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This is to certify that the
thesis entitled
TechniQues and Procedures in Institutional On-Farm
Training Programs in Michigan with
Implications for Adult Education
presented by
Lawrence Clare Pancost
has been accepted towards fulfillment
of the requirements for
M. A. degree in_ Education
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TECHNIQUES AND PROCEDURES IN INSTITUTIONAL ON-FARM TRAINING

PROGRAMS IN MICHIGAN'WITH IMPLICATIONS FOR ADULT EDUCATIOD

BY

Lawrence Clare Pancoet

A THESIS

Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirement

for the degree of

MASTER OF ARTS

Department of Vocational Education

1952

ACKNOWLEDGHIIEEN T

The author wishes to express his appreciation to Dr. H. M. Byram,
his adviser, to Dr. H. P. Sweany who directed this study, and to the
other members of his examination committee for their helpful suggestions
and criticisms.

Most deeply and most directly the author is indebted to the
teachers of veterans, and the teachers of vocational agriculture in
Hflchigan who responded to Schedule B of the North Central Regional Study

of the Institutional On-Farm Training Program.

L. C. P.

TABLE OF C ONTENTS

CHAPTER PAGE
I. 'I'HE PROBLEEAND DEFINITIONS OF TERMS USED . . . . . . . . . l
THEPROBLEM....................... z

0
e
.
e
0
e
e
0
e
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O
9
0
(0

DEFINITION OF TERMS USED.
II.RETIEWOFLITERATURE................'.... 5
ORGANIZATIONOPCIASSES................. s
PLANNINGOOURSECONTINT................. 'I
NEEDSEORADDITIONALI'ARNTRAINING. . . 9
NETHDDSOEINSTRUCTION.................. 9
ADUINISTRATION...................... 11
mAININGFORVETERANSOEEUTUREEARs........... 12
III.METHODOFINVESTIGATION.................. 14
IV. OPINIONS OF TEACHERS REIATIVE TO ADULT EDUCATION BASED ON
THEIR EXPERIENCES IN INSTITUTIONAL ON-EARN TRAINING
PROGRAM......................... 16
EVALUATION OF THE PRESENT PROGRAM . . . . . . . . . . . . 17
moms OPINIONS As TO THE NATURE OF FUTURE EDUCATIONAL
PROGRAMSFORFARMERS................... 19
CLASSORGANIZATION................... 20
PLANNINGCOURSECONTENT................ 26
NEEDS FOR ADDITIONAL EARN TRAINING. . . . . . . . . . . 31
TEACHINGMETHODS.................... 31

SOCIAL ACTIVITIES 0F ADULT CLASSES. . . . . . . . . . . 39

iv.
CHAPTER PAGE
USE OF RESOURCES AND AGENCIES . . . . . . . . . . . . . 39

WISMTION e e e e e e e e e e e e e e I e e O O 0 O 41
45

TRAINING FOR VETERANS OF FUTURE WARS.

V. SUMMARY OF FINDINGS . . . . . . . . . . . . . . . . . . . . 47

EVALUATION OF THE PRESENT PROGRAM . . . . . . . . . . . . 48
OPINIONS OF TEACHERS AS TO THE NATURE OF FUTURE EDUCATIONAL

PROGRAMS FOR FARMERS. . . . . . . . . . . . . . . . . . 49

SOME EDUCATIONALIIMPLICATIONS OF THE FINDINGS . . . . . . 54

RECOMMENDATIONS FOR FURTHER STUDIES . . . . . . . . . . . 56

_BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . 57

”PmuoeeeeeeeeeeeeeeoeeeOOOOOOOOOO 59

LIST OF TABLES AND FIGURES

TABLE PAGE
I. The Amount of Use of Agricultural and Educational.Agen-
ciss in the Institutional On-Farm Training Program by
Teachers . . . . . . . . . . . . . . . . . . . . . . . . '18
II. The Number of Opinions of Teachers Regarding Farmers'
Desires for Frequency of Instruction in the Classroom
and on the Faun. . . . . . . . . . . . . . . . . . . . . 22

III. Teachers Believed to be Qualified as Instructors in the
Institutional On-Fann Training Program . . . . . . . . . 24
IV. Teachers' Opinions of the Benefits Which Various Groups
Would Receive from.Instruction in Fanning. . . . . . . . 25
V. Teachers’ Opinions Regarding Bases Which Should be used
for Grouping Personnel in Adult Education Classes. . . . 27
VI. Teachers' Opinions of the Amount that Units be Stressed
in the Course of Study . . . . . . . . . . . . . . . . . 29
VII. Ratings of Teachers of Different Methods of Classroom
Teaching . . . . . . . . . . . . . . . . . . . . . . . . 32
VIII. Opinions of Teachers of the Relative Importance of Teach-
ing Practices for Improving Classroom Instruction. . . . 34
II; The Opinions of Teachers Regarding the Amount of Emphasis
to be Given Activities of Teachers for Improving On-

FamlnatrUCtionoeoooooooooooooooooo 35

TABLE

X.

XI.

XII.

XIII.

XVII.

FIGURE

I.

II.

Teachers Rating of the Value of Different Reference
Materials for Adult Classes in Agriculture . . . . . . .
The Opinions of Teachers Regarding the Extent of Use of
Various Audio-Visual.Aids in an Effective Instructional
Program. . . . . . . . . . . . . . . . . . . . . . . . .
Teachers‘ Opinions of Methods Considered Best for Financing
Adult Farmer Programs. . . . . . . . . . . . . . . . . .
Teachers' Opinions Regarding the Amount of Course Fee to
Charge for Adult Education Programs. . . . . . . . . . .
Michigan Teachers Responding to Schedule B, Institutional
On-Ferm.Training in the Central Region Questionaire. . .
Factors to be Considered in Choosing Farm Problems and
Farm Jobs to be Taught . . . . . . . . . . . . . . . . .
The Use that could be made from Agricultural and Educa-
tional Agencies in the Institutional On-Farm Training
Program. . . . . . . . . . . . . . . . . . . . . . . . .
The Extent to which Agricultural Associations and Organi-

zations could be Helpful in Educational Programs . . . .

Map of the Location of Classes Drawn from the Veterans

Institute in Those Centers . . . . . . . . . . . . . . .

Schedule 3, Study of Institutional 0mm Training in

_’thficentralfiegion...................

PAGE

36

38

42

61

62

63

64

60

65

CHAPTER I
THE PROBLEM AND DEFINITIONS OF TERMS USED

In the united States more than 300,000 veterans hare been on-
rolled in the institutional on-farm training program under the direction
of approximately 15,000 instructors. The veterans' training program is,
no doubt, the most intensive program in agricultural education that has
ever been offered for large numbers of adult farmers. The program.in-
valves a minimum.of 300 hours of class instruction and 100 hours of on-
farm.instruction for each student annually. Each fullptimo instructor
has only 20 veteran students. Experience gained in this program may
have important implications for the improvement of the regular and adult
farmer classes in vocational agriculture.

Three years ago, the research committee of the Agricultural Edu-
cation Section of the American Vocational.lssocistion appointed a nation-
al committee to encourage research in the training program for fans vet-
erans on a regional and state basis. Proposed studies were discussed at
meetings of the research conference of the North Central.Region in 1940
and 1950.

Plans for a proposed study of the institutional on-farm.training
program in the North Central.Region were developed by a committee of
representatives from five states at the regional research conference
shich aas held at Purdue university in.Auguet, 1950. Dr. H. R. Rem-ere

of Purdue served as consultant sith respect to sampling and statistical

procedures. The first draft of the schedules to be used in this study

sac prepared.by Mr. Robert L. Hayward, chairman of the committee. The
schedules sere further developed by committee members at Purdue.

In October, 1950, four of the five committee members, including
nr. Clarence E. Bandy of the Department of Vocational Education, met at
.Nmes, Iosa to make more detailed plans for this study.of the institutional
on-farm training program. The schedules sore completed in the Fall of
1950. They were given to a selected group of veterans and teachers in
Michigan in the Winter of 1951. This thesis deals with the Opinions of
teachers of veterans and of vocational agriculture in Michigan obtained

through the use of the schedules designed for teachers.
I. THE PROBLEM

Statement gguthg_problem. It is the purpose of this study to
determine and compare the opinions and recommendations of instructors
of veterans and instructors of vocational agriculture concerning tech-
niques and procedures employed in the institutional on-farm training
program for veterans which may be effectively used in training young
and adult farmers in Michigan. Problem.areas to be investigated in this
study are: 1. What methods of organisation and administration of this
type of program are considered best! 2. What teaching practices are
recommended for adult classes! 3. That kinds of program.planning are
~considered best for future classes! 4. What outside agencies are con-
sidered helpful! .5. Who are considered qualified to teach!, and

6. What students are considered in need of instruction?

II. DEFINITION OF TERMS USED

institutional gig-raga; going}; m. This program is author-
ized under Public Law 346, 78th Congress, and its amendment Public Law
377, 80th Congress. This legislation gives in detail the basis for
providing education and training, paying subsistence allowance for vet-
erans enrolled in approved institutions for such courses. The institu-
tional on-farm training pregram was designed specifically to provide
education and training in agriculture for veterans who had entered into
farming, and who wished to receive further education and training in
this occupation. -

Objectives of institutional on-farm training are to develop abil-
ities as follows: to make a beginning and advance in farming, to produce
farm commodities efficiently, to market farm.products advantageously, to
maintain a favorable environment, to do effective fann mechanics opera-
tions, and to improve the living conditions of the farmtfamily. These
abilities are needed by individuals to be well trained for proficiency

in farming and in farm living.

Veteran. A ssrvicanan honorably discharged frcmx World War II.
In this study, it will refer to those who are enrolled in the institu-

tional on-farm.training program.

Instructor.2£ Vocational Agriculture. A teacher meeting qualifi-

cations for teaching agriculture in high schools receiving reimbursement

from Smith-Hughes and subsequent Federal Acts.

Qualified Instructor g£.Veterans. A teacher qualified to teach

vocational agriculture, but one who teaches veterans only.

Specially Certificated Instructor g£.Veterans. A teacher not
meeting qualifications for teaching vocational agriculture, but one who

is given a special certificate to teach veterans.

CHAPTER II
REVIEW OF LITERATURE

it the present tine, no studies have been reported in Michigan
of the opinions of teachers of the institutional on-farm training pro-
gram or the teachers of Vocational Agriculture of. the institutional on-
farm training program. This pregram has been running since 1946 and
should present sane implications to be used in future adult educational
programs.

he need for studies of the institutional on-farm training pro-
gram was ably stated by Professor H. M. Hamlin1 in an address delivered
before the American Vocational Association in ttlantic City, Nos Jersey,
December 9, 1949, when he said:

Because the entire veteran retraining program as projected under
the G. I. Bill differs so radically fras our traditional concepts and
philosophy of public education, it has occasionally been referred to
as the ”great experiment in socialized education.“

Institutional (In-ram Training is significant because it has nrked
a striking departure from our conventional methods of agricultural
education. It its best, it has possibly been the best agricultural
education ever provided. In it, as have, for the first time:

1. Provided for young farmers, the age-group most neglected in
our previous programs and the one probably most deserving of
our time and attention.

2. Maintained a year-round program of instruction and a program
extending over several years for a group of adult farmers.

3. lads available adequate time for sorting sith class members
in class and on their can farms a set of high standards for
teaching loads.

 

1 H. l. Hamlin, ”The National Study of the Institutional On-Farn
Program for Veteransf'hg riculgure-;Education .Magaiin:e, :23;6, .July,;1950.

4. Cooperated with other agencies of agricultural education in
providing a type of education impossible to provide unless
resources are pooled.

5. Introduced many new procedures and devices, including the
use of farm and home plans as bases for instructional plan-

ning.
6. Developed a large staff of special teachers of adults.
Other states have completed studies of the institutional on-
farm training program. A review of their findings will be made in the

same order of items as is found in Chapter IV of this thesis.

