l.‘ “ “SIP.“ . ‘ I l. :3. .1... a. w? 1 1m. «.3 was «t W: q. _ fl ah.” (Iv «x... a ,1 3.». “JV . a... . . ‘ a «K. .9. 7.4. .. ~ .2 n. n ’I n. . 0.. w ¢ mL :3 . . as.» n W . fl 5).. V! ~ ‘wv‘ a “G MUN ”\n 1.»... u .. 3.... a? \ an C‘I «J . u. p , u .. .u m. J . 8m EMW c w? o fill” a n -. ., ‘. . a... 5... W... v,” Em a... q... .... .... . «flat. 3.. ‘ «HI» 3‘ A) ”t Luv (.7. ‘ 03 it“ .r‘lor 7M. 01- v I .s.‘ 1.3;. #1 s m. 0- .‘VJ6 1W6 .38 u .u I hf.“ 0 ~. r "HI.” . 0‘. O 1!. .. I A .5 L w... c. C u WIW» r o‘ “I... So. 1am (EC. 9.. an q€\ ~ ...~ 5 U. W L.“ «\dhl Kid .. ‘5 . . . v, «\8 4mm» .. . o .n v 3.3 E AV. R .C. «U... - I I I I I I I F. - l I I I I lllllllllllflr ' -“T-WP?"."‘ IV ' ..' I: y' II ‘.“'.‘.J 5"...‘V' -> 'r"" V 7"- |‘— " . l ‘."‘ ‘-' ‘ ' _— ,' l v — , . v 7-- " "' —V I - _ , . . This is to certifg that the thesis entitled ,Mr/szw «Juq QM M O/‘lu” presented hi] you! C, 7W has been accepted towards fulfillment of the requirements fur [a 5— deqree in m 9% / Jim Majur profesmr ItatCAMAiL/fl V"?- 0-169 5A. A FEE-SERVICE TRAINING PROGRAM FOR COOPERATIVE EXTENSION SERVICE WORKERS .By Jack C. Ferver a“ A THESIS Suflnmitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE School of Agriculture 1952 THESrsx. Awgo; VL.‘ \ "Qm-H‘! nut t1 6 8:2;4 dLu— u I..V U :11". Stone has he n. t:-— i2:::;s°. inp oviciim' 61 .. 5:91 a goo: 57-315 met have not stay, but also have ‘cee .. :39 titer. 9' I . . " «V. Salim, Di‘e, ‘ \ ““313“ Service, :- I. C Q.) Uuaie Lta; :8: of ’6 (“L-4., "4;?“ C .« Cgperz.‘“ n,“ *'&.e E "ti-14¢ Vq'tE‘l C“~‘ h,‘ . ‘ \':£ '9': ‘- f" 6‘ \. ye 0‘ It,“ .'-:i‘.\ . ACKNOWIEDGEMENT Throughout this study the counsel and advice of Dr. John T. Stone has been most helpful. From his deep interest in providing extension workers with both sound knowledge and a good working phiIOSOphy has come sug- gestions which have not only greatly contributed to this study, but also have been an inspiration and a challenge to the writer. A. G. Kettunen, Michigan 4-H Club Leader, has con— tributed much to this study by sharing with the writer \ many ideas and methods developed in his long service in 4-H Club work. Helpful also were the many suggestions of C. V. Ballard, Director of the Michigan COOperative Extension Service, H. A. Berg, Assistant Director, B. D. Kuhn, State Leader of Agricultural Extension, and A. A. Griffith, H. J. Foster, and E. A. Wenner, District Exten— sion Supervisors. The 000peration of assistant state 4—H Club leaders and fellow county extension agents is also gratefully acknowledged. The writer appreciates the fellowship grant by the Michigan Cooperative Extension Service in cooperation with the Federal Office of the Cooperative Extension Service and the Office of Naval Research which made this study possible. ii “1"‘“(". __.2 ’7 =. f-uv‘ .35.; 9 '3 TABLE OF CONTENTS (IHAPTER I. II. III. IVZ V. INTRODUCTION. . . . . . . . . . . . . . . . THE EXTENSION AGENT‘S JOB. . . . . . . . Terms Applied to the Agent's Job. . . . Sources of Definition of the Agent's Job. EXTENSION LEADERSHIP. . . . . . . . . . . . Leadership Techniques Used by Successful Agents . . . . . . . . . . . PROJECT DEVELOPMENT AND CLIENTELE . . . . . Occupational Roles Performed by Agents in Developing Extension Projects. . . . Agent work Load . . . . . . . . . . . . . Building and Maintaining Clientele Through Project Selection and.Planning. PROGRAM PLANNING. . . . . . . . . . . . . . The Way Extension Projects Originate. . . Discovering Problems and Needs of People. Developing a.Plan to Solve the Problems andMeettheNeeds........... Getting the People's Acceptance, Modifi— cation or Rejection of the Plan . . . . Getting the PeOple's COOperation in CarryingOut thePlan. . ..... .. iii Page 20 86 38 39 48 50 55 BO 63 64 65 CHAPTER VI. SOCIAL ORGANIZATION . . . . . . . . . . . Recognizing Social Units in a Community Promoting’Extension Organization in a Community . . . . . . . . . . . . . VII. LOCAL LEADERS . . . . . . . . . . . . . . Finding Leaders Who Are Acceptable to Groups . . . . . . . . . . . . . . VIII. COUNTY PROGRAM COORDINATION . . . . . . . Family Farm'Unit Approach . . . . . . . Relationships Between Agents . . . . . IX. 4—H CLUB PRINCIPLES, OBJECTIVES AND PROJECTS. . . . . . . . . . . . . . . . Principles and Objectives . . . . . . . Projects. . . . . . . . . . . . . . . . X. 4—H CLUB ORGANIZATION . . . . . . . . . . Types of Leader Organizations . . . . . Types of Local 4-H Clubs . . . . . . . XI. SPECIAL PROBLEMS FACING 4-H CLUB AGENTS . How to Secure Parent and Community Cooperation . . . . . . . . . . . . . How to Best Help Individual Clubs to Make Them Strong. . . . . . . . . . . XII. 'URBAN 4—H AND OLDER'YOUTH . . . . . . . . Urban 4-H Club WOrk . . . . . . . . . . iv P age 67 72 76 85 87 102 105 109 116 121 122 130 131 143 149 149 154 163 164 CHAPTER Page Older Youth . . . . . . . . . . . . . . . 168 The Branch County Rural Youth Program . . 171 XIII. COUNTY EXTENSION ADMINISTRATIVE DETAILS . . 176 The Oakland County Administrative Plan. . 182 Specific Administrative Details . . . . . 185 XIV. ADMINISTRATIVE DETAILS OF THE COUNTY 4—H CLUB PROGRAM. . . . . . . . . . . . . 192 4—H Club Records. . . . . . . . . . . . . 192 4-H Reports . . . . . . . . . . . . . . . 196 Other Administrative Details. . . . . . . 198 XV. ESSENTIALS OF EXTENSION TEACHING AND EFFECTIVENESS OF THE VARIOUS METHODS USED. . . . . . . . . . . . . . . . . . . 204 Creating Interest . . . . . . . . . . . . 205 Laws of Learning. . . . . . . . . . . . . 207 Where People Seek and Get Information . . 212 XVI. THE PRESS . . . . . . . . . . . . . . . . . 218 Maintaining Good Relations With the Press . . . . . . . . . . . . . . . . . 222 4—H Club Considerations . . . . . . . . . 224 Techniques. . . . . . . . . . . . . . . . 227 XVII. RADIO . . . . . . . . . . . . . . . . . . . 233 Factors Which Determine the Size of the Listening Audience. . . . . . . . . 234 CHAPTER Page What do Farm People want to Hear? . . . . 240 Radio Script Writing and Broadcast Techniques. . . . . . . . . . . . . . . 245 XVIII. PERSONAL AND CIRCULAR LETTERS . . . . . . . 250 Personal Letter Writing . . . . . . . . . 251 Letter Appraisal Chart. . . . . . . . . . 259 XIX. CIRCULAR LETTERS AND READABILITY. . . . . . 262 Circular Letter Writing Techniques. . . . 263 4—H Club News—letters . . . . . . . . . . 268 Writing for High Readability. . . . . . . 269 XX. AUDIO-VISUAL AIDS . . . . . . . . . . . . . 274 Direct, Purposeful EXperiences. . . . . . 277 Contrived EXperienoe. . . . . . . . . . . 278 Dramatic Participation. . . . . . . . . . 279 Demonstrations. . . . . . . . . . . . . . 280 Tours . . . . . . . . . . . . . . . . . . 286 Exhibits. . . . . . . . . . . . . . . . . 291 Motion Pictures and Slides. . . . . . . . 294 XXI. COUNTY EXTENSION MEETINGS .1. . . . . . . . 300 Hints for Meeting-chairmen. . . . . . . . 303 The Discussion Leaders Job. . . . . . . . 306 Extension Meeting Techniques. . . . . . . 312 XXII. LABORATORY EXERCISES. . . . . . . . . . . . 317 1. Visit To a County Extension Office. . 318 vi ”o '1". .. val-"'° Fa "fl" ‘0 2. (.1 1 o 6. Planning C‘; p'r “‘7‘ . . QOOOOE a 11 4v- ‘5. Trai (F) d Panel 315 () Local Lea County 21:1 Pzases w (‘1' : tier L. "z “ 513:1 A u . . . C . . . . C CHAPTER 6. 7. 8. 10. 11. 12. SUMMARY. . . Planning Our 4-H Club Program . . . . Planning a Series of 4-H Leader Training Meetings . . . . . . . . . Panel Discussion of 4-H Club Local Leaders . . . . . . . . . . . County Extension Office Adminis- tration . . . . . . . . . . . . . . Visual Aids . . . . . . . . . . . . . Extension News Writing and Radio Script Writing. . . . . . . . . . . Personal and Circular Letter Writing. Talks on 4-H Club Work and Other Phases of the Extension Program by Class Members. . . . . . . . . . Visit to a County 4-H Club Achieve- mentDay.............. 4-H Recreational Programs and Observances . . . . . . . . . . . . Panel Discussion by County Exten- sion Agents . . . . . . . . . . . . BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O APPENDICES . vii P age 322 327 332 343 345 347 353 355 358 364 LIST OF TABLES TABLES Page I. The Relation of Social Factors to Agricultural Extension WOrk . . . . . . . 71 II. District Extension Supervisor's Ratings of County Extension Personnel Cooper- ation and the Quality of the County Programs in Two of Michigan's Four Extension Districts . . . . . . . . . . . 104 III. Michigan's 4-H Projects and Member Enrollment for 1950 . . . . . . . . . . . 127 IW. The Average Comparative Advantage of the Project Type and the Community Type of 4-H Clubs. . . . . . . . . . . . . . . 145 V. A Comparison of 4-H Programs in a.Michigan County Having Almost Entirely Community 4-H Clubs and One Having Almost Entirely Project 4-H Clubs . . . . . . . . . . . . 147 VI._ A Comparison of How County Agricultural Agents, Home Demonstration Agents, and 4-H Club Agents Estimate They Spent Their Werking Time in 1950. . . . . . . . 178 VII. Sources of Useful’Information About Farm- ing reported by 112 Farmers o o o o o o o 213 viii ,‘o/ F: I I."o - I‘E TABLES Page VIII. Percentage of Time on Extension Radio Programs Devoted to the Various Kinds of Subject Matter by Regular Broad- casters . . . . . . . . . . . . . . . . . 242 IX. Difficulties Encountered in Using Visual Aids . . . . . . . . . . . . . . . 275 X. The Cone of Experience. . . . . . . . . . . 277 XI. The Way in Which Michigan Agents Estimate They Spend That Part of Their Time Used in Werking With Groups . . . . . . . 301 ix LIST OF FIGURES FIGURES Page 1. Organization Chart of Michigan Cooperative Extension Service . . . . . . . . . . . . 15 2. The Rate of Acceptance of a New Farm Prac- tice and the Time Spent by a Model Michigan County Agent in the Extension Teaching Process. . . . . . . . . . . . . 49 3. The Relationship of Project Activities to the Way County Agents DeveIOp a Clientele of Extension Cooperators. . . . 52 4. A Schematic Presentation of Group Re- lationship in a Rural Community . . . . . 69 5. A Typical County 4-H Leaders Council Organ- ization Chart . . . . . . . . . . . . . . 133 6. A Typical County 4-H Leaders Association Organization Chart. . . . . . . . . . . . 136 7. The Number of Different Young Men and Women Assisted by Extension . . . . . . . 170 8. The Number of Office Calls per Michigan Extension Agent . . . . . . . . . . . . . 180 9. The Number of Telephone Calls per Michigan Extension Agent .'. . . . . . . . . . . . 181 10. Relative Effectiveness of Different Types of Extension Teaching Methods . . . . . . 216 x FIGURES Page 11. Number of News Articles Published by Successful and Less Successful Michi- gan County Agricultural Agents. . . . . . 221 12. The Number of Radio Broadcasts per Michigan Extension Agent. . . . . . . . . 235 13. Total Number of Tours Conducted by Michigan County Extension Workers Annually. . . . . . . . . . . . . . . . . 287 CHAPTER I INTRODUCTION Michigan State College is among the many colleges and universities that have within the past few years established pre-service training courses for young men-who desire to be- come county workers with the cooperative extension service. At present, course work leading to the degree of Bachelor of Science in Agricultural Extension at‘Michigan State College includes a wide range of subjects which ex- perience has shown to be of value to extension workers, plus two courses designed expressly for extension majors. The first of these two courses is a one credit course given dur- ing the Junior year which deals primarily with a study of the history, organization, relationships and objectives of cooperative extension work. The second is a four credit course given during the senior year which deals with county extension program develOpment, social organization problems which affect extension programs, and the use of various ex- tension methods such as demonstrations, news writing, radio,‘ etc. Experience has shown that most young men employed by the extension service in Michigan begin their work as ‘32:.“ 4-” " ab 369“” o .A 4- 2:312: course is orient It was the purge as J "a A. . . .. 2.533 113013310713 2‘: :y‘:pn: I! ." nan curse at an" ':.=na‘..=1‘.' .re'1r‘7" . a “ I.. n "’L93 Of '5‘“; O ’°“"n t Mt,“ ‘ ‘s . ‘Jn “‘aot‘“? "F‘ 1 Q IJ ;‘.'-~]. 6., . . -w “.42.“ 7 ani . § 1' ‘. 1" q‘ _ - . a v . -.. .l“ '4. I" 2:" 1 .4. EM. \-‘ .g t‘n‘ \ :‘H ' I“ . ‘ a. Is 451.213 h 1 . o‘iCla .2: 8t ‘ 'E 2 county 4-H Club agents, and for this reason the senior ex- tension course is orientated primarily to the demands of this job. e Problem w It was the purpose of this study to develop a series of class discussions and laboratory exercises for the senior extension course at Michigan State College which would aid in adequately preparing students to assume the job of county 4-H Club agent upon graduation. -L . 6 Me thod fl“ The problem of what should be included in a pre-service extension training program has been considered by a number of extension administrators and specialists, acting both in- dividually and in committees. In this study the course con- tent suggestions made by these workers were reviewed, and those which were generally accepted were chosen for develop- ment. Forming the basis for the subjects which were included in this study was the 1948 Joint Committee Report on Exten- sion Programs, Policies, and Goals.1 This report states that it should be the goal of pre-service training courses to prepare workers Who: AN basically ‘ sciences of 31‘ he familiar 7 information. Understand the policies and 3' Are skillful it and eiucatian and administra Can rganize :- aasng then, Understand the extension 1;; :1;- .. 1 13x3 I +‘o 31'th Cats " 1. 7. In 3 Are basically grounded in the physical and social sciences of significance to life in America. Are familiar with reliable sources of important information. Understand the background, philosOphy, objectives, policies and organization of the extension system. Are skillful in applying principles of psychology and education to extension teaching, supervision and administration. Can organize rural people and stimulate leadership among them. Understand the processes by which rural people and extension workers cooperating can analyze local problems, arrive at potentially sound solutions, and develop a county extension program. Know the problems and procedures of adult and out~ of-school youth education. Are skillful in organizing, interpreting, and pre- senting basic economic, social, technical, and sci- entific data, and their implications in rural life. Understand the techniques and processes of evaluat- ing the effectiveness of extension programs. each of the following twenty-one chapters a subject is discussed which is considered important in a pre-service training program for extension workers. Following these chapters is a chapter which contains twelve laboratory ex- ercise outlines. Footnotes 1. loint Comgittee Report on_ExtensiongProg§ams.‘Policies and Goals, U.S.D.A. and Association of Land Grant Colleges and Universities, U.S. Government Printing Office, 1948, p. 44. ”of ale-w M ion-5 A“... 1,, «:5 a sea; . v we mu. eeM Out‘ave» « n; "F na- ‘ at" ‘- ;:.E 3.11 L's-.88 135' ° I’RIIII ‘:A ”than. is an azzre“ ‘ :‘1‘ ale: .....3 333-3284 t3 3': '2: :‘e Rana v- N "e“: ’u. .' :A n- at...“ ‘V'LEH ’ . “3 delimit 031:1.“ q a ““301; 3 ‘ vv-l«ce nean‘ +5 - 3‘.“ “ '0 sat-71"” fie -. " TOnt "”3 by “”11"“ :i‘f'.l“ . I Q. ‘8 2‘2"“. ‘ l.‘ 'Pe l” A . "::?:t‘ 4". ei to t L 5 .3 .. e ‘ V! .. 'h‘. ' “-36 ‘N e 431 i a . b-3n 1| 3"?“ ‘ L's . ”A A}. agatefi‘“i s.“ -' "Qn ‘Z- ‘33“. L. I‘J‘ .. '3 0r - .’,:‘i“~ LI CHAPTER II THE EXTENSION AGENT'S JOB The United States Employment Service in its "Job Analf ysis Manual" takes the stand that a "job" is a group of po- sitions that are identical in every reapect and that a "position" is an aggregation of duties, tasks and responsi- bilities assigned to one individual.1 Miller and Form2 ex- pand the concept "position". They suggest that the work position is composed of technical, spatial and social de- mands by virtue of the organizational function to be ful- '”f filled. These definitions applied to the cooperative ex- tension service mean that because there is such a service dedicated to serving rural people, and because this service as administratively created the "positions" of county ex- tension agents by which communication from the Department of Agriculture and the land grant colleges can be in person transmitted to the farmers and rural groups, that the totality of these "positions" which are roughly identical, constitute a "job". The assumption that all county agents or all home dem- onstration agents or all 4-H Club agents do the same things is probably correct only to a degree. Extensive job analysis ~ ‘I I nfi“ ‘ I 5.. re ‘32 ems Cfte'l U that a .35.. H a ‘ b 3? I e :91“ .l"‘ 1., 0.! J. ‘ ' 0' u. ‘- an n- A AU we a ant-‘4 paste k -r.’ VI A A h v I Q 3 983133131" 6: 3 3‘25: 1:3 “sun .“H h. 6 work done by a research committee at Michigan State College has revealed many of the central tendencies and ranges of behavior that are characteristic of county extension workers "on the job."3 Tgrms Often Applied to the Extensign Agent's Job In literature and conferences dealing with extension work frequent reference is made to the extension agent as a "professional", "administrator", "salesman", "public rela- tions man", and by other similar titles. These references seem to range from general job titles implying a complete pattern of behavior to specific tasks and duties expected in the work pattern of an extension worker. A few of these terms are now briefly considered: gpogessional. Reference to the county extension worker as a "professional" seems to point out that the job has cer- tain aspects in common with other "professional" jobs, and that it is different than other non-professional ones. In general the attributes or prerequisites of professionalism include a prolonged and specialized training, a professional brotherhood passing on the qualifications and characteristics of its members, and a relationship with a clientele involv- ing the idea of service. The total body of professionals can be separated into those who operate as free agents ex- cept for the control of their own professional organization 1'8 3.11 .A can a b“ a § Veil S" -ov~‘ T‘vuei v .638 a ‘1' V. 1. “. $ .!.9 DUO 4) .v-A . I O‘W‘“ a his... e “a" v I. '1 I a I vea on to 1- ”-1, ‘. ”'4‘: vs'a‘ 'I. . . .".