xt7ftt4fr79m https://exploreuk.uky.edu/dips/xt7ftt4fr79m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1945-10 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Program of Vocational Agriculture in Kentucky", vol. XIII, no. 8, October 1945 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "The Program of Vocational Agriculture in Kentucky", vol. XIII, no. 8, October 1945 1945 1945-10 2022 true xt7ftt4fr79m section xt7ftt4fr79m working. If]
rig some of his
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ndly grate ﬁre,

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re teachers re-
he school with

e as rapidlyas
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‘ other types'of
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munity school,
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belief and use
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ms is the kind
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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

VOCATIONAL
KENTUQKY

THE PROGRAM OF
AGRICULTURE IN

1 N5?“

Published by

DEPARTMENT OF EDUCATION

JOHN FRED WILLIAMS

Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vo|.X||| O October,l945 0 No.8

FOREWORD

We are cognizant of the importance of agriculture in K011.
tucky and of its relationship to the total well-being of all the
people. This bulletin deals with the program of vocational agri-
culture in the secondary schools of Kentucky. It was prepared
by the agricultural education staff of the University of Kentucky
and the Vocational. Division of this Department. It is hoped that this
bulletin will serve as a guide to school administrators and teach-
ers in establishing and operating cffectivc programs of vocational
education in agriculture. It includes a statement of philosophy of
vocational education in agriculture, the purposes, scope, and
description of the program in Kentucky. I heartily commendit
for your careful. consideration and study.

JOHN FRED WILLIAMS
Superintendent of Public Instruction

211m in Ken-
g‘ of all the

at' 1 '-
10“ ﬁg“ THE PROGRAM 0F VOCATIONAL AGRICULTURE

'as prepared
of Kentucky IN KENTUCKY

ped that this
s and teach-
rf vocational
hilOSOphy of
scope, and
commend it

st
Instruction

CONTENTS
Page
Introduction ................................................................................................. 449

High-School Vocational Agriculture ...................................................... 500
Who Should Take Vocational Agriculture?, 500
Enrollment in Agriculture Classes, 501
Classes in Vocational Agriculture, 502
Course of Study, 503
Method of Teaching, 504
Supervised Farming, 507
Physical Facilities, 511
Department Records and Files, 514

Future Farmers and Their Work ............................. , .................................. 516
Future Farmer Activities, 517
Chapter Programs, 517
Kentucky Association Program, 520
National Organization Program, 523
Chapter Ratings, 523
Fairs, Shows, and Sales, 524
Teachers Responsibility in F.F.A. Activities, 525

Young-Farmer and Adult-Farmer Programs 528
Young-Farmer Course of Study, 530
Returning Veterans and Young Men from Industry, 532
The Adult-Farmer Program, 532
Community Service ........................................................................................ 534
School—Community Canneries, 535
Slaughter Houses or Rooms, 537
Veterinary Work, 537
School Farm Shops, 537
Cooperative Organizations, 538

Professional Aspects of the Program .......................................................... 539

Recruitment of Teachers, 539

Teacher Training, 540

Establishment and Reestablishment of Departments, 540
Recertification of Teachers, 540

Professional Organizations, 540

Vacation, 541

Engaging in Private Business, 541

Agriculture Teachers Conferences, 541

Relation of Agriculture Teacher to Local School Authorities, 541
Non-Vocational Agricultural Activities, 542

Relationship with Agricultural Agencies and Organizations, 543
Professional Ethics, 544

Tenure, 544

Job of the Teacher of Agriculture Defined, 545

Unit
scho
insti
501101
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met

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Page
. 449

. 500

_ 516'

................. 528

................. 534

.. 539

rities, 541

ions, 543

INTRODUCTION

Vocational agriculture in Kentucky, as elsewhere in the
United States, is an integral part of the program of the secondary
schools. Three groups of people are reached directly through
instruction in vocational agriculture: (1) boys enrolled in high
school who take vocational agriculture as a high-school subject;
(2) young men on farms who are not regularly enrolled in school,
regardless of the amount. of school work they have done; (3)
adult farmers.

