xt74qr4np85m https://exploreuk.uky.edu/dipstest/xt74qr4np85m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1961-07 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. XXIX, no. 7, July 1961 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. XXIX, no. 7, July 1961 1961 1961-07 2022 true xt74qr4np85m section xt74qr4np85m

530—532,

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”M. Commonwealth of Kentucky 0

t5 EDUCATIONAL BULLETIN

THE PROGRAM 0F VOCATIONAL
AGRICULTURE IN KENTllG‘KY

(For Institutional Flaming and State Approval)

Published by

DEPARTMENT OF EDUCATION
WENDELL P. BUTLER.
Superintendent of Public Instruction
Frankfort, Kentucky

ISSUED MONTHLY

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

POSTMASTER: SEND NOTICES OF
CHANGES OF ADDRESS 0N FORM 3579

J VOL. XXIX JULW961 NO. 7

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of Kentut
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heartily <

FOREWORD

We are aware of the importance of agriculture in Kentucky and
of its relationship to the economy of its citizens. This bulletin deals
with the program of vocational agriculture in the secondary schools
of Kentucky. It was prepared by the Agricultural Education Division
of the State Department of Education and the teacher training staff
in agricultural education at the University of Kentucky. It is hoped
that this bulletin will serve as a guide to school administrators and
teachers in establishing and operating effective programs of vocational
education in agriculture. It includes the objectives of vocational educa-
tion in agriculture and a description of the program in Kentucky. I
heartily commend it for your careful consideration and use.

Wendell P. Butler
Superintendent of Public Instruction

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THE PROGRAM OF VOCATIONAL AGRICULTURE
IN KENTUCKY

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614

INTRODUCTION

Vocational agriculture is an integral part of the secondary school
program. Three groups of people are reached through vocational agri-
culture—(l) high school boys who study vocational agriculture, (2.) out-
of—school young men on farms who are becoming established in farm-
ing, and (8) adult farmers.

This bulletin deals with the general information on the different
phases of the program—high school vocational agriculture including the
Future Farmers of America, New Farmers of America, young-farmer
programs, adult-farmer programs, and professional aspects of the pro-
gram.

The publication is designed to help school administrators become
acquainted with the purposes and features of the total program. It
should also help all people engaged in vocational agriculture because
it includes a description of the program as it operates.

For the most part, the bulletin represents the work of teachers of
vocational agriculture, members of the agricultural education staffs of
The State Department of Education and the College of Education at the
University of Kentucky.

615

TABLE OF CONTENTS

THE IMPORTANCE OF AGRICULTURE IN KENTUCKY _____ 618

OBJECTIVES OF VOCATIONAL AGRICULTURE ___________ 618
FEDERAL, STATE, AND LOCAL RELATIONSHIPS_ ________ 618
APPROVAL OF PROGRAMS OF VOCATIONAL
AGRICULTURE ______________________________________ 619
Needs for Vocational Education in Agriculture _____________ 619
Approval of Units in Vocational Agriculture _______________ 619
Physical Facilities ______________________________________ 619
Multiple-teacher Departments ___________________________ 622
Time Requirements ____________________________________ 624
TEACHER TRAINING _____________________________________ 62A
Pre-service Training ____________________________________ 624
In-service Training _____________________________________ 624
TEACHER EMPLOYMENT ________________________________ 625
Qualifications of Teachers ______________________________ 625
Length of Employment _________________________________ 625
Annual Leave _________________________________________ 625
Official Travel ________________________________________ 626
HIGH SCHOOL VOCATIONAL AGRICULTURE ____________ 626
W110 Should Take Vocational Agriculture? _________________ 636
Number of Students ____________________________________ 627
Method in Teaching ____________________________________ 627
COURSE OF STUDY ______________________________________ 630
FARM MECHANICS ______________________________________ 632
Instruction Areas _______________________________________ 632
Facilities Required in Teaching Farm Mechanics __________ 634
Farm Mechanics and Science ____________________________ 534
Farm Mechanics Units __________________________________ 634
SUPERVISED FARMING PROGRAMS _____________________ 635
Good Supervised Farming Programs ______________________ 636
Farming Program Records ______________________________ 637
Summarizing Projects __________________________________ 537
ON-FARM INSTRUCTION _________________________________ 639