“I l 3'3 ‘811 as ‘ 1" y. be‘. at1c nat "tine:- 79 detail :‘v- I 5. at: 7 and those who work within the structure of business, educa- tion, public health and welfare, or some similar organiza- tion. The county extension worker is clearly in the latter class. Exeggtivel administratorl bureaucrat. Reference to the county extension worker as an executive, administrator, and in a sense as a bureaucrat, is related to additional duties assumed by these agents in past years and to a change in the definition of the teaching situation. Agents are fre- quently called on to assist in setting up programs for soil conservation, land use planning, drought relief, and in cases of emergency or war, on food production, and farm 1a- bor. COOperation with these national programs and the sys- tem of reporting and evaluation necessary for their mainte- nance, as well as that of the extension service itself, clearly relate the executive and administrative function to the bureaucratic nature of the struction.4 There is little doubt that the agent's preoccupation with executive and ad- ministrative detail, especially when directed at maintaining the organizational structure, is resented by the farmer in that it cuts down on the time the agent is available for personal consultation. This "bureaucratic" activity seems to be a violation in the eyes of the agent as well. 8 Sogial role. The designation of terms as administrator, executive, bureaucrat, teacher, businessman, public relations man, etc., illustrates what is often called the "social role" that an agent is expected or required to perform. There is reason to believe that a role analysis is cru- cial to the understanding of any job. In many cases the role constituents of a job are arrived at by inspection, and although they may adequately describe the aspects of the job, they perhaps have only face validity. That is, that may describe the behavior but omit the most important aspect of the role analysis. In a role analysis the important ele- ments to be determined are the rights and duties that are expected of a person because he is in a certain position or status. Linton,5 who speaks of a role as the dynamic as- pect of a status, suggests that when a person puts the rights and duties which constitute a status into effect he is performing a role. Role analysis of the position "county agent" or"4-H Club agent" will then constitute an inventory of the rights and duties of persons in this position, with emphasis on the source of sanctions or authority making this role possible or mandatory. ‘ Description of Extension Agentjs Job At present there seem to be three main sources of defi- nition of the extension agents' job: “In-e avowed 0‘55. sion service. persons respon- other Objectiv. includes, (a) . The 0753211 “ti _ in which the 1.: tore, the State county are inte ture of the ore positions and 2 romeo to make The needs and c of a 301m, czr: 1. The avowed objectives of the cooperative exten- sion service. This includes the rational of the persons responsible for its founding as well as other objectives subsequently assumed. The organizational structure of the service. This includes, (a) the national state-county dimension in which the United States Department of Agricul- ture, the State Land-Grant College, and the local county are integrated, (b) the legal rational na- ture of the organization, and (c) the system of positions and responsibilities which have been formed to make the extension service function. The needs and desires of the people. In a report of a Joint committee of the United States Depart- ment of Agriculture and Association of Land Grant Colleges on extension programs, policies and goals, it is pointed out that the program of the cOOpera— tive extension service is developed within the limits of two major controlling factos. The first of these is the ongoing program of the United States Department of Agriculture and the Land-Grant College, and the second is "the needs and desires of all those whom extension is or should be serving." In the broad view,"the needs and desires of the people" 6 Q . C-A I .. ah- I. fl‘r: . Ha“". .91‘0- I‘ a ' ' a“. 0* 3“ Au‘ ‘uv A°A¢V""“' (\‘ can refer to n- such 33 a hit": f-peic 1 fr 3" Ev? efficie“t \ l (' Hw c 1‘: 63h es 0‘ U . . ‘ else: rta 7‘3 n: k U}: U. 3. 3“ ‘$‘ F‘ '.'l .0 increase the more efficient ‘fl ‘ utter use n“ . 3 ‘0 “‘1‘ .«J'iOt‘ fro a\r ti 1 «Jna‘ are} A a -"‘“ ‘0 ‘fim ~_.3..'3t a t 3 a? d ‘\8. ‘ Q0 ac3e2“* ‘ 1“]v ""9 turn e ' 4” +3 / 10 can refer to needs which are culturally determined such as a high standard of living, health and freedom from debt and which can be attained by more efficient production and marketing methods.6 The Objectives of the Cooperative Extension Service The COOperative Agricultural Extension Service was cre- ated by law to coordinate the efforts of the United States Department of Agriculture and the State LandoGrant Colleges in their related functions of research and education. The avowed objectives of this agency are outlined below as pres sented by C. B. Smith and'M. C. Wilson? in The Agricultural Extension System ofAthe United States. They are as follows: 1. To increase the net income of the farmer through more efficient production and marketing and the better use of capital and credit. 2. To promote better homes and a higher standard of living on the farm. 3. To develop rural leadership. 4. To promote the mental, social, cultural, recrea- tional and community life of the rural people. 5. To implant a love of rural life in farm boys and girls. 6. To acquaint the public with the place of agricul- ture in the national life. n “"5 s 105111er v '0 tion on 1".11'31 ;. .o ixtrsve the . I ' ' ‘.-. ...:s 113th"? 0x .. smite is not altsre t". J -...' "'3. ° & & gunfire one: .39 “v ‘00 0A.. ' agency no.3 p in: out ... b,..' 1 .n: l' 1' fig“! ”F ~ I - ‘ "0. Au 3 r‘ t a.‘.‘ fiance of t‘: e America 0.5 ‘ .. QF‘WHeA-ae of ans '1” ! ; 6‘ - "‘"SDTEC‘uioe, tr. ’.‘I~. ~x ‘ "~a,‘ '. 1.1 7. To enlarge the vision of rural people and the na- tion on rural matters. 8. To improve the educational and spiritual life of the rural peOple. This listing of the avowed objectives of the extension service is not altogether reflected in the early technical agriculture orientation of the extension program. This dis- crepancy does point out, however, the basic assumption guid- ing their work. This assumption is that the agricultural practice of the American farmer is lagging behind the Na- tion's knowledge of agriculture, and that by changing the farmer's practice, the more broadly defined objectives will follow. This list of extension objectives also points out the motives of the people guiding the movement and helps ex- plain some of the changes of emphasis which appear later. The shift in the emphasis of the extension service is delineated in the 1948 joint committee report.8 This com- mittee restates the educative focus of the service, but points also to the ever—widening range of subject matter and teaching techniques that are used. In a listing of the achievements of the service over a third of a century, a number of the earlier stated objectives are paralled, while other achievements indicate a shift in emphasis. The achieve- ments seen by the committee as advances in the fundamental areas of individual family, and the community life are as e mm», t‘V-.va a-O. 7 I I :“ «ork “Len fl .. . a o t3..“.:€-1'j_t’ F I ;: ’° “in": estL 1‘ "' «Omit-".uti H -;. ."'.') .19 cha§-ns i“ J" J .2 :5: 2‘. ‘- "J: '53:, 3'1“"n ‘H 'e f“.- 1.,:. c ‘5 0 .'e ‘3: a“ )1 Q .. :T'::§ “ 1" .. 2. _ v 1 a .etltgd v- . V L . hII. ‘14:.59 u , uh .e;;]‘t% n9 '9‘. I. a It. Alfi‘. : n'l443 ~ k ~3 ”‘8‘ w v In“! 4... b3 “‘3_ ‘ h «6.1-3.31» 1‘1“ «M» s ‘ \- ""6 :. follows: 8. 9. 10. 11. 12 Applying the findings of research. Solving problems through group action. Understanding economic and social factors at the community, state and national level. Improving homemaking functions such as family diet, clothes, and the saving of time and energy for the homemaker. WOrk with rural youth. Counseling on farm problems. Contributing to the science of government and edu- cation. Mbbilizing rural people to meet emergencies. Aiding esthetic and cultural growth of farm people. Contributing to urban life. . Developing rural leadership. The changes in objectives and scope of extension ser- vices are best summed up by the committee‘s statement that: "Whereas extension has done much for people, it is what ex- tension has helped people to do for themselves that achieves greatest results."9 This focus is best seen in the emphasis on a group approach to problem-solving and to help in the understanding the more live in. complex and economic aspects of the world people 1 .o t'ro teotnically AU V" a ‘- a. c me: these 5131.3 o. C e c! Q ‘ ' .r.‘ 12:11:". the} are cor“. no”: 1' A 0‘ I ::...:e .3 1.61.1] pref “won'yeq‘ln .. ‘ 1° .v..53..'1 because on .9 ;': I’....:.‘ . -.‘ ‘ s..1-_..eo 21.?) ‘39 . s h“ “‘ fi‘ ‘ I QJAVASUO‘A’: in tn“ .3 h— a.) T911 fiznctzhn . Av” A.‘ 't ersfl‘g. ‘ -.-...:c :s‘tsv‘os- ~ A a C . “a... e . h n...\ .";_1- ini . ‘ JUCjLi ‘}eS¢ - u.‘ uh ,‘W o; ‘5 We :CF‘ ‘ L".'a '3 7“ e, ,' . l' :11: {1" o. ‘ a,- «4 .Ce a.“ ‘. V “if. I'AI‘29 3 ‘1. , c 'w 2:,& augnbts 13 To the technically trained, project oriented county worker these kinds of objectives may well seem idealistic and not practical. They will have a molding influence on the county worker‘s job in direct proportion to the degree in which they are communicated to the agent. The extensiOn service is ideally prepared to make this communication -— principally because the professional training facilities are affiliated with the service, and because of the system of district, state and regional meetings used for super- vision and in-service training. These conferences provide many opportunities for reference to the objectives of the extension service. The effect of these objectives on the job cannot be fully understood in terms of communication. Before they can have any real function they must be translated into evidence of expected behavior. That is, the administrators of the program.who hold these objectives must demonstrate that they ggpggt the agents to work toward their fulfillment. Added_ to this influence of the avowed objectives of the extension service on the agent's job are the effect of its organiza- tional basis and structure and the needs and desires of people. These are discussed below. The Organizational Structure of the Agricultural Extension Program Understanding the organizational structure of extension ... s' <2" 1. .19 33u13~ or 5 I,» ‘ ~P‘ “‘ L. 3.. ‘ebkz‘ r1. .I ‘ fl ‘ 3. 5.9 s-‘Sbe . 0‘ I: each case the MIA, : t L - 1.5 the .seal 3“ U0». I ..e. : L ' ‘ . g c We" ' .. ne tne Z. s..- I...“ ‘ antes in ”9 cc'r“ Uov 94Jv' .‘ Pinto. I n‘rq— t'. o. ‘ 3 -V' 3 i :‘;"‘.:‘ '_‘ d ....e stets‘ ‘n 3‘ .' 14 is here based on three facets of this organization. 1. The national-state-county sharing of responsibility. 2. The legal rational basis of the organization. 3. The system of offices and responsibilities which have been formed to carry out its functions. In each case the focus is on the county worker's posi- tion in the total structure. The purpose of this discussion is to determine the molding effect of these organization features in the county worker's job. Figure I shows the organization of the Michigan Co- operative Extension Service. Review of this chart indicates thattMe COOperative Agricultural Extension Service is or- ganizationally related to three levels of government. These are (1) the National Government with the National Director of Extension directly responsible to the Secretary of Agri- mflture, (2) the State Government operating through an agri- mfltural college extension service and headed by the Director Of Extension and (3) the county government. At this level the county board of supervisors (or related body) shares re- sPonsibility with the county agent who, although located Imrmanently in the county, is a member of the staff of the State college of agriculture. The legal-rational basis of the C00perative Extension Set"’ice is found in a number of legislative acts dating from 1862 ‘to the present. The enabling acts for the land-grant i I t I ! [—3. 5*. Dept. of Agri. Ifederal Office of L__ I I Extension Michigan State Board of Agri. *President, Mich. State College 00d Dean of Agri. L- 13995: _ in State b—H Club I SB't ‘ e - 'L Club Leaders -______4 ~_—_W administrative authority program coordination r——'————'-—-—————————— Director of Ext, . subject matter f l O I O I O l s I o I I I _ASS't.-B‘]i-I:. Of EXWUSIOTI E Speciaiist in Public Gem Adm- : Ext. Training Relations State Agr'l State Home College Extension Demonstration Department Leader Leader Heads 0 I a o . . I 3 : : : Ir---J .............. ' .................... I ' l I Z . I . District Supervisors | 2 I I | 1 . 1 ' Ass't State Home Subject-Matter :: .Dem. Leaders Specialists 2 I I T : I : i 3 { c3: Board of I - : : Supervisors : ! E I ; I ! I Designated Co. Administrator I ! (usually County Agr'l Agent) : ! ............ ......L..1.“_”._.......__._.“_4_n,_._.._.........HJ ! l b.-— 5.1 9°Unty or District b-H Club Agent R; County Agr'l .Agent County or District Home Dem. Agent urban or Ass't h-h Club Agents L\ Assoc. or Ass't Co. Agr. Agents Urban or Ass't Home Dem. Agent FIGURE 1 ORGAN IZA'T ION CHART MICHIGAN COOPERATIVE EXTENSION SERVICE criginally assigned rer- tici established t‘r. ' e smog he peopl a..: -- ..on on subjects com I. a‘ I- u- unit‘s; ind co. .rrehensi ‘4‘. established t‘ne ccl ‘I n ”It“ A M ... .357 the Kate.” 1". f:O:-:p ‘ ‘ t salons. In ‘2‘? 21195. “ a." ‘ 3" ~‘n‘ IN.“ 5'1 es “ I “‘A“"%.~ u“:-1s u...".' “'1‘: In! ' ‘ ”‘e lfiuezra‘: v I “ "F‘.AQ .,““ " s a a ‘ v Cfi 9“ 1239. "P a 5V) t‘ ' I. h‘e c ‘1 ‘ L. ‘1 W “‘m“ .‘u .an A ~..: tx‘;3 i “ ‘1 VA . -m‘ I ‘ V“ v w, '0‘, ‘O ‘v c" 7'“ " '31:» ab , . I, ‘I cu: ‘ ”- I v' ‘ . u’liwbvg. a; 4“ I“! 9‘" t o .: I.‘A~ .F‘. .... fl. .“.?:'~..‘fl‘ Q“_.-‘ “‘38 h I,, . J h..: ‘f: ‘4 “A ... O A 0; f‘th‘. 4., . 16 colleges and the United States Department of Agriculture were both passed in 1862. These two agencies are the prin- cipal ones cooperating in the service. Both of them were originally assigned research functions. The legislation Which established the U.S.D.A. provided that the general de- sign and duties of the department are "to acguire and diffuse among the pe0ple of the United States useful infor- mation on subjects connected with agriculture in the most general and comprehensive sense of the word."10 The Mbrrill Act established the colleges of agriculture in this year, , and in 1887 the Hatch Act provided for the Agricultural Ex- periment stations. In 1914 the Smith-Lever Act was passed which called for a COOperative Agricultural Extension Ser- vice in which the research and teaching function of the United States Department of Agriculture-and the Land-grant colleges were integrated. Other acts provide for the fi- nancial support of the extension program. In general the county extension agent is an employee of the state college of agriculture located permanently in a county when the county properly organizes for the work and Provides funds in part payment of the salary or expenses, or tmth, of the agent. In some cases the county funds are aug- nmnted by contributions from farm or business organizations or from individuals. The right of the county to spend money on this‘kind of function is fundamentally the same as that riipernits local 89'7- :'::‘.‘.sn not 81390151“1 ‘ 6 ;-.e:rnent. This ”3"“ czar-tithe of the sts :slatisn. i'he effect of this :‘zezorty workers‘ job- izteztoi the service a I t ‘ I .I.I ceate a posrtion 1‘": n'd 5 § Q ....n von-Irolled, a: Iv .. A; Iseuse directions. :ett . Hf him and can eve T3; .6 ..e county board er It‘.‘ I. of formal record. 9’ !. .. t..e resultant be ”has. ""54 325‘. the erect ‘ 136311.. “Ch 0' t 17 which permits local governing boards to spend money on any function not specifically assigned to the state or national government. This right is often outlined whether in the constitution of the state or in some act of permissive leg- islation. The effect of this kind of legal-rational base upon the county workers‘ job, beyend outlining in broad terms the intent of the service and providing a financial base for it, is to create a position that is on one hand stringently out- lined and controlled, and on the other hand in uncontrolled by precise directions. The agent knows what the service exp pects of him.and can evaluate his own program in that light. What the county board expects of him however is not often a matter of formal record. If the resultant behavior of the agent violates too strongly the expectations of either group, an adjustment must be made. Much of the effort of the state level person- nel goes toward bringing the two sets of expectancies (the county‘s and the service's) into line. The potential effect of disagreement is great, because either group has it in its power to end the program. Agreement must be maintained on who the county staff will consist of and what the net county contribution will be. The description of the network of offices and positions working at all levels in the extension structure are forcibly pressed upon the age' 1:315 contacts Iith s“ fists, and other college use: expected behavic .Iili‘ld conpiiance Ii ‘ aim] of these person. 1*:1she cause 0. Isle of the agent. Tue impact of the . WW Agent's Job 1 "3” ‘0 enact a mu 3‘ ”in (10111" less 33+. it” v. M "e 1g: «tbecagg. .1...” an 389M in ‘ 18 impressed upon the agent because they are acted out daily in his contacts with supervisors, subject matter special- ists, and other college U.S.D.A. representatives. In this manner expected behavior is not only outlined but deviation from and compliance with expected behavior is the subject of many of these personal meetings. In some cases devia- tion is the cause of a rating which may affect the pay scale of the agent. The impact of the needs and desires of the people upon the county agent's job is more difficult to outline. For a tanner to expect a kind of behavior for which he has no need or desire doubtless sets up a negative reaction. He may avoid the agent because of it. Where some need has been filled‘by an agent in the past because of emergency or spe- cial interest of the agent, this activity may become a part of the job because people expect it. Failure to perform may be deemed reason to censure the agent. The above discussion has described the convergence of three major forces upon the job of the agricultural exten- sion worker. The avowed objectives, the organizational structure, and the needs and desires of the people have been shown to each have their place. They are the forces that determine what the agent does. Each force is translated by the individual agent into a pattern of expected behavior of which some have the force of authority behind them and some :{t‘tich carry only the 1.1111133: 11. Stead er Research Program 0: Egg, Public Admin: p. 62. Talbert 0. Killer f 9103], Harper and 3 John 2. Stone An kgqt" JOb fi “O‘D- 1:1“. nr‘h‘u A U . .