\0A5 '- 
 
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ALBERT R. MANN 
 LIBRARY 
 
 New York State Colleges 
 
 OF 
 
 Agriculture and Home Economics 
 
 AT 
 
 Cornell University 
 
Cornell UniversHy Library 
 LC 1045.W72 
 summary of 1921-1922 aSlffiiM^ ^ 
 
Cornell University 
 Library 
 
 The original of this book is in 
 the Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924013372697 
 
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 SUMMARY Itf; 1921 - i&i:0jM0XL REPORTS 
 
 iSfiTE SUPERVISPRS OF i^CA%)NAL AGIUCUllrURE 
 toRTH ATLANTfd: RECION 
 
 A. P* WILLIAHS 
 Federal A|reibit for Agriciiltur|(,l Education 
 
 Federal BoAj^ for VocA'fl^AL Education 
 
 Wathington, D^C' 
 
SIMTiARY OP 1921-1922 ANNUAL RSPOETS 
 
 OF 
 
 STATE SUPERVISORS OF VOCATIONAL AGRICULTURE 
 
 } 
 HORTH ATLANTIC REGION 
 
 Ai Pv WILLIAMS 
 FEDEE?AL AGENT FOR AGRICULTURAL EDUCATION. 
 
 Federal Board for Vocational Education. 
 Washington, S> C* 
 
ia.sc. 477. 
 
 .- GONTjiMTS 
 
 ****** * 
 
 Page. 
 
 I. Statement of General Agricultural Education 
 
 Situation within the States 1. 
 
 II. State Administration 3. 
 
 Ill . The Teacher and his Work 8. 
 
 IV. Schools Sleeting the Standards Set iDTp in 
 
 State Plans for 1921-22 11. 
 
 V. Teacher - Training Wfork 11. 
 
 VI. legislation Adopted Affecting Vocational 
 
 Education — Proposed legislation 13. 
 
 jf< « i<i « * * III « 
 
 Table I. Administration and Supervision 14. 
 
 Tahle II. Publications and Forms 16. 
 
 Table III. Proposed Supervised Practice Work for 
 
 1921-22 — All Day Schoo Is 15. 
 
 Table IV. Supervised Practice Work for 1920-21 
 
 All Day Schools 1?. 
 
 Table IVa. Returns from Projects by Enterprises 18. 
 
 Table V. Supervised Practice Other than Project 
 
 Work for 1920-21 — All Day .Schoo Is 19 . 
 
 Table VI. Proposed Supervised Practice Work for 
 
 1921-22 — Part-time Schools 20. 
 
 Table VII. Supervised Practice Work for 1920-21 
 
 Kirt-time Schools 21. 
 
 Table VIII. Supervised Practice Other than Project 
 
 Work for 1920-21 — Part-time Schools 22. 
 
 Table IX. jimount returned from Supervised Practice 
 
 for money expended for Teachers' Salaries 23. 
 
 Table X. Community Service Work of the Teachers 24. 
 
Mac. 477. 
 
 Page. 
 
 Tatle XI. 
 TablG XII. 
 
 Tatle XIII. 
 
 Table XIV. 
 Table XV. 
 
 Table XVI. 
 
 Growth of Dejartmonts and Enrollment 25. 
 
 Increase in Schools over last year — 
 
 All Day Schools Zi. 
 
 Increase in Schools over last year — 
 
 Part- t5,m6 Schools 27 . 
 
 Teacher - Training 28. 
 
 Teacher-Training Worlc 
 
 Hegular Session 29 . 
 
 Courses Offered in Summer Schools 
 
 1920-21 32. 
 