616

FUTURE FARMERS OF AMERICA AND NEW

FARMERS OF AMERICA ______________________________ 640
The FF A Should Contribute to the Teaching of

Vocational Agriculture ______________________________ 642

FFA Activity Program __________________________________ 644
KENTUCKY F FA LEADERSHIP TRAINING CENTER ________ 645
Leadership Training Center Policy Committee ____________ 646
Leadership Training Center Facilities ____________________ 646
Program of the Center __________________________________ 646
YOUNG—FARMER PROGRAM ____________________________ 648
Course of Study ________________________________________ 649
On-farm Instruction ____________________________________ 649
Enrollment ____________________________________________ 650
KENTUCKY YOUNG—FARMER ASSOCIATION _____________ 651
THE ADULT-FARMER PROGRAM ________________________ 652
Vocational Agriculture for Adult Farmers _________________ 652
Instruction for Adult Farmers ____________________________ 653
Work With Other Agencies ______________________________ 653
Providing Adult-farmer Instruction ______________________ 653
Adult-farmer Courses __________________________________ 654
Class Organization _____________________________________ 655

VOCATIONAL AGRICULTURE REPORTS AND
RECORDS ____________________________________________ 655
THE JOB OF THE TEACHER OF VOCATIONAL
AGRICULTURE ______________________________________ 656
PUBLIC RELATIONS _____________________________________ 657
VOCATIONAL AGRICULTURE TEACHERS’ CODE

OF ETHICS ___________________________________________ 657
RESEARCH AND EVALUATION __________________________ 659
Research ______________________________________________ 659
Evaluation _____________________________________________ 660

617

THE IMPORTANCE OF AGRICULTURE
IN KENTUCKY

Agriculture is Kentucky’s basic industry. Some people have the
erroneous belief that agriculture is declining in importance. Volume of
agricultural production in Kentucky is about thirty per cent above the
level of two decades ago. The total output in the United States is
fifty per cent larger than then. The total cash receipts from the sale
of farm marketings is approximately 550 million dollars a year. A very
important effect of agriculture upon the economy of Kentucky is that
of processing, storing, distributing, and transporting farm products
after they leave the farm. The volume of this business for Kentucky
farm products is about one billion dollars per year. The economy of
Kentucky depends upon farmers having a cash income to buy farm
supplies such as feed, seed, machinery, and the like. For these supplies,
Kentucky farmers spend about 365 million dollars a year.

In 1959, there were 59,493 commercial farms in Kentucky with
sales of $2,500 or more during the year. There were 91,824 farms
with a smaller income from farming, mostly part—time or part—retire-
ment farms. In all there were 150,904 farm operators.

OBJECTIVES OF VOCATIONAL AGRICULTURE

The aim of vocational education in agriculture is to train for pro-
ficiency in farming those people who can profit by such training. At a
period in the history of our country when we have fewer farmers and
a rapidly increasing population, proficiency in farming is more
important than ever before.

Vocational education in agriculture provides classroom instructiOn
and on-farm supervision for three groups: (1) farm boys enrolled in
high school classes, (2) out—of—school young men enrolled in young‘
farmer classes, and (3) adult farmers enrolled in adult-farmer classes.

In line with the aim of vocational agriculture, instruction is de-
signed to meet the needs of those Who are farming or who are Pfe‘
paring to farm or engage in related occupations.

FEDERAL, STATE, AND LOCAL RELATIONSHIPS

The program of vocational agriculture is a joint effort of local;
state, and federal agencies in promoting programs in agricultural edu-
cation. Since 1917, the federal government has provided grants to the
states on a matching basis to promote the program. Programs, designed
to meet the needs of local communities, are carried out by local schOOl
districts. These programs operate within the framework of state plans-
States operate under a plan approved by the U. S. Office of EducathD-

618‘

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ucky with
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All programs are initiated on the local level. State and federal aid is
given to stimulate and expand the programs. Supervision, designed to
improve the work, is given local programs by district and state super-
visors in agricultural education.

