Vocational agriculture in Georgia high schools: organization and administration, 1926

Vocational Agriculture
In
Georgia High Schools
Organization and Administration
No. 10
Published bv
Georgia ~tate Board for Vocational Education
Fort E. Land, Exeoutive Seoretarv ATLANTA, GEORGIA

VOCATIONAL AGRICULTlJRE
In
GEORGIA HIGH SCHOOLS
Organization and Administration
Written by PAUL W. CHAPMAN Director of Vocational Education
and L. M. SHEFFER Supervisor of Agricultural Education
Published by the Georgia State Board for Vocational Education
Fort E. Land, Executive Secretary Allanta, Georgia i.

GEORGIA STATE BOARD FOR VOCATIONAL EDUCATION

MEMBERS OF BOARD

CHARLES M. SNELI,ING, Chairman

Athens, Ga.

(Chancellor of the University of Georgia)

W. C. VEREEN, Vice-Chairman

Moultrie, Ga.

HON. F. E. LAND, Executive Secretary

Atlanta, Ga.

(State Superintendent of Schools)

(SAM TATE

Tate, Ga.

MAX L. McRAE

MeRae, Ga.

R. W. TRIMBLE

Trimble, Ga.

Ross COPEL,\ND

-,

Augusta, Ga.

STAFF

PAUL W. CHAPMAN

Athens, Ga.

(Director of Vocational Education)

MISS EpSIE CAMPBELL

Athens, Ga.

(Superv~sor of Home E''lonomics Education)

L. M. SHEFFER

Athens, Ga.

(Supervisor of Agricultural Education)

.T. F. CANNON

Atlanta, Ga.

(Supervisor of Trades and Industrial Education)

GEO. D. GODARD

Atlanta, Ga.

(Supervisor of Industrial Rehabilitation)

ii.

VOCATIONAL AGRICULTURE IN GEORGIA HIGH SCHOOLS

Organization and Administration

CONTENTS

The Place of Vocational Education in the Curriculum____________ 1 Agriculture and the Consolidated SchooL______________________ 2

Qualifications of Agricultural Teachers________________________ 3 Certification of Teachers_____________________________________ 4

Financing the DepartmenL___________________________________ 4

Salaries of Teachers_____________________________________ 4

Teachers' Contracts

5

'The Plan of Reimbursement

5

Prorating Salaries

5

Sources of Funds_______________________________________ 6

Kinds of Classes

7

All-day

8

Short-unit _ Part-time Evening

__

_

_8

__ _ __ _ __ 9

12

Course of Study

12

Scheduling the Classes_______________________________________ 13

Room and Equfpment

15

Suitable room

17

Text books

17

Library

17

L8Jboratory Equipment

20

Shop

23

Supervised Practice Program

26

The Home Project

28

Supervised Practice Other Than ProjecL___________________ 30

The Program Recommended

34

The Community Survey

35

Special Activities of Agricultural Teachers______________________ 40

State Association of Agricultural Teachers__________________ 40

Father and Son Banquets

40

Community Fair,s

41

V,ariety Tests

41

Judging Contests Reports

42

__

___

42

Course Ga'lendars

44

Project Reports

47

Annual Summary of Tea'chers' Activities

51

Part-time and Evening Class Reports

54

iii.

FOREWORD Every high school in Georgia that includes Vocational Agriculture in its curriculum is receiving aid from the Georgia State Board for Vocational Education. Most of :the fU11ds that are being expended at this time as subsidies to the high schoo1,s giving this instruction are apportioned to the State of Georgia under the provisions of the Smith-Hughes Act. rrhis national vocational edlllc:ation Act sets forth certain conditions that must be met in the legal expenditure of these funds. These conditions have been embodied in a state plan for agricultural education that has been prepared by the Georgia State Board for Vocational Education. One of the responsibilities of the state supervisors of agricultural education is to disseminate information regarding the plan. Interest in the teaching of vocational agriculture is growing so rapidly in Georgia that personal letters, mimeographed material and brief circulars no longer meet tlle demand for information. COll'lequently this bulletin was prepared to give information concerning the organization and administration of vocational agriculture to: teachers of vocational agriculture; students in colleges of agriculture who are preparing to teach in high schools; county and city superintendents ;school officials; and others interested in this phase of vocational education.
PAUL W. CHAPMAN, Director.
~v.

TEACHING VOCATIONAL AGRICULTURE IN GEORGIA HIGH SCHOOLS
Organization and Administration
It is the concensus of opinion among educational leaders that the high school should provide vocational training for both boys and girls.
By vocational training is meant Isuch educational courses as 'will equip the individual to secure a livelihood for himself and those dependent on him, to serve society well through his vocation, to maintain the right relationships toward his fellow workers and society, and, rus far as possible, to find in that vocation his own best development.
For the city high school the selection of the vocational subjects that should be taught is relatively difficult on account of the complexity of modern city life, Fortunately the rural high school, and the high school in the small town that serves rural patrons has no such difficult problem. In most schools of this type Home Economics courses should be offered for the girls and Agl'iculture for the boys, 'This is especially true in a great rural state like Georgia: where three-fourths of the population is engaged in the business of farming.
The ntTal consolidated school lJ1'ovides the ideal sit1tation tOT the teaching ot pl'actica.l ag1'iculture. 1

The Smith-Hughes Act
Agriculture was not taught in any of the Georgia high schools until eight years ago. About that time, 1917, the Smith-Hughes Act was passed. This was an Act passed by the Congress of the United States that appropriated, for the first time in the history of the country, funds that were to be used to partially pay the salaries of teachers rin public schools. This money was made available to help pay the salaries of teachers of vocational subjects, including Agriculture.
Georgia accepted the provisions of the Smith-Hughes Act and the Georgia State Board for Vocational Education was created by an act of ~he General Assembly of the IState of Georgia for the purpose of promoting and supervising a state-wide program of vocational education, and to administer the funds which Georgia received under the National Vocational Education Act.
Since that time the progress made in the teaching of high school agriculture has been very rapid. During the past school year more than one hundred and forty teachers of vocational agriculture were employed in the state, and ,in all probability the number will rapidly increase in the future.
What Schools Should Te,ach Agriculture
Every high school that seeks to serve a rural district should offer a course in vocational agriculture, but the eright year's experience of the State Board for Vocational Education indicates that the new type of rural consolidated school which is being developed in all parts of the state provides the ideal situation for the teaching of practical agr,iculture.
The consolidation of the rural schools of Georgia and the teach- . ing of vocational agriculture should go hand-in-hand. Such a school profits from employing a teacher of vocational agriculture in many way'S. Among them may be mentioned the following:
(1) By employing a teacher of vocational agriculture the school secures the services of a man with a college degree, with special training in rural education and school administration, and a man farm-reared who has a thorough knowledge and a sympathetic understanding and appreciation of the problems of a rural community.
(2) Such teachers are employed for twelve months in the ypo~
2

and can give the summer months as well as the time that school is in session toward improving the school and community.
(3) The teacher of vocational agriculture must visit the homes of the community to carryon his agricultural instruction. This gives the school contacts that many academic teachers do not establish.
(4) Such teachers are instructed to conduct classes for boys who have dropped out of school, and for adult farmers, as well as for the pupils regularly enrolled in school. Thus the entire community profits from the ,instruction given by the teacher.
(5) By employing a teacher of vocational agriculture additional funds are made available through the aid given by the State Board for Vocational Education.
(6) The employing of such a teacher insures a practical type of curriculum designed to meet the needs of the patrons of the school; that is, one based on the activit,ies of the people of the community.
(7) The school is insured of a closer supervision of the teacher's work than would otherwise be possible, because the State Board for Vocational Education employs three supervisors of agricultural education, who spend the major portion of their time inspecting the work of the teachers of agriculture.
The State Plan for Teaching Agriculture
In order to secure the federal funds avail'able under the provisions of the Smith-Hughes Act, and to maintain a high standard of efficiency, a state plan for the teaching of agriculture ,in the approved high school departments was prepared by the State Board for Vocational Education. The essential features of this plan, so far as they relate to organization and administration, are set forth in this bulletin.
Qualifioations of Agricultural Teachers
In order for a high school to receive state or federal aid toward the maintenance of an agricultural department it is necessary to employ a qualified teacher. The qualifications of teachers of Vocational Agriculture as set forth in the state plan for Vocational Agricultural Education are g,iven below:
1. Only men at least 21 years old will be considered. 2. All teachers must have had two years of farm experience since their fourteenth birthday.
3

3. Must be graduated from the Georgia State College of Agriculture, or other institution of equal rank, and must have completed the four-year course prescribed by the Georgia State Board for V0cational Education, which ,includes in the requirements for the RS.A. degree twelve hours of professional work in the Division of Agricultural Education.
Certification of Teachers of Vocational Agriculture
The laws of the State of Georgia provide that the State Board for Vocational Education shall prescr.ibe the qualifications of teachers of vocational subjects and issue certificates to them. However, it is the policy of the state to have all teachers' licenses issued by the Division of Certification of the State Department of Education, Atlanta, Georgia.
Upon completion of the course set forth above any candidate for a vocational agricultural certificate may write to the Director of Certification and secure the blank forms that must be filed. When these are properly filled out they should be mailed to the Supervisor of Agricultural Education, Athens, Georg;ia, with one dollar. If the Supervisor of Agricultural Education finds that the applicant meets all the qualifications for teachers of vocational agriculture he will approve the application and forward it to the Director of Certification, who will forward the certificate to the teacher.
FINANCING THE WORK
Salaries of Teachers of Vocational Agriculture The amount of the salary of the teacher of vocational agriculture is established by the local trustees or the county board of education, just as the salary of any other teacher. The State Board for Vocational Education has not attempted in any way to "fix" salaries or to establish any minimum salary. However, it is difficult, under ordinary circumstances, to employ a fully qualified teacher for less than $2,000 a year.
One's first impression might be that this is a rather large salary but there are two facts which must be taken into consideration in this connection: first, that these teachers are employed for twelve months in the year; and second, that the nature of their work requires that they purchase and operate a car in the supervision of their projects and in carrying on community work.
4

Teachers' Contracts
The State Board for Vocational Education has found that it greatly facilitates matters of bookkeeping to have boards of education make written contracts with teachers of vocational agriculture. Contract forms may be secured by writing the state supervisor of agl1icultural education.
These contracts should set forth the tenure, the monthly salary, and the per cent of time that the teacher is to give to agricultural instruction. Since the fiscal year of the State Board for Vocational Education runs from July 1 to July 1 the contracts should be drawn to close on June 30.
It should be borne in mind that these contracts set forth an agreement between the 'board of education and the teacher. Consequently the teacher must look to the board of education for the fulfillment of the terms of the contract. The State Board for Vocational Education enters into official relat,ions, not with teachers, but with boards of education and the trustees of local schools.
The Plan of Reimbursement
The terms of the teacher's contract contemplates a monthly payment of the salary by the board of education. The payments of the State Board for Vocational Education to the local or county boards are made in the nature of a reimbursement for money already expended.
Payments are made by the ,state Board for Vocational Education four times each year as follows: October, January, April and July.
Where a teacher gives his entire time to 'agricultural instruction the State Board for Vocational Education will pay one-half of the total annual salary in such schools as it is able to approve.
Prorating Salaries
The federal funds for agricultural education under the provisions of the Smith-Hughes Act can be used only for the purpose of paying the salaries of teachers of vocational agr,iculture. Furthermore these funds can be used only for paying for agricultural instruction. There is no objection on the part of the State Board for Vocational Education to having teachers of agriculture teach any subjects offered in the high school curriculum in addition to agl'iculture, but it should be distinctly understood by boards of education that when such a plan is followed that the reimbursement made the school will
5

not be on the basis of one-half the total annual salary but will be prorated on the hasis of the time given to aglucultural teaching. The way in which this effects the amount of reimbursement is set forth in the table below and also is explained in that section of the bulletin that deals with the making of daily schedules.