ORGANIZATION OF CLASSES

Mr. J. H. Lintner,2

Supervisor, Ohio compared four different
types of instruction, namely: off-farm instruction taught by the vet-
erans' teacher, off-farm instruction taught by other educational agen-
cies, on-farm instruction by small groups, and on-farm individual in-
struction. It was found that instruction provided by the veterans' in-
structor in off—farm and individual on-farm instruction is of greatest
assistance in helping veterans to become established in farming. The
present totals of 200 hours on-farm and 100 hours of off-farm instruc-
tion were not excessive.

5 special study based upon 330 responses received from random

sampling of veteran trainees in Arkansas showed that:3 Although the

 

2 J. H. Lintnsr, ”values of Farm Veteran Training”, Agricultural
Education Magazine, 22:158, January, 1950. .

History and DevelOpment pi Institutional Sip-Farm Training in.
Arkansas, Arkansas State Department of Education, Division of Vocational
Education, Institutional On-Farm.Training Program, Little Rock, and Ini-
varsity of Arkansas, College of Education, Department of Vocational
Teacher Education, Fayettevills, December, 1950, p. 53.

veterans generally regarded both the organized classroom instruction
and the individual on-farm.training as highly valuable, a small major-
ity thought that the off-farm classroom instruction was more helpful
than the individual on-farm training. A small majority of the veteran
trainees said that the individual visits of the instructors on their
farms were more valuable than the field demonstrations and field praco
ticss conducted with small groups.

The Central Region Study of the institutional on-farm training
program made by Mr. James D. Hamilton4 found that veterans rated class-
room instruction of the most value and, with the exception of one state,
individual on-farm instruction was rated higher than small.group on-farl
instruction. More emphasis might be given to the improvement of indi-
vidual on-farm instruction. This suggestion is also applicable to small
group on-fanm instruction since more efficient use of instructor time

may result from this type of instruction.
PLANNING COURSE CONTENT

nr. D. W. Hartens5 found that the opinion of most of the instruc-

tors sampled in the North Central Region was that they and the trainees

 

4 James D. Hamilton, ”Implications for Adult Education from
Responses of Participants in the Veteran Farm Training Program in the
Central Region, III.” Thesis, M. S. 1951, Iowa State College, Amos.

5 D. W} Hartens, "a Summary of Procedures Used in Institutional
On—Fanm Training Programs from Responses of Instructors of Veterans
- Classes in the Central Region." (Original not seen) Thesis, M; S.
1952, University of Nebraska, Lincoln.

8

were better able to select problems than advisory boards as then organ-
ised. Important items in the course of study were: fans planning and
management, livestock practices, soil conservation, and farm and home
accounts.

On the basis of mean scores obtained in typical states, Mr. D. A.
Elliott6 reported the ranking of the 17 units of study by veteran stud-
ents in decreasing order of emphasis were as fellows: soil conservation,
livestock production practices, crop production practices, farm planning
and management, farm mechanics, farm skills, marketing fans products,
farm and home accounts, farm and home improvement, fam health and
safety, farming programs, food preservation and storage, comunity and
cooperative activities, leadership, fruit and vegetable production prace
ticss, family relationships, and recreational activities.

Kelvin I. Casper? found that important procedures folloaed by
teachers of veterans in Visconsin were: to encourage trainees to estab-
lish general farming goals and objectives, to employ democratic methods
to determine the content of courses for the group instruction, to adapt
the class schedule to the farming program of the trainees, to obtain the

cooperation of other agencies in arranging for group instruction, and to

 

5 Dean Alexander Elliott, ”Implications for Adult Education in
lgriculture from Responses of Participants in the Veterans ram Training
Program in the Central Region, II.“ (Original not seen) Thesis, H. S.
1951, Iowa State College, Ames.

V ‘ '
. Melvin I. Cooper, I"techniques and Procedures Displayed in the
Training of Veterans Enrolled in the Institutional OneThe-Farm Training
Program,” Ericultural Education Ma axine, 24:103, November, 1951

9

check the progress of the trainees by making an annual analysis of the
farm business and by keeping a record of approved farming practices

followed by trainees.
NEEDS FOR ADDITIONAL FARM TRAINING

Hr. Clarence L. Rhodes8 reported that even though more than 70
per cent of the veterans sampled in each state ears of adult-farmer age,
they indicated that young farmers would benefit most from farming in-
struction. Younger adult farmers would benefit more than farmers 36
years old and older. Farm women would benefit more than part-time
farmers, and rural non-farmers would benefit the least from instruction
in farming. Farmers who have completed vocational agriculture in high
school need further training the least. Some type of a farm.training
program should be provided to meet the needs of veterans after they have
completed their present programs. The longer the veterans have been in
the training pragram, the greater the need seen for further training of

fans groups of various ages and training.
METHODS OF INSTRUCTION

James D. Hamilton9 found that the veterans in each of the 11

states of the North Central Region study preferred the demonstration and

 

8 Clarence Lo Rhodes, ”Implications for Adult Education from
Responses of the Participants in the Veterans Training Program.in the
Central Region, IV,” Thesis, M; 3., 1952, Iowa State College, Amen.

9 Hamilton, pp. cit.

10
discussion methods of classroom teaching. Laboratory work involving
actual performance by students, and question-answer methods received
almost equal ratings. The lecture method rated below these first four
methods. Group or individual reports and debates were rated losest.

Bulletins and circulars from the home state college were the
preferred source of reference materials. Bulletins and circulars from
the United States Department of Agriculture were rated second, folloaed
by farm.texts or reference books. Veterans in tea states rated farm
magazines and papers fairly high.

J. H. Lintnerlo in his study found that discussion and demon-
stration.methods of teaching were of greatest value in teaching veter-
ans. The teacher's biggest problem was to make the instruction fit the
needs of a rather divergent group in age, educational background, .
marital status, and farming Opportunity.

Harshall G. Warrenll reported on the audio-visual materials and
methods and they are listed in rank according to the extent to shich the
veterans indicated that they should be used in an effective instructional
program: (1) demonstrations; (2) field trips; (3) motion pictures;

(4) specimens and models; (5) filmstrips and slides; (6) blackboards;

 

10 Lintnsr, pp, cit.

“- Harshall 6. Warren, ”Drlplications for Adult Education in Ag-
riculture from Responses of Participants in the Veterans Farm Training
Program in the Central Region, VII," (Original not seen) Thesis, Ht 8.
1952, Iona State College, Amos.

(7) photographs, pictures, charts, tables, and graphs; (8) bulletin
boards; (9) maps; (10) sire or tape recordings. The results of this
study suggest that the audio—visual materials and methods employed in
the institutional on-farm training program have been of considerable
value to the veterans.

J. H. Lintner12 in Ohio reported that the Agricultural Extension
Service and the Soil conservation Service, ranked highest in the voter-
ans' Opinions in their ability to provide educational opportunities to
farmers. The agencies with only a secondary educational objective;
i.e., federal lending agencies, rank lowest. Teachers of vocational
agriculture aere ranked in an intermediate position. These veterans
believe existing educational opportunities may be improved by (a) pro-
viding for more ”service“ for farmers, (b) promoting greater coordina-
tion between agencies, (c) increasing the number of educational trips,

and (d) devoting more time to the consideration of individual rather than

group problems.

ADMINISTRATION

In the Central Region study of the institutional on-fanm training

program made by Willard Anderson,13 the responses of veterans shoved

 

12 J. H. Lintnsr, 'A.Study of the Effectiveness of the Institu-
tional On-Farm Training Program in Ohio with Implications for Future Pro-
grams in Adult Education," (Original not seen) Thesis, Ph. D., 1952,
Ohio State University, Columbus. .

13 Willard.Raymond Anderson, ”Implications for Adult Education in
Agriculture from Responses of Participants in the Veterans Farm.Training
Program in the Central Region, I," Thesis, M; 8., 1952, Iowa State College,
Amos. .

I

12

that public schools, through the department of vocational agriculture,
should be responsible for instruction in a future institutional on-fann
training program. Other agencies that ranked high were the Veterans
Administration and the state college of agriculture.

The findings showed that federal funds would be the best single
source of financial aid for adult education for farmers. l majority of
the veterans preferred a combination of federal funds with other funds;
either state, local, or tuition. Mere than 50 per cent of the veterans
in each state indicated they would be willing to pay taxes for adult
education programs in local schools.

The findings of the study showed considerable variance of opin-
ions among veterans in the ll states in regard to the problans of admin-
istration, an indication, perhaps, that it is necessary to adapt the

implications of the findings to conditions within each state.
TRAINING FOR VETERANS OF FUTURE WARS

I. R..Lnderson14 also reported that more than 80 per cent of the
veterans interviewed in each of the 11 states were of the opinion that
the training they received contributed more than the subsistence pay-
ments tosard their making progress in getting started in fanning. More
than 50 per cent of these veterans indicated that they would continue
to take part in an educational farm program similar to the present one

without subsistence pay if such a program.vere offered.

 

1‘ Anderson, _o_p_. cit.

13

The findings showed that the majority of veterans preferred fsser
than 100 hours of on-farm training per year for future adult farmer
classes. fibre than 50 per cent of the veterans in six states preferred
more than 50 hours of on-fanm instruction. Fewer than 50 per cent of
the veterans recommended on-farm instruction at one seek or tea week in-
tervals. A majority of veterans in all states, except Missouri, rec-
ommended weekly meetings, and monthly meetings during busy seasons for
classroom instruction.

The majority of veterans recommended that vocational agriculture
instructors should give the instruction. Special instructors were pre-

ferred by a large number of veterans.
SUMMARY

many of the studies reported here used the schedules deveIOped
for the regional study of the institutional on~farm training program.
However, only one study using the schedules of the regional study dealt
with the opinions of teachers.

In addition, Lintner of Ohio and Cooper of Wisconsin reported
opinions of teachers regarding certain practices used in the instituional
on-farm training program. Lintner found teachers devoting full time to
adult classes seemed best. Cooper reported that teacher-pupil planning
of the course of instruction, and evaluation of the progress of veterans

based on goals and objectives cooperatively established were useful

practices.

CHAPTER III
METHOD OF INVESTIGdTION

Michigan cooperated with ten other states in the North Central
Region in a study of implications for adult education of the institu-
tional on-fanm training program for veterans. This investigation was
confined to 11 of the 13 states within the central region-olowa, Minne-
sota, Kentucy, Indiana, Missouri, Nebraska, Wisconsin, North Dakota,
Michigan, Ohio, and Kansas.

Data were collected by means of Schedule L.from'veterans and
Schedule B.from.inetructors of veterans and instructors of vocational
agriculture. Schedules were constructed in cooperation with supervisors
and teacher trainers in the various states of the central region.

Each state chainman of this research project compiled and sub-
mitted a list of full-time instructors of veterans listed by supervisory
or type of fanning area. Classes must have been in operation at least
siz.months to be included. This list was sent to Iowa State College,
where, using a table of random numbers, 50 classes for veterans in.nich-
igan were selected as shown an Figure I and Table XIV in the Appendix.
This was a geographic sampling, including the following: southeastern
Michigan, seven classes; southwestern Michigan, eight classes; northern
Michigan and Upper Peninsula, twenty-three classes; and northwestern
Hichigan, twelve classes.

l.letter was sent to the teachers of veterans selected asking

their cooperation in this study, and urging them to attend a meeting

15
on February 13, 1951, at Michigan State College for the teachers drain
in the Michigan sample. This meeting was held during a week-long con-
ference for teachers of veterans on the campus. it this meeting, 31
teachers of veterans filled out the form for teachers, Schedule 8.

They also received instructions for securing data on Schedule L.from
their farnrveteran students in a class session during the following
week. Those teachers selected, but not attending the meeting, were
contacted by teacher trainers or supervisors. In schools which had a
teacher of vocational agriculture who had some active part in this
educational program, such teachers were asked to fill out Schedule B.

The information was recorded on data sheets before sending than
to Iona State College. On.flarch 15 when these schedules were completed,
there were 6,246 veterans in training in Michigan. From.teachers asso-
ciated with the selected classes, 73 B schedules were returned. it Iowa
State College, the data were recorded on sheets and later transferred to
13! cards for processing.

This thesis is a report of the responses on Schedule Beef the
random sample of Michigan instructors in the institutional on-fann
training program, and instructors of vocational agriculture in those
schools where there was a vocational agriculture department. Schedule
l.which was used in obtaining opinions from.ths veterans enrolled in
the classes of the instructors of veterans mentioned above is being

reported on in other studies.

