Vocational agriculture in Georgia high schools; organization and administration, 1927

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13<{

;vo.

cational

Agriculture

In

Georgia High Schools

Organization and Administration

No. 10
Pabli'bed by
Georgia State Board for VocatioDal EducatioD
Port B. Laad, Executive Secretery ATLA TA, GEORGIA

VOCATIONAL AGRICULTlJRE
In
GEORGIA HIGH SCHOOLS
Orgar.ization and Administration
Wri/ten by PAUL W. CHAPMAN Director GI Vocational Education
and L. M. SHEFFER Supervisor 01 Agricultural Education
Published by the Georgia State Board for Vocational Educatiun
Fort E. Land, Executive Secretary Atlanta. Georgia i.

GEORGIA TATE BO RD POR VO ATIO. AL EDU ATIOX

ME)I BER' OF B .\RO

'UARLE M. "ELLTKG} Chail'man

Athens, Ga.

han enol' of the niver it~ of Georgia)

W. C. VEREEK} 1 ice-Chail'lnan

)Ioultrie Ga.

Ho -. F. E. LXND. E.xecl~tive ecretary

Atlanta, Ga.

(tate uperintendent of School)

lUI T .\TE

Tate, Ga.

l.\:x L. McRAE



IcRae Ga.

R. W. TRIMBfJE Ro COPEL.\l\O

Trimble, Ga. Augu ta Ga.

T.\FF

P.\UL W. HAPM.\N

Athens Ga.

(Director of V 'ational Education)

1I EpslE AMPBELL

Athen, Ga.

( uperv1sor of Home Er-onoll1ic. Education)

L. 1\1. HEFFER

Ath n' Ga.

( upervi or of AO'ricultul'al Education)

J. F. .\NNON--

Atlanta Ga.

(Sup rvisor of Trade' and Indu trial Education)

GEO. D. Goo.\RO

Atlanta Ga.

( upen'i or of Indu. trial Rehabilitation)

ii.

VOCATIONAL AGRICULTURE IN GEORGIA HIGH SCHOOLS

Organization and Administration

CO TE TS

The Place of Vocational Education in the Curriculum____________ 1

Agriculture and the Consolidated SchooL______________________ 2

Qualifications of Agricultural Teacher

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

Al~day

8

Shor~unit

8

Par~time

9

Evening

12

Course of Study

12

Scheduling the Classes_______________________________________ 13

Room and Equi'Pment

15

Suitable room

17

Text books

17

Library

17

Lwboratory 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 Fairs

41

Variety Tests

41

Judging Contests

42

Repor~

42

Course Ca'lendars

44

Project Repor~

47

Annual Summary of Teachers' Activities

51

Part-time and Evening Class Reports

54

Ill,

FOREWORD
Every high chool in Georo-ia that includes Vocational Agriculture in its curriculum i receivin 0- aid from the Georo-ia tate Board for Vocational Education. Mo t of the fund that are being expended at tbi time a ub idie to the hio-h chools giving thi instruction are apportioned to the tate of Georgia under the provision of the Smith-Ruo-he Act. Thi national vocational edThCation Act set forth certain ondition that mu t be met in the leo-al expenditure of the e fund. The e condition have b en embodied in a tate plan for agricultural eduC'ation that ha been prepared by the Georgia tate Board for Vocational Education.
One of the re ponsibil-ities of the state upervi 01 of ~wricul tural education is to di eminate information regardino- th plan. Intere t in the teachino- of vocational agriculture i gro\rinorapidly in Georgia that per onal letter mimeoo-raphed material and brief circular no longer meet the demand for information. Consequently thi bulletin was prepared to give inf nnation concerning the organization and adminiS'tl'ation of vo ational ,agriculture to: teachers of vocational ao-riculture; student. in c lleo-e of agriculture who are preparino- to tach in bio-h 11001.; county and city uperintendents ; chool official . and other' intere ted in this pha e of vocational education.
PAUL W. CHAPMAN, Director.

TEACHING VOCATIONAL AGRICULTURE IN GEORGIA HIGH SCHOOLS

Organization and Administration

It is the concensu of opinion among educational leaders that the

high chool should provide vocational training for both boys and

girls.

I

By voca1Jional training i meant I uch educational cour es as will

equip the individual to secure a livelihood for him elf and tho e

dependent on him, to erve ociety "ell through his voeation, to

maintain the right relationships toward his fellow worker and

ociety, and, a. far a.. po' ible, to find in that vocation hi own best

developmen t.

For the city high. chool the election of the vocational. ubjects

that should be taugh t is relatively difficult on a count of the com-

plexity of mo ]ern city life. FortUllately the rural high cho()l, and

the high school in the small town that erves rural patron ha no

nch difficult problem. In mo t . chool of thi. type Home Eco-

nomics cour e should be offered for the girl. and Agriculture for

the boy. Thi i e. pecially true in a great rural state like Georgia:

where three-fourth of the population i engaged in the bu illes. of

farming.

The ntTal consoZidatecl school lJ1'ovides the icleal situation tOT the tecwhing
at lJTactical agTicuUme.
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-Hughe Act was passed. 'rhi wa an Act pa ed by the Congre of the United States that appr.opriated, for the fir t time in the hi tory of the country, funds that were to be used to partially pay the salaries of teachers ,in public school. Thi money was made available to help pay the salaries of teacher of vocational subject, 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 the General A embly of the State of Georgia for the purpose of promoting and supervi ing a state-wide program of vocational education, and to administer the funds which Georgia recei ved under the ational Vocational Education Act.
Since that time the progre s made in the teaching of high school agriculture has been very rapid. During the pa t school year more than one hundred and forty teachers of vocational agriculture were employed in the tate, and ,in all probability the number will rapidly increase in the future.
What Schools Should Teach Agriculture
Every high chool that seek to serve a rural di trict hould offer a cour e in vocational agriculture, but the eight year' experience of the State Board for Vocational Education indicate that the new type of rural con olidated school which i being developed in all part of the tate provides the ideal situation for the teaching of practical agrticulture.
The con olidation of the rural school of Georgia and the teaching of vocational agriculture should go hand-in-hand. Such a chool profit from employing a teacher of vocational agriculture in many ways. Among them may be mentioned the following:
(1) By employing a teacher of vocational agriculture the chool 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 ha a thorough kno,' ledge and a ympathetic under tanding and appreciation of the problem of a rural community.
(2) Such teacher are employed for twelve months in the ypo~
2

and can give the ummel' months a well a the time that chool i in e ion toward improving the chool and community.
(3) The teacher of vocational agriculture mu t vi it the homes of the community to carryon hi agricultural in truction. This give the chool contact that many academic teachers do not e tabIi h.
(4) Such teacher are in tructed to conduct cIa e for boys who have dropped out of chool, and for adult farmer, a well a for the pupil regularly enrolled in chool. Thu the entire community profit from the ,in truction O'iven by the teacher.
(5) By employing a teacher of vocational agriculture additional fund are made available through the aid given by the State Board for Vocational Education.
(6) The employing of uch a t acher in, ure a pra:ctical type of curriculum de igned to m et the need of the patron of the chool; that i , one ba ed on the activitie. of the people of the community.
(7) The chool i in ured of a clo er upervi ion of the teacher' work than would otherwi e be po ible, becau e the tate Board for Vocational Education employ, three upervi or of agricultural education who pend the major portion of their time in pectinO' the "ork of the teacher of agriculture.
The State Plan for Teaching Agriculture
In order to ecure the federal funds available under the provi ion of the mith-HuO'h Act. and to maintain. a high tandard of efficiency, a tate plan for the teaching of aO'riculture ~n the approved high chool lepartment "a prepared by the tate Board for Vocational Education. The e ential feature of thi plan, 0 far a they relate to organization and admini tration, are et forth in thi bulletin.
Qualifications of Agricultural Teachers
In order for a high chool to receive tate or federal aid toward the maintenance of an ag):icultural department it i nece ary to employ a qualified teacher. The qualification of teachers of Vocational Agriculture as et forth in the tate plan for Vocational Agricultural Education are g,iv n below:
1. Only men at lea t 21 year old "ill be con idered. 2. All teachers mu t have had two year of farm experience ince their fourteenth birthday.
3

3. Must be graduated from the Georgia State College of Agriculture, or other in titution of equal rank, and must have completed the four-year course prescribed by the Georgia State Board for Vocational Education, which tincludes in the requirements for the B.S.A. degree twelve hour of profe ional work in the Divi ion 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 Divi ion of Certification of the State Department of Education, Atlanta, Georgia.
Upon completion of the course set forth above any can<lida:te for a vocational agricultural certificate may write to the Director of Certification and secure the blank forms that mu t be filed. When the e are properly filled out they should be mailed to the Supervisor of Agricultural Education, Athen Georg~a, with one dollar. If the upervi or of Agricultural Education find that the applicant meet all the qualification for teacher 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 alary of the teacher of vocational agriculture i establi hed by the local tru tee or the county board of education, just a the salary of any other teacher. The tate Board for Vocational Education ha not attempted in any way to (, fix" salaries or to establish any ~nimum alary. However, it is difficult, under ordinary circum tance , to employ a fully qualified teacher for less than $2,000 a year.
One's first impre sion might be that thi is a rather large salary but there are two fact which mu t be taken into consideration in thi connection: fir t, that the e teacher are employed for twelve months in the year' and econd, that the nature of their work reqcire that they pm'cha e and operate a car in the uperyi ion of their projects and in carrying on community work.
4

Teachers' Contracts
The tate Board for Vocational Education ha found that it greatly facilitate matter of bookkeeping to haye board of e Iucation make written contract with teachers of vocational agriculture. Contract forms may be ecured by wTiting the tate upervi or of agnicultural education.
The e contract hould et forth the tenure, the monthly alary, and the per cent of time that the teacher i to give to aO'ricultural in truction. Since the fi cal year of the State Board for Vocational Education run from July 1 to July 1 the contract hould be dra"ll to clo e on June 30.
lt hould be borne in mind that the e contract et forth an agreement between the board of education and the teacher. Con equently the teacher must look to the board of education for the fulfillment of the terms of the contract. The State Board for Vocational Education enter into official relation, not "'ith teachers but with boards of education and the tru tee of local chool.
The Plan of Reimbursement
The term of the teacher contract contemplate a monthly payment of the alary by the board of education. The payments of the tate 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 a follows: October, January, April and July.
Where a teacher give hi entire time to agricultural in truction the State Board for Vocational Education will pay' one-half of the total annual alary in uch school a 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 purpo e of paying the alaries of teachers of vocational agriculture. Furthermore these funds can be u ed only for paying for agricultural instruction. There is no objection on the part of the State Board for Vocationa:l Education to having teacher of agriculture teach any ubjects offered in the high school curriculum in addition to agriculture, but it should be di tinctly under tood by board of education that when such a plan i followed that the reimbur ement made the chool will
5

not be on the ba is of one-half the total annual alary but will be prorated on the ba is of the time given to agnicultural teaching. The way in which thi effect the amount of reimbur ement is et forth in the table below and al 0 i explained in that ection of the bulletin that deal with the making of daily chedule.