This bulletin consists of five sections: High—School Vocational
Agriculture, Future Farmers and Their Work, Young-Farmer and
Adult-Farmer Programs, Community Service, and Professional
Aspects of the Program.

The bulletin should be of help to school administrators—both
those who have vocational. agriculture in their schools, and those
who may not have—in acquainting them with the purposes and
features of the total program. It should be of help to those who
are engaged in the work of vocational agriculture, because it is
an attempt to put the program “on paper” where everyone may
see what it is.

. Much more than a description of the program is in the bulle-
tin. An attempt has been made to include considerable underlying
Philosophy. The content of the bulletin is not an “arm-chair”
product. For the most part it represents the work of ﬁve com—
mittees of teachers of vocational agriculture in the state, each
committee working on one of the ﬁve sections of the bulletin. In
31:16 summer of 1944 each committee met for a two—clay-sessi011.

e reDOrts were submitted and discussed at fall district con-
ferences of the agriculture teachers. Recently the committees
met again and, in the light of suggestions and reactions at the
fall conferences, made more-ﬁnal and more-inclusive reports. These
1'tPOI‘ts together with long-established and agreed-upon procedures,
Characteristics, and points of View make up this bulletin. It is
eXDCthd that the program in vocational agriculture will continue
to “01%- There are standing committees on each of the sections
l0 recommend changes and improvements in the program.

499

HIGH-SCHOOL VOCATIONAL AGRICULTURE
High—school vocational agriculture is for farm boys enrolled
in school. lts primary aim is “to train prospective farmers for
proficiency in farming.” A secondary aim is “to give boys train-
ing that will prepare them for occupations related to farming.”

The high—school program consists of a four—year course in
agriculture classes, including the individual farming programs of
the boys and the Future Farmer activities to motivate the work
and round out the training. Vocational agriculture is an integral
part of the. high-school program of studies, and the teacher of
agriculture is a regular member of the high—school faculty. One
high-school unit is given for each year ’s work in vocational agri-
culture. Four units in agriculture may be presented in meeting
college—entrance requirements.

Agriculture is Kentucky’s basic industry. Approximately ll
percent of the people in the state are directly dependent on tarnr
ing for a. livelihood. An additional 25 percent live in rural cont
munities and are largely dependent on farmer trade for their
living. Each year Kentucky must have approximately 5,0001191“
sons enter farming as farm operators. It rural high schools are
tc make their largest contribution to the economic life of the state,
they must provide vocational agriculture for these new ffll‘m
operators. To reach this goal, every farm boy in the state shtmlll
have opportunity to attend high school and take vocational agricul—
ture. This would require an enrollment of approximately 30900
boys in vocational agriculture, in some 325 public high schools":
provide the number of new farm ope 'ators needed and the nnmlrtl
of people who will enter occupations related to farming.

Who Should Take Vocational Agriculture?
]. Practically all farm boys enrolled in high school shou e
- - - r - .- . 1
vocational agriculture tor four years. l‘he tollo“ 111g an ‘0”

ltl take

of the reasons:
leaVng

a. A. large part of the boys will go into farming upon ath

high school. Vocational agriculture should contribute gre
to the well-being of these young men.

b. Many farm boys will go into occupations related to
and their work in vocational agriculture should be
assistance to them.

farmlngv

. the.v
c. Many farm—reared men do part—time farming even though

500

of direct a

and

agr

cite
end
pro

.‘URE

boys enrolled
e farmers for
ye boys train-
0 farming.”

ear course in
;' programs of
rate the work
is an integral
he teacher of
faculty. 0119
)cational agri-
3d in meeting

roxinlately 45
(lent 011 farm-
in rural com-
adc for their
61y 5,000 per-
511 schools are
e of the state,
se new farm
e state should
tional agricul-
niately 30,000
gh schools, to
1d the number
ming.