 IHliti:t,*:im:ti*:ll4' ******* 
 
Misc. 477 
 2 
 
 Haiae, Maryland, New Jersey, Pennsylvania and Vermont have 
 remained approximately the same with respect to the number of 
 schools. Conneotlait reports that high tuition rates at the larger 
 schools and the tendency of rural pupils to move from one town to 
 another makes it difficult to determine where new departments should 
 be establi^ed. In Massachusetts the question of introducing voca- 
 tional agricultural instruction into continuation schools was favor- 
 ably considered by school officers in general, but was not provided 
 for in their budgets. In Connecticut surveys have been made in 22 
 towns to deteimine the number of farm boys out of school, and it is 
 expected thatan increased enrollment in part time work will result. 
 
 New Hampshire reports difficulty in securing strong teaichers 
 at the salaries ^ich the local school boards can afford to pay. 
 »ew Jersey reports that several schools have signified their desire to 
 establish agricultural departments, but can not be approved at the 
 present time on account of lack of available fund. In New York the 
 financial and agricultural depression and the fact that a number of 
 the school district boundaries are expected to be reorganized In the 
 near future indicate little apportunity for extension of the work 
 Into maiy new schools during the coming year. The outlook in Ohio 
 is very encouraging; better understanding of the work on the part of 
 the sdiool officers is reported. The report from Pennsylvania expi'ess- 
 ea encouragement on account of a number of favorable factors, namely, 
 the stability of their teaching force, better trained teachers, an 
 improved outlook for agricultural conditions, and liberal state and 
 
Misc. 477 
 3 
 
 federal aid in developing their worlt. West Virginia reports a 
 growing Interest in TOcational agricultural educations although re- 
 action against the present salary scale, not alone for agricultural 
 teachers, is retarding the extension of the work somewhat. The 
 majority of the states of the region are giving definite attention 
 to the analysis of faming enterprises and to the adoption of the 
 farm Job as the hasls for the organization of teaching units. In 
 this connection considerable attention is also being given to 
 local surveys for the purpose of detenninging the agricultural enter- 
 prises which should be taught and studied; also attention is being 
 given to the study by pupils of farm jobs as they are conducted by 
 practical and successful farmers. 
 
 The period of shortage of well qualified teachers has evi- 
 dently passed, due to the woife of the teacher training institutions 
 and to the fact that vocational teaching in agriculture is compet- 
 ing more favorably with other eccitpations. In part time work New 
 Jersey has continued her usual extensive program. Ohio and New York 
 have also made definite drives in this field. A discussion of the 
 other items will lee taken up under appropriate heads, 
 S'MTE ADMINISTRATION 
 
 A, Oiganization and personnel. - 
 
 jjo changes in organization and personnel ar'e repui'ted in 
 MaJne» Maryland, Massachusetts, New Jersey, Pennsylvania, Rhode 
 Island and Vennont. In Connecticut, Mr. J. A. L. Hypes was added as 
 
Misc. 477 
 4 
 
 a full time resident teacher trainer. In Delaware a new sdiool code 
 went into effect making vocational instruction in agriculture Option- 
 rl with local districts. Also the State Board for Vocational Educa- 
 tion was made identical in personnel with the State Board of Educa- 
 tion with State Superintendent of public Instruction, Pr. H. V. 
 Holloway as Secretary. In New Hampshire Mr. ^V. B. Gookingham resign- 
 ed and Mr. H. L. Whittemore was appointed to take his place as State 
 Supervisor and part time teacher trainer. In New York one of the 
 supervisors resigned and tv,D men have handled this work throughout 
 the year, although the appointment of an additional man is contem- 
 plated. In Ohio the State Board was reorganized with the Director 
 of Education, Vernon K. Riegel as Chairman and Executive Officer* 
 and having the Director of Agriculture, the Director of Finance, the 
 Director of Commerce and the Director of Industrial Relations as 
 other members. Also in Ohio the supervis ion of agricultural educa- 
 tion was separated from the teacher training work to the extent of 
 malting Mr. Hay Fife State Supervisor with Ms office in the Depart- 
 ment of Education, professor W» F. Stewart as resident teacher 
 •trainer has also given assistance in suj:ervision. In '7est Virginia 
 j/rr. C. C. Anderson was added to the staff in charge of promotion 
 
 of part time work and as an assistant with resident teacher training, 
 m^a Anderson has since resigned and accepted a position in Kentucky. 
 