Time Given to
Agriculture
Full time _ - - -
Half time _ - - Three-fourths time

Acnllunl Salary $2400 $2400 $2400

Part Paid by State Part Paid by Local

Board

Board

$1200

$1200

$ 750

$1650

$ 975

$1425

In explanation of the above table it should be stated that each of the calculati,ons is determined on the basis of a maximum d3Jily teaching schedule of six forty-five minute periods. In the case of the full-time agricultural teacher he might give instruction to two or three classes in agriculture, meeting each class for a double period of ninety minutes. The half-time man might have one class in agriculture and three or four academic subjects. The teacher who gives thre'e-fourths of his time to agricultural instrnction might have two groups in agriculture and two other classes.
In the opinion of the 'State Board for Vocational Education as

.d. well-equippecl agric7llt11'al classroo'nt. 6

based on an experience of a number of years it ,is advisable to allow a teacher to give his entire time to the development of a complete community program of agricultural education embracing all-day, part-time, and evening classes, and community service. In locating new schools preference will be given to schools reaching enough farm boys to indicate the possibility of developing such a full-time agricultural program.
Source of Funds
In general it maybe said that the salary of the teacher of vocational agriculture is paid from two distinct sources: (1) state and federal funds; and (2) local and county funds.
The state and federal funds for this work are administered by the State Board for Vocational Education in accordance with the provisions of the SmithcHughes Act, and the Georgia State Plan for Agricultural Education, the principal provisions of which are discussed in this bulletin.
Local or county boards of education in paying the salaries of teachers of vocational agrriculture are permitted by law to use any funds that are available for any phase of the educational program carried on by the county.
There are several counties in which a special educational tax of one mill, or more, has been added to the levy previously made for educational purposes so that funds would be provided for employing a number of teachers of vocational agriculture. In most such counties these teachers are acting as principals of consolidated schools.
Where such a plan is adopted and the teachers have two agricultural classes and give no other instruction the State Board for Vocational Education will pay one-half of the total annual salary in such schools as it has the funds to approve.
KINDS OF OLASSES Some Definitions
The Federal and State Boards for Vocational Education recognize four types of Agricultural schools, or classes, each of which ris distinguished from the other by the age of the pupils enrolled or the plan of organization. Because a uniform terminology is essential to any common understanding, the definitions of these types of classes are given below and teachers of vocational agriculture are asked to familiarize themselves with these definitions so that in their
7

reports to the State Board and their correspondence with the supervisors of Agricultural Education there will be no possibility of error or confusion:
(1) The All-Da,y Schools. These are composed of pupils who are pursuing their education in regular public schools and who are receiving not less than ninety minutes daily actual instruction in agriculture at the school and not less than an average of ninety minutes per day supervised practical work.
('2) The All-day Short Unit 'Course School. Thi,s is a school in which pupils pursuing the usual public school courses take a minimum of ninety minutes a week in some short unit course of instruction in technical agriculture and who carry out not less than six months' directed or supervised practice in agriculture.
(3) Part-time Schools. These are schools in which persons who have entered upon the work of the farm return to school and pursue short unit courses in technical agriculture and in subjects which improve their civic and vocational intelligence and who do at least six months' directed or supervised practice in agriculture.
(4) The Evening Schools. 'These are schools in which persons over sixteen years of age, who have entered upon the work of the farm, return to school for short unit courses which will supplement their daily employment or lead to promotion or advancement in that work, and who do at least six months' directed or supervised practice in agriculture.
All-day Schools and Classes
From the definition of the all-day school as given above it will be apparent at once that this classification has reference to the regularly enrolled high school pupils, and to classes that meet for at least five ninety-minute periods a week. Where not otherwise specified, it is understood that the plan of work prese'nted in this bulletin refers p,articularly to this type of schooL
All-d.ay Short Unit Cours,e Schools and Classes
In some counties teachers of vocational agriculture are located at a central high school and in addition to the instruction given in the central school where the classes meet each day, they conduct classes in nearby schools. Many times the teacher meets the classes in the smaller schools only once or twice a week. Such schools are classified as All-day Short Unit Course Schools. The agricultural course
8

given in such schools should, III all probability, be confined to one enterprise each year.
Part-time Schools and Classes
Upon reading the Smith-Hughes Act, which provides a large part of the funds for carrying on the program of agricultural education discussed in this bulletin, one will find that the agricultural instruction contemplated is designed for two general classes of people"those who have entered upon, and those who are preparing to enter upon the work of the farm or of the farm home."
It may, perhaps, be significant that those "who have entered upon" are mentioned before those "who are preparing to enter upon the work of the farm or of the farm home."
In the light of this quotation from the text of the Smith-Hughes Act, it should be borne in mind that the two types of schools or classes prev,iously discussed, the all-day and the all-day short unit course schools, give instruction to the group that pre,sumably is preparing to enter the vocation of farming.
The other two types of schools-part-time and evening-are designed for those persons who are actually engaged in farming.
It should be stated in connection with the discussion of part-time and evening classes that these terms were "borrowed" from Industrial Education where they apply more aptly than in the field of agricultural education.
The following quotations from "Teaching Agriculture," the monthly bulletin of the Division of Agricultural Education, Georgia State College of Agriculture, October, 1925, set forth very clearly the objectives and the nature of part-time classes for farm boys:
Objective's
"It is a well known fact that in every rural community there are large numbers of young men of school age (14-18) who are not in attendance upon any school. In fact, in most communities there are more of these young men out of school than in school.
"When we add to this group, those other young men who are between the ages of 18-24 and who are now engaged in local farming either as laborers or farm operators, we have something of a picture of the problem of part-time teaching as far as numbers are concerned. The primary objective of part-tiime classes in agriculture is to reach these young men, and offer to them an opportunity ,to continue their vocational and civic education.
9

"From the standpoint of vocational teaching, the schools having departments of agriculture have committed themselves to a program of agricultural instruction that will reach those young men who are already engaged in farming as well as those who are preparing to engage in that :field of work. Up to the present time, however, the principal effort has been directed towards reaching those already in attendance upon high school classes, and IHtle attention has
PJve1'y boy em'olled in vocational agTicult1tral classes is eX1Jected to ca1'ry on
a home p1'oject as a pa1't at his Tequi1'ed school wOTk. That is, he is expected
to clo some pTactical taTming tmcler the sttpeTvision at his instnwt01.
been given to that large numbe-r of young men who are out of school and already engag'ed in farming.
"As a matter of self preservation, the rural high school is awakening to the necessity for extending its instruction beyond college .entrance preparation to the preparation of those who will make up the future citizenry of the local communi,ty. The school is beginning to realize that these, who may be reached through pal't-time classes, .are they who will be the tax payers of tomorrow, and upon whom the future economic, social, religious, and educational life of the community will depend.
"'The principal objectives of part-time classes, therefore, are: (1) to reach the young men of our farming communities with organized instruction; (2) to make the instruction :fi't the needs of a: particular :group, in a particular commun,ity; -and, (3) to make a better farmjng community, economically and socially.
10

The Nature of Part-Time Classes
"It should be borne in mind that the individuals of most parttime classes will present a wide variation in school attllJinments. Some may have attended high school, others may have completed only the primary grades of the elementary school; some may read well, others may read poorly; some may be sixteen, others twentyfive, etc.
"The fact that most of these young men have had little schooling, and that any part-time class will present wide variations in school attainments and farm experience, would ,indicate definitely that special courses must be organized to meet this situation. Work of graded school content or standards, must be cast aside, and we must begin with the individual interes'ts within a class and growingout of the every-day needs of the individuaL
" 'The subjects taught are selected according to the particular needs of a given group of boys; that is, there is no regular standard course of study for these part-time courses. For instance, if a group of six want to go in for two weeks and learn how to raise baby chicks, the course deals only with how to raise baby chicks. It will be noted that the characteristic thing about these part-time courses is their elasticity as to length and subjects taught as. COIltrasted with the organization of the regular high school. The same sort of supervised farm practice that is carried on with the boys in the regular high school agricultural departments, is carried out in
these part-time courses. '*
"It should be further stated that these courses should ,be inaugurated in such a way that the part-time group would understand that the school will continue from year to year to offer such courses as long as there is a demand from the group. In other words, the school should have a definite continuous part-time program and these young men should know it and feel free to come from time to time and partake of the school's offerings."
There is every reason to believe that the next great educational
development in this country will be in the field of part-time schools.
Already the great leade-rs of industry and commerce in America are
co-operating with educators in providing part-time instruction for
the city boy and girl and in order to equalize the educational oppor-
tunity of the boy who selects agriculture as his vocation some agency
must assume the' responsibility for giving him that instruction that
will improve his civic and vocational intelligence. That agency
should be the public school system. The teachers of vocational agri-
culture are ready to assume this responsibility so far as their com-
* From Eighth Annual ,Rep,ort. Federal Board for Vocational Educa.tion.
11

munities are concerned and in this effort they need the enthusiastic support of school officials and their fellow teachers.
It should be noted in the definition of Part-time Schools that in addition to Agriculture the pupils are to receive instruction" in subjects which improve their civic and vocational intelligence." This means that the course of study should provide for instruction in Arithmetic, Spelling, Reading, and other subjects in which the members of the class are interested.
Part-time classes may be scheduled at any hour of the' day that is convenient for the teacher and members of the class, but any school officials who are interested in promoting this type of educational work should arrange the schedule of the agricultural teacher so that such teaching may be done during school hours.
Evening Schools and Classes Evening and part-time schools are similar in many respects but are quite different in that the pupils in the evening classes are usually older than those in the part-time classes, and the work in the evening schools and classes is confined entirely to Agriculture where in the part-time classes subjects such as reading, writing, and arithmetic may also be taught. The meetings of the community pure seed associations where a definite program of study looking to the improvement of cotton production is followed under the guidance of the teacher of vocational agriculture, are examples of evening classes.
COURSE OF STUDY FOR VOCATIONAL AGRICULTURE The course of study for the agricultural department in a high school may be two, three, or four years in length. One unit of credit will be given for each year's work.
Content of Courses First Year. The first year's work, Farm Crops, consists of a study of the major farm crops of the community including: selection of seed, harvesting, selection of land, soil types and adaptations, fertilizers, soil improvement, seeding and cultivation, terracing land, etc. Shop jobs, such as repairing tools and implements, making simple farm equipment such as single-trees, hammer handles, etc. Second Year. The second year's work, Animal Husbandry, deals with live stock production and includes such problems as selecting animals, feed and care of live stock, including poultry. Such farm shop jobs as are related to live stock farming are taught during the second year. Third Year. The third year's work, Horticulture, deals with
12

problems involved in orcharding, gardening, landscaping home grounds, etc., with the shop jobs relating to this type of work. In most communities in Georgia the gardening and orcharding problems are approached from a home supply basis.
Fourth Ye,ar. The fourth year's work, Farm Management and other subjects, includes the problems that deal with the farm as a whole, such as insuring buildings, equipment, animals, etc., paying taxes, replanning fields, fencing, caring for farm machinery, renting land, and buying land.
Where desirable one-half year may be given to the above problems and the remainder to some special enterprise, such as dairying, poultry raising, or advanced work in cotton production, etc.
Scheduling the ClMses Two periods a day for five days per week should be set aside for the vocational agricultural class. Because a great deal of the instruction in agriculture can best be taught under field conditions and since shop jobs require a comparatively long period for efficient work, it is highly desirable to add a third period to be used for supervised study when not utilized for field trips or shop. Four subjects are all that the average high school pupil can carry. For that reason any pupil taking a vocational course will be expected to carry not more than three non-vocational subjects. The following weekly schedule will be typical for any regular pupil tak:ng agriculture.

9:00 9:45

1Ionday
I English

1~_~ursd8~ I
I l'uesday
I

Wednesday

---_._--

Friday

--9-:45-I

----- -----

10: 30 Mathematics,

-10:-3-0-

--_.--

11: 15

Study

-11:15--

-

1

12:00
2:0-

0

-I

History

I
I

I

12:45 I Lunch

12:45 I Supervised

1: 30

Study

' --1-:~ Vo'cational 2:15 , Agriculture

1---1 II

~

-

-

I
I

-

------

2:15 3:00

Vocational Agriculture

I
I

II,

-----

NOTE :--,Any other non-vocational subjects may be substituted for tbe ones given. When the vocational work is scheduled in the morning for a given class the nonVlocational wOlrk shouLd come in the afternoon. 'The "Snperivi,sed Stndy" is intended to be a part of the vocational work and under the direction of the vocational teacher. See M:anual fnI" Georgia rreaehers, pages 209 to 213.
13

Teacher's Schedule
Two agricultural classes are not considered a full time program for a vocational teacher. In addition to two regular high school classes day-unit, part-time, or evening classes should be organized. The local conditions will determine which type of courses should be given. The following is a suggested schedule for a "full-time" agricultural teacher:

DAILY SCHEDULE-FULL-TIME

Period

~Ion.

I

I Tnes.

Wed.

~l=:st==cl======!====

Thurs.

:~~- ~~~~~~: J=-- =-- I_-_-~~~~ "2cn---;d;---c l's""""u-p-ec-r-v--cis-e-dO;--sCtI-u--;d;-y----;-in~A-g riculture 1-----1 - - - - - I-----,I

----1----1------ ~ Supervised Btl' udy in Ag ricultur~I
~.~~ ~:~~~~~~~~:

I

1

-----j ----

NOl'E :-In addition to the aU,day classes one or more eourses in day-unit, parttJime, or evening instruction should be given. See pages 12 and 13.

In some instances it may be desirahle for the agricultural teacher

to teach one or two non-vocational subjects. Reimbursement for

teaching such subjects is not permitted, consequently the salaries of

such teachers must be prorated according to the amount of time

devoted to each type of instruction. 'See page 5.

The following is a suggested schedule for a "three-fourths" time

teacher:

I I: I

Period

DAILY SCHEDULE-THREEFOURTHS TIME -

:\Ton.

Tues.

Wed.

Thurs.

FrO.

1st

Science

I

2nd

Biology

3rd

Agriculture

4th

Agriculture

.---

5th

StudylnAgrl iculture

61h--!Agriculture I

- - _...

7th-- AJgriculturel----- --- ---

-

Sa,t. I

Occasionally schools find it desirable to start an agricultural department on a small scale and increase the time the teacher gives to agricultural work as the size and number of the classes grow. It is not considered advisable by the State Board for Vocational Education to employ a teacher for less than one-half time. Most schools

14

are able to utilize the entire time of the agricultural teacher after the first or second year. The most desirable means of prorating the time in such cases is to have the teacher devote the forenoon to non-vocational classes and the afternoon to vocational classes as shown in the following schedule:

DAILY SCHEDULE-oNE-HALF TIME

~r!~d-l__ ~_._.~u~s_._ _~ ThurS._ Frio

Sat.