'e?
bl should take
Villg are 50019

, upon leaving

tribute greatly

ed to farming
.d be Of direct

3n though they

are working in mining, manufacturing, trade, or other oc-
cupation. In the year 1940 there were over 45,000 workers
in Kentucky living on farms who worked off the farm 100
days or more. The 1940 census listed 60,000 farms of less
than 20 acres in the state. On these small farms are men
who work at other jobs but who want a place to live in the
country and who want to produce much of their food.

d. Farm boys work at farming while they are in high school.
Vocational agriculture should aid these boys and their families
in being better farmers and provide the boys with challeng-
ing work and a means of earning. High-school boys need
opportunity to learn to work, to earn, to get ahead, and to
achieve a degree of economic independence while in school.

2. Some non-farm boys should be permitted to take vocational
agriculture if they can proﬁt from the work. The following
are some of the conditions these boys should meet:

a. They should be interested in the work to become full—time
farmers or part-time farmers or to go into work related to
farming.

to. They should have opportunity to carry on satisfactory super-
vised farrning programs or have acceptable practice in work
related to farming.

Enrollment in Agriculture Classes

The following concepts should guide teachers of agriculture
and school principals in enrolling boys in classes in vocational
agriculture.

1. Each high-school farm boy and his parents should understand
the program of vocational agriculture in the high school.

2. All freshmen boys should be properly counseled before enter-
ing high~school classes. This counseling should be done by
both the teacher of agriculture and the high-school principal.

3. Vocational agriculture should not be a required subject at
any grade level. The high school should offer desirable sub-
jects that may be elected in place of vocational agriculture.
The vocational agriculture program is substantially weakened
when agriculture is a required subject.

4. Enrollment in vocational agriculture classes should be limited
‘30 bOYS who have the opportunity to carry on a satisfactory
supervised farming program or have acceptable projects in
work related to farming, and who enroll on their own volition.

ff The teacher of vocational agriculture should have a sound and
e ective program of recruiting students for his classes to the
91d that all boys who should take the wo1k may be enrolled. This
DIOgI'am should include such things as:

1- Personal visits to the homes of farm boys who are eligible to

501

enter high school, to explain to the boys and their parents
the values of going to high school and the program of voca.
tional agriculture.

2. Teach prevocational agriculture to eighth—grade pupils where
conditions permit. Prevocational agriculture can usually be
offered in schools that enroll most of the eighth-grade boys
in the high—school area, and where only two high-school
agriculture classes are taught.

3. Counsel with all farm boys before they register for high-
school classes.

4. Encourage farm boys who have dropped out of high school
to return.

5. A department should have at least 20 farm boys enrolled.

Classes :in Vocational Agriculture

Length of Class Periods

To qualify for reimbursement, each class in vocational
agriculture must be in session at least 420 minutes a week. A
long period is necessary if effective work in vocational agri
culture is to be done. A considerable part of the agriculture
class work is “laboratory” work in the classroom. shop, can-
nery, and ﬁeld trips. Either of the two following conditions
will give the necessary amount of time:

a. Two consecutive periods daily where schools operate on 45-
minute periods.
b. Three one—hour periods and two consecutive two—hour periods

a week where school operate on 60-minute periods.
Size of Classes

Class work in vocational agriculture requires much in-
dividual instruction on farming programs, in “‘lahorator."y
practices, and shop work. For this reason a teacher 0311110t
well care for as many pupils as may be handled in some othet
classes. The following are guides to the number of bo.VS that
should be in classes in vocational agriculture:

a. The most desirable size of class is 15 to 20 boys.

b. The maximum number that should be in a class is 30.

c. Classes should not be operated with less than 5 to 8 boys,
Number of Classes and Teachers

