O O 0'. O O O O 2.1

ElomerOOOO0000......OOOOOOOOOOOIOQOOOOOOOOOO 1.8

East Le :ioyOOCOOOOOOOOOOOOOO0000......0....
CereSCOoooooooooooooo00000000000000.0000...

AbscotaOOOOOOOOOOOOOOOOOOOOOOCOOOOOOOOOOOOO

Delhi...

I‘lllavrengOCO.QOOOOOOOOOOOOO0......IOOOOOOOOOOO

E‘O‘Tlerv'illeoooo0000000000000...00.00.000.00

(T)

From the above indices w

ference in the socialization of comnunities.

1.6
1.5
1.3
1.3
1.0
1.0

infer that there is a dif-

Our problem

now is to compare the ranking of communities according to

the avers: number of erouos of which a member with the
.. F. 1

1

onhing of communities recording to tne sfri

sons with four or more rroups.

"h
k

It

lietion 0 per-

2. The relation of the socielizstion of communities accord-

ing to the affiliation of persons with four

Table XIV shows the reletion of the socialization of

communities eccording to the sfiilistion of

four or more grouos. In the lust colunn of

(:4

per o'nt of persons efiiliated with four or

stated by communities as follows:

Community Per cent
filiated

oersor s with
this table the

more groups is

of persons ef-
with four or more
groups

Ilorth Til-B‘bsterOOOOOOOOOOOO.OOOOOOOOOOOOOOOOOOO 53.3

Ati’lenSCOOCOOO0......COOCOOOOOOOOOOOOOOOOOCO.. 27.1

COElOCtElI‘ICOOOO0.0.0....0.0.0....00.000.00.000. 22.8

H v'hnvan

Table XIII. - The relation of the socialization of
comnunities according to the average number of groups of
which both 4-3 2nd non 4-3 fathers, mothers, boys, and girls

are members.

 

 

 

 

 

 

E E Lumber of gTOILS E

: : -ethcrs,:1ot1ers, : Community
Community : 3ersons* : sons, and d€u_}bbf8 : Indices

: : belong to z

E E Total ; Average ;
No. Hebster E 72 E 199 E 2.76 E 2.3
At ..s E 48 E 126 E 2.62 E 2.2
Cohoctah E 114 E 294 E 2.57 E 2.2
Lixboro E 90 E 257 E J.65 E 2.2
Saline E 120 E 261 E 2.17 E 2.1
Homer E 288 E 544 E 1.88 E 1.8
East Le Roy E 50 E 59 E 1 96 E 1.6
Ceresco E 66 E 118 E 1.79 E 1.5
Abscota E 84 E 182 E 1.57 E 1.5
Delhi E so E 46 E 1.53 E 1.8
Marehgo E 80 E 56 E 1.20 E 1.0
Ebwlerville E 102 E 126 E 1.25 E 1.0
33111311 1074 43178 33"”
Te: pi srn E E E '00 E

 

*Persons includes 4-H and non 4-H fathers, mothers, sons
and d8 ughters.

Table XIV.
communities according

four or more groups.

- The relation of the socialization of

e srfiliaticn of persons with

 

 

C o ::1 auni ty

Persons*

- affiliation of persons with
four or more

 

Persons

Per cent

 

No. Uebster
Athens
Cohoctah
Dixboro

Homer

H
33
U3
d-
t— i
(D
to
0
k1

Fowlerville

Delhi

24

26
20

OUNO‘mfi'Q

33.3
27.1
22.8
22.2
15.6
14.1
13.3
9.5
’9.1
6.7
4.9
0.0

 

Twelve
Comounitics

U)
9.3
*4
p...»
:3
CD
00 00 00 00 00 00 .0 00 O. 00 00 00 00 00 00 00 00 00 .0 00 00 00 00 00 00 00 00 .0 00 00 00 .0 00 00 00 00

00 DO 00 00 o. 00 90 00 00 00 oo 00 00 00 00 00 o. to o. o. '9 o. o. 00 oo 00 on 00 oo o. 00 o. o. 09 o. 00

00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 90 00 00 0. .0 00 00 00 00 00 00 00 0O 00 0' 00

100.0

 

*Bersons

and daughters.

fi>
U

includes

:Iend non 4-

fatheys, mothers,

sons,

IE‘Ol-fler000000.000000000000.00000000000000000000 15.6

saline000000000.00.00.00000000000.0000000.00. 14.1

vfi r,
.4281» Le 3.0370000000000000....0...00.000.000.00 1005

A-bscotgw0000.000000000000000000000000.00000000 905
GereSCOOO00000000 0 0.0.0.000000.00.000.0000000 9.1
:.:€ren€0000000000000000 0.. 000.000 0. 00.00.00... 6.7

FOVJler‘rilleoooooooooocoo00.000000000000000... 4.9

.. 0.0

D€lh1000.00.000.00000000000...0.0.0.0000.

(D

A study of th ranking 01 communities according to

community indices as compared uith the per cent affiliated
with four or more groups shows a -ositive relationship.

Our problem is to account for these difrerences in the
socialization of comnunities. Why do some communities rank
higher or lower in the average number of groups affiliated
with? Uhiortinately, we do not have the data available to
account for these differences in this study. the next step
would be a study of the functioning of the rural social or-
ganizations that are operating in these communities. If He
had information concerning the number of meetings held per

year for each organized group in the community, the length

of time that the meetin:s last, and the average attendance

at these meetings, we would be in better position to solve the

problem. Our hypothesis is that the dijierences in the social-

ization of comnunities mar b’ ained on the basis of the

(D
(L:
H
?’

naoure and duration of the stinuli (the stimuli in this cas

being the rural social organizations of the connunity). How-

_. J 3

r- +1 . ' ~ . ”3 .---« '- -~ ' - '
ever. unis is a matter or lHtL”h 1WVHstipnt1nn-

Chaxter VIII.

4

Summary and Conclusions.