APPROVAL OF PROGRAMS OF VOCATIONAL
AGRICULTURE
Needs for Vocational Education in Agriculture

Approval shall be made for operating a department of vocational
agriculture in a public high school only when evidence is available
showing that there is a definite need for training in farming in the
patronage area of the high school. In determining this need, due con-
sideration should be given to the value of high school vocational agri-
culture for young men who will enter occupations related to agri-
culture. The need for vocational agriculture in the program of a high
school is shown in term of:

l. The number of farms in the patronage area

21. Full—time farms
b. Part—time farms

2. The number of bovs enrolled in school from farms who have

facilities to carry on supervised farming programs.

3. The number of out—of—school young men on farms who have an

opportunity to enter a vocation of farming.

Approval of Units in Vocational Agriculture

Units are approved by the Division of Agricultural Education in

the State Department of Education on the basis of the need for the

program in the school district, the employment of approved teachers,

and the necessary facilities and equipment for conducting a complete

Program including instruction in farm mechanics. Each biennium the

Department of Education requests of the legislature approval of the

number of units in vocational agriculture that it feels will be needed.

rlv‘lle final determination of the number of units available for distribu-

UOH in any year is determined by the legislature in its educational
budget.

Physical Facilities

Approved departments of vocational agriculture must have

physical facilities adequate for effective instruction. These facilities
include:

1. Location. Generally the most desirable location for the de-

partment of vocational agriculture is at the end of one of the

Wings of the school building. This makes the appearance of

619

the school plant more attractive and is generally a more
economical method of construction. It also adds to the ac-
cessability of the facilities. Provision should be made for a
parking area near the department and an outside door opening
into the corridor near the classroom or shop. With this arrange-
ment it is not necessary to open the main school plant when
adult-farmer classes, young-farmer classes, or other meetings
are held at night. As a general rule, facilities for vocational agri-
culture that are in a separate building are not as satisfactory
as those that are located in the main school building. When
new school plants are being planned, facilities for the depart-
ment should be included in the plans if vocational agriculture
is to be a part of the curriculum of the school.

Well-planned vocational agriculture facilities are located in a. wing 0f the

t high school building. This photo shows the location or two classroomS

. on the first floor, with the farm mechanics shop to the right of the
classrooms.

2. Classroom. A standard size classroom equipped with chalk-
board, library and equipment case, up—to-date agricultura1
library, standard tables and chairs for students, teachers deSk
and chair, and file cabinets are required in all departments.

In multiple—teacher departments the number of 01355'

rooms needed will be determined by the number of teacherS,

620

ly a more
to the ac-
iade for a
or opening
1s arrange-
»lant when
7 meetings
:ionalagri-
atisfactory
ng. When
he depart-

[griculture

ring of the
:lassrooms
:ht of the

1th chalk-
;ricultural
1er’s desk
.artments.
of class-
teachers,

the school organization, and the amount of auxiliary space
available. Two teachers can generally operate satisfactorily
with one classroom if office space is provided for use of one
of the teachers in handling small groups or committee meetings,
counseling with students and farmers, and making preparation
for teaching while the other teacher is using the classroom. If
both agriculture teachers have classes scheduled at the same
periods during the day, another room should be available for
use by one of the teachers during these periods.

In departments with three or more teachers, two class-
rooms and office space should be provided.

A photo of a well equipped vocational agriculture classroom.

Farm Mechanics Shop. If vocational agriculture is to meet the
training needs of the farm people, it must include instruction
in the farm mechanics aspects of the farming operation. This
need has long been recognized by leaders in agricultural edu-
cation, and provision for instruction in farm mechanics is
included in all approved programs of vocational agriculture.
Schools offering approved programs must provide facilities for
farm mechanics instruction. Single-teacher departments must
provide a minimum of 1,600 square feet of shop space and
multiple—teacher departments shall provide a minimum of

621

2,400 square feet. The shop shall have additional space for
storage, toolroom, and washroom. Each shop must be equipped
with adequate tools and machinery to teach farm mechanics.
The shop should be located so that it can ‘be easily reached
from the classroom. A paved work area near the large shop
door adds greatly to the efficiency of the shop. A good road
should be provided leading to the shop so that farm machinery,
tractors, and farm trucks may be brought into the shop area.
Provisions for wall workbenches, power outlets, arc-welder out-
lets, ceiling beam for chain hoist, exhaust fans, and other such
items should be included in the architect’s plans before bids
are let for the construction of the shop. These essential features

can be more economically provided when included in the
building bid than if added later.