\_- c... - l I'- 1 «L A — gharles P. Loom: a raters, Prentice-11 mph Linton, The S “W? Companm 19 of which carry only the sanction of tradition. 1. Footnotes William.H. Stead and‘w. Earl Masincup, The Occupational Research Program of the United States Employment Ser- vice, Public Administrative Service, Chicago, 1945, p. 62, Delbert C. Miller and William.H. Form, gndustrial Sogg- glggy, Harper and Bros., New York, 1951, p. 6. John T. Stone, An sis of the County Extension Agent's Job, Unpu l s e Doc or s sser a on, arvard, l 1. Charles P. Loomis and J. Allen Beegle, Rural Sociaé S stems, Prentice-Hall Inc., New York, , p. . Ralph Linton, The Study onMag, New York, Appleton- Century Company, 1 6, p. 11 . JOint Committee Report on Extension Programs, Policies and Goals, U.S. Dept. of Agriculture and Assn. o Lan - Erant Colleges and Universities,'Washington, D.C., 1948, ppe 7‘8e . C. B. Smith and M. C. Wilson, The Agricultural Exten- sion System in the united States. John Wi ey and Sons, nc., New Yerk, 193 0, pp. 1 - 1. Joint Committee, op. cit., pp. 3-5. Ibid.. p. 5. Loomis and Beagle, op. cit., p. 658. Gouldner describe szizulates patterning! Extension agents :‘zeextension job unlc 33.315 "1th whom he I: able to cause Home 1 Listen to hi: Pollov him 01 30 into acth There 13 a Tithe CHAPTER III EXTENSION LEADERSHIP Gouldner describes a "leader" as one "whose behavior stimulates patternings of behavior in some group.“]- Extension agents must be leaders because no one can do the extension Job unless he is an acceptable leader to the peeple with whom he works in the county, and is consequently able to cause people to: 1. Listen to him.and agree on common goals. 2. Follow him or his advice. 3. Go into action toward these goals. There is a rather sharp distinction between lay and exp tension leaders which should be pointed out. many writers stress the fact that professional workers, including exten- sion workers, are not true group leaders in that they are not selected by the group and are not usually members of the group. Sanderson said, ”The function of the professional leader is to act as stimulator and educator of the group which employs him, but it is not his function to act as a group leader, even though the Job is thrust upon him. In so far as he does so he prevents the best social organization of the group with which he is entrusted.”2 Norther distinc sizzgroup leaders. 1! numbers of the we rife: these reasons 2 int-331111) work this i anally odvisors both pints out in 4-H Club :23" who lead activi assistant leaders. Tails extension to 1:131: 7 group leaders :2: .. ‘ he, have an even “3.1:“.‘sn e I net's-m. :3. It is vi ~13 In A .ers reheat... . P‘s: W . . u oh 1;}; ey might 1.1351, M ’ '“7 Prevent t It: as methods eoui as. ‘ n 1 1. 2 n ‘I‘ick 21 ‘A further distinction should.be made regarding exten- sion group leaders. In adult extension groups the leaders are members of the groups and are selected by the groups, and for these reasons are considered real leaders. However, in 4-H Club work this is not the case, and club leaders are actually advisors both in origin and function. martin:5 points out in 4-H Club work the real leaders are the club members who lead activities and act as committee chairmen or assistant leaders. While extension workers and 4-H Club leaders are not actually group leaders in the accepted sense it is possible- that they have an even more important function, and that is as advisors of leaders. Their Job is to help leaders help their groups. It is vitally important that agents and 4-H Club leaders remember that when they do something for a group which they might have encouraged the group to do for itself, they prevent the group from developing its own re; sources, and may be actually delaying community and group organization. Gouldner4 lists two major critiques for classifying leaders: 1. The Situation Critique - the traits, abilities and methods required of the leader depend upon the situ- ation in which he is a leader. 2. The Trait Critique - that a certain set of person- 31m traits as the leader. hits closely relf :fEe-reiity - - that r: estip abilities are i. Priestantisn, modern s then; for the foundi: Hersey, I111 not le‘ h”, 'a ‘ ' C! .....e idea. sven if Ivor- 'h .... .oy can become I 31:51” “ seams steel A 233.? 505 their own 1 22 ality traits and characteristics are necessary in the leader. Quite closely related with these theories is the theory of Heredity - - that man is born to the purple and his leads ership abilities are inherited. The rise of the triumvirate: Protestantism, modern science and capitalism, which paved the way for the founding of our country on the principle of democracy, will not let Americans accept this ”born to the purple" idea. Even if the days are rapidly passing when every boy can become president of the United States or of United States Steel, Americans still believe that they are masters of their own fate and still believe they can become leaders if they work at it hard enough. In extension at the present time, both the Situation and Trait Critiques are used in employing new agents. Up un- til the present agents have been hired largely on the basis of the traits they seem to have, which the administration feels will be necessary in their work situation. A great deal of effort is now being given to establishing a more ra- tional approach to hiring new agents. An attempt is being made to develop a series of tests which will measure aptitude and extension type abilities. Large commercial companies have long had a scientific approach to the Job of hiring their key workers, and it is felt that in extension all effort must be made to place workers in counties who will be able to is: their people to Supervisors has leaflets? tip traits an sin: vorters: 1. C75 0 Rural backs 4-H Club er Commity 3 References. 3011001 I'BCC curricula, 23 lead their people toward solutions of the many problems. Supervisors have in the past considered the following leadership traits and background factors in hiring exten- sion workers: 1. Rural background. 2. 4-H Club experience. 5. Community activity participation. 4. References. 5. School record, including both grades and extra- curricular activities. 6. Lack of antagonistic attitude, flippancy and gar- rulousness. 7. Confidence and assuredness. 8. Good appearance. 9. Suitable manners. lO. Enthusiasm. David Meeker5 Director of Education for the Dearborn motor Company, has listed these requirements of a salesman which he feels would fit an extension worker as well: . l. Sincere desire to serve. . Must have knowledge. Has to believe. Confidence. 2 3 4 5 . Enthusiastic and optimistic. 5, Understani is going a: mist alias" objectives. Bogardus5 stat 'Zeaiersbip arises 1 .3} Tiaracterfl It is probable chatteristics in 4 V oer. Again rll’ ‘. "44' 6'3 '3‘. he can be. It I“; I .."1: l‘ ‘ ‘ l _ .ii.a¢:te. ’ t giitltenst on Work :3." u . ”‘dJ an i absorb 37! ‘w3 caged and f i be e» sq'ree 4 ass 21533 ‘L “m” and c 2:1. “is: I e. ”Shin“ £5 a ”‘3! 313! 24 6. Understand his objectives - he must know where he is going and where his customers are going. He must always know what he is doing in terms of his objectives. Bogardus6 stated in his book Leaders and Leadership, "leadership arises out of (1) Energy, (2) Intelligence, and (3) Character.” It is probable that if an individual has these three characteristics in average amounts he can be a good Exten- sion leader. Again this does not say he will be, but merely that he can be. It is going to take the will power of a strong character, the energy of a man who wants to become a good extension worker above all else, and the intelligence to study and absorb the methods of leadership of men who have tried and failed or succeeded before. A few of the best extension leaders are not physically large men with a gift- of persuasive speech and personalities that sweep all into their camp, but men with the three requirements who have worked a little harder, thought a little more, and have had a sincere desire to serve. The three assumed requirements of leadership - energy, intelligence and character - are now considered briefly: Eggggy. The ability to act is considered to be energy. Becker T.‘Washington taxed himself more heavily than he did anyone else. If there is anything that inspires fellowship, ["5 'l. .1 ‘I 25 it is to have someone step up front, shoulder a double load, and set the pace. much of Teddy Roosevelt's leadership came from.his boundless energy. No place else in our soci- ety is energy valued more highly in a leader than it is in the rural areas where farmers still work a fifteen hour day in the summer. Thomas Edison said, "Genius is two per cent inspiration and ninety-eight per cent perspiration.“ Intglligence. Energy is not enough - it might go around in circles or fatally blunder unless it is guided by intelligence. Sound reasoning and careful planning should precede crop planting by farmers. Director Ballard7 has stated that in his opinion the lack of planning on the part of agents (especially new agents) is one of the biggest causes of below par accomplishment. It is necessary for agents to develop foresight - to try and keep at least one step ahead of the followers. Charagter. In the psychical sense a person might have a strong character and be a narcotics ring leader, but in the social sense character is integrated with reference to social values. It involves: Sympathy Dependability Loyalty to principles Sincerity .l ‘I h 26 It is necessary for an agent to identify himself with the people he is trying to serve. If he is able to do this, to feel as they feel, the above four points will take care of themselves, providing that from this identification there does not only grow sympathy and pity, but ggtigg. Leadership study is difficult because there are many factors involved, and every writer on the subject has a different interpretation. Extension students can, however, gain much valuable knowledge from studying the techniques used by successful agents in handling some of the common situations which require leadership ability. The remainder of section describes a number of situations and techniques. Wkuaiomu s n_e___.s a... Burr says, "the first duty of a leader in a community is to acquire community consciousness. He should make no movement until this is acquired."8 The extension adminis- tration does not expect much of a man his first year in a county largely because they do not want him to make serious errors in Judgment as a result of not knowing how the people oftme county feel about many things. This is the time he flmmld get acquainted, learn how people feel, and learn the county situation. This can be done through making a county survey, which will be discussed in a following section. If 27 instead of going into extension work a young man goes to work with a feed or machinery company, he probably will be sent into an area where he will help the dealer, who is about to handle the company's product, to make a "market survey.“ The eXpressed reason the company will give for financing this survey is in order to inform the company and the dealer of the places where people shOp, what newspapers they take, etc. These are certainly important reasons, but the biggest reason is probably so that people will get to know the company's representatives. People are much more interested in someone they have met personally. This is good business for extension as well as private enterprise. In acquiring community consciousness agents also learn what personal behavior pattern is expected.of them. In some counties the agent is expected to "have a beer" with his people, while in other counties to be seen doing so would possibly result in a firm.refusal by parents to have their boys and girls go with the agent to an older youth camp. An agent must know the social values in a community and‘be scrupulous in abiding by these values. Ralph Waldo Emerson made a statement all extension workers would do well hitake to heart, when he said, "What you are thunders so loud I can't hear what you say.” in accouplishin. tel; themselves age: still be discussed talieotele oi exten t::esefu1 extension service to people, to '9‘! sets serve prinari "‘I“ ....ele. These su itsire to serve, the tats are sincere, tie natural 'bi-prod he conclusion ‘ - title 3 tudy 0f the be, I re: s at “Ml coun ;: identified at} and 28 Service In accomplishing the objective of helping people to help themselves agents are performing sergice to the peOple. As'will be discussed in the next chapter, one way to build a clientele of extension cooperators is through service. Successful extension agents build a clientele by rendering service to people, but it is doubtful if these successful agents serve primarily to build social capitol and a large clientele. These successful agents are sincere in their desire to serve, the people in the counties realize the agents are sincere, and social capitol and a clientele are the natural "bi-products". One conclusion reached by Curry after making an in- tensive study of the way extension agents perform their job was, "successful county agricultural agents had a self image that identified them positively with the local commu- nity and its needs. The desire on the part of county agricultural agents to be of servige to the people is a fundamental factor for success." Favoritism Extension agents deal with so many fine people who are very much interested in the work that they inevitably become aMached rather closely to several families. It is main- tained by some that it is never wise to have close personal relations Iith the P ;li:ations that nal'. Care should be {antitisri to certai safeguard in 4-3 '0: starts comittee cor: ensuing inciiVidin here are 311 if lib extension coul I." "“3' 13 to Stay 03‘. I'm a 9 t1 it.» the other ha aprinni. 29 relations with the peOple being served because of many com, plications that may, and frequently do, arise. Care should be taken to guard against showing undue favoritism to certain individuals and groups. An excellent safeguard in 4—H work against favoritism is to have an awards committee composed of local leaders to make decisions concerning individual and club awards. Arguments There are all kinds of group arguments and conflicts in which extension could become involved, but a good rule to fbllow is to stay out of all arguments which are not worthy of an extension agent. Burrlo has this to say, "Group conflict is not detrimental to community welfare unless it becomes personal and vindictive in character. It is a symptom of disorganization, but disorganization not only precedes reorganizationt but it is an essential part of the process of adjustmen which goes on con- tinually in a democratic society.” Many new 4-H clubs have been organized because one faction Split off from the old club after an argument of some kind, usually involving leadership. In a community argument of this kind most good agents listen to both sides only when necessary, but do not show partiality, nor do they make any attempt to mediate the conflict. 0n the other hand there are conflicts which arise that involve principles upon which agents should have convictions, sill agent must csr rs: thigh it may use it: the decision. 1 afeclub night enoo' at vegetable exbib us a failure. one. tierated by an agen letter and a few meg; W! by generally ”3": 13 universallv e" T: t- ” “Emerita J en: as...~ “I + M at“? a n key. and “hen $3.5, his Ea ‘G r' ‘Ql CO] w. "'33 of f" :1 *7- 8 ‘es 'la ‘ Mud“ 0f be ‘.3 he “I t UV a 1 Taxing» i ‘i . N then as ‘h‘ s . """3 b I'EZ‘: ":81 30 and an agent must certainly take a firm stand in such cases, even though it may mean that some people will not be happy with the decision. For instance, the local volunteer leader of a club might encourage the members of the club to have a good vegetable exhibit at the fair even though their garden was a failure. Under no condition should such action be tolerated by an agent, even though it may mean losing a leader and a few members. Bogardus says, ”The person who stands by generally valued principles, no matter what the cost, is universally admired and recognized."11 Lincoln said, ”You may burn my body to ashes, and scatter them.to the winds of heaven; you may drag my soul down to the regions of darkness and despair to be tormented for- ever: but you will never get me to support a measure which I believe to be wrong, although by so doing I may accomplish that which I believe is right.“ When arguments arise, and arise they will if the agent is doing anything, an agent should appraise the situation carefully, and when necessary take a firm.stand based on facts, his moral convictions of right and wrong, and his con- victions of fairness. In so doing he will probably gain the respect of his people. TakinggTime to Listen_and Consult Often agents become so involved with the many details of extension meetings and events that they have very little 31 time to talk to the people who approach them with questions and suggestions. One 4-H Club agent had not been on the job long and was busy with the details of a spring achievement program when a visitor approached him and began inquiring about the organization of the clubs that had completed the project work which was on exhibit. Although the agent had previously passed off some similar inquiries, on this par- ticular occasion he took time to take the visitor about the exhibit hall, pointing out the work of particular clubs and briefly describing the 4-H organizational plan in the county. The visitor turned out to be a member of the school board of the Holland, Mflohigan, Christian Schools, and as a direct re- sult of that five or ten minutes conversation 4-H Club work was introduced into the Holland Christian Schools for the first time. Every 4-H Club agent at one time or another remembers suns seeing or hearing the name of one of his club members in connection with a distasteful happening that at some pre- vious 4-H Club activity there was an opportunity to talk and consult with the member, but the opportunity was not taken. Usually such opportunities are not taken because agents are too involved.with the details of the activity. Agents do not seem to have time to talk with people on many occasions, but they should find time. This can be done ‘bys 1, Plannifis’ ’5 2 Org anizing i. Delegatit‘éz lrell organiz leaflets, leaving it sent is never too starts vorrying Whe bur said, 'lleader's tag i sit taa .ion the in “.500 it a Sit :* ”ispo ints Je‘ill atterrt 539' county a. u- Mary succes 3!