 3 . The State Supervisor and His Work. - 
 
 1. The ntanber of siipervisory visits reported from the 
 
Mlso- 477 
 5 
 
 region for the year 1921-22 was 1,473 as compared with Ufid last 
 year. This difference, however, is largely due to the fact that 
 with the exception of three states last year no distinction was 
 made between the supervisory and promotional visits. The average 
 number of visits to *ach school was 3.2 for the year 1921-22. The 
 number of promotional visits reported for this year was 465 as com- 
 pared with 289 last year. This differerxje will also bear out the 
 suggest ion that the supervisory visits reported last year included, 
 in many cases, promoti onal visits , In itinerant teacher training 
 work 251 visits are reported by two full time itinerant teacher 
 trainers and by three men devoting part time to this worlc. Resident 
 teacher trainers are reported to have made 95 visits to schools, 
 
 2. Thirty-seven state wide conferences and forty-seven 
 district conferences were held. 
 
 3, Some of the special work referred to in the "Statement 
 of General Agricultural Educational Situation within the North 
 Ai;?.antic Region" and elsewhere in this report will be included hez'e 
 foi the sake of completeness as follows: 
 
 Connecticut and Pennsylvania report making special r-ayaj. 
 surv^s or studies of rural communities. In Connecticut a census 
 of ail the boys from 14 to 21 years of age including school and 
 c.cupational data in 22 to'^as of the state was made. In Pennsylvania 
 a special committee representing the State Department and the Rural 
 Life Department at State College and local school officers and teachers 
 of agriculture was appointed which made a number of community surviys. 
 
K13C, 477 
 6 
 
 A large proportion of the states of the region are having 
 uhe agricultural teachers make surv^s of the agricultural enter- 
 prises and their importance In the region served by the respective 
 sgricultural departments. Connectiout is the only one reporting a 
 special drive on that feature this year- 
 
 The following states report that they are pursuing a 
 definite policy of organizing courses of study around farm enter- 
 prises on the job basis: Connecticut, Delaware, Maryland, New 
 Hampshire and New York, Most of the other states, however, are 
 giving attention to this natter of basing the instruction largely 
 on the fanning found in the communities aerved by the respective 
 schools, and are accepting the farm job, or units of work which 
 cccur in actual prictice, as the most effective teaching basis. 
 
 Special effort to increase the size of projects or improve 
 their quality, or both, is reported by the following states: Connec- 
 ticuts, Delaware, Maine, Maryland, Hew Hampshire, Ohio Pennsylvania 
 and 'Ueat Virginia, 
 
 Special attention, in connection with teaching, to contact 
 with the farma and farmers of the community is reported )jy the fol- 
 lowing states: Connecticut, Delaware and New Hampshire. Of course 
 all the states which are already doing ^rork with farm enterprise 
 analysis teaching on the job basis are necessarily linking their 
 Instruction most closely with actual farm practice. 
 
 The appointment of advisory committees for agricultural 
 departments is reported by Delaware and Maine. The other states 
 
MlsC:, 477 
 7 
 
 which are known to have advisory boards for agricultural departments 
 are Massachusetts, New York and pennsylvaala. 
 
 Special attention to part time work was reported by Delaware, 
 K5W -Jersey, New York, Ohio and West Virginia. 
 
 Community farm products exhibits are reported to have been 
 held by teachers in Delaware and Pennsylvania. 
 
 State Judging contests are reported by New Jersey^ Ohio, 
 Pennsylvania and '7est Virginia. 
 
 Special attention to instruction in the use of concrete was 
 given in all schools of Delaware. 
 