I. Summary.

0

The subject m tter of this the31s logically comes under
two parts or cadings. Bart I (Chapters I, II, and III)
deals with the introduction, collective representations,

l "

esprit (e corps, and morale. In this part we are concerned

 

udy oi the é-H clubs as a factor in rural social-

4.

ization as an inure-group pr seas. The three aspects of view-
ing socialization as an intra-group process are collective

representations, esprit de corps, 91d morale. he have des-
cribed the manner in which the 4-H clubs develop a consensus

or ue-feeling mithin the group by the use of collective re-

presentations, and by the introduction and participation of

0"

eye and girls in such events as will develop esgrit de corps

 

-..

the

H,

treats o

and morale. Part I is historical in method an

origin, growth, and DTCSGHt status of social forms. Part II

no,

deals chiefly with socialization as n inter-group process.
Cei

“tain relationships are nemonstrated to exist between the

socialization of 4-H and non 4-H parents, and 4-H and non 4-H

boys and girls. Also, the diijerence in the soci

z ization of

C')

I)

This .I‘t heals 11th

’(3
(l

connunities in relation to the d-H clubs.
the teblulation of data obtained in the survey conducted in

connection with this study.

-59-

2. Conclusions.

(I) The socialization of boys and girls is both an

)

1

intr -5roup and inter-5roup proc,ss uhicn combined

is a whole -- tie lrrger socializing process.

k)
1r?

(2) A stulv of the history of the d-n club movement
reveals the fact that there has been more ijhaSlS placed
on the group than on the individual in each successive period
in its develogment. ihis means that the Opportunities for

q

rainin5 in buildin5 habits collectively has been

7 :1 ,. . + , m 1 :,.
(u) sour-H tarents are more hit

4-I pf :rents as indies cu by the numoer oi organiza

}

which a member. Ihe iorner not only are aiiiliated With more

\a I e. f, ’2‘ ' ' (W ‘ I- [ . '1 '1 7 -'- -' ‘ -. w .1 '\ .. -| -‘ 111 e. _‘ fiv-
orpaniaations ou. so nd nore years In scn0ol. Udmudolbd CA-

—.

V. ,_ .L. V'
0:). Ll

\—

ons are due to the fact that not all of tne sons and

col‘unio'es thich suiily tlic neecs 0i boys and girls of the

oreadol scent age (ten to sixteen veers, inclusive) for so-
eirli ed RCLillol s ““"n s the Sov Jcouts, G-rl scouts, and
C61) ‘er Rifle. The slants of Tova and 5:1 3 OEViliat“d
Lith such {”ou " ole included in this study.

- W J
A h "v ‘ ‘ I ' ’ ‘ h, '
K; \ '..- lj .1- '7. ~.' (A .1- - '_’ . '

(J

1‘: ,n -
more a. n1;
.2. , . J.‘ ., 1 ‘ :1 -._ . .. .: .- . , . ...1 .2 1- , ..,.1 a-
01":qu OJ ode 111.1109}? 04- Ol'tf'iil.-$ ”1311.3 0.1. ‘..1.L.LC?1 C. leilULi‘.

:. "1‘ e ' .. ,_ ' " - 4.1 '
"-- ‘ l f: 71 ”3 ', ' 3 1’1 1" - ~—. - .-
(U) LLLC: 15.4 L \--lA -. as- bAle la. .J‘ikj 3 ‘\:l

ali ration of com-

€311

‘ ”3:71
'Jv

()11'“ 9.1L-

$- .‘ ..
-J...'-/

. 1-
\".A-L
“‘l

.L.

C)

_l
'1'

oi'
.L

i_ . .1.
.1 L1 'J

o-

i) .108
O

‘7'.
A
f)

(a

1.31"

ll‘ t1-

q

A.

111

-€-O

.
~r1r._
-1. -

.10 t

1

CO

.-a
J

..-‘.-‘,. .. ,. ..
p ‘1"I'
‘ —A— \J‘. 'U ‘.

1

C1

.1

d

 

A STUDY OF GROUP MEMBERSHIP \

This association takes the form of different kinds of groups beginning with the family. This study is being

Each of us lives his life in association with others. .
and how groups influence each other.

‘ made to determine in what groups we live, how we influence these groups, how they influence us,

DIRECTIONS:
1. Use Pencil. Fill every Blank, otherwise the schedule becomes useless.
2. Draw a line under those organizations (or groups) of which you are at present 5.
a member. , 6.
3. Make a circle around those in which you are at present an officer.

4. Draw an X thru those in which you once held an office.
Give the information for each of the three members of the family.
Write in the names of any other organizations not. listed, to which you belong

SON OR DAUGHTER: MEMBER OF THE FOLLOWING GROUPS, ORGANIZATIONS, SOCIETIES, CLUBS, ETC.

Nam? Grade in school now ........................ ; when leaving school ................................. A ge ........................ Number of years in
community ................ Number of brothers and sisters ................ How many are older than you? ................

Fraternal (Secret): DeMolay . ........... 7. ............ ‘ -' ................ .- .............. r _________________ .-
Fraternal (Greek Letter): Phi Beta Kappa, Phi Kappa Phi, Alpha Zeta, Tau Beta Pi, Beta Theta Pi, Delta Kappa. EpSilon, kappa Sigma, Phi Delta Theta, Phi

 

 

Gamma Delta, Sigma Alpha, Epsilon, Pi Beta. Phi, Kappa Kappa Gamma, Kappa Alpha, Theta, Delta Delta Delta...--.-----.. ................................ _ .- .
Educational: Junior Grange, 4-H Clubs, High School Agr. Club, Literary Club, Discussion Group, Debating, Boy Scouts, Girl Scouts, Camp Fire Cxiris, Cosmopol-
itan ___________________________________________________________________________________

 

 

 

 

Economic: Junior Chamber of Commerce-------.------

Civic: Audubon .......................... ; ...............
Church: Adventist, Baptist, Christian, Church of Christ Scientist, Congregational, Eastern Orthodox, Disciples of Christ, Friends, Evangelical, Synod of N. Amer.,

Evangelical, Jewish, Latter Day Saints, Lutheran, Mennonite, Methodist Episcopal, Presbyterian, Prot. Episcopal, Reformed, Roman Catholic, United Brethren,

Unitarian, United Evangelical, Universalist---..--------.- ........................... .......................... - ........... . .............. . ..............................
Other Religious: Girl Reserves, Hi—Y, Young People’s Soc., Sunday School, Y. M. C. A., Y. W. C. A., Home MiSSion. Soc., Foreign MISSIOD. Seeiety ........................