A teacher of agriculture may teach two or three classes

in vocational agriculture. The number of classes a 5011001
should have is dependent on the number of high-school b0.”
taking the work. The following should be guides to the
number of classes:

a. Departments enrolling up to 35 boys may operate more
effectively on a two-class program: one class for freShmen'

502

an
cla:
is 1

adc

ing

up-
is 1
of *
of (

their parents
gram of voca-

2 pupils where
:an usually be
1th-grade boys
70 high-school

ster for high- ‘

of high school

5 enrolled.

in vocational
as a week. ll
cational agri-
e agriculture
In, shop, can-
.1g conditions

>perate on 45-

)—hour periods
riods.

'es much in-
‘ ‘ laboratory "
acher cannot
11 some othti
of boys that

s.
:s is 30.
to 8 b0y5'

three classes
;es 3 school
i-school 1103's
1ides t0 the

)perate more
for freshmerl'

sophomores, and one for juniors—seniors. Such a program
gives the teacher opportunity to teach prevocational agri-

culture.

b. Departments enrolling 35 to 50 or more boys should operate
on a three—class basis: separate classes for freshmen and for
sophomores, and a combined class for juniors—seniors.

0. Departments enrolling more than 50 to 60 boys should have
more than one teacher of agriculture if other parts of the
vocational agriculture program are to be carried out success—

fully.

Assuming a well-rounded program of high-school classes with
an active F.F.A. chapter, young-farmer classes, adult-farmer
classes, and community services, the following number of teachers
is usually desirable:

One teacher—up to 50 pupils
Two teachers—50 to 100 pupils
Three teachers—100 to 160 pupils

If there are special. young—farmer classes for veterans, one
additional teacher will be needed for each 20 to 25 veterans receiv-
ing full-time instruction.

Course of Study

Each department of vocational agriculture should have an
up-to-date four—year course of study. The teacher of agriculture
1s responsible for working out and keeping up to date the course
of study for his department. In order to have an effective course
of study, the following should be done:

1. Each new teacher must take Agricultural Education 179
(Determining Content) before starting school.

2. Each teacher should examine and revise the parts of his COursc
to be taught that year, before school begins in the fall.

3. Enterprises included in the course of study should be those
most important in the community and on the home farms
of the boys, and in which the boys can be expected to have
supervised farming work.

4- Courses of study should be set up on the basis of teaching
objectives to be reached.

5. Departments should arrange their course of study to include
the following: ‘ i
3. Agriculture I (Freshmen or Freshmen and Sophomores)
Farming Occupations
Field Crop Enterprises
General
Soils in relation to crops

503

The two or three most important crops in the com.
munity and in the farming programs of the boys
Farming Programs, and Individual problems
Farm Shop
F.F.A. Work

b. Agriculture II (Sophomores or Sophomores and Fresh

men)

Farm Animals
General
Feeding farm animals
The two or three most important animal enterprises
in the community and in the farming programs of
the boys

Farming Programs, and Individual problems

Farm Shop

F.F.A. Work

c. Agriculture III and IV, Alternate Years (Juniors and
Seniors)
In each of the two years:
Farming Programs, and Individual Problems
Farm Shop
F.F.A. Work
The following usually should be distributed between
the two years:
Soils
Farm Management
Home Beautiﬁcation and Improvement
Hay, and Pasture
Any important crop or animal enterprises or parts
of them not sufﬁciently dealt with in the ﬁrst two
years.

Diethod of Teaching

Teaching is directing the learning- process, and learning iSH
self-active process. One learns what he does, and improves his
performance in accordance with the standards he accepts. Th“
merit of any method of instruction is determined by its effective
ness in securinO' the desired learnino's. The effectiveness of”
teaching procedure or technique can be judocd b1 the kind (111101111t
and quality of student activity it secures.