Time Given to Agriculture
Full time __ - -
Half time ____
Three-fourths time

Allnu~l alary 2400
$2400 -
$2400

Part Paid by State Part Pald by Local

Board

Board

1200

$1200

$ 750

$ 975

I

$1650 $1425

In explanation of the above table it hould be tated that each of th~ calculation i determined on the basi of a maximum dfuily teaching schedule of ix forty-five minute period. In the ca e of the full-tiane agricultural teacher he might give in truction to two or three cia es in agriculture, meeting each cia for a double period of ninety minute. 'l'he half-time man nilght have one class in a:griculture and three or four academic ubject. rfhe teacher who gives three-fourth of hi time to agricultural in trllction might have two group in agriculture and two other cia e.
In the opinion of the State Board for Vocational Education as

..:l. tvell-eq1ti1JPed ag1"ic1tlt1t1"al classroom. 6

based on an experience of a number of year it ,i advi able to allow a teacher to give his entire time to the development of a complete community program of agricultural education embracing all-da~', part-time, and evening cIa es, and community ervice. In 10 ating new chools preference 'will be given to chool reaching enough farm boy to indicate the pos ibility of developing uch a full-time agricultural program.
Source of Funds
In general it may be aid that the salary of the teacher of vocational agriculture i paid from two distinct ource : (1) tate and federal fl.md ; and (2) local and county fund.
rrhe tate and federal fund for this work are admini tered by the tate Board for Vocational Education in accordance with the provisions of the IDJith-Hughe Act, and the Georgia State Plan for Agricultural Education, the principal provi ion of which are discu ed in thi bulletin. Local or county board of education in paying the alarie of teacher of vocational agniculture are permitted by law to u e any fl.md that are availabl for any phase of the educational proO'ram carried on by the county. There are ev ral countie. in which a special educational tax of one mill, or more ha been added to the levy previou ly made for educational pmpose 0 that funds would be provided for employing a number of teacher. of vocational agriculture. In mo t uch counties the e t acher' are acting a principal of con olidated school. Where uch a plan is adopted and the teachers have two aO'ricultural cIa e and O'ive no other in truction the tate Board for Vocational Education "ill pay one-half of the total annual alary in uch chool a it ha the fund to approve.
KINDS OF CLASSES Some Definitions
The Federal and tate Board for Vocational Education recognize four type of Agricultural chool., or cla e, each of which Js di tingui hed from the othcr by the age of the pupil enrolled or the plan of organization. Becau e a uniform terminology i e sential to any common under tanding the definition, of the e type of cIa se are given b low and teacher of vocational agriculture are a ked to familiarize them elve 'with the e definition 0 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 confu ion:
(1) The All-Day 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 chool and not less than an average of ninety minutes per day supervi ed practical work.
('2) The All-day Short Unit Course School. This is a school in which pupils pursuing the u ual public school courses take a minimum of DJinety 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 person who have 'entered upon the work of the farm return to school and pursue short unit course 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 Yl'110 do at lea t 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 ""ill 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 o,therwise specified, it is understood that the plan of work presented in this bulletin refers particularly ta this type of school.
All-day Short Unit Course 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 cIa ses 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 uch chool hould, in all probability, be confined to one enterpri e each year.
Part-time Schools and Classes
Upon reading the Smith-Hughe Act, wh'ich provide a large part of the fund for carrying on the program of agricultural education discu ed in thi bulletin, one will find that the agricultural in truction contemplated i de igned for two general cla se of people"tho e who have entered upon, and those who are preparing to enter upon the work of the farm or of the farm home."
It may, perhap , be significant that those "who have entered upon" are mentioned before tho e "who are preparing to enter upon the work of the farm or of the farm home."
In the light of this quotation fro.m the text of the Smith-Hughes Act, it should be borne in mind that the two type of school or classes prev~ou ly discussed, the all-day and the all-day short unit course schools, give in truction to the group that presumably is preparing to enter the vocation of farming.
The other two types of chool -part-time and evening-are designed for those per on who are actually engaged in farming.
It should be tated in connection with the di cu ion of part-time and evening cIa e that the e term 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 objective and the nature of part-time cIa e for farm boy :
Objectives
"It is a well known fact that in every rural community there are large numbers of young men (}f chool age (14-1 ) who are not in attendance upon any choo1. In fact, in mo t communities there are more of the e young men out of school than in choo1.
"When we add to thi group, tho e other young men who are between the ages of 18-24 and who are now engaged in local farming either as laborer or farm operrutor , we have omething of a pictul'e of the problem of part-time teaching as far a numbers are concerned. The primary objective of part-time classes in agriculture is to reach the e Y01mg men, and offer to them an opportunity 10 continue their vocational and civic education.
9

"From the standpoint of vocational teaching, the school having department of agriculture have committed them. elve. to a program of agricultural in truction that will reach tho e young men who are a.lready engaged in farming a well a. tho. e who are preparing to engage in that :field of work. p to the pre ent time however, the principal effort has been directed toward reaching tho e already in attendance upon high school cIa se, and li,ttle attention has
BVe7'y boy em'ollea in vocational agric~~ltm'al clctSses is eX1Jectea to ca1TY on a horne lJToject a.s a lJaTt of his 1'eq~~irea school w01k. That is, he is expectecl
to ao sorne lJ1'actical faTrning mule1' the s~~1Jervision of his instnwtol',
been given to that large number of young men 'who are out or chool and already ena'aged in farming.
"As a matter of elf pre ervation, the rural high school is awakening to the nece sity for extendino- it in truction beyond college entrance preparation to the preparation of tho e who will make up the future citizenry of the local communHy, The chool is beginning to realize that the e, "ho may be reached through part-time classe , are they who will be the tax payers of tomorrow, and upon whom the future economic ocial, rella'iou , and educational life of the community will depend.
"The principal objective of part-time cla e, therefore, are: (1) to reach the young men of our farming communitie with organized instruction; (2) to make the in truction :fi't the needs of a: particular group, in a particular community; and, (3) to make a better farming community, economically and socially,
10

The Nature of Part-Time Classes
"It hould be borne in mind that the individual of mo t parttime clas e will pre ent a wide variation in chool atta,inments. Some may have attended high chool, other ma have completed only the primary grade of the elementary chool' ome may read well, other may read poorly; ome may be ixteen, other twentyfive, etc.
"The fact that mo t of the e young men have had little chooling, and that any part-time cIa will pre ent wide variation in chool attainments and farm experience, would .indicate qefinitely that pecial cour e mu t be organized to meet this situation. Work of graded chool content or tandard mu t be cast a ide, and we mu t begin with the individual intere ot within a cIa and growing out of the every-day need of the individual.
" 'The subject taugbt are elected according to' the particular need of a given group of boy ; that is, there i no regular tandard course of study for these part-time cour es. For instance, if a group of six want to go in for two weeks and I arn how to raise baby chicks, the cour e deal only with how to rai e baby chicks. It will be noted that the characteri tic thing about these part-time cour e i their elasticity as to length and subjects taught a contra ted with the organization of the regular high chool. The same sort of upervi ed farm practice that is carried on with th boy. ill the regular high cbool agricultural departments i carried out in the e part-time cour e .'.
It should be further tated that the e cour e hould -be inaugurated in uch a way that the part-time gronp would understand that the chool will continue from year to year to offer such cour e a long a there 1. a demand from the group. In other word the chool hould have a definite continuou part-time program and the e young men bould know it and feel free to come from time to time and partake of the school s offering ."
There i every rea on to believe that the next great educational
development in thi country will be in the field of part-time chools.
Already the great leader of indu try and comm rce in America are
co-operating with educator ,in providing part-time in. truction for
the city boy and girl and in order to equalize the educational oppor-
tunity of the boy who elect agriculture as hi vocation some a:gency
must a ume the re pon ibility for giving him that instruction that
will improve his civic and vocational intelligence. That agency
should be the public chool ystem. The teacher of vocational agri-
culture are ready to a ..ume tl1i. respon 'ibility 0 far a. their com-
From Eighth Annual 1Report. Fed ral Board fOI' Vocational Educa.tion.
11

munities are concerned and ill thi effort they need the enthu. ia tic support of chool official and their fello\T teacher .
It should be noted in the definition of Part-time choo1. that in addition to Agriculture the pupil are to receiYe in. truction "in ubjects which improve their civic and vocational intelligence. Thi mean that the cour e of tudy. hould provide for in truction in Arithmetic, pelling Reading and other ubject in which the member of the cIa are inter ted.
Part-time cIa e may be ch duled at any hour of the day that is convenient for the teacher and member of the cIa , but any school official who are intere ted in promoting thi type of educational work should arrange the chedule of the agricultural teacher so that such teaching may be done during. chool hour.
Evening Schools and Classes Evening and part-time schools are similar in many re pects but are quite different in that the pupil in the evening cIa e are usually older than tho e in the part-time cIa. e., and the work in the evening chool and cIa e i.. confined entirely to Agriculture where in the part-time cIa e . ubject such a reading, writing and arithmetic may al 0 be taught. The meeting of the commlmity pure eed a ociation where a definite program of tudy looking to the improvement of cotton production i followed under the guidance of the teach I' of vocational agriculture, are example of evening cIa e.
COURSE OF STUDY FOR VOCATIONAL AGRICULTURE The cour e of tudj' for the agricultural department in a high chool may be h,o. thr e or four year in leDO'th. One unit of credit will be given for each year' work.
Content of Courses First Year. The firt year'. work, Farm rop., con. i t of a . tudy of the major farm crop of the community including: selection of seed, harve ting, election of land, oil t,vp . and adaptation, fertilizer, oil improvement, eeding and cultivation, terracing land etc, hop jobs, such a. l' pairing tools and implement., making simple farm equipment uch as ingle-tree., hammer handle, etc. Second Year. The second year' ,,'ork Animal Hu bandry, deals with live tock production and include . uch problem a . electing animal, feed and care of live tock, including poultry. Such farm hop job a are related to liv tock farming are taught during the econd year. Third Year. The third year "'ork Horticulture, deal ,,'ith
12

problem involved in orcharding. gard ning, land. aping home ground, etc. with the. hop jobs relating to thi type of ,york. In mo t communitie in Georgia the gardeninO' and orcharding problem are approached from a home upply ba i .
Fourth Year. The fourth y ar' '\'ork, Farm ::\Ianagement and other ubject include the problem that deal with the farm as a whole, uch a in uring building.. equipment, animal. etc., paying taxe , replanning field. fencing. caring for farm ma hinery, renting land and buying land.
Where de irable one-half year may be given to the a,bove problem and the remainder to orne. pecial enterpri , uch a. dairying, poultry raising, or advanced work in cotton production, ~tc.
Scheduling the Classes 'l'wo periods a day for five lay per week hould be set a ide for the vocational agricultural clas. Becau e a great deal of the instruction in agriculture can be t be taught under field conditions and since hop job require a comparatively long period for .efficient work, it i highly de irable to add a third period to be u ed for supervised tudy when not utilized for field trip or. hop. Four ubject are all that the average high chool pupil can carry. For that rea on any pupil taking a vocational cour e will be expected to carry not more than three non-vocational ubjects. The following weekly chedule 'Yill be t~'pical for any regular pupil tak:ng agriculture.