1st 2nd

I
Forenoon

de! voted,.to

non-vocat 1i-o,n-~-s-u--~-j-e-c;ts--~17~--1---

3rd

4th

Noon

,I ' - 1 - - '----1l

1 - - - 5th

I

I

1 ---

- I ~~~

Afternoon deivoted-to vi ocatfonari_c_la_s_s_es__:

II~_=__=__=__=__=__-

Equipment for Vooational Agriculture
The following excerpt from Bulletin 35, of the Illinois State Board for Vocational Education (Springfield, Illinois) sets forth some of the fundamental principles in the teaching of vocational agriculture as they relate to the equipment required:
Materials and Equipment for Teaching Vocational Agriculture
"The best materials and equipment for use in teaching vocational agriculture effectively are to be found on the farms themselves. There is no amount or kind of high priced scientific laboratory equipment that can take the place of the fields, the crops, the livestock, the machinery, and in fact, the farm itself in the teaching process involved in vocational agriculture. High school teachers of agriculture who are not making generous use of this great out-ofdoor laboratory with its farms and their produce as the teaching equipment are missing the mark in vocational teaching.
"One of the distinguishing features of vocational education is that it is training on the job. !Students learn by doing. Some time may, therefore, profitably be spent visiting neighboring farms, studying projects, observing and participating in farm jobs.
"Before purchasing teaching supplies and equipment, one should carefully analyze the class and laboratory work to be offered. The proper emphasis to be placed on anyone unit of subject matter can <mly be determined by a careful community survey. By using this basis for arriving at the kind and quantity of materials and equipment, both economy and teaching usefulness may be followed.
"Visit the neighboring vocational agriculture departments. Help-
15

ful suggestions will be gathered concerning special equipment, books, bulletins, illustrative materials and many other teaching devices.
"Avoid teaching in the abstract. If the thing itself is not ava'ilable there is always an abundance of illustrative equipment. Nothing vitalizes classroom instruction more effectively than the use of illustrative materials 'which bear directly upon the discussion. If the study concerns corn, then corn should be in the room at recitation time to ,illustrate the points discussed. ,Students as well as teachers should form the habit of hunting for illustrative material for each recitation.
"Visual instruction plays an important role in vocational education. Teachers of agriculture should make a generous use of blackboards, charts, models, maps, slides, films and other similar devices for motivating their teaching.
"Every high school should be equipped with a lantern, prefer3Jbly one in which slides and films may be used interchangeably. The vocational agriculture teacher should make a generous use of the abundant 1iupply of educational films and sLdes that are now available. "
While it is true that the community affords a wealth of material
Fm'm shOl) instnwtion shottlcl constitute a pa1't of each yeaT's wOTk. In many schools sh01) builclings have been bttilt on the school g1'ouncls.
16

which may be used by the teacher of vocational agriculture in giving instruction, still there are a number of things that must be furnished by the school and for that reason the providing of adequate equipment has been made one of the conditions for the approval of agricultural departments.
No Land Required
Noland is required since supervised practical work is carried out on the farm.
A Suitable Room*
Any building is satisfactory provided that one room will be devoted to agricultural instruction. Such a room shall be fitted with movable tables and chairs; a suitable case for equipment; a file for the records of the department; a blackboard; and a case for books and bulletins.
Textbooks Re'commended
While it is not contemplated that any teacher of vocational agriculture will slavishly follow any textbook in the conduct of his class instruction, nevertheless it is advisable that a basic text for each year's work be secured by the pupils in the classes. The following te'xtbooks are r~ommended as being the most suitable of any at this time available:
First Year, Fa.rm Crops, Vocational Agricultural Series. Published by Turner E. Smith Company, Atlanta, Ga.
Second Year, Live Stock and Poultry, Vocational Agricultural Series. Published by Turner E. Smith Company, Atlanta, Ga.
Third Year, Horticulture, Vncational Agricultural Series. Published by Turner E. Smith Company, Atlanta, Ga.
Fourth Year, specialized texts dealing with the enterprises studied, to be selected by the teacher and approved by the state supervisor of agricultural education.
Reference Books
Every department of vocational agr:culture should have the best reference library that the school and community can provide. A good plan is to buy a few books each year and in this way keep the library up-to-date. Below is given a suggestive list of reference books that are recommended. It is not intended to be complete but is indicative of the kind of books that should be selected.
Lippincott's Farm Manuals, published by the J. B. Lippincott Publishing Company, Philadelphia, Pa.
NO'l'E :~For a detailed ,fliscussionof EO'oms, and Equipment see Bulletin 81 (Agricultural 'Se,ri"s 12) Feder,al Bo"rl! for Vocationa~El!ucation, Washington, D. C.
17

Meats and Meat Products, by William H. Tomhave, M.S.
Agricultural Mechanics, by Robert H. Smith.
Farm Economics, by Frank App.
Coo,perative Marketing of Farm Products, by O. B. Jesness.
Productive Swine Husbandry, by George E. Day, B.S.A. Fourth Edition, Revised.
Productive Poultry Husbandry, by Harry R. Lewis, M. Agr. Fifth Edition, Revised.
Produdive Horse Husbandry, by Carl W. Gay, D.V.M., B.S.A. Third Edition, Revised.
Productive Orcharding, ,by Fred C. Sears, M.S. Th'ird Edition, Revised.
Productive Vegeta'ble Growing, by John W. Lloyd, M.S.A. Fourth Edition, Revised.
Productive Feeding of Farm Animals, by F. W. Wall, Ph.D. Fourth Edition, Revised.
Common Diseases of FaI1m Animals, by R. A. Cra'ig, D.V.M. Third Edition. Revised.
Productive Farm Crops, by E. G. Montgomery, M.A. Third Edition, Revised.
Pr,oductive Bee Keeping, by Frank C. Pellett. Third Edition, Revised. Productive Dairying, by R. M. Washburn, M.S.A. Second Edition, Re-
vised. Injurious Insects and Useful Birds, by F. L. Washburn, M.A. Second
Edition, Revised. Productive Sheep Husbandry, by W,alter C. Coffey, M.A. Productive Small Fruit Culture, by Fred C. Sears, M.S. Sec-ond Edition. Productive Soils, by Wilbert W. Weir, M.S. Soils and Fertilizers, Lyons; The Macmillan Company. Farm Management, Warren; The Macmillan Company. Standard Cyclopedia of Horticulture, Bailey; The MacmiUan Company. F,orage Plants and Their Culture, Piper; The Macmillan Company. Manual of Weeds, Georgia; The Macmillan Company. Dairy Cattle and MHk Production, Eckles; The Macmillan Company. The Breeding of Animals, Mumford; The Macmillan Company. Vegetable Gardening, Green; Webb Publishing Company, St. Paul, Minn. Farm W-oodlands, Berry; World Book Company, New York and Chicago. Southern Woodland Trees, Berry; World Book Company. Farm Management, Spillman; Orange Judd Publishing Company, New
York. Elements of Rural Economics, Carver; Ginn and Company, Atlanta. The Corn Book for Young Folks, Williams & Hill; Ginn and Company. Everyday Chemistry, Vivian; American Book Oompany, Atlanta. The Pecan, Stuckey; The Macmillan Company. Feeds and Feeding, Henry and Morrison; published by the authors, Mad-
ison, Wisconsin. _!Agricultural Engineering, Davidson; Webb Publishing Company, St. Paul,
Minnesota. Farm Blacksmithing, Drew; We'bb Publishing Company. _Farm Concrete, Ekblaw; The Macmillan Oompany. ..Repairing Farm Machinery and Equipment, Rade'baugh; Bruce Publish-
ing Company, MHwaukee, Wisconsin. 'Equipment for the F,arm and Farmstead, Ramsower; Ginn & Company. Farmers' Shop Book, Roehl; Bruce Publishing Company. Construction and Repair Work for the Farm, Struck; Houghton-Mifflin
Company, New York. Tom 9f Peace Valley, Case; Lippincott Publishing Company.
18

State and Government Publications
Every department of vocational agriculture should have a complete and up-to-date file of the agricultural publications of Georgia and the United States Department of Agriculture. In order to secure these publications it is necessary to have the department on the mailing list of the agencies distributing these publications.

Every agricultural depmtment should be lJ1'ovidecl wititthe necessary labora-

iOl'y aplJaratus and s1tpplies, as well as the retel'enCe books and shop 'tools

lecommendecl.

~.

Georgia publications are distributed by: Georgia State College of Agriculture; Athens. Commissioner of Agriculture, State Capitol, Atlanta. Georgia Experiment Station, Experiment. Coastal Plains Experiment Station, Tifton. The publications of the United States Department of Agriculture may be secured by writing direct to the DepartJroent; through the Superintendent of Documents; or through application made to your Senators or Congressman. Yearbooks of the United States Department of Agriculture and county Soil Surveys are distributed almost exclusively through Congressmen. Classified lists of the publications of the United States Department of Agriculture are prepared by the Division of Agricultural Instruction of the Department and these will b'e found very helpful
19

to teachers of agriculture in the selection of suitable reference material. Also the Superintendents of Documents issues Price Lists (classified by subjects) which give complete lists of the available bulletins.
Farm Periodicals
Every high school department of agriculture should subscribe for a few farm papers. The members of the classes should be encouraged to read these publications regularly. It is suggested that at least one period every two weeks be given to discussions and reports covering the current issues of the papers available. The papers to select will depend to some extent upon the local agricultural interests but the following periodicals are listed as representative of the fal'lll journals which will best correlate with the agricultural work of the pupils:
The Progressive Farmer, Birmingham, Alabama. The Southern Ruralist, Atlanta, Georgia. The Southern Agriculturist, Nashville. Tennessee. The Breeders nazette, Chicago, Illinois. Hoard's Dairyman, Ft. Atkinson, Wisconsin. The Dairy Farmer, Des Moines, Iowa. Successful Farming, Des Moines, Iowa. Farm & Fireside, New York, N. Y. The Southern Poultry Journal, Montgomery, Alabama. Berkshire World, Springfield, Illinois. Hampshire Advocate, Peoria, Illinois. Duroc Bulletin, Des Moines, Iowa. Poland China Journal, Kansas City, Missouri. The Jersey Bulletin, Indianapolis, Indiana. Guernsey Breeders Journal, Peterboro, New Hampshire. "0. K." Poultry Journal, Mounds, Oklahoma. Poultry Item, Sellersville, Pennsylvania. The Country Gentleman, Philadelphia, Pennsylvania. American Fruit Grower, Chicago, Illinois.
Equipment and Supplie1s for the Agricultural Department
Equipment and supplies for the agricultural department should be purchased with great care, otherwise apparatus and material may be bought which will never be used. Formerly it was the policy of the State Board for Vocaiional Educahon to publish a minimum list of equipment and say that no department would be approved which did not have this equipment on hand at the time of inspection. With the well-prepared teachers who are now engaged in the work it seems best not to make any hard and fast requirements concerning laboratory equipment but to allow each teacher the liberty of selecting what, in his judgment, will be the most practical.
20

Relative to the cost of equipping an agricultural department in a high school it might be said that probably $150.00 a year should be spent for several years until the department is properly equipped. After that a very small sum for supplies is all that need be required for the maintenance of the department.
The basis for the selection of laboratory equipment and supplies should be the course of study. The kind of equipment needed will depend upon the enterprises to be taught. The proper procedure to follow making up a list for any given year would be for the teacher to make out a "course calendar" (discussed in that part of this bulletin dealing with reports) and then go over the" jobs" to be taught and determine what materials, apparatus, references, shop tools, and supplies will be required to properly teach each of them.
With the above plan as a basis for selection it is obviously impossible to make out any list which will meet the needs of any particular school. No attempt to do so is made in this bulletin. The lists that are given below are simply suggestive of the type of equipment that is most fre<tuentlyselBeted by the best teachers.

Sugge,stive List of Equipment and Supplies for First Year's Work

Soils

(Taught in relation to the principal crop enterprises)

Auger.

Soil' thermometer.

Sample cans or jars. Bins. Sample tube.

Thistle tubes. Red litmus paper. Blue litmus paper.

Accurate scales. Capillary tu:bes. Lamp chimneys.

Soil sieves. FaI1m level. Terracing implements.

Cotton

Outline maps of U. S.-of Georgia.
Project record books. Sulphuric acid. Fertilizer samples. Fertilizer materials. Dust guns.

Calcium arsenate and poison mixtures (samples) .
Specimens of inse'Cts and diseased plants.
Samples of U. S. Cotton Stand-
ards.

Seed test boxes. Rag dolls. Seed graders. Pad of score cards for

judging.

Corn

Container for treating weevil infested corn and seed.
Carbon bisulphide. Simple drawing equipment.

NO'l'E--Lists' for the other enter,prises to' be taught should be made by the teacher and should be the basis f,or ,the seleotion of equip,men,t and supplies needed for the first year's work.

21

,'NTERVILLf: SCHOOL
PATRONAGE: ARE.A

ROADS-COMMUNITY BQUNOARYCOUNTY .liNt:. ~---~ RAIL,ItOAD - -

rARMSTtAOS , 0 H.S, BOYS NOT STUDYING ASR.
l!> H.S, BOYS SnJDYING 'AGR. o BOVS 16-2.It OUT or SCHOOL
18l'lN,PART TIME CLWts
ElIN E.Vt:.NING Ct.4 t3
lD G1NS
bsroRts t

The instruction ancl activities at the agriculturaZ clelJaltment can be most effective when basecl on a sW'vey at the patl'onage-area at the school. '
22

Suggestive List of Equipment and Supplies for the Second Year's Work

Project record book. Score cards. Babcock tester (covered). Milk test bottles. Cream test bottles. Skim milk test bottles. Pipettes. Acid measures. Dairy thermometer.

Dair~' Cattle
Milk fever set. Brushes, combs, and shears (for
fitting) . Milk scales. Milk record sheets. Separators, churns (optional). Soldering tools. Shop tools. Sulphuric acid.