Multiple-teacher Departments
The trend in Kentucky is toward fewer and larger high schools.
This trend can be expected to accelerate rather rapidly in the next few
years, resulting in an increase in the number of multiple-teacher
departments of vocational agriculture. In very few Kentucky depart-
ments is one teacher of agriculture able to provide the type of
instructional program that should be offered for high school boys,
young farmers, and adult farmers in the community. Most single-
teacher departments should consider adding a second teacher as
teachers and units become available. If multiple—teacher departments
are to render their best service, a coordinated program is necessary. It
is most important that the teachers of agriculture, school administrators,
students, and others have a clear understanding of the part each
teacher is to assume in carrying out the total program of vocational
agriculture in the department. Some guiding principles for the

operation of a multiple—teacher department follow:
1. Developing a program of work and placing responsibilities

for the different areas of work.

a. Teachers, school administrators, and representatives of the
people affected should determine the kind of program of
vocational agriculture the community or county should
have.

b. The teachers should then study the program, develop the
major objectives, and determine the possibilities of cany-
ing out the program.

0. The detailed program of work in vocational agriculture, as

prepared by the teachers, should then be presented to the

622

space for
3 equipped
achanics.
ily reached
large shop
good road
nachinery,
shop area.
velder out-
other such
efore bids
a1 features
ed in the

;h schools.
e next few
)le-teacher
ky depart-
3 type of
1001 boys,
)st single-
eacher as
partments
:essary. It
.nistrators,
part each
vocational
; for the

)nsibilities
ves of the
rogram 0f

ty should

:velop the
of carry-

rulture; as

:ed to the

superintendent, principal, and other local administrative
and supervisory personnel. With their help and counsel,
the responsibilities of teachers in the total program and
the areas of work in which each teacher would assume the
major responsibility could be worked out. If the program
is out of balance with the teaching personnel, adjustments
should be made in program and staff.

. All teachers of agriculture in a department should meet

weekly to discuss, plan, and evaluate the operation of the
local program. Progress reports, continuous planning, and
keeping informed on the total program should be an important
feature of these meetings.

. In the division of responsibilities and work load, special abili-

ties, aptitudes, and interests of each teacher should be taken
into consideration.

. When a new teacher is employed in a department, insofar as

possible he should be selected to round out the abilities of
the teacher or teachers already in the department.

. A teacher or teachers already working in a department should

be asked to help select a person who will round out the
team and produce a good balance to the program. Such a
procedure should contribute to better teamwork of the staff.

. As a general rule, a teacher should not keep the same group

of boys for four years. The boys should have the opportunity
to benefit from any unique qualities or abilities possessed by
all members of the staff.

. Teachers should not be known as “freshman teacher,”

“sophomore teacher,” “farm management teacher,” “dairy
teacher,” or similar categories. They should be recognized as
a member of a team doing the job they are best fitted to do.

. One teacher should assume responsibility for general co-

ordination of an area of work, such as the FF A. The other
teachers should help in the area of work and maintain an
active interest in it.

Thus individual teachers may be expected to take the lead in
certain phases of the program, with the other teachers mak-
ing their contributions.

. In order to promote efficiency and reduce teacher work load,

in most instances only one teacher from a department should
be expected to do such things as:

623

a. Attend F FA Convention
b. Accompany F F A members to the Kentucky FFA Leader-
ship Training Center
0. Accompany judging teams
d. Take boys with exhibits to the State Fair
6. Represent the department at meetings called by other
agencies and organizations
f. Have a class in shop in a given block of time
10. As a general rule, summer school attendance, vacations, and
other extended leaves should be arranged so that at least one
teacher is in the community on the job at all times.
11. During the school year and the summer following, a teacher
should supervise the farming programs of the boys he has in
classes.

Time Requirements
The minimum length of time required for all high school voca-
tional agriculture classes is sixty minutes gross per day, five days per
week, or the equivalent net time on a rotating schedule.

TEACHER TRAINING
Training teachers of vocational agriculture is done both before
men begin their employment as teachers and after they become
teachers. These two types of training are referred to as pre-service
training and in—service training.