I )londay I 'rue day

\Yedne day Thur day

Friday

9:00 9 :45
9: 45 10: 30

English -----
Mathematics

-iO:3o11:15
- 11: 15 12: 00
12:00 12:45

Study
History
i
Lunch

12:45 1: 30

Supervised Study

1: 30 2:15
2:15 3:00

Vocational -AVgorciactuioltnuarle I Agriculture

I
I
I
-----
-
I

NOTE :--.Any other nOI1-\'o aUonal nbject may be snb tituted for the ones given. Wben tbe ,"ocatlonal \York j scbeduled in tbe morning for a given class tbe nonVlOcational \YOO"k bould come in tbe afternoon. Tbe" upendsed ~'tud:v" i intended to be a part of tbe vocational work and under the direction of tbe \"ocational teacher. See )Ian naJ for Geor~ia Teachers, page 2(y') t 213.
13

Teacher's Schedule
Two agricultural cIa e are not con idered a full time program for a vocational teacher. In addition to t"o regular high chool classes day-unit, part-tim or evening cIa e hould be organized. The local condition. will determine which type of cour e should be given. The following i a ugge ted schedule for a "full-time" agricultural teacher:

DAILY SCBEDULE-FULL-Trnm

Period

I )Ion.

Tue.

"ed.

1st

I

2nd

Supervised st udy in Ag riculture

3rd-- Agriculture TIh-- Agriculture

J

5th

Supervised st udy in Ag, riculture

6th

Agriculture

7th

Agriculture

Thurs.

Frl.

Silt.

----

XO'l'E:-In addition to the aU-day eta se one or more cour e IU da)--uUlt, parthim . or e,ening instructiou bould be given. ee pages 12 and 13.

In some in tance it may be de irable for the agricultural teacher

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

teaching uch subjects is not permitted, consequently the sa:laries of

uch teacher mu t be prorated according to the amount of time

devoted to each type of in truction. ee page 5.

The following i a ugge ted chedule for a "three-fourth.' time

teacher:

IJ

DAILY SCHEDULE-THREE-FOURTHS TUrn -

Period

:llon.

Tues.

Wed.

Thurs.

Frd.

SILt.

1st

Science

2nd

Biology

3rd

Agriculture

4th

Agricu Itu re

-

5th 6th

Study in Agr iculture
Agriculture I

7th-- AJgricultureI

Occasionally schools find it de irable to tart an agricultural department on a small cale and increa e the time the teacher gives to agricultural work a the ize and number of the clas es grow. It i not considered advisable by the State Board for Vocational Education to employ a teacher for Ie than one-half time. Most chools

14

are able to utilize the entire time of the agricultural teacher after the first or second year. The mo t de 'irable mean' of prorating the time in such ca e i to have the teacher devote the forenoon to non-vocational cIa se and the afternoon to vocational cIa e a shown in the following chedule:

DAILY SCHEDULE-ONE-HALF TDIE

-

I Period

~[on.

I '.rues.

, Wed.

Thurs.

Fri.

Sat.

1st

2nd 3rd

IForenoon

de voted

:to non-vocat -io-nal

sub jects -

4th

INoon

I

I

5th

6th

Afternoon de voted to v ocational classes

7th

I

I

I

Equipment for Vocational Agriculture
The following excerpt from Bull tin 35. of the Illinoi. tate Board for Vocational Education ( pringfield, IlIinoi) et forth some of the fundamental principle in the teaching of vocational agriculture a they relate to the equipment l' quired:
Materials and Equipment for Teaching Voca.tional Agriculture
"The be t materials and equipment for u e in teaching vocational agricnlture effectively are to be found on the farm them elve . There i no amount or kind of high priced cientific laboratory equipment that can take the place of the field, the crop, the livestock, the machinery, and in fact. the farm its 1 in th teachinO' process involv d in vocational agriculture. High chool teach r of agricultur who are not making generous use of this great out-ofdoor laboratory 'with it farm and their produce a the teaching equipment are mi ing the mark in vocational teaching.
"One of the di tingui. hing feature of vocational education i thai it is training on the job. tudent learn by doing. ome time may, therefor, profitably be spent vi. iting neighboring farm, tudying project, ob erving and participating in farm job.
"Before purchasing teaching. upplie. and equipment one hould carefully analyze the cIa and laboratory work to be offered. The proper empha i to be placed on anyone unit of ubject matter can only be determined by a careful commtmity urvey. By u ing thi basis for arriving at the kind and quantity of material and equipment, both economy and teaching u fume may be followed.
"Visit the neighboring vocational agriculture department. Help-
15

ful ugge tion will be gathered concerning pecial equipment, book, bulletin', illu trative material and many other teaching device.
"Avoid teaching in the ab tract. If the thing it elf i. not available there i alway an abundance of illu trative equipment. othing vitalize. cIa room in truction more effectively than the u e of illustrative materials which bear directly upon the di cu ion. If the study concern corn then corn hould be in the room at recitation time to illu trate the point di cu ed. Student a well a teachers hould form the habit of hunting for illu trativ material for each recita tion.
Vi ual in truction play an important role in vocational education. Teacher of agri ulture hould make a generoll ll. e of blackboard', chart. model. ,map 'lid ,film and other imilar devices for motivating their teaching.
"Every high chool hould be equipped with a lantern. prefer8lbly one in which .lide. and :films may be II ed interchangeably. The vocational agriculture t acher hould make a generou use of the abtmdant llppl~' of educational film: and rde' that are now available. "
While it i tru that the community afford a wealth of material
Fa1'11t sho]) instnwtion should constitute a l)a1't of each yeaT's wOTk. In many schools shOl) buildings have been b1ilt on the school grounds. 16

,vhich may be u ed by the t acher of vocational agriculture in givllIO" in truction till there are a number of thing that must be furni hed by the chool and for that rea on the providillg of adequate equipment ha' been made one of the condition for the approval of agricultural departments.
No Land Required
No land i required ince upervi ed practical work i carried out on th farm.
A Suitable Room-
Any building i. ati factory provided that one room will be devoted to agricultural in truction. uch a room 'hall be fitted with movable table anI chair. ; a uitable ca for equipment; a file for the record. of the department; a blackboard; and a ca. e for books and bulletin..
Textbooks Recommended
'While it i not contemplated that any teacher of vocational agriculture will lavi hl? follow any textbook in the conduct of his cIa in truction. neyerthel it i advi able that a ba ic text for each year' ,york b . ecured by the pupil in the cIa e.. The fol10'wing te-xtbooks are r~ommended a being the mo t suitable of an:,' at thi time available:
First Year, Farm. CI'OP , Vocational Agricultural Series. Published by Turner E. Simith Company, Atlanta, Ga.
Second Year, Live Stock and Poultr~', Vocational Agricultural Series. Published by Turner E. Smith ompany, Atlanta, Ga.
Third Year, Horticulture, Vo~ational 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 su pervisor of agricultural education.
Reference Books
Every d partnnent of vocational agriculture should have the best reference library that the chool and community can provide, A good plan i to buy a few book. each year and in thi wa keep the library up-to-date. Below i given a ugge. tiv list of reference book that are recommended. It i not intended to be complete but i indicative of the kind of book that hould be elected.
Lippincott's Farm Manuals, published by the J. B. Lippincott Publishing Company, Philadelphia, Pa.
X01'E :~For .a detail d liscus ion of R01lm and Equipment see BuUetln 81 (Agricultural eries 12) Feder,~l Bo.~r<l for VocationaJi Education, 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. F-ourth Edition, Revised.
Productive Poultry Husbandry, by Harry R. Lewis, M. Agr. Fifth Edition, Revised.
Productive Horse Husbandry, by Carl W. Gay, D.V.M., B.S.A. Third Edition, Revised.
Productive Orchardin.g, ,by Fred C. Sears, M.S. Third Edition, Revised.
Productive Vegetable Growing, by John W. Lloyd, M.S.A. Fourth Edition, Revised.
Productive Feeding of Farm Animals, by F. W. Woll, Ph.D. Fourth Edition, Revised.
Common Diseases ()f Farm Animals, by R. A. Cra:ig, D.V.M. Third Edition. Revised.
Productive Farm Cr<>ps, by E. G. Montgomery, M.A. Third Edition, Revised.
Productive 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. Second 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 Macmillan Company. F-orage Plants and Their Culture, Piper; The Macmillan Company. Manual of Weeds, Georgia; The Macmillan Company. Dairy Cattle and M'ilk Production, Eckles; The Macmillan Corr.pany. The Breeding of Animals, Mumford; The Macmillan Company. Vegetable Gardening, Green; Webb Publishing Company, St. Paul, Minn. Farm Woodlands, Berry; World Book Company, ew York and Chicago. Southern Woodland Trees, Berry; World Book Company. Farm Management, Spillman; Orange Judd Publish'ing Company, ew
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 C<>mpany, Atlanta. The Pecan, Stuckey; The Macmillan Company. .Ji'eeds and Feedin1g, Henry and Morrison; published by the authors, Mad-
ison, Wisconsin. fAgrlcultural Engineering, Davidson; Webb Publishing Company, St. Paul,
Minnesota. :Farm Blacksmithing, Drew; Webb Pu-blishing Company. :Farm Concrete, Ekoblaw; The Macmillan C<>mpany. :.Repairing Farm Machinery and Equipment, Radebaugh; Bruce Publish-
ing Company, M-ilwaukee, Wisconsin. Equipment for the Farm and Farmstead, Ramsower; Ginn & Company. Farmers' Shop Book, Roehl; Bruce Publishing Company. Construction and Repair W<>rk for the Farm, Struck; Houghton-Mifflin
Company, ew York. Tom of Peace Valley, Case; Lippincott Publishing Company.
18