- ,“ ' ..inCtmninge “v"! he. iauely 3 '“0 Tue ‘0’. ye o Itieren J 32 1. Planning more thoroughly. 2. Organizing more carefully. 3. Delegating responsibility. A well organized event can be largely conducted by the leaders, leaving the agent free to talk and consult. A good agent is never too busy to talk to his people, and only starts worrying when people no longer come to talk to him. .Makinz_9hanzss Burr said, “A Leader's task appears to him at times to be taking a situation where everything is entirely wrong and bring- ing of it a situation where everything is entirely righ . At this point success will depend upon whether or not he will attempt to precipitate a revolution.”12 A new county agent had been a 4-H Club agent in a county where a very successful soil conservation district had long been functioning. In his new county and on his new job, the agent immediately set out to establish a conservation dis- trict. The referendum.establishing the district did not re- ceive the necessary vote, the agent lost prestige, and he was soon transferred to another county. Burr said, ”Any given action, to have element of perma- nency in a community, must be py the people. Never move for- 'ward.rapidly with a small majority."13 Probably no place in «extension leadership or any other type of community leadership is a principle violated as frequently as this. Every good agent sees ijects reiiately to 131??" orifor him to be; gazes: 1n lbich h girlie progrm, gal tion, organizer of tots: and counselor get goes on the 3' 43:31:53; what 1112 57533 club except 0: relearoing only p1 33011; social actf Elieperd uron Whe‘ gum ....rn structure o 33 agent sees projects which he feels must be undertaken im- mediately to improve the county situation, and it is very hard for him to begin the slow, methodical, social teaching process in which he acts as student, administrator of a public program, salesman, promoter of c00perative organiza- tion, organizer of educational events, and finally, facili- tator and counselor. For instance, when a new 4-H Club agent goes on the Job it is hoped he is sold on community 4-H Clubs; what will he do when he finds in the county that every club except one or two are project clubs where members are learning only project skills and are not participating in group social activities or community events? His success may depend upon whether or not he tries to change the organi- zational structure of the clubs his first few months on the deb. Positive Approach So much of the success of our work in extension is de- Pendent upon securing the cooperation of people, that it is vitally important to learn how to use the prOper approach - to Set people to say, “I'll be glad to help." One agent uses the following approach in writing letters asking for help at an event: Dear Hrs. Snit Ihesita: so busy, but I and to tho at Flease w: no return at It is protable 191: =°=e Quickly 1; £30 Brown are: like AHA so. 'SOme of t? “use, 34 Dear Mrs. Smith: I hesitate to write you because I know you are so busy, but we need three people to cook at camp and we thought you might be able to help. Please write your reply on the enclosed card and return at your earliest convenience. Yery truly yours, It is probable that the agent would be able to get help more quickly by writing: Dear Hrs. Smith: Our camp planning committee met last night and made plans for making this years camp the best yet. One of the plans on which the committee was in comp plete agreement was in their desire to have you, mes. Brown and Mrs. Jones do the cooking. It looks like some of the committee has had a meal at your home: We are planning on your help with this very worthWhile event. Please let the committee know by returning the enclosed card as soon as possible so we can announce the names of counselors and cooks for this years camp. Very truly yours, Recently an agent sent a letter written in the vein of the second illustration above to twelve men asking their h°1I> in setting up a county achievement day. No answer was 1'°queated, but every man showed up plus six extras who "ca-111$ along to lend a hand.” The positive approach contains ”1’3 e principles: (J. 0 Being cenvin or event for Here the le: t'se prograr. issue that and is sane glad to coo F-CSSible, tax or '1'“ Ilnt to he] T17 Offerir mitten 0: Vice. 0%.” IEadQ‘ S‘h 4. 5. 35 Being convinced in ones own mind that the program or event for which help is needed is worthwhile. Have the leaders, or at least a committee, sanction the program or event. Assume that since the program or event is worthy and is sanctioned by the leaders, people will be glad to cooperate in carrying it out if at all possible. Ask or write for help as though you know people want'to help. Try offering some extra incentive, such as the rec- ognition of ability or public appreciation of ser- vice. Other leadership techniques which are discussed in Ben Solomons'14 Leadership pf Youth and which have value to ex- tension workers are briefly outlined below: 1. He has goals and continually moves towards them. He must remember that a person does not lead if he always looks to see which way the column is march- ing and manages to stay in front. He is not satisfied with the status quo and always seeks to improve and advance. He starts where his followers are, not where he thinks they should be. He talks their language - reather, on their fer-‘11: . 4. He rises a‘ol . is objectiv - 5. He trains fl would be no by having a ° V chairman at Km? to 51 etioo. 5.3 9 3513.331 a 36 weather, crop outlook, hogs, etc., and appeals to their families and pocketbooks. 4. He rises above any vested interests. He can be and is objective even when his organization is involved. 5. He trains followers. Without followership there would be no leadership. An agent can train followers by having a group select a member of the group as chairman at an event, and then by encouraging the group to give the acting chairman their full cOOper- ation. 6. He seldom admits discouragement and never uses ali- bies. He perseveres in the face of defeats and ob- stacles. It is a fundamental preposition of leader- ship that people being led have faith in their leader and their cause, and discouragement destroys confi- dence. 7. He lives democracy. Footnotes Alvin‘w. Gouldner, Studies in Leadership, Harper and IBrothers, New York, 1950, p. l . JJwight Sanderson, Leadership gor Life, Association Press, 1940, p. 3'7. 33. L. martin, Role of the 4-H Club Group in Developing IBalanced ngth op‘the Fagm, Missouri Extension Study No.5, Columbia, Missouri, 1949, p. 14. GOUlanr, 22. 3130, PP. 25-33'0 5. David leeker, 1943. leery Bogardu Century Co., I C. Y. Ball rd Walter Burr, j p. 133. Donald G, Cur: Rich Selects: R313,‘ HOS. T! hr, 0 . cu AV‘ N 9220 10. 11. 12, 1s. 14. 37 David.Meeker, The Will Bu , Dearborn Motors, Detroit, 1948. Emory Bogardus, Leaders and Leadership, D. Appleton- Century Co., New York, 1933, p. 105. . C. V. Ballard, oral communication. 'Walter Burr, Communit Leadershi , Prentice-Hall, 1929, p. 103. Donald G. Curry, "A Comparative Study of the‘Way in Which Selected County Agricultural Agents Perform Their Role,” H .S. Thesis, M. S. 0., 1951. Burr, 2p. cit., p. 97. Bogardus, pp. cit., p. 152, Burr, pp. cit., p. 61. Burr, 2p. cit., p. 61. Ben Solomon, Leadership of Youth, Youth Services Inc., New YOrk, 1956? pp. 25-27. u‘ I "A " ~ Maduu C I 9 Since the incs , ‘ 'ureieen busy devs , _ , , . - _ _ iii-1! in the count . . feltlould meet nee . . - s . _ ‘ 139 ‘30! I'm-king 0n . , ' . - . , itif-soree new. 3: . . .- _ p , ietiiin, Although . iii carrying on e: ' itself I the steIS : 3le} analyzed mt: 3133!, Extension 5' State Colleeeol Stone Ias int hioquestions. 3 1| What r01e 81°“ D‘os' A) Y o “It t5. ‘ itct? (’1. 0’ now can is and Still CHAPTER. Iv EXTENSION PROJECTS AND CLIENTEIE Since the inception of the extension service agents have been busy developing those projects demanded by the people in the counties and other projects which agents have felt would meet needs of the people. Most extension agents are now working on twenty to thirty different projects each year - some new, some old, but all requiring time and at- tention. Although the process of originating, developing, and carrying out extension projects is as old as the service itself, the steps involved in the process had not been care- fully analyzed until this past year when done by John T. Stone, Extension Specialist in Charge of Training at Michigan State College.1 Stone was interested in finding answers to a number of basic questions, some of which were: 1. What roles do agents perform in developing exten- sion projects? 2. Is there an existing sequence in which agents per- form the various roles in developing a given pro- ject? 3. How can agents keep adding new projects each year and still keep the old ones functioning? In 0|” ”‘1‘ tab or. ,::-‘a:‘ u...t$.i DI 9 :9. AI 1!. ‘ no...” 'Ie I. I~g .. “a. I . “I 'ui e”, In}, L. ‘3'. m I. I. ‘0 U 2w . m 39 In his study Stone was also interested in determining the connection between project develOpment methods and the vital concern of county extension workers - building and maintaining clientele. New agents are faced with the pro- blems of building the confidence,cooperation and loyalty of the peOple in their counties, while old agents have an equally difficult problem of keeping the old clientele and building to it. It is a common observation by administrators that the people are slipping away from this or that old agent. What connection do these clientele problems have with the methods of selecting, developing and carrying out extension projects? Occupational Roles of Extension Agents Stone2 recently conducted a study to determine funda- rmnrtal differences in the way extension agents do their job. In crrder to effectively analyze the various extension opera- t1Orlal methods it was necessary to establish and define the °°°upational roles“ commonly performed by agents and to do this! an intensive study of the way agents developed eight maJOIr extension projects was made. These projects were: \ . Role analysis of the position " county agent" as defined ggtttle committee constituted an "inventory of the right and ,Ouies of persons in this Position With emphasis on the Pee of sanctions making the role possible or mandatory." :1} the artificial asirgco‘filt, (3) soil conservation gr, {5) the reed legs project, and :‘1isstuiy made it iy‘oeiog perform-ed first to be certa". tins found that ties in a rather Tiese roles are 11 sactessful agents ‘9‘. ’ u .. jectc 10 The $016 The Lin: 1 QCQQ his the: .0 “5 work hA‘vh dd 2 . the T018 q 3' Flt-“1'11 PTOgra b' infer cl Perfo‘ 4o (1) the artificial breeding project, (2) the practice of using cobalt, (3) the land use planning project, (4) the soil conservation project, (5) the dairy herd testing pro- ject, (6) the reed canary grass project, (7) the grass si- lage project, and (8) the emergency farm labor project. This study made it evident that certain roles are constant- ly being performed by extension agents. Not only were there found to be certain roles being constantly performed, but it was found that the more successful agents performed these roles in a rather definite sequence in deve10ping a project. These roles are listed below in the order in which the more successful agents were found to perform them in developing a project: 1. The role of student. The things county agents did primarily for the pur- pose of acquiring for their own satisfaction or to en- able them to solve some special problem of people dur- ing work hours. 2. The role of Public Program Administrator. a. Planning and coordinating the county extension program. b. Performing administrative details. c. Performing special administrative details. d. Performing special public relations activities. i. The roll In this to interest on eiucator standing. '1 rays: a. In" b. 1533 c. Gro 41 3. The role of a salesman of information and ideas. In this role the county agent is actually trying to interest people in new ideas or practices. He is an educator bringing to people new knowledge and under- standing. The agent performs the role in the following ways: a. Individual contacts. b. Mass media methods. 0. Group contacts. 4. The role of an organizer and supervisor of events. One of the functions of the county agent is to pro- mote, organize, arrange and supervise various events such as meetings, demonstrations, achievement days and tours. many of these events are staged to provide a setting or opportunity for the agent to teach people in groups through the primary roles as a "salesman of knowledge" or”consultant". However, by helping put on events of various kinds the county agent performs a distinctive function of bringing people together where they can exchange ideas. Some of the tasks involved are: a. Publicizing events. b. Arranging events. 42 5. The role of an organizer of groups. This role is played by the county agent while actu- ally engaged in encouraging and helping people organize themselves to accomplish something collectively. It often requires group action to solve certain problems or to enable individuals in a rural community to bene- fit from new technological deve10pments. The time the agent spends in developing community organizations as a means of helping peOple help themselves and to carry out certain phases of extension work are classified under this role. The role involves organizing groups of people. 6. The role of a facilitator - expeditor. This role involves the many things the county agent does primarily for the purpose of making it possible or easier for peOple to follow the recommendations of the extension service. Likewise some things are done pure- ly as a service to his clientele or to expedite agri- cultural production. These include such services as helping a farmer find a hired man, or a farm to rent. Helping promote 4-H Club work, etc., are considered a part of the facilitator-expeditor role. 7. The role of consultant. This is the role played by county agents when giving advise or recommendations, counciling with indi- sidusls or g, is a co quested. Th The role of stions: 1. Ti: b. it It was the r a c 1. vafilt 0’ “ O “'1! .235: a m- t S k . “ea 43 viduals or groups regarding various problems. As a consultant the agent's help is sought or re- quested. The agent is not the initiator of the contact. The role of consultant is performed in two primary situ- ationsc a. With groups. b. ‘With individuals. It was the purpose of this observation to determine how thezvarious agents performed each of the roles as outlined and to attempt to determine any fundamental differences that might exist between the methods used by top ranking agents as compared to others. To illustrate how these various roles were performed in an actual situation, the development of the artificial breed- ing project in Michigan will be briefly reviewed.5 . The first step in the extension process of interesting farm people in the practice of artificial insemination was carried out by the research workers through journal articles. A3 11 result of these articles and extension service news re- 1e~“1l8es farmers began asking questions of dairy specialists mud gaunty agents. mr. A. C. Baltzer, dairy extension spe- Mallet, and other members of the college staff studied the artif’icial breeding situation, and reached the conclusion thaii a state-wide artificial breeding service should be or- gani zed. A plan was worked out and presented to the admini- station, and 39‘“ tesdrise on the 1 goiet of visit. After a plan the extension ear and unity agents {steers in srtifi :‘seareas sclecte are" , .atires, start i", I, I ‘4: might woul 44 stration, and several nearby county agents were called in to advise on the feasibility of the program from the county point of view. After a plan of action had been developed and approved, the extension service in 1943 through its specialist staff and county agents, began an intensive effort to interest farmers in artificial insemination. The county agents in the areas selected to organize the first local service co- speratives, started selling the idea by visiting farmers they thought would be most interested. In practically every county the first men contacted were men who had in the past been helped by the agent and were strong extension eo- 0perators. Once they had approved the idea, the agents next discussed the proposed plan of organizing service coopera- tives with dairy interest groups and others, concurrently W1 th an active promotional campaign in the press and on the radio. After some local interest had been aroused, represent- a”Litres from the counties were invited to attend a state meet- 1‘18 for the purpose of organizing the central cooperative at East Lansing. These representatives were selected'largely by the county agents and local dairy committees because of intcrest and leadership abilities. At the state meeting, the proposed plan of organization was outlined and after con- 81derable discussion the groupdecided to organize the Enigan Artifici :ectrsl cooperati officers, derelo; neon-oration, de her the guidanc gm; of represen their orpport for Fhiie these We the counts Womanized 5 ea. Mile infor: ted the if?" total “‘ ~ 3‘. . «deece 2:3. 