 Massachusetts reports that a special study of how men become 
 farm owners in that state was made in cooperation with the Massachu- 
 setts Agricultural College* Attention was also given to the matter 
 of summer science teaching In connection with ihe wotk of the agri- 
 cultural pupils, 
 
 4, Publications - The foil owing states report the Issuance 
 of monthly newsletters or circulars to their teachers: Connecticut, 
 Delaware, Maine, Maryland, Massachusetts, New Hampshire, New jersey. 
 New York, Pennsylvania, Veitnont and West Virginia, press items are 
 reported to have been furnished by Delaware, New Jersey, New Ycixk 
 and Pennsylvania* This list is by no means complete, A number of 
 the states have doubtless neglected to report publicity work of this 
 sort. The publication of bulletins is reported from Connecticut, 
 Maryland, Massachusetts, New Han^jshire, New Jersey, Ohio, Pennsylvania 
 
Misc. 477 
 6 
 
 and West Virginia. 
 
 5. New Office forma and record blanks are reported by 
 Coiineoticnt, Delaware, New Hampshire, New Jersey, Pennsylvania and 
 West Virginia; Revised forms by Connecticut, Maine, New Hampshire 
 New Jersey, New Yorlt, Ohio, Pennsylvania, Rhode Island and West 
 Virginia; discontinued forms by New Hampshire and West Virginia. 
 Ill* THE TEACHER AND HIS WORK - 
 
 A. Directed or Stipervised practical work in All Day Schools* 
 
 1, projects for fiscal year 1921-22, The total enrollment 
 In proposed supervised practical work in all day schools of the 
 
 region for the year 1921-22 is 8,177 in projects including the till- 
 age of 7,885 acres and care and management of 6,032 animals and 
 
 229,292 fowls representing 4,502 animal labor units and 3,930 crop 
 labor units, or an average of approximately one labor unit per pro- 
 ject. (The table given in last year's report was used in computing 
 labor units4 
 
 2, 997 are enrolled In si5)ervised practice other than 
 projects. 
 
 3a The supervised practical work in all d^ schools for the 
 region for 19S;0-21 includes an enrollment of 6,318 pupils in projects, 
 4,823, cr 76 per cent of which completed their work. The average size 
 of the completed projects in terms of labor units was one. 
 
 'i?he total Income earned from projects was ^472,101 »31, an 
 ave;.age 01' ^9*^,iS8 per pupil. Compared with the last year's figures 
 
Ml8C* 477 
 9 
 
 including 8,906 completed projects. 73 per cent completions, a total 
 Income of :i?356,097.56» attd an aterage of ijIsgi.lS per pUpil, the figures 
 for this year show a consistent and enoo;araging increase in every 
 respect* With respect to the selection of projects, the largest 
 niimber, 1,160 chose poultiy, 1,039 potatoes, 629 corn, 572 swine, 
 571 garden, 182 dairy and 156 truck. The classification of projects 
 under the 'heads of garden and truck was probably not uniform In all 
 the states. Other projects reported were chosen by less than 100 
 each* The average incomes per pupil from respective enterprises 
 occurred in the following order of imnortancej Dairy, $228^9; 
 potatoes, $175,34; tobacco, #139e83; poultiy, #81.57; truck, $79,07; 
 orchard, |77,18; wheat, $74,52; corn, $73*79; beef, $71,47 bees, 
 $64^87; oaus, $64.24; small fruits, $56,07; small grains, $53.91; 
 swine, $46^49; garden, $45»79; beans, $44.61; calves, $39«51; sheep, 
 $26«40. 
 
 4» The supervised practice other than projects in all day 
 
 schools for 1920-21 included an enrollment of 902 pupils and a report- 
 ed earnirig of |n6a703,02. 
 
