Methods in supervised practice for vocational agricultural classes and schools under the Smith-Hughes Law, no. 5 [1919]

Methoa8 in Super-Oi8ea Practice
-FOR"-
Vocational Agricultural Classes and Schools
UNDER THE
Smith-Hughes Law
No.5
" Agricultural Educational Series-No.
PUBLISHED BY THE
Georgia State Vocational Board
Atlanta. Georgia M. L. BRITTAIN. Executive

Methods in Super1Jised Practice
-FOR-
Vocational Agricultural Classes and Schools
UNDER THE
Smith-Hughes Law
No.5
Agricultural Educational Series-No.
PUBliSHED BY THE
Georgia State V ocational Board
Atlanta, Georgia M. L. BRITTAIN. Executi-oe

INTRODUCTION.
--+---
This bulletin has been prepared for the purpose of interpreting the term "Supervised Practice" as used in the SmithHughes act, and its application to Georgia conditions. The application of the Smith-Hughes law is yet new and there is a great deal to be learned about its application to local conditions. This bulletin has attempted to suggest methods by which supervised practice may be applied, its relation to technical instruction, and methods of supervision. It is hoped that it will form a basis for both the work of the teacher and the pupil.
Due acknowledgment is made for the assistance rendered by Professors Wheeler and Sheffer, especially in connection With project study outlines, etc.
ROBERT D. MALTBY, State Supervisor.

OBJECT OF SUPERVISED PRACTICE IN AGRICULTURAL
EDUCATION.
"Directed Supervised Practice in Agriculture" is a comparatively new problem in the teaching of agriculture. It has be. come an integral part in the instruction of vocational agriculture. Vocational agriculture is not a general form of education, but is intended for the distinct purpose of preparing boys for the profession of farming. The methods of teaching vocational agriculture then must be different from that of teaching the subject where only a general education is desired. The success of the farmer depends not only on a knowledge of the science but also on a knowledge of methods and skill in performance.
Supervised practice therefore is an integral part of the instruction which prepares for farming. It is the exemplification of the principles taught in the classroom: First, it deals with actual problems of the farm, which must be of a concrete nature and such as will bear upon the results; second, it must furnish the proof of the theory advanced. By the pupil working out the problem on the farm he is able to see for himself the truthfulness of the theory. The practice therefore becomes to the pupil a demonstration.
Supervised practice is particularly valuable in the development of the individual traits of the pupil, by allowing him, within a certain field to choose the type of problem he desires to work with. As long as the project is within the scope of the instruction given for the year the pupil's choice should be of first consideration. It gives the pupil an opportunity for self development by throwing the responsibility upon him for the success of his work. Its success also depends upon the teacher.
The project is the best means yet found to bring the instruction of the school room home to the pupil. The pupil has some. thing that he can use in his every day life and which offers a
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means of a better understanding of the natural phenomena with which he is surrounded. Not only does the pupil carry the information home with him but, through the visits of the teacher to the pupil, he also receives a part of his instruction while surrounded by the problems he iH trying to solve.
The project if not successful is usually not profitable. Therefore there is a certain incentive to make the work a success and this success is usually the result of applied knowledge. The pupil therefore strives to obtain the information that will be profitable to him. This allows them a means for both teacher and pupil to measure the value of agricultural knowledge and the necessity for it. The knowledge gained in the class room is worth only what it will bring when used. Its use vocationally is its money value.
The object of the supervised practice then can best be summed up by stating the educational factors involved. The project forms a basis, the application of theory or scientific research. It provides a means for the development of the individual. It provides a medium through which English, mathematics, bookkeeping, business principles and cost accounting may be taught. It deals with problems familiar to the pupil. In short, it provides a basic education for future development.
II. TInE REQUIREMENTS OF THE SMITH-HUGHES LAW.
Probably the first requirement of the Federal law in relation to vocational education is that it must be under public supervision. This supervision consists of local, state, and federal. The teacher is responsible for supervision to the local board of education. A vocational teacher must be engaged by the year, for it is just as important that he be on the job during the sum_ mer as during the winter when the classes are in session. The work of supervision in the summer consists of visiting the projects or the supervised practice of the pupil. The frequency of the visits will depend very largely upon the need of such supervision by the individual, and must be not less frequent than once a month during the time when the project is in progress. The more frequent the project may be visited the better the re-
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suIt usually is. The supervision by the state board will consist of periodical visits by representatives of the board. The duty of the state representative is to see that the Federal law and the state plans are being carried out and to render such assistance as can be given to the teacher and pupil.
Supp.rvised practice must be carried out through a period of not less than six months and preferably throughout the entire year. Such practice must consist of work on a farm, whether the farm be in connection with the school or the home. The home farm will allow for supervised practice throughout the year and especially during the growing season whether the school is in session or not. The law by providing a minimum of six months in every year for supervised practice work furnishes ample opportunity for the pupil to become familiar with the principles taught in the class room. The project therefore must not be a plaything, but a problem of sufficient size to carry out in a commercial way the practices or theories taught.
The project must also be a problem in agriculture that will serve a useful purpose in the husbandry of the farm and form an integral part of it. Such a problem when correlated with the other problems of the farm will form a complete basis for the farming operations in the section. It should be a problem that is more or less new to the pupil. The growing of corn is not necessarily new to many pupils that study agriculture, but the methods that are required of the pupil to carry out the project may be new.
STATE REQUIREMENTS.
It is the general policy of the Georgia State Vocational Board to have vocational education supplement the regular academic work of the public schools. This policy is in direct harmony with the needs of the state, as it does not prevent the pupil from securing a high school education during the period that he is getting his vocational training. The State Plans also provide for a minimum of one hour per day for five days each week through a period of at least six months, for actual work of a productive nature. This does not take into account the time that must be de-
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voted to project study. This requirement should not be interpreted to mean that this is the maximum amount of time that may be devoted to the work, but on the other hand it represents only the minimum amount of time. The total amount of time devoted to supervised practice, including project study, should represent a period of at least 90 minutes per day for every day that the school is in session.
THE RELATION OF SUPERVISED PRACTICE TO TECHNL CAL INSTRUCTION.
Supervised practice is not a separate school function, but an integral part of the vocational instruction. It can be likened in many ways to a problem in mathematics which is first studied and then worked out on the blackboard. If this is kept in mind both the class work and the practical work will have more value. Supervised practice should be a reflection of the class work, an application of the principles taught, a check on the pupil's ability to interpret scientific knowledge, and a means for grading his work. It is therefore necessary that the "practice" follow closely the work given in the class room.
Supervised practice must be carried out wherever vocational agriculture is taught, whether such instruction is all-day, part-time or evening instruction. It is also necessary that the minimum of six months of practice work be carried out regardless of the length of the school session.
Vocational agricultural instruction must not be considered simply as a training of the hands to do certain things at certain times and in a definite way. On the other hand it must consist of the development of the mentality of the pupil so that he can think and reason out his problems for himself by having a thorough understanding of the principles underlying the operations. Accompanying this he must become skillful in and familiar with the methods used on the farm. He therefore performs certain operations on the land, not simply to grow a crop, but because such operation should produce certain results. He is therefore taught to think and to make his mind guide his hands. The mental training in connection with the project work is brought out

in planning the project and in the analysis of the results at the completion of the project. Managerial ability is primarily one of the principal objects of a vocational education in farming and unless the pupil is taught to think for himself and work out his own problems this object cannot be attained.
Perhaps one of the mistakes most frequently made by vocational teachers is to allow the pupil to take projects along lines that do not conform to the work taught in the class room. This is often done as a matter of expediency, the teacher thinking that it is better to retain the interest and good will of the student rather than to lose it through the arbitrary choice of a project. Such practice usually results in poor projects and poor class work. Interest lags in the class room because the information gained is not being used in the field. Likewise, interest in the project is lost because the pupil is getting very little that is new to him. Instructors should use considerable discretion in the selection of the projects of the pupils in order that the supervised practice work may conform to the type of instruction and the husbandry of the farm.
That the project work should conform to the instruction is readily seen when one considers the grading of the work. It would not be consistent to give a pupil one grade for his agricultural work if he did one thing in the class room and another in the field. As a vocational subject, the teacher must keep in mind the ability of the pupil as a producer along economic lines, not as a student of agriculture along one line and a tiller of the soil along another. His project work, therefore, should be graded as a part of the instruction.
MET'HODS IN CARRYING OUT SUPERVISED PRACTICE.
Bulletin No. 21 of the Federal Board for Vocational Education states that "Supervised practical work on the home farm should be of two types: (1) Home Projects and (2) home practicums. Of these, the home project is obviously the more impor. tant, for it is an agricultural enterprise with a definite aim, undertaken by the pupil with full responsibility on his part for the financing of the project and the doing of the work."
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The above statement, while not a definition, sets forth very clearly the aim of a project. According to the above, the project must be a definite problem of sufficient magnitude to warrant a serious consideration and must present an important responsibility. The same bulletin quoted above sets forth the following essentials of a home project:
1. A carefully drawn plan covering a considerable extent of time, with a definite aim, including some problem new to the pupil and outlining with sufficient detail the methods to be employed. This plan should be written and
should be an exhibit in connection with the second essential.
2. An agreement between parent, pupil and teacher based upon the plan already prepared and so prepared as to eliminate later disagreements. The boy's financial privileges should be clearly stated.
3. Instruction in the school, both in regular course and in special individual study to the end that the project work may be carried out intelligently and that the home may furnish the kind of laboratory practice best adapted to the school work.
4. Detailed records of method, time, cost, income, and other important factors which shall finally be summarized in.
5. A report including both a story and a complete accounting for the entire project period.
6. Supervision by a competent instructor of such a nature as to help the student to succeed in his project, to encourage him at times when difficulties arise and to hold him to his agreement; incidentally to impart instruction supplementing that of the class room.
./
The above essentials should be considered as the rules of the project work both for the pupil and the teacher.
Home practicums are of quite a different nature and should he resorted to only as a supplement to the project work. Rarely, if ever, should they be considered as a sole means of carrying out
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the supervised practice work in connection with vocational agriculture, especially in the early years of the student's work. Home practicums are problems of a minor nature or details in carry_ ing out a major problem. The Georgia State Board for Vocational Education has set down five rules governing supervised practice work of the above type.
1. The work must cover some problem in agriculture.
2. The student must understand the principles underlying the problem.