Recreational and Athletic: Country Club, Rifle, Golf, Bowling, Baseball, Football, Basket Ball, Volley Ball, Hockey, Tennis, Track ........................ . .................................
Art: Dramatic, Orchestra, Band, Choral, Glee Club, Quartet ____________________________________________________________________________ _- ............................................................
Gang: Of what gang or gangs, if any, are you a member? ....................................................................................................................................................................... . ................
County: Summer Camp ......................................................................................................................................
State: Summer Camp _ ..........................................................................................................................................
National: Natl. Student Fed. of U. S.A---- ----------------------------------------------------------------------------------------------------------------------------------------------------------
International: Student Volunteer Movement for Foreign Missions-_---.-- -------------------------------------------------------------------------------------------------------------------------------

 

 

 

 

 

 

 

 

 

 

Others:-----.------ ---------------------------------------------------------------------- - --------------------------- - -----------------------------
SON: I have been a. member of 4-H Clubs ................ years; of Boy Scouts ---------------- years; of Hi-Y ---------------- years; of High School Agr. Club ................ yea-rs. Prizes won
in any of these groups ------------------------------------------------------------------------------------------------------------------------------------------
DAUGHTER: I have been a member of 4-H Clubs ................ years; of Girl Scouts ---------------- years; of Girl Reserves ---------------- years; of Camp Fire Girls ........ - ....... y cars;
of High School Agr. Club ................ years. Prizes won in any of these groups ----------------------------------------------------------------------------------------------------------------------------------------------------

LEADER OR ADVISER IN JUVENILE ORGANIZATION: Name of Group ----------------------------------------------------------------------------------------------------------------------------------------------------------

FATHER: MEMBER OF THE FOLLOWING GROUPS, ORGANIZATIONS, SOCIETIES, CLUBS, ETC.

 

 

 

 

N amp Address Nationality ---------------------------------------------- Age .................. Grade when leaving
school -------------------------- Number of years in this community ---------------------- Owner or Renter ------------------------------------------ Principal Occupation
If a farmer, size of farm .................................. acres. Type of farming ----------------------------------------------------------------------------------------
Fraternal (Secret): Mason, Knights Templar, Shriner, Elk, Odd Fellow, Encampment, Maccabee, Moose, Modern Woodman, Woodman of World, United Woodman,
Red Men, Knights of Pythias, Knights of Columbus, Forester, Yeoman, B’nai B’rith, Mystic Workers, Ben Hur, Gleaner, U. C. T .....................................................

Fraternal (Greek Letter): Phi Beta Kappa, Phi Kappa Phi, Alpha Zeta, Tau Beta Pi, Beta. Theta Pi, Delta Kappa Epsilon, Kappa Sigma, Phi Delta Theta, Phi

Gamma Delta, Sigma Alpha Epsilon -----------------------------------------------
Educational: Grange, Farmers’ Club, Parent-Teachers’ Association... --------------- -- -----
Economic: Chamber of Commerce, Farmers’ Cooperatives such as Elevator, Milk Producer, Fruit, Potato, Live Stock
Professional or Specialty: Dairy Breeders, Cow Testing, Beef Cattle, Crop Improvement, Poultry, Grocer, Labor Union .............
Patriotic: G. A. R., Amer. Legion, Veterans of Foreign Wars, Veterans of Span-Amer. War---" -----------------------------
Civic: Rotary, Kiwanis, Lions, Exchange, Isaak Walton League, Improvement Assn.-. -------------------------------------------------------------------
Church: Adventist, Baptist, Christian, Church of Christ Scientist, Congregational, Eastern Orthodox, Disciples of Christ, Friends, Evangelical Synod of N. Amer.,

Evangelical, Jewish, Latter Day Saints, Lutheran, Mennonite, Methodist Epis00pal, Presbyterian, Prot. Episcopal, Reformed, Roman Catholic, United Brethren

Unitarian, United Evangelical, Universalist--.--- ----------------------------------------------------------------------------------------------------------------------
Other Religious: Young People’s Soc., Sunday School, Y. M. C. A., Home Missionary Soc., Foreign Mission. Soc -------------------------------------------------------------------------------------
Recreation: Country Club, Rifle, Golf, Bowling, Baseball, Football, Basket Ball, Volley Ball, Tennis, Card Club, Bridge Club ----------------------------------------------------------------
Art: Dramatic, Orchestra, Band, Choral, Glee Club, Quartet -----------------------------------------------------------------------------------------------------------------------------------------
County: Pomona Grange, Farm Bureau, Dairy Breeders, Cow Testing, Beef Cattle, Crop Improvement, Poultry, Bankers, Bar, Teachers, Ministers, Historical, Red

Cross-----.--.- ................................................................................................
State: Dairy Breeders, Beef Cattle, Crop Improvement, Poultry, Horse, Sheep, Bankers, Teachers -------------------------------------
National: N. E. A., Amer. Country Life Assn., Amer. Farm Economics Assn., Amer. Horticultural Soc., Amer. Automobile Assn., Amer. Institute of Banking,

Natl. Assn. of Retail Druggists, Natl. Assn. of Credit Men, Natl. Assn. of Retail Grocers . ----------- -
International: Internet]. Country Life Assn., World Agr. Society, World Institute of Agr ....................................................................................................
Others:-....- ------------------ -- --------------------------------------------------
Leader or Adviser in Juvenile Organizations: Boy Scouts, 4—H Club, Hi-Y Club, DeMolay.-‘ ------------------------------------------------------------------------------------------

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MOTHER: MEMBER OF THE FOLLOWING GROUPS, ORGANIZATIONS, SOCIETIES, CLUBS, ETC.