Caponizing set Brooder. Incubator. Drawing equipment.
Shop tools. Standard of perfection. Outline maps. Laboratory note books.

Poultr~'
Project record books. Egg candler. Boxes for shipping chicks. Containers for marketing and
shipping eggs. Blue prints for brooder. houses,
etc. Samples of commercial feeds.

NOTIE :-SimHa.r li's'ts for hogs, work stoek, or any other enterprises to be tanght
should be compiled by tbe teacher as a basis for determinhlg the equipment !'\equired for the second year's work.

Equipment for the Third and Fourth Year's Work

Horticulture is the subject generally taught in the third year. In selecting equipment for this work the same principle will apply as for the first two years. ,such a list will include' such equipment and supplies as: pruning shears, pruning saws, grafting knives, budding knives, hand or barrel sprays, standard containers, all kind of spray material, seedlings for grafting, sand beds for starting cuttings, and of course reference material, and laboratory note books and project record books.
Very little additional equipment will be required for the fourth year's work provided that some equipment has been purchased each year previously. The type of equipment needed 'will depend upon the courses taught (see that part of the bulletin which deals with courses of study).

Shop Buildings and Shop Equipment

Farm shop work has a definite place in the teaching of vocational agriculture and every high school where Smith-Hughes aid is given should make provisions for shop instruction. Since it is not practical in most instances to conduct a shop class in the school building it is recommended that a suitable building be erected on the school

23

grounds, far enough away from the main building so that there will
be no fire hazard. Such a building need not be expensive. The cost
of buildings that have been erected has ranged from $200 to $1,500.
In the latter case the building was a combination shop and class-
room and laboratory. In many cases the shop buildings have been
put up by the teacher of agriculture and his boys.
Equipment Suggested for Farm Shopwork
1 brace, ratchet, IO-inch sweep. 1 set auger bits, % -inch to I-inch, by sixteenths, in wooden box.
8 bit-stock drills, 2 each VB -inch, 3-I6-inch, 14 -inch, 1 each % -inch,
%-inch. 1 each combination countersink and gimlet bit No. 0, 1, 2. 1 expansive bit, %-inch to 3-inch cutters. 1 each screw 1 oilstone, 1 by 2 by 8 inches, combillatlon faces.
1 slip stone, 4% by 2 VB by % -inch.
12 chisels, socket firmer, beveled edge: 2 l,{-in'ch, 1 %-inch, 3 %-inch,
1 %-inch, 3 %, -inch, 1 I-inch, 1 Il,{ -inch.
1 ,countersink, rose, bit-brace shank. 1 drawing knife, 8-inch blade. 1 divider, with wing and extension leg. 1 file, auger bit. 6 files, saw, three-square, regular taper, 5-inch. 6 files, saw, three-quarter, extra slim taper, 5-inch. 1 glass cutter, turret head. 1 Igrinder, carborundum ,or emery wheels, 7% by 1 14 inches, 1 each
medium and fine, foot-power attachment. Hammer, adz-eye bell-face Inail hammers, weight 16 ounces; curved claw.2
1 hand ax, 4% -inch,handled. 1 level, 30-inch, adjustable. 3 nail sets, cup points, aSisorted sizes. 1 oiler,drawn steel, copper plated, 3%-inch diameter, 5-inch spout. 1 plane, block, 5% by 1 % -inches, lever adjustment. Plane, smooth, 9 by 2 inches, smooth bottom.1 Plane, jack, 14 by 2 inches, smooth bottom.l 1 plier, combination, 5-inch. 1 'putty knife, 2-inch flexible blade. 1 reamer, 1-16-inch to % -inch by 5 %, -inches, bitstock shank. Rules, 2.foot, 4-fold, I-inch wide, brass tips.2 1 saw, crosscut, 8-point, 26-inch. 2 saws, 'crosscut, IO-point, 22-inch. 3 saws, crosscut, 10"point, 24-inch. 2 saws, rip, 5%-point, 26-inch. 1 saw, compass, 14-inch.' 1 saw, coping, with 12 blades. 1 saw set. 1 saw jointer, (made by pupils). 1 saw clamp, (made by pupils), 1 saw file handle, (made by pupils). 1 screw driver, 2% -inch blade, slim. 1 screw driver, 4-inch blade, regular. 1 screw driver, 7% -inch blade, cabinet. 1 sliding T bevel, 6-inch.
1 Quunmty of tools eqlml to hulf ,the number of pupils in the class. 2 QUUI1Uty Q<f tools equal to the number of .pupils in the cluss.
24

1 square, framing, body 24 by 2 inches, tongue 16 by llh inches. 1 square, framing, body 24 by 2 inches, tongue 16 by llh inches. (Of
standard make other ,than item above.) Square, tri, 6-inch blade, steeP Screw, bench, wrought iron, 1-inch diameter, 15 inches long.2
1 vise, blacksmiths' solid box, 4-inch jaw. 1 wrench, monkey, 8-inch.
Additional Desirable Equipment
1 brace, 12-inch rachet. 1 chuck, capacity 0-1h-inch, 3-jawed, bit stock shank. 1 hack saw, adjustable 8 to 12 inch, with 1 dozen 10-inch blades. 1 file, fiat, bastard cut, 8-inch. 1 file, half round, bastard cut, 8-inch. 1 file, cabinet rasp, 12-inch. 1 file, bastard cut, 10-inch, round. 1 file, mill, single cut, 8-inch. 1 set cross cut tools. 1 pair level sights.
II. Work in Iron and Steel (Optional)
1 tape, 50-foot, J,i-inch corded linen, graduated to fourths. 1 breast drill for bit stock shanks and round shank drills. 3 cold chisels, 1 each, %-inch, lh-inch, :Ifs-inch. 1 hack saw, adjustable, 8 to 12 inch, with 1 dozen 10-inch blades. 1 hammer, ball peen, 10-ounce. 1 punch, center, machinists' octagonal, % -inch. 1 set screw plates, taper taps, dies, and collets, cutting J,i-inch, 20; 5-16-
inch, 18; %-inch, 16; 7-16-inch, 14; %-inch, 13. 1 wrench, monkey, 8-inch. 1 wrench, monkey, 10-inch. 1 wrench, alligator, 5 %-inch.
Additional Desirable Equipment
1 anvil, 100-pound. 1 chisel, cold, 2~pound. 1 chisel, hot, 1 1,4 -pound. 1 forge, 30 by 36-inch hearth; fan, 12-inch diameter; water tank; and
half hood. 1 hammer, ball peen, llh-pound. 1 hammer, 2-pound, blacksmiths', 18-inch handle. 1 hardie, % -inch; blade, 1 %-inch. 1 pair tongs, "V" notched jaws for 1,4-inch sto'ck, 18-inch. 1 pair tongs, bolt tongs, 18-inch. 1 pair tongs, straight lip, 18-inch. 1 pair tongs, general forging, fiat jaws.
III. Pipe Fitting (Optional)
1 cutter, lh to 2lh inches capacity. 1 oiler, drawn steel, copper plated, diameter 3lh inches; 5-inch spout. 1 stock and die, adjustable, cutting pipe sizes lh-inch, %-inch, 1-inch,
1 1,4 -inch, 2-inch, right and left. 1 vise, capacity % to 2lh inches. 1 wrench, pipe, 10-inch. 1 wrench, pipe, 18-inch.
25

IV. Work in Cement (Optional)
1 edger, 6 by 3 inches, %-inch radius.
1 jointer, 9 by 3 inche,s. 1 square angle tool, outside,8 by 21,4 inches. 1 square angle tool, inside, 8 by 21,4 inches. 1 trowel, cementer's, 11lh by 4 13-16 inches. 1 trowel, pointing, 5-inch.
V.SoMering and Babbitting (Optional)
1 chisel, half-round nose, lh -inch. 1 chisel, plugging, %-inch. 1 gasoline torch. 1 shave hook, triangular. 1 p,air snips, 3 lh -inchcu t. 2 soldering coppers, weight 1 pound each.
VI. Drawing Equipment (Optional)
3 boards, white pine, 20 by 26 by 13-16 inches with end ledge flush with surface of boards.
3 compasses, pencil. 3 T squares, pearwood; blades 30 inches; fixed heads. 3 triangles, 6-inch, 45 degrees. ' 3 triangles, 8-inch, 60 degrees. 3 scales, architect's, 12-inch, trian'gular, boxwood.
Additional Desil'able Equipment 1 pencil sharpener. 1 eraser shield, brass" nickel plated. 1 pair paper shears, 10-inch. 1 yardstick, maple. 1 set instruments, containing ruling pen, bow pen, compass, and attach-
ments.
VII. Work in Leather (Optional)
1 awl, ,automatic sewing, with straight and curved needles. 1 awl, harness-maker's, collar or drawing, 8-inch. 1 awl hMt, 4cinch. 1 edging tool, 5-inch. 1 knife, leather, 4-inch. 1 knife, harness maker's, round. 1 paper needles, harness maker's, assorted sizes. 1 rivet set No. 1. 1 rivet set No.2. 1 spring punch, revolving, 4 tubes.
VIII. Desirable
1 fire extinguisher, brass finish, with wall brackets for support.
1 first-aid kit. 1 oily waste can, with self-closing lid; 12 inches in diameter, 18 inches
high.
THE SUPERVISED PRACTWE PROGRAM
The Smith-Hughes Act stipulates that each approved agricultural
school shall provide for six months supervised practical work per
26

year for each pupil enrolled in the classes. This means that each poy in the classes must do some farming under the supervision of his instructor; or in other words, that the pupils must put into practice the principles studied in the classroom. It is to properly conduct this phase of the instruction that teachers of vocational agriculture are employed for twelve months in the year, rather than for the length of the school term.

COMPARATIVE R.E.TURNS PE.R ACRE. FOR LE.ADING CROPS FOR VOCATIONAL AGRICULTURAL STUDE.NTS
AND FARMERS OF THE STAT~ - 192.4

CROP

YIELD PER. ACR.E

VALUE. PER ACRE.

ALFALFA 4.3 TONS

$129.00

1

.6 I( W//////hl 18.00

COTTON 42.2. LBS.

97.50

I

150 I( 17;';,

11111l 34.50

SWEE.T 85 BU.

66.25 I

POTATOES 68 " VlIIIIIIIIIII////////////), 53.04

PEANUTS 950 LBS

40.:41 I

600,1/ (///I//I//IA 25".38

CORN

2. 7. 8 BU.

13.131

1:4 'I ~ 13.44

LEGE.NO:

AVE.RAGE. fOR HIGH SCHOOL BOYS AVf:RAGE. fOR fARMERS Of STATE.

I

I

vZ7Imzwozw

27

No phase of the instruction in vocational agricultural teaching ,is so important as the supervised practice program. This is the phase of the course that differentiates it from general education. The effeotiveness of the agricultural instruction in any community will be determined by the success of the practical work done by the pupils.
There are two types of supervised practice work which should be carried on in connection with the instruction in vocational agriculture (1) the home project; and (2) supervised practice other than project work.
(1) The Home Project
Every boy in a vocational agricultural class is required to do some farming for himself. This work is commonly spoken of as the home >roject, for the reason that in most cases it is carried on at the home of the boy. T'his, incidentally, explains the reason why in most instances it is unwise to enroll city boys in agricult~ral classes.
Relation to Class Instruction
The project program should be based upon the approved systems of farming practical within the community. After these have been determined the project program should be designed, through both instruction and practice, to prepare the members of the class for this type of farming. The remainder of the class instruction will consist of those enterprises and farm jobs that are of minor importance. This will necessitate a very close relationship bet,veen the project program and the classroom work.
There are certain economic principles that must be considered in any type of farming. Therefore, they should be considered in the practical program which is designed to prepare the boys for this business. Every farmer is confronted with the problem of working out a system that will meet the following requirements: (1) an adequate cash income; (2) a system that will maintain or improve the fertility of the soil; and (3) supply crops for the farm and home.
The enterprises will vary in different communities according to soil and climatic conditions, but the principles remain the same. Therefore every project program should include a cash crop, a soil improvement crop, and a supply crop.
Inexperienced teachers often allow the pupils too much liberty in
28

the selection of projects. The average boy is not capable of choosing his project. ISince the project program is designed to give experience in certain jobs the projects that any boy is expected to take should be largely fixed when he elects the course just as the laboratory experiment in a physics or other science course are determined 'when the students elects such a course. However, since farm home conditions vary so widely, it is the duty of the agricultural teacher to adjust this practice work to the home conditions.
The project program should be an accumulative one in nature. Tha t is the projects started during the first year of the agricultural course should be continued throughout the entire high school course and new enterprises added as new subjects are taken up, and as the boys develop in age and experience. One year is not sufficient time for gaining very much worth while experience in agriculture. Also a one-year agricultural enterprise is not economically sound.
Since it is often necessary to do considerable work on some land for the best project returns it js highly desirable, where possible,
l!Jvery school should hold at least one Fathel' and Son Banq1tet each year for the lmrpose of enlisting the interest and cooperation of the parents in the
wOl'k of the agricultuml delJal'trnent.
29

for a boy to secure the use of one particular field during the entire time that he is enrolled in the agricultural course. There should be a definite understanding between the teacher, parent, and pupil as to how the project program is to be carried out and the responsibility that each is expected to assume. The division that is to be made of the profits or loss should be clearly set forth at the beginning of the project.
Financial Goal. Since the primary object of instruction in vocational agriculture is to prepare boys for the business of farming it is an jnjustice to the boy to allow him to remain in the class for one or more years and not direct his practical farm work in such a way that he will get a definite idea of the financial returns that he may expect from the vocation. Unless, by the time a boy has completed the high. school course, he fi.nds that he can make as much from farming as from some job which he can get in town, or in some bther business, it is natural to expect him to desert the farm. In many cases that perhaps would be the wise thing for him to do, but the teacher's responsibility so far as the project program is concerned is to see to it that the boy is given an opportunity to ascertain the returns that may be expected from a well-rounded fann program.
Every boy in a vocational agricultural class should be expected to start a bank account, and to save a part of the money that he makes from his project work. It is desirable to -set a financial goal; that is, every boy should attempt to save a definite sum during the time he is enrolled in the agricultural class. In some states this sum has been set at $500. This may be too large an amount for some boys and too small a sum for others, but it is desirable to create in the minds of the boys the desire to save some money which may be used as the initial payment on a farm, or to partially defray their college expenses.
(2) Supervised Practice Other Than Project
, Since it is impossible for every boy in the agricultural class to have sufficient practical training in all of the enterprises of the agricultural course through home projects, plans should be made for giving him practical experience in those jobs not included in his home project program. 'Such work will not only broaden the boy's experience, develop skill in manipulative jobs, and bring the school
30

and home in closer contact, but will also greatly improve the gen-

eral farm practices of the community.