3. There must be definite plans for the work.

4. The problem must be carried to completion by the individual or group starting it.

5. Records must be kept and reports made to the instructor of all supervised practice work.

The above rules governing all directed or supervised practice place the special problems or home practicums under the same regulations as the home project work, though such work may not have the same relative importance. They also definitely place them as an integral part of the instruction for the year.

The application of the above principles are comparatively easy for pupils who "go home every night." These pupils have the entire year to develop their projects and work out their plans. For these pupils the project plan is by far the wisest plan for carrying out the supervised practice. The project should be of sufficient size to utilize most of the time of the pupil at home if he is to get the most out of the work. Special problems in agriculture should be taken up only to supplement the regular work. The special problems or practicums offer vel"y little opportunity for the pupil to obtain a profi~ from his work. They are largely helpful in developing skill. For the adult this form of supervised practice may be valuable and, in fact, it may be the only way in which the supervised practice can be carried out.

The boarding pupil presents a different problem. Here the pupil is in school for nine months in the year and usually during the most unproductive portion of the year. He has activities that



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also take much of his time, as the law requires that all pupils be required to do at least six months of supervised practice. The meeting of this requirement is the problem of the boarding school.
The practicum seems to be the easy way out of the difficulty regardless of whether it is the best way to carry out supervised practice or not. Practically all boarding schools have a four year course and, as far as is possible, the work of the pupils should be correlated to the class work of the scholastic year. For example, the first year pupils should confine their efforts to the growing of farm crops. They should be required to plan the crops for the year as project study or class work. In the fall the pupils may harvest the seed corn for use the following year, prepare the land for the spring crops, and work out the fertilizer requirements for the crops after determining the area to be devoted to each. They should be required to do very little field work in the fall except as it is a preparation for the following year.
The individual project is probably not a success in the average boarding school. Too many students leave school and drop out. The land, unless taken by another, is not worked. The group project is to be preferred, allowing each group to a field or the area that is to be planted to a single crop. The number in each group should be determined by the number of hours that will be at the disposal of the pupils and the number of hours that will be required to complete the work up to the time school closes. Each group should have a captain who will be responsible for the records, although this arrangement does not relieve the individual of the responsibility of keeping his own records. The work on the group projects should be done as far as is possible by the individuals of the group. In the same way, the second year pupils should devote their time primarily to live stock work, though they should be required to harvest such crops as were planted by the class in the spring and are not harvested on the opening of school. This is necessary in order that they complete the work they began. The work of the third year pupils should be concerned with the vegetable and fruit crops. Here the pupils can do some productive work during the winter months on the winter gardens and in the care of the fruit orchards. The work of the fourth year pupils is concerned largely with farm
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management problems. It seems wise, however, that the third year men should in connection with their work take the inventory of the farm at the beginning of the calendar year or January 1st. This inventory will form a basis for their work during the senior year and allow them to complete their books as far as the farm is concerned on December 31st following. They may then have the remainder of the school year to make a study of the rec_ ords. It is doubtful if the fourth year men should be required to have a project in the sense that the other classes have as has been previously stated. One of the main objects of vocational work in agriculture is to develop the managerial ability of the pupil, and the last year should be devoted largely toward this end. By the above procedure the work of the school farm may be conducted as a normal farm and production should be increased instead of reduced, as is the usual custom on school farms. The farm may be worked as one project by the whole school; or, as individual, or group projects, as a part of the whole. The above system requires, however, that a careful record of all farm work be kept during the summer months while the school is not in session. These records should be available for the classes when they return in the fall.
SUPERVISED PROJECT STUDY.
Supervised project study must not be confused with recitation work, laboratory work or even the project work itself. Supervised project study is the link in the chain that joins the technical instruction to the work in the field. It might well be called supervised project planning or project written work. It is the crystalization of the instruction in the class room of the lessons learned day by day, of the knowledge gained in the laboratory and through field trips for immediate use for the problems at hand. Without project study, project work becomes more or less of a series of physical operations which mayor may not have a direct bearing upon the work in the class room; without project study the pupil is often at a loss to have at hand ready information when needed. That is, the pupil is often unable to apply his technical information to actual prcblems of production
without project study. It therefore consists of a detailed study
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of the problems that are to be involved in the carrying out of the project. It does not consist primarily of the study of principles that underlie the project work (these should have already been studied in the class room), but rather a study of the problems that are involved in the project and methods of solution. Should the pupil come across problems in his project study that are not readily solved, it behooves him to go back and study the principles that underlie the problem. The average pupil will find that he frequently has to do this and the project study therefore serves as a review and a checking up of the knowledge he has gained from technical work.
From the project study a chronological plan should be developed for the definitely setting forth in writing the things to be done and the method of doing them. For example, the pupil decides that his field is deficient in plant food for the crop he wishes to grow. There are several methods by which this deficiency can be met and there are several forms in which the fertilizing elements are found on the market. This problem involves a knowledge of the natural fertility of his field, the plant food needed to produce a maximum crop, the sources of the fertilizing ele_ ments and those that are available for his use, the cost of the fertilizer, etc. It will also involve the method of application of the fertilizer. His project study and plan. therefore, involves the setting forth of a carefully thought out plan of procedure for selecting, buying, and applying the fertilizer needed.
Project study should be conducted as far as possible at the school where the pupil may have the benefit of the teacher's help, bulletins, books, etc., from the school library. It should be conducted sufficiently far in advance of the work in the field to allow the pupil plenty of time to be prepared to do a given operation on time and intelligently. It is not meant by this that the whole project is to be planned before the project is started, but that each phase of the project is to be planned in advance. Too much stress cannot be laid upon the doing of the project study on time. Only
a sufficient amount of time should be allowed for project study
to give the pupil an opportunity to intelligently arrive at the proper conclusions concerning the methods of meeting the several problems arising in connection with his project.
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In order that the pupil may make a systematic study of his problems, it has seemed best to have some kind of an outline which he may follow in his work. The objection of the outline lies in its bookishness and its apparent mechanical or stereotyped method of procedure. However for the student farmer of the adolescent age, there seems to be no better method in practice at the present time. When the pupil is left to think out the problems himself, many problems will be left untouched and much of the value of the project lost. However, when the outline is used by an experienced teacher many of the objectionable features can be eliminated by proper use. The outline is expected to bring to the attention of the pupil all of the major problems in connection with his project and to suggest many of the minor ones. Unless the project outline does this it is of little value and should be discarded. There are many forms of project outlines in use and most of these can be adapted to the work. All attempt to serve as a guide for the pupil and as such are practically indispensible during the first three years of the work.
Much of the supervised practice or pr::>.cticums, other than project work, is conducted without proper instruction preceding it. The pupil is usually taken upon the field and "shown how." This, however, should not constitute the only preparation the pupil has had for the work. For example, it may seem advisable that the pupil be given instruction in the spraying of potatoes, although he does not have a potato project. He should be given an opportunity of thoroughly understanding the pests for which he is going to spray and the best preparations for combating the trouble before he is called upon to do the work, and he should be familiar with the tools he expects to use. Upon this information he should determine the mixture to be used, the amount of the ingredients to be used and the approximate cost. This work should be included in individual supervised study.
After the supervised study is properly done the instructor becomes the umpire to see that the pupil carries out the project or work as planned. The instructor should guide the pupil from going wrong, advising him on questions not thoroughly understood, and see to it that he works intelligently. Supervised study, therefore, is the crystalizing of the information previously gained
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and the guide post of supervised practice. (For project study outlines see appendix) .
SIZE OF PROJECT.
A great deal of the value of project work depends upon the size of the project taken by the pupil. By size of the project, two distinct conditions are taken into consideration. First, the scope, and secondly, the time element. By scope of project is meant the area covered, as in acres, number of trees, etc.; or with live stock, the number of animals included in the project. The scope of the project, therefore, is always the size in terms of natural units. The time element of project work takes into consideration the time that naturally elapses between date of starting the work and the date the project is completed.
No definite ruling has been made by the Georgia State Vocational Board as to the scope of the project work. The scope of a project is determined very largely by the following factors: age of the pupil, number of years of previous experience, crop grown, and opportunity offered on the home farm. It must be distinctly understood that a project in corn represents more than the growing of an acre of corn. (As far as possible it should represent problems in the growing of farm crops). The area of the corn project should be determined by the factors stated above or, in other words, a boy sixteen years of age should be able to take care of 5_10 acres or the amount grown on a one or two-horse farm. If the boy is young, a smaller area should be utilized. This area is to be determined by the natural boundaries of the piece of land devoted to this crop. Naturally if the project is concerned in fruit growing the scope of the project again would be determined by the area on a given farm devoted to this work. Two or three trees in an orchard would give vet'y little opportunity for the boy to develop skill or managerial ability; and again, very little opportunity to carry out in a commercial way practices advocated in commercial fruit growing. The scope of the project, therefore, should be based upon the pupil's ability to carry out the piece of work, and give him all he can do in a time allotted. The project must not be considered as a plaything, nor as a demonstration, nor should it be located on a piece of waste land upon which no profit is expected.