Nationality Age Grade when leaving school Number years in this community --------------------------------------------------------
Fraternal (Secret): Eastern Star, Rebekah, Royal Neighbor, Maccabee, Pythian, Pocahontas, White Shrine-.---------.-- ------------------------------------------------------
Sorority (Greek Letter): Pi Beta Phi, Kappa Gamma, Kappa Alpha Theta, Delta Delta Delta ............................ . ..............................
Educational: Grange, Farmers’ Club, Parent-Teachers’ Association, Women’s Clubs, Child Study, League of Women Voters, P. E. O ---------------------------------------------------------
Economic: Farmers’ Cooperatives such as Poultry, Fruit ----------------------------------------------
Professional and Specialty: Bus. and Prof. Women, Home Demonstration Club ----------------------------
Patriotic: W. R. C., D. A. R.. Amer. Legion Auxiliary ’ ---------------------------------------
Civic: W. C. T. U., Isaak Walton League, Audubon ------------------------------
Church: Adventist, Baptist, Christian, Church of Christ Scientist, Congregational, Eastern Orthodox, Disciples of Christ, Friends, Evangelical Synod of N. Amer.,
Evangelical, Jewish, Latter Day Saints, Lutheran, Mennonite, Methodist Episcopal, Presbyterian, Prot. Episcopal, Reformed, Roman Catholic, United Brethren,
Unitarian, United Evangelical, Universalist
Other Religious: Young People’s Soc., Sunday School, Y. M. C. A., Home Missionary Soc., Foreign Mission. Soc -----------------------------------------------------------
Recreational: Country Club, Rifle, Golf, Hockey, Basket Ball, Volley Ball, Tennis, Card Club, Bridge Club.-- -----
County: Pomona Grange, Farm Bureau,‘Poultry, Fruit, Historical, Women’s Club, Red Cross--- ----------------------
State: Teachers, Poultry, Fruit --
National: N. E. A., Amer. Acad. of P01. and Social Science, Amer. Ass’n. for Advancement of Science, Amer. Library Assn., Natl. Child Labor Committee --------------------------
International: Intl. Fed. of University Women, Int’l Fed. of Catholic Women, Int’l Kindergarten Union, World Peace Foundation-_--
Others:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Leader or Adviser in Juvenile Organizations: Camp Fire, Girl Reserves, Girl Scouts-------------- ------------

 

 

 

-62-

Appendix II

 

 

 

BOYS' AXE GIRLS' CLUB IOTE RED courgacr
Promissory Note
Amount $ 19

On or before one year after date, for value received, I

A

promise o the order of , e

 

 

t
with interest at per annum from date.
This note is given to cover the purchase price of the

following cescribed livestock to wit:

 

and en enforcable
lien is hereby created against said livestock and all in-
crease irom same, as security for said note. This note will

mature iniedietely upon sale of above described livestock.

 

 

Heme Address
K0 Livestock Club Contract.

 

CONTRACT

 

It is hereby agreed by and between party
of the first part and party of the

 

second part that oerty of the first part loans to oarty of

second p-rt S at percent. interest per annum,

 

principle and interest oeyable n or before one year after
date of this promissory note, or on removal from the county.

The par y of t‘e second gert also agrees to become a member

of the State Bcvs' and Girls' Club 3nd till confirm to the
ules end regulations 0. one club leaders, county agents,
etc. The party of the second ivrt also agrees to invest the

proceeds o: the above loan in and care for same

 

under the direction of the Club Leader. Party of the second
part agrees to keep a ecord 03 his or her club livestock in

accordance with the club regilations end report :inanciel

results of the investment to the Counti
’

 

A" 4.1,
Li;

Agrinltural Agent, at the end oi 1e year or sooner, if the
st ck is sold before the maturity of the note. Kc :urther

agrees to exhibit his or her stock at a local club show.

U)
H.
(“.2
:3
(D
p.

 

Party of Second Bart

 

.L

I hereby agree to the above contrect one agree not b0
claim any interest or right to the livestock purchtscd through
the ebive loan or proceeds which may accrue to the party of

the second oert.

Signed

 

Barents or Guardian

-64..

Selected Bibliography

Ina

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. f, '9 A .51 !
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I. American Society of Equity.

 

r _- .3. . ‘1- - '1 7. -.. . '1 . - .L 1 '1-
nveritu, J.A., Third Bower. gerxe°s b0 tne right,
I -.’ v- - . '1‘ ~ . ""1 —\ *«q . '\ .
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196?.

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nal. nL-.ooat¢’ e
'cel .Zcononij‘b "o

 

Inde on: n ent, Vol. LXII, p

. l
Outlool, Vol. IXLIIV, p. 853. horld
Today, Vol.KIII, p. 717.

 

 

2. Farmers' Alliance.

‘—

Butterfield, n.L., In Bailey's ”"CIOJCCie 0: American
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731,-. .~’ 1? 'T fl ' ' -: A q1A\J-1 ‘) .4-
--e...1o~.,rlin, “Pu, Lhe :ermers' AliCnce 81-0 C:.-1er -Ollo-
- 4. .-

ice I riitics.

 

-14,

inning, n. ., The Eerzx rs' Alliexce end the A ri-

‘ -1 ‘L‘. ‘ Y. “1" AA
Cli. b 1.1.5.1 MigJUuto

 

istory of the F: r ers' Alliance ,ub-
ished by the St. Louis Jou rnCl oi
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J

1e Banlist Hovene nt, A"ri an Le 3n-
ic Assrcirtion, ubOuumlC Studies
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<0 a CH?“
*—
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on

 

 

EOTQCH, H.I., History of the uheal and Alliance.

',' :34) 17 .‘V ' v _ .7 >0

LDC-$4.011, “.1vo, "7.1; U rmi‘; CPS. 11.-an ;ice, CDJILO l-‘leut‘i-,
1r. o . .' .,
VJL. I, o. 09 4" ‘T; ie r11Le‘isT’TeiCi-

sive iovc1snt, Foria, Vol. VIII, 3.
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0. Tue Far” D1 u.