There are a number of ways in which this type of work may be

stimulated.. Probably one of the most effective is by grading or

measuring the results of the work accomplished rather than grading

the answers given in the class room. For instance, those boys who

put into practice on the home

farm those jobs not included in

the home project should receive

a higher grade than those who

do not. Another effective meth-

od that has been successfully

used by some teachers is that

of dividing the class into teams

for home practice work, and

conducting what is commonly

spoken of as a community im-

pr'ovement contest.

Generally 'home projects in

most of the crop and animal en-

terprises 'can readily be arrang-

ed. But there are a number of

farm jobs that do not lend

themselves readily to the home

project plan. In such in-

stances the fmpervised practice

program should include direct-

To p1'ovide p1'opeTly fo1' the filing of c01'1'espondence and the p1'otection ot the pe1'manent 1'eco1'ds ot the ag1'icultu1'al depa1'tment eve1'Y high school Sh01tld include in the equipment of the agTic1tltuml depa1'tment
a filing cabinet.

ed practice other than home project. In other words, directed practice should be used to supplement the project work in giving the necessary prac-

tical experience in the farm

practices of the community,

There is a wealth of opportunities for directed practice in starting

home orchards, renovating old trees, setting out shrubbery, land-

scaping .grounds, planting and cultivating all-year-roundgardens,

feeding farm animals and poultry, terracing land, repairing ma-

chinery, and in many other farm," jobs." This' type of teaching

31

should mean more to the improvement of the community than any other phase of the work in the course.
A Community Improvement Contest between members of the agricultural class as outlined below often is very effective in stimulating directed practice other than projects.

Rules of the Contest

Each boy must be a member

of the agricultural class. There shall be two captains,
one for each side and they shall be seniors.
The captains shall choose up sides in alternate order.
Each boy shall keep a record of the number of points earned each week, and what the points are for. He shall turn in a rec-

PER ACRE
31 fARMS
4!ACIISON CU)
....iii 70 bls
375 bus.
...A.
1'\ bus.

ord each Monday morning to

IoU bus.

the agricultural teacher who shall record the points on the

~
370 bus.

bulletin board.

The contest shall start the

first of October and continue

until the first of May.

The side having the lowest

number of points will entertain the side having the largest number of points by giving

'l'he course of study for the agricultural department should be developed only after a careful commttnity
survey has been made.

them a picnic, or barbecue.

A banner will be presented to the side having the largest number

of points.

Any boy that puts down points that he does not earn will be fined

100 points.

Work and Improvements for Which Points Will Be Allowed
Feeding livestock and doing chores in the morning, 3; feeding livestock and doing chores in the evening, 2; for the keeping up of the project reports every week, 5; for every article that is worked up and read in the Agricultural Club meetings or class program, 10; for each boy that makes an aver,age grade of 85 in his agricultural work for each month, 15; for each boy that makes the judging tea'll that competes against the
32

teams of another school, 25; for the highest point boyan the team in the contests, 25; for each boy that makes the trip to the boys' school held at the Southeastern Fair at Atlanta, 25; for each 'boy who plays at least three games on the school basketball team, 15; for each exhibit at the poultry show, 25; for every five shrubs planted around the house and the grounds at home, 25; for every five shrubs that you can get some, one else to plant, 20; for every five berry bushes that you plant at home; 25; for every fruit tree that you set out at home, 10; for everyone hundred strawberry plants set out at your home, 15; for every pure bred gilt bought, 25; for every pure bred 'boar bought, 20; for every pure bred dairy heifer Ibough t, 25; for every pure bred bull bought, 20; for every pure bred animal that you can get some one else to buy, 20; for every 10 acres that are put into a legume cover crop this fall, 25; for every lawn ,that is started, 25; for every house that is painted, 50; for every other building that is painted, 25; for every building that you can get some one else to paint, 40; for every cement sidewalk that is put in, 30; for every cement sidewalk that you can get some one else to put in, 20; for every place that the farm machinery is put under a shed for the winter, 25; for all machinery that is overhauled this winter and put in shape for next year, 25; for every new fence that is put around a field, 30; for every old fence that is repaired, 20; for every building that is straightened and repaired, 25; for taking care of fruit and nut trees this winter, 20; for every farmer that you can get to send in his name to the State College of Agriculture and have it put on the bulletin list, 20; for every piece of modern up-to-date machinery that is purchased, 25; for every 100 hens that are kept or purchased, 25.
The Complete Supervised Practice Program
The supervised practice program should grow out of, and be very
closely related to, the classroom instruction. For example, during
the first year's instruction the boy studies Farm Crops, and his pro-
jects should be selected from the enterprises studied, growing, if
posible, a money crop, a feed crop, and a soil improvement crop. In
addition he should be given" practice" in the" jobs" involved in
the production of the crops studied that are not included in his
project program.
During the second year the boy ordinarily studies Animal Hus-
bandry. He will be expected to carry a live stock project, and
develop skill in performing the" jobs" studied that are not involved
in his project program. He should continue the plan of Crops pro-
jects started the previous year.
The major project for the third year should be chosen from the
Horticultural enterprises, but the other project work, involving both
Crops and Live Stock, should be continued. The jobs for the third
year, other than those connected with the project, are to be selected
from the enterprises studied during the third year.
If possible all the projects previously started should be continued
during the fourth year, when the boy will study Farm Management,
33

1st Year
2nd Year
3ra Year
4th Yea,!, Mh Year

Field l'\o. 1. ;) [,'ield ;-;'0. ~, 3 Directed prac-

U0res home a<'reH home tice in johs

project in cot- nrojeet. corn I1 ta ug1hit tba t

tOIl followed wHlll pens Of arre ,not in-

by win tar cov- beans in mid- eludad in the

e!' crop of

die

projeet pro-

vetC' h, crinlson

grRm

clover, etc,

jF

ield No. I, acres home

3

Field No.2. acres houle

3

~ projec,t, corn p,.,oject in cot-

Home pr,oject Direeted prncill pOUltry, tice in anirnnl hogs or dairy enteTprises

with pea's or ton, followed

cows; select taught. not in-

Ibeans

in die

mid- hy winter cover C'rop of

one or ill,ore clnded in home project

I

vetch, crimson I clover, etc.

I Fjeld No. 1. 3IFi;-e'OI"d~N=O-,'-0-='. :2'-.'-c;)~-------~Continuation

acres home acres home

oftl',e animal

Home projec, Directed prac-I in truck crops, tice in home

project in cot- p'l'oject, corn

projects start-

recommend

gardening.

ton, foUowed wHh paas or

ed in the sec-

.only when landscapeing,

I hy win tar cov- heans in mid-

er crop of

die

vetch, crim-

ond yea,r. 'l'hey

may ('reased

he in

inSi7.e



commercially spraying, 01'-

grown

"hards, and gardens, etc.

son dover,

or others add-

etc.

ed

if desirahle

l

l"ield l'\o. I, ;) I"ield No. ~. 3

---- Ho.me -project I

Partne"ship Directed prac-

aere'S horne :l(,l'es hOlne

in truck crops,

with father or tice in jobs

I project, eorn pQ',ojeet in cotwith peas or ton, followed

recommended i only where

farming on pertaining- to own respon- the farm as

heans in mid- by winter eo,v-

(As .ahove)

truck is eom-

sibility

a whole

die

er crop of

mercially

vetch, crimson

grown

clover, etc.

Part 'T'ime Ins,truction in Special Entel,!:>rises Carried Out Under Supervision of Instructor.

Farm Mechanics, or some special enterprise especially adapted to the community. After the boy is graduated from the high school, if he becomes a farmer in the community, he should enroll in parttime and evening classes and the teacher should assist and advise him as much as possible.
On the following page is given an outline of the complete supervised practice program as recommended by the State Board for Vocational Education.
The Community Survey
Before the teacher of vocational agriculture can develop an efficient agricultural education program for any given community, or do effective teaching in the classroom, it is necessary for him to have very definite information about the people and the agriculture of the community, or patronage-area, that the school is seeking to serve.
Every five years in the State of Georgia a s'chool census including the children between 6 and 18 years of age is taken. 'rhese figures are available in the offices of the county superintendents of school and are invaluable to the teacher of agriculture.
Also the census reports of the United States government are very helpful in providing information that would otherwise be rather difficult to obtain. This is especially true since the practice of taking an agricultural census every five years has been inaugurated. Such information, however, is tabulated on a county basis.
The most satisfactory method of securing the complete information desired is for the teacher of agriculture during the summer months to make a community survey. For this purpose cards should be printed upon which the desired information may be recorded. A suggested form of card is given below. After the data from the farms of the patronage-area has been recorded this should be summarized, tabulated and charted as suggested in Bulletin 314, Division of Agricultural Education, Georgia State College of Agriculture: "A Survey of the Wrens School.JCommunity," by Professor "\Y. "\Y. Reitz.
35

Name ___ -_______ _ Date To City Permanent pasture Land: LeveL Farm Record,s kepL

FARM AND HOME RECORD
FOR THE YF;AR 192, _ A<1dress

':Miles to ;,;,cnoo!-

_ To R'lLilroad

Size of Farm ----

.

Aeres in Cultivabi:on

_

10 t ()II' tim Der

Rolling________________ Hilly

Soil

Lan dOwner

Tenan t

_ _ _

_

_

KI~D 1
_1

ACRES -

I. CROPS

YIE,LD

PIDR AORE

I -=-1 oJ Yol' aver.

19'2 __

TOTAL

I r; yr. aver.

192

Varieties
1-------

Fertilizers

K~ ind

Amount _

__ ~~~~~~~~ ~~~~~~~~ ~~~~~~~~~~~~~~~~~~: ~~~~~~~~~~-
______________ 1

~~~~~~~~~~~~~j ~~~~~~~~j -~~~~~~~~~~~~--~~~ 1~~~~~~~~~~~~~~ 1 --------------

I

I

I

.1....-.::-. . -::i-.1-...-.---! -1- -----1.

1-----1-..-

......... .:1-... .11-----------.-----1----------,
I ~~::::::~:~~~ I~--~~~~--~~~---~-I~~~~~~~~~~~~~~~~~:: ~~~~~~ .[-------------------[----------[ -----------------1~~~~~~~~~~~~~~~~-I---------------
-------------- ------------------ ------------------- ----

KINDS

Under 6 mo.

II. LIVESTOCK

..-'

Over 6 mo.

Breeds

(}-&A'DIE,S

QUAL,ITY PUHEBRED

:\Iale

Ij"emale

:\Iale

]'e In<.l Ie

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

~~~~~~~~~~~~~~~~~~~~~I-~~~~~~~~~~~~~.I~~-~~~~~~~~J~~~~-_-_~~~-_-_-_-_~I-~~~~~~~~~~~-~~t~~~~~~~~~~~-
------------------~----~-~-~-,---------------
III. Lc~BOR. HIRED AND "FA;\>ULY

Race

Kind

or

No.

Nat'l

Fnrm

1--

Home--------I-------------

-------------- ------------Cropper

WiAGES With Board I Without Bd,

He,gular

Seasonal

'Vashing Hired

Fnmily labor

--- -- - ----- ----------1I'--------- -- -- -,-

IV. FOOD AND FEEDS PURCHASED, (Value).

I I EggS

;)leats

no": _ Ve,."",,, - - - - --- ----

-------------- .---------- -----

* BulletJin 314. Ga. StaJte Co,}]ege of Agrku1ture. Athens, Gn.

F""'' __I~"":'"tt'~"'J~""'""''_I_-- Rem~~:: _

========:======-====;== -__-_-_-_--=V~--_.~_DISPOSAL OF PRODUCTS

Kind of product

,modi"'"'::,," 1:"jC.""J'Od"::::.. _.-- Oonsnmed at home

When

Wihere

How

Sales $25 or over

~_-J ~~~~~~~~~:~~~~~~~~~~I:~~~~~~~~::::::::::: I:::::::::::::::::~~::'--- ---.

I

I

:::::~:~::I:<::~::::\/~~.~i:=-::~I~:~~~i;~>~=~ ~ 1__: ._..-:.. _ _. .._ .

~\AiMiES

---

.