CHAPTER IV

OPINIONS 0F TEACHERS RELATIVE TO ADULT EDUCATION BASED ON THEIR
EXPERIENCES IN INSTITUTIONAL.ON-FARM TRAINING PROGRAM

It was felt that a study of the institutional on-farm.training
program should be made before the program is completed if any benefits
are to be derived from the experiences. A better evaluation would be a
longétime study of the success of veterans in farming. Hewever, in
order to evaluate the present program.now, one must rely on limited
evidence. As of now, how'good has this program been! The opinion of
teachers participating in the programnare some of the best evidence of
the program at this time. In this chapter, the opinions of the teachers
will be presented and discussed.

The teachers were divided into three groups in this study to
compare their Opinions of the different phases of institutional on-fsrm
training. The first group was the qualified instructors of vocational
agriculture teaching only veterans; the second group was the specially
certificated instructors for classes of veterans; and the third group
was the instructors of vocational agriculture departments in the muse
school as the Veterans' Institute. There were 22 qualified instructors
of vocational agriculture teaching veterans, 28 specially certificated
instructors for classes of veterans, and 23 instructors of vocational
agriculture in this Michigan study. If the three groups differed greatly
in their opinions on a question, the differences were reported, but if

the groups were in agreement, only the one opinion was reported.

17

I. EVALUATION OF THE PRESENT PROGRAM

In the survey blank certain questions were raised concerning
the quality of the institutional on-farm training program. Procedures
different from other adult farmer educational programs were used. Ld-
visory committees were required by law. Should they be required in
future years! I

many agricultural and educational agencies outside the school
were used in the institutional on-farm training program. Hos valuable

were these agencies in the present program!

Advisogy committees. Under Public Law 346, before enrollment of
veterans, the prospective veteran trainee needs approval for enrollment
and continuance in the program by the local advisory committee.15 This
committee has members selected from farmers in the community, members of
the county agricultural council, and businessmen. These committee mela-
bers are people who know the veteran, the farm, and the community and can
help appraise the training program and assist in determining whether
suitable progress is being made by the veterans.

In this study, 21 per cent of the teachers received no help from
advisory committees. Advisory committees were of much help to 18 per
cent of the teachers reporting. The remaining teachers received some

help from these advisory committees.

 

Institutional Qfl-Farm Training for Veterans, Office of Voca-
tional Education, Department of Public Instruction, Bulletin No. 1019,
Lansing, Michigan, 1949. p. 11.

 

 

18

If a committee was required for approving the veterans' training
program, why were they not used more? The high percentage of teachers
replying some use, brings up the question-are teachers using them to

full advantage!

Agricultural and Educational Agencies. The various agencies
were used in varying amounts by the different teachers. The composite
ratings of the Opinions of teachers relative to the amount of use Of these

various groups of agricultural and educational agencies are shown in Table I.

TABLE I

THE.AMOUNT OF USE OF AGRICULTURAL AND EDUCATIONAL AGENCIES IN
THE INSTITUTIONAL.ON-EARM TRAINING PROGRAM BY TEACHERS

 

......_..v—-— _ .—

 

 

 

Agencies ‘ much Some NOne N0 ggfiiz;
Extension Service 46 24 O O
Nflchigan State College 43 23 2 1
Soil Conservation Service 35 28 2 4
State Board for VOcational Education--

Vocational Agriculture Section 13 ~ 54 9 2
Farm and Hans Administration 10 47 10 1
Ihrm.Credit Administration (Production Credit

Association and Federal Land Bank) 5 51 7 3
Production and Marketing AdministratiOn s 41 15 2
IOrestry Service . 8 41 15 6
Rural Electrification Administration 0 34 11 19

W

19
It can be observed that the Extension Service, Michigan State College, and
the Soil Conservation Service were used very much. These agencies have
extensive staffs and could help meet the educational needs of the veter-
ans. The Farm and Home Administration, the State Board for Vocational
Education-V0cational Agriculture Section, the Production and Harketing
Administration, Forestry Service, the Farm Credit Administration, and
the Rural Electrification Administration were used some by the teachers.
In various parts of the state, some of these last agencies were not

available and in some cases were not used although they vere available.

11298 g£.instruction. All groups of teachers felt that individ-

 

ual on-farm instruction was of much value to the trainees. Classroom,
offofarm instruction was'considered by the teachers to be almost as
valuable as on-farm instruction. Instruction of small groups on the
farm was of some value to the trainees.

II. TEACHERS OPINIONS AS TO THE NATURE OF FUTURE
EDUCATIONAL_PROGRAHS FOR FARMERS

I There has been considerable deveIOpment in the adult education
program in agriculture for farmers. However, only a small portion of the
farmers are being reached and new programs of adult education for the farms
are will need to be planned to meet the probable demand of farmers. De-
partments of vocational agriculture probably will be expected to provide
adult education for more farmers. The experiences of teachers in the in-
stitutional on-farm training program will be of value in planning train-

ing programs for different types of farmers. The Opinions of teachers

20
regarding practices in planning adult education programs will be more
sound if obtained while this experience with the institutional on-farm
training program is fresh in their minds. With this in mind, questions
pertaining to class organisation, educational needs of farmers, and

teaching methods were raised.
CLASS ORGANIZATION

l number of implications concerning class organisation for future
progrmss in agricultural education for adults may be drawn from this
study. The cn-farm instruction in the institutional on-fara training
program was allowed 100 hours. This is the most time ever allowed an
adult farmer program; how successful was it!

In present adult farmer programs, the. classes generally meet a
few weeks is the winter. The institutional on-farm training program
not throughout the year. 1

mt should be the practices used in organization of classes!
there should classes meet, and for how long! How often should classes
meet? he should teach the classes! mt students should receive the

instruction!

w 1:3 offer instruction. The opinion of 96 per cent of all
teachers reporting in this study was that instruction for farmers should
be given in both the classroom and on the farm. In the future, there
should be more on-farn instruction as it is felt to be a hsic place

where learning can take place. Two of the teachers wanted all of the

21

instruction to take place on the farm. If more on-farm teaching is
used in future programs, the instructional cost probably will be higher
than present adult classes, because individual instruction reduces the

number Of students one teacher can handle.

mg; gg-farg instruction. Opinions regarding hours of on-
farm instruction varied considerable between the three groups Of teach-
ers. Practically all teachers wanted fever hours than the present pro-
gram for veterans. The modal time for each group was 35 to 50 hours.
A greater portion Of the regular teachers favored less than 50 hours of
on-fanm instruction. The greater number Of teachers of veterans wanted
more hours, mostly between 50 and 100 hours. The present program Of 100
hours of instruction on the farm.is more than adequate according to

these replies.

Freguency'gfugg-farm.instruction. The Opinions Of teachers re-
garding the frequency Of on-farm instruction differed greatly as shown
in Table II. The teachers split about evenly between visiting every two
weeks or monthly. This would mean that at least 12 visits should be made
to each student in adult programs per year. The average based on data
would be approximately 22 visits per year on the farm. It can be seen

that the amount Of on-farm instruction wanted stresses the importance

placed upon on-farm instruction by all groups of agricultural teachers.

22

Notice 2;.2grfarm visits. That an advance notice Of an on-farm

 

visit by the instructor should usually be given is the Opinion Of a
large majority Of the teachers. Some of the instructors wanted advance

notices given before every visit.

TABLE II

THE NUMBER OF OPINIONS OF TEACHERS REGARDING FARMERS' DESIRES
FOB FREQUENCY OF INSTRUCTION IN THE CLASSROOM AND ON THE FARM

 

 

rr ue c On-Farm Classroom
eq n y Instruction Instruction
W
Weekly 8 22
Biweekly 30 6
Ionthly 29 4
Biweekly in slack season--

otherwise monthly .3 11
Weekly in slack season--

otherwise monthly 3. 30
Bflmonthly 4 a,
Every three months 1 _a_

 

 

a Data not solicited

Frequency-g; class instruction. 'It was the Opinion of nearly
one-half Of the teachers that class instruction at the school or central
meeting place should be given every week in slack season, and monthly

the rest of the time. Nearly one-third Of the teachers thought that

23

instruction should be aeekly throughout the year as shown in Table II.
From.thie response Of the teachers, there was a tendency to favor a re:
duction in the number of classes held during the busy season. More than
one-half of the teachers favored monthly meetings when farmers are busy.
It seems logical to provide instruction more Often in slack season when

the pressure Of farm work is Off.

‘nggth_g£,non-shopclass sessions. The length of non-shOp class
sessions should be two hours. Some of the qualified instructors of vet-
erans wanted classes three hours long. Classes four hours in length
were considered too long. A cell organized lesson plan put over quickly

is the best policy.

Longth.gg.mechanics shop class sessionsgg The class sessions
dealing with farmumechanics should be three hours in length in the Opin-
ion of most Of the teachers. The most favorable time to have shop was
thought to be at night. About 20 per cent of the teachers Of veterans
thought a full-day class session was best. It will be noted that shOp

classes should be longer than non—shop classes.

Iggtructors. Instruction given by additional vocational agricul-
ture instructors who would give full time to adult education was thought
to be the best arrangement for assignment of teachers as shown in
Table III. Most Of the remaining teachers favored vocational agriculv
ture instructors who divided their time between the day-school program

and the adult program. Special instructors such as local farmers, machin-

24
ery dealers, mechanics, etc. were recommended by only a very few teach-
ers; possibly indicating that they are not as successful teachers as has
been believed. Not any Of the teachers of veterans wanted the regular
vocational agriculture teacher to devote part of his time to high school

teaching and part to teaching veterans.

TlBLE III

TEACHERS BELIEVED TO BE QURLIFIED AS INSTRUCTORS IN THE
INSTITUTIONAL ON-EARM TRAINING PROGBAH

w..-” ““”-—«—"—.-—'-—._-'-¢. - -c—._. _ -_

   

--L---- *-._._-__—~—__~—. -.—--.———..———~-

_ .4--.o _.

Opinions of Opinions of Opinions Of
Regular Agri- Qualified Specially cert-
Suggested Instructors cultural Yeterans' ified Veterans'
Teachers Instructors Instructors

 

.—.

The regular vocational agri-
culture teacher who de-
votes part Of his time to
~high school teaching 4 O 0

In additional vocational agri-
culture instructor who
would give full.time to
adult farm.education 8 ll 16

In additional instructor of
vocational agriculture so
that more time is available
for adult work by both in-
structors lO 8 5

Special instructors-local
farmers, machinery deal-
ers, mechanics, etc. , l 3 ?

 

 

25

my. instructors' flag. In their responses, the instructors
felt that between 25 and 50 per cent Of the instructors’ time should be
devoted “to individual and small group instruction on the farm. However,
the specially certified veterans' instructors favored at least 50 per
cent of the time be devoted to the individual. It would seem that a
suitable agricultural education- program should allow approximately 50

per cent Of the time for individual instruction on the farm.

Class membership. In the Opinions Of all three groups of teach-

ers the greatest emphasis in the adult education program should be with
the young farmers, and young adult farmers between the ages of 26 and
35, as shown in Table I7. Farm women and older adult farmers would
profit from some instruction and part-time farmers to a lesser extent.
Teachers believe that rural non-farmers would probably receive the

least benefit from instruction in farming.

TABLE IV

WS’ OPINIONS OF THE BENEFITS WHICH VARIOUS GROWS
WOULD 3mm FROM INSTRUCTION IN PARKING

 
  

   

.V._...____-<W ...- _

- .- —._..a._a.. ‘_ _.....-..-._. -_..._.. _ -“u--—_..__ ___..-m _.-_.._.-..~—P.._——

Groups loch Sons None Uncertain

 

W
Young farmers (ages 16-26) 55 16 O l
ddult farmers (ages 26-35) 54 18 0 0
ldult farmers (ages 36 or older) 24 45 l 3
Farm women 23 44 O 4
Part-time farmers 19 45 4 5
Rural non-farmers 'I 32 15 18

26

This table definitely shows that the younger age groups of fann-
ers will probably profit most from instruction in vocational agriculture
as indicated by the opinions of the teachers. Future classes should be

organised to meet the needs of these groups especially.
PLANNING COURSE CONTENT

In most class situations, a teacher of adults is a leader of the
discussion and a help to finding sources of information. There are var-
ious ways of developing courses in adult agricultural education. The
course may be developed around one enterprise or cut across several en-
terprises as in soil conservation. In planning courses, the procedures
need to provide for individual participation and activity, have individ-
ual instruction, and be democratic in procedure.

