Author: Godshall, William Vernon Title: Occupational requirements for young men entering farming in York County, Pennsylvania Place of Publication: Copyright Date: 1942 Master Negative Storage Number: MNS# PSt SNPaAg032.9 <106213>**OCLC* Form:manuscriptitem2 lnput:BMM EditFMD 008 ENT: 980223 TYP: s DT1: 1942 DT2: LAN: eng 035 (OCoLC)38423091 037 PSt SNPaAg032.9 $bPreservation Office, The Pennsylvania State University, Pattee Library, University Park, PA 16802-1805 090 20 Thesis 1942m $bGodsh,WV $cst*7554087 $cax+(Archival) 090 20 Microfilm D344 reel 32.9 $cmc+(service copy, print master, archival master) 100 1 Godshall, William Vernon $d1913- 245 10 Occupational requirements for young men entering farming in York County, Pennsylvania $ba thesis $cby William Vernon Godshall. 260 $c1942. 300 49 leaves $c29 cm. 502 Thesis (M.S.)--Pennsylvania State College, 1942. 504 Bibliography: leaf 37. 533 Microfilm $bUniversity Park, Pa. : $cPennsylvania State University $d1997. $e1 microfilm reel ; 35 mm. $f(USAIN state and local literature preservation project. Pennsylvania) $f(Pennsylvania agricultural literature on microfilm). 590 Archival master stored at National Agricultural Library, Beltsville, MD : print master stored at remote facility. 590 This item is temporarily out of the library during the filming process. If you wish to be notified when it returns, please fill out a Personal Reserve slip. The slips are available in the Rare Books Room, in the Microforms Room, and at the Circulation desk. 650 0 Agriculture $zPennsylvania $zYork County. 650 0 Occupations. 830 0 USAIN state and local literature preservation project. $pPennsylvania 830 0 Pennsylvania agricultural literature on microfilm. The Pennsylvania State College The Graduate School Department of Rural Education OCCUPATIONAL REQUIREPffiMTS FOR YOUNG RtEN ENTERING FARMING IN YORK COUNTY, PENNSYLVANIA A Thesis by William Vernon Godshall Submitted in partial fulfillment for the degree of ]A^ Master of Science 0 ■J • • t • 9 • 0 • • December 19A2 e n n 1 Approved: 0 0 • ' 0 9 < ^ ^ / /^"/^V^ y^xxxA^ih^^^^ . 1 II ■ . Department of Rural Education Hefed on the Department BIOGRAPHICAL SKETCH OF WRITER The writer, William Vernon Godshall, a son of William V» and Margaret £• Godshall^ was bona February 11, 1913 at Centre Hall, Pennsylvania, His early public school education was received in the elementary schools of Madison, Wisconsin, where his father was an instructor in the University, and completed in Centre Hall, Centre County, Pennsylvania. His secondary education was completed at the Gregg Township Vocational High School, Spring Mills, Centre County, Pennsylvania, from which school he was graduated in 1930 • The writer's farm experience was secured while employed during summers on farms in Centre County, Pennsylvania • Following graduation from high school, he matriculated at The Pennsylvania State College in the curriculum of Dairy Hus- bandry • During his college career two of the writer's summers were spent in the employ of The Pennsylvania State College Dairy and Animal Husbandry Departments. A third summer was spent on a Centre County farm where he secured general dairy farming experience. This was followed by a year's employ at Brooklawn Farms, Morris Plains, New Jersey, as herdsman. In September 1936 the writer again matriculated at The Pennsylvania State College, this time as a graduate student in Agri- cultural Education. Following six months substitute teaching in the Ligonier High School, Westmoreland CoTinty, Pennsylvania, he was em- ployed for two years as teacher of vocational agriculture in Latrobe /wv.V-LiJ^J 4 High School, Latrobe, Westmoreland County, Pennsylvania • For the past four years he has been employed as teacher of vocational agri- culture in Fawn Toiwiship Vocational High School, York County, Penn- sylvania He is a member of Alpha Tau Alpha, Alpha Gamma Rho, and Lions International* ACKNOV.T.EDG^irSNTS Sincere appreciation is expressed to the teachers of vocational agriculture and the cooperating farmers in the patronage area of Delta, Dillsburg, Dover, Hellam, New Freedom, Stewartstown, and Fawn Township high schools for assistance rendered in the secur- ing and compiling of the data included in this study. The writer recognizes the generous assistance and guidance of Professor C. S» Anderson in the planning of the study and in the classifying of the data, and for his criticism of the manuscript. He is deeply indebted to Professor H. S. BriJinner and the members of his staff in Rural Education for their advice and encouragement. Recognition is also given to Professor m\ L. Henning for his assistance with the Animal Husbandry' enterprise list; to Professor A. L. Beam for his assistance with the Dairy Husbandry enterprise list; to Professor D. R. Marble for his assistance with the Poultry enter- prise listj to Professor H. lU Higbee for his assistance with the Crops and vSoils enterprise listj to Professor C. E. 