3, determ ,. .259 ”In :1! "‘A 1 d? 45 Michigan Artificial Breeders Association, as they named the central soaperative. At subsequent meetings they elected officers, developed a constitution and by-laws, articles of incorporation, determined membership and service fees, etc. under the guidance of extension workers. In this way a group of representative farmers approved the project, and their support for this extension activity was secured. While these proceedings were taking place at the state level, the county agents and county representatives of the newly organized state cooperative were busy keeping the 10- cal peOple informed, so when the time came to organize the county member cooperatives, they were ready. The first county organizational meetings were called by the county agents in 1944. At these meetings the proposed plans of oPei-ation were explained and at subsequent meetings the county cooperatives were formed. In almost every case, the wunty agents acted as a temporary chairman at these meet- ings until local officers were elected and in every case they assisted the new officers develop a functioning County Artificial Breeders Association. They helped them sign up membeers, determine policies and procedures as well as pur- °h38e the necessary operating equipment. They also helped the local organizations find responsible men to act as in- ”Minster managers and after these men were hired by the heal trotti-e’e'atiwas iSSTi courses at 1 tties. By the fall 1 laboratory space : ricians employed, itpossi‘ole for t ties to begin ope ....ers Associat Enlarge organ: 551?? industry in fitting the quail 3’3 in new cases ' 's A,“ . c keg, dam-y he r en the , 4‘3 PTOC lz‘PTicit ~08, it 46 local cooperatives, the extension service set up special short courses at the college to train them in their new duties. By the fall of 1945, bulls had been purchased, barns, laboratory space and equipment had been procured, tech- nicians employed, and other details taken care of, making it possible for the Michigan Artificial Breeders Associa- tion to begin operations. Today, the Michigan Artificial Breeders Association, with over sixty county associations, is a large organization, exerting a strong influence on the dairy industry in the state. Its members are not only im- proving the quality of their herds through better breeding, but in many cases they have taken a new interest in better feeding, dairy herd sanitation and pasture improvement Practices as well. Many farmers became acquainted with their county agent for the first time through his efforts on this project, es- Pecially the small and part-time dairymen, because the prac- 155436 was especially well adapted to their needs. Other farfilers, by taking responsibilities in the organization, 8“il'led valuable experience in community leadership under the “couragement and guidance of extension workers. In this process of making artificial breeding a common farm practice, the county agents first had to study the ridesPUbliShe entthepractic toaster the far one also asked t threanhility o nhtof vies. I enrproblen and no agents had a; tieemehy of re Seltzer Plan of g 105 the practi 01" fl is a nears C “fin .- ifie‘ e; ‘93“‘193 dairy. 1'1! co in} as 30 C1; ‘ " " l 6?: It"! ‘“ mitt and A. "5 hert' - . , 8 advice wit; the new c hoiehp h .. , g "n “at ‘ I .0 3h, ‘3' ‘.P H the ‘ :5 : ‘ ‘5 the . it, a“ v3! “lticial ~ 43‘, “3 the 47 articles published by research workers and otherwise learn about the practice. They‘were literally forced to, in order to answer the farmers' questions intelligently. The agents were also asked to study the Baltzer Plan and to appraise the feasibility of undertaking the project from a county point of view. In so doing, they were acting as students of a new problem and administrators of a public program. Once the agents had agreed that artificial breeding was a prac- ti ce worthy of recommending to farmers and had approved the Baltzer Plan of procedure, the county agents became £21.23" mgr; of the practice and promoters of c00perative organiza- _1'o__1_9_p_ as a means of making it possible for farmers to take advantage of the new practice. Throughout the process of interesting dairymen in artificial breeding and organizing the county associations, the agents acted as the organizers 01’ educational events where people could get together to learn about and discuss the idea. Farmers constantly sought the agent's advice regarding the practice and as a part of helping the new cooperatives get started the agents served 33 facilitators and counselors. To show the way county agricultural agents spent their tine during the extension process used in helping farmers “Opt artificial breeding, Figure 2 was prepared. This chart shows the number of days per year a model Michigan ' O ' ‘ on 3:: of cows he The 79.7 a! It may be 1 ject ce' sire pr: 3547 ‘51! amber ata‘m‘. four 6.: ‘Eézts 31m am r‘h‘: II A ire: of age: -€| *z node to t“: Yin-L "t“‘ - be real 0‘ A w.“ l':: 48 county agricultural agent spent on the project and the num- ber of cows bred artificially over a ten year period. The Way an ExtensiongAgent's Work Load DeveIOpg It may be noted in Figure 2 that following the inten- sive project development activities by the model agent in 1947 the number of days spent on the project levelled off at about four days per year. Other projects worked on by agents show about the same general curve, with the time required of agents as counselors and facilitators seldom falling to the zero point at which it was before the project was developed. When Michigan agents were asked in a ques- ‘tionnaire, "How do you stop work on a project?", the answers amounted to "I don't" or "I don't know how as long as the People request help on it."4 After an agent has been on the Job for a number of Years and has worked on a large number of different projects there might logically come a time when he would not have the free time to take on new projects. A situation such as this, Whether real or imaginery in the mind of an agent, would in- "itably result in a series of conflicts between the agent and P°°Ple and the agent and the extension administration, bOcause new things are constantly developing that require his attention. One Michigan agent who was well established inh is county recently requested a transfer to another omna . hom9dmoo< qquv mmmoomm 02Hm0mo mezm0< MBZbOo Mg: mme 09 mmHBH>H90< aomwomm mo mHmszHB 2200 2000 1500 léCKD 11400 (1) / ””” a o; ,0) ,/ -'-.o/ .' I. .K. I.. 0..'/ . u ..../ ... .- ,_ ’./'\, ’./'l . ..... 0..., ./ _.- \.\.v.’. 3'2'3'u’3b aé'ub'u’a bF'Lo—ru'a '1350 YEARS ' FIGURE 9 THE NUMBER OF TELEPHONE CALLS PER MICHIGAN EXTENSION AGENT 182 4. Offers counsel and service in administrative affairs through the District Extension Supervisors. 5. Makes available publications and other information dealing with administrative functions. Each county is encouraged to develop an administrative plan which defines how office functions shall be carried orrt.. To illustrate the nature of such a plan, the follow- ing statements are taken from the Oakland County Adminis-o trative Plan, previously referred to in Chapter VIII: 4 II. Administrative Policy; D. Agents who have meetings the previous night should take an extra hour in the morning and come to work:fresh and ready to do a complete days work. Under no circumstances should an agent show up at the office who is out of sorts or who is, for any reason, ill .... Funds and Accounts. County budget - The county budget will be en- tirely administered by the county agricultural agent .... 4-H Allocation Fund - The 4-H Club agent will become thoroughly familiar with what allocation funds are to be used for. No allocations should be spent without discuss- ing their expenditure with the county agri- culture agent ..... Home Demonstration funds - The home demonstra- tion agent, through her executive committee, is personally responsible for all the handling of funds involving her work, which comes from out- side sources. These funds should be placed in a separate account, properly named to designate that account. Reports - monthly and annual. (Responsibility is established.) Should be in secretaries hands not later than the tenth of each month. H. 183 Circular letters. (Importance of good circular letters. Hints on making letters attractive.) Copies of all circular letters should be given to the county agricultural agent. Observe your dates very carefully in sending out letters. First of all, give the secretaries time to do a good job. Get the dates for activities on your calendar early and dictate the circular letter to your secretary far enough in advance so they will have sufficient time to get them out. IV. Office organization and office policy. A. Duties of secretaries and assignments. (Under this heading one secretary is assigned the re- sponsibility of serving as office manager and receptionist, and other duties are broken down among the various secretaries.) Office policy. 1. Each agent has a regularly scheduled day in the office. 2. All desks are to be cleared at night. 5. All reports should be given to secretary a week in advance of due date. 4. Let the secretary know where you are going and when you will be back. Leave schedule. 5. Always call your clients back when requested to do so. 6. If secretary answers routine mail she should put the original letter and carbon copy of answer on agent's desk. 7. Mail should be answered within twenty-four hours. 8. Agents should dictate as much as possible in the morning, or not later than 5:00 p.m. 9. Agents will not give dictation other than news to secretaries on Saturdays unless in an emergency. 184 10. Vacation dates should be picked in advance. 11. The secretaries will Open all mail except that marked personal. 12. REMEMBER - our office is the "front door" of M80 - Let's be proud of it: The Oakland County administrative plan will not fit all county situations, but a similar plan will. The formu- lation of such a plan does not take long and it may be done, as it was in Oakland County, through the regularly sched- uled office conferences. Such a plan will not only improve the efficiency of an office but will eliminate much con- fusion and misunderstanding, especially when changes occur in the professional or secretarial staff. The success with which the administrative functions of a county extension office are carried out depends upon the degree in which each worker accepts his share of the responsibility. The individual responsibilities were well stated by a Kansas Home Demonstration Agent when she wrote of the things she could do to make the county extension office a more pleasant place in which to work.5 1. Be loyal to all my extension associates. 2. Look upon and talk about extension in its total aspects and avoid jealous advancement of the home economics program alone. 5. Assist in working out a clear understanding of the 9. 10. 185 individual and joint responsibilities of all the staff, so that everyone understands his relation to the total. Be on time for all appointments with others on the county staff as well as with the people in the county. Plan my work long enough ahead to level out the peak loads for secretaries as much as possible. Make an effort to delegate more responsibilities to the office assistants and so avoid some of the peak loads on my own time. Keep my part of the office neat and orderly. Store my supplies and equipment in space so designated. Never jump to conclusions.’ Consciously try never .to be prejudiced. Be a friend as well as business associate of each of those with whom I work. Always be well groomed and appropriately dressed. §pecific Adminigtrative Detailg Brief consideration is now given to a few specific ad- ministrative details and problems with which all agents are concerned and which have not been previously mentioned. 1. Phone book listing. Michigan's Assistant Extension Di- rector, H. A. Berg, handed an agent a Lansing phone book 186 recently and asked him to find the county extension office number. The agent looked three places before he found the number. Undoubtedly many farmers and city folks give up before the find the extension numbers, which might be listed under Michigan, U. S. Government, or the particular county, and might be called Cooperative Extension Service, County Agent, Agricultural Agent or some other term. Mk. Berg feels that county extension workers should do two things: 1. Publicize extension work in a county as the "Co- operative Extension Service." I 2. Use multiple listings since extension is a state and federal service as well as a county service.6 2. Ehg_important place of county extension office secre- taries. It has been said that the difference between a commercial concern and a governmental agency is that in the commercial concern the receptionist makes you feel welcome. Many county extension receptionists disprove this state- ment, but a few do not. Mr. Berg recently said, "The imp portance and effect of the office girls is all too often underestimated. These girls often have more contact with the people than the agents do, and should receive further consideration. They are vital to the extension office.“7 5. County extension office physical considerations. The geographic and physical considerations of the county ex- 187 tension office are important, and such a discussion of these considerations as is found in Agriculture Informa- tion Bulletin No. 28, entitled, "System in the County Ex- tension Office"8 should be read by all agents. Much im- provement should be made in some offices; for instance, one county office was found last year to have only five to ten foot candles of light on the desks when forty foot candles are recommended by lighting experts.9 This con- dition had persisted for fifteen years. Another problem which many county offices have not worked out satisfac- torily is how to display bulletins. The county extension office is often the first im- pression pe0ple°get of extension, and it should be a good one. 4. Franking privilege. Each county extension office is saved several hundred dollars each year by having the use of the Federal Penalty Privilege (franking privilege) for most extension mail. It is the responsibility of each agent and office girl to be aware of all provisions of the privilege so that violations do not result in the cancel- lation of the privilege in any county. The provisions of the privilege are set forth very clearly in the Extension Service Booklet, The Use of the Federal Penalty Privilege.10 188 5. Field Diary. Extension contacts, activities, and obli- gations are so complex that no agent is able to "carry everything in his head." Most agents either carry a loose leaf note book or an extension field diary with them at all times. Although it takes a little time to "write it down", this has been found to be much easier than explaining a forgotten meeting or a broken promise. 6. Qgily office record. The county extension secretary keeps one sheet on which she lists the telephone calls, visits, meetings and other items with which each agent is concerned each day. These daily records not only serve as a valuable diary of activities, but furnish much valuable information for the monthly and annual reports prepared by each agent. In order to make these daily office records valuable, the secretary needs to know where agents are at all times, when they will be back, and if they can be reached; in ad- dition, she must have access to an up-to-date and complete calendar for each agent. 7. Mbnthly andyannual reports. If an agent has done a good job of keeping his field diary and office calendar, and the secretary has done a good job of keeping the daily office record, the task of making the monthly report is compara- tively easy. If good monthly reports are made the task of 189 making the annual report is in turn also easy. Many agents write their monthly narrative reports in such a fashion as to be able to clip sections out of them and include these sections in the annual report. Reports should be accurate and concise and should ems phasize the methods used and the results obtained for the essential pieces of work. The agent should be careful to record names, for example, of farmers conducting various demonstrations and should indicate the progress by compara- tive figures. The reports should also contain the response of the people to all phases of extension work. Human in- terest stories of accomplishments should be used. Comprehensive reports help the extension worker analyze and build, on his failures as well as on his successes, the future extension program. 190 Footnotes Field and Office Records foryExtension‘Workers, U.S. DEpt. of Agr., Extension Service Department Circular No. 107, 1957, p. 2. C. V. Ballard, oral communication. Karl Knaus, System in the County Extension Office, U.S. Dept. of Agr., Agriculture Information Bulletin No.28, 1951. The Oakland County Extension Administrative Plan, a ‘written communication from County Agricultural Agent, IE.‘W. Aldin, Flint, Michigan, 1950. IKnaus, $2. 213.. P. 14; A Kansas Home Demonstration .Agent, Ten Things I Can Do to Make the County Extension *Office a Pleasanter Place in Which to Work," a class assignment at The University of Wisconsin Summer School, 1949. Ii..A. Berg, oral communication. Qggg. 2;}. TKnaus, 22. £i£.,-pp. 25-26. Nela Park, General Electric Co., Cleveland, Ohio. The Use of the Federal Penalty Privilege, U.S. Dept. of Agr., Extension Service Booklet, Washington. CHAPTER XIV ADMINISTRATIVE DETAILS OF THE COUNTY 4-H CLUB PROGRAM 4-H Club Records The 4-H records kept in the county extension offices serve the following major purposes: 1. They make possible accurate reporting to the county, state, and federal authorities the size and accomplishment of the county 4-H Club program, necessary for appropriations and allocations. 2. They serve as a basis for club and membership awards, including trips and scholarships. 5. They enable the extension personnel and county leaders organization to analyze the existing situ- ation and plan intelligently. The system of keeping 4-H club records used in Michi- gan is quite simple but very effective if done accurately. “TLGS following are the records which are used: _ 1- The 4-H Enrollment and Summary Sheet. (A copy of the enrollment and summary sheet is included in the appendix.) This is the starting point for each member's and leader's record. At the start of each project year the leader fills out the sheet giving full information on the mem- 192 bers and the club. A separate sheet is used for each project. These enrollment and summary sheets are sent in to the county office not later than December 1 for 'winter projects and June 1 for summer projects. When the county office receives the enrollment and summary sheets the secretary does the following: A. Types three copies of the sheets, one for permanent records, one for the state office at the end of the project season, and one which will be sent back to the club leader toward the end of the project sea- son for his use in summarizing the member's activity. Sends the leader project bulletins for the members, leaders manuals for new leaders, and a secretary's record book. ‘ Enters the member's name and project he is carrying on a member's individual record card. Enters the leader's name and the project he is lead- ing on a leader's individual record card. If a member has been previously enrolled and the in- formation on the enrollment and summary sheet does not agree with his record card the secretary checks with the leader immediately to clear up the mistake. member's record card. (A copy of the record card is in- cluded in Appendix II.) The importance of keeping these 193 cards accurately from year to year cannot be over- stressed. As stated in connection with the enrollment and summary sheet, the member record cards are made up initially from the enrollment and summary sheets, and then each year at enrollment time additional en- tries are made on the cards. many members who stay in club work become eligible for various awards, and these cards are about the only source of information on the :member's record to serve as a basis for making awards. When a member receives an award, or in any way dis- tinguishes himself, this information is placed on his record card. At the end of each project year the in- formation on whether or not the member completed his jproject is entered on his card, and if he happened to Inake the county honor roll in the project that is also entered at this time. The last very important entry ‘Ihich is made once a calendar year is the 4-H Club Pin .Award.which the member received. 