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Burritt, 3.0., The County Ageit and the Term Bureau,
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Kile, .H., The Farm Burea Iovement, hecuillan,l€i
Simonds, L.R., "The Farm Bureau rgani ation Elan
cir. , 1917, Lo. 4, States Relation"
Service, heehington, 3.0.
, "Handbook on Farm Bureau OrganiZCtion
for County A rieultural Agents," doc.
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tipSL'lil'lfitOI‘l, DOC.
, "Organivetion of the County for 3x-
ension Kerk. The Farm Bureau Plan,"
doc., 1919, Lo. 89, States Relation
Service, bashington, D.C.
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sylvenia; a necord of Seventy YeCrs,
1849-1919, Lipgincott, 1920.
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Clubs, " Yearbook, 1869 p.o. 416-428,
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Nelso, U.L., Farmers' Club Xis souri State Boerd of

 

9
Agriculture, Je fM‘ rson City, Ho., 191$.

I.

 

 

4.

Farmers' I”

Aw

‘ J. ,4.,
L1 oliuCS.

Bailey, L.H.,

7’! n1 V7-

 

 

 

 

 

 

Hanilton, J.,
9
9
9
9
9
9
Stedmen, J.I.,

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"Courses of Study in nir1cultlie in
IilStltutCS," bul., 19C8, L0. 199,
pp. 40-46, Office of Experim1ent Sta-
ti ens , :C s7,1111,;:;;ton, D. C .

"History of the Fa rmers' Institutes

in the United StCtes, " bul., 1906,10.
174, Office of Lnieriicnt Stations,

he shin-C ton , D. C.

"Form of Organization for iarmers'
Insti tutes," bul. 19C6, Ho. 165,
orfice of Licoriucnt Stations, Mash-
ingDOl’l, D. C.

"Farmers' Institltes," Yearbook, 19C ,
pp. 149-158, U.S.D. A., LTC‘IHDtOfl D.C.
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"Farmers' Institutes for No omen," cir.,
1909, N01 85, Office of Exocrinent
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"Farriers' nstitutes for Young Peoole,"
cir., 1910, Ko. 99, Oi'i'ice of Exper-
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"Legislation Relating to Farmers' n-
stitutes in the Unite d Sta.tes, " bul.,
1911, No. 241, Office of :zperiment
Stations, has iiington, D.C.

"Fermers' Institutes and Agricultural
Extension Work in the U. S. in 1915,"
bul., 1914, Ho. 83, Office of Exper-
iment Stations, Washington, D.C.

"Farmers' stitute Cork in the Unite
Stet es in l9l4, and IWot s on the i_ri-
cultural Extension Corli in 2o;eign
Countries," oul., 1915, No. 369, Office
of Experiment Stations, nesuin ton,
D.C.

-57-

 

Davis, A.C., The Fermers' ECucCtionCl and Co-
ooerCtive Union of America, Che
Author, Cerette ,Ar&., 1913.

 

hr“,

isher, Connodore 3., FCrners' Ewiu CtionCl and Co-
operCtive Uni n 0.? America, Uni-
versity 01 nentLCCJ , 1910.

 

 

 

 

Kerr, L.K., FCrners' Uni on Feieration Advocate
and Guide, w.H. Kerr, Great Bend,

 

Krnsas, 1919.

 

 

 

 

 

 

Atkeson, T.C., Seni- C1nt e1 niCl History of the
PCt ons of Ltoo nur*, OrCnge Judd
Lj‘illjfi +33E1i11€ (TO. , .LToio , 19160
Bressler, R.G., "Functions of the Cr m1 e, Penn-
SV1VC1ia StCte FCimer, 20:9, Lec.,
Buck 8.3. T1e GrCaner love1ent Harvard Uni-
9 9 9 ‘_
C351tj Liess, C'”1“1o;e,gass., 1913.
, Agrarian CruSCde, YCle University
lress, Lew UCven, Conn., 1920.
Buell, Jennie, G” J

ange Kas e and Cr an e Lecturer,
~Crcourt, Brace Cnd COZI 99115], 1‘1.Y.,

‘41.

, "uhC t Can the College CeruCte do for

 

his Gran e?" Cornell Coun rVCCn,
23: 2450-1, 2:8,}! 132

 

L?Il‘0“, J.L., OriCinc Cnd Early Historv of the Order
OJ. 1.39, U: U118 01.:111. ”1)? lie-Cry in 413119 if. S o ,
J.n. Derron, C1‘1Ct1Cm, L.Y., 1904.

 

 

 

, HCrchcs Cnd Drills, J.M. Darrow,

 

 

C‘Ctan I]. Y. fif914.

Dewey, P.H.,

ee slin, A.u.,

HP.ll’ ¢LO
Holland,
Horton,

G.

13.,

Kell ey, 0.11. ,

 

y;

1
A

391““01’1

7art1n,

UL

Kitehell,

::OBO ,

T1"
41. ,

"Adventenes of the Grange in Devel-
ooin3 Lead a‘shin ," Pennsylvania State

 

Lerner, 20:10, Dec. 1926.

ILL-l
J
‘J

FortV-ei nth to iitieth kn uel
SessionsJ 1914-1916, The Ketional

Gran3e, C.£. Fr33u nan, Seereter1,

Tippecanoe City, Oh 10, 1916.

 

 

"Pi

ftie th Eational Grange fleeting,
Washinston, D.C., Nov. 15, 1924,"
"Ohio Farmer, 13 :55 , Dec. 2, 1926.

 

"11ftieth A11nual Session, LsshinLton,
D. C., Kov. 15, 1924," Journal of

Pr ceedin5s, .I. Frermen, Secretory,
Tiom) canoe City, Oh1o, 1916.

 

 

Exposition of the Gsan5e, Cook, Ezra
1&0, 1891.