In this section, consideration will be given to the teachers'
responses on has much class participation should he used in planning or
conducting the program. Hos should class groupings be made! ‘Ihat

should be included in a course of study!

Prgggam,Planning. In program planning, 85 per cent of all teach-
ers favored teacher-student organising, planning, and conducting the
educational program. The students should have an important part in
planning the-program. The teachers rated teachers in general of less
importance than the students in planning the program. the advisory
collittee-Ias used only some in planning the educationadgpangramho The

school superintendent ans used very little, and 20 per cent of the

27
teachers thought he should have no part at all. This was probably be-
cause he would have little specific help for planning the details for

educational programs.

TABLE V
o
TEACHERS' OPINIONS REGARDING BASES WHICH SHOULD BE
USED FOR GROUPING PERSONNEL IN ADULT EDUCATION CLASSES

 

 

 

Specially
Regular Qualified Certificated
Bases Agricultural Veterans' Veterans‘
Teachers Instructors Instructors
Age 0 l l
Farming status 0 0 0
Farming interests 10 5 7
Previous training 0 O 2
Location of farm. 0 0 0
A combination of the above factors 13 15 18

 

 

 

 

WI

Grouping_farmers'in classes. The majority of all the teachers, as
shown in Table V, felt that in schools having more than one class, the
farmers should be grouped into classes by a combination of factors. The
most important factor was farming interests. Other factors that should

be considered are age and previous training.

Choosing farm problems and jobs. In choosing farm.problems and

farm jobs to be taught, the most important factor was what are the

28

leading farm enterprises of the community as shown in Table XV in the
Appendix. Closely following this in importance was the experiences,
interests, and opinions of the majority of the farmers in the class.
Other factors to be considered relatively unimportant in choos-
ing content of the instructional program are: ability of the instructor,
information obtained from local surveys, subject matter information
available, suggestions of advisory committees, and anticipated changes
in farming. These are listed in decreasing order of importance, but
were grouped closely. In other words, these factors are of about the

some importance.

gagggg.g£.giggz. ‘A systematic plan of instruction is needed.
The several parts of the course of study may be planned as a develop-
ment of a comprehensive plan for the shale farm. This suggests the
developing of a series of units, each of which is designed to develop
approved practices for the purpose of developing improvements of the
farm and farm home. Each unit, which may be either a farm enterprise or
a subject area, should be divided into those specific problems or jobs
important to the needs of veterans.

In the opinion of teachers units that should be stressed much in
the course of study were: farm planning and management, fanm and home
accounts, soil conservation, livestock production practices, crop pro-
duction practices, farm mechanics, and farm skills-castration, dehorn—.

ing, laying out terraces, etc. as shown in Table VI.

TABLE VI

TEACHERS' OPINIONS OF THE AMOUNT THAT
UNITS BE STRESSED IN THE COURSE OF
STUDY

29

 

 

Unit

Much Some None Uncertain

 

 

Farm,planning and management
Farm and home accounts

Soil conservation

Livestock production practices
Crop production practices
Farm Mechanics

Farm skills-u-castration, dehorning,
laying out terraces, etc.

Marketing fanm products
Farm and home improvement
Farm health and safety
Farming programs

Family relationships

Community and cooperative activities

Food preservation and storage

Leadership

Fruit and vegetable production practices

Recreational activities

61

56

55

53

53

48

44

38

35

34

32

28

26

22

19

16

5

12

17

18

20

2O

25

30

35

38

39

38

42

45

44

51

49

60

W
W

30

These units, except farm mechanics and farm skills, might be
elements of farm planning and management and thus could be closely tied
together in a course of study. Farm mechanics and farm skills are doing
types of instruction, and help give a variety of activities to the course
of study.

Unite to be stressed some in the course of study in the opinion of
the teachers were: marketing farm products, farm and home improvements,
farm health and safety, farming programs, family relationships, community
and cooperative activities, food preservation and storage, leadership,
fruit and vegetable production practices, and recreational activities.

These units do not deal with production, and probably do not
challenge the interest of the students like the units to be stressed much.
Some of the last units are somewhat personal in nature and are, perhaps,
hard to handle on a class basis.

The course of study unit, recreational activities, had only five
teachers indicate it as of much value. Four teachers indicated recrea-
tional activities of no value, and four teachers were uncertain. However,
6O responses checked it as having some value in the course of study and

such activities should not be entirely omitted.

Class time for emergency farm problems. In the class session,
no time limit for discussion of emergency farm problems was indicated
by the instructors as the best practice. Those who would put a time

limit on discussion of farm emergency problems mostly favored 30 minutes.

31

It is important to spend ample time on these emergency problems as they

arise, and help the students develop satisfactory answers.
NEEDS FOR ADDITIONAL FARM TRAINING

Who needs adult education! To what extent does it vary with
previous training! Do farmers she have ccmleted institutional era-farm
training, high school vocational agriculture, or college agricultural
training need further farm training! These are important questions to
have answered so that future agricultural training programs will be

adequate.

Class membership. or the teachers' responses, 80 per cent
thought farmers who had completed institutional on-farm training needed
further farm training. They also thought that 95 per cent of the voca-
tional agriculture high school students needed further instruction. 0!
farmers who have attended a college of agriculture, 65 per cent of the
teachers thought they needed more training.

From these responses, the teachers indicated that they firmly be-
lieve that education is a continuing process. There is a need for addi-
tional farm training programs for all farmers, regardless of previous

training .
TEACHING METHODS

Many aids were used in the institutional on-fam training program.

Of what importance were these aids in improving the instructioml program?

32

Classroom teaching methods. methods to use in classroom teach:
ing rated good by the teachers were: demonstrations, discussion by
class members, laboratory--actual performance by students, and question
and answer as shown in Table VII. Group or individual reports, debates,
and lectures were rated fair in value. This shows that teachers think
that students want more activity in the instructional.program, rather
than dry lectures by the instructors or sessions where individuals do

most of the talking.

TABLE VII

RATINGS OF TEACHERS OF DIFFERENT METHODS OF CLASSROOM TEACHING

 

 

 

Hbthcd Good Fair Poor Uncertain
Demonstration 72 ll 0 0
Discussion by class members 62 9 2 0

Laboratory—-actual performance by

' students 57 15 0 0
Question and answer 34 33 6 0
Group or individual reports 26 36 4 5
Debates 17 33 16 7

Lecture 7 44 21 1

 

 

33

Teaching practices used ig.classroom instruction. The Opinions
of all three groups of teachers concerning relative importance of teach-
ing practices were nearly alike and reported as one opinion. In the
opinion of teachers practices of much importance for improving the
classroom instruction were: secure qualified instructors; the practice
of connecting problems to actual farming situations of the students;
farm visits by the instructor; active participation by all students;
bring in specialists; securing recent books, bulletins, and farm
magazines; giving time to individual farm problems of the students;
using local information; use of movies, slides, and other visual aid
material; and changing teaching methods from time to time.

Setting up goals for each practice, supervised study in the
classroom, use of notebooks, and home study were of some importance
as teaching practices as shown in Table VIII. Teachers probably do
not think that these types of activities appeal to adults in classes.

Supervised study in the classromm and home study received many
responses in the none column. Do they need more emphasis or are they

of questionable use?

TABLE VIII

OPINIONS OF TEACHERS OF THE
BEL‘TIVE IMPORTANCE OF TEiCHING PRACTICES

.FOR IMPROVING CLASSROOM INSTRUCTION

Practices

34

Much Some None Uncertain

 

 

fir
—_

Secure qualified instructors

Connect problems to actual farming
situations of students

larn.visits by the instructor
Have active participation by all students
Bring in specialists

Secure recent books, bulletins, and
famm'mngaxines

Give time to individual fam problem:
of students

Use local information

Use movies, slides, a: other visual aids
Change teaching methods fro: thee to time
Set up goals for each practice
Supervised study in the classroom

Use notebooks

Home study

64

61
5?
56

48

47

46

38

36

25

12

14

‘23

24

24

34

35

34

43

41

42

c: h‘ rs

0

he so so

 

35

Improvement‘gf‘ggyfarm instructiqg. Activities to be given much

emphasis for improving on—farm instruction in the Opinion of the teach-
ers, as shown in Table II, were: getting acquainted with the farm
situation, supervising record keeping and analysis, following up of

class instruction, and demonstrating practices or skills.

TABLE IX

THE OPINIONS OF TEACHERS REGARDING THE AMOUNT OF EMPHASIS TO BE
GIVEN.ACTIVITIES OF TEACHERS FOR IMPROVING ON-FARM INSTRUCTION

 

 

 

-t Activities much Some None Uncertain
=aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Getting acquainted with farm situation 57 16 O O
Supervising record keeping and analysis 51 22 0 0
Following up of class instruction 51 2O 0 2
Demonstrating practices 41 31 0 l
Supervising home study-~regular

agriculture teachers 4 46 17 6
Making a social visit 1 45 15 12
m W

 

 

From the Opinions of teachers regarding the amount of emphasis to
be given activities of teachers for improving on-farm instruction, it
can be seen that: the individual can be better understood when his home
farm is known by the teacher, the teacher should spend time on records
and their analysis of the farm business, and the teacher should follow

up class instruction and see that it is put into practice when possible.

36
It is easier to demonstrate practices than to talk about or dee-
cribs them to a class. The student can learn more readily the skill
through a demonstration. It is doubtful if very many students try out
a new practice that is only described to them.
Of some value were activities such as supervising home study by
the regular agriculture teachers, or making a social visit. The latter

provides little on-farm instruction.

Reference materials for adult classes. Bulletins and circulars
fro-.Uichigan State College were rated far superior to any other type of
reference for adult classes as shown in Table I. These materials,
developed in our state, give farmers information that is adapted to
their needs. These bulletins and circulars cover particular subjects on

Michigan conditions making them valuable class references.

TABLE I

TEACHERS‘ RATING OF THE VALUE OF DIFFERENT REFERENCE
MATERIALS FOR ADULT CLASSES IN AGRICULTURE

    
    

.____._._ __._—.’..-- .. .._..—_._..‘_...._. _... _—M-w—-—m~m-~—..--'-.—_..._._—-- ~-.~_._._..._.— a»...

Reference Material fluch Some None uncertain
W

Bulletins and circulars from your

     

home state college 60 13 O 0
Firm magazines and papers 39 29 1 2
Tina texts or reference books 37 34 l l

Bulletins and circulars from the United
States Department of Agriculture 22 45 3 3

Bulletins and circulars from other
state colleges 9 53 8 3

W

 

l

 

37

Farm magazines and papers and farm texts or reference books have
also much value as reference material. Their use is probably limited to
the material presented fitting the farming situations of adult class
members.

Bulletins and circulars from the United States Department of
Agriculture and bulletins and circulars from other state colleges were
of some value. They are too general and try to cover the whole United

States in one bulletin.

Audio-visual aids for classroom instruction. According to the

 

Opinions Of teachers audio-visual aids Of much use in an effective in-
structional program were: blackboards, field trips, and specimens
(grain, insects, and models-~1ivestock, buildings, etc.). This is
shown in Table II. These aids help the teacher show, as well as tell,
the students about abilities that can be used on his home farm, Student
interest is higher where action in class work is provided.
Demonstrations; photographs, pictures, charts, tables, graphs,
film.strips, and slides; motion pictures; bulletin boards; maps; and
wire or tape recordings were considered of some use in an effective

instructional program.

TABLE XI

38

THE OPINIONS OF TEACHERS REGARDING THE EXTENT OF USE OF VARIOUS

AUDIO-VISUALLAIDS IN AN EFFECTIVE INSTRUCTIONAL.PROGRAM

 

 

Teaching Aids

Blackboard
Field trips

Specimens (grain, insects) and models
(livestock, buildings, etc.)