'The leader's record card. The leader's record card is inot always given the attention which it merits, assuming that without leaders there would be no 4-H Club program.- .At the end of five years of leadership and each five years thereafter the leaders are eligible for a 4-H Clover Award. In some counties a one-year pin is also 194 given. There is a state Leader-of—the-Month program as well as various other leader recognition programs. Without a good card file on leaders the extension office can not hope to keep such matters straight. Once again; The 4-H Enrollment andySummary;§heet. Pre- viously the role of this sheet in 4eH Club enrollment was'eXplained. Assume now that enrollments have been received, members'record cards have been made out, and it is about three weeks before fair or spring achieve- ment time. The secretary will send a copy of the en- rollment and summary sheet out to the leader and will ask him to do the following: A. Fill in the summary items on the members, such as the acres or square feet of their project in case of crops of gardens. B. Rate his members ”A“, "B" or "C" on the basis of c00perativeness, interest, attitude, improvement and effort. Sometimes this is done on a separate sheet, but several counties use a system.which is growing in popularity of having the leaders put their rating on the member in the "Remarks" column on the enrollment and summary sheet. When this is done the "Remarks” column is divided into four columns as follows: 195 REMARKS A I Leaders Report Exhibit Final Rating Rating Rating. Rating A _ A A A B A C B in C. Send the members completed reports along with the completed enrollment and summary sheet back to the county office. The club agent and the home agent will grade the re- ports of the members sent in by the leader, and mark the "report rating" in the proper place in the "Remarks" column as is shown above. This same sheet will be used ‘by the judge at the fair or achievement, and his rating *uill go in_the "exhibit rating" column. The advantage lof’this system is in selecting honor roll or making awards in connection with the fair or achievement, for in the rush of the event the three basis for rating will 'be all on one sheet along with the information on the Inember, thus making award selection fairly easy. After the fair or achievement the secretary will copy ‘the information from the enrollment and summary sheet (Into the member's record cards, and use the sheet for naakdng out the County Summary Sheet for 4-H Clubs which 1:3 required by the State 4-H Club Office, 196 4-H Club Reports Aside from the monthly and annual reports which are required of all extension workers and which will be dis- cussed later, there are very few regular reports required of 44-H Club Agents. Those which are required are as follow: 1. ,ggunty Summary Sheet for 4-H Clubs. nAt the end of the Iummer project season which closes with the fair and ‘fall achievement, and at the end of the winter project season which closes with spring achievement, the County Summary Sheet is sent in to the state 4-H Club Office. The data in this report is taken from the 4-H Enrollment and.Summary Sheets, and copies of these sheets are sent along with the report. .Qamdidates for achievement awards. At three different times during the year - May 51, September 50 and De- cember 51 - agents submit candidates to the state office 'for state and national awards. The times at which can- didates are submitted for the various awards and the 'nature of the awards are listed in the 4-H Club Awards catalog published each year by the National Committee of’4-H Club Work located in Chicago, and also in a Iflichigan 4-H Achievement Awards folder published by the state 4-H Club office. 197 Leaders eligible for 4-H Clover Award. The county ex- tension office submits the names of leaders eligible for 4-H Clover Awards by May 51 of each year, and the leaders who have ten, fifteen, twenty, or twenty-five years of service are honored at 4-H Club Week. The details of this program are listed in the annual Mich- igan 4-H Achievement Awards folder sent to each county office. , 4-H Project Reports. Not required of 4-H Club agents but an essential part of the club program are the 4-H Project Reports required of members for project com- pletion. Club work has always been carried out with the assumption that record keeping and report making 'by members has basic training value. Various studies 'have shown, however, that "making reports" is near the top of the list of dislikes in connection with club 'work by members. While some value may still be ob- tained by members who are performing the task of making out their project reports because they are "required to", it is probable that the training value of these ‘reports could be greatly increased by agents doing the 'following: 3. Discuss with leaders the value to the club members of report making to that they will take more interest 'in this phase of the program. 198 b. Explain fully to the leaders the methods of keeping records and making out reports to avoid confusion and disgust. 0. Take time to read and grade each individual report and make a comment to show the member that the agent considers the report important. This is a lot of work, but it has been found to pay. d. Take opportunities to tell members the ways in which the reports will help them and are used, and en- courage them to keep a scrap book of 4-H activities in which their reports, ribbons, pins and news stories are placed. Other 41H Administrative Duties The Michigan State 4-H Club Office at one time pub- lished a yearly calendar of routine assignments entitled, 54:22 glgb Program Outline f3}; County Extension Offices. This calendar outline was addressed to the office secretary, and listed by month a total of 112 administrative details re- quiring attention during the year. Many secretaries who are ‘Nelil trained and interested in their jobs are able to re- lieve the agent of nearly two-thirds of the routine details (If 'the 4-H Program, a few Of which are outlined below: 1- 341 Club Achievement Certificates. At the close of 199 each project season all 4-H Club members are given 4-H Achievement Certificates for each project completed. Projects are considered completed when (1) the leaders have given members a rating, (2) the member has turned in a satisfactory report and (5) the member has ex- hibited his project. These certificates are made up from the enrollment and summary sheets weeks ahead of the spring achievement or fair at which the member will exhibit his project. This is done in order to avoid the last minute rush of those events. The achievement certificates of members who do not complete their pro- jects are removed before the certificates are given to the leaders. Achievement Certificate gold seals are available from the state club office and are used by many counties and clubs in one of the following ways: a. They are given to the leader to use as he sees fit. b. They are placed on the achievement certificates of members to whom the leader gave an "A" rating. c. They are placed on the certificates of the County Honor Roll members, which generally include the top ten per cent in each project. None of these methods of awarding gold seals may be called the "best", but certainly one method should be agreed upon by the leaders and adopted by the entire county. 200 4-H Club PingAwards. Every 4-H Club member who com- pletes one or more projects in a year is given a 4-H Club Pin. These pins are given either at the end of the summer or winter project season, and are usually attached to the 4-H Achievement Certificate which is given the member. The point which should be under- stood concerning these pins is that each member can re- ceive only one pin each calendar year, regardless of the number of projects he completes of how advanced his projects are. The pins which are awarded by many counties each year are as follow: Year Pin Year Pin 1 celluloid 6 silver medal 2 bronze 7 - gold medal 5 silver 8 project medal 4 gold 9 project medal 5 bronze medal 10 project medal It is important that a member's record card should show which pin he received each year to avoid confusion and duplication. 4-H Allocation Account. Michigan is one of the few states in which money is appropriated by the state govern- ment for the operation of 4-H Club activities in the va- rious counties. This appropriation, which averaged $542 per County in 1950, is used for certain specific purposes and is called the 4-H Club Allocation Account. The 201 purposes to which the funds may be devoted are well de- fined in a mimeographed circular published by the State 4-H Club Office, and it is essential that agents become thoroughly familiar with this publication in order to avoid misuse of public funds. One major expenditure of the funds each year is for the previously mentioned 4-H Club pins, amounting to several hundred dollars in many counties. The formula which determines the amount of allocation funds a county will receive each year is based upon the type and number of 4-H projects carried by the club members in the county. The values assigned the various projects are: Beef, Swine, Dairy ...........................$1.50 Sugar beets, Sheep, Colt, and Junior Leadership.................................. 1.00 Corn, Beans, Potatoes, Forest Fire, Deer Yard Pheasant, market Garden, Forestry........... .80 Home Gardens ................................. .55 Landscape, Electrical, Food Preparation, Canning, Clothing, Asst. Homemaker, Home Furnishing, Handicraft, Farm Machinery...... .50 Wildflower, Soil Conservation, Bees, Wildlife, Farm Accounts .............................. .40 Hot Lunch, War Activities, and all others .... .25 202 The administration of allocation account funds is one of the mostimportant and most exacting duties of the 4-H Club Agent. An indication of the need for a clearer understanding of this responsibility was the recent announcement by State 4-H Club Leader, A. G. Kettunen, that several counties had unpaid bills with the National 4-H Club Committee of about 81000. The tendency of many agents is to spend the funds available for each activity as it comes along, which results in a lack of funds for important programs toward the last of each year. This problem has been satisfactorily solved in a number of counties by budgeting the funds at the beginning of each year with the help of the finance committee of the 4-H leaders organization or council. When this is done, no program which requires funds and which is not included in the budget can be undertaken unless the finance com- mittee makes funds available from another source. The funds which are allocated to each county are not sent out to the county at the beginning of the year, but as each expenditure is made the county must file a claim for reimbursement. In this way payments are allowed only for authorized expenditures, and unused portions of the funds are retained by the state. A problem involved in this procedure is that in many cases it is necessary to pay bills incurred immediately, and the money is not 205 reimbursed from allocation funds until the claim is pro- cessed, which takes about a month. To get around this pro- blem many counties build up a fund of several hundred dol- lars from other sources from which bills can be paid im- mediately, and which is reimbursed by the allocation funds. Some counties borrow money from the bank for this purpose. Careful bookkeeping is necessary in dealing with these pub- lic funds since the books are open for audit at all times. CHAPTER XV ESSENTIALS OE EXTENSION TEACHING AND EFFECTIVENESS OF THE VARIOUS METHODS USED Kelsey and Hearne open their book, COOperative M‘ 110;; Work, with the statement, "Extension work is an out- of—school system of education in which adults and young people learn by doing."1 Education is the work of the ex- tension service, but in order for the extension service to effectively educate adults and young people the workers must do an effective job of teaching. Teaching outside of schools is not easy in the present day of the automobiles, television, movies, modern sales- manship, and intense social activity. It is true that there are more teaching devices available for extension workers because of our recent technological advances, but the de- mands for the time and attention of rural people have caused them to become very selective in their choice of mental as well as physical activities. Extension workers must recog- nize the competition for the time of rural people, and must use methods of teaching which will do the job under existing Circllunstances. An additional problem which extension workers should take into consideration is the reaction of many people to 205 being "educated". Florence Widutis expressed this situation when she stated: "The average American adult, finished with school, resents being 'educated'. Young people, when les- sons are over, want to enjoy themselves."2 Recognizing this situation, the extension worker can keep to a minimum the use of the word "education" and concentrate on providing people with "interesting and useful information and activias ties.“ This section deals with some of the essentials of ex- tension teaching. It is felt that an understanding of the following principles of teaching and learning will assist extension workers in selling their product in a very com- peti tive market. Creating Interest The first thing to be done in extension teaching is to create an interest in the people so they will be ready to learn. To create an interest in people it is usually ef- fective to arouse a native interest or basic want and build from that starting point. A farmer does not fertilize his 3011 because he is interested in fertilizer, but because he is interested in having more corn to feed his hogs which in turn may be sold to purchase a radio or something else. His 1m3'31‘est is aroused when his wants are appealed to, although previously he may have been given a score of logical reasons 206 why he should fertilize. The psychological rather than the logical order prevails in successful extension teaching. This same problem of creating interest was previously discussed in Chapter VI, dealing with the promotion of ex- tension organization in communities. In that case it was suggested that in order to promote the establishment of an extension organization in a community the interest of the people should be aroused by appealing to their basic wants. The basic wants listed at that time were (1) physical, (2) safety, (5) self esteem and (4) self development. In extension teaching and in extension organization the initial consideration is the same - people must be interested be- fore they will be ready to act. Extension workers face numerous situations in which people are interested and ready to act on a particular pro- gram but are unable to do so because of a limiting factor. For example, farmer Jones wanted to send his boy to college and wanted to beautify the lawn about the house. These were things which the extension worker considered to be advisable, but Hr. Jones was not able to do them because he lacked the necessary money. If it can be shown to Mr. Jones that he is keeping two cows that are losing him money, the two cows will probably be culled out and sold. Thus it is that the extension worker may be able to teach the farmer better dairy management because Mr. Jones is interested in his son 207 and his home. If an extension worker is able to interest the people in a particular program he has gotten over the first high hurdle in extension teaching. However, it is not enough to interest people only, but the worker must be able to help people learn of those things about which their interest has been aroused. Although learning may be regarded as a very common process, it may be helpful at this time to review some of the principles of learning in order to help develop methods of successful extension teaching. Laws_of Learning Thorndike recognizes three principle laws of learning: the laws of (l) readiness, (2) exercise, and (5) effect.3 1. The Law of Rgadinesg may be stated as follows: When a person is ready to act, to act gives satisfaction and not to act gives annoyance. When a person is not ready to act, to be forced to act gives annoyance. The last part of this law, ie., "when a person is not ready to act, to be forced to act gives annoyance,” indicates why proper interest should be aroused before people are compelled to act. People must be in readi- ness to act as a result of proper motivation if the act is going to be satisfying. This first law may be illustrated by taking the case 208 of farmer Smith and soil conservation. If the county agent noticed that MI. Smith was plowing up and down hills, and leaving no grass waterways with the result that erosion was severe, he would be right in trying to get M1. Smith to change his practices. If the agent told Mr. Smith he was causing severe erosion by his practices and then spread the idea around the community that Hr. Smith was not a good farmer because of his soil conservation program, mr. Smith might feel forced to change his farming practices. However, this would probably be the last time the agent would ever succeed in getting Mr. Smith to adopt improved practices. In- stead of forcing mr. Smith to act the agent would prob- ably have accomplished more by interesting Mr. Smith in soil conservation. A visit with Mk. Smith might have revealed that his crop yields were lower than the av- erage in the area, and that more lime and fertilizer and better quality seed were needed. In flue course Mr. Smith might see where his profits could be increased through a sound cropping program, and it is probably he would take much more interest in ideas for conserving and improving his soil. Thus, if the agent had suc- ceeded in getting Mr. Smith in readiness before getting him.to act, the act would have given mr. Smith satis- faction and he would be inclined to adopt succeeding 209 practices suggested by the agent. The Law of Exercise is divided into the Law of Use and the Law of Disuse. The Law of Use states: the more often a certain situ- ation results in a certain response, the greater are the chances that the same relationship will continue in the future. The Law of Disuse states: the less often a certain situation results in a certain response, the less are chances that the same relationship will continue in the future. The first time a 4-H Club agent tries to get the leaders of a community club to adopt the practice of having the members plan their own programs and make out a calendar for the year, he might have a difficult time in getting the ideas across. If he succeeds the first time however, it probably will be easier for him to get the leaders to participate in the leaders organization than it would have been if this was his first contact with the leaders. Each time an agent succeeds in gett- ing*the leaders to make a satisfactory response to such matters he is making the future situation-response re- lationship stronger. This law is very closely connected to Thorndike's third law which deals with the satis- faction derived in the relationship. 