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The time element with reference to any project consists of the natural length of the project. For example, in a corn project the pupil would naturally begin his work by the selection of the seed in the fall, and carry out the work through the entire year until the seed is selected again the next fall and the entire crop is harvested and stored or otherwise disposed of. In other words, the time element of a corn project represents a period of not less than twelve months. The time element of project in fattening hogs would represent the amount of time taken in bringing the hogs to the stage of maturity in which they can be placed on the market. The S.-H; law requires a minimum of six months.
Instructors should use considerable care in the organization of their supervised practice work for their pupils in school. No one phase of the work is more essential than to see that the pupils have projects of sufficient size to warrant the respect and dignity that the work demands, and every effort should be made to see that the scope of the project is determined more largely by the natural area of land and opportunity offered at home than upon any other factor.
SUPPLEMENTARY PRACTICE OR MINOR PROJECTS.
There are times when it seems wise that the pupil be given a second project the same year. This may come as a request of the teacher or the pupil. In either case certain precautions must be taken to see that the second project is a supplementary piece of work and does not conflict or interfere with the main project. As has been previously stated, the main project should conform with the type of instruction for that year, and it would seem then that the second project should also conform to the instructional work. However, this is not always necessary, as it may be to the advantage of the pupil to take work of a little different nature.
Supplementary project should be considered under the following conditions: If the pupil is not able to take a major project of sufficient size to meet the requirements for supervised practice or to profitably employ the pupil's time, he may be allowed to take a supplementary project. If in the first year's work the pupil desires to start an animal project to be continued during the animal husbandry year, or to utilize the material pro-
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duced on the crop project such procedure should be allowed. If a pupil desires to take two crop projects of widely different nature, as a cereal project and a potato project, in order to profitably employ his time, the same might be allowed. A cereal project would neither give the required supervised practical work, nor would it economically distribute the pupil's labor through the year. Therefore, a supplementary project like Irish or sweet potatoes would be desirable. In every case care should be exercised to see that the pupil does not have more than he is able to take care of or is prepared for.
In cases where it seems necessary to provide more practice for the pupil, and it is not feasible to introduce a minor project, this practice may be provided by having the pupil do home prac. ticums or special problems in farm practice. This type of work is especially valuable and should always be considered, if in only a meager way. For example, the pupil may have a project in sugar cane. He, therefore, would have very little chance to do any seed testing in a practical way. He could then test the seed corn for his father. Neither would he, in the case of the project mentioned above, have much of a chance to do anything in the control of insect pests. It would be advisable therefore to have the pupil do some work with the control 6f ~nsects on the potato or some other farm crop. By the above method the pupil may become familiar with the major problems in the production of farm crops in his community.
SOHOOL CREDIT FOR SUPERVISED PRACTICE.
Because higher institutions only allow one unit of entrance credit for a year's work in vocational agriculture, and the amount of time devoted to it is considerably larger than that given. to other subjects, many seem to feel that its importance is relatively less. This is because such institutions base their credit upon general educational values and not upon vocational values. Without entering into a discussion of the educational value of a course in vocational agriculture, it is safe to say that a course in class room agriculture has very little vocational value. Therefore, before credit can be given to a course in vocational agriculture, supervised practice must be carried out in connection with the
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class room work. Pupils and teachers must understand before credit can be allowed for the year's work the pupil must successfully carry to completion his project work. If such work is not completed until fall, credit cannot rightfully be given till then, and, then only after the pupils completed reports are on file in the school office. This may seem difficult in the natural promotion of the pupil which usually occurs at the close of the school in the spring. However, if the plan suggested previously in this bulletin is carried out, the pupil may be given his full credit at the completion of his class work at the end of his fourth year.
GRADING SUPERVISED PRACTICE.
It will readily be seen that if proper credit is to be given the work, a system of grading must be established in connection with the supervised practice. No suggestion is offered for the grading of the class room and laboratory inRtruction. However, the grades in this branch of the instruction should not form the only basis for promotion and indications of excellence.
The basis of the grades in connection with supervised practice should be made upon the pupil's ability to apply the knowledge gained in the technical instruction, upon the skill with which he does the work, and upon the ability he shows in the general management of his project. The application of the principles previously learned is of prime importance as it is an indication of the pupil's interpretation of his instruction. Such grading, therefore, would be based upon the manner in which the pupil plans and does his work. Not only should the plan be graded, but the manner in which the plan is executed should be graded. It is also vitally important that the pupil develop considerable skill in the execution of his work. A straight row, a limb properly pruned, a machine skillfully handled, or a package properly packed, all have a direct bearing upon the results obtained. Not only must the pupil show skill in the operation, but speed in its execution. The grades therefore should show the efficiency of the pupil. In th~ grading of the pupil in the management of his project, due weight should be given to his ability to correlate his work. Pupils should be encouraged to take advantage of the opportunities offered at various times, to be resourceful in their
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conduct and to make the project a paying financial investment. The grading of these attributes or qualities of the pupil calls for keen judgment on the part of the instructor who must have an intimate knowledge of the obstacles and difficulties encountered and give due credit for surmounting them.
The grading of supervised practice then, not only involves the grading of the work as a whole, but also of a definite grade on the various factors that go to make up the whole. Not only must the pupil receive a passing grade on the project, but he should pass a minimum grade on each of the vital problems that are concerned. The project should represent as far as possible the knowledge the pupil has gained during a given year's work. For example, a project in corn should be a practical test of the pupil's ability to cope with problems or vital factors in farm crop production. A factor might be minor in the growing of corn, but major in growing potatoes, as control of diseases and insect pests. Therefore, the pupil should be graded on each of these factors and his final passing grade based upon his full understanding of each of the vital ones concerned. (See example of grading, page 28.
SUPERVISION OF PROJECT WORK.
It is obvious from what has been previously said that a very close supervision of supervised practice work is necessary, if the results that are to be expected are obtained. Supervision is primarily necessary to aid the pupil to arrive at the proper method of procedure with his project. The instructor can also be a great help to the pupil by pointing out to him the relation of the science of agriculture to his project work. With proper explanation the pupil often is able to see the relations between science and practice. Supervision is necessary to aid the pupil in maintaining a proper spirit toward the work. He must be encouraged at all times to carry out his plans and to bring the project to a satisfactory conclusion. The average pupil of school age is impatient and needs the encouragement of his instructor in this work. The instructor is also an inspector, for, as such, he must check up the records of the pupil and see that the agreement is lived up to according to the contract between pupil, parent and teacher, and that each is doing his part.
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Supervision of project work consists of two distinct phases: supervising his project study and planning in the school, and periodical visits to the field, or farm where the project is being carried out. The frequency of these visits i5 determined entirely by the needs in any given case. These visits should be frequent enough so that the instructor can keep close watch on all the operations of the project, but not so frequent as to cause friction or annoyance either to the parent or pupil. During the growing season, every project should be visited at least once in every ten days and in some cases more frequently. Later, however, the number of visits to the project may be decreased, but should not be decreased if the instructor can be of any assistance whatever w the pupil in carrying out his plan.
In order to insure supervision of the supervised practice work, the Georgia State Vocational Board has ruled that all teachers of vocational agriculture must be employed for twelve months in each year in order that they may be on the ground at all times when needed, and also to enable them to supervise the work during the summer months or during the productive season of the year. The instructor must be a man of tact, mature judgment, thoroughly familiar with farming operations, tools and practices common to the community, backed up by the technical knowledge that will aid in solving the many problems that arise in the practice work. He must not only have the qualifications of an agricultural teacher, but also an added personality of tact and diplomacy that will enable him to enter the farm home as a, friend and assistant, gaining both the contidence of the pupil and the parents.
In the supervision of project work it is best that the teacher leave definite instructions on the occasion of each visit. By writing these out in duplicate the instructor can retain a copy of the directions and leave one with the pupil. By retaining a copy of the instructions the supervisor can on the next visit determine whether his instructions have been carried out, and by getting the signature of the pupil he has proof of making the visit to the pupil. In order to facilitate this work the Georgia State Voca. tional Board has had prepared visitation pads for the convenience of the intructors. These ,pad., remain the property of the Board and are subject to inspection of the state representatives.
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REPORTING OF SUPERVISED PRACTICE.
The State Plan, approved by the Federal Board for Vocational Education, requires that a satisfactory record be kept by the pupil of the work performed. This record is to form a basis for his report to the teacher and the teacher to the State Office. It is advisable that the pupil provide himself with a project record book such as a regular single entry ledger, 71/2" x 12", for the recording both of his project plans, work performed and results obtained. The entries in the ledger should be made daily or at the completion of each operation on the project. From this ledger the pupil is expected to report to the teacher monthly the following facts: plans, nature of the operation, hours devoted to the project by himself, extra man and horses. He must also present a monthly statement of the financial status of his project by giving the material purchased or sold, quantity, price or value, setting forth "charge" and "credits" in proper order. From his ledger accounts the pupil prepares his final summary
when his project is completed. * The pupil's final summary care-
fully analyzes the project work, giving the amount of time devoted to the various operations, the products marketed and value of same, and material bought. It must also show profits or losses incurred in the project work. The final summary of the various pupils forms a basis for the instructor's annual report to the State Office of project work done during the previous school year.
Instructors or supervisors of practice work should insist that all reports be handed in properly on the first of the month and that reports be carefully gone over and checked, insuring their accuracy, correctness of form and neatness of appearance. The checking of the reports by the instructor should form a very important branch of his work and a great deal of care should be given to these reports in order that pupil may be aided in his final cost accounting.
*For complete directions for records and accounts see project study outline.
20