Demonstrations

PhotOgraphs, pictures, charts,
tables, and graphs

filmstrips and slides
Ubtion pictures
Bulletin board

laps

‘Wire or tape recordings

Much Some None Uncertain

48

40

36

35

24

17

12

13

25

32

34

37

49

56

59

57

62

51

 

 

39

SOCIAL.ACTIVITIES OF ADULT CLASSES

Recreational activities for adult education classes. It has been
generally felt that adults, like youth, enjoy playing. There are those
who have felt that some adults were attracted by the games more than by
the educational program. What types of recreational and social activi-
ties are best suited to adult agriculture classes? Will the class in-
terest be greater because of social activities! In answering these
questions, only about one-half of the instructors indicated that they
used any of these activities very much. This would seem to indicate
that these activities are not used to a very large degree in adult
class programs.

Trips and tours, and occasional programs for families were rated
the most valuable by all the instructors. These were closely followed
in importance by an annual banquet and refreshments.

The next activities were rated low. They were basketball, base-
ball, and softball teams; dances; and a variety of games. There seems
to be little need for these activities in an adult program.

0f no importance were fishing and camping trips. This type of
activity can best be carried on in the individual family, rather than

as a class activity.
USE OF RESOURCES AND AGENCIES

The use that could bg_made‘g£ agricultural and educational agencies.

Earlier in this study, the teachers' use of agricultural and educational

4O

agencies in the institutional on-farm training program was reported.

This part is concerned with the question, 'COuld agricultural agencies

be of assistance to the educational program!” In program planning, it is
important to know where to turn for help and assistance of other agencies.

The Extension Service, Michigan State College of Agriculture, and
the Soil Conservation Service were selected as those which could offer
much assistance for an agricultural education program. These agencies
have subject matter available on many aspects of agriculture, and they
have specialists who can be used in many kinds Of agricultural education
classes. Their willingness to help also makes them a desirable aid.

The State Board for Vocational Education, Vocational Agriculture
Section was thought to be able to offer some assistance for the educa-
tional pregram. Its assistance is primarily in helping schools meet legal
requirements in order to qualify for financial aid, but their staffs can
be used as consultants on teaching methods and practices.

Perestry Service, Production and Marketing Administration, Farm
and Home Administration, Rural Electrification Administration, and the
Fhrm Credit Administration, respectively, were thought valuable in offer-
ing some assistance. Their services are less extensive than those rated

of much value. These data can be found in Table XVI in the Appendix.

The use that could bg_made g; agricultural associations and
organizations. Agricultural associations and organizations have been
used in adult farmer educational programs and now in the institutional

on-farm.training program. Farmers are members of these various groups

41

and feel a close relationship to them. To what extent would agricul-
tural associations and organizations be helpful to the educational pro—
gram!

The Dairy Herd Improvement Association, and the Artificial Insem-
ination Associations could Offer much help to an educational program.in
Michigan. Local and community cooperatives, Crop Improvement Associa-
tions, and other livestock and poultry improvementassociations could
be of some help. These associations of farmers have programs affecting
many farmers, and can provide both printed materials and resource per-
sons.

Farm management Associations and State Farm Cooperatives were
also considered Of some help. Table XVII in the Appendix shows the

teachers' reaponses to this question.
ADMINISTRATION

Financing adult farmer programs. Two methods of financing adult
farmer programs considered best by the teachers were use Of funds from:
(1) federal, state, and local sources and (2) tuition supplemented by
federal, state, and local funds. By indications, as shown in Table XII,
the teachers seem to feel it is the responsibility of all levels of
government to support these adult education pregrams.

There were some teachers who felt that only federal and state funds
should be used for financing adult farmer programs. Only a few chose

federal and local funds or state and local funds for adult programs.

42

TABLE XII

TEACHERS' OPINIONS OF'METHODS CONSIDERED BEST
FOR.FINANCING~ADULT FARMER PROGRAMS

W

 

 

 

Specially
M th d Regular Qualified Certificated
e O 3 Agricultural Veterans’ Veterans'
Teachers Instructors Instructors
Federal funds I 2 2 4
State funds 0 0 1
Federal and state funds 3 4 1
Local school funds 0 l 0
Federal and local funds 1 I 1 1
State and local funds 1 l 1
Federal, state, and local funds 9 6 ll
Tuition charge for students
taking the training 0 O A 0
Tuition, plus financial aid
from federal, state, and
local funds 8 7 9

 

 

Tuition charged to the students alone taking the training was not
indicated as desirable by a single teacher. From this, it seems the
teachers felt it is the government's responsibility to at least pro-

vide most of the money to finance adult farmer programs.

In response to the question, ”WOuld you be willing to pay taxes

for an adult education program in local schools!”, 84 per cent of all

43

the teachers responded that they would. The other 16 per cent acre un-
certain. Thus, the teachers felt adult education is important enough

for them, as citizens, to financially support it by taxes.

M gmlggbg charged _f_g_z_; agricultural classes! There
as wide disagreement by the teachers in that should be charged students
for a course including cn-fann instruction after the present institutional
cn-farl training program is completed. The range of recommended charges
can from none to $50.00 as shown in Table n11. None of the charges
mentioned received a majority of responses; consequently, the mount
to charge for course fees of future programs must be considered 'care-

fully at each school planning a course.

TABLE XIII

TEACHERS' OPINIONS REGARDING THE AMOUNT OF
COURSE FEE TO CHARGE FOR ADULT EDUCATION PROGRAMS

 

 

 

 

Specially
Regular Qualified Certificated
Course fee to charge Agricultural Veterans' Veterans’
Teachers .Instructors Instructors
None 2 5 6
$1.00 2 0 1
$5.00 l0 3 3
$10.00 4 8 8
$15 .00 ’ 2 1 3
$25 .00 3 s 4
835 .00 o o o
$50.00 0 0 73
More than $50.00 0 0 0

33.9. should be responsible _f_g_r_ giving £113 instructionjs} Approxi-
mately tea-thirds of the teachers indicated that the public schools,
through the vocational agriculture department, should be responsible
for giving the instruction. The instruction would be handled in the
same manner as the present program. The remainder of the teachers' re-
sponses were divided into many small groups. The public schools, with
or without vocational agriculture departments, was suggested by 16 per

cent of the teachers; state colleges of agriculture by 11 per cent; the

45
Extension Sevice by 7 per cent; and the Veterans' Administration by
5 per cent. It is evident that the teachers felt that the veteran
should get his vocational training through the local school. Schools
not having a.department of vocational agriculture aould have this re-
sponsibility if the veterans lived in their patronage-area in suffi-

cient numbers to justify classes.
III. MINING FOR VETERANS 01' FUTURE WARS

Training 193. M Ln- t_h_e_ _a__r_z_n_e_d __f_c_>_r_c_g_s_ _a__‘_t_ present. Eighty-four
per cent of the teachers felt that there should be another instituional
on-farn training program for those in the armed forces at present.
Another 12 per cent sere uncertain, thus another program received the
approval of almost all the teachers. One teacher stated that there
should be no future program. Is this teacher doing an adequate Job at

present! We should plan for a future on-farm training program.

£95833. p_f_ trainigg for future pragrams. The teachers' responses
shoved a side difference of opinion on the length of future training
programs for veterans. The majority, 62 per cent, aanted four years;
the same as the present pragran.

The rest of the teachers split up with 15 per cent ranting tae
years, and another 15 per cent venting three years. Eight per cent of
the teachers wanted more than four years. Only me teacher felt that

one year use long enough.

46

Subsistence 221 for qualified trainees. Qualified trainees in a
future program should receive subsistence pay as in the present pregram
was indicated by 78 per cent of the instructors, 14 per cent acre un-
certain. This left only 8 per cent of the teachers wanting no subsist-
ence pay for future programs. Subsistence pay should be planned for

future programs.
000..

The findings reported in this study do not cover a11.the items
found in Schedule B. Only items relative to the purpose of this study

were used.

CHAPTER V
SUMMARY OF THE FINDINGS

During the progress of World war II, the Congress of the United
States, recognizing the problems of servicemen in their readjustment to
civilian occupations at the end of hostilities, legislated the most in-
tensive subsidized educational program for all veterans ever sponsored
by our government. Part of this educational program was the institu-
tional on-farm training program for veterans who were farming.

The regulations of the institutional on-farm training program
require that each trainee be given a minimum of 200 hours of classroom
instruction, and 100 hours of on-farm instruction. Classes of veterans

were limited to 25 students per instructor, with 20 student preferred.

Pugose pit-:13 M. The purpose of this investigation was to
detenmine the opinions of the teachers of veterans of the institutional
on-farm training program, and teachers of vocational agriculture con-
cerning techniques and procedures of the institutional on-farm training
program which may be applied to other programs of agricultural education

for adUItso

M3321 investigation. A schedule was made to solicit the
opinions of instructors in a regional study and was used in getting the
Opinions reported in this investigation.' A.sample of 50 teachers was
drawn from a list of full-time instructors of classes of veterans of\

p

each state which had been in Operation at least six months.

48

In Michigan, 31 of the teachers of veterans attending a teachers
of veterans conference, at Michigan State College, in February, 1951,
filled out schedule B. The other 19 teachers of veterans, and 23 teach-
ers of vocational agriculture were contacted by state supervisors or
teacher trainers in agricultural education from Michigan State College.

In this study no statistical determinations were made, because
very little difference of opinion was found between the instructors of
veterans and the teachers of vocational agriculture on the various items

used in this study of schedule B.

I. EVALUATION OF THE PRESENT PROGRAM

Advisory committees. Advisory committees were of some help to
61 per cent of the teachers. These committees were of much help to 18
per cent of the teachers, but 21 per cent of the teachers reported no-
help at all. The high percentage of teachers reporting some help may

indicate that studies are needed on how to use advisory committees.

Aggicultural and Educational Agencies. The amount of use of
agricultural and educational agencies in the institutional on-farm
training program by teachers were as folloss: much-Extension Service,
flichigan State College, and Soil Conservation Service. Some-State
Board of Vocational Education-Vocational Agriculture Section, Farm and
Home Administration, Production and Marketing Administration, Forestry
Service, Farm.Credit Administration-Production Credit Association and
Federal Land Bank, and Rural Electrification Administration. These

agencies are valuable to a teacher in presenting to his classes the

49

broad picture of farming as it is today.

II. OPINIONS OF TEACHERS AS TO THE NATURE OF
FUTURE EDUCATIONAL PROGRAMS FOR FARLERS

Organization.g£ classes. The Opinion of 96 per cent of all teach-
are use that instruction for farmers should be given both in the class-
room, and on the farm. The modal time of the number of hours of on—farm
instruction was 35 to-SO hours. The teachers split about evenly between
visiting the farm every two weeks or monthly. This would mean at least
12 visits to each student in the adult program per year. in advance.
notice of an on-farm visit should usually be given by the instructor.

It can be seen that the amount of on-farm instruction wanted stresses
the importance placed in this instruction by all groups of agriculture
teachers.

It was the opinion of about one—half of the teachers that classes
at the school or central meeting place should be given every seek in
slack season, and monthly the rest of the time. Another one-third of
the teachers favored meeting-usekly throughout the year. Non-chap class
sessions should be about two hours in length, and shop classes should be
three hours in length.most of the teachers felt.

Instruction given by an additional teacher of vocational agricul-
ture, who would give full time to adult education was thought to be the
best arrangement for assignment of teachers. Special instructors were
recommended by only a very few teachers.

Farmers between the ages of 18 and 35 were thought to benefit much

50

from an adult education program. Farm women and older adult farmers

would benefit from some instruction.

Planning course content. In program planning, 85 per cent of all
the groups of teachers favored teacher-student organizing, planning, and
conducting the educational program. Advisory committees were used only
to a limited degree in program planning. Farmers should be grouped in
classes by a combination of factors, namely: age, farming status, farm-
ing interests, previous training, and location of the farm.