State and Government Publications Every department of vocational agriculture hould have a complete and up-to-date file of the agricultural publication of Georgia and the nited tate Department of Agriculture. In order to secure these publication it i nece sary to have the department on the mailing list of the ao-encies distributing the e publication
Every agricultural depaltment should be lJroviclecl with the necessary labol'atOl'y alJ1Ja7-at1s and s11J1Jlies, as wen as the l'eterence books and shop tools
recommended.
Georgia publication are listributed by: Georgia State College of Ao-riculture Athen . Commis ioner of Agriculture tate apitol Atlanta. Georgia Experiment tation. Experiment.
oa tal Plain Experiment tation, Tifton. The publication of the nited tate Department of Agriculture may be ecured b~r writing direct to the Department through the up erintendent of Document or through application made to your enator. or Congre man. Yearbook. of the nited tate. Department of Agriculture and county Soil Surveys are di tributed almo. t exclu ively through Congre men.
la . ified Ii t of the publi ations of the nited State. Department of Agricultur ar prepared by the Divi ion of Agricultural In truction of the Department and the e will be found very helpful
19

to teachers of agriculture in the election of uitable refer nee material. AI 0 the Superintendent of Document is ue' Price Li t (clas ified by ubject) which give complete li t of the available bulletin..
Farm Periodicals
Every high chool department of agriculture hould ub rib for a few farm paper. The member of the cIa' e hould be encouraged to read these publications regularly. It i' ugge ted that at lea t one period every two week be given to di cu . ions and report covering the current i 'ue of th paper available. The paper. to select will depend to orne extent upon the local agricultural intere ts but the following periodical are Ii ted a. repre entative of the farm journal which 'Yill be t correlate with the agricultural work of the pupil. :
The Progressive Farmer, Birmingham, Alabama. The Southern Ruralist, Atlanta, Georgia. The Southern Agriculturist, Nashville. Tennessee. The Breeders Gazette, Chicago, Illinoi . Hoard's Dairyman, Ft. Atkinson, Wisconsin. The Dairy Farmer, Des Moines, Iowa. Successful Farming, Des Moines, Iowa. Farm & Fireside, ew York, N. Y. The Southern Poultry Journal, Montgomery, Alabama. Berkshire World, Springfield, Illinois. Hampshire Advocate, Peoria, Illinoi . Duroc Bulletin, Des Moines, Iowa. Poland China Journal, Kansas City, Missouri. The Jersey Bulletin, Indianapolis, Indiana. Guernsey Breeders Journal, Peterboro, ew Hampshire. "0. K." Poultry Journal, Mounds, Oklahoma. Poultry Item, Sellersville, Pennsylvania. The Country Gentleman, Philadelphia, Pennsylvania. American Fruit Grower, Chicago, Illinois.
Equipment and Supplies for the Agricultural Department
Equipm nt and upplie for the aO'ricultural d partment should be purchased with great care, otherwi'e apparatu and mat rial may b bouO'ht "'hich will never be u.-ed. Form rly it "'as th policy of the tate Board for Vo ational Education to publi h a minimum li t of equipment an 1 'ay that no department would be approved which did not have thi quipment on hand at the time of in pectiol1. With the well-prepared teacher who are now engaged in th work it eem be t not to make any hard and fa. t requir ment concerning laboratory equipment but to allo,," each teach I' th liberty of s lecting what, in hi judgment, "will b the mo t practical.
20

Relative to the co. t of quipping an agricultural department in a high chool it might be aid that probably ."150.00 a year hould be spent for everal year until the department i. properly equipped. After that a very mall um for supplie i 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 enterpri e to be taught. The proper procedl.ue to follow making up a li't for any O'iven year would b for the teacher to make out a cour e calendar' (di cus d in that part of thi bull tin dealing with report) and then go over the" job " to be taught and determin ,,-hat material, apparatu. l' ference shop tool. and upplie. will be required to properly teach each of them.
With the above plan a' a ba'i for 'election it i, obviou ly impo ible to make out any Ii t which will me t the n ed' of any particular chool. 0 attempt to do so i made in thi bulletin. The 1'i t that are given below are . imply ugge tive of the type of equipment that i.. mo t frequently elected by the bet teacher.

Suggestive List of Equipment and Supplies for First Year's Work

Soils

(Taught in relation to the principal crop enterprise

Auger.

oil thermometer.

Sample cans or jars.

Thistle tubes.

Bins.

Red litmus paper.

Sample tube.

Blue litmus paper.

Accurate scales. Capillary tubes.

Soil sieves. Fanm level.

Lamp chimneys.

Terracing implement.

Cotton

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

Calcium ar enate and poison mixtures (samples) .
Specimens of insects and diseased plants.
Samples of U. S. Cotton Stand-
ards.

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

judging.

Corn

Con tainer for treating weevil in-
fested corn and seed. Carbon bisulphide. Simple drawing equipment.

NOOE-Li t for tbe otber enter,pri es to he tau!!ht hould he made h~' the ten 'her nnel. sbould be tbe ba I 1\017 ,tbe selectlou of eqllij>men,t find lIpplies needed for tbe
!irst )'eM" ,,"orI;.

21

I TERVILLf: SCHOOL
PATRONAGE. AR.A

.~
ROADS-COMMUNITY BOUNDARYCOUNTY LlN~ -----RAiLROAD--

rARMST[ADS
, 0 H.S, BOYS NOT STUDVltfB ABA,
o ".5. BOYS STUDYING .AGR. o BOYS 16-2.1t OUT or SCHOOL
l8I'IH PART TINE CLASSES '
,t1 8 E.VE11IN6 CL4SSE3
'lDG[l'iS'
t::>STORES

The instnwtion ancl activities ot the agricult1tral clepa7'tment can be most effective when basecl 07~ a S1trvey ot the 7Jat7'onage'a7'ea ot 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.

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

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

Poult)';r
Project record books. Egg candler. Boxes for hipping chicks. Con tainers for marketing and
shipping eggs. Blue prints for brooder houses,
etc. Samples of commercial feeds.

I\O~JE :-Similar Ii t for hog- . work toek. or an~' othel' nterpri es to be blug-bt shouJcl bc comJ)'i1cd by tb teacber as a basi for determining- the equipment I'l!quire<! for the econd year' work.

Equipment for the Third and Fourth Year's Work

Horticulture is the ubj ct generally taught in the third year. In selecting equipment for thi ,york th ame principle will apply a for the fir t two year. uch a Ii t will include uch equipment and supplie a.: prunin o hear pruning 'a'," . grafting knive', budding knive , hand or barr I pray tandard container. all kind of pray material, eeclling for O"l'afting, an 1 bed for tarting cuttinO" , and of cour e reference material and laboratory note book. and project record book .
Very little additional quipment will be required for th fourth year' work provided that ome equipm nt ha b en purcha. ed ach year previou ly. The type of equipment needed will depend upon the cour e taught (e that part of the bulletin wh ich deal with COul' es of tudy).

Shop Buildings and Shop Equipment

Farm hop work ha a definite place in the teaching of vocational agriculture and every high chool wh re mith-Hughe aid i given should make provi ions for shop jn. truchon. ince it is not practical in mo t in tance to conduct a hop cIa in the chool building it i recommended that a uitable building be erected on the chool

23

ground, far enough awa~' from th main building 0 that there will
be no fire hazard. nch a building ne d not be expen ive. The cost
of building that have b en rected ha' ranged from. '200 to $1,500.
In the latter ca'e the building "'a a ombination hop and class-
room and laboratory. In man ca..e the hop building have been
put up by the teacher of agriculture and hi. bo
Equipment Suggested for Farm Shopwork
1 brace, ratchet, 10-inch sweep. 1 et auger bits, lh-inch to I-inch, by sixteenth, in wooden box. 8 bit-stock drills, 2 each "AI -inch, 3-16-inch, 1,4, -inch, 1 each % -inch,
lh-inch. 1 each combination countersink and gimlet bit o. 0, I, 2. 1 expansive bit, ~ -inch to 3-inch cu tters. 1 each screw 1 oilstone, 1 by 2 by inches, combiL:1l.t:on faces. 1 slip stone, 4lh by 2"A1 by % -inch. 12 chisels, socket firmer, beveled edge: 2 1,4,-inch, 1 %-inch, 3 1h-inch,
1 % -inch, 3 * -inch, 1 I-inch, 1 11,4, -inch. 1 eountersink, rose, bit-brace shank. 1 drawing knife, -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 ,grindel', carborundum or emery wheels, 7lh by 1'4 inches, 1 each
medium and fine, foot-power attachment. Hammer, adz-eye bell-face fllail hammers, weight 16 ounces; curved claw.2
1 hand ax, 4lh-inch, handled. 1 level, 30-inch, adjustable. 3 nail sets, cup points, a sorted size. 1 oiler, drawn steel, copper plated, 3lh-inch diameter, 5-inch pout. 1 plane, block, 5lh by 1 % -inches, lever adjustment. Plane, smooth, 9 by 2 inches, smooth bottom.' Plane, jack, 14 by 2 inches, smooth bottom.t 1 plier, combination, 5-inch. 1 putty knife, 2-inch flexible blade. 1 reamer, 1-16-inch to %-inch by 5 *-inche , bitstock shank. Rules, 2-foot, 4-fold, I-inch wide, brass tipS.2 1 saw, cro cut, -point, 26-inch. 2 saws, crosscut, 10-point, 22-inch. 3 saws, crosscut, 10-point, 24-incb. 2 saws, rip, 5lh -point, 26-inch. 1 saw, compa s, 14-incb. 1 Slliw, coping, with 12 blade. 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, 2lh-inch blade, slim. 1 screw driver, 4-inch blade, regular. 1 screw driver, 7lh -inch blade, cabinet. 1 sliding T bevel, 6-inch.
1 QunnlAty of tools equnl to I1nlf the nun,ber of pupils in the class. 2 Quan.tlty of tools equal to the number of pupil in the class.
24

1 square, framing, body 24 by 2 inches, tongue 16 by 1% inches. 1 square, framing, body 24 by 2 inches, tongue 16 by 1% inches. (Of
standard make other than item above.) Square, tri, 6-inch blade, steeJ.l 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 Dcsh'able Equipment
1 brace, 12-inch rachet. 1 chuck, capacity O-%-inch, 3-jawed, bit stock shank. 1 hack saw, adjustable to 12 inch, with 1 dozen 10-inch blades. 1 file, flat, bastard cut, -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, -inch. 1 set cross cu t tools. 1 pair level ights.
II. Work in Iron and Steel (Optional)
1 tape, 50-foot, %-inch corded linen, graduated to fourths.
1 .breast drill for bit stock shanks and round shank drills. 3 cold chisel, 1 each, %-inch, %-inch, :IAl-inch. 1 hack saw, adjustable, 8 to 12 inch, with 1 dozen lO-inch blades. 1 hammer, ball peen, 10-ounce. 1 punch, center, machinists' octagonal, % -inch. 1 set screw plates, taper taps, dies, and collets, cutting 14-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 14 -pound.
1 forge, 30 by 36-i1iCh hearth; fan, 12-inch diameter; water tank; and half hood.
1 hammer, ball peen, l%-pound. 1 hammer, 2-pound, blacksmiths', 1 -inch handle.
1 hardie, %, -inch; blade, 1 % -inch. 1 pair tong, "V" notched jaws for % -inch stock, 18-inch.
1 pair tongs, bolt tongs, 18-inch. 1 pair tongs, straight lip, 18-inch. 1 pair tongs, general forging, flat jaws.
III. Pipe Fitting (Optional)
1 cutter, % to 2% inches capacity. 1 oiler, drawn steel, copper plated, diameter 3% inches; 5-inch spout. 1 stock and die, adjustable, cutting pipe sizes %-inch, %,-inch, 1-inch,
1 % -inch, 2-inch, right and left. 1 vise, capacity % to 2% inches. 1 wrench, pipe, 10-inch. 1 wrench, pipe, 18-inch.
25

IV. Work in Cement (Optional)
1 edger, 6 by 3 inches, %-inch radiu . 1 jointer, 9 by 3 inches. 1 square angle tool, outside, 8 by 214 inches.
1 square angle tool, inside, 8 by 2 14 inches.
1 trowel, cementer's, Illh by 4 13-16 inches. 1 trowel, pointing, 5-inch.
V. Soldering and Babbitting (Optional)
1 chisel, half-round no e, lh-inch.
1 chisel, plugging, %-inch.
1 gasoline torch. 1 shave hook triangular. 1 pair snips, 3lh -inch cut. 2 soldering copper, weigh t 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, -inch, 60 degrees, 3 scales, architect's', 12-inch, triangUlar, boxwood.
Additional Dc-it'able Equipment 1 pencil sharpener. 1 eraser shield, bras, 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, harnes -maker's, collar or drawing, 8-inch. 1 awl hMt, 4-inch. 1 edging tool, 5-inch. 1 knife, leather, 4-inch. 1 knife, harness maker's, round. 1 paper needles. harDe s maker's, assorted size 1 rivet set No.!. 1 rivet set o. 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 PRACTICE PROGRAM
The Smith-Hughe Act tipulate that each approved agricultural
school shall provide for IX month upeni ed practical work per
26

year for each pupil enrolled in the cIa e. Thi mean that each boy in the clas e mu t do ome farming under the upervision of his in tructor; or in oth l' "ord , that the pupil mu t put into practice the principle tudied in the clas room. It is to properly conduct thi phase of the in truction that teachers of vocational agriculture are employed for byelve month in the year, rather than for the length of the chool term.