The study of agriculture by farm boys should he intensely
interesting. Farm boys are continually surrounded with farmmg
and farm life. They 11'01k and live withf arming, and the1 112111
f:- rming‘ programs of their own Through their class 11101]: and
supervised farming programs boys should learn to solve 1113111 01
their farming problems intelligently use improved practlct’S “1

504

fart
11101'

agri
teac
follt
acce

)5 in the com.
f the boys
ms

es and Fresh

ial enterpris‘
; programs '-

(Juniors anil‘i'

roble'ms

uted between

4.?
or:

rises or parts
the ﬁrst two

learning is it
improves his
Lccepts. The
its effective-
iveness of a
(ind, amount

be intensely
with fanning
1d they have
ss work and
ﬁve many 0f
practices in

farming, understand the sciences basic to agriculture, and become
more proﬁcient in rural living.

Down through the years there has evolved among teachers of
agriculture in Kentucky certain procedures and techniques of

teaching that are effective in securing desirable learning-s.

The

following is a brief analysis of some of the procedures generally
accepted as good:

In an agriculture classroom.

Each boy is solving the problem for himself.

The problem-solving procedure should be used in group work
when a decision or understanding is to be reached. A good
problem-solving prooedure usually involves:

Getting the problem before the group in a clear simple
question form so that the boys understand what the
problem is, see its signiﬁcance, and want to ﬁnd the best
possible solution.

Analyzing the problem by the group so that the boys
will understand how to solve it.

Suggesting such references or other sources of informa-
tion as may be helpful in solving the problem.

Each boy solving the problem for himself (so—called
directed study).

By group discussion, arriving at the best possible solu-
tion or conclusion to the problem.

Getting the group to make good use of such decisions
reached as apply to their own situations.

The-demonstration procedure should be used in teaching
manlpulative skills such as castrating pigs, culling hens,

505

sharpening an ax, or using a hand saw. The demonstration
teaching procedure usually involves the following steps:
a, Prepare for the demonstration
Have clearly in mind the abilities that are to be
developed, including standards of workmanship the boys
should come to have. See that the materials, tools, and
teaching aids are at hand so that the demonstration can
go off with dispatch. All the boys should be able to see
and hear what is going on.

clas:
in (
supc
agri

A class of boys at Versailles, weeding a tobacco bed. With

b. Make preliminary explanations
Explain the purposes of the demonstration and W but
the skill or ability is needed. Ask for questions to clear

. gran

up the explanation. bt
c. Give the demonstration etf
ion achu

Show and explain how to perform each oper‘f‘ihv
and technique, step by step. Often some of the W3 burd

do it this way” will need to be brought in. Proceed
slowly. Encourage questions to clear up anything not ..
well understood. Sight references which the Puplls ma) ‘13 e(
use as they practice. “"31
(:1. Have boys “try their hands” ‘ da- 1Lhell‘
Have each boy try his hand in performlng the fur? s agric
mental operations. Show and explain again those thing must
not well understood. Sthot

e. Have a practice exercise . eof

If the boys should need to develop a fair degregre Farm

skill before using the operation on a larg‘fl‘ or mcise ]
valuable piece of work, have a good practice exer

506

emonstration
ig steps:

it are to be
hip the boys
ls, tools, and
nstration can
e able to see

3d.

tion and why
stions to clear

ach operation
of the “Why
. in. Proceed
anything not
he pupils may

ing the fullda.
n those things

fair degree °‘
urger or

actice exemse

more ,

that will involve the operations, techniques, and standards
of workmanship. Check with each boy during the exer—
cise to correct weaknesses, and emphasize proper tech-
niques and standards.

f. Have boys use the practices in all their work
See that the boys use the correct practices in all their
subsequent work.

3. The farming programs of the boys provide them the oppor
tunity to secure practice in the use of “improved practices.”
Class instruction should come before the boys need to use
the practice in their farming programs. Every effort should
be made to get the members of the group to use the pro
cedures dealt with in class, at every opportunity to use them.
Practices that most of the group may not be expected to use
in their farming programs should usually not be worked on
by the group in class work.