In choosing farm problems and jobs to be taught, the most im-
portant factor to consider was the leading farm enterprises of the com-
munity. 0f much importance were experiences, interests, and opinions of
the majority of farmers in class. 0f some importance were: the ability
of the instructor, information from local surveys, subject matter infor-
mation available, suggestions of the advisory committees, and anticipated
changes in farming. Why were local surveys rated low when they are a
means of finding leading community enterprises!

The units to be stressed in the course of study ranked much by
the teachers were as follows: farm planning and management, farm and
home accounts, soil conservation, livestock production practices, crop
production practices, farm mechanics, and marketing farm products. Some
stress should be made in units of: farm and home improvements, farm
health and safety, family relationships, community and cooperative activ-
ities, food preservation and storage, leadership, fruit and vegetable pro-

duction, and recreational activities.

51

In the class session, no time limit for discussion of emergency
fanm problems was indicated by the instructors as the best policy. It
seems advisable to spend ample time on these problans to help the students

work out the solutions.

Needs for additional farm training. 0f the teachers' responses,
80 per cent thought farmers who had completed the institutional on-fann
training pregram needed further instruction. Also, 95 per cent of the

teachers thought vocational agriculture high school students needed fur-

ther instruction.

Teaching methods. The teachers rated classroom teaching methods
good as follows: demonstration, discussion by class members, laboratorync
actual performance by students, and question and answer. “ethods ranked
fair were: group or individual reports, debates, and lectures. The
teachers seem to feel that students want more activity in the instruc-
tional program.

Qualified instructors, the teachers felt, were most important for
improving classroan instruction. Also rated of much importance by the
teachers were the practices of connecting problems to actual farming
situations of the students, active participation by all students in the
class, using specialists, securing recent books, bulletins, and fan!
magazines, giving time to individual farm problems of the students,
using local information, use of movies, slides, and other visual aids,
and changing teaching methods. Setting up goals for each practice,
supervised study in the classroom, use of notebooks, and home study were

of some value.

52

The teachers felt the activities for improving on-famm instruc-
tion to be given much emphasis were: becoming acquainted with the farm
situation, supervising the keeping and analyzing of records, following
up of class instruction, and demonstrating practices or skills. Of some
value were: supervising home study, and making a social visit.

Bulletins and circulars from Michigan State College were thought
by the teachers to be far superior to any other type of reference material
for adult classes. Farm.magazines and papers, and fanm tests or reference
books are of much value. Bulletins and circulars from the United States
Department of Agriculture and other state colleges have some value.

The teachers felt no one teaching aid for effective classroom in-
struction was outstanding. Blackboards, field trips, use of specimens,
and demonstrations were of much use as teaching aids. Photographs, pic-
tures, charts, tables, graphs, film strips, slides, maps, and wire or

tape recordings were of some value as aids.

Social activities.g£ adult classes. Trips and tours, and occasional
programs for families were rated as the most valuable activities. These

were closely followed by an annual banquet and refreshments at meetings.

Eggugg resources and gggncies. The Extension Service, Michigan
State College of Agriculture, the Soil Conservation Service, and the
State Board of Vocational Education-Vocational Agriculture Section, could
be of much use in the institutional on-farm training program was the opin-
ion of the teachers. 0f some use to the program were: Forestry Service,
Production and Marketing Administration, Farm and Home Administration,

and the Farm Credit Administration.

53
The teachers felt that much use in the institutional on-farm
training program could be made of Dairy Herd Improvement Associations,
and Artificial Insemination Associations. Crop Improvement Associations,
Local and Community Cooperatives, other Livestock and Poultry Improve-
ment Associations, Farm Management Associations, and State Farm.Cooperar

tives were of some use to the program.

Administration. The-two methods of financing adult farmer edu—
cation programs considered best by the teachers were use of funds from:
(1) federal, state, and local funds, and (2) tuition supplemented by
federal, state, and local funds. Of all the teachers responding, 84
per cent would be willing to pay taxes to support an adult education
program in local schools. There was little agreement among the teachers
on what should be charged students for an adult farmers' course.

Approximately two-thirds of the teachers indicated that public
schools, through the vocational agriculture department, should be re-

sponsible for giving the instruction.

Training for veterans g£.future wars. Eighty-four per cent of the
teachers felt that there should be another institutional on-fam training
program for those persons in the anned forces at the present time. The
majority of the respondents, wanted the length of the future training
program to be four years. The qualified trainee in a future program
should receive subsistence pay was recommended by 78 per cent of the in-

structors.

54

III. SOME EDUCATIONALhIMPLICATIONS OF THE FINDINGS

From this study, the opinions of the teachers indicated that:

l. The younger fanmers are the ones who should receive the most
training. fibre classes are needed for farmers 16 to 35 years of age.
These farmers are in a transitional period, and can be helped in adult
farmer classes.

2. Future adult farmer classes probably should be organized on
a year around basis with a continuous educational program. Frequency of
class meetings could be planned around the farm work load. Here meetings
can be held in slack seasons, but some meetings might be held every month
of the year.

3. The teacher probably should be employed to work full-time with
adult farmers. This was considered better than a teacher splitting his
time between adult and day school programs. Teachers probably feared
that the adult program would be slighted if a combination was arranged.

A teacher with a specific part of the agriculture program, as adult fann—
ers, could concentrate all his efforts on it, and probably would achieve
greater results for his undivided efforts.

4. More instruction time is probably needed in the classroom than
the present minimmm.required in adult farmer classes. There is a feeling
that more than 50 hours of classroom instruction might be provided each
year. For the most part, classes should be about two hours in length,
except if the class is conducted in the shop or laboratory.

5. On-farm instruction was rated very important by the teachers

55
and in the future more time probably should be allowed for this type of
instruction. This is in contrast to the present in which only a few
visits are made. For the most part, teachers wanted 12 visits to each
student per year as e.minimum, if each visit would be about two hours in
length. A teacher having 25 adult students would have to spend a minimum
of 600 hours of on-fanm instruction per year. This is equivalent to
one-fourth of his time being spent out on the farm. Teacher time and
load will need to be scheduled to accomplish this.

5. In the Opinion of the teachers in this study, it is the re-
sponsibility of all levels of government to support an adult education
program. However, there was a tendency to feel that adults should help
pay for the classes. In no case was it felt that the class members‘
should support the program entirely.

7. There is still to be tried this kind of program.with young
farmers without subsistence pay. Whether the in—training payments have
colored the veterans’ viewpoint has yet to be discovered. It is hoped
that they were interested in the training program for other things than
the subsistence pay alone. Other devices may need to be used to increase

interest in future adult education classes.

1.

2.

3.

4.

5.

6.’

56

IV. REEDMIENDATIONS FOR FURTHER STUDIES

A study to determine whether the teacher's background of training,
teaching, and farming affects the success of his students in be-
coming established in farming.

What kinds of needs, both agricultural and non-agricultural, do farm
veterans have!

What happens to veterans after they leave the institutional on-farm
training program!

How do instructors spend their time when they visit students on their
farms!

How can group instruction be used both on and off the farm!

How can advisory cmitteee be developed and used in an adult farmer
educational program!

How are objectives used in planning courses, determining learning
procedures, and evaluating outcomes in the institutional on-farm

training pregramt

BIBLIOGRAPHY

58

Anderson, Willard Raymond, “Implications for Adult Education in Agricul-
ture from Responses of Participants in the Veterans Farm Training
Program in the Central Region, I," Thesis, M. S., 1952, Iowa State
College, Amos. pp. 93.

COOper, Melvin W., ”Techniques and Procedures Employed in Training of Vet-
erans Enrolled in the Institutional On-Farm Training Program,” Agricul-
ture Education Magazing, 24:103, November, 1951.

Elliott, Dean Alexander, “Implications for Adult Education in Agriculture
from Responses of Participants in the Veteran Farm Training Program
in the Central Region, II,” (Original not seen) Thesis, M. S., 1951,
Iowa State College, Amos. ‘pp. 164. .

Hamilton, James D., "Implications for Adult Education from Responses of
Participants in the Veterans Farm Training Program in the Central
Region, III,” Thesis, M. S., 1951. Iowa State College, Amos. pp. 124.

Hamlin, H. H), ”The National Study of the Institutional On-Farm Program
for Veterans,“ agriculture Education Magazine, 23:6, July, 1950.

History and Development‘gf Institutional gngarm Training_ig_Arkansas,
Arkansas State Department of Education, Division of Vocational Edu-
cation, Institutional On-Farm Training Program, Little Rock, and
University of Arkansas, College of Education, Department of Vocational
Teacher Education, Bulletin, Fayetteville, December, 1950. pp. 62.

InstitutionalwgggFarm Training for Veterans, Office of Vocational Educap
tion, Department of Public Instruction, Bulletin No. 1019, Lansing,
Hfichigan, 1949. pp. 60.

 

 

Lintner, J. H., "Values of Farm Veteran Training," Agricultural Education
us zine, 22:158, January, 1950.

Lintner, J. H., ”A Study of the Effectiveness of the Institutional On-
Farm Training Program in Ohio with Implications for Future Programs
in Adult Education,“ (Original not seen) Thesis, Ph. D., 1952,
Ohio State University, Columbus. pp. 394.

Martens, D. W., "A Summary of Procedures Used in the Institutional On-Fanm
Training Program from Responses of Instructors of Veterans Classes in
the Central Region," (Original not seen) Thesis, M. S., 1952, Univer-
sity of Nebraska, Lincoln. pp. 78.

Rhodes, Clarence L., "Implications for Adult Education from Responses of
the Participants in the Veterans Farm Training Program in the Central
Region, IV,“ Thesis,'M. S., 1952, Iowa State College, Amos. pp. 117.

APPENDIX

 

 

 

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FIGURE I

  
  
   
   

 

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1 Indicates the location of classes drawn from the Veterans Institute
in these centers

 

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TABLE XIV

so

MICHIGAN TEACHERS RESPONDING TO SCHEDULE B

INSTITUTIONAL ON-FARMITRAINING IN THE CENTRALIREGION QUESTIONAIRE

1951

 

 

School

Teacher of Veterans

Teacher of Agriculture

 

 

Bums!
Bay City
Beaverton
Big Rapids
Cadillac
Caledonia
Carson City
Cheboygan
Chesaning
Goldwater
Cooke
Douagiac
Elkton
Fairviea
relch

Crank Ledge
Bart
Hickory Cerners
Ironwood
Lake Odessa
Leslie
lnrlette
lbnroe
Ihunt Pleasant
Nhrth Branch
Olivet

Paw Paw
Peek

Perry
Petoskey
Pickford
Beading

St. Clair
Sand Creek
Scottville
Sheridan
Stephenson
Traverse»City
Isidron

hoe-m»hir4PIFIFOPirder‘rIh4r4e3r4r4k4hch'b'hIriearek4hlhak4rirah‘k'osbardk'b‘

C>v4r¢rarerdrarwracaeahasokarat:c>rarah4c>rdrohohIh'bor4c>hor4c>rar4c>rarac>c>

 

 

TLBLE XV

FACTORS TO BE CONSIDERED IN CHOOSING FIRM PROBLEHS
AND EARN JOBS TO BE TAUGHT

 

Factors much Some None uncertain
W

Leading farm enterprises of the community

Regular Agricultural Teachers 17 6 0 0
Qualified Veterans’ Instructors 16 2 0 0
Specially Cert. Veterans’ Instructors 28 4 0 0
Experiences, interests, and opinions of the
majority of the fanmers in the class
Regular Agricultural Teachers 1? 6 0 0
Qualified Veterans’ Instructors 127 V l 2
Specially Cert. Veterans’ Instructors 21 T 0 0
Ability of the instructor
Regular Agricultural Teachers 5 15 3 0
Qualified Veterans’ Instructors 9 12 l 0
Specially Cert. Veterans‘ Instructors I3 13 O 2
Subject matter information aeailable
Regular Agricultural Teachers 3 IT 2 1
Qualified Veterans’ Instructors 5 12 5 0
Specially Cert. Veterans’ Instructors 14 ll 1 2
Information obtained free local surveys
Regular Agricultural Teachers 6‘ l? 0 0
Qualified Veterans’ Instructors 5 l4 2 0
Specially Gert. Veterans’ Instructors ll 16 0 1

Suggestions of advisory committees
Regular Agricultural Teachers 7 15
Qualified Veterans’ Instructors 5 15 l l
Specially Cert. Veterans’ Instructors 7 20

Inticipated changes in farming

Regular Agricultural Teachers - 4 16 3 0
Qualified Veterans’ Instructors 4 16 O l
Specially Cert. Veterans’ Instructors ll 14 l 2

 

TABLE XVI

m use mu com BE ms rsou AGRICULTURAL AND EDUCATIONAL
AGENCIES IN THE msn'rurmm (an-nan TRAINIHG moons .