 B . Dlrfected or Supervised practical Work in part-Time Schools ^ 
 
 The proposed supervised practical work in part time scfaools 
 for 1921-22 included an enrollment of 703 persons in projects in- 
 cluding the tillage of 673 acres and care and management of 169 animals 
 and 34,882 birds. In supervised practice other than projects in these 
 sciiools for the same year 188 persons were enrolled. For the year 
 1920-21 308 persons were enrolled and 296 completed projects in part 
 
MJac. 477 
 10 
 
 time schools with a total earning of ^37,595.84. For the sane period 
 39 persons in part time schools were reported enrolled in supervised 
 practice other than projects with an earning of $5,673.34. The 
 total earning from supervised practice in all types of vocational 
 agricultural schools for the year 1920-21 was |611,495.16, represent- 
 ing a return of 80 cents for every dollar expended for teachers'' sal- 
 aries and $2,45 for every Federal dollar so used- Similar figures 
 from last year's report represent a return of 65 cents for every 
 dollar expended for teachers' salaries and $1.98 for every Federal 
 dollar 80 used. The figures for last year, however, do not include 
 any Income from part time instruction and therefore are not strictly 
 comparable with figures for this year. On the other hand, only two 
 states report income from supervised practice in part time schools 
 this year and the amount earned from this type of instruction, if 
 deducted f ran the total earning from supervised practice, would re- 
 duce the amount returned for money ejcpended for teachers' salaries 
 by only five cents per dollar- There has, therefore, been a substan- 
 tial increase in the efficiency of the work as indicated by these 
 factors, 
 
 C . Community Service 
 
 The total classified reports on community work of the 
 agricultural teachers includes service to 1,578 individuals in the 
 field of horticulture, 2,216 in animal husbandry, 1,423 in soils 
 and crops, 227 in farm engineering, 441 in farm management, and 
 
Misc. 477 
 11 
 
 9,084 in miscellaneous ways, or a total of 14,969 Individuals served 
 outside of the regular school work. The agricultural teachers held 
 670 community meetings 4 participated in 641 other meetings in their 
 communities and thus came in contact with 60,824 people. 121 fairs 
 or exhibits are reported to have been held or participated in by 
 teachers of agriculture, 
 IV. SCHOOLS MEETING THE STANDARDS SET US? IN STATE PLANS FOR 1921-22. 
 
 A. All-day Schools 
 
 The total number of all day schools in the region for 1921- 
 22 was 449, an increase of 11 per cent over the previous year. There 
 was a reported increase of 41 psr cent, however, in the number of 
 classes, but not all states reji«rted on this item. The reports given 
 indicate greater efficiency on the part of teachers. The enrollment 
 also increased 28 per cent, reaching a total of 10,131. 62 new schools 
 were addedin the region and 20 were dropped. 
 
 B. p art Time Schools 
 
 The attention wM ch was given to part time woric last year has 
 shown encouraging results -.vi th an increase in the number of schools 
 from 69 in 1S20-21 to 153 in 1921-22, or 121 per cent. The number 
 of classes increased from 82 to 163, or 99 per cent. The total 
 enrollment in part tine work for 1921-22 was 3,490, an increase of 
 151 per cent over last year. 51 new schools were added and only 
 one was reported dropped. 
 ^ TEACHER TRAINIIJG T70RK - 
 
 The number of fUll time men engaged in teacher training was 
 
Misc. 477 
 12 
 
 18, the aame as last year. Due to a change in classification the 
 number of men engaged part time in teadher training. 13, is not com- 
 parable with the number given last year, since men teaching so-called 
 agricultural content cowses have not been included in the tabula- 
 tion this year. 
 
 In the regular teacher training session for 1921-22, 251 
 juniors, 207 seniors and 83 others, or a total of 575 individuals were 
 enrolled, 161 men were graduated and of this number 116 received 
 supervised practice teaching. 
 
 In the summer school for 1920-21, 321 men were enrolled, 
 A total of 896 men received instruction at teacher training institu- 
 tions. This is a substantial increase over the total enrollment 
 for last year, which was 558; 407 in the regular session, and 151 
 in the summer schools. 
 