Pre-service Training

The professional courses in the pre-service training are taken at
the University of Kentucky and are necessary for a high school certifi-
cate to teach vocational agriculture. They are offered as a full semester
of work (18 semester hours) which includes method and student teach-
ing, and as a three-week course in- June in which the man works out
his course of study in vocational agriculture for use in the high school
in which he will teach. These professional courses are usually taken
only by men who already have their bachelor’s degree in agriculture.
In this way students fulfill the master’s degree requirement of a full
semester of residence.

In-service Training
Teaching vocational agriculture is a complex and ever—changing
profession. The teacher’s training must continue after he becomes a
teacher; thus, the necessity for the in-service training. Nearly all
teachers work toward a master’s degree with a major in agricultural
education, and several do graduate work beyond the master’s degree-

624

Perhaps
does no
after he
week cc
training

ln—s
Each te
tural et
Univers
servicei

were.»

Te:
in-sewit

Te:
from in
Educati
hours 0
agricult
been fa
perienct
outside
tional a;

All
twelve-1
fOI‘ new
month I

Tee
Weeks 51
Iflent in
PrOVider
exceed 1

. Leader-

by other

ions, and
least one

,1 teacher
me has in

)01 voca-

days per

h before
become
e-service

taken at
)1 certifi-
semester
nt teach-
rorks out
gh school
[1y taken
:iculture.
of a full

Perhaps no man should become a teacher of vocational agriculture who
does not intend to earn a master’s degree, and that within eight years
after he begins teaching. This a teacher can do by taking one three-
week course each summer if he has taken his pre—service professional
training as a graduate student.

ln—service training is by no means limited to graduate courses.
Each teacher, through a close working relationship between agricul—
tural education supervisors at Frankfort and teacher trainers at the
University of Kentucky, is provided the following opportunities for in—
service training:

1. Follow-up during his first year of teaching by his residence
teacher trainer
Supervision by agricultural education staff members
District conferences
State conference
. Workshops held in different parts of the state

Teaching materials and printed publications also contribute to
in-service teacher training.

TEACHER EMPLOYMENT

Qualifications of Teachers

weapon

Teachers of vocational agriculture shall be graduates in agriculture
from institutions of higher learning approved by the State Board of
Education to train such teachers. They shall have had at least sixty
hours of technical agriculture and a minimum of eighteen hours in
agricultural education. Teachers of vocational agriculture shall have
been farm reared or Shall have had at least three years of farm ex-
perience after the age of fourteen. Teachers trained in institutions
Outside of the state shall meet the qualifications for teachers of voca-
tional agriculture in Kentucky.

Length of Employment
All teachers of vocational agriculture shall be employed on a
twelve-month basis, except in the case of new departments. Teachers
for new departments shall be hired on an eleven-month basis or one
month prior to the opening of school.

Annual Leave
Teachers of vocational agriculture may be permitted to have two
WEBks summer vacation. They may attend summer school for improve—
ment in teaching vocational agriculture and take a summer vacation,
PrOVided the total time spent in summer school and vacation does not
exceed four weeks in any calendar year.

625

Official Travel

Local boards of education shall make provision for travel of
teachers of vocational agriculture in carrying out their official duties.
This travel will include visits to their students and attendance at district
and state meetings called by the state director or members of his staff.
Out-of—state travel must have prior approval by the state director of
agricultural education.

HIGH SCHOOL VOCATIONAL AGRICULTURE

High school vocational agriculture is for farm boys enrolled in
school. Its primary aim is training in farming. The training maybe
used by those who go into other vocations in which training in farm-
ing is a distinct asset.

Vocational agriculture is an integral part of the high school pro-
gram, and the teacher of agriculture is a member of the high school
faculty just as is any other teacher.

If high schools that serve rural people are to make their largest
contribution to the economic life of the state, they must provide voca-
tional agriculture for those who should take it.

Who Should Take Vocational Agriculture?

Most farm boys in high school with facilities for carrying out a
farming program should consider taking vocational agriculture.
Ordinarily boys enroll in the course each year in high school. Voca-
tional agriculture should not be a required subject at any grade level.

Boys taking vocational agriculture should desire training in farm-
ing. Some boys may take vocational agriculture who do not expect
to become farmers. There are other vocations in which training in
farming is either necessary or very helpful. People in these vocations
usually serve farm people in some way. These occupations have come
to be known as “occupations related to farming.” They include agri-
cultural business of many kinds, in which as many people now work
as are engaged in farming.