COMPENSATION FOR PROJECT WORK.
It is safe to assume that everything to be desired can not be gained from supervised practice work if no material compensation is awarded the pupil for his labor. In fact, educators are universally united on the principle that the pupil should receive nearly all, if not all, of the profits secured from the work. By giving the pupil proper compensation a greater degree of earnestness and responsibility is developed in the boy. He can, with this compensation, determine what the project has actually meant to him other than its educational value.
Compensation for project work should be measured in terms of the profits of such work. The profits from project work should be the amount of money that is realized after all expenses, including his own labor, are deducted. The value of his own labor or time represents the normal wages that are paid for the performing of the manual operations necessary to carryon the work. His profits, therefore, over and above this expense, represents the interest on the investment and the compensation for the effort, responsibility and thought given the work.
The percent of the profits that is to go to the pupil should be determined very largely by an agreement between the teacher, parent and pupil. However, such an agreement should be based upon the following factors: first, the size of the project; second, the nature of the project; third, the duration of the project; and fourth, the amount of time necessary to carryon the work. With a crop project of limited area pupils should receive all profits accruing from their projects when such projects do not cover an area of more than five acres. Profits are to be understood as meaning that sum which is realized by the sale of the products after all expenses connected with the projects are paid, including satisfactory rental for the land, tools, implements and horses used.
When the project represents a larger area than five acres a percentage of profits should be properly determined upon. A live stock project often represents not only the work with the animal as it is found by the pupil, but the work that was necessary to bring it up to the standard of excellence where the pupil
21

takes it. It is doubtful, therefore, if in an animal project of any size all profits should go to the pupil. In a determination of the percent of profits that should go to the pupil due consid. eration should be given to the following factors: first, the nature of such an animal project, as a dairy herd or fattening swine; second, the scope of the project; third, duration of the project; and fourth, the investment which the project represents. If the pupil purchases one or more hogs for the purpose of feeding them for meat or for the purpose of starting a herd, such expenses incurred entirely by the pupil, then it is reasonable to expect that all profits occurring from such a project should go to the pupil. If, however, the project represents a dairy herd owned by the father, then the percent of profits going to the pupil should be considerably less because of the relation his investment involved.
The determination of the compensation due fourth year pupils, who are doing their supervised practice work in farm management, is a more difficult problem. For day pupils living at home some arrangement should be made by which the pupil can enter into partnership with his father in the management and control of farm. The percent of profits going to the pupil by this arrangement would be determined very largely by the age of the pupil or his degree of maturity, by the size and nature of the farm. The percent of profits given in a case of farm management project ranges from five percent of the profits to fifty percent.
Compensation for project work with boarding pupils living on a school farm is a far more difficult problem than that of pupils living at home. All boarding schools remunerate the pupils for work done in some manner or other and usually upon an hour basis. This manner of compensating the pupil is pedagogically wrong as far as vocational education is concerned because the pupil is compensated for time spent and not for results obtained. No satisfactory method has ever been worked out for compensating pupils working on school farms. The method of such compensation, however, must necessarily be determined very largely by local conditions. It does seem wise, however, that some method of compensation should be worked out which
22

will be based upon quality and quantity of work done rather than time devoted.
COMPETITION OF VOCATIONAL AGRICULTURAL PUPILS.
The proper sort of rivalry whether in play or other pursuits has an important part in the processes of education and has much to do in stimulating habits of efficiency and forming standards of fair play in the contests of social and industrial life.
The following are some of the results that an agricultural teacher should strive to achieve by directing the activities of his boys in well organized and properly conducted contests:
Ideals in plant and animal production, with the ability to judge definitely the degree in which a crop product or an animal measures up to the standard.
Intelligent and critical attention in selecting seed and breeding stock, better methods in cultivation and care of farm crops, careful feeding and breeding of live stock.
The appreciation of knowledge and skill in the growing of crops and breeding of live stock, and opportunity for the school to show to the community what is being done in agricultural production and teaching. Increased interest in the general school work and a better spirit of pride and loyalty to the school and community.
Kind of Contest:
There are two more or less distinct types of contests that may be conducted in vocational agricultural schools:
1st. Those that comprise of doing some special operation that requires knowledge and skill, as, regulating a piece of farm machinery, handling animals, making an article in shop according to specification, etc.
2nd. Exhibits of products grown during the year or of work done either at school or home.
23

The first type of contest is especially valuable in developing interest and the appreciation of skill in the various operations of the farm. They have enough action to hold the attention of a crowd and can be used to provide an interesting part of the program on field day or school meet. In communities where these kind of contests are held annually the enthusiasm and rivalry often reaches a high pitch, as a result much more interest is taken in the quality of the general farm work done in that community.
The second type mentioned consists largely of show samples of various crop products grown on the project plots and animals grown as projects. However, exhibits of other work done either at home or school may have a place, and be of considerable in_ structional value to the farmers of the community such as a collection of mounted ;:,;pecimens of the insects, or plant diseases, showing the life cycle, and accompanied with a brief write up of how to combat them. Collections of weeds and grasses, properly mounted and labeled, as well as collections of weed seeds, etc., may be used here also.
As the kind of project a given boy may take is governed largely by his class instruction for that year, so the contests open to him will be determined by his class instruction and kind of project.
In the same school the contests will be between boys of the same class. Any boy of the first year class should be eligible to enter any of the contests for that year. However, if there is a wide difference in their ages and experience, Junior and Senior teams should be arranged in the contest where size and strength count. The same idea should be carried out with the other classes. In order to encourage boys to compete in farm crop exhibits after they have finished that year's work, sweepstakes prizes may be offered, free for all contests.
The pupils of every agricultural school should try to measure their ability and progress by competing with other schools. Annual contests between a number of these schools that are in adjoining communities will do much to increase the school spirit as well as gaining valuable information by the contest. Ar-
24

rangements should be made for each school to take turns in holding the contest in its own grounds. One of the objects of the contests between pupils of the local schools should be to select the team and exhibits to send to the district and state contest.
Where Held.
The school is the logical place to hold the agricultural exhibition of the local community, and when possible it is best to hold it there. However, local conditions sometimes prevent this. It is necessary to provide some means of taking care of the live stock that is to be shown, suitable plans for carrying on the agricultural contests must be considered as well as booths and stands for the exhibits. At any rate, it should be held in as close proximity to the school house as possible. As mentioned above, one of the objects in holding the community fair should be to select the best competitors for the larger fairs. This will necessitate the beginning early. However, the directors should not allow too much attention to be paid to the few extra good samples that are to be sent away to the distant fairs, but should constantly keep in mind that a good local fair well conducted is worth much more to the community than an exhibit sent to a distant fair.
In judging the contests between individuals who are competing in some operation requiring knowledge and skill, the following points should be considered:
1. Skill and judgment in handling animals and tools.
2. Knowledge of operation.
3. Time required.
4. General appearance of work.
In some cases possibly other points should be included.
Where two or more schools have enough pupils to have a contest of this kind, it is a good plan to have a committee to outline in detail the nature and number of contests that will be held, together with the rules governing each contest, also general rules in regard to the number of contests that a single boy may enter, awarding of prizes, etc. This information should be gotten out early in the year and a copy placed in each school so that both
25