 The enrollments in the larger institutions, particularly 
 at Cornell, Pennsylvania and Massachusetts, include a large number 
 of men ^e enrolled in certain of the courses for explorative pur- 
 poses; also large/ numbers ^o are electing these courses in connec- 
 tion with Specialization in other lines or graduate work for positions 
 other than agricultural teaching, although in many cases connected 
 With it, as for instance, jn preparation for state supervision or 
 administration of vocational education in agriculture; also, many 
 people who were engaged in or preparing for some type of rural 
 education activity were thus given a most desirable viewpoint and 
 aptjreciation which s hould help to promote vocational education. 
 
Miss, 477 
 13 
 
 The following states conducted a suimier session in 1920-21; 
 Maryland, Massachusetts, New York, Ohio, Pennsylvania and West Vir- 
 ginia. Thirty new teachers completed their qualifications by this 
 
 means. 
 
 7T. LEGISLATION ALOPTTSD AFFECTING VOCATIONAL EDUCATION - PROPOSED LEGIS- 
 LATION. 
 
 m> legislation affecting Vocational Education was passed 
 i^st jrear in the following states- Connecticut, Maine, Massachusetts, 
 New Hampshire, New Jersey, New York, Rhode Island, Vemont and 
 West Virginia. 
 
 In Delaware a new school code was put into effect making 
 the estatlishment of vocational departments of agriculture optional 
 with local districts instead of a required part of instruction as 
 was formerly provided. In liaryland an additional appropriation for 
 Vocational Education was made amounting to |30,000 for the hiennium, 
 which i3 three times more than previously appropriated, in Ohio 
 thg relmhursement for teaching vocational agriculture has been 
 changed to the following basis t To first year departments a reim- 
 bur^anent of $1300 is made in semi-annual payments; to other depart- 
 raeiita, a relmburaeraent of |1,000 is made in semi-annual pajments. 
 AlfO in Ohio the Bing law was passed requiring attendance of all 
 pT-pils np to 18 years not having employment certi f icates. It is the 
 belief of the state supervisor that the flat rate of reimbursement 
 should be discouraged, and the percentage reimbursanent used in order 
 to encourage the payment of higher salaries to teachers «f Vocational 
 Agriculture- 
 
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Table XV— 1 Teacher-Training Work 
 Regular Session 
 
 Misc. 477 
 29 
 
 
 Courses Offered : 
 
 Old. 
 or< 
 
 : TOTAL 
 
 ENROLLED ■ 
 
 No. 
 
 pursuing T-T Course 
 
 
 
 
 ► ■ 
 
 
 
 
 
 
 New 
 
 • Jr.- 
 
 'sr. 
 
 :Other:Total 
 
 Jr.- 
 
 Sr.: 
 
 Other:Total 
 
 
 In''«roduction to Education 
 
 'old 
 
 \ 9 
 
 • 1 
 
 ■ i loi 
 
 8: 
 
 
 ; 8 
 
 
 Teaching of Agriculture 
 
 . *t 
 
 
 ! 2 
 
 : : 2. 
 
 
 2 
 
 : 2 
 
 
 'Educational psychology 
 
 . ') 
 
 : 14 
 
 : 4 
 
 ! 1 : 19 
 
 8: 
 
 2i 
 
 . 10 
 
 
 principles of Teaching 
 
 ! " 
 
 : 6 
 
 2 
 
 : : 8 
 
 5: 
 
 2: 
 
 t 7 
 
 
 'Rural Sociology 
 
 ■ " 
 
 : 8 
 
 . 5 
 
 : 1 ; 14 
 
 6: 
 
 1: 
 
 . 7 
 
 
 •Practi ce Teaching 
 
 ■ '• 
 
 
 : 5 
 
 : : 5: 
 
 
 5: 
 