COMPARATIVE R.E.TURNS PE.R ACRE. rOR LEADING CROPS fOR VOCATIONAL AGRICULTURAL STUDE:NTS AND FARME.RS OF THE STATE: - 192..4

CROP

YIELD PER. ACR.E

VALUE. PER ACRE.

ALfALFA

4..3&

TONS
"

$12.9.00 18.00

I

COTTON 42.2. LBS.

97.50

1

150 " W/7//11111111111J 34.50

SWEf:.T

85 BU.

POTATOES 68 "

66.25" I

(111iJ

'A 53.04

PEANUTS 950 LBS

40.21 I

bOO " (1111111111), 2.5"38

CORoN

2. 7. 8 BU.

13.131

12 " ~ 13.44-

LEGEND: AVE.RAGE fOR HIGH SCHOOL BOYS
AVf:RAGE. fOR fARME.RS Of STATE. VIIIVVWIOW 27

o pha'e of the in. truction in vocational agricultural t aching i 0 important a the upervi ed practice program. Thi i. the pha e of the cour e that differentiate it from general education. The effectiveness of the agricultural instruction in any community will be determined by the success of the practical work done. by the pupils.
There are t,,o type of upervi. ed practice work ,yhich 'hould be carried on in conn ction with the in. truction in vocational agricultur (1) th home proj ct; and (2) . up rvi 'ed practic oth l' than project work.
(1) The Home Project
Every boy in a vocational agricultural cIa is required to do orne farming for him elf. Thi. work i commonly poken of as the home ll'oject, for the rea. on that in mo ca:e it i. arried on at the home of the boy. Tlli:. incidentally, explain' th rea on why in mo t in:tanc . it is un wi e to enroll city boy in agricultural cIa e.
Relation to Class Instruction
The proj ct program hould be ba ed upon the approved y terns of farming practical within tb community. Aft I' these have been detel'mined the project program hould be de. igned. through both in. truction an 1 practic to prepar the member. of the cIa.. for this type of farming. The remainder of the cIa in truction will consi t of those ent rpri e. and farm job that are of minor importance. Thi: will n ce: 'itat a very 10. I' lation. hip bet"'een tbe project proO'ram and the cIa room work.
Th re are c, rtain conomi prill ipl s that mu t b con 'idered in any type of farming. Therefor. they :hould be con idered in the practical program "'hich i de 'igned to prepare the boy. for thi bu. :ne. " Every farm l' i confronted with the !lroblem of "'orking out a :y.--t m that will me t the follo"'ing requirem nt : (l) an adequate a. h in ollle; (2) a . y tem that "'ill maintain or impl'ov the fertility of th .oi1; and (3) 'upply crops for the farm and home.
Th enterpri. e will vary in different communi tie accor ling to oil and climatic condition, but th principle I' main the ame. Therefore every project program should include a cash crop, a soil improvement crop, and a supply crop.
Inexperi nc d teach r. often allow th !lupil too much liberty in
28

the lection of project. The average boy i not capable of choo ing hi. proj t. ince the project program i de 'igne 1 to give experience in certain job the proj ct. that any boy i. expected to take hould be largely fixed 'Yh n h lect the cour. e ju t as the laboratory experiment in a phy ic or other. ience our e aT determined "'hen the tudent elect. 'uch a cour . Ho',ever ince farm home condition vary 0 widely. it i: the duty of the agricultural teacher to adju t thi practice work to the home condition .
Th project proO'ram hould b an accumulative one in nature. That i the project- tarted during the fir t year of the agricultural cour:e 'hould be continued throughout the entire high chool cour and n w enterpri:e. add d a. n w :ubject. are taken up. and a the boy. levelop in age and experi nce. One year i not ufficient time for gaining very much worth while experience in agriculture. Also a one-year agricultural enterpri e i not economically sound.
Since it i often nec ary to do con iderabl "'ork on orne land for the be. t project r turns it i highly de irable, where po ible,
]!Jvel'Y school Sh01ld haZel at lea~t one Father ana on Banq1~et each year for the lJUI'lJOSe of enlisting the interest ana cooperation of the parents in the
work of the agricult1tl"al aepmt1l1 ent.
29

for a boy to ecure the u e of one particular field during the entire time that he i enrolled in the agricultural cour. e. 'I'h re . bould be a definite understanding between tb t acheI', parent and pupil a to how the project proO'ram i to be carried out and th re pon. ibility that each i expected to a ume. 'l'h divi ion that i to be made of the profits or 10'. :hould be clearly et forth at the beginning' of the proj ct.
Financial Goal. ince th primal'," object of in truction in vocational agri ultur i. to prepare boy. for the bu inc of farming it i an inju tice to the boy to allow bim to remain in the cIa for one or more year and not Erect hi pra tical farm work in uch a "'ay that he will get a definite idea of tbe financial return that he may expect from tbe vocation. nle. by the time a boy ha completed the high chool cour e, he find' that he can make a. much from farminO' a from. om job which he can get in town or in ome other bu i.l1e it i natural to expect him to de. ert the farm. In many ca e that p rhap. would be the wi. e thing for him to do but the teacher' re pon ibility 0 far a th project program i concerned i to ee to it that the boy i giyen an opportlmity to a certain tbe return that may be expected from a "'ell-rounded farm program.
Every boy in a vocational agricultural cla. hould b expected to start a bank account, and to ave a part of the money that he makes from hi project ,,ork. It ide. irable to t a financial goal' tbat is, every boy hould attempt to . ave a definite um during the tim he i Droll d in the agricultural cIa. . In ome tate' thi.. um ha been et at . '500. 'I'bi may be too large an amount for ome boy and too mall a 'um for otber , but it i de irable to create in the mind of th boy tb de ire to aye ome money which may be u ed a. the initial payment on a farm or to partially defray their college expen. e .
(2) Supervised Practice Other Than Project
Since it i impo ible for every boy in the agricultural cIa to have sufficient practical training in all of the enterpri e of tbe agricultural course through home project plan bould be made for giving him practical experience in tho e jobs not included in hi home project program. uch work will not only broaden the bo~" experience develop kill in manipulative job, and bring the chool
30

and bom in clo er contact, but will al 0 greatly improve the gen-

eral farm practice of the community.

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

timulated. Probably one of the mo t effective i by gradinO' or

mea. uring the re ult of the 'work accompli hed rather than grading

the an weI' given in the cIa room. For instance, those boy who

put into practice on the home

farm those jobs not included in

the home project hould receive

a: higher grade than tho e who

do not. Another effective meth-

od that ha been ucce fully

u ed by ome teacher 1 that

of dividing the cIa s into teams

for home practice work, and

onducting what i commonly

poken of a a community im-

provement conte t.

Generally home project in

mo t of the crop and animal en-

terpri e can readily be arrang-

ed. But there are a number of

farm job that do not lend

them elve readily to the bome

project plan. In such in-

tance the :upervi ed practice

program hould include direct-

To 1)1'ovide l)1'OlJel'ly 101' the filing of
cOlTespondence and the lJrotection
01 the permanent l'eCOl'ds 01 the
agl'icultw'al (lepartment every high
school should include in the equilJ,
ment 01 the agricultw'al (leIJa/'tntent
a filing cabinet.

ed practice other than home project. In other word, directed practice . hould be u ed to upplement the project work in giving the nece sary prac-

tical exp rience in the farm

practice of the community.

There i a wealth of opportunitie for directed practice in tarting

home orchard renovating old tree, etting out hrubbery land-

caping ground, planting and cultivating all-year-round 'garden ,

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

chinery, and in many other farm "job.' Thi type of teaching

31

hould mean more to the improvement of the community than any other pha e of the work in tbe cour e.
A Community Improvement onte t between member of the aO'ricultural cIa.. a outlined below often i very effective in timulating directed practice other than project .

Rules of the Contest

Each boy mu t be a memb I'

of the agricultural lass. Tfher ball b hyo captain.
one for each 'ide and the r hall be enior.
The captains hall choo e up ide in alt rnat order.
Each boy hall keep a record of the number of point earned each week, and what the point: are for. H hall turn in a record each ifonday morning to the agricultural teacher who ball record the point on the bulletin board.
The conte t hall . tart the firt of October and continue until the fir. t of May.

AVERAGE YIELDS PER ACRE

STATE JACKSON :51 fARMS

conON

... CORN

127 bus.

... Y'lI1EAT

7.7 bu>

... s. POTATors 92bu,.

... OATS

IHbus.

... PEANUTS

19 bus

... .i.i CO.
~
S3 bls.

~ACIISON CO) 75 bls

..14.2 bus.
..
9.5 bus
...99 bus.
1'H bus
.A
12 bu,.

375 bus.
A.
14 bu.
.A-
150 bus
7>75 bu.
.......33bu'

SORGHUM

1009"1.

The 'ide having the 10,Ye t

number of point ",ill entertain the ide having the large t nuJO bel' of points by giving

'J'he C01rse of st1dy fOl' the agricultural departm.ent Sh01dd be devel01J-
(I only after a caref11 community s11'vey has been made.

them a picnic. or barbecue.

A banner "ill b pre ented to the 'ide having the large. t number

of point.

Any boy that put do''Ill point that he doe not earn will be fined

100 point.