210. The Law of Effect: If satisfaction comes from making certain a response to a certain situation, the greater are the chances that the same relationship will con- tinue in the future. If annoyance comes the chances are less that the same relationship will continue. If as a result of the Club agent's suggestion that the members plan their own programs, the members de- ciding to have a dance and only a dance at every meet- ing, and drew up their calendar accordingly, the leaders might be a little hesitant to start participat- ing in the leaders organization when invited by the agent. On the other hand, if the club meetings imp proved and more members took an active part, the re- sults would have been satisfying to the leaders and they would probably have started going to leaders meet- ings. Thorndike's three laws of learning - Readiness, Ex- ercise, and Effect - are very closely interrelated and should not be considered as being independent of each other in the learning process. It is important that extension workers be aware of the learning processes because they are offered an opportunity to teach only those who attend from choice and must use methods that will bring results. When the interest of people has been aroused they are ready to 211 act, but to act must give satisfaction if advancement is to be made. Should failure result from the act, no further step will be taken. In making recommendations after the interest is aroused, the agent must be exceedingly careful. For example, if the fly spray formula which the county agent recommends takes the hair off the cow, thus giving the flies an advantage, the farmer undoubtedly will refuse to accept any further information from the agent.' However, if the spray causes the cow to stand perfectly quiet with- out switching her tail while being milked the farmer feels this county agent is qualified to give information concern- ing other things such as rotation of crops. He has acted with satisfaction and confidence has been established. The path from the situation to the response has been satis- factorily traveled, and response will be less difficult to obtain in the future. One more example is necessary. How often a dairyman has been induced to feel a balanced summer ration and has gotten good results, but when the next summer comes he re- verts to his former feeding practice. His interest had been aroused and he acted with satisfaction, yet he failed to continue the practice. Would he have done differently had he been asked to relate his experiences at a winter farmers' meeting? W0uld it have made any difference if his 212 results had been published in the weekly newspaper? Would a call or a letter from the county agent recalling his good results have accomplished anything? These things would have increased the degree of satisfaction which the farmer obtained from securing good results, and would have served to induce him to continue the practice the following year. If a farmer follows an improved feeding practice for two summers the situation-response relationship tends to become more firmly fixed and the chances are much greater that he will continue the practice in following summers. gepetition in various ways is one of the principle tools of the teacher. That which is learned must be remem- \bered to make progress. Any way in which a practice can be recalled or repeated tends to fix the practice more firmly in the memory of the person carrying out the practice, thus establishing it as a habit. Where Rural People Seek and Get Information One of the first steps in educating people who are in readiness to learn is supplying them.with information on those things in which they are interested. This raises the question, where do rural peOple seek and get information? There have been over thirty different extension studies I made in various parts of the country that have attempted to determine where farm people get information. Each of these 213 studies vary in detail but agree in general on relative importance of the many sources of information used by rural people. The data obtained in one such study made in Michi- gan by Hoffer is given below: TABLE VII SOURCES or USEFUL INFORMATION ABOUT merc REPORTED BY 112 FARMERS“ ‘ ‘ Mir W Source . of of A 4A A farmers total Radio broadcasts (mostly weather forecasts and market reports).......... 98 87 Farm.Journals .......................... 94 83 Neighbors 0.0.0.0000...OOOOOOOOOOOOOOCOO 92 82 Local Newspapers ....................... 88 78 Bulletins from Michigan State College... 69 61 Calling at office of county agricultural agent 0.0.0.0000...OOOOOOOOOOOOCCOOCOOO 59 52 Conversing with teacher of vocational agriculture 0.000.000.0000....OOOOOCCOO 32 28 Attending demonstrations sponsored by extension service ..................... 530 26 Calling county agricultural agent on telephone 0.0.0.000...00.000.000.000... 13 10 #l‘ A "Prepared by: C. R. Hoffer, Social Organiggtiqngin Relation to Extension Service, Special Bulletin No. 538, Michigan State College, East Lansing, Michigan, 1946. The sources given in the preceding table are those named by the farmers who were interviewed and do not nec- essarily represent original or primary sources. For instance, the Michigan State College Extension News Service may supply “r 214 much of the information which farmers get from newspapers or radio. Furthermore, no attempt is made in the table to in- clude fill of the sources through which a farmer may get in- formation. It may be seen from the preceding table that extension is only one of the sources through which rural people get information, but that rural people seek information from a great many sources. The more often extension supplies rural people with reliable information when they are actively seek- ing to learn, not about things they ought to know, but about some specific things in which they are interested, then the more natural it will become for the people to turn to exten- sion for assistance and information. The job of the exten- sion worker is to anticipate the questions that constantly arise in the minds of rural people and to literally surround them with sound, logical information that they may decide on a wise course to follow. As long as the people of a county keep looking to the county extension office as a source of valuable information the public support of the extension service will continue. Relative Effectiveness of Various Sources of Information The relative effectiveness of the various sources of information is a much belabored point, not only by extension workers but by all organizations that contact the people. 215 Studies have indicated that no one method of informing the public is to be recommended in itself, but that people are influenced to make changes in behavior in proportion to the number of different teaching methods with which they come in contact. It has been shown that as the number of exposures to extension information increases from 1 to 9, the number of farm families changing behavior increases from 35 to 95 per cent.4 In other words, the more times and the more ways that people are exposed to extension in- formation, the more likely they will be influenced. Figure 10 indicates the relative effectiveness of the different types of teaching methods.5 It may be seen from this information that a variety of teaching efforts will result in increased response. Percentage of Families 100.0 Adapting Practices 100 90 19.1 Indirect Influence 80.9 8) 4 _———- Methods that reach masses: 70 News stories ‘ Circular letters Radio 50 37-h Ebchibits ‘ Bulletins Posters h3.5 hO Methods that reach groups: General meetings 30 26.0 Demonstration meetings Leader Training Meetings 20_ Study Courses 17.5 10 Methods that ‘ reach individuals: 17°S Demonstrations 0 Farm & Home Visits ’ Office Calls Phone Calls FIGURE 10 Correspondence RELATIVE EFFECTIVENESS OF DIFFERENT TYPES OF EXTENSION TEACHING METHODS (L. D. Kelsey and C. C. Hearne, Cooperative Extension work, Comstock Publishing Co., New York, ism, p. 231..) 217 Footnotes Lincoln D. Kelsey and C. C. Hearne, Cooperative Exteg- sion Work, Comstock Publishing Co., Ithaca, New York, 1949, p. 1. Florence B. Widutis, Here's How Its Done, Postwar Information Exchange, New York, 1945, p. 8. Edward L. Thorndike, Educational Ps cholos , Vol. II, Columbia University, New York, 1913, Pp. 1-5. Kelsey and Hearne, gp. cit., p. 232. Ibid., p. 234. CHAPTER XVI THE PRESS The Smith-Lever Act, which established the COOpera- tive Extension Service, sets up as the underlying purpose: ”The diffusion of useful and practical information relat- ing to agriculture and home economics..."1 Earl Richardson, Michigan Extension Editor and a source of much of the material presented in this section, views the role of extension agents in fulfilling the pur- pose of the Smith-Lever Act in the following manner: " "No extension worker has the right, to say nothing of a reason, for making the commonly heard remark: 'I'm too busy with my Job; I don't have time to give to news and radio work.‘ Information is his job ...just as much as holding meetings, attending conferences or answering questions of office callers. Extension workers who neglect this phase of the job are only making their work harder. For more peOple can be reached with less time, money, and effort through a good information program than any other way. vThe best means extension has of combating critics who say that extension reaches only the top twenty per cent is through thg use of mass media, especially newspapers and radio." The farm editor of a Michigan newspaper recently made a remark to the members of a county extension staff that gave them a new realization of the value of the newspaper 219 facilities at their disposal when he said, "We would appre- ciate it if you would use discretion in listing the names of commercial concerns in your news stories because this is worth $50 to $100 to them in free advertising, and of course, you know paid advertising is our bread and batter."3 Certainly free advertising is not the primary reason most commercial concerns are willing to offer financial support to extension programs, but these concerns must be aware of the fact that news of extension's programs is widely read by a great many people. If increased use of a particular method of doing ex- tension work is any indication of its effectiveness, news articles have proven effective. In 1950, county extension workers in the United States had over 918,000 news articles published, for an average of about two articles per agent per week.4 Although the number of different published articles per agent has not increased greatly in the last twenty years, extension news stories are reaching more homes today than ever before. Two factors not revealed by avail- able statistics are: 1. Agents report any particular article carried by newspapers as only one article published, regardless of how many different papers carry the story. This, combined with the fact that articles now have a somewhat wider coverage than they did twenty years ago means that more people have an opportunity to read each article. 2. The Michigan State College Department of Informa- tion Services is now providing more articles for papers, which probably cuts down on the number re- quired of agents. Michigan county agricultural agents estimate they spend 2.59 per cent of their time, almost seventy hours each year, writing newspaper articles. .It is very interesting to note that, based on past performances, Michigan agents who are consideredzmost successful have had many more news articles published than agents who are considered less successful.5 This difference is readily seen in Figure 11, which shows the number of news articles which were published each month by most successful and less successful agents. Newspapers are of growing importance as extension edu- cation media. The fact that most agents who take advanced training place the need for journalism training near the head of their "desired course" list indicates the important place newspapers have in county extension work. This section makes no attempt to deal with the tech- niques of news writing, but is confined to a discussion of a few specific phases of newswriting and newspaper relations which are of special concern to extension workers. No. of Stories WP 70; Most Successful Agents Less Successful Agents 60 d 50 d to 4 30 d 20 d 10 ...... q Jan. Egb. MEr. Kpr. May June Jfily Ahg. Sept. Ott. Nev. Bet. MONTHS Figure 11 NUMBER OF NEWS STORIES PUBLISHED BY SUCCESSFUL AND LESS SUCCESSFUL COUNTY AGRICULTURAL AGENTS IN 1950 (John T. Stone, An Analysis of thg County Extension Agents J99, unpublished Ph.D. Thesis Harvard University, 19513 222 Maintaining Good Torking Relations With The Newspape_s Within A County In most counties there is competition between daily and weekly papers for news, and the weekly papers do not want to print any material which has previously been printed by the daily. At the 1950 Michigan County Agents Summer School this problem.wad discussed in detail, and the following sug- gestions were made: "There needs to be a release date on all news articles. This should be arranged so that the majority of papers will receive the material ahead of printing and with a release date that will permit all papers an equal opportunity. In some cases daily papers may have to be served separately. It helps a great deal if reporters from a daily paper can secure their own stories from agents or by attending events. It was emphasized in the committee reports that all agents should become well acquainted with the editors in the county and talk over with them the problem of releasing news." This problem of competition between daily and weekly papers could be largely solved if agents wrote separate articles for both. Those articles sent out to a weekly pa- per are of much more value to the paper if they are local- ized to the area covered by the paper by including details involving people in the circulation area. These "solutions", however, bring with them a new problem which looms very large to many agents, ie., where will time be found to write separate articles, especially articles localized to par- 223 ticular communities within the county? Many people argue that the agents should 5333 time in the light of the value which derived from such a program. However, it is prob- able that somewhere between writing individual articles for each paper and one article for them all lies an optimum condition that each county staff should determine for it- self. In one Michigan county, relations between the exten- sion office and the large daily newspaper had been poor for at least ten years, with the result that very little space was given to extension work, and the new agent immediately set out to improve the relationship with the press. He made friends with the editor of the farm page and went more than half way in trying to cooperate with the paper. As a result the farm page began to carry excellent advance pub- licity stories for extension events held in the county, and the farm.editor began to personally cover all of the larger events. Good press relations probably can be maintained by agents if they observe the following five points: 1. Planning. Extension agents have calendars prepared far in advance, and these calendars should include a plan for proper publicity and news coverage. Planning includes timing and method of presenta- tion. 224 2. Regularity. Mbst extension articles are Of such a nature that they can be sent to the papers by a certain day or time, and it is essential that agents meet the deadline. 3. Alertness. Extension work is full of happenings such as success and human interest stories which every paper wants, and papers greatly appreciate tips which lead to getting these stories into print. 4. Confidence. This is a "two way street", but agents should at first go along with the editor until he gains confidence in the agents. 5. Loyalty. There are occasions when agents run across news but it is not convenient to notify the paper (such a situation frequently occurs when agents are at state events such as the State 4-H Club Show). In these situations it would pay many times over for the agents to spend the necessary money to call the paper. §p_cigl 4-H Club Considerations 1. Orientating newspapermen. many newspapermen know a lot about farming but very little about 4-H Club work except that in club work there are a lot of contests and these rnake good stories. Agents have a real educational job to 225 do in order to show these newspapermen some of the more basic aspects of club work. Several counties are doing this effectively at least twice a year by having newspaper- men train 4-H Club Reporters at 4-H officer training meet- ings. One county has either the farm editor of the daily or the editor of a weekly paper work with the club re- porters at each officer training meeting, and every paper in the county offers outstanding support of not only the county wide 4-H programs and events, but the local club events as well. Incidentally, the quality and quantity of news reporting has greatly increased in the county as a re- sult of the training meetings. No newspaper man who has assisted with a good officer training meeting will leave the meeting without more regard for 4-H Club work. 2. Encouraging local 4-H club reporting. 