Age
1

VI. :FAMILY

In sellool

01"'1' 'OF SOHOOL

At home

A,yay from home

1

1

(oecUlJ.'ation)

Orgaulizations rc:presented in home

?

"

---------- I ---.----.- -.------- 1

_

:.'::~:::::::::::::::::::::::::::::::::::::::~Il-~~---.::~~~I-::::::::--------I-----------

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

,-------------------------------------------1----------

9.

. ____I-_--.--------

1.

,

1

_

VII. READING MATERIAJ~ (Number").

Daily

Weekly

Farm papers

Chnrch papers

Cphaiplderresn

I ~Iagazines

Gov. Bn\.

Child

BOOKS Agri.

Others

-------,- --------'-------'--------------':-:::--/.--.1 1 : , --- -----------1

--

. ---------_-- __ 1--------------

~

_

Hou.se: No. rooms

cold

bath

furuuee :hefLt

VII. HO:\IE AND FARl\I CONVENIENCES.

, sclrecned

. , screened poreh

l'unnillg wa tel': hot

~_

Id te'h en

kitchen cal>ineL

-- __ _________ septie tank

, se,villg Inacbine

. oil

iceless refrigerator

indoors

firele.ss eooker ontdoo!"S (sa nitary)

, pressnre COOkH!'

.

._ Liglhts: elee,tric

, ""Hshhlg mathine, gas-

Toilet: telephone

engine

radiophone
, au vo

, phono glra'ph t cream se.parator

, piano . Inodern barn

, pump

.. __ , gas , sil 0 -------------- __ t

Flarm Muehinel'Y: Riding plo.w mke

. . binder

, rdding' cultirvator tracto;r

, disc har,row sprayer: hand

, mower power

Good supply of ,egetables

. berries

fruits

_

Remarks:

SPECIAL ACTIVITIES OF AGRICULTURAL TEACHERS
State As,sociation of Agricultural Teachers
At the summer conference of the teachers of vocational agriculture which was held in Athens, August 4th to 9th, 1924, definite steil:; were taken to organize a state association of teachers of vocational agriculture. ,Since that time the organization has been perfected, the state has been divided into convenient districts and a chairman has been chosen by the teachers for each district and a sectional organization formed.
The primary function of the organization is profess'ional improvement, and for that reason every teacher should take an active part in the work of the organization, and every, school official should give the association all of the encouragement possible.
In several of the districts invitation contests for vocational bOyi1 have been sponsored and other efforts have been made to promote interest on the part of their pupils in the agricultural instruction given.
FatheT and Son Banquets
Every school official and administrator realizes that parental cooperation is essential for the best work. While it is true in its application to academic subjects it is imperative that the fathers and mothers of the boys in the agricultural classes be in sympathy with the work of the school and the teacher for the reason that the supervised practical work (the home project ) is carried on at the home farm, and generally involves an expenditure of money. It has been found, in the experience of the past seven years, that the parents are generally willing to cooperate if they understand the plan of work and believe that the school officials and the teachers are in earnest about the work that they are attempting.
There are many ways of informing the parents about the work and of enlisting their aid, but the most effective has< been found to be the Father and ,son Banquet. The object of this banquet is to get the program of work, for any given year, before ,'the boys, their fathers, and the school officials. Generally the meeting is held at the school house and a luncheon is served by the Home Economics department.
Every school should have at leaiSt one Father and Son Banquet each year.
40

The program given belo,,' can be varied to meet local conditions: Toastmaster-The Agricultural Teacher. Music. Singing. The Program of Work for the Year-The Toastmaster. The Agricultural Department in Our High School-The Principal or ,superintendent. My Project-----'One of the boys. The Agricultural Department and Our Boys-One of the Dads. Song-School Quartette. Vocational Agriculture in Georgia-The State Supervisor of Agricultural Education. The Responsibility of the School Board-A Board Member. The Relation of the Agricultural Department to the Extension Program-The County Agent. FaTm Boys-An inspiration address by a local speaker or someone brought in for the occasion. Singing-America.
Oommunity Fairs
Teachers of vocational agriculture, especially those located in rural consolidated schools should promote community fairs and should assist the patrons of the school in arranging exhibits for the county and state fairs. (ISee Note.)
Variety Tests
The teachers of vocational agriculture in Georgia have rendered a distinct service to the people of the state through the promotion of the use of better farm seeds. While this has been accomplished through the home projects of boys in their classes and the local Pure Seed Associations, nothing has contributed to the interest in this work more than the variety tests that have been conducted. These tests were suggested a number of years ago by Dr. John R. Fain, Head of the Agronomy Department of the Georgia State College of Agriculture, and he and the Experiment Stations have materially assisted the teachers in suggesting plans for making the tests and in furnishing seed.
It is recommended that every department of Vocational Agriculture in Georgia conduct each year variety tests which shall include corn,eotton, and perhaps other crops of local importance.
N01.'E:-The Dilvisi<Yn of AgriculturalE'ducation in the Georgia State College of Agriculture ,has published a bulletin which deal,s exe1usively w1th the community fair. This is: Bulletin 295, "School-Community Fairs" by John T. vVheeler. A copy of this bulletin should be found in the library of ,every Agricultural Department.
41

Judging Contests
For several years the State Board for Vocational Education has conducted state-wide stock and grain judging contests for vocational boys. These contests have become very popular, and in all probability will be continued. It is the opinion of those in charge of the work in the state that the contests stimulate interest on the part of the ,boys in the classes. that could be developed in no other way and for that reason it is recommended that every school in the state that is cooperating with the State Board conduct similar local contests and make every effort possible to send teams to the state contests.
REPORTS
All approved vocational agricultural departments must supply to the State Board for Vocational Education the reports that are requested. These reports are required to furnish evidence that the work was conducted in keeping with the IState Plan. These reports are used by the State Board in compiling their annual reports, and in numerous other ways. No requisitions for payment of salaries will be issued to schools that have not furnished to the state supervisor all of the reports required.
In addition to satisfying the requirements of the Smith-Hughes Act, reports may be very valuable to local high school departments if accurately kept and properly used. Reports will serve as a guide to the selection of projects; as a basis for classroom instruction; as a: basis for agricultural practices; and as a basis for the selection of agricultural enterprises. Furthermore, if they indicate that creditable work has been done, they may be used effectively as sources of promotional data.
As an example of the valuable information that may be compiled from the reports of local high school agricultural departments the following studies and tabulations are suggested by the Federal Board for Vocational Education in their bulletin on Supervised Practice:
Suggested Studies and Tabulations (For Local Departments)
1. Classify the supervised practice and enrollment in each class. 2. Determine the high scope, low scope, average scope, medium scope
and the total scope in ellich enterprise. 3. The mortality in each enterprise. 4. Gross returns, net re,turns, cost per unit, and returns per unit for
each enterprise. 5. Comparison of No.4 with local averages. 6. Yields per unit in each enterprise and comparison of pupils~ yields
with local yields. 42

7. The study of the yields and returns per unit as based upon the scope. 8. The hours of man labor per unit ior each enterprise. 9. The relation of the supervised practice undertaken with enterprises
of the community. 10. Labor costs per S100.00 of receipts in each enterprise. 11. Pupil labor returns per hour for each enterprise. 12. Interest on the investment for each enterprise. 13. The rating of the jobs in each in accordance with number of hours
of labor. 14. The rating of the expense in each enterprise. 15. The percentage -of local labor that each job takes. 16. Charting the labor by months in each enterprise from the pupils'
reports. 17. The percentage of the labor cost to the total cost of the enterprise. 18. The checking of each pupil on each of the a,bove. 19. Cost of use of equipment per unit. 20. The amount of products produced in sufficient quantities to permit
of cooperative marketing,
Kinds of Reports Required Other than special reports that -may be requested from time to time there are three regular reports required annually: (1) Course calendar; (2) Project report; and (3) an annual summary of teacher's activities. The course calendar is a ten tative outline of the jobs, in chronological order, as they are designed to be taught throughout the year. The content of each year's course should be planned and submitted in duplicate to the State Office for approval at the beginning of the
In a(lclition to the home pl'oject every boy enrollecl in an agricuUul'al class is expectecl to caTTy on other s1tpeTvisecl pl'actical work. 43

school year. After approval one copy will be filed in the State Office and the other returned to the teacher to be placed with the permanent records of the school.
In making the course calendar the jobs should be listed by months and the estimated time for teaching each job indicated. As the work progresses during the year the actual time required to teach the jobs should be listed. In case it is impossible to teach all of the jobs listed, or found to be necessary to include new subject matter, such changes should be indicated under" remarks." At the end of the year the corrected course calendar constitutes a course of study for the following year.
How to Build a Course Calendar In making a course calendar the first step consists of listing the most important enterprises in the community farm program. These can be determined most accurately by summarizing the information obtained through the community survey. The enterprises that are to be taught each year can next be selected. The" jobs" to be taught in connection with each enterprise should be determined and listed in seasonal sequence, beginning with September. These should be tentatively listed on the course calendar t>lank. It will be found that in some months there will be more jobs listed than there will be time to teach, and the time of some other months will not be completely occupied. This will necessitate the shifting of the jobs that can most easily be changed, from the months that are overcrowded to those where normally fewer jobs occur. The last step will be to copy the jobs as they have been reorganized, taking into account the time that must be allowed for holidays, examinations, and other times when class work must be suspended. The following Course Calendars for the first and second year's work were sent to the ,state Office by a teacher 'in the Piedmont section of Georgia:
44

FIRST YEAR

TEAiCHI,NG T[IM'E

ESitmated Actual

September

Selecting project program ---------- 15

Procuring vetch seed

_3

October

STorewaitnigngvoetacths and wheat for smut ---_

3 2

Breaking land for cotton ----------

Procuring seed cotton

_

3 6

Hill selection sweet potatoes --------

Procuring seed corn

_

2
2

November Procuring seed corn Storing corn Storing cow peas
Storing potatoes Seeding cover ,crops
Keeping project records --

_3 _2 _1 _5 _3
_4

Dec,ember
Keeping project records Treating corn for weevi:ls Trea,ting peas for weevils Providing and Equipping shop

_2
_2 _1 _ 10

January Equipping shop Shop work

_5 _ 12

February Pro,curing fertilizer for cotton Germina,tion test for seed cotton Terracin.g land

_ 11 _2 _6

March

Preparing seedbed for cotton

_8

Bedding sweet potatoes

_4

Planting corn and applying fertilizer _ 3

Procuring soy bean seed

_3

April Planting soy beans Cultivating 'corn
Setting sweet potatoes Choppin.g cotton
Planting forage patches

_1 _4
_2 _3
_3

l\Iay Harvest~ng burr clove.r seed Combatmg .boll weevIl
June Project supervision Harvesting grain Planting stubbile land

1
1
_ 12
_ _ _

July

Project supervision

_

Grain storage

"

_

Care of hay

_

August

Project supervision

_

CS~Vlli" ~: ~uh~' ~k ~fosV~;~~~d----------=-1

45

SECOKD YEAR

NAME OF ;rOB

T'EAlCHING TIMIEJ'

RiEBIARKS

Es,tmated Aetua!
--------l-----I----'-----I.----~---

S~ptember

Picking and ginning cotton

_4

Procuring vetch seed

_2

Sowing and ino,culating vetch

_3

Selecting coHan seed

_4

Maf\keting cotton

_4

October Marketing cotton Sowing small ,grain Harvesting corn
Determining animal enterprises Establishing herd hogs

_4
.' 3 _2 _8 _3

Kovember Estab:lishing herd hogs

_5

Procuring young stock (hogs)

_2

Procuring and care of mature stock __ 2

Esta,blis,hing dairy herd

_5

Procuring your stock (dairy)

_3

December Procuring mature stock Feeding for milk production Care of bull Dairy equipment

_3 _7 _1
.. 3

January Keeping records
Establishing,fiocik of poultry Procuring settings eggs Procuring baby chicks
Procuring ,mature breeding stock
Housing poultrFyebruary
Incubating eggs Brooding chicks

_6

_6

_1

_2

_

2

_9
_5 _5

Seeding pasturesMa(Drcahiry) Building fences

_1

2

5
1

Seeding hog pastures

_5

Making poultry appliances

8
1

April

Making poultry appliances

2
1

Combating poultry diseases & insects, 8

Combating dairy cattle diseases

'4

Registering pigs

_4

Castrating pigs

_3

May Mi:lking and care of milk Combating liog diseases
Combating hog insects Caponizing

_5 ,3 3
1'
_5

June

Project. supervision :-

1'

Marketlllg culled chIckens

_

Summer care of live stock and poultry

July

Project supervision

,

Summer grazing crops

_

August

Project supervision

_

Culling of Poultry

_

Breeding brood sows

_

Fall grazing plots

_

46

The Project Report
The project report is no doubt the most important of all and requires a great deal of attention on the part of both teacher and pupil. Since so much of the teaching is oriented around the projects it is highly desirable that the project program be completed early in the year. A boy is entitled to be placed on the project roll as soon as he has selected land or animals, etc., and secured the consent of his parents to carryon the enterprise.
As soon as the work is well started in the fall and the boys have selected their projects a preliminary statement of the project program should be sent in duplicate to the State Office for approval. One copy to be placed on file in the State Office and the other to be returned for the local school files.
The following preliminary statement of a project program from one school is the complement of the course calendar shown on page 45. The relationship between the project program and the class room instruction can readily be seen by comparing the two.

PROJECT

XAl\ilE OF PUPIL

Age

CLASS

I T'itle

SIze

Ayers,

Curtis _______

----
18

F. c.

Gotton_______________ 1

3a

Crump, Ralph______ 16

F.e.