Work and Improvements for Which Points Will Be Allowed
Feeding live tock 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 average grade of 85 in his agricultural work for each month, 15; for each boy that makes the judging team that competes against the
32

teams of another school, 25; for the h ighe t point boy on the team in the contests, 25; for each boy that make the trip to the boys' school held at the Southeastern Fair at Atlanta, 25; for each 'boy who plays at least tnree games on the school basketball team, 15; for each exhibit at the poultry show, 25; for every five hrub planted around the hou e 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 'bought, 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 i 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 el e to 'paint, 40; for every cement sidewalk that is put in, 30; for every cement sidewalk that you can get some one else to pu tin, 20; for every place that the farm machinery is pu t under a shed for the winter, 25; for all machinery that i overhauled thi 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 Ii t, 20; for every piece of modern up-to-date machinery that is purchased, 25; for every 100 hens that are kept I' purchased, 25.
The Complete Supervised Practice Program
The sup rvi ed practice program hould grow out of, and be very
clo ely related to, tIle cIa room in truction. For example, during
the fir t year' in truction the boy tudie. Farm rops, and hi' pro-
ject hould be elected from th nterpri e tudied. growing, if
po ible, a money crop, a feed crop and a oil .improvement crop. In
addition he 'hould be given "practice" in the 'jobs' involve 1 in
the production of the crop tudied that are not included in hi
project program. Durin'" the cond year the boy ordinarily stlldi ~ Animal Hu.-
bandry. He will be xp ct d to carry a liv . tock project. and
d velop kill in performing the" job' tudi d that are not involved
in hi. project program. He should continue the plan of Crops pro-
jects started the previous year.
The major project for the third year hould be cho en from the
Horticultural ent rpri e , but the other proje t work, involving both
Crop. and Live tock, hould be continued. The job for the third
year, oth r than tho e connected with thE.' project. are to be el cted
from the enterpri e . tudied during the third year.
If po ible all the project previou ly tarted hould be continued
during the fourth year, when the boy will tudy Farm Management,
33

Jrleld No. I. =3 FI~ld 1\'0, 2, =3 1)1 rN'te<1 pm c-

-

n(\I'c~ hume

;1('1'('8 home

lice in Johs

1st p"oJect III cot- nl'ojc('t. ('I)1'n tlll1gll1J; thn t

tOil followed WtiLIt IlC:l~ or M'e not in-

Yeur hy will tor cov- he,",s ill ml[l- l"IlIded ill thc

CI" C"OI) or

die

project pro-

\'ol('h, crimson

gr:lln

3 ., 3 clo\'e,', etc,
IFlew No, I, um'es home

Fine(l'dres1'\0h,Ol~"~

Home P"oJect Directed p"'"'III poultry, lice III anlm:ll

- -

I 2nd

' proJect. corn p"o.lect In cotwith pen'S or ton, followell

110'::8 01' c1nil'Y ellterprlses ..('(}W~; s~lect h1 u,~ht, lIot III-

I Yeur

henlls In mid- h,r winter cov-

die

e,' crop or

one or more cluded In home project

\'etch, crimson/

clover, et~,
31 li\letd No, 1, FleW No, 2, a

('ollllnll:llioll

ITome project nl,'c(llCfl I1I'UC-

---

:U'I'(\S hOllle

:I('I'C$ 11011I("

IIf 1,1-" :llIlm:ll

ill tnlCk crops, uee In 1,ome

pro.le('t III ('ot- pro.ll'~t, corll

",,"J"('ls shl"t-

I'el'om mel1d

l!nl'llcningo,

:lr(1 Ycar

lOll, folloWNl \\',llh P~:lS III'

I hy wintol' ('ov- hC:IIISill Illill-

er ~ro,p or

tile

voldl. (lri m

cd III I hc S(,~-
und ,\'C:l1'. 'l'hC'.\' 1IIIIy h~ i 11-
('I"(\:I~Nl III fo;iz'

only whell
('IImme,'clnlly got'own

IfllltlS('flllcing,
Spl':1yillg". 01'-
eh,"'(]s, n 11(1 g-,"'(leIlS, etc,

son clo\'er, etc,

11c' dol

hcl If

's Ill'

n(lr1, s I1'-

1<'1('1<1 1':0, 1. 3 "'110-' " ft :l

:lhle

TJome I>J'oject

j',"'blll'osh I P J) I "('(' terl p,'a('-

H('t'CS 11 0 l11e

n

III tWl'k crops,

with falhN' or Uee itt johs

p,'oje<'.t, corn PQ'{

recomlllCIIIlcl1

fill'mill:;:' 011 pe,'t" 11I.111~ to

4th

with Ilens 0" to

hcnns In mid- hy

-

(As "bo\'c)

on Iy ,vhcl"C' t"uck Is ('0111-

OWIl r('spon-
slblllt~'

the f" 1'111 :IS n whole

Yen.r

clle

(

mel'elnll~'

\'el

1

grown

:ill'--I-- , ' " Yenr

clo\'el', ctc, Pa,'t 'l'll11e TnMnwtlon In !;pC{'lnl Entel"IWlses

nclcl' Supervision of IlIstrnetol',

Farm Mechanic, or ome pecial enterpri e e pecially adapted to the community. After the boy i graduated from the high chool, if he becomes a farmer in the community, he hould enroll in parttime and evening cIa e and the teacher hould a i t and advi e him a much a po ible.
On the follo1\"ing page i given an outline of the complete. upervi ed practice program a recommended by the tate 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 cIa room, it i nece ary 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 erve.
Every five years in the State of Georgia a school cen u including the children between 6 and 1 year of age is taken. The e figure are available in the office of the county up r.intendent of school and are invaluable to the teacher of agriculture.
AI 0 the cen u report of the nited States government are very helpful in providing information that would othenyi e be rather difficult to obtain. 'fhi i. e pecially true ince the practice of taking an agricultural censu every five year ha be n inauO'urated. Such information, ho,Yever, i tabulated on a county ba i .
The mo t ati factor) m thod of 'ecuring the complete information de ired i for the teacher of aO'ricultur durinO' th 'ummer month to make a community urvey. For thi purpo e card hould be printed upon 'Thich the de. ired information may be recorded. A ugge ted form of card i given belo,,'. After the data from the farms of the patronage-area ha been recorded thi hould be summarized tabulated and charted a ugge ted in Bulletin 314 Divi ion of Agricultural Education, Georgia State College of Agriculture: "A urvey of the Wren chool- ommunity," b~" Profe or W. W. Reitz.
35

Name ____________ --
Dn te 'I'o CLly Pcrmn ncu t pastul"c LlLlH]: LCl"cL_ Fa I"m Record'S kCI)t

Kr~D

ACHES

FARM AND HOME RECORD

FOR TUE yg,\lt IO~ _

" l1 (~I'(lSs

_

_

'Mi les to ~hooL

To R',LII roa cl

SI,,c of Fa I"m

Aol"os in u IUva bi,on

}{0 IIi I] g________________ llilLy

\Voocl lot OIl' tlllllJcr Soli Ty pcs

Ln I] cl Owner

'l'cna nt

_

_

_

_

_

_

I. CltOPS

YlELD

]'aOR AOREl

.3 YI', aver.

, 02 _

'l'O'l'AL

G Yl'. aver.

102 _

Val'1etles

Fertilizers

Kina

Amount

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

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

~~~~~~~~~~~~~~ [~~~~~~~~~~~~~~~ I~~~~~~~~~~~~~~~~~~~!:~~~~~~~~~~:~-~~~~~~~~~~~~~~~~~:'~~~~~~~~~~
~~~~~~~~~~~~~::.~ ~~~~~~~~~~~~~~~I:~~~~:~::~~~:~~:~~~I~~~~~~

KINDS

nder 6 mo.

II. LIVESTOCK

O"er 6 mv

Brccds

QUAT,]'I'\"

(.I'MDES

PO r{j[U~H.ED

~lft!e

Female

.\rale

I'emnle

--------------., 1--------------1-------------, .--------------. -------------.

, -- ..----- ------ ----J------------.-

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

-. __ 1--

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

----------':..---.;:-..::-..:;---------------- ---------------------

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

Kind

Race or
Nat'!

III. LABOR, HIlt'1:0 .0\1"0 FA~nLY
.-:-------------

WIAGES

No.

l1egular

Scasonnl

With Board 1WlthoutBd.

Washillg" Hired

Family Inbor

lrm'lll

~~;.~~)~pcr-----I------------I--------- _ _ _____________ ,--------

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

.--------------------1------__------
.-- ------- - --------"1------------ --. -----:-_---...:._----..:.._--_.:._--_.~---

Eggs

I__ --l~~ I ;.\reats

l\'. :I'OOD j\.NU FEEDS PllRCH1\REO. (\'ollle). Ycgotnbles

----------------- -------------- Bullellln 314, (joa. StaJte College or AgricuLture, Atbens, Ga.

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

Kind ot p.rocluct

'onsumed at home

- - --=-===V=.=D~IS::POSAT.OF PRODUCTS

When

WO'erc

How

I I Imed._: Stored

Local I~~I Coop.

IndIvIdually

Sales $25 or over

.---------1----------
:-; ~; ~ ; ;:~; :;[~ ;~:; ~:~; (~-_~: I=L; :;-i-; : : ;:I:;~;:~; ;~i:~:~~~t~=~=~~'~~/L;;;--_!- -:~- :-:- :-_:-:~:~ : ~-_~

VI. FAlIlILY

l1\\AiMIES 1.

Age

1

I

\_ -------- \

In school

01)'1' 1;' SOEroOL

Atbome

Awny from home

1

1 (OCCllJp,utlon)

\

_

Orgundza,tion9 retpresen,tcd in home
1----------

::~::~::~:~~~~::~~:=~::~:::::::~~::~~::~:::~ ~~~:::~::: ~~~~~~~.~ ~~~~~~~~. ~~~::~~~:~~~~

4.

1

,_ --

.

5.

.1-----------1---------. ---- --'1

1

G. 7. __



.

---1 I _--------1 - - - - - - - - - - - -

I

I

1

1

_

0.

.

1.

. - - - - - - - - - -

,I

I

~-

. --

__ , --

_

_

Dally

Weekly

Flll'lIl
papers

Vir, REAUING IIIATEIU,\I" (Number,),

ChurCh papers

Children papers

Ufll;a,IIIes

Gov, BuI.

'hl1<1

BOOKS
Agr!.

Others

--



.1

-

1

.



-



.

_

House: No, "OOI11S

VII, )JOllIE AND FAU"U CONVENIENCES,

sc,rcelle<l

sc, eelled Ilol'cll-

,'u II nl II go \\':1 tel': hoL

_

cold

ba th ,lu b

, klt('lIeu sill J'-

, k 1tchell (':1 hi IIel

septic tn II k

fu rllnce 'lien L

sowln go ll1:1clr IlIe

, I 01 .~to" ___________________ iceless rof.rlgeratol'

fireless eookc"-

prcssurc eookel'-

'''<lShIHI; mnclline.