'flyers for his as- sistance with the Cannery end Vegetable Crop enterprise list; to Pro- fessor J, E. McCord for his assistance with the Farm Management enter- prise list; and to Professor D. C. Sprague for his assistance v/ith the Farm Mechanics enterorise list. Chapter II III CONTENTS Page INTRODUCTION 1 Statement of the Problem 1 Objectives of the Study 2 Need for the Study 3 Location, History and Population of York County 4 York County Agriculture 4 Scope of the Study 6 Source of Data ^ Method of Study • • • 7 ABOUT FATOffiRS INTERVIEWED 9 Age of Farmers Interviewed 9 Years Experience of Farmers Interviewed 10 Children in Family 10 Education of Farmers Interviewed 11 Home Conveniences of Farmers Interviewed •.•... 11 Farm Survey Information •• 12 OCCUPATIONAL REQUIREIlffiNTS OF YOUNG ?-ffiN U PART I - PERSONAL REQUIREP^ENTS OF YOUNG MEN U PART II - TECHNICAL REQUIREMENTS OF YOUNG MEN l6 The Dairy Husbandry Enterprise l6 The Animal Husbandry Enterprise • • • 18 The Poultry Husbandry Enterprise 20 The Crops and Soils Enterprise • 21 Cannery and Vegetable Crop Enterprise 23 Chapter III (Continued) Page The Fruit Growing Enterprise The Farm Management Enterprise The Farm Mechanics Enterprise 2U 24. 26 IV CONCLUSIONS AND RECOMMENDATIONS 29 Conclusions Recommendations BIBLIOGRAPHY APPENDIX 29 34 37 33 PERSONAL INTERVIEW BLANK FORM - Determining Qualifications of Yoiing Men Entering Farming as Evaluated by Present Farm Owners TABLES Table 1 2 3 U 5 6 8 10 11 12 i3 U Page Age of Farmers Interviewed • • 9 Years Experience of Farmers Interviewed 10 Education of Farmers Interviewed H Home Conveniences of Farmers Interviewed U Pertinent Facts from the Farm Survey 13 Personal Requirements of Yo\ing Men Entering Farming • • • H Technical Requirements for Young Men in the Dairy Husbandry Enterprise Listed in Order of Importance 1^ Technical Requirements for Yoxing Men in the Animal Husbandry Enterprise Listed in Order of Importance • 19 Technical Requirements for Young Men in the Poultry Husbandry Enterprise Listed in Order of Importance • . • 20 Technical Requirements for Young Men in the Crops and Soils Enterprise Listed in Order of Importance ^2 Technical Requirements for Young Men in the Cannery and Vegetable Crop Enterprise Listed in Order of Importance 23 Technical Requirements for Young Men in the Fruit Growing Enterprise Listed in Order of Importance • 24 Technical Requirements for Toung Men in the Farm Management Enterprise Listed in Order of Importance ..• 25 Technical Requirements for Young Men in the Farm Mechanics Enterprise Listed in Order of Importance 27 OCCUPATIONAL REQUIREMENTS FOR YOUNG MEN ENTERING FARMING IN YORK COUNTY, PENNSYLVANIA CHAPTER I Introduction STATEAffiNT OF THE PROBLEM For many years young men have been entering the occupation of farming with the main objective of becoming satisfactorily estab- lished in farming. This objective, to most young men, means owning and operating a farm. In order to reach this ultimate goal, several lines of approach are open. Some young men become farm owners the hard way; namely, by working for wages, saving and reinvesting their money. Some are renters, share croppers or purchasers, while more fortunate ones become farm owners by inheriting farms. The success of almost any young man as a farmer depends to a large extent on the knowledge he has acquired and the experience he has gained by working on farms or conducting farm enterprises, and not so much on the manner in which he secures the farm. Various stud- ies* have been completed in other fields of work to determine the re- quirements necessary for a young man to become successful in his chosen occupation. Is it not also essential to know what requirements are necessary or desirable in order that a young man become a success- ful farmer? Certain basic agricultural information and certain traits ^Occupational Outlook for Georgia Youth, Atlanta: National Youth Administration of Georgia, June 1939 • I t and habits are important for success in farming as well as for success In other occupational pursuits* Can we determine these qualifications and present them for the guidance of young men who are considering farming as a life work? To do so would help to avoid many disappoint- ments and farm failiires. Most present adult farmers have been con- fronted with the same difficulties at some time during their rise to farm ownership. Some realize they might have been better farmers and V * more successful farmers if they had had certain training and exper- iences earlier in life. Many owe their present position as successful farmers to the knowledge and skills they had already acquired when they started to farm. The experienced farm owner, then, should be a good person to consult to find out what is desirable for a young man to know when he enters farming. OBJECTIVES OF THE STUDY The objectives of this study can be stated as follows: 1. To determine the basic technical and occupational re- quirements for young men entering farming within the enterprise and among enterprises* 2. To determine and segregate the important technical and occupational requirements from those considered less important within the enterprise and among enterprises. 