 : 5 
 
 
 tirlnciples of Teaching 
 
 • New 
 
 \ 28 
 
 
 ! ! 28 
 
 
 
 : 
 
 
 : (Not subsidized) 
 
 
 
 
 
 
 
 
 
 :Technique of Teaching 
 
 ■New 
 
 i 18 
 
 
 • ; 18 
 
 
 
 
 
 : (Not subsidized) 
 
 
 
 
 
 
 
 
 
 : Special Mechods 
 
 loid 
 
 
 ! 15 
 
 ': 1 : 16 
 
 
 
 
 
 :Principles of Agr. Ed, 
 
 -Old 
 
 
 : 13 
 
 : 1 : 14 
 
 
 
 
 
 rPractice Teaching 
 
 :Old 
 
 
 : 10 
 
 : 1 : 11 
 
 
 i ■ 
 
 
 
 : Secondary Voc, Agri, 
 
 !oid 
 
 • 8 
 
 
 : i 8 
 
 • 8< 
 
 
 :* 8 
 
 
 jMethods of Secc Voc, Agr. 
 
 :01d 
 
 ! 5 
 
 
 : J 5 
 
 ! 5 
 
 
 : 5 
 
 
 r Rural Community & Agr. Ed, 
 
 :01d 
 
 
 ; 5 
 
 : : 5 
 
 
 ! 5 
 
 : : 5 
 
 
 :History of Education 
 
 :01d 
 
 
 . 6 
 
 : '. 6 
 
 
 : 6 
 
 : : 6 
 
 
 :pub. Education in U, S. 
 
 :01d 
 
 
 : 24 
 
 ; 24 
 
 
 17 
 
 : 17 
 
 
 •Educational psychology 
 
 :01d 
 
 
 
 ! t 27 
 
 
 
 
 
 tprinciples & Methods of Tea 
 
 :01d 
 
 
 
 : : 46 
 
 
 
 S 5 
 
 
 :History of Education 
 
 It 
 
 , < 
 
 
 : 20 
 
 
 
 
 
 • Secondary Education 
 
 . •> 
 
 
 
 : : 37 
 
 
 
 
 
 ; Special Methods 
 
 . » 
 
 
 
 : : 39 
 
 
 
 
 
 ioounty Agent Work 
 
 ; " 
 
 
 
 ! : 11 
 
 
 
 
 
 :Practice Teaching 
 
 If 
 
 
 
 r : 16 
 
 
 
 
 
 jGenetlc psychology 
 
 •1 . 
 
 
 
 : 9 
 
 
 
 
 
 ;Hural Education ■ 
 
 u 
 
 : 
 
 
 : : 6 
 
 
 
 
 
 :IOo of individuals re- 
 
 . •• 
 
 : 43; 
 
 72. 
 
 2 : 117: 
 
 18- 
 
 43- 
 
 2 i 62 
 
 
 [Ceiving instruction 
 
 
 
 
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 -General Methods • 
 
 Oldi 
 
 18 
 
 : 2. 
 
 : 20: 
 
 2! 
 
 
 : 2 
 
 
 Agriculture in H. S» : 
 
 II 
 
 
 2 
 
 : : 2 
 
 
 2< 
 
 : 2 
 
 
 Supervised Tea, in Agr. : 
 
 " ! 
 
 
 2 
 
 : 2 
 
 
 2, 
 
 2 
 
 
 Elements of psychology • 
 
 " • 
 
 20: 
 
 
 : 20: 
 
 si 
 
 
 : 3 
 
 
 Fertilizers : 
 
 II . 
 
 
 2: 
 
 : 2 
 
 
 2; 
 
 : 2 
 
 
 Management of Livestock : 
 
 II . , 
 
 
 2: 
 
 : 2: 
 
 
 2 
 
 ! : 2 
 
 
 pairy Hanagenent ; 
 
 1' . 
 