 

"Early History of the Grenge," Ohio
Fermer, 138:461, Nov. 11, 1916.

Herehes end Thbleenx for De3ree Dork
in Gran3es of the Patrons of’Hus-
bandrz, The Author, LilI1s,‘Iass., 192C

 

 

History of the Gran 3e in Vermont,
Vermont State G1e113e, Iontgelier
Vt. ’ 192:0.

 

History of the Petmons of Husbandry,
1870.

 

Origin and Progress of the 0rd
1, . .

van“ '1’ tea '3 '41 313- 1
L :1 L1]. 0410 0L -1611.) U1, 1:1,.

 

03 moir—ec 1101.8 an
S1L1Vioe for orange
Iielr ose, lEmn3,, 19

 

 

His tor? of the Grenge LOV‘nont
Tariorol B10 ishing Com1) mny, Chiee3o,
18740

Grange in C~
ningston, On‘

 

-69..

Paine, A.E., The Grenser Iovement in Illinois,
University Press, Urbano, 1904.

 

 

 

 

 

Eeriam, J., History of the Fermevs' Iovem: nt.
, The GroundsLell, 1870.
Piesson, C.W., "The Rise of the Granger Ioven1ent, "
and ”The Outcome of the Gre n5 er Move-
ment, " Political Science Ionthll,
Vol. XX}
Hells, G., The Grange, K.Y., 1874.

 

7. The Konpertiscn Leeguc.

 

 

Qrice, A.n., E0119 t1sqn Lesgye, ncrlillan 1460.
G“ston, 8.3., The Hon1¢71tisen Lee5ue, Ksycourt,
Byece zuniione, 11.1., 1920.

Russe1l, Chrs. 3., The Story of the Soapsrtisen League,
lg.“ O, 1920.

8. Iisccllan eous Voluntary State and Eational Awfri m11t1rcl
Societies .for Adults.
Bizzell, U.B., The Green Rising, Iscmillien, 1926.

 

Bailey's Encyclopedia of American
;ricul-t1:e, Vol. IV, pp. 891-297.

f P
‘L(

 

Herte , 3., Coooerasion in De nish A:riculture,
nonbxon ,‘1918.
Iiibocrd. EIIH. K9131e tin7 ~p7"1cwl_.urcl In10MF1cts,
9 ’ .

 

Agple ton, 19L2. Clapters XVI-" jCVI.

 

 

Historv of the South Carolina Sta;e
A511011,1y 1 end Iccncniccl Socie E
113m 1839 to 1845, inclusive, R.L.

 

Brvsn Company, Columbia, 3.0.

-70-

Iolnen, C.U., He etiorr A"ricu1t1rcl Society,
I5tionel A ‘11:: 11tur51 0“"11111 tion
Society, hesliington 111111r~ Isdison,
Wisconsin, 1916.

 

’1n1ua1.epoort3 of 13118 J0 3wi.u1 A.1u ~
011tuisl a1 d IhL11st r131 Aid Socic.,,
1908-1984, 1914-1916, The Jc VfiSh
A511imc11turel ano Insist: ifl Aid
Society, L.Y., 1984.

Ioorehouse, 3., sea Eurrows, Bobos, 1919.

"

 

D
505211, G.H., c»
1

ooperation in Agriculture, Iecmillan,
918.

 

Rice, S.A., Frrner and Workers in Aoericcn
1984.
Robinson, L.G., Agriculturel Activities of the Jews

 

5.15311 Agricultural 51116.
a Society, E.Y.,

 

in Anerica, J“1
Incustrisl Ai

Sturgis, T., History of the 83.1 Yor Farmers
1882-1910, J. Hard. and} C301,1, I'JoYo,lgllo

Kiest, Edzcr , Agricultural Or17n13ctiors in the 8.3.,
Un‘versity 01 Kent uccy, 1988.

 

 

Wilson, J.L., Agriculturel Society of Onterio, a
report, 1915, J.L. Lilson, fiarlinmcu-

teryp L1 loing, 9oronto, 1916.

United Farmers of Alberta, re1o a
yearbook, United Farmers of Alberta,

Colgsry, Alocr t5, 1918.

 

Ycerbook, 1888, I'r.ite€1 Stttcs Deprgt-
ment 01 Agriculture, 31. 498-527.

J.

fs3erbook,1875, Jnited Ste ,
menu Afiicultire, p 1’

B. Voluntary Ste te end Rational Agricultural

Or55nize ions for Rur a1 Youth.

1. Boy Scouts.

 

111.11 I]!!! [III

-71...

"Boy Scout Iovcment in irinciple and
Brsctice," Secretary 01‘ Coli1mbi.
University, N.Y., 1916.

35den-Bowell, R.S.S%, Scoutm5stership, Jutnem, 1981.

 

 

 

 

, thet Scouts Gen ‘1, Lip1incott, 1921.

, "Hints on the Scout Tests," Boy-
Cleft CO1pany, Box 35, Lorris Kcirhts
3t5tion, 3.1., 198

Berclar, L.$., "Bducstionrl 3 rk of the Boy Scouts,”

bul., 1919, Lo. 84, Bureau of Ed-
ucation, Inshington, D.C.

, "Educational Work of the Boy Scouts,"

 

bul., 1921, Io. 41, Bureau of 3d-
ucetion, U5shin5ton, D.C.

Boy Scout Hovement and the Bublic
_Sehools Boy Scouts of Anerica, K.Y.,
1916.

 

Boy Scouts Dun Book, Appleton, 1924.

 

Bo cxrtts'Ye5rbooks, 1915-1917,
Apoleton, 1915, 1917.

Boy Scouts Yearbooks, 1918-1920,
Agpleton, 1918, 198 .

 

Boy Scouts Ye5rbooks, 1981-1988,
Alee ton, 1981,1928.

 

Boy 3 outs YC5 book for 1924,
Agpleton, 1984.

 

393 SCOutS Yearbook for 1925,
A ffe Son, 193,,

 

Boy Scouts chrbook for 198 ,
Agpleton, 1985.