4. Good notebooks should be very valuable to the students in
recording decisions, data, and other material worked on in
class, for future use. Notebooks poorly kept cannot be
justiﬁed.

Supervised Farming

Systematic instruction in vocational agriculture consists of
class instruction followed by the use of the practices decided 011
in class, in the individual farming programs of the boys. The
supervised farming work of the boys is as essential to vocational
agriculture as the class work. There must be both, not one
without the other.

Supervised farming is not only essential to learning farming
but it has many other values for the boy. The boy’s farming pro-
gram provides his primary motivating force in wanting to learn
better farming- practices. It gives him a chance to earn, to
aclneVe a (198'1’66 of economic independence, to become less of a
burden to his family, and to gain a start in farming on his own.

If the bOYS are to have good farming programs and use them
3'3 Educational experiences, these programs must be supervised by
ille‘teacher 0f agriculture. Supervision of the boys’ practice on
tllell' home farms is as necessary to good teaching of v0cational
agl'lcultlll‘e as is the classroom work. Teachers of agriculture
1mm haVe Opportunity to work with their boys at home after
$911001 hours, on Saturdays, and when school is not in session.

Y , ' '
Ivannmg Programs

EVery bOY enrolled in vocational agriculture should have the

507

Supervised farming is not only essential to learning agriculture, but it has many other
values to the boy. This boy also has other projects and does supplementary prachce.

best farming program he can have. A large part of the boys should
have farming programs something like the following:

Freshmen

a. A cash-crop project of good scope.

b. Feed-crop projects to produce the home-grown feeds l

that ought to be produced.

c. One or Inore livestock projects, started about as followsi
Poultry—in spring of freshman year
Dairy—during freshman year
Beef cattle—by the fall of the sophomore yeal‘
Sheep—in the summer between the freshman and
sophomore years I
Hogs—gilt bred in fall of sophomore year >

d. One improvement project (include farm shop in the

freshman or sophomore year if possible)

6. Supplementary practice—50 hours or more .

At least three of the most important improved Frames

should be used in each project.

Sophomores .

a. Cash crop—continue and enlarge scope if p0551ble

b. Feed crops—same as freshman year ear

c. Livestock—those started or decided on in freShman Y I

enlarging their scope if feasible

(1. Improvement projects—at least one

e. Supplementary practice—50 hours or more

508

m
.V‘

has many 0t?“
entary Draw“-

boys should

. eds
giown R

t as follow55
re year
-eshman and

31‘

Shop in the

zed practiceS

)ossible

.eshman year,

At least ﬁve 0f the most important improved practices should
be used in each project.

3. Juniors-Seniors

a. Cash crop—same as sophomore year

b. Feed crops—same as freshman year

c. Livestock—continue and increase scope of the livestock
already started. Add other enterprises if desirable

d Improvement projects—at least one each year. Include
pasture improvement, home beautiﬁcation and improve-
ment, and family food supply, if possible.

e. Supplementary practice—50 hours or more each year.

Use all of the most signiﬁcant improved practices in all

projects.

[I’m-wing Program Records

Each boy should keep neat, accurate, and up-to—date records
on his farming program. These records should enable the boy to
determine “how he came out” and “Why he came out as he did”
on each of his projects. In order to accomplish these things, the
following should be done:

1. Have boys make up their new record books early in the
school year.

2. Keep the record books at school during the school year and
at home during the summer months.

3. Provide class time each Monday during school for the boys
to bring their records up to date, and check with them the
following:

a. The recording of all expenses, sales, and labor in each
project, also supplementary practice labor.

b. Plans for jobs coming up in the projects~jobs coming up
that have been planned and need to be carried out, and
jobs coming up that plans have not been made for.

c. Projects completed.

cl. Supplementary practice that should be done soon.

4. See that all boys write their plans through Point 14 early in

the school year. If a project is decided on later in the year,

plans through Point 14 should then be written immediately.