the teachers and pupils would be familiar with rules, etc., and thus prevent any friction or misunderstanding that might otherwise occur.
The exhibits will be judged largely by their various standards of excellence. However, in judging project exhibits some consideration should be given to the size of the project, the profits received and the method of keeping records. Every exhibit should be accompanied by the record book.
The following are some of the points that should be considered in judging an exhibit.
1. Quality of the show sample.
2. Size of the project.
3. Condition of record book.
4. Profits as shown by records.
Prizes.
Prizes that are out of proportion with the exhibit should not be awarded. If only a limited amount of money is available for prizes it is better to make a few good first prizes and the balance into several small prizes, and thus enable more boys to be recognized.
It is the custom in most communities for the business men to contribute the larger amount of prizes either as cash or merchandise. This is a legitimate source for prize money, but breeders of pure bred live stock, either farmers or the boys themselves should be made to realize that they owe some responsibility toward supporting these exhibits, and if approached in the right manner will contribute liberally to this fund.
WHAT PUPIL SHOULD KNOW AND BE FAMILIAR WITH AT END OF YEAR'S WORK.
As supervised practice represents the application of the instruction given in the class room for a given year it should represent all of the major problems involved in such instruction. The course of study as suggested for four years work by the Georgia State Vocational Board makes it comparatively easy to
26

enumerate the major problems for each year's instruction. The instructor should see to it that the supervised practice work as planned for the individual student includes some work in all of the problems involved. It is possible for a project to be extensive enough to cover all of the problems involved, but such is not usually the case. Where the project does not meet these requirements other work should be planned for the pupil to be carried out in connection with the project work.
In connection with the above, the instructor should give some consideration to the experience the pupil has had previous to entering the work and not to require work with which the pupil is thoroughly familiar just in order to get in six months of supervised practice. However, there is a marked tendency on the part of agricultural teachers to disregard everything except skill in doing practical work. While skill is essential it is not the only phase of the vocational problem. Practical work must be the interpretation and explanation of the subject as studied in the school. The farm operator must not only know how but why, when and where.
See Appendix, pages 29, 30, 31, and 32 for list of problems in each year's work.
27

APPENDIX.

A Suggestive Basis for Grading Project Work.

1. Project Plans

20

2. The Seed

8

3. The Soil

4

4. Fertilizing . . . . . . . . . . .. 5

5. Seed Bed

6

6. Planting

4

7. Cultivating

10

8. Harvesting

7

9. Marketing

7

10. Control of Pests. . . . .. 4

11. Records and Accounts. 15

12. Profits

10

Total

100

The weights given above to the factors of a Corn project are averages from weights suggested by men in charge of vocational agricultural work in various sections of the United States. It would be well to change the values to suit the needs of the local community by increasing the values of those factors that need to be stressed in the community.

28

PROBLEMS OF THE FIRST YEAR'S WORK.
. Testing seed, purity and germination.
Selection of seed. Judging grain. Judging farm crops.
Distinguishing farm crops incident to Georgia.
Preparing a seed bed. Ploughing, harrowing, etc.
Planting. Seed. Tubers. Cuttings.
Care of growing plants by Cultivating. Hoeing.
Harvesting. Cereals. Forage. Tubers. Fibrous Crops.
Preparing for market the above products.
Supplemental work. Test soil for acidity. Read a soil map of Georgia. Mix a fertilizer according to formulre. Distinguish types of soil in the county or community. Cost account a crop. Distinguish the noxious weeds of community. Distinguish the economic insects incident to first year's work.
29

PROBLEMS FOR SElCOND YEAR'S WORK.
Livestock.
Horses and mules. Distinguish draft types. Distinguish common weaknesses. Properly harness and fit collar. Properly groom a horse. Properly drive and handle work animals.
Cattle. Distinguish the principal types of cattle. Distinguish the principal breeds in each type. Judge a dairy animal. Judge a beef animal.
Hogs. Distinguish the principal breeds. Judge animals.
Poultry. Distinguish and judge the principal breeds.
Feeding. Work out feeding rations from the different feeds at hand for the various animals. Preparing rations for various animals.
Care. Properly caring for the various animals in barns, stalls or pens. Dipping. Castration.
Slaughtering. Cattle, hogs and poultry. Curing meat.
Poultry work. Incubation. Brooding. Caring for laying stock.
30

Dairy work. Milking. Care of milk. Testing milk. Making butter. Cleaning utensils. Making cheese.
How to read a pedigree and register a pure bred animal.
Distinguish market classes of meat animals.
PROBLEMS FOR THE THIRD YEAR'S WORK.
Plant propagation. Seedage. Budding. Grafting. Grafting waxes and twine. Cuttings. Layerage.
Hotbed work. Making hot-bed. Ventilating. Seeding and watering. Transplanting. Setting in field.
Drawing a plan for family garden not less than one-half acre to furnish three vegetables every day in year.
Distinguishing the various garden seeds.
Preparation of garden soil.
Preparation of garden products for market.
Fruit work. Planting apple trees. Planting peach trees. Planting miscellaneous trees. Prune fruit trees. Harvesting fruit and preparing it for market.
31

Diseases and insects. Preparation of insecticides and fungicides, liquid and dusts. Application of the above.
Storing winter vegetables and storage house for vegetable~ and fruits.
Canning fruits and vegetables. Planning the landscape of a rural home. Distinguishing the shrubs used in the above work. Distinguishing the local flowers and trees.
Distinguishing the economic insects incident to the above. Distinguishing seedling plants. Preparation of lists of cover crops suited to location. Knowledge of the mechanism and care of spray pump and dusting machine. Vinegar and fruit juices. Drying and dehydrating. Small collection of insects of garden and orchard. Pruning ornamentals.
PROBLEMS FOR THE FOURTH YEAR'S WORK.
Taking a farm inventory. Opening and keeping a set of books for a farmer. Planning the work of a given farm. Surveying and determining the area of fields. Terracing. Draining. Installation of
Rural sewerage systems. Rural lighting systems. Rural water systems. Running a farm tractor. Care of a gasoline engine. Care of farm machinery.
32

Construction. Barns. Silos. Sheds. Hog or poultry houses.
Replanning old farms and planning crop rotation.
TYPES OF PROJECTS.
1st Year.
Corn. Cotton. Potatoes (sweet and Irish). Peanuts. Tobacco. Sugar cane. Watermelon. Castor bean. Wheat. Oats. Rye. Hay and Forage. Rice. Sorghum. Alfalfa.
2nd Year.
Hogs. Breeding. Fattening.
Cattle. Dairy. Beef. Young stock.
33

Poultry. Laying flock. Starting flock.
Horses and mules. Care and management of farm work stock.
Sheep.
Goats.
3rd Year.
School garden. Home garden. Market garden. Trucking. Small fruit. Growing hot bed plants commercially. Care of an apple orchard. Starting an apple orchard. Care of peach orchard. Starting a peach orchard. Care of pecan grove. Starting a pecan grove. Improvement of home grounds. Bee culture.
4th Year.
Inventory and cost accounting of home farm. Inventory and cost accounting of school farm. Management of farm. . J oint management of farm. An irrigation project. Drainage project. Management of wood lot. Installation of farm lighting system. Installation of water system. Installation of farm sewage system.
34

TYPES OF PRACTICUMS OR SPECIAL PROBLEMS.
1st Year.
Spraying potatoes. Handling farm machinery. Farm operations new to the pupil. Selection of seed. Making hay. Harvesting grain. Preparation of seed bed for alfalfa.
2nd Year.
Feeding stock. Handling stock. Breaking colts. Grooming and care of horses. Preparation of feed for animals. Milking cows. Making dairy products. Curing meat. Slaughtering animals. Eradicating insects on animals. Cleaning up barn yards to improve sanitation.
3rd Year.
Pruning trees. Spraying trees. Thinning fruit. Packing fruit and vegetables. Transplanting. Budding and grafting. Preparation of hot beds. Planting vegetables. Planting trees.
35

Laying off an orchard. Preparation of seed bed. 4th Year. Repairing farm machinery. Surveying farm. Overseeing project work of first, second and third year
pupils. For Any Year.
Building and repairing fences. General repair work. Building and construction work.
36

DIRECTIONS FOR USING PROJECT STUDY OUTLINE

Pupil Address

. ... SchooL

_

....... Size of Proj ect

. ..................Acres

I. How to begin your study:
1. The first steps to take in using the project study outline is to go over the entire outline in detail. Note that the outline is divided into sections, and that each section has its subject together with questions for consideration. Under each section you will also find one or more marginal questions, together with references for study. This survey of the outline should give you a definite idea of the scope and purpose of the project.
2. The second step should be the collection of reference material. Turn to the bibliography section of the project study outline and select all -such bulletins and other publications as may bear directly upon your project. Order the bulletins at once. (See directions for ordering bulletins, IV. below).

II. How to proceed with your study:

1:. Turn to Section A of the project outline. You will find a question in large type in the margin. (a) Get clearly in mind the meaning of this question. (b) Collect the reference material noted under the marginal question. You must get plenty of reference material.

a. In the center of the page in large type you will find the subject to be considered in order to answer the marginal question. A thorough consideration of these subject questions, together with a careful study of the reference material, should aid you in determining upon the exact purpose for which you wish to carryon your project. When you have decided upon the purpose of your project you have begun to plan your project. You can then answer the marginal question or questions.

2. Now write in your project record book just for what purpose you in-

tend to carryon your project. This record should be in ink, and should

be a complete plan of procedure. (See directions for project record

book III. below).

.