 

Boy Scouts Yenrbook for 1987,
Aggleton, 1987.

 

-72-

Corey, A.A., Scout Low in Pr5etiee,Litt1e,_
31 wn 5nd Coup5ny, Boston, 1918.

 

 

 

Cave, 3., Boy Scouts Hike Book, Doubleday, 1915.
Gray, F.F., Honor Eegre e Ritu51 of the Senior

 

Ifivision, Boy Scouts of Aueri 105 ,
Lev. Yorn, 1985.

Grinnell, G.B., et 51, Harper's 5moin: 5nd Scouting,
E5rper,‘1911.

 

 

H5ndbook for Seout Hester
'2. C

'2 .. 1' '
Lens 831531,, 18 '5r1

 

 

 

T? ., J. . T.“ “N 0 r1 ‘5 Fm n
ioiston, 8.J., Our Boy Scouts 1n o5mp, moo8y, 1918.
‘ fl v-'-- - r m‘ ° T v --' , f‘ :7
isle, 8., n11e L,5&ersnip, SoJorai 00., Box 58,
-' '1 n V? “1. a ”J'- . T: r _ ‘ ".
-101’110 1-zlt‘_-LtD Q'J thIl, 4001., 1980.
Lormnstretfli, 0., iElenuniterzr:3eninrmiiio 51K: ’15:_or
-frlu . r~ V’ C‘ 'V ‘ I .
mmlfi 3.1 110033, Boy 33outs 01 nAgerico,

 

He: York, 1918.

 

IscDoneld, 9., "Drill L5nu51 for 3ov Scouts of
A¢'rice ”B. utouontlo, 57o 5th 5ve.,

K5nu51 of Iilit5ry Drill, Auerio5n
33‘] 30011-133, 1:.1r0, 1918.

U

 

T" 4". J 'r" ‘3‘ -.' T) F-‘ - 4“ n 1 n r \ fl . :7 " . '\ 1
magnehs, 1.1., soy S1outs 3008 01 Cong :1re 3tor1 s
. .1- A o'.

A:J_._)1e ton, 1981.

 

 

03110151 H5ncbook for Bows, Boy Scouts
of America, 3.1., 1987.

"Prosiéen Coolidge's Adu13s s begore
the Litional Cz>unoil 01 Boy Scouts of
Anerica,'31ot. of 500., Lashington,

D.C., 11‘qbo

 

 

Scout Smigning 5nd 15ter S5iotv
Bro r53, Soy S3outs of_f1ericaj
1* tr 0 ,1

4.1., «5420

 

 

 

 

Seescout menial, Boy Scouts o1
A113I‘ica, ZIOYO, 19...“...

Seton, E.T., Boy Scouts, (In "Applied Ileals 1n
Worn \ith Boys by 0. Ward and others,
Internetion 31 Conmitiee of Young
Jen's Christian Association Bress,
. .‘LroY.’ 1910.

, 300k of Hoodcrcft and Indian Lore,
\uolec_j, 191;.

Totn3end, A.H., "Xelpbook for Boy Scouts," Boyercit
00., Box 30, forgis Heights Station,
K.Y., 1926.

Unlsh, S.D. Thirteen Yee's of Scout Adventure,
Boycrnft 00., H.Y., 19e5.

fialsh, 8.3., "Camp Eire To 1:8 on the Scout LGL,"

Boycrait Company, E.Y., 1926.

, "Troop Ceremonies," Boycraft 00.,
IEOYO’ 1926.

 

, "Storting the roop Right," Boycrefit
COO, I‘TQY.’ 192:).

 

2. Cwnp Fire Girls.

Gulick, 0.3., "List of IL(izn Words from Hhich
Girls can Ceri*e their Canp Fire
Homes," Cami) Fire Outfitting, 00.,
199 Greene St., 3.1., 1915.

 

, "Air Pictures," (sign 1ang_ua~e),
Cane rire Oitfitting 00., 1915.
Poest, F.X., "Indian Homes, Fae and Games for

ts,
Camp Fire Girls," Cegittl “uelishers
502 0. St., H.W., M€S111rgton, D.C.,
1917.

$0

., "303k of S'lbOlS for Cemp Fire Girls,
0313 Fire Outfitting 00., N.Y., €20.

"Kennel of Activities and he Program
for the Camp Fire Girls of America
0259 Fire Ontfittirg 00., N.Y., 1910.

 

 

 

‘7 x 1 f". ‘ “ n , ,
1ruugb005 1 r G 9T01'1N‘<l£ tne snug

— c . “"""""""~fi’"" 4_—:-.. f ~‘°-;-
Fire Girls, Csn; rire Out11tu1ré 00.,
‘ ‘r --‘_).

4.1.1. ’ 19444:.

”

" a: Fire Girls Book of Acguetics,
ire Outii 1tting 00., N.Y., 1920.

5. The Four-H Clubs.
(0). Books.
Allport, 3.3., S 0‘ 1 svcialoey The Riverside

5 P
11.1“
dress, 03mbr1uge,xass., 1984.

Bernard, L.L., An Insr Cu tion to 300191 P3gehologg,

Henry E: olt zna 004 many, H.Y., 1920.

Clouaer, 3.3., Rural Child Uelfore, Lecuillan, 1928.