See that all boys write their plans for carrying out the prac-

t1ces (Point 15) before time for the practice to be carried out.

Project Summaries
t1 BOYS should be taught to summarize a project record when
‘16 ﬁrst large group of projects are completed. In many depart-
ments this wlll be the corn projects in the fall of the sophomore
3931" The following statements apply to summarizing projects:

2 When a project is completed, it should be summarized.

The usual time to summarize groups of projects is—
Corn—when the crop is gathered

509

Hay—after the last cutting
Tobacco—When the crop is marketed

Other cash crops—When the crop is sold

Beef cattle—feeders when marketed; breeding herds as
of January 1

Dairy——as of January 1 or at the same time each year
for an individual project

Hogs—when litter or litters are sold

Poultry—broilers when sold; layers when sold in the
summer, or as of October 1.

Sheep—when the lambs and wool are sold, or not later
than September 1.

Improvements projectsiin enterprises, same as produc-
tion projects; others, when completed.

3. After a boy has summarized a project and it has been checked
for accuracy, it should be recorded on his permanent record 1
card as a completed project and the summary ﬁled. The
permanent record cards should be kept up to date by—

Recording each proposed project when the plans are
written through Point 14

Recording each project as completed when it is sum- f
marized

Recording supplementary practice near the end of school

4. End reports should be made on each group of projects when
the projects are completed.

Farming Program Standards 1

Each department should set up the following farming program (.
standards early in the school year:

1. General Standards
a. Number and kind of projects, and hours of supplementary l
practice per boy
b. Labor earnings per boy
c. Productive man work hours per boy
2. Production Standards—for each of the important enterprises
in the boys’ programs ‘
3. Each boy should set up a production standard for himself In
each of his productive enterprise projects.

’l'ouvhors’ [impairs-i1)fifty lVif/I Bays’ Farming Programs

The teacher of agriculture is responsible for getting} each .
to have the best farming program he can have and to ilsepllls
farming program to the best advantage in learning- to farm Cm"
rying’ out these responsibilities will involve the Following- on tllt‘

buy

part of the teacher:

1. Understand the home—farm situation of each bOY- , h
2. Help the parents and the boy see the need for the boys ha\ The
ing a good farming program. “0‘”

510

3. Guide and assist boys in

a. Deciding what farming program to have

I herds as Making arrangements for the program
c. Securing ﬁnances and other things needed to carry
each year on the program
. Deciding on and carrying out improved practices
e. Marketing
)ld in the
4. Give encouragement to the boy and his parents
.‘ not later 5. Give adequate home-farm supervision of the boy’s program.
as produC- . . . .
Physmal Facﬂltles
en checked A department of vocational agriculture should have physical
lent record facilities adequate for effective instruction. Every department
ﬁled. The should have a good classroom and a, farm shop well equipped. Al-
bgg‘s are most every department should have a school—community cannery.
Approximately 200 high schools in Kentucky have fair-togood
it is sum- arm shop buildings or rooms. About 150 high schools have
d of school school-community canning plants. A number of eanneries have
added slaughter rooms or built small slaughter houses for com-
ljects when

munity use. Most ot‘ the shops and canneries are well equipped.

It is the obligation of the local community to provide the
teaching facilities, and the responsibility of the teacher of agri-
- ‘ 0"alll . . . .
g P1051 culture to see that the facthtles are kept orderly and in good con—

ple'mentary

enterprises

himself in

g each b0l'
to use 1115
arm. Cal"
ing’ on the

2 looy’S haV'

The ~ . . .
memggﬁﬁglﬁg hfmldlng at Benton High School. There are two agriculture class—
' C65, 3. conference room, and a. storage room: also a school farm shop
45 feet x 75 feet.

511

dition. Facilities may be used for out—of-school groups as well
as for the high—school groups. Standard facilities are as follows:
('lusxrrmm