37

3. When considering the other sections of the project study outline proceed in the same way. There is no set order in which the other sections are to be studied. This rule, however, should be carefully followed: "Study the thing first that needs doing first. Make the sequence of study follow the seasonal sequence of farm operations in your community. However, you must keep well ahead of the season with your study and planning. That is, you must study your project and make a plan for carrying out each operation before it is time to perform that operation. This makes the study outline an instrument in your hands to aid in planning your project work.
HI. Project record book md records:
1. The project record book should be well bound with good paper, and large enough for both the project plans and cost accounts. A ledger 7% x 12 inches makes an excellent record and account book.
2. Arrangement of record book.
a. You should first arrange the book as follows: (The above mentioned ledger has 92-100 pages).
(1) The first pages are used for index pages.
(2) Begin writing your plans on page 3'. Use only the odd numbered pages for your project plans.
(3) Leave the even numbered pages for reading references, notes by the teacher, or additions that you may find it necessary to make later.
(4) Pages 40 to 54 should be reserved for cost accounting. (See directions for "cost accounting the project," 4 below).
(5) From page 50 on should be reserved for a record of all work done by you. (See 6 below).
3. What to write in your plans. a. After you have studied the marginal question from the standpoint of the several subject questions, and have read the references bearing upon these questions, you decide just how you shall proceed with your project with reference to a particular subject. Write this procedure in the record book as your plan. The plan must be full and complete, but concise. b. Your plans should contain similar subject headings to those found in the outline. Do not attempt to follow the lettering or numbers found in the project study outline. The subject or topic questions may be used as a guide to writing your plan, but your plan should not be direct answers to these questions. The subject should appear in the center of the top line on the odd numbered page, and only one subject should be put on a single page. It may be necessary, however, to use several pages in planning some section of your project. Always leave the left-hand margin clean.
38

c. At the top of the even numbered pages under the proper subject heading, note references studied. Do not write what you have read -just note the book or bulletin and give the page.
NOTE :-It is good practice to take notes on your reading, but such notes should not appear in your record book.

4. Cost accounting the project:
a. Let us open our ledger to page 40, this being the place that we have assigned for our accounting as shown by the index under "cost" or "expense."
b. It is necessary now to keep an accurate account of all expenditures on the project in the form of land rental, man labor, horse labor, fertilizers, seed, etc. It is also necessary to know the exact income from the project in the form of produce sold, or feed or fodder, etc., produced.
c. While it will take only a few pages to keep this account with the project, it is absolutely essential.
d. Open the book to the proper page, and write on the horizontal blue line at the top and center of each page "Project Account." On the heavy double horizontal line write "Charge" or "Debit" in the center of the left page, and write "Credit" on the same line in the center of the right-hand page.
e. Charge all labor, rent, seed, feed, and so on to the project and record it on the debit side.
f. Credit all sales from produce to the project, and place such credits on the right-hand page.
g. Just follow this simple rule, "Charge or debit everything you put into the project, and credit everything you get out of the project."
h. On the left of each page there is a margin ruled off for the date column. In this margin write the month of the year, and between the first two perpendicular red lines place the day of the month. The date on which you buy, sell or do anything must appear in the proper place.
i. After each date write a short description of the transaction. This may take one or more lines. Do not write across any perpendicular lines. You might make a description like this:

CORN PROJECT ACCOUNT, 1919.