SOooyt,tboena_n_s_i_n_c_o__rn_____________ 1

3a 3a

Soy,beans in corn______ ! 3 a

Dickson, Jim _______ 18

F. C. Ootton_______________ 3 a

Soy;beans in corn______ r 3 a

Farester, John A. ___ 16

F. C. Ootton_______________ ' 3 a

Soy/beans in corn______ 1 3 a

Hubbard, Edwin____ 15

F. C. Ootton_______________ 3 a

'Soy/beans incorn ______ 3 a

Hamilton, Ellton____. 15

F. C. C,otton_______ ---- ____ I 3 a

ISOY/beans in corn ______ , 3 a

Jolly, John N. ______ \ 17

F.e. Gotton_______________ 3 a

Soy/beans in corn______ 3 a

Little, Jeff Turner ___I 15

F.e. Cotton_______________ 3 a

Soy,beans in corn______ 3 a

Phillips, MOOdy-----r 16

F.e. Cotton_______________ 3 a

Sanders, Edwin_____ 16

F.e.

SCooyt,tboena_n_s_i_n_c__o_r_n_-_-_-_--_-_l

3a 2a

Skelton, James_____, 14

F.'C,

,CSooytt;obena_n_s_i_n_

corn ______ __________

2a 3a

Sorrells, JeweL ____ 18

F.e. 'CSooyt/tboena_n_s_i_n_c_o_r_n_____________

3a 5a

Tatum, Floyd______ 17

F.e.

,',CSooytt/obena_n_s_i_n__co_

rn ______ ________

3a 3a

Vaughan, HerscheL_ 16

F.C. IClsooYttiobnea_n_s_i_n_c_o_r_n_____________

3a 3a

ISoy,beans in corn ______ 3 a

47

NA:.\iFJ OF PUPIL

Age

Whilow, Grady_____ . 18 Roper, Ben________. 15

Ayers, Bransen_____ 16

Bellamy, Sam______, 18

Bramilett, Marvin___ , 18

Spears, Horace _____ ./ 20

Chandler, Spurgeon_.! 18

Dickson, n'"'1-----1 18
Goolsby, Tabor _____ .1 19

Hall, T,heo _________ 17

Lenhardt, Byron____ 17

McJConnell, Mack___ . 16 Payne, Fred________ 17 Spears, Ray________ 17

South, Cleo________, 18 Wilson, Hoke______ 20 Little, Peyton______ 15

PROJECT

CDAi"lS

--------

F. C. ~-~y-ttc-e-~-T;i-t~le---i~-l--~-~-;-;-~S~~iz~e:J-f~-

F. C. A.H.

Cotton . 'Soy,beans Incorn Cotton Soybeans in corn

: 3a

I]

3a

, 3a

1 3a

A.H. A.H. A.H. A.H. A.H. A.H. A.H. A.H. A.H.

Brood sow-----------11 1 sow Gotton_______________ 3 a

Soybeans in corn

i 3a

Poultry

, 50 hens

Gotton

' 3a

'SoYbeans in corn

i 3a

Poultry

jl00 b. c.

ootton

' 3 '"

Soy,beans in corn______ 3 a

Poultry

100 b. c.

ootton

I 2a

Soybeans in corn______ 2 a

Brood sow

1 sow

Ootton

1 3a

SB,OroYo:bdeasnos win ,corn

'
I'

1 3soaw

Ootton_______________ 3 a

Soybeans in corn______ 3 a

poultry

1 100 b. c.

Cotton_______________ 3 a

Soybeans in corn

,1 3 a

Brood so'W

1, 1 sow

ll Cotton_______________

Soy:beans in corn

-I1

Brood so'w

3a
3a sow

Cotton_______________ 3 a

Soy:beans, in corn Brood SOfW

3a 1, 1 sow

A.H. A.H.

cotton---------------r 2 a Soy,beans in corn______ 2 a

I Brood SOfW___________ 1 sow

I Cotton_______________ 6 a

ISoy:beans in eorn

1 3a

Brood sow----------- 1 sow

Gotton

,1 2 a

A.H.
A.H. A.H.

SOyibeans in corn______ 2 a

Brood so'w___________ 1 sow

Gotton_______________ 3 a

Soybeans in corn______ 3 a

Brood SOfW___________ 1 sow

------1 Cotton_______________ 3 a

I SCooyttboena_n_s_i_n__co_r_n______

32 aa

Soy:beans in corn

3a

Poultry

100 b. c.

48

In order that the relationship between instruction and project program may be understood terms must be used indicating the sub jects taught, such as "Farm Crops ", "Horticulture ", etc., instead of "Freshmen", "Sophomore", etc.
The boys should provide tnemselves with suitable record books for their project records. There are several type of project record books on the market; 'but an ordinary single entry ledger that may be
Boys in agricult~~ral classes are req~~i?'ed to arrange tor a lJ?'oject lJrogram that will enable them to carry out the soil-improvement plan ?'ecommended.
purchased at any book store for thirty-five cents is entirely satisfactory and will last throughout the high school course.
The teacher should supervise the keeping of these records very carefully and see to it that the books are posted frequently. At the termination of a project or at the end of the year a final summary of the projects should be sent to the State Office. In case any boy does not complete his project the reason should be given in the space otherwise used for the financial statement.
The following suggestions should be noted in filling in the data for the final statement:
49

Very effective work has been clone in the negro schools where competent teachers have been employed.
Use the following units in reporting yield of projects: Cotton-Reduce to pounds of lint; pounds of seed. Corn-use bushels of corn; tons of forage. Soy Beans-Use ,bushels of beans; tons of forage. Cow Peas-Use bushels of peas; tons of forage. Small Grain--Use bushel's of grain; tons of forage. Hay, and all crops cut for forage-To tons of forage. Truck Crops and Fruit-Reduce to crates. Watermelons-=Dse number and grade. Cane-Report number of gallons. Live Stock Projects: _ Hogs-If sold for pork, give pounds of pork.
If sold for breedIng stock, give nllIn'ber of animals. Dairy Cows-Report pounds of milk; cream butter; or cheese sold.
Number and value of animals sold or raised For home use. Poultry-There are three kinds of poultry proj-ects: Incubation projects; flocks kept for eggs; and a combi'1lation of flock! and incubation projects. 'lnst each type separately so that they may be tabulated. Report yield in dozens of eggs; pounds of broilers or friel's sold;
50

~--- ~~~~~-~~~---~~~~~----~~~~~~~-----~----

,
IActuaI hours rt1

OOST

INCOME YALLE PROFITS

NA~lEJ OF PUPIL

, , : @rn

on

..:1

~

0

PROJECT

Title

Size

T'OTAL YIE'LD

devoted to

4>", 8.~

...

I

.0c ~

...

I

:"9
0

1:=:::; 00
I:,q.,I'~ 00
.S<olJ?'~:.~"J'~o" ~2a

0:= oS
8....".0.0
~,g
.s~

I
<lJ
'"00 " I I
< "0~'0:.=.0~.-. ..... <lJ ,0:,=0...:.. ~5

~
'"E-<

:9
III
.5
OJ
.
.0..
1 I:.,

'C

<lJ

00

4>

I " " 1g9rJ@.>

~
~

I
:s I

;~~a

8

~*'

.~,.n..
~'C

~~

Slalc-ollll BeIL
Edward Durden
Allen BrO'wn Garl'wnd Mdenfield-A. V. ,KenL
Reuel Grimes

16 \ F. C.
ii. i I =::j ~:
____ I F. C.

So .

-1-6__ II

J<'. b'.

C.

____ I A. cu.

__ ;:_1 .\ H.

II lb. C. ____ I A. H.

20 I F. C.
____ I A. H.

I'" 18 I F. C.

r: ii. ====1
____ I I!'. C.
I 119 1 F. C.

Cotton
ii~r:s----------~~~--~~~-------

3 acres

750 Ibs. lint; 1250 Ibs.

:g~,s2-Pig,S---------------------I~ p~~s; _~_~~~_=~~~~~_-

seed I
-_~-_-_~-~

105 50 35

Soysbeans in COllL ~ acres

5 bu. beaus; 1 ton hay

_ 50

Cotton Corn tiogs

1 acre 1 acre 1 sow, 4 pigs

400 Ibis. lint; 792 Ibs. seed 1

54 bu.; lh ton forage

_

4 ,pdg,s

_

15 48 24

Pou1try cotton

..,0 birds ;; a,cres

46 doz. eggs; 45 JiryNS

j 48

1010 Ibs. lint; 1987 lbs. seed __ 177

Poultry Cl>tton

I300 eggs J;; wcres

60 'pullets; 48 frjers

_ 38

1367 lbs. lint; 2461 'Ibs. sced __ ' 53

Poultry

'l50 eggs

28 pullets. 35 fryers

1 18

cotton

a"res

.14200 Ibs. lint; 8200 Ibs. seed __ 100

~o;:s---::---=-~~-:.---------:.---------=--If ~g~":"7-PigS---------------------:~~i~~---::::::===::::-::===::=::=::::::::=::::

65 32

!;; Bean and
C',otton

peanuts_ '3

acres a,cres

-'30 bu. bean.s; 30 bu. peanuts, 35 1647 Ibs. lint; 1180 Ibs. seed __ 1 39

17U

60

I 28

I 60

I 54

I 100

1 15

I 58 I 199

I 75 I 165

II

30 318

I 155

40

42

I 109

G. P. Drinkard-------- -1:id ~: ~. ff~t~~ii-_~-__::.~-__=__:._=__=_-__-_::.: ~ ~~~es~_~!~_S_-_-_-

____ I A. H. !'ouLtry

250 eggs

-_-_::i~2Y/f~s::li;;t;-1:i80-11;;::-se-e~ Ie.::.:: 1

55 fryers; 70 pullets

_

28 104 24

I 30
11'14 I 32

Toby 'CowarL

, _1__9_ II

F. C" IHortL

Cotton Pecan,s

EUw,ood Durden __._____ 15 I F. C. (Jorn

3 acres 1 acre I:i aores

1600 Ibs. lint; 120 Olbs. 1No <supply 126 Ibushels

seedl _ 1

58 20 50

1 166
I 20
I 200

14 8 8 8 8 6 8 8 8 8 14 14 8 8 8

1:$ 17.00!$ 31.50[$ 48.50 ~1i~.5U,:ji \51 .50I~~4U.(JU,~1~1."UI~

I 5.60 7.751 13.35 ------1 82.501 82.501 69.151

2.401 10.801 13.20

60.001 60.001 47.801

------1 , I
I

5.601 7.75 13.35 4.10 24.501 28.60

~O.OOI 70.001 56.451
____ I 105',251 76.651

1 13.50 10.501 24.00

67.501 67.501 43.50

;=~~~I-- I 1.501 13.:.J01 14.80

70.00T 70.001 65.201

II 4.851 8.551 13.40 29.401 37.951 67.35 6.80 14.501 21.30

45.00, 50.001 95.001 81.65 34.781 232.301 267.OS1 199.73 18.001 45.001 63.001 41.701

66.05 39.851 105.90 492.11,1 __ ____ I 492.111 386.211

II

2.601 28.801

8.401 200.00:

11.00 I1
228.80

__1_4_.0_0_11112411..000011114315..000011

24.00 912.201

16.001 3.601

28.501 18.501

44.50 22.10

______ 1
______

17872..500011

187.501 72.001

137.501 49.901

11:i.50!$2OS.o() 5.00 74.15 3.501 1)1.30 5.001 61.45
1.501 78.15 4.801 48.30
2.401 67.60 4.801 86.45 17.701 217.43 3.801 45.50 5.30\ 391.51 1.801 25.80 10.00\ 922.20
6.501 14-1.00 3.201 53.10

I8 1 3.901 16.251 20.15
8 I 10.201 35.25' 45.45

23.00 95.001 118.001 97.851 178.141 __ ____ 1178.141 136.091

3.501 101.35 3.901 :139.99

8 10

2.801 13.221

1'1.401 32.111

17.20 45.33

------1 166.201

38.40
__ ____ I

38.401 166.201

11.201 120.871

2.801 14.00 10.401 131.27

8 8 8 8

2.801
II 15.121
I 2.001 17.501

13.001 34.151 10.001
33.9-1'1

15.80 49.27 12.00
51.4-1

28.00: 1;36.001

__3_5_.0_0_1I

63.001 156.001

47.201 'U6.731

____ I 20.001 6.001

======1157.50', 157.501 106.061

2.401 49.00 5.801 122.5-3 2.001 8.00
5.001 111.06

Virgil 'Grim"s

-iid ~: ~. ~.;:;:

George Durden

. 16 1 F. C. C'orn

Greeu '.DruitL__________ 16 I F. C. Oo,rn

.::.:: .::

~ ~o:cr;~_~!~~~-.::
3 lLores 5 acres

-:::~g ~~~~eis_:._:._:._:._::._:.::_:._:._:._:._:._:._:._:._:._:._:._:._:.-

==.i120 bU.; "12 ton forage

.::

40 30 29

.1125 bu.; 1 ton forage

__ 44

16 I F. C. PouLury

60 eggs

I~~ fryers; 20 pullets

_6

Hubert Waters

20 I F. C. ::lweet Potatoes
----I F. C PouLtry

llh acres

.120 crudes

300 eggs------------ 1'50 fryers

_ 30 . 17

Bernard Lowry L.H. ,Coleman

I '14 I ,F. C. Poultry
18 F. C. Poultry

80 eggs 300 Ihens

51 fryers

. 12

275 doz. egg,s; sold 150 hens __. 50

Joe Pr1t'chllJrd

17 17

I

F. I!'.

C 'C.