 

 

‘v T 1. p . I rv 1 “fix ‘1 " A .fi
Cooley, 0.h., 8001.1 Orvrn119t101 0468. Se rioner's
2‘. ‘1 ‘ "‘ 1";
03115), 3.101., lg‘JCO
T1: ,1 1' .1. , .. 1 4-
, ;1usn recure tne tie Socirl Ortler,
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.-. n h
UgiFo. u'ii‘luiiplflb 0,1-1s,1..Y., 1952:

Dewey, Evelyn, Jew Schools for Old, E.P. Du ton 930

r‘ __ .‘ '. . . l..- r :0 ‘2‘ 'l-
UJ..l;J8.lxy, 1401., lg‘duo

 

 

’1

ICWGJ. JOh . Kumsn Ia1ure rnd Conitct, Henry Holt
and tangeny, H.Y., l L
t

 

 

 

 

 

 

I - -\ ’1r.'1 . r‘ " .
, Democrecy and nuuca 1on, “acuillan,
1920.
.1 r. rm '_’ r --r or '1 n - —:- .. *r J. ’2 o 1 3
DDUleo, a.P., »hou Q1911 Counnry 13u.h 1e 0 -rvee?
' ~,. 7" 7 '1’ . .
000. n. uoren 00., m.Y., 1920
#15 1 m1 g- '91 O ‘ “4' 17 — ‘AJ
1:L1ey, 1.h., 11e Gtxlfi.e. Tie oruirof'the Pr-—
adoleseent and n18 Ree: Tiiuh“l IeoCs,
Lecnillsn, 1910.
P -’ '9 f v? "'1 f1, “ T p, 9 T:". a r ‘4 ~ v.‘ : ‘_. . .
Loner; ck, h.1., T.e gour-fl Jreil, 1icu re 0. 09C er,
*‘w ,4. a:
DJSUUH, 1910.
"....-:. h r". \ , 1,- .1. o a ,*
-«rt1n, 0.0., 1he Tiionsuietiun ”urn, T48 otr3t1oru

 

 

00., Boston, l9b1.

m1 - ‘1 T1
-nresner, 1

Lu

enson ,

 

The Boy and His Gang, no“ nCon
Kirfilin, 00., Boston, l9lL.

The Gene, The University of Chicago
firess, Chicago, 1927.

(b) Bulletins and Cireu 1rrs.

0.11.

 

 

9
w 9
3
Crosby, D.J.,
Farrell, G.E.

 

 

3111,

10"". ,

"39801? 1 Contstts for Corn Club
Cork," Cir. ,1912, Io. 104, Bureau
of Plant InCHS31ry, Usshington, D.C.
"Orrsniz t1tion and Inst-ch13n in
Bays' Corn Club work," doc., 1913
Ho. 803, Bureau of Plant Industry,
.esbln.ton D.C.

1, "Organization and R sults of

‘ and Girls' Club Work (Horthern

tC1n Statfik ) 1918, " cir.,

‘O, TTnited 3‘3etes o«opr+nent of
ture, "Csn1nfiton, D.C.

"Boys' Airicultursl Clubs, " yearbook,
1904, United Ste tes Department of
111,11 cultC r e , 111.18111111, 3011 , D . C . , p p .
489-49o

"Status and Results of Boys' and Giw1l
Club Work, Northern and hestern States
198 ," department oirculer, 1921, lo.
192, ’lelitECv. Sung/CS 1.139 ‘l1t11lent OJ.
Lgric11ture, Cashington, D.C.

J

et a1, "Status end Results of Boys'

and Glrls' Club Lork, l‘Iorthorn and

b s ern States, 192 ," depertgent 011.,
7

.1.
5b
19L5, fio. LCC, United States Eejartnent
of Agriculture, Icshington, D.C.

"Boys' end Cirls' Club Uork under the
Smith-Lever let, 1914-19L4," Mis-
cCll neous 011., E0. 85, United States

, Jertnent 01 Agriculture, "$511 ton,
D.C.

et al, "3.:1ysT AgriCJlturel Club Work
in tie Southern States," Coc., 1918,
Lo. 2 Stetes TCClztion Service,

-.)
21981113 {11331,}. D.C.

 

 

 

Yr

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_. w" ‘p’o' r
.L;=J¢.1LI-.L .LCiL’

1.1316“ );_3 ,
KnQJp,

31.1.“.0 ,

et 91, "3338' !-rieultur?l Club
Work in the Sautnern Ststes,"
cir., 1919,10. 58, United StctCS
De_"1 * ent of Agricultrre, Ursa-
ingtson: D.C.

"Cirls' Ihnxnistration..xnrk : The
Canning Clubs, " doe., 1915 , 30. 87C,
Bureau of El? nt Indus“ try, Hashinrton,
D.C.

"3338' and Girls' 4-1 Club hark,
19‘3", depar nzrit circular, 1925,
30. ‘ u;8, United States De:39rt1ent
of Agriculture, L‘slin,uon, D.C.

et 01, "3038' and Girls' Club york
1927"de3 rtmi nt eir ., 1924, Ea.
312,411111861 53(_.UGS LJQEI’: 401:1’5 Of

5

nuiieulture, ”QSQIH Con, D.C.

of A'rieultri - mwersity of U.V9.,

"3338' Aglie 1t misll Clubs, " Callege
e T
IZOI‘ EJ131112 Jh11 , ' 0"va

"liesults of Lajopouir tion Work in
3038' and Girls' Clubs in 1912

doe., 1915, KO. 741, Bureau of Blrnt
Ig'll‘is try , "e. sizing-t ton , D . C .

et a1, “B 38' Demonstration Lark:

The Corn Clubs," doe ., 1915, Jo. bfié,
MBu eau Oi Blant Ind ustry, "(snli ton,
D.C.

"3338' and Girls' Clubs " D3 artn zit
of Qublic Instruction, Lax sin Lien.,
1919.

of Count;

3t-.t1 18 and Results £ge1

aork: Lort erzi and “estern Sgst3s,
doe. l 18, So. 88, States 11615 ti ion
Service, hashington, D.C.

"3038' and Girls' 44-1 Club 1.319;,"

Iseellenuous cir., 1929, Ho. 77,
United States Degcrtnent of Agriculture
llehiIthon, I).C.

, ‘» 1 " ' ". .—. 1r n1 7,. n
'9333W3' £410 fijiiz_s' «1-11 Cinlb 1.31ur,
A r . - P h 'NPJ' ' " " -: ' V ‘ "r V "7 l . J-i.
COOUCJathC Altens13n horn 1911: n CA
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4.

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4, ,4 .
acouts.

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w‘firJ-r' 7"
.LJ‘. JVLLUA—Qll 33.1.14; ’

30; 77-87.

J “6, pp

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