II

Debit

II

~~~

~II I

Feb. I 3 IIBought of Mr. C. A. Brown % bu. Seed Corn-

II I

I II Hastings' Prolific 00 ........ 00 00 00 00' 00 00 .. 00 0011 3100

II

11 I

NOTE :-If you can not obtain a ledger or other ruled book of suitable size, rule a plain book as above.

39

j. An entry on the right-hand page is made in same manner. k. All items of labor should be recorded in "man-hours," and "horse-
hours," etc., and the proper rate per hour being indicated. (See Note on P. R. 1). 1. From these accounts your "monthly labor and cash record" shall be made. (P. R. 1).
5. Final summary of labor and financial statement of project.
a. A final financial report is required by the Georgia State Vocational Board, and can be obtained from your records and accounts. This report must show the profit or loss from your project.
b. From these records and reports you should be able to analyze the factors entering into the success or failure of your project. You should note the following points:
(1) Were there any adverse weather conditions that affected your project?
(2) Could you have profitably spent more labor in some places and less in others?
(3) Could you have plowed, cultivated or done other work under different conditions with better results?
(4) Did you use too much or too little feed, fertilizer, etc.? (5) How much of the fertilizer you used is still in the soil for other
crops? (6) If you carryon this production again what improvements can
you make?
c. Write a summary of your project, taking account of all the points under this heading (5).
6. Work records and accounts:
This record should be in diary form, and should contain exact statements of all work done by you, together with a record of the income therefrom.
All entries should be made the day the work is performed.
IV. Bulletins and Books:
1. How and where to order bulletins.
a. Write to the Georgia State College of Agriculture, Athens, Ga., and ask for their list of available bulletins. This list will reach you in two or three days. Choose those bulletins which bear upon your project and order them at once.
40

b. Write to the Division of Publications, U. S. Department of Agriculture, Washington, D. C., for "Farmers' Bulletins" and all other U. S. bulletins which are listed in your project bibliography and are free (have no price indicated). Those marked with a price can be obtained by writing to Superintendent of Documents, Government Printing Office, Washington, D. C. Good coin or Post Office Money Order must be sent in payment. Personal checks or stamps will not be taken.
c. Write to neighboring State Agricultural Colleges and Experiment Stations for the bulletins published by them which are noted in your project bibliography. The address of all of the State College Experiment Stations can be found in U. S. D. A. Yearbook 1916, pp. 555-558, or any recent Yearbook.
d. It is often best to write to your U. S. Congressman for U. S. bulletins on the available list. The U. S. D. A. Yearbook can always be obtained in this way. You should always have the latest edition of this publication for general agricultural statistics and other valuable information. It is free.
e. Always give title, name, and number of publication you are ordering, as, "Seed Corn, Farmers' Bulletin 415." This is necessary because of the large number of different kinds of bulletins and circulars published by the U. S. Department of Agriculture and by the various State Agricultural Colleges and Experiment Stations.
2. Some of the bulletins' names are as follows with appropriate abbreviations:
a. U. S. Department of Agriculture: ( 1) Bureau of Animal Industry-Bulletins and Circulars, B. A. I. ( 2) Bureau of Animal Industry-Bulletins and Circulars, B. P. I. ( 3) Bureau of Crop Eestimates-Bulletins and Circulars, B. C. E. 4) Bureau of Entomology-Bulletins and Circulars, B. E. ( 5) Bureau of Biological Survey-Bulletins and Circulars, B. B. S. ( 6) States Relation Service-Bulletins and Circulars, S. R. S. ( 7) Weather Bureau-Bulletins and Circulars, W. B.
( 8) Forestry Service-Bulletins and Circulars, F. S. ( 9) Bureau of Chemistry-Bulletins and Circulars, B. C. (10) Bureau of Soils-Bulletins and 'Circulars, B. S. (11) Office of Public Records-Bulletins and Circulars, O. P. R.
(12) Office of Experiment Stations Bulletins-Reports and Circulars, O. E. S.
(13) Office of Markets and Rural Organization-Bulletins and Circulars, O. M. & R. O.
(14) The Library.
(15) Division of Publication-List of Bulletins and price lists of all U. S. Department of Agriculture publications.
41

b. State Agricultural Colleges: b. State Agricultural Bulletins and Circulars, e. g., Ga. St. ColI. b. State Experiment Station Bulletins and. Circulars, e. g., Ga. Exp. St. Bul. or Cir. c. State Extension Bulletins and Circulars, e. g., Ga. Ext. Bul. or Cir. NOTE :-"Press bulletins" and "Press circulars" are now being published.
c. State Department of Agriculture: (1) Each state has a State Department of Agriculture, generally located at the State Capital. NOTE:-For a complete list of addresses of State Agricultural Colleges and Experiment Stations see D. S. D. A. Yearbook (D. S. Department of Agriculture Yearbook) 1916, pp. 555-559, or any recent Yearbook.
3. How to use book and bulletins: Not often do you need to read a book or bulletin all the way
through to get some specific information. Most books and bulletins contain many topics of interest. It is your task to find just what you need at a given time. When you are studying the subject of fertilizers for your project, you, perhaps, will not stop to read about planting and harvesting at the same time. You must choose and read those topics which bear on the subject you are considering in planning your project.
It is necessary, therefore, to be able to find and skillfully use the "index" and "contents" of a given book or bulletin. Begin right in this regard and you will save yourself much time. Besides, this practice will aid you in keeping your attention focused on a single subject.
42

PROJECT STUDY OUTLINE FOR PEANUTS.

Guiding Questions for Studying Project
-----

-." ..- - . - - - - Subject for Consideration

SECTION A. I. FOR W HAT USE S
SHALL YOU G ROW
PEANUTS? References:
Peanut Industry, U. S. D. A. Yrkb. 1917, pp. 113126; 170-173.
Peanut Oil, F. B. 751. The Peanut, F. B. 431.

PURPOSE. 1. Shall you grow your crop for oil mill? 2. Shall you grow your crop for roasting or
salted nuts? 3. Is it your purpose to produce peanuts
primarily for hog feed? 4. Shall you produce the crop for forage?

SECTION B.
I. HOW SHALL YOU SELECT YOUR SEED?
References:
Peanut Oil, F. B. 751. Peanut Oil, U. S. D. A.
Yrbk. 1916, pp. 170-173. Peanut Industry, U. S. D.
A. Yrbk. 1917, pp. 113126. The Peanut, Its Culture and Uses. O. E. S. Farmer's Institute Lecture 13.

SEED. 1. What variety shall you grow?
a. What varieties are grown in your community? .
b. For what purpose shall you grow your crop?
2. What varieties are best for the following
uses: a. Oil? b. Roasting? c. Hog feeding?
d. What is the character of growth of each variety? 3. Have you available well selected seed?
a. What is the value of selected seed? b. How shall you select good seed?
(See harvesting, Sec. H). 4. What are the outward appearances of
good peanut seed?
5. Just why should your seed be plump and bright?
a. Bad storage has what effect on seed peanuts?
b. How can you detect immature seed? 6. How much seed will you need?
a. How much seed per acre? b. Effect of size of seed on amount
needed?

SECTION C.
I. WHAT SOIL FACTORS ARE BEST FOR PEANUTS?
References:
The Peanut, F. B 431. Peanut Growing in the Cot-
ton belt, U. S. Dept. Office Sec. Special. The Peanut, Its Culture and Uses, O. E. S. Farmer's Institute Lecture 13.

SOILS. 1. Has the peanut plant habits of growth
which determine the best soil type? a. What peculiar habits of growth has
the peanut plant? b. Do other plants you know have this
habit? 2. Shall your peanut crop be placed on un-
cultivated ground? Why? a. What is a desirable rotation for pea-
nuts? b. What crops might peanuts well fol-
low? Why? 3. Is your field acid?
a. Effect of acid soil on peanuts? b. Effect of lime on peanuts? c Effect of lime on soil acidity?
43

PROJECT STUDY OUTLINE FOR PEANUTS.

Guiding Questions for Studying Project

Subject for Consideration

SECTION D.
I. HOW SHALL YOU FERTILIZE YOUR PEANUT FIELD '1
References: Liming of Soils. F. B. 77.
See references under Section C.-
The Peanut, Its Culture and Uses, O. E. S. Farmer's Institute Lecture 13.
See also Text references Bibliography Section K.

FERTILIZERS.
1. What plant food elements are lacking which will tend to reduce your peanut crop?
a. Does the peanut crop need large amounts of organic matter in the soil?
b. Does your field need phosphorous? (1) What is the effect of phosphorous on the growth of peanuts?
c. Is potash needed on your field?
2. How shaH you provide the needed plant food elements?
3. ShaH you use barnyard manure 1
a. Effect of manure on peanut production?
b. When should manure be applied?

4. ShaH you use commercial fertilizers?
a. Can you interpret the analysis on a bag of fertilizer '1
b. What is meant by "availability" of a given plant food element?

5. What commercial fertilizers are in use in your Community '1
a. Make a survey of the brands used.

6. Shall you buy the chemicals and mix your own fertilizers?
a. Compare cost per pound of available food in each case (home-made vs. commercial) .
b. Can you readily obtain the chemicals?

7. How shall you apply the commercial fertilizers'1
8. When shall you apply them?
9. ShaH you use lime? Its effect on peanut crop?
44

PROJECT STUDY OUTLINE FOR PEANUTS.

Guiding Questions for Studying Project

Subject for Consideration

SECTION E.
I. HOW SHALL YOU PREPARE THE SOIL FOR PEANUTS?
References:
See references, Section C. and text references in Bibliography. Section K.

SOIL PREPARATION.
1. What crop is now or was last on the field on which you expect to plant peanuts 'I
2. What is the relation of the condition of your field as to when you should plow it for peanuts?
a. Shall you plow in fall or spring? b. State the factors determining when
you should plow.
3. Are there special considerations in preparing seed bed for peanuts?
a. Should the soil be worked particularly fine? Why?
b. Shall you disc? harrow? or both?
c. Shall you roll the land? When? d. How will the condition of soil de-
termine the implement used?
4. How shall you prevent loss of moisture before planting?

SECTION F.
1. HOW SHALL YOU PLANT YOUR PEANUT FIELD?
References:
The Peanut, Its Culture and Uses, O. E. S. Farmer's Lecture 13.
The Peanut, F. B. 413. Peanut Growing in the Cot-
ton Belt, U. S. Dept. Office Sec. Special.
See also texts references under Bibliography, Section K.