'rollet:

indoo"s

ou tdoors (sn nl tn ry)

._ Llglh ts: elcclrlc

, gn s

telephone

____________________ md iopbolle

, p h{)nogll'o Il h

, pia II 0

. pUl11p

gns

englne

nu to

cream sepn ra tor

, modern bn rn

sllo

__

11'3 rm Ma(' h hIe,',": Rid in g p.low

rn ke

, bi nder

________________ Good 8uPili J' 0r "egeta b le8

rlld In g cultlIva tOI' tractoo' , bel' I'ies-

disc lin 1'1'0''' sprn yoI': h:1nd . fru I t8

mower power
_

Rernnrk,~ :

SPECIAL ACTIVITIES OF AGRICULTURAL TEACHERS
State Association of Agricultural Teachers
At the summer confer nce of the teacher of vocational agriculture which was held in Atilen', Augu t 4th to 9th, 1924, definite stP-ll' were taken to orO'anize a tate a ociation of teacher of vocational agriculture. 'Since that time the organization ha. b en perfected, the state ha been divided into conveni nt di trict and a chairman ha. been cho en by the teacher for each di trict and a ectional organization formed.
The primary function of the organization i professional improvement, and for that rea on every teacher hould take an active part in the \\'ork of the organization, and everJ~ . chool official should O'ive the as. ociation all of the encouragement 'po ible.
In several of the di trict invitation conte ts for vocational boy: have been spon ored and oth I' effort have been made to promote intere t on the part of their pupil' in tile agricultural in truction given.
Father and Son Banquets
Every school official and admini trator realize that parental cooperation is e ential for the be t Irork. While it i true in its application to academic subject it i imperative that tile fathers and mother of the boy in the agricultural classes be in sympathy with the work of the school and the teacher for the rea on that the supervised practical \\'ork (the home project) i carried on at the home farm, and O'enel'ally involve an expenditure of money. It has been found, in the experience of the pac;t even year that the parent are generally willinO' to cooperate if they undel' tand the plan of work and believe that the . hool official and the teacher are in earne t about the Irork that they are attemptinO'.
There are many \\'a of informing the parent about the work and of enli ting their aid, but the rno t ffective ha been found to be the Father and ,son Banquet. The object of thi banquet i to get the program of work, for any given year, before ;the boy. their fathel'S, and the chool official. Generally the meetinO' i held at the hool house and a luncheon i erved .by the Home Economic department.
Every school should have at lea;ilt one Father and Son Banquet each year.
40

The program given below can be varied to meet local conditions: Toa tma. ter-The Agricultural Teacher. Music. Singing. The Program of Work for the Year-The Toastmaster. The AO'L'icultural Department in Our High School-The Principal or ,superintendent. My Project-One of the boy. The Agricultural Department and Our Boys-One of the Dad. Song----Bchool Quartette. Vocational Agriculture in 'Georgia-The State Supervisor of Agricultural Education. The Re ponsibility of the School Board-A Board Member. The Relation of the Agricultural Department to the Exten ion Program-The County Agent. Farm Boys-An inspiraHon addre. s by a local speaker or someone brought in for the occasion. Srnging-America.
Oommunity Fairs
Teacher of vocational agriculture, e pecially those located in rural consolidated schools should promote community fairs and should assist the 'Patron of the school in arranging exhibits for the county and state fairs. (lSee Note.)
Variety Tests
The teachers of vocational agriculture in Georgia have rendered a distinct ervice to the people of the state through the promotion of the u e of better farm seeds. While this has been accomplished through the home projects of boy in their classes and the local Pure Seed Association, nothing ha contributed to the intere t 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 tate College of Agriculture, and he and the Experiment tation have materially a si ted the teacher in ugge ting plan for making the te t and in furnishing seed.
It is recommended that every department of Vocational Agriculture in Georgia conduct each year variety te ts which hall include corn, eotton, and perhaps other crops of local importance.
-OIEl :-The Division of Agricultural Education In the Geol'"ia State College of Agriculture .has puhllshed a bulletin whleb dea~ exclusively with the community fall'. This is: Bullebln 295, "School-Commuulty Fairs" by John T. ''''heeler. A copy of this bulletin should be found In the Iibr~ry of every Agricultural Department.
41

Judging Contests
For everal year the State Board for Vocational Education ha conducted state-wide stock and grain judging contest for vocational boys. The e conte t have become very popular and in all proba bility "iill be continued. It is the opinion of tho e in charge of the work in the tate that the conte t stimulate intere t on the part of the .boys in the cIa se that could be developed in no other 'yay and for that rea on it is recommended that every school in the state that is cooperating with the State Board conduct imilar local contests and make every effort pos ible to end team to the tate conte'5ts.
REPORTS
All approved vocational agri ultural department 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 keepinO' with the IState Plan. These reports are used by the State Board in compiling their annual reports, and in numerous other ways. 0 requisitions for payment of salaries will be issued to schools that have not furni hed to the state supervisor all of the reports required.
In addition to satisfying the requirement of the Smith-Hughes Act, reports may be very valuable to local bigh chool departments if accurately kept and properly u. ed. Report "ill erve as a guide to the election of project ; a a ba i for cIa sroom in truction' as a; ba i. for aO'ricultural pra tice ; and a a ba. i for the election of agricultural enterpri e. Furtbermore if they indicate that creditable work ba been done, they JUay be u ed effectively a ources of promotional data.
A an example of the valuable information that may be compiled from the reports of local high s bool agricultural departments tbe following tudie and tabulations are sugge ted by the Federal Board for Vocational Education in their bulletin on Supervi ed 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 sc-ope
and the total scope itt ea<ch enterprise. 3. The mortality in each enterprise. 4. Gross returns, net returns, cost per unit, and returns per unit for
each enterprise. 5. Comparison -of o. 4 with local averages. 6. Yields p'er unit in each enterptlse and c'Omparison of pupils' yields
with local yields. 42

7. The study of the yields and returns per unit as ba ed upon the scope. The hours of man labor per unit for each enterprise.
9. The relation of the supervised practice undertaken with enterprises of the community.
10. Labor costs per 100.00 of receipts in each enterpri e. 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. harting the labor by months in each enterpri e from the pupils'
reports. 17. The percentage of the labor cost to the total cost of the enterpri e. 18. The checking of each pupil on ea h of the above. 19. Cost of use of equipment per unit. 20. The amount of products produced in sufficient quantitie to permit
of cooperative marketing.
Kinds of Reports Required Other than pecial report that may be reque te 1 from time to time there are three regular report required annually: (1) our 'e calendar; (2) Project report; and (' ) an annual ummary of teacher' actiyitie . 'rhe cour e calendar i a tentative outline of th job, in chronological order, a they are de igned t b taught throughout the year. 1he content of each year' cour houJd be planned and ubmitted in duplicate to the tate Office fo1' approval at th beginning of the
In aclclition to the home lJ1'oject every boy enrolled in an agricultm'al class is expected to carryon other sttpervised 1J',.actica I loork. 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 month., and the estimated time for teaching each job indicated. .AI:, the work progresses during the year the actual time required to teach the jobs should be listed. In case it is impos ible to teach all of the jobs listed, or found to be necessary to include new subject matter, such changes should be indicated under" remark ." At the end of the year the corrected cour e calendar con titute a COUl" e of tudy for the following year.
How to Build a Course Calendar In making a COUl' e calendar the fir t tep consi ts of li ting the mo t important enterprises in the community farm program. These can be determined mo t accurately by summarizing the information obtained through the community urvey. The enterprises that are to be taught each year can next be elected. The' job " to be taught in connection with each enterpri e hould be determined and listed in ea onal equence, beginning with eptember. The e hould be tentatively Ii ted on the cour e calendar blank. It will be found that in orne month there will be more job Ii ted than there will be time to teach, and the time of some other month will not be completely occupied. Thi will nece sitate the shifting of the jobs that can mo t easily be changed, from the months that are overcrowded to those where normally fewer job occur. The la t step will be to copy the jobs as they have been reOl"ganized, taking into account the time that must be allowed for holidays, examination, and other times when class work must be suspended. The following Course Calendars for the fir t and second year's work were sent to the State Office by a teacher in the Piedmont section of Georgia:
44

FIRST YEAR

J\'lAME' OF JOB
_ _ _ _--:::--,------;-----

TEACHL."\G TIDlE

REMARKS

----IE~st~m~ ateId -- Ac=tu= al-'--I------

September

Selecting project program

_ 15

Procuring vetch seed

_3

October

Treating oats and wheat for smut _

Sowing vetch

_

3 2

Breaking land for cotton

_3

Procuring seed cotton

_6

Hill selection sweet ,potatoes

_2

Procuring seed corn

_2

'ovember Procuring seed corn Storing corn Storing cow peas
Storing potatoes Seeding cover ,crops
Keeping project records

_3 _2 _1 _5 _3 _4

December
Keepiug project records Treating corn for weevils Trea,ting peas for weevils Providing and Equipping shop

_2 _2 _1 _ 10

January Equipping sho<p Shop work

_5 _ 12

Febl'Uary Procuring fertilizer for cotton Germina.tion test for seed cotton Terracing land

_ 11 _2 _6

)IaJ'ch

Preparing seedbed for cotton

_8

Bedding sweet Ilotatoe

_4

Planting corn and applying fertilizer _ 3

Procuring soy bean eed

_3

Apl'il Plan.ting soy beans Cultivating corn
Setting sweet potatoes Chopping cotton
Planting forage patches

_1 _4 _2 _3 _3

lay Harvesting burr clover seed Combating bolI weevil
June Project supervision Harvesting grain Planting stubble land

_1 _ 12
_ _ _

July

Project supervision

_

Grain storage

_

Care of hay

_

Augu t

Project supervision

_

Culling chickens

_

Saving burr clover seed _

45

SECO~-n YEAR

NI.UIE Ol!' JOB

'1'EA!CHL'\G '1'1llillJ' Estrnated Actual

Se'ptetilber Picking and ginning cotton Procuring vetch seed
Sowing and inoculating vetch Selecting cotton seed Mal'keting cotton

_4 _2 _3 _4 _4

Octobel' Marketing cotton Sowing small grain Harvesting corn
Determining animal enterpri es E tabli hing herd hog'

_4 _3 _2 _8 _3

Novembel' Estab1ishing herd hogs

_5



Procuring young stock (hog)

_2

Procuring and care Qf mature stock __ 2

Esta.blishing dairy herd

_5

Procuring your stock (dairy)

_3

December Procuring mature stock Feeding for milk production Care of bull

_3 _7 _1

Dairy equipment

_3

Keeping recordJsauuary

_6

Establishing flo k of poultry Procuring settings eggs

_6 _1

Procuring baby chicks

_2

Procuring mature breeding stock _ 2

Hou ing poultrFyebruary
Incubating egg Brooding chicks

_9
_5 _5

)1arcb Seeding pastures (Dairy) Building fences
eeding hog pastures
Making poultry appliances

I _ 2 15
_5 18

April Making poultry appliances

_2

Com bating poultry diseases & insect

8

Combating dairy cattle diseases

_4

Registering pigs

_4

Castrating pigs

_3

Ma~
HIking and care of milk
Com bating liog diseases Combating hog insects Caponizing

_5 _3 _3 _5

June

Project supervision

_

Marketing culled chickens

_

Summer care of live stock and poultry

July

Project supervision

_

Summer grazing crops

_

Augu t

Project supervision

_

Culling of Poultry

_

Breeding brood sows

_

Fall grazing plots

_

REllARK

46

The Project Report
The project report i no doubt the most important of all and require a great deal of attention on the part of both teacher and pupil.
ince so much of the teaching i oriented around the project it is highly desirable that the project program be completed early in the year. A boy i entitled to be placed on the project roll a soon as he has selected land or animal, etc., and ecured the consent of hi-=; parents to carryon the enterprise.
As soon as the work is well started in the fall and the boys have selected their project a preliminary tatement 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 chool files.
The following preliminary statement of a project program from one school is the complement of the course calendar shown on page 45. The relation hip between the project program and the class room instruction can readily be een by comparing the two.