W
Agency much Some None uncertain

 

L
‘

Rural Electrification Administration

Regular Agricultural Teachers 4 15 0 2
Qualified Veterans’ Instructors 3 15 2 2
Specially Cert. Veterans’ Instructors 6 18 l 3
Ian- Credit Administration (Production Credit
Association and Federal Land Bank)
Regular Agricultural Teachers 3 18 O 1
Qualified Veterans’ Instructors 4 18 O l
Specially Cert. Veterans’ Instructors 5 20 l 2
Extension Service
Regular Agricultural Teachers 20 3 0 0
Qualified Veterans’ Instructors 18 4 0 0
Specially Cert. Veterans’ Instructors 20 8 0 0
Fans and Home.Administration
Regular Agricultural Teachers 3 20 O 0
Qualified Veterans’ Instructors 6 I? O O
Specially Cert. Veterans’ Instructors 7 19 l 1
Soil Conservation Service '
Regular Agricultural Teachers 15 S ‘ 0 0
Qualified Veterans’ Instructors 18 4 0 O
Specially Cort. Veterans’ Instructors 20 0 0
forestry Service ‘
Regular.Agricultural Teachers 4 19 0 0
Qualified Veterane’ Instructors 10 . 12 O 0
Specially Cert. Veterans’ Instructors 8 18 O 2
Production and Marketing Administration
Regular Agricultural Teachers 5 l? 0 0
Qualified Veterans’ Instructors 5 14 2 l
Specially Cert. Veterans’ Instructors 6 18 0 4
State College of Agriculture
Regular Agricultural Teachers 20 3 O 1
Qualified Veterans’ Instructors 14 S O 0
Specially Cert. Veterans’ Instructors 21 7 O 0
State Board for Vocational Educatio --
Vocational.Agriculture Section
Regular Agricultural Teachers 13 10 O 0
Qualified Veterans’ Instructors S 12 l l
Specially Cert. Veterans’ Instructors ll ll 0 6

 

 

 

 

 

TABLE XVII

THE EXTENT TO WHICH AGRICULTURAL ASSOCIATIONS AND
ORGANIZATIONS COULD" BE HELPFUL IN EDUCATIONAL PROGRAMS

Association or Organization lluch Some None Uncertain
W

miry herd improvement associations

Regular Agricultural Teachers 15 8 O 0

Qualified Vetersns’ Instructors "13 9 0 0

Specially Cert. Veterans’ Instructors 20 8 O 0
Other livestock and poultry improvement assn.

Regular Agricultural Teachers 8 15 0 0

Qualified Veterans’ Instructors 8 14 ' 0 0

Specially Cert. Veterans’ Instructors ll 17 O 0
Artificial insemination associations

Regular Agricultural Teachers 14 ' 9 0 0

Qualified Veterans’ Instructors 13 9 O 0

Specially Cert. Veterane’ Instructors - 15 13 0 0
Crop imrovanent associations

Regular Agricultural Teachers 10 13 0 0

QualifiedVeterans’ Instructors 8 12 O 2

Specially Cert. Veterans’ Instructors ll 16 0 1
local and comunity cooperatives .

Regular Agricultural Teachers 9 a 14 O 0

Qualified Veterans’ Instructors 8 12 0 2

Specially Cert. Veterans’ Instructors 14 ll 0 3
State farm Cooperatives

Regular Agricultural Teachers 4 18 0 1

Qualified Veterans’ Instructors 4 1'? 0 2

Specially Certified Veterans’ Instructors 11 14 l 2
Farm Ianagement associations _

Regular Agricultural Teachers 5 l? 0 2

Qualified Veterans’ Instructors 4 18 4 O 3

Specially Cert. Veterans’ Instructors 12 9 2 5

STRUCTORS Schedule B

 

INSTITUTIONAL-ON-FARM TRAINING IN THE CENTRAL REGION , 611

 

Completed forms to be sealed in
presence of class and mailed . . 65
first class or expressed prepaid

to:

Department of Vocational Education
Iowa State College, Ames, Iowa ‘

 

 

 

Part I

RECTIONS: Please read each question carefully. Pick out the correct answer, or answers,
and place an X in the answer space following it. Do not skip any questions.

What is your present teaching status? (Check one)

Instructor of veterans ( ); Instructor of Vocational Agriculture ( )3 Both ( )

What is your present age ? (a) 25 years or under ( ) (d) 46 to 55 years ( )
(b) 26 to 35 years ( ) (e) 56 years or older ( )
(c) 36 to 45 years ( )
What is the highest school grade you have completed? (Circle one)
Elementary High School College ‘
I Z 4 5 7 8 9 10 ll 12 l 2 3 Graduate (Agriculture)
Graduate (Other curricula)
Do you hold a Master' 5 Degree ? Yes ( ) No ( )
Did you meet certification requirements for teaching - (Check one)
(a) General high school subjects only ( ) (c) Both general high school and
(b) Vocational agriculture only ( ) ( vocational agriculture ( )
(d) Neither general high school nor
vocational agriculture ( )

. How many years of vocational agriculture did you have in high school?
None ( ); 1 year ( ); 2 years ( ); 3 years ( ); 4 years ()

How many years did you spend on a farm after the age of 10, including time when you
were either in or out of school?

(c) 3 to 5 years A) (e) 11 to 15 years

(a) None ( ) ( )
( ) (d) 6 to 10 years( ) (f) 16 years or more ( )

(b) l to 2 years

How many years did you spend as a full-time partner, sharecrOpper, renter, owner-
operator, or manager ?

(a) None ( ) (c) 3 to 5 years ( ) (e) 11 to 15 years (
(b) 1 t0 2 years ( ) (d) 6 to 10 years ( ) (f) 16 years or more (

\

)
)

9.

_. -2-

In which of the following occupational 'areas have you had one or more years of
experience?

(a) Teaching vocational agriculture ( )

(b) Agricultural Extension ( )

(c) In occupations not related to agriculture ( )

(d) In occupations involving activities ( )
related to agriculture or education
(S.C.S. , R.E.A. , Farm implement
dealer, etc.)

Part II

This part of the information blank deals with the Institutional On-Farm Training pragram
for farm veterans of World War II as provided by Public Law 377.

10.

ll.

12.

13.

Of what value have the following types of instruction been to the trainees ?

Much Some None

(a) Individual on farm ................... , n— _.(_)—_ T)-

(b) Small groups on farm ................... ( ) ( ) ( )
(c) Classroom (off farm) .................. . ( ) ( ) ( )

Has the use of an advisory committee helped your Institutional On-Farm Training

program?
Much ( ) Some ( ) None ( )

To what extent have you used the following agencies in your Institutional On-Farm
Training prOgram?
Much Some None No Opportunity
(a) Rural Electrification Administration ( r (7 ( ) ( )
(b) Farm Credit Administration (Produc- ’ '
tion Credit Association and Federal

 

 

Land Bank) ...... ‘ ....... ( ) ( ) ( ) ( )
(c) Extension Service ...... . . . . ( ) ( ) ( ) ( )
(d) Farm and Home Administration. . ( ) ( ) ( ) ( )
(e) Soil Conservation Service ..... ( ) ( ) ( ) ( )
(f) Forestry Service ......... ( ) ( ) ( ) ( )
(g) Production and Marketing Administra-

tion ................. . ( ) ( ) ( ) ( )
(h) State College of Agriculture. . . . . ( ) ( ) ( ) ( )
(i) State Board for Vocational Education,

Vocational Agriculture Section. . . . ( ) ( ) ( ) ( )

Should the prOgress of the student be measured by the number of farm practices can di

out on the farm?
Yes ( ) No ( ) Uncertain ( )

- 3 ..
4. Should Institutional On—Farm Training be limited to: (Check one)
(a) Those who live on the farm and are employed full time on the farm

( )
(b) Those who live on the farm and are employed part time on the farm ( )
(c) Those who live in town and are employed full time on the farm ( )
( )
( )

 

 

 

 

 

 

(d) Those who live in town and are employed part time on the farm
(e) Those who live in town or country and spend no time on the farm

 

 

 

 

5. Does the Institutional On-Farm Training program help the people in your community

who are not enrolled in the program? Much Some None
(a) Improved farming practices ....... . ( ) ( ) ( )
(b) Better rural leadership ........... ( ) ( ) ( )
(c) Improved social and c00perative activities ( ) ( ) ( )
(d) Better rural recreation ........... ( ) ( ) ( )
(e) Increased use of all educational agencies . ( ) ( ) ( )
(f) Soil conservation. ............. ( ) ( ) ( )

6. Should there be another Institutional On-Farm Training prOgram for those in the
armed forces at present? Yes ( ) No ( ) Uncertain ( )

h:
.

7. What should be the maximum length of a future program for veterans?
1 year ( ); 2 years ( )3 3 years ( ); 4 years ( )3 more than 4 years ( )

8. Should qualified trainees in a future prOgram receive subsistence pay as in the
present plan? Yes ( ) No ( ) Uncertain ( )

“9. In case of another Institutional On- Farm Training program, who should be responsible
for giving the instruction? (Check one)

(a) State college of agriculture .............. ( )
(b) The Veterans Administration ............ . . ( )
(c) Public schools with or without vocational agriculture . ( )
(d)‘ The public schools through the Vocational Agriculture

Department ................ . ..... ( )
(e) The Extension Service ................ ( )
(f) The Soil Conservation Service ............ ( )
(g) Other agencies, public or private ............ ( )

Part III

his part of the information blank is to get your opinion as to the nature of a future educa-
onal prOgram for farmers after the Institutional On-Farm Training program ends. This
future program would be planned for all farmers with fewer requirements and no subsistence
31' Your experience in Institutional On- Farm Training will be of value in planning a more
ermanent prOgram.

 

 

0. Where should instruction be given? (Check one). On the farm ( ); In the classroom ( );
Both ( )

21.

22.

23.

24.

25.

26.

27.

-4- ‘1

How much instruction should be offered per year on the farm? (Check one) ‘

 

(a) None ( ) (d) 10 to 20 hours ( ) (g) 50 to 75 hours , , ( )
(b) Less than 5 hours ( ) (e) 20 to 35 hours ( ) (h) 75 to 100 hours , , ( )
(c) 5 to 10 hours ( ) (f) 35 to 50 hours ( ) (i) More than 100 hours ( )

How often would farmers want on-farm instruction? (A farm visit by the instructor.)
(Check one) ‘

(a) Weekly () (c) Monthly () (e) Once every 3 mom 1i
(b) Once every two weeks ( ) ((1) Once every other month ( ) (f) None at all

How often should instruction be given at the school or central meeting place ? (Check on

(a) Weekly ( ) (d) Every two weeks in slack season of farm work and
(b) Every two weeks ( ) monthly in other months ( )
(c) Monthly ( ) (e) Every week in slack season of farm work and
monthly in other months ( )
(f) None at all ( )

(a) One hour

( ) (c) Two hours ( ) (e) Four hours ( )
(b) One and one-half hours ( )

(d) Three hours ( )

For what length of time and when should farm mechanic classes be held? (Check one)

(a) Two hours during the day ( ) (d) Three hours at night ( )
(b) Two hours at night ( ) (e) Three hours during the day plus three ( )
(c) Three hours during the day ( ) hours at night

(f) A full day ( )
Who should give the instruction? (Check one)

(a) The regular vocational agriculture instructor who devotes part of his time ( )
to high school teaching

(b) An additional vocational agriculture instructor who would give full time to ( )
adult farm education

(c) An additional vocational agriculture instructor so that more time is avail- ( )
able for adult work by both instructors
(d) Special instructors - local farmers, machinery dealers, mechanics, etc. ( )

Should farmers in the class form their own organization to assume some responsibility

‘
)1
I
What length should nonshop class sessions be ? (Check one)
|
in planning and conducting their educational prOgram? Yes ( )3 No ( ); Uncertain ( )

l

28.