Poultry ::lweet P'otatoes

80 eggs------------- 15 pullets; 25 fryers

2 acres

60 0ratoo

_ 13 1 50

flarnest Webb and Roy webb Bertie Hooks

18 I ~. C. PsuLtr y ------------- ~5 eggs------------- 6 'Pullets; 11 fryers

I 116 F. C. Insh ,potatoos

. 2 acres

.365 crates

-- __ A. H. Pou1try------------- 150 eggs; 25 hens __ .30 d,oz eg1gs; 100 fryers

!. 8 150 , 50

'Voodrow W,erutherford-

iHortL I,rish potatoos

.1 acre

'\J9 'c,rates

_ 34

Olin Johnson

161'F. C. s.oy Beans

3 lLcres

.13 bu. beans; 2lh tons hay ----- 25

____ A. E. Pecans a.nd Peache,3 <tcres

_

30

I 3-1

I 56 I 58 I 174

I 15

11'10

I 20

I 10

I 56
I 14 I 60 I 12
, 310

!

32 71

75

124

8

3.101 17,1301 20.70 ------1 90.001 90.001 79.301 4.001 83.30

6 8 8
8 6 8 8

'5.351
II 5.401 12.41 [
I 1.501 12.251 2.001
I 1.001

5.001 18.001
32.251
5.401 15.00 10.001
3.501

10.35 23.40
44.60
6.90 27.25 12.00
4.50

-_-_-_-_-_-_11 1:5205..000011

25.001. 14.651 150.001 125.00

-12~501

227.001 20.001

227.001 32.501

182.401 25.60

108.001 ______ I 108.001 80.751

60.00\ 24.00

__ __

____
____

I
I

60.001 24.001

58.00\ 19.501

3.001 17.6-'> 2.901 129.50 4.401 186.80
.601 26.20 3.001 83.75 1.70' 59.70 1.201 20.70

8 I 5.301 28.801 30.10 202.001 __ ____ 202.001 1171.901 5.001 175.90

I 8
8

I

1.401 3.f\;)1 5.801 16.501

5.05 22.30

__1_0_._0_0

7122..00001[

22.001 16.951 72.001 49.701

1.301 18.25 5'(JOI 54.70

8

1.20\ 3.101 4.60 4.401 6.001 10.401 5.801 .801 6.60

14 I 31.001 87.501 118.50 180.001 15.001 195.001 76.501 15.00' 91.50

8 I 3.001 12.401 lidO 50.001 25.001 75.001 59.60[ 5.001 64.60

10 3 3

I
1

76..13001

10.001 14.801

1 12.101 80.001

17.10 21.10 92.10

57.001 66.001 123.001 105.901

------1
------1

--7_2_.0_0_1I

72.001 100.001

47.201 7.901

3.401 109.30 2.501 49.70 3.001 10.90

---_I JamesPoston

-- __ I A. H. Garden

Dan B~at~righL------

F. -C. Cotton

. lh acre 3 rucres

Snpplied family of 8

_ ,10 25

888 Ibs. li!'t;. 1776 lbs. seed __ 38 183

8 9

I I

2.501 16.001

7.:J5! 37.061

9.85 53,Ofl

------1 230.881

__5_5.001I

5.'>.001 230.881

44.151 177.821

6.001 46.1.3 3.801 181.62

Prwtt .co,"arL

16 16

I

A. .A.

H. H.

Cotton Co,rn

F'rank Harris__________ 15 I IA. H. Cotton

8 acres 16 acres 3 ,acres

. 1632 lbs. hIlt, 3120 Ibs. seed __ 56 319

.209 bu.; 2 ton forage

_ 57 268

. 588 lbs. lint; 1176 Ibs. seed __ 50 223

8 8 8

1 26.501 113.371 139.87 I 26.801 87.631 114.4:1 I 18.001 42.221 60.22

415.721 __ ____ I 415.721 275.851

______ 1 147.881

_2_8_9_.0_0_1I

289.001 147.881

174.571 87.66'

5.GOI 281.45 5.70j 180.27 5.001 ()2.66

.Hm Ellington Garv Weatherford

20 I A. H. Cotton I F. ,C. Cotton

3 lLcres 5 a,cres

.467 tbs. lint; 34 'Jbs. seed _ 52 186 2223 Ilbs. lint; 4446 Ibs. seed __ 104 316

____I 8 I 15.001 41.651 56.6-'\ 121.421 __ ____ I 121.421 64.771 5.201 69.97

12 I 33.2.~ 45.001 78.25 5'7.!lS! __

577.98[ 499.73) 10tOI 510.I::

Jim' Rny -CowarL Revnoi<ls Den,ton
FeLtz Bj'rd
,
Cha,rle,s Durden

16 I A. H. Cottou

3 ,acres

907 lbs. lint; 1812 Ibs. seed __ 6.~ 179

., ]8 1 F. ,C. Cotton

3 lLcres

. 4.50 lbs. lint; 888 lbs. seed__ ' 45 157

ll~ 1 A. H. Cotton

2,,lh Hcres_.----------. 700 Lbs. lint; 1'100 Ibs. seed 1 30 20

g ~o I ~:

~(~1~u'S.::.::.::.::.::~~~.::.::~~.::: ~/~s~~~-~~~-s-------:.-----:.__:: ~~oPlg:._::._::._:.-__:._:._:. _:._:. _:._:._:._:._:._:._:._:._:._:._:._:.1

48 10

65 42

----I 'HartL Corn

4 acres

175 bu.; 2 tons fo,rage---------1 100 240

I 20 1 HartL Poultry

100 'eggs------------ 20 pullets; 15 fryers

_ 16 2-1

!l 1 15.401 44.501 59.90 7 I 14.581 1!l.501 34.08

110.231 110.86 221.09. 161.19
121.261 __ ____ I 121.261 87.1'81

6.001 167.fl!l 4.501 91.68

9
~

I 18.251 I 5.401

26.681 24.:.JOI

44.90 29.70

192.501 __ ____ I 192.501 147.601 ______ 1 100.001 100.001 71.301

3.001 1506\} 4.801 76.10

I8

1.351 4.251 5.55 ------1 98.401 98.401 92.851 1.00! !l3.85

8 8

21.501 I 1.801

32.001 5.501

53.50 7.30

--'6,00\

25~46..705011

2M.751 2'2.001

191.2.31 14.701

10.001 201.2:> 1.001 16.30

Gideon Brown

1 16 I F. C. Corn

3 Hcres

. 60bushels

_ 3~ 138

6 1 12.30' 25.601 37.90 .. -----1 75.001 75.001 36.101 3.201 38.30

____ I A. H. Poultry

100 !eggs------------ 45 fryers; 20 pnllets

_ 19 35

8 I 3.2.31 8.451 11.65 ]:1.501 1,5.001 28.50' 16.&'>1 1.901 18.75

____ I F. C. Beans and peanuts_ 3 a"res

Foster

.Tohnson--------

__1_6_ I

F. A.

C. H.

Corn So,w

1 acre 1 so,w

. n]0

,bu., ,peanuts; bushels

12

bu

beans __ _

16 24

65 67

1 sow

_ 20 16

8 I 6.30' 12.801 19.10 30.001 12.00' 42.001 22.901 8 I 6.171 \).001 15.17 - -----1 50.501 50.001 34.831
8 I 1.601 10.40\ 12.00 ------1 50.501 50.001 38.001

1.GOI 24.50
2.401 37.2:3 2.001 40.00

------1 ~d~t~~~h J;.rt!L~~~~_:._::. _:. ~~_: I:~. ~~~:s=_=_=_=_=_=_=_=_=_~=_=_=_~=~~ L~~i~~=i~~::.=-=-=-=-=-~.=~ ~6p\:~:~-~.i~.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=.=

26 ]0-1 28 ] 12 33 20

6 1 9.42' 1-1.501 16.92 ------1 87.50, 8.501 70,,';81

6 1 11.751 15.801 27.50 8 1 11.801 12.501 14.30

90.001 90.001 62.501
:ro.ooT 30.00' ] 5.70:

2.601 73.1';
2.801 65.30 3.301 19.00

Lawton 8- Martin Lynsky. Lanton L.

] 151 F. C" Corn IS 1 HMh. PeraTIs

6 acres 1 acre

. 75 Imshels _

32 1 12

&8 40

10 8

1
1

5.8.51 4.001

10.001 10.001

15.85 14.00

------1
I

-

8-9_.0_01I

89.001 30.001

73.151 6.001

3.201 76.35 1.201 7.20

pounds ofhens sold; and number of birds kept for layers or sold for breeders. Cost of Production:
Charge ten cents per hour for self labor and actual cost for other labor. Charge fifteen cents per hour for mule labor including implements. List rent at current cash rate, fertilizer and other materials at cost. Income Value:
Add the value of products in hand at current market prices to cash sales to find total income value. iSubtract total amount from income to find net profit. Add self labor at ten cents per hour to net profit to find total profit or labor income.
The following is a completed statement of one year's project work from the Emanuel County Institute at Graymont-Summit, Georgia.
Annual Summary of Teachers' Activities
The annual summary of the teacher's activities is designed primarily for supplying the necessary information for the annual report. It should be completed during the latter part of the fiscal year ending June 30th. Most of this information can be taken from the regular school records.
Provisions should be made for keeping such data as community service rendered by the teacher and directed practice other than home projects. In order that data relative to community service may be given readily and without embarrassment, the teacher should provide himself with a small pocket note book and jot down this data at the time the service is rendered.
A good plan for keeping a record of the directed practice other than home projects is to have each pupil in the argicultural class provide a page in his class note book for reporting work done under the direction of the agricultural teacher other than project work. By giving sufficient credit for this type of work the agricultural teacher may greatly increase the practical experience of his high school boys, as well as improve the quality of a number of farm practices.
While there is a possIbility for improvement in practically all of the skills in farm work, the best opportunity for this type of work lies in having the boys do those jobs that are least understood by their parents, such as inoculating legumes; hill selection of potatoes; field selection of seed; spraying trees and vegetables; caring for stable manure; proper feeding of farm animals, etc.
51

Such practices as these not ouly strengthen the contacts of the school and home, but lend zest to the classroom discu,;sions.
The form appearing on the next two pageS' will be 'upplied to the teacher at the end of each fiscal year for supplying a complete summary of his activities:
The boys in the agricultttral class can 1I1ake the bulletin filing boxes l'eqltil'ecl by the agl'icultttl'al clelJal'tment.
52

AN::"il'AL SDDURY 01' TEACHER'S ACTIVITIES

~ame of SehooL

. Date

.

_

Teaeher

_

I. Instruction in All Day C'J,as$es.

--- ---- ,----

Suhjeets Taught

XnmhC'l' Em'olled

Average Attendance

! -----------_._-------- --------

1 ---

_

I

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

!

-----------~~~~~~~~~ 1-_-_-_--------------

_

__________ II

_

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

1I. COllllllunMy SerJ''"'ire.

Sel'\~~ce to Groups

, - - - - - -

Numher of Meetings

Ko. Served

-----1----

,

G-rollIHL

.

_

FairR

!

_

Oell. Ell.

_

Rof'ial

_

Ot1lpr __

Service to Individuals

Field of Service

Ko. S-erved

Fa rm CropR

. __

Aninl<ll IIus])aIHlry

_

II () \. t,i pul tn re

-- '

Farlll jI{'-('ll:tlli('R

_

o t 11 er __,

_

_ -T-o_t_"_L=--=--=--~-:.::-"'-_=-_-_--_-_-_-,c-:.::-"'-_=-_-_-.:._.:._:.::-"'-_-_=-_-_"'_::_=-__--=--=-_-_' '=-I'_o",h_,1-=_:.::--=-_=-_=-::.--::._::_::_:.::-:.::-:.::-_=-_=-::.--::.-::.-::-=--=-:.::-:.::-_=-=--=--- - - - - -- ---

TTL Diree.ted Praeltice Other TIlan Home Projer,ts.

Numher of Hours

B":ll'lll ero11S,---

_

Anima1 Hush"ndry

_

Hortipul tn 1'0

,

1'-'n I'm ~,hop---------------

_

o t her_-_-=_~=__='_'__-__=-

_

- - - - -----~._------
53

1. P,relimina,ry Statemeu t. Character of P,roject

IV. Project Summary, Number Enrolled

Scope

- ---------~-:.::-~-====:_-=---,--'-'--'=-='-'--='~=='::':='':::'::==:'::--:::':-:-:'::-=-==--:'::-~--:'::-==--::'::-:'::--=-:-=---=-=-:.::-~--:.::-~--:.::-~--::.::-=---

'rotaI NumlJer of Iud ividuaI8

_

2. Final Summary.

~~

i'a

Projec,t

8

s

~ _1_:

______ 1

-

.------__ 1

~bJ)
\ ~J
, ----

\!
-1

\
I
! I~ I ,1--------

._-------------- .-------- -------_. ----------_. --------- --------- --------- --------
... ._-.:.::::::___::r:::::-:: -::::::::1::::::--

Totals

----------. --------- --------- -------_. --------- -------

r-.L~ot:1] No. Individual,s

.

Signec1

_

Teacher

APPROVED

_

State 'Super"isor of Agri'l. Education.

Signe'd

.__

Supt. Oil' 'Member of Rd.

Part-time and Evening Class Reports

Special forms for reporting part-time and evening classes will be furnished to the teachers who conduct such classes.

54