 2: 
 
 
 : 2> 
 
 2i 
 
 
 : 2 
 
 
 poultry for Teachers : 
 
 II . 
 
 2: 
 
 
 : 2: 
 
 2: 
 
 
 ! : 2 
 
 
 poultry Brooding • 
 
 II. , 
 
 2: 
 
 
 : 2. 
 
 2: 
 
 . 
 
 : : 2 
 
Table XV.— 1 - Continued-.#2. 
 
 1.18C. 477 
 30 
 
 •principles of Teaching :01d 
 [Methods of Teaching Agr, 
 Crop Management & Adv, Agr» " 
 Rural Engineering 
 
 Introd. to Jrob. of luli.Ed:New 
 Educational Ssychology :01d 
 Irinciples of TeacSiing 
 Agriculture in the H, S. 
 Teaching 
 
 Educational Measurement 
 T-T Insts. for Tea. Agr.Voc 
 Rural Secondary Education 
 State & County School Adm. 
 Adm. & Superv. of Voc. Agr 
 Educational psychology 
 Principles of Tea. & Superv." 
 The Theory of Voc. Educa, :New 
 
 CoMrses Offei-ed 
 
 New 
 
 or 
 
 Old 
 
 Tea. Voc. Agr. in Sec. Sch 
 Special Methods 
 Observation Teaching 
 Practice Teaching 
 
 ■principles of Agr» Edu. 
 Agr. in Secondary School 
 Extension Teaching 
 Observation & Practice Tea 
 Farm Shop '.Vork 
 Rural Education 
 Rural Educatl on Seminar 
 Visual Instruction in Agr. 
 Rural Social problems 
 [Agricultural Education 
 Rural Economics 
 ;Parm Records & Accounts 
 Cooperative Marketing 
 ^parm Managanent 
 :Photography 
 (Graduate Courses) 
 History of Agr'l Education 
 Teaching Vocational Agr. 
 Research in Agr. Education 
 ]jo, of individuals receiv- 
 ing instruction — Total 
 
 Old 
 
 Old 
 
 New 
 Old 
 
 New 
 
 New 
 
 TOTAL ENROLLED 
 
 rr. 
 
 10 
 
 10 
 
 Sr. 
 
 29 
 1 
 
 8 
 
 22 
 
 4 
 14 
 23 
 25 
 
 25 
 
 Other 
 
 28 
 
 Total 
 
 10 
 5 
 
 10 
 5 
 
 35 
 
 129 
 
 75 
 
 22 
 
 9 
 12 
 
 8 
 16 
 15 
 
 6 
 29 
 11 
 
 9 
 
 34 
 18 
 32 
 26 
 
 75 
 
 No. pursuing T-T Course 
 
 Jr. 
 
 10 
 10 
 
 29 
 1 
 
 8 
 
 16 
 
 Sr, 
 
 4 
 14 
 23 
 25 
 
 12 
 
 Other 
 
 28 
 
 Total 
 
 10 
 5 
 
 10 
 5 
 
 78 
 
 71 
 
 22 
 
 9 
 
 8 
 
 6 
 
 16 
 
 15 
 
 8 
 
 29 
 
 11 
 
 9 
 
 34 
 18 
 32 
 26 
 
 58 
 
Table XV,— 1 Cftntinued-#3. 
 
 Misc. 477 
 31 
 
 Courses Offered 
 
 Special Methods 
 Jroblems in Rural Edu. 
 Rural Organization 
 Directed Teaching 
 
 New; TOTAL ENROLLED 
 
 or: 
 
 01d;Jr« 
 
 Old: 
 
 New: 
 New: 
 Old: 
 
 Sr, 
 
 Other 
 
 Total 
 
 8 
 
 6 
 
 10 
 
 3 
 
 NO. pursuing T-T Course 
 
 Jr. 
 
 Sr. 
 
 Other 
 
 Total 
 
 5 
 4 
 9 
 3 
 

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