233 Jackson Qi3_- 532 Patriot, has done an outstanding job of encouraging 4-H club reporters to send in news of their club and members each week. If a club reporter has news which he wishes to have in the"4-H Club News" column of the'Wednesday farm page, he gets the news into the county extension office by MCnday noon. The extension office secretary types the re- ports (from ten to twenty each.week) without any more edit- ing than is absolutely necessary and gives them to the paper Mbnday afternoon. Each year at fall achievement the paper presents a small trophy to the club reporter and a larger 226 trophy to the club Which has done the most consistent and highest quality reporting throughout the year. This pro- gram.has proven very beneficial to both the paper and the various clubs, and is now spreading to other counties.- 5. The 4-H club "evenp" news story. 4-H Club agents must frequently write news stories dealing With the many county 4-H events, such as tours, achievements, leader training meetings, camps, etc. Nany agents seem to "get in a rut" when dealing with this kind of story and start their stories with leads of the following type: 1. The Brown County 4-H Leaders Organization held their fall leader training meeting at the Brown County Building on Tuesday night. 2. Over 1,000 people attended the Brown County 4-H Fall Achievement program at the Smithville High School Friday evening. Something important or interesting happens at every 4-H event, and this important or interesting happening should lead off the story if it is to be read. Nest every 4-H leader training meeting includes a talk of appreciation for the service rendered by leaders and it might be possible to include a point from this talk in the lead. For example, a Ileader training meeting article may start in the following manner: 227 Brown County 4-H Club leaders were honored at their spring training meeting last night by State 4-H Club Leader, Hr. John Doe. Speaking to the leaders mr. Doe stated, "The value that boys and girls receive from 4-H Club work depends almost entirely upon the train- ing given them by the local 4-H Club Leaders." Beckman says, "It cannot be emphasized too strongly that a well- written lead is always important. That contains a suggestion for the beginning student reporter and to anyone else who writes copy for newspaper publication. An editor is much more likely to use a story written by someone outside his staff if it has a lead that can be used without rewriting it. A lead written with force and originality may get a story front page po- sition, or be put on the Associated Press wires, when the same story with a stodgy, common place leag might be buried somewhere inside a daily newspaper." fleeting Publicity andAFollow-Up Artiples Meeting publicity and follow-up articles comprise one of the most common types of stories written by county ex- tension workers and about these articles Beckman makes the folluwing remarks: "If you are to write an advance story, do it in time for publication a week or ten days in advance if it is to appear in the daily newspaper, and at least a week in advance for a weekly. The c0py for the weekly should be delivered to the editor two or three days before the day of publication. Make it really an ad- vance story. , < "One of the most common complaints of newspapers and other Journals about those who promote meetings by giving or writing advance information is that they are zealously on the job before, and grossly negligent after the event. 228 ”Editors are probably a little keener about getting stories about what really happened than about what was planned. The publicity person who follows through is thrice welcome when he next comes with an advance story. "The suggestions made here are, or should be, of prime importance of anyone who wants to maintain good relations with newspapers or Journals of any kind." Column Wpiting Newspaper columns used by agents are of two types: 1. The "News Column", which includes stories of meet- ings, events, demonstration results, etc. 2. The "Personal Column", which is written in an in- formal manner and expresses the agents personality. The "News Column" is growing in popularity throughout all types of newspapers and Journals, and is used success- fully by a number of agents in Michigan. The "Personal Column" requires techniques that every- one cannot master without considerable effort. Of this type ZEarl Richardson says, "Great, if you can write and if you 1183 plenty of local names."9 To these "ifs" mentioned by iMr. Richardson should possibly be added an "if“ mentioned by ZBeckman, and that is, "if you are regarded as an authority 111 your field."10 Agents are not always regarded as author- :ities in their field until they have been in the county long enough to demonstrate their proficiency and establish a (giientele. Readers do not want advice from the young, 229 inexperienced, or unknown writer. For these reasons very few agents attempt to write a personal column for at least their first year on the job, and for the same reasons, many agents shy away from giving advice in newspapers and con- fine their information writing to facts. Tipspon Preparing a News Story The following tips on preparing news stories are of- fered by Earl Richardson to county extension workers:11 1. Bear down and write a good lead. The remainder of the story will follow easily behind a good lead. A good lead with a punch or pulling power is a story half-way finished. Never start a sentence with a figure. Always have your stories typewritten -- always double space them and leave ample margins and space at top for the headline. Be careful about using abbreviations. Always iden- tify alphabetical abbreviations the first time they are used. (Such as U.S.D.A.- United States De- partment of Agriculture.) Assume that the public knows nothing about the story you are writing ...but remember they are not ignorant and do not need to be preached-to in order to get your story across. Be sure names are spelled correctly, initials are right and avoid use of nicknames unless that is the commonly known name for the individual. Flowery language belongs to the poets. Use clear, simple words that denote action. Always identify responsibility of all statements and opinions. 10. 11. 230 Check your story after it is written for errors. It's often better to have someone else check it and make sure they understand the story. Invite calls, questions and encourage new people to seek your advice. People are more timid than you think. They want to feel that they are wel- come to use the facilities you have to offer. Keep a carbon copy. Then check it back with the story the newspapers use. Compare them. Find out the changes made. This is the best self- improvement teaching device in writing news stories. The newspapers may not always be right.. but they're the judge. If they want it a certain way it is up to you to please them if it is to be published. The best story in the world is of no value to the extension program if the newspapers don't think it fit to print. Eichigan Statgpgollege Agricultupal and Home Economics Presg and Radio Seryices The Department of Information Services at Michigan State College has several services which are of great value to the county extension workers and to the entire extension information program. These include the following: 1. Weekly agricultural news service. This includes from four to six pages of agriculture and home economics news sent out to weekly papers, County Agricultural Agents and Home Demonstration Agents each week. Special releases for County Agricultural Agents and Home Demonstration Agents, and occasionally 4-H Club agents. These are "fill-in" stories which are 251 to be localized by the agents and are not sent to papers. They are sent out each week. Daily Newspaper Agricultural Service. This con- sists of three or more releases sent to the daily Papers and County Agricultural Agents. The Farm Calendar is mailed monthly. Other special types of releases. These include spot news stories for immediate release to daily papers only, Horticultural Report to County Agri- cultural Agents, Family Food Notes mailed to papers and Home Demonstration Agents, and Exclusive Re- leases to Wire Services. Agricultural Radio Service. This consists of four or five pages of radio script sent to radio sta- tions and County Agricultural Agents each week. Homemaker's Radio Service. This consists of four or five pages of radio script sent to radio sta- tions and Home Demonstration Agents each week. 232 Footnotes Lincoln D. Kelsey and C. C. Hearne, COOperative Exteg- sion WCrké Comstock Publishing Co., Ithaca, New York, 8 lgzge P- Earl Richardson, How to'Writngood News Stopips, a mimeographed leaflet prepared for MiChigan extension workers, Department of Information Services, Michigan State College, East Lansing, Michigan, 1950. Harley Grimsley, oral communication. Amelia S. Osmundson, Extension Activities and Accom- lishments, U. S. Dept. of Agr., Extension Circula? No. £73, 1951, p.8. John L. Stone, An Analysis_of the‘County Extension Agenp's Job, unpublished Ph.D. thesis, Harvard Univer- sity, 1951, pp. 163-166. . 3gport of the 19§0 Michigan Counpy AgricultupalpAgents Spmmer School, Extension Service, Michigan State College, East Lansing, 1950. F. W. Beckman and H. R. O'Brien, Technical Journalism, Iowa State College Press, 1950, p. 112. gpgg., pp. 174-175. Richardson, 92. gig. Beckman and O'Brien, pp. 313., p. 212. Richardson, 9p. 3;}. CHAPTER XVI I RADIO Only thirty years have passed since the first agricul- tural broadcast was made to American farmers. This broad- cast, now regarded as a significant event in the development of agriculture, was made by radio station KDKA in Pittsburgh, Pennsylvania on May 19, 1921. Many stations followed the Pittsburgh station in presenting broadcasts beamed directly at the rural areas within a few years after this innovation, with most of the programs being centered about market re- ports, weather, and news of importance to farmers.:L .Extension agents in the United States were preparing less than 5,000 radio talks in 1950, and this increased to 40,000 in 1945. After the end of World War II the number 017' radio talks prepared by agents greatly increased, until 142,000 talks were prepared in 1950, for an average of six- teen per agent.2 In Michigan, 11? extension workers (including both county workers and state"~ staff) have regularly scheduled broadcasts, and 156 broadcast occasionally. Slightly over 69010 broadcasts were made by extension workers in Michigan during 1949 and the number has been increasing.3 The 254 increased use of radio by Michigan agents is shown in Figure 12, which shows the broadcasts made per agent in Michigan over a thirty year period.4 A large number of studies have been made to determine the listening habits of rural people with one objective be- ing to determine the size of the audience listening to var- ious extension programs. These studies varied greatly in results, with a tele- phone study in Indiana showing only one per cent of the farm families listening to the farm broadcast, and a Montana study showing eighty per cent of the farm families listening regularly. When the results of twelve studies reviewed by the writer were compiled, it was found that the average nump ber of farm families shown to be listeners either regularly or occasionally was fifty per cent. A strong extension radio program, broadcast at the right time of day, and not suffering from exceptionally strong competition will probably have a listening audience of over fifty per cent of the farm families within the lis- tening area of the station, while a weaker program, broad- cast at a poor time, and competing with strong programs, will probably have much less than fifty per cent of the farm fam- ilies within the listening area of the station in the lie- tening audience. However, if fifty per cent of the 2,000 A fl 0 (1) Co. Agri. Agents (2) Co. b-H Club Agents (3) Co. Home Dem. Agents (l) 930 3'2 3b 36 38 to h? LL 75 [[8 FIGURE 12 RADIO BROADCASTS MADE PER MICHIGAN AGENT 19730 236 farm families in an average Michigan county can be reached, radio should and does play an important part in the exten- sion program. In addition, radio provides an opportunity of reaching the rural non-farm and urban residents of a county who are often not reached by other methods. Agents are becoming increasingly aware of the possibilities of using radio as mass media. In 1951 county agricultural agents estimated they spent of the average of 3.24 per cent ene20 mC>>>>>w< mrmmd. 09:3. 4. 20:6 9. 03¢ Ill—unmoaoi K0262... m33=0m . <2... _ 6 . 3 01¢ Oqohawom llllilnqoi $224... m33=om Illommoqoi {23an 003112; . 25:0 mxnroaoo 4.9.0. v3.2”; 003 .32. ..ono_ rooaoau 223 gm 2.993 .51 anwoa wagon? _ v 2.56ch? 0383 2930 >¢a38 26:0 . 33303 2.30 :98. 3.0.5 . <. deaoa. monk—30m. 2030 an: 25.... ”£512. 100:: >a05 >355... SE; 82 ...z 2),: on 02a :23» 1.0.5033 «:64 6 DH mno >zo R9 on 0624 on wcmxmrn. « « ><<>3 nmz>§m z>zm. A MC N....w 0.5202 an. 253 8.3. >22); 65 CE Ym ma): 5.0. V: .I‘ .ZW4—NCOAJOZm 40+. $04.02 3: m: 00 0030.03 00 00000—0. <<70: ...0<0:0_ 0000:... 0:0 7200. 30.000 :: +8:+ 0+ :030 €70+70: +70< 0:0 I :09... ..>mmmm+0:+: 0: .....::mo:.. 0000?... _+ 00003 0:0 8000:0000 +0: «.0000. 0800+... 30.000 .2700 0800+... 0:0 =...+00_. FO<093: I mm 0:8 +0 000 003008 000800. 300030 8:0 ::300: 0: 0,300+ 0:0 3300:. 00:01.0 2030" 00+ 73+ :030 0+ +0+70: 0:07 00 .....0300... _: 0030 00000 7+ 30< 00 +70 30+70:.m :030 +70+ 70:5 00 7:80. _+ 0:0:00: 0: +83: 00:0:+m I +70: 70+ 00+7 03+ 0:0 00+ :030. >00 I 00: £30: 0800; 70+ 000 0+ 30300: 0... 0+ L0::0:< _“ +0: 0:3- 30: 0800+: L:_< _. @300 m: M0700. I 00: £730: 000 303003 70+ 0803 0:000 7: 0.07007 mo: 0:330: 030 303003 30:00.0 0000 3 E7007 +70< <1: 0:8: m: +70 +0:. 00.03000: (00:0 0: 07.6 120} I $.20 +001 3:350: 0+ +00 930:0; 01030—0: <00}. 0: £000.: 30300: :3 0030.081 0:0 0: 30:0 03.30:? 30000 +0? <00:. _+ 0 30300: 700 0030.030 0800+: 0: +780 0.5083 000:00: <00? +70: 70 55:5 00 7.400 0... 0+7 <00: 0: +700 00.:3? 1800+ 0:0 amino: I Em+ 0800+ 0: $707 30300: 0 0:8:09 70:00:01. 0.0m? 0+0. . 9100: £27m: 0 0+<0: 0800+ «70:5 00 :30: m+ +708 0 0:0. @6300” 93730 I <<00_ I :90 I ’2... _: =<0m+007 I 0:00.050 0: 3010+ 07300:. <00: +: +7? 0800+ I 50+ +70 <00: +70 30300.. m... 0:8:00 0: +70 0010050: 0800+. <0:+0+.< I 2030 <010+< 0+ 0:00 08.3. @0300. 00380... I .107 00000:. 0:000 I M000m+< 370+ 0:000 0+ =<0m+00r 0:0 £70+70: 80:30:00 :3 0: 0:000 +09 @6300. I0_m+0m: I m. 0030.. 0:"... Oil... 2.0.... I >+ +70 0:0 0+ +70 0800+ <00: +0: 0007 30300: 3000+? :0030...I++ 0800+ 0030000 :03: Im+0:+0m so; 05. 080000 05. ..U.m... I0::o=0m 0:+ m8000m 00+0:0 (0;: $0100. >08: 0: m0:0:0 000+ I _: 0800 0800+... 307000 080: 0+ 70:0 38000. _: 00:00: 0800+... 30000 70:0 7: 00:08 +00+. Zo. >110“. 0570.0. >330? 0+0. I 00001 ::300: 0+ :3; 0: 30300} 0030000 0800+. <0_:0 0:0 000+ 007.33 I 47“: m:+0:30+mo: m... #10: +83 +70 0800+ :000:+ 070:7. 3: .531 I 0.70 0003: mm 500 0< +70 @3030: 0300. 000002120 0103.0: 5.0} 0: 0010238 0:0 7030 000:0300. (.0700: 903 002000 0:1 c.m. 00001303 0+ >010:_+:+0 000002130. 0. <. 00:020. 9:008: 000008.20 0303.0: +0200. {07.00: 930 00:000. m0: r0330. 01300 0:0 0.030500 5.00: 00+: 0+ 00:083. Z0< 0 0:0 :30 .3. SI. 0.50 “-n “-..M ' . j 1 ( I ' ‘ _w.‘ *'———‘ ‘- ‘”‘-:_1-—"‘—_'—::€‘ ‘ ~ ‘ 3:100“ .; .__:_.-_—-_~’___-_~’_-:~; :-_ .—~———.- --~:—.— _ _—_ - * _ .111 ’ _____‘ h. "8 ' L ‘ .1; s U iBopS’ anb @1115" GEM) Work my -.¢..¢-~0d .- ...-..gw.-.‘ -- ... ..' . Ii.‘.n\.“' SIX-Y1 I: (.1 . . ‘ ’ , 1 . JHH‘IHLLIH ‘E’tutr Qulirql‘ and II”: LII'LM‘E l' H 3.0001000 nf £\mi..:If;1:r ‘1- u 0-.”th l 'iI FITIS 3L3 J” “.I‘IIIfL'. ‘1‘}“"‘t "H‘:\‘ ['3 gm «. vxxt‘ully (‘nxuylontt «i the- yezzrs Titgllii‘C‘YIIthI’xt‘x‘ (,i Hun 'll yrajcct fur the your . and is :zrz‘a.’ «wank-<1 1.11:5 Curtifiuxte «If AI Ilia-'."-:'.:'I:t. .1,‘ I a ‘ Signed I ~ .11! . 33f: _ -_ -- ___-______“-__-_‘ __ __ ._ __ .___- u... - ___._.'z‘ i I I ,. 2 ._,____-_ --COUNTY 4H CLUB MEMBER'S RECORD . LAME P. O. ADORESS_ PHONE PARENIS NAME . 7 __ ‘ __ _ 3 ,, COVHUNIYY __ _ CALINDAR C VIAR AGE ' PROJECT ON IN ACHIEVEMENTS AND REMARKS INC PRU) .— + _ . —, .— 1—7 — — —— «r + — 4+ l ; - CE W ,_ «r : ,_{ ”_‘1 - A #L L A 4 4 ; _a/ v v T v v f w I v — fl ~<>— 1- — q} 4L — —77 f» — >——1>— ar— _ .-.JL-Q— —- 4r— —-—l>—- *- '1}— i —4 — -- L ——< r . A k 4 1 1 A $ 1 J r/ T i — - «L- w 7 ——- 1»— ~ — f » -4 ~——«- V 4} —4>— 4r ——4 4»— -4 4 r— 4% it t , U, ./ I b 1+ - ¥ —<>— r- lr-* r ——7 i >—-« -> #- Hr. u - H. r l r w- ~ < / 1 H > + r r *F m“ L ’r 1 "¥ - ‘LH 1L T / ' r «F- - — —— —<} _ -.T__ 7} _+_A ‘ q—— 4 1 —— - j J ——¢>~ 4} v ._ > -< + [ ~ .4 w? 4* 4H - H r F *LJM‘ * 1‘ T I . / I I J I I l L J I _l U L d J J ‘l 0-148 Date Check No. Cash Received & Deposited (For period July 1, 19.._ to June 30, 19_) Check: Issued 4-3 CLUB ALLOCATION . #' ‘_,44 _ ; J, . l i i I T‘ -°—+ A I [II 1 .I.» _. T .1 4 ‘ 1 r 4 .f ,. .. 1 i " t ‘1 1 .1 . yfiy_' ‘ :, _ _. Y L T ' I 4T i—r—‘dbdb J . . . ‘I- i .I. \ l r 1 . I . —#_‘L_T—i . qu 1 4 ..4 L . _ e ; fijI Te— fié e I + "i . . _ —4L— . .I _ .. 1 ‘ f I T w . I i‘i ' _ __p H: 1 I I .. ., ! . , . l 1 fl Afi i‘ If ”—“i'”. 4»- [—7 ; e.. ‘ T 4 1 -‘4,._‘L_T . Tr- _ ‘i ** tr e ““I’Wfl l 7‘ + " ~ -+ . . fl . Z _ {h A .4 In nocz: m§g>w< MIME”. fiO—w bum.— Orcwm 0953. .................................................. §.§-ii:s flop—...!!! . . we. 83. W29 GEE—an wovfi...:.-....:.:.. QED ................. . Hog ................. 29 025235? woua ............... . 05¢ .................. . Her... ........................ OoBEmeFm...i..s.§. 311 'MIH Ill! MEG—r:— OeBEoE mm!" a. 338.. 2.55 on 9:6 25 Eon AZ? Eda—8 Home 555 08.. $32.. 0253. None. No: 305.83 2 a8. 9592—. 89w we: 05- wow- 05- Adan—u 092:9an 3.. maze 32.2. 30:” A078 :83 25 £9.83 , i-.~ .L. I.. ‘3‘]... I. ul‘. Ema—Zn...» mrmmd F... 9.5 ><>zo flimzmzq pa. > - m3..." 0 - 025? m - 2.3 m . oz." 0 . 4r? «0...: «cram—"mom V3 2.. do £33 9.2 2:3: 91.35.. am was... Mm. hum... h...“ ”mm... ””1“, he“. Wham: _. 9 a a a a a n. u. a. u. o. s a. o. _o. :. _u. _U. . .h. 40.9.. o a a a a a DATE SUBMITTED 3 § 8 ACCOUNT NUMBER ( For State Office Use l SUMMARY STATEMENT MICHIGAN 4-H CLUB ALLOCATION AWARD STATEMENT COUNTY DATE SUBMITTED BY: , Name Address Title Nome Address A rm. ’ e '2 F 3 2 <3 i E E '2 E E 3'? Om Event 3 g g .. t E g E < g z < < — " B i- 5 '3 3 8 g 3' 5 S S S S S S 5 TOTAL $ 5 S S S S 5 STATE OF MICHIGAN, }ss' GRAND TOTAL $ County of . and being duly sworn, each for himself; depose and say that he, she, they is, are and respectively, of the that he, she, they has, have read the foregoing in its entirety, that each and every statement therein contained is true and correct; and that the attached list of premium winners, together with all of the information therein contained, is likewise true and correct. Subscribed and sworn to before me, a notary public in and for said county, this day of , A. 0., l9_. Notary Public (Seal) . County My commission expires Approved Month Day Year State Club Loader Approved Month Day Year Director, Department of Agriculture