XA..:llE OF PUPIL

Age

Ayers, 'Curt;s_______ 18 Crump, Ralph______ 16 Dickson, Jim _______ 18

Farester, John A. ___ 16 Hubbard, Edwin____ 15 Hamilton, E'iton____. 15
I JoUy, John N. ______ 17

Little, Jeff Turner ___ 15 Phillips, Moody_____ 16 Sanders, Edwin_____ 16 Skelton, James_____. 14

Sorrells, JeweL ____. 18

Tatum, Floyd- _____. 17

Vaughan, HerscheL_ 16

PROJECT

CLASS

I Title

Size

F. C. COtton_______________ 3 a

Soy,beans in corn______ F. C. Ootton_______________

3a 3a

F. C. SOooyt,tboena_n_s_i_n__co_r_n_____________

3a 3a

F. C. SOooyt,tboena_n_s_i_n__co_r_n_____________

3a 3a

Soy/beans in corn ______ 3 a

F. Co Ootton_______________ 3 a

Soybeans in corn______ F. C. OOtton _______________

3a 3a

jSOYbeanS in corn ______ F.C. Ootton_______________

3a 3a

oy,beans in corn ______ Foe. Cotton_______________

3a 3a

Soy,beans in corn______ 3 a

F. C. Cotton _______________ 3 a

Soy/beans in corn______ 3 a

Foe. Cotton_______________ 2 a

oy;beans in corn ______ 2 a

FooC. Cotton ________ - - _____ 3 a

F.C. 'CSooyt/tboena_n_s_i_n__co_r_n_____________

3a 5a

Soy/beans in corn______ 3 a FoC. ,Cotton_______________ 3 a

F. C. rSCOoYtt'obena_n_s_i_n__co_r_n_____________

3a 3a

oy,beans in coru ______ 3 a

47

NAlliJl OF PUPIL

Age

Whilow, Grady_____. 18 Roper, Ben________. 15

Ayers, Bransen_____ 16

Bellamy, Sam______. 18

Bramlett, Marvin___ . 18
.j S,pears, Horace _____ 20

Chandler, Spurgeon_.1 18

Dickson, Henry_____ 18

Goolsby, Tabor_____. 19 Hall, T,heo _________ 17 Lenhardt, Byron____ 17 McConnell, Mack___ . 16 Payne, Fred- ______. 17 Spears, Ray________ 17

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

CIJAS'S
F. C. F. C. A.H.

PROJECT

-=== Title

Size

Cotton

3a

Soybeans in corn______ 3 a

Cotton_______________ 3 a

Soybeans in corll______ 3 a

Cotton_______________ 3 a

.ll Soybeans in corn______ 3 a

Brood soW

sow

A.H. Cotton_______________ 3 a

Soy.beans in corn______ 3 a

Poultry

50 hens

A.H. Ootton_______________ 3 a

'Soy:beans in corn______ 3 a

Poultry

100 b. c.

A.H. OOtton_______________ 3 'l.

Soy:beans in corn______ 3 a

POllltry

100 b. c.

A.H. OOtton_______________ 2 a

Soy:beans in corll______ 2 a

Brood sow

1 sow

A.H. Ootton_______________ 3 a

SOyibeans in corn

, 3a

Brood sow___________ 1 sow

A.H. Ootton_______________ 3 a

'Soy;beans in corn

-' 3 a

Poultry

100 b. c.

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

Cotton_______________
Soy:beans in corn______ Brood sorw Cotton_______________
SOYibeans in corn______ Brood sow___________ Cotton_______________
ISoybeans in corn______ Brood sow___________
ICotton_______________
Soybeans in corn______
I Brood sow___________
Cotton_______________
ISoybeans in corn______ Brood sow___________ Cotton_______________

3a
3a 1 sow
3a
3a 1 sow
3a
3a 1 sow
2a
Za 1 sow
6a
3a 1 sow
2a

A.H. Soy;beans in corn______ 2 a Brood s~v___________ 1 sow OOtton_______________ 3 a

Soylbeans in corn______ 3 a A. H. Brood sow___________ 1 sow
Cotton_______________ 3 a

A.H. SOooyt'tboena_n_s_i_n__c_o_r_n_-_-_-_--_-l 32 aa

Soy.beans in corn Poultry

. 3a 100 b. c.

48

In order that the relation. hip betll'een in truction and project program may be under tood terms mu t be used indicating the ub, ject taught,. uch a "Farm Crop " 'Horticulture', etc., in tead of "Freshmen", "Sophomore", etc.
The boy hould provide tilem elve~ lI"ith uitable record book for their project record, There are everal type of project record books on the market; 'but an ordinary single entry ledger that may be
Boys in agriculhtral classes al'e req1tired to arrange tor a pToject program that win enable them to can'y out the sOil-improvement 7Jlan l'ecommended.
purchased at any book tore for thirty-five cent i entirely satisfactory and ",illia t throughout the hio-h chool cour e.
The teacher hould upervi e the keeping of the e records very carefully and ee to it that the book are posted fre luently. At the termination of a project or at the end of the year a final ummary of the projects ,hould be ent to the tate Office, In case any bo.v does not complete his project the rea on hould be given in the space otherwise u ed for the financial tatement,
The following ugo-e tion hould be noted in fiUino- in the data for the final statement:
49

Very effective tvol'k has been done in the negro schools tOhel'e COm1Jetent teachers have been employed.
e the following units in reporting yield of projects: Cotton-Reduce to pound of lint pound of seed. Corn-u e bu hel of corn; ton of forage.
oy Bean - e bushel. of beans; ton of forage. Cow Peas- se bu hel of pea ; ton of forage. Small Grain- e bu hel of grain ton of forage. Hay, and all crops cut for foraO'e-To tons of forage. Truck Crop and Fruit-Reduce to crate. Watermelon -Dse number and O'rade. Cane-Report number of gallon. Live Stock Project : _ Hog -If old for pork, give pound of pork,
If soIl for breedi"ng tock. O'ive Dumber of animal Dairy Cow -R port pound of milk cream butter; or chee e old.
Xumber and value of animal old or rai ed for home u e. Poultry-There are three kind of poultry project : Incubation projects; flocks kept for egO' ; and a combin~tion of flock and incubation project. Iii t each type eparf),tely so that they may be tabulated. Report yield in dozen of eO'g . pound of broiler or frier old;
50

-----------:------:---_._------- -----------:------------------------

COST

INCO:\fE ,"ALeE PROFITS

'Actual hours '"

PROJECT

devoted to ~~

NAME OF 1: UPIL

'l'OTAL YIE'LD

I-f

..... 00

~ ~.;

~

'J.'itle

Size

."..

0;

:B

<n

0

.Ilaicollll llelL

-:~-l
----I

I 165 17U 50 60 35 28

8

50 I 60

8

15 I 54

48 100

6

24 15

8

48 58

8

177 199

8

38 75

8

;)3 165 14

1

30 14

100 318

8

I65 1 155

32 35

4420

8 8 81

I 39 100

2 1M

13404

24 I 32

8
I8
10 8

58 I 166

81

20 I 20

8I

50 40
30 20
44 6 30 17 12
50 13 50
8 150
-0

I 200 1 34
56 1 58
II 174 11450 I 20
I 10
56
I 14 60 12
I 310
I 32

I8 I6
8 I8
I8 6
I8 8 8
I8 8
1 14 ;8

I
I
I
I
I

I I I 3+ I 71

2:) 30

17254

10 I 3
3

60 I 25 'I 8 I

I 3 I 183 1 9 I
56 319 I 8 1

I :'7 268 1 8
50 12'>..3 I 8

52 186

1

I 1W 1 316 12

I 65 I 170 I !)

45 I 157 I 7 I

I I 30 20 I 9 I

48 6.5 I

I

10 42 I 8

100 12,1.0 I 8

16 32

I I

1a2:4

I I

I 6I

I!) I 3.5 I 8 I

16 I 6.~ I 8 I

I 24 I 67 I

20 26

]0146

I I

28 I 112 I

I
I6
6

I I 33 I 20

I

3~ I 68

10

12 I 40 I

pounds of hens sold; and number of birds kcpt 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 ca. h rate, fertili7.er 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 pL'ofit or labor income.
The following is a completed tatement of one year's project work from the Emanuel County In titute 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 repoL't. 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 . chool records.
Provisions should be made for keeping such data as community service rendered by the teacher and directed practice other than home project. In order that data relative to community service may be given readily and without cmbarras ment, the teacher should provide himself with a small pocket note book an 1 jot down thi' data at the time the service i rendered.
A good plan for keeping a record of the directed practice other than home projects i to have each pupil in the argicultural class provide a page in his cIa s 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 chool boys, as well as improve the quality of a number of farm practices.
WillIe there is a possi'bility for improvement in practically all of the skills in farm work, the be t opportunity for tills type of work lies in having the boys do those jobs that are least understood by their parent, such as inoculating legumes; hill election of potatoes; field selection of eed; spraying trees and vegetables; caring for stable manure; proper feeding of farm animals, etc.
51

uch practice. 8. the. e not on]y treno-then th contact of the hoo1 and home, but I nel zet to the c]a sroom di u ion. The form appearino- on the next t,,o page ,,-ill b .. upp]ied to the t acher at the end of a h fi.. al .Y ar for 'upp1ying a omp1 te Uillmary of hi activitie :
The boys in the agl'icltlt1tral class can mak.e the bltlletin filing boxes l'eqltired by the agl'icultw'al clepartment.
52

ANNUAL SU)DJ.-\RY OF TEACHER'S ACTIVITIES

~ame of bo L_

__. Da te

_

Tea ell eI'

_

l. Instruction in All Day las

nbjects Taught

Xnmher Enrolled

Axerage Attendance

II. SCf\-lce to InaJvldnal

Xumber of ~[eeting9

:-;'0. erved

Pleld ot Service

Xo. S'erved

Gron p Faj 1'9 Gcn. Bd. . ocIaL Othl'r

.

_ F:I"m Crops

_

.

_ Allimal Husbandry

_

_ n "rtl('1I1 turl'

.

.

_ F:I rill ) [cc1t:l II i<>s

_

_ Other

_

_ T_o_ta_l..:-..:-.::.-.::.-_.::._:.:_.:_.:.-.::.-_.::._:.:_.:_.:_.::._._::._.::._:.:_..:._.::._.::._:.:_:...-..:.-_-_.:.-.::.-:..-_-.:.-.::.-__._ _~_'_o..:.t.:...a1:.:_..:_..:_.::.__.::_..::._:.:_..:_..:_..:.--.::.-..:.-..:-..:-.::.-.::.-__-..:...:.-..:.-.::.-::.--_----



ITT_ Dire tcrT Practice Othl'r 'rhan Rom rroJects.

Charader of Work

Fa I'm rops

_

Ani IIIa1 Husbandry

_

IIortlcu I ttl re

_

Pa rm Shop

_

Ho.me Improvement

ot ber

.

53

Number of Hours

t. P,rellmlnary Statement. Character of Project

1 v. 1'1'OJect Summary. Number Enrolled

Scope

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

-

~

-

0

----

_. ------------------------------.
'I'otal '" 1I m oer of Tnd i \'id Ull Is 2. Final Summary.

Project

'.=e"!
c
~
zo
________.

---------------------------------
_

L,

1--------

Totals

't'otal No. Tndi\'idual

i g ned

_

Teacber

APrR 0''IDJ)

_

tate upcnusor of Agl'i'l. Education.

i "ned

_

Supt. Oll' )fembcr of Rd.

Part-time and Evening Class Reports

Special forms for reporting part-time and evenin 17 cla 'les will be

furnished to the teachers "'ho conduct such clas es.

54