PLANTING.
1. Shall the seed be shelled or in pod?
a. How does variety affect this practice?
b. Shall you soak those you plant in pods? Why?
c. Why not soak the shelled seed too?
2. Shall you plant by hand or with machine?
3. How deep should peanuts be planted on your soil? Rows how far apart? How far apart in row?
a. Will variety characteristics have to be considered in regard to distances?
4. When shall you plant the crop? a. How will the following factors aid in determining the time to plant: (1) Variety; (2) Season; (3) Soil conditions; (4) Use. b. Should a crop planted for hog feeding be all planted at the same time? Why? c Which are the earlier varieties?

I 5. How much seed shall you plant per acre? What are the determining factors?

45

PROJECT STUDY OUTLINE FOR PEANUTS.

Guiding Questions for Studying Project

Subject for Consideration

SECTION G.
I. HOW SHALL YOU CARE FOR YOUR PEANUT CROP?
References:
See references under F.; also text references in Bibliography, Section K.

CULTIVATION.
1. Shall you begin cultivating before plants are up?
a. When, and what tool would you use? b. What are the advantages of such
cultivation?
2. How often shall you cultivate? a. What shall determine when to stir the soil? b. What is purpose of cultivation?

3. Shall you vary the implements used as the crop grows?
a. How and when should the last cultivation be done?

4. What indications or plant development should determine the time of last cultivation?
a. What is meant by peanuts "peging?'

5. Shall you use a one- or two-mule cultivator? Why?

SECTION H.
I. HOW SHALL YOU HARVEST YOUR PEANUTS?
References:
Harvesting, Picking, Threshing and Storing of Peanuts, U. S. Dept. (Office of Sec.) Cir. 81.
Picking and Handling of Peanuts. B. P. I. Cir. 88
See also Bibliography, Section K.

HARVESTING AND MARKETING.
1. How may seed be selected at harvest time?
a. What is a good method of selection for improvement?
b. How shall you select seed for next year?
2. When should peanuts be harvested? a. What are the indications of maturity? b. Effects of leaving the crop too long in the ground?
3. Shall you use a plow, peanut or potato digger or some other appliance for digging or pulling?
a. Advantages of a digger? How many acres can one man and team dig in a lO-hour day?
b. Compare the plow with the digger in efficiency.
46

PROJECT STUDY OUTLINE FOR PEANUTS.

Guiding Questions for Studying Project

Subject for Consideration

SECTION H-(Continued)
II. HOW SHALL YOU PICK THE PEANUTS?
Picking and handling peanuts. B. P. I. Cir. 88.
Harvesting, picking, and thrashing. U. S. Dept. (Office of Sec.) Cir. 81.
See Section K. III. HOW SHALL YOU
STORE THE CROP? Picking and Handling Pea-
nuts. B. P. I. cir. 88. See also Bibliography, Sec-
tion K.

SECTION H-(Continued)
4. Should the peanuts be left exposed to the sun any considerable time after digging? Why? Effect?
5. How shall you provide poles for stacking?
a. Size of poles? length? diameter? (1) split; (2) round.
b. Where can you obtain poles? c. How many shall you need? (1)
Poles for acre? (2) How placed?
6. How shall you stack the peanut crop? . a. How and when shall you set your poles? b. How shall you keep the base of the stack off the ground? c. How big is it desirable to start the stack? d. How shall you "top off" the stack or cap it? e. What precautions should be observed in stacking and "topping off?"
7. Is it desirable to cure the peanuts in the barn or under a shed? Why?
8. How long should the peanuts remain in the stack?
1. Shall you pick by hand? Does it pay?
2. What type of machine is available for picking?
a. Threshing machine. b. Peanut picker. c. Which of these can you secure? d. Which do you prefer? Why?
1. How shall you store the peanuts after picking?
a. Bags? b. Bins, etc? c. The advantages of bags?
2. Is your storage dry, well ventilated and mouse-proof?
3. Is there an advantage of being prepared to store your crop? Explain.

IV. HOW, WHEN AND
WHERE SHALL YOU MARKET THE CROP?
The Peanut, Its Culture and Uses. O. E. S. Institute Lecture 13.
See Section K.

1. Shall you market direct from picker to car?
2. In what condition should your peanuts be to demand the best price?
3. Shall you reclean the peanuts before marketing? Have you a fanning mill?
4. What precautions should be taken when picking to insure a clean product?
47

PROJECT STUDY OUTLINE FOR PEANUTS.

Guiding Questions for Studying

-

-

-

-

-P-ro-jec-t

-

-

-

-

_

.

_

-

-

.

_

Subject for -----

Consideration - - - _ _ ..

-

-

-

-

SECTION I. I. WHAT INSECTS OR
DIS E A S E S EFFECT PEANUTS IN YOU R COMMUNITY?
References: Peanut Leaf Spot, Ala. Exp. St. Bu. 180. Peanut wilt, Jour. Ag'l. Research, Col. VIII, No. 12, pp. 44l.

PESTS. 1. Is the peanut especially hardy in your
community?
a. Does leaf spot occur? b. Has the peanut wilt ever been found
in your locality? 2. Would you say that the peanut plant is
relatively free from insect pests?

SECTION J. I. HOW SHALL YOU
KEEP RECORDS OF INCOME AND EXPENSE WITH YOUR PROJECT?
SECTION K.
I. HOW SHALL YOU CHOOSE THOSE PUBLICATIONS WHICH ARE B EST SUI TED TO YOUR NEEDS?
References: See "Directions for Using Project Study Outline." Section IV.

RECORDS AND ACCOUNTS.
See "Directions for Using the Project Study Outline," Section III.
BIBLIOGRAPHY. Bulletins:
The Peanut, F. B. 431. Peanut Growing in the Cotton Belt, U. S.
Dept. (Office of Sec.), Special, 1915. The Peanut, Its Culture and Uses, O. E.
S., Farmer's Inst. Lect. 13. Picking and Handling Peanuts, B. P. I.,
Cir. 88. Harvesting. Picking, Threshing and Stor-
ing Peanuts, U. S. Dept. (Office of Sec.), Cir. 81. Peanut Butter, B. P. I.. Cir. 98. Forage Crop in the Cotton Region, F. B, 509. Peanut Oil, F. B., 751. Peanut Oil, U. S. D. A. Yrbk. (1916), pp. 170-173. Peanut Industry, U. S. D. A. Yrbk. (1917), pp. 113-126. Peanut as Food, U. S. D. A. Yrbk. (1917), pp. 289-307. Forage Crop for Hogs in Kansas and Oklahoma, F. B., 331; 5c. Nuts and Their Use as Food, F. B., 332; 5c. The Liming of Soils, F. B., 77. Peanut Leaf Spot. Ala. Exp. Bu., 180. Peanut Wilt. Jour. Ago'l Research, Vol. VIII., No. 12, p. 44l. Books: Southern Field Crops, Duggar; The Macmillan Co, N. Y. Field Crops for the Cotton Belt, Morgan; The Macmillan Co., N. Y. Fertilizers. Vorhees; The Macmillan Co., N. Y.
48

DATE

I
~--

PUPIL'S MONTHLY REPORT TO TEACHER. Labor Record

OPERATION -_.

_~I

P.R.-1
HOURS OF LABOR Self Horse -- :Man

DATE I

I

01>-

1

~ _____ 1 _..

ITEM .

Cash Record QUANTITY
_

I

. '1-$-II PRICE

-CH-A-RG-E-S

CREDITS
------

c_

SUGGESTIVE FORMS FOR PUPIL'S HOME RECORDS.

Monthly Brooder Record

Brooder No................

.

Chicks

_ Date Hatched .

Date Placed in Brooder

_

Band No

.

House No.............

. Alive 10 Days

21 Days .

.

42 Days

.

Date ____ 1

Time

TeHmopv.erof

I

F Timeeedof ing'I

I_P' _ ...- -.... - - - -

I

1 A. M.

M. ~. M. [...!':....J\!.... _

A mount an d d .VL\".tn of Jv.'ee d

D eat h s

II Cl eanl.ng, D"IS111 fectl.ng, R emovl. ng Cockerels, etc.
..

------ -!-----I~' ~-I~----I- - '-'------- I--

SUGGESTIVE FORMS FOR PUPIL'S HOME RECORDS-Continued Incubation Record.

Incubator No

. Capacity

.

Number of Eggs

.

Date Started

. .....................

Fertile Eggs-7th Day..

.

14th Day

.

Number Hatched .

.

Percent of

Student

.

Date

Time
A.M.-.-IJ M.

1~T~emIp_erpa t.urMe . J~TI urne~ d \

Adjustments

1

. Remarks

- - - - , - - - ~ ,- - - ~ , - - - - , - - - - ,- - - - ' - - - - 1 - ~ - - - - " - - - - - - 1 - - -
o01

Monthly Pou Itry Record

Pen No

. Breed..

.

Females....... .

Males

.

Object of project .

Name of Student .

.

Date started

Ended

.

---1--- Date
___

Time of
~FI eedi~ ng I_ _ ~K_ind_o_f _Feed

~I~I- --.-----.

I A~t. F~ed

Sick ness

I Mor

Eggs

tality

Broodi Cleaning, Disinfecting, Remov-

ness

ing Cockerels. etc.

I I~- ---~I~I

I~

I----'-~

-,--1---1

SUGGESTIVE FORMS FOR PUPIL'S HOME RECORDS-Continued

Monthly Milk Record

Student

No. of

I I Milk

i Cows - . A.M I PM.

Date, Irom._

_ _._ __

_];0

__

_

.

_T.,,__ 1_ Fat.

I Milk

Fat.

T"'_ ~M. P.M~

Milk A.M. PM

Fat.

I Milk

Fat.

T"'__ ~A"rM

1 ",' _

----~--I---------------- -,-------1---1

PUPIL'S FINAL SUMM ARY OF CROP PROJECTS

P.R.-2

Summary of Labor

.e.n..

OPERATION

I HOURS OF LABOR:

OPERATION

I_ HOURS OF_LABOR

1--1 1----1 i - - I Self I Man I Horse I -I ---

1-------- -~I

I

I

I

-~-------! 1--1 I

--1

!-

I - Self I Man I Horse
----~-- I ----~-

ITEM

Summary and Financial Statement

QUANTITY

PRICE

$

---- --- ----------

------~~----
I I

CHARGES c

CREDITS

$

c

1-------
i
I
I

t>:-l
>-3
t:l:j

-
Pounds Corn
I Pounds Wheat
1

-1-1

I

I

Pounds

I
I

Mixed Grain

I

I Pounds

I

I Corn

l! -

i Meal
---_.-. - - -
Pounde Wheat
I Bran
Pounds Wheat
I Midds

l>:d-
zdo
w

I Pounds
, Meat I Scrap

I

I

Pounds Mixed

! Mash

Pounds Green Feed

II

I I

Pounds Shell

1I -

I

I

I

_~_

1

II

Po~nds GrIt

1--' - _--,-I~~_~I

' I I Pounds

II

Litter

(;9

I

"':I
?I'D"

iI"?-~<

o~
Z

>-3

::Ii

II

I Pounds I '=;rain

"':I
t:l:j t:l:j

t:l

I Pounds

('j
o

I

I Mash

wZ

I

All
I Else

q
~
t:l:j

..."qtI
'tI

t:l

t"'

f-I:1,.;"

00
.".':.I
Z>-

t"'

-1-1 -'if> Mash I

qw

I"

_!

I I

;

r " ,

All

Else

~

~
>~-

"':I "':I
~

l-:<d o

I-'if>

"':I
t:l >-

1 I .. / Total

nI

'

-I Number Dozen
I

t:l:j
C1 wC1

o'tI
q
t"' >-3
~ -<

I I -'if> II Value

wo

I I"

::-'
I t:l

"tI
.o~...
t>j

i

I Number

o"':I
~

('")
>-3

wt""

I
I

I, -'if> I Value
I"!

liB !b

I I I

Self

f;

g I I
- I-I

I~=-
I Horse

PUPIL'S FINAL SUMMARY OF A POULTRY PROJECT-Continued Summary

ITEMS

CHARGES

CREDITS

$

c

$

c

-

Net profit Totals Net profits per bird
crt
~

I-

--

PUPIL'S FINAL SUMMARY OF AN ANIMAL PROJECT

POUNDS GRAIN FED POUNDS ROUGHAGE FED

COST OF FEED

DATE

Grain

$

c

11---1---1---1---1---1---1---1---11

Roughage

$

C

1

Total

$

C

Jan. -------11----1---1---1---1---1---1---1---11--1--1---'--,--,--

-----11--1---[--1--1--1--1---1--11--1---1--1--1--1--

DATE Jan.

PUPIL'S FINAL SUMMARY OF' AN ANIMAL PROJECT-Continued

PRODUCTS SOLD

--------------- -'--'

-_._~-_._--_.-
---

.-

QUANTITY

I
PRICE

;

TOTAL

I$

c

I1 - - - -I- -

----1I

--

I

I

I-

.0.1.

Labor-self

SUMMARY
-

$
._--

CHARGES

I
I

c I$

- - II

. _ - -I
-----1

CREDITS c .-
.- --

ANNUAL REPORT OF AGRICULTURAL TEACHER TO THE STATE BOARD ON PROJECT WORK. S.R.-l

Narne of School

NAME OF PUPIL

I Age CLASS
-~~--

<:>1 <:>1
Teacher of Agriculture

PROJECT Title

Scope

i TOTAL YIELD

I
I
I

Actual I, Number hours timofes devoted teacher
prot?ject 1 pvriosijteecdt

Labor,
man or horse

COST
Rent and materials
used

I

I,

I

I

I

Total

INCOME VALUE

Products sold

Products I uhseodmae t I

Total Value

I

I
I

I

-I . 1 - -

Net
~

PROFITS
--._-

Paid Self

Total