5' 29.

30.

331.

32.

-5-

How should farmers be grouped into classes in schools having more than one class ?
(Check one)

Grouped according to: (a) age
(b) farming status
(c) farming interests
(d) previous training
(e) location of farm
(f) a combination of the above factors

VVVVVV

To what extent would the following groups profit from instruction in farming?
‘ Much Some None Uncertain

 

 

(a) Young farmers (ages 16-25) ........ . ( ) ( ) () (r W
(b) Adult farmers (ages 26-35). . . ..... . ( ) ( ) ( ) ( )
(c) Adult farmers (ages 36 or older) ..... ( ) ( ) ( ) ( )
((1) Rural non-farmers .............. ( ) ( ) ( ) ( )
(e) Farm women ................ ( ) ( ) ( ) ( )
(1’) Part-time farmers ............. ( ) ( ) ( ) ( )

To what extent should the following persons or groups take part in planning the farm
problems to be studied? Much Some None Uncertain

(a) Instructors of the class .......... . 7T— ( ) (j T.

 

(b) Students of the class ............ ( ) ( ) ( ) ( )

(c) Local advisory committee ......... . ( ) ( ) ( ) ( )

((1) School superintendent ............. ( ) ( ) ( ) ( )

To what extent should the following factors be considered in choosing farm problems
and farm jobs to be taught? Much Some None Uncertain

 

(a) Leading farm enterprises of the community. ( ) ( ) ( ) ( Y

(b) Ex eriences, interests, and Opinions of the
P

majority of the farmers in the class. . . . . ( ) ( ) ( ) ( )
(c) Ability of the instructor. . . ....... ( ) ( ) ( ) ( )
(d) Subject matter information available. . . ( ) ( ) ( ) ( )
(e) Information obtained from local surveys. . ( ) ( ) ( ) ( )
(f) Suggestions of advisory committees ..... ( ) ( ) ( ) ( )
(g) Anticipated changes in farming ...... ( ) ( ) ( ) ( )

How much should the following units be stressed in the course of study?
Much Some None Uncertain

 

(a) Farm mechanics ........... . . . . ( ) () ( ) ( )

(b) Farm skills, such as castration, dehorning,

laying out terraces ....... . ...... ( ) ( ) ( ) ( )
(c) Soil conservation ............... ( ) ( ) ( ) ( )
(d) Farmandhomeaccounts........... () () () ()
(e) Farm planning and management ...... ( ) ( ) ( ) ( )
(f) Livestock production practices. . ...... ( ) ( ) ( ) ( )
(g) Cr0p production practices. . . . . . . . . () () () ()
(h) Fruit and vegetable production practices. ( ) ( ) ( ) ( )
(i) Family relationships ............. ( ) ( ) ( ) ( )

32.

33.

34.

35.

36.

 

Continued
Much Some None Uncertain

(j) Marketing farm products ........... ( ) ( ) (I
(k) Farming prOgrams .............. ( ) ( ) ( ) ( )
(1) Leadership ................. ( ) ( ) ( ) ( )
(m) Recreational activities ............ ( ) ( ) ( ) ( )
(n) Community and cooperative activities. . . . ( ) ( ) ( ) ( )
(0) Farm health and safety ............ ( ) ( ) ( ) ()
(p) Farm and home improvement ....... ( ) ( ) ( ) ( )
(q) Food preservation and storage ........ ( ) ( ) ( ) ( )
How would you rate the following methods of classroom teaching?

Good Fair Poor Uncertain

(a) Lecture .................... ( ) , () (T ( )

 

(b) Question and answer ............ ( ) ( ) ( ) ( )
(c) Discussion by class members ....... ( ) ( ) ( ) ( )
(d) Demonstration. . . . . ..... . . . . ' ( ) ( ) ( ) ( )
(e) Laboratory - actual performance by students ( ) ( ) ( ) ( )
(f) Group or individual reports. . . . . . . . . ( ) ( ) ( ) ()
(g) Debates .............. . ..... ( ) ( ) ( ) ( )

How much of the instructors' time should be devoted to individual, including small
group, on-farm instruction? (Check one)

(81) None () (C) 25% () (e) 75% ()
(b) 10% () (d) 50% () (f) 10.0% ()

How much time should be set aside in each class session for discussion of emergency
farm problems as they arise ? (Check one)

- i
(a) None («.) (c) Not more than 20 minutes ( ) (e) No time limit! )‘
(b) Not more than 10 minutes ( ) (d) Not more than 30 minutes ( )

 

 

 

From your experiences with the Institutional On-Farm Training prOgram, of what
importance are these items in improving classroom instruction?
Much Some None Uncertain

(a) Supervised study in the classroom. . . . . . ( ) ( ) ( ) (7
(b) Homestudy ....... () () ()
(c) Secure qualified instructors ..... . . . ( ) ( ) ( ) ( )
(d) Se'cure recent books, bulletins and farm

magazines. . . . ........... . . ( ) () ( ) ( )
(e) Give time to individual farm problems of

students .................. ( ) ( ) ( ) ( )
(f) Use movies, slides and other visual aids. ( ) ( ) ( ) ( )
(g) Bring in specialists ............. ( ) ( ) ( ) ( )
(h) Connect problems to actual farming situations

of students ............... . . ( ) ( ) ( ) ( )
(i) Use local information. . .......... ( ) ( ) ( ) ( )
(j) Farm visits by the instructor ....... ' ( ) ( ) ( ) ( )

 

‘37.

“"38.

I
'1 5.
n

““36.

”'39.

40.

Continued.
Much Some None Uncertain

(k) Use notebooks. . . .............. TY— ‘(T— ‘(T—

(1) Set up goals for each practice. . . . . . . ( )
( ) ._
( )

 

(m) Change teaching methods from time to time
(11) Have active participation by all students.

AAA“
vsdvv

AAA
vvv

Should the trainees know in advance if the instructor is coming to the trainees' farm for
on-farm instruction? (Check one)

Always ( )3 Usually ( )3 Occasionally ( )3 Never ( )3 Uncertain ( ).

What emphasis should be given the following in on-farm instruction?
Much Some None Uncertain

 

(a) Supervising record keeping and analysis. . ( ) ( ) ( ) ()
(b) Follow up of class instruction. . . . . . . . ( ) ( ) ( ) ( )
(c) Socialvisit....... () () () ()
(d) Getting acquainted with farm situation. . . ( ) ( ) ( ) ( )
(e) Demonstrating practices. . . . . . . . . . . () ' () () ()
(f) Supervising home study. ......... ( ) ( ) ( ) ( )

Of what value is the following reference material for adult classes ?
Much Some None Uncertain

 

 

 

 

(a) Bulletins and circulars from your home

statecollege ........... .. ... () () ‘() ()
(b) Bulletins and circulars from other state

colleges.................... () () () ()
(c) Bulletins and circulars from the U.S.

Department of Agriculture. . . . . . . . . . () () () ()
(d) Farm magazines and papers ......... ( ) ( ) ( ) ( )
(e) Farm texts or reference books ...... ( ) ( ) ( ) ( )

To what extent should the following be used in an effective instructional pragram?
Much Some None Uncertain

(a) Motion pictures. . . . . . . . ...... . ‘(T- T 7-5-— ——(_).__
() () () ()

(b) Filmstrips and slides. . . . . . . .
(c) PhotOgraphs, pictures, charts, tables, and

graphs. ............ . () () () ()

(d) Specimens (grains, insects) and models

(livestock, buildings). . . . . . . . . . . () () () ()
(e) Maps ............. () () () ()
(f) Blackboard ................. ( ) ( ) ( ) ( )
(g) Bulletin board ............. . . ( ) ( ) ( ) ( )
(h) Field trips ...... . .......... ( ) ( ) ( ) ( )
(i) Wire or tape recordings .......... ( ) ( ) ( ) ( )
(j) Demonstrations. . . . .......... () () ( ) ()

41.

42.

43.

44.

45.

46.

-3-

Of what value are the following recreational activities in a complete yearly program?
Much Some None Uncertain

(a) Variety of games ............... T T,— T -T)———

(b) Dances ................... () () () ()
(c) Refreshments ............... ( ) ( ) ( ) ( )
(d) Occasional prOgrams for families ...... ( ) ( ) ( ) ( )
(e) Basketball, baseball, and softball teams. ( ) ( ) ( ) ( )
(f) Tripsandtours ........ . . . () () () ()
(g) Fishing and camping trips ......... ( ) ( ) ( ) ( )
(11) Annual banquet ............... ( ) ( ) ( ) ( )

To what extent could the following agricultural agencies be of assistance to the
educational pragram ? Much Some None Uncertain

(a) Rural Electrification Administration. . . . TT— ‘(T V ——(—)————

(5) Farm Credit Administration (Production

Credit Association and Federal Land Bank). ( ) ( ) ( ) ( )
(c) Extension Service ............. . ( ) ( ) ( ) ( )
(d) Farm and Home Administration ....... . ( ) ( ) ( ) ( )
(e) Soil Conservation Service ......... . ( ) ( ) ( ) ( )
(f) Forestry Service ............... ( ) ( ) ( ) ( )
(g) Production and Nhrketing Administration. . ( ) ( ) ( ) ( )
(h) State College of Agriculture. . . . . . . . () ( ) () ()
(i) State Board for Vocational Education,

Vocational Agriculture Section ...... . ( ) ( ) ( ) ( )

To what extent would the following associations and organizations be helpful to the
educational prOgram ? Much Some None Uncertain

(a) Dairy herd improvement associations. . . . ( ) ( ) ( ) ()

(b) Other livestock and poultry improvement

 

associations. . . . . . ........... () () () ()
(c) Artificial insemination associations ..... ( ) ( ) ( ) ( )
(d) Crap improvement associations. . . . . . () () () ( )
(e) Local and community c00peratives. . ( ) ( ) ( ) ( )
(f) State Farm COOperatives ........... ( ) ( ) ( ) ( )
(g) Farm management associations ...... ( ) ( ) ( ) ( )
Would farmers who have completed Institutional On-Farm Training need further farm
training? Yes ( ) No ( ) Uncertain ( )
Would farmers who have completed Vocational Agriculture in high school need further
farm training? Yes ( ) No ( ) Uncertain ( )
Would farmers who have attended a college of agriculture need further farm training?

Yes () No () Uncertain ()

 

:47.

48.

49.

50.
51.

52.

-9-

Which of the following methods do you consider the best for financing adult farmer
prOgrams ? (Check one)

(a)Federalfunds....... ..... ()
(b) State funds. . . . . .......... . .......... ()
(c) Federalandstatefunds................... . ()
(d) Local school funds. . . . ................... ( )
(e) Federalandlocalfunds................... . ()
(f) State and local funds. . . . . . . . ............. ()
(g) Federal, state, and local funds. . . . . . . . . . . . . . . ()
(h) Tuition charge for students taking the training ....... . ( )
(i) Tuition plus financial aid from federal, state, and local funds ( )

Would you be willing to pay taxes for an adult education pragram in local schools ?
Yes () No () Uncertain ()

What annual fee do you think should be charged for a course including on-farm
instruction after the present program is completed?

(a) None () (cl) $10.00 () (g) $35.00

()
(b) $1.00 () (e) $15.00 () (h) $50.00 ()
(c) $5.00 () (f) $25.00 () (i) More than $50.00()

Should government officials be urged to provide taxmoney for adult education programs
in the public schools ? Yes ( ) No ( ) Uncertain ( ).

Should all farmers have an opportunity to enroll in courses in farming offered by the
public schools? Yes ( ) No ( ) Uncertain ( ).

How many years experience have you had teaching agriculture? (Check one)

(a) Less than 1 year () (c) 3 to 5 years ( ) (e) More than 9 years ()
(b) l to 2. years () (d) 6 to 9 years () '

‘ 53. Are regular vocational agriculture teaching facilities available in your school?

(Check one) Yes ( ) No ( )

\.LID‘.I.I V-

USE ONLY

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