Some non-farm boys may be permitted to take vocational agricul-
ture if they can profit from the course. They should have opportunity
to carry on a satisfactory supervised farming program as a part Of
their work in agriculture.

Vocational agriculture in high school is not the end of the training.
Beyond high school there is opportunity for young-farmer and adult-
farmer work for those who are farming. There is training for many
non—professional occupations related to farming. Many bOyS who

626

graduat
reset tl
agriculi

a»

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a prir

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agriculr
his clas
effectiV
boys ir
instruci
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farmers

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Te
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r travel of
cial duties.
e at district
of his staff.
director of

TURE

enrolled in
ng may be

1g in farm-

school pro-
righ school

leir largest
)vide voca-

ying out a
Lgriculture.
ool. Voca-
;rade level.
1g in farm-
not expect
training in
: vocations
have come
clude agri-
now work

ral agricul-
pportunity
a part of

re training.
and adult-
for many

boys who

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may. #1.

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graduate from high School with training in vocational agriculture will
reset their goals and enter a profession such as teaching vocational
, agricultural extension work, college teaching, or research.

agriculture

A successful vocational agriculture program depends upon these people—
11 Principal, vocational agriculture supervisor, teacher, and students.

Number of Students
The quality of instruction provided by a teacher of vocational
agriculture depends in part upon the number of students enrolled in
his classes. Under normal conditions a teacher should be able to do
Effective work with a minimum of ten and a maximum of twenty—four
boys in each class. A teacher should be able to provide classroom
Instruction and effective on—farm supervision for forty to sixty students.
This number includes high school boys, young farmers, and adult
farmers.
Method in Teaching
Teaching is directing the learning process—the process by which
tme, from his own activity, becomes changed in behavior. Thus, teach-
lllg'is directing or guiding the activities of students so as to result in
Their learning. One learns what he does and improves his performance
in accordance with the standards he accepts. The merits of any teach-
mg'l’l‘ocedure are determined by its effectiveness in securing the
demed learnings. The value of a procedure or technique can be

illdged by the kind, amount, and quality of the student activity it
ecures.

627

Through the years there have evolved among teachers of agricul-
ture in Kentucky certain procedures and techniques of teaching that
are effective. The predominant group-teaching procedures used in
teaching agriculture are that of problem solving and demonstrations.

Problem-solving Procedure. Thinking and problem solving are
intimately related. The typical steps, aspects, or phases in problem
solving are very similar to those in reflective thinking. Reflective
thinking aims at a conclusion, a solution. Problem solving should
be used in group work when an understanding or a decision is to
be reached or when arriving at a procedure. Good group problem-
solving procedure involves:

1. 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
solution.

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

8. Determining what information is needed to solve the
problem and the references or other sources of information
that may be helpful.

A class of freshmen vocational agriculture students.

628

I—l-h—JAFhH

s of agricul-
3aching that
res used in
lonstrations.

solving are
3 in problem
. Reflective
.ving should
ecision is to
up problem-

lear, simple
1 what the
ind the best

he boys will

) solve the
information

4. Having each boy, in directed study, solve the problem for
himself.

5. By group discussion, arriving at the best-possible conclu-
sion to the problem.

6. Getting the group to make application of the conclusion—
to use the conclusion in carrying out their farming pro-
grams.

Demonstration Procedure. Demonstrations should be used in
teaching manipulative skills such as welding, using a table saw,
cleaning and adjusting spark plugs, dehorning calves, castrating
pigs, and pruning fruit trees and shrubs. This procedure usually
involves the following steps:

1. Prepare for the demonstration

2. Make preliminary explanation

8. Give the demonstration

4. Supervise the practice

5. Have boys use practice in Subsequent work

Field Trips. Field trips are fundamental to good teaching of agri-
culture. A field trip should be an educational experience needed
to help reach an important, planned, teaching objective. Many
of the things students need to observe and do cannot be brought
to the classroom. A field trip can be justified only in terms of the
learnings to be secured.

The teacher is responsible for directing the learning activities
of the students and has the primary responsibility for planning the
trip. In his planning he should: (I) decide what h