3. To determine some of the desirable pergonal and occupa- tional requirements which yoxing men entering farming should possess. NEED FOR THE STUDY More pertinent information is needed showing the skills, jobs and farm information which has been foimd to be important for success in farming* If, through the replies of farm owners, certain experiences and job skills are found to be desirable or perhaps in- dispensable for success as a farmer, then young men who contemplate farming should know what these experiences and skills are, and should acquire them in their preparation to become farmers or farm owners • The findings of this survey may then be analyzed in relation to the present vocational agriculture teaching program in our high schools. It may be desirable for teachers to revise teaching programs in the light of certain discovered facts. BJany of our young men who have studied vocational agriculture in high school are finding it difficult to get started in farming. On the other hand, it is com- paratively easy for them to find employment in the city. Is it pos- sible that this may indicate a lack of proper qualifications and a need for more specific preparation for farming? In other words, this study may point to a need for a revision of existing teaching pro- grams and procedures in order to better prepare boys to become es- tablished in farming. The study should meet a definite need, especially in York County, Pennsylvania, where data will be gathered for information and guidance in the occupational requirements for young men entering farming, for teachers of vocational agriculture in the area to use in revising their teaching programifl, and particularly for the writer in his own teaching situation in south central Pennsylvania. LOCATION, HISTORJ AMD POPULATION OF YORK COUNTY York County, which is in the south central district of Pennsylvania, lies west of the Siisquehanna River, which forms its eastern botindary. The county's original area, including what is now Adams County, was taken from that of Lsuicaster County in 1749 • After fifty years of much dissension between the German elements in the eastern part of the area and the Irish elements located in the western region, Adams County was set off from the original county. Thereafter (1800) York County was largely dominated by German influences • York County is bounded on the north by Cumberland County, on the east by the Susquehanna River, on the south by the state of Mary- land, and on the west by Adams County, Its present land area is 903 square miles and, according to the Census of 1930, its population totalj 167,135, including 84.,046 females and 83,089 males. This population is broken down into 80,0^6 urban, 35,716 rural farm, and 51^373 rural non- farm dwellers. YORK COUNTY AGRICULTURE "Agricultiire is one of the county •s chief occupations. Very fertile limestone soils extend in a belt across the country, well into Adams County, while other soils, even if not so rich, produce excellent crops when intelligently f armed. "-«• Com, hay, and winter wheat are of almost equal importance, and these form the basis for poultry, dairy, and swine production^ Fruit growing is developed to a considerable extent, and near the city *Ninth Industrial Directory of the Commonwealth of Pennsylvania. Harrisburg: Department of Internal Affairs, Commonwealth of Pennsyl- vania. 1938. pp. 653-656. of York the importance of dairying and vegetable production increases •* In 19A1 lork County was second only to Lancaster County in the number of farms, with 7121, including 339,881 acres of land capable of being cultivated* For the same year the combined value of its farm land and buildings amounted to $30,769,892, and its rural farm popula- tion totaled 35,7l6.** As compared to other counties in Pennsylvania, 1939 figures show York County to be first in the number of mules, swine and chickens on its farms, and second in the value of field crops and eggs produced • It ranks second also in the acreage planted to com, winter wheat and tobacco. The 7121 faros in the county average 65*7 acres, and part-time farming is common on the part of men employed in many of the county's varied industries* Murphy states^HHt- that "the general air of agricultural pros- perity that pervades most of York County is probably more of a tribute to the energy and thrift of its farmers than to the inherent soil worth." He further describes York Coiuity as "all in all a prosperous land, the prosperity being accounted for both by the presence of fertile York valley but related, too, to the thrift and painstaking care of the German farmers." *Murphy, Raymond E. The Economic Geography of York, Pennsylvania. Mineral Industries Experiment Station Bulletin 17* State College, Pennsylvania. The Pennsylvania State College, 1935 • PP» ^8-A9* ^^-Pennsylvania Crop and Livestock Report, 1940-^1. General Bulletin 582, Vol. 25, No. U* Harrisbiirg; Pennsylvania Department of Agriculture, July- August 19A2. pp. 6-30. ***Murphy, Raymond E. The Economic Geography of York, Pennsylvania. Mineral Industries Experiment Station Bulletin 17. State College, Pennsylvania. The Pennsylvania State College, 1935 • PP» A8-A9. SCOPE OF THE STUDI Farmers from the patronage area of the departments of voca- tional agriciilture in the Delta, Dillsburg, Dover, Fawn Township, He 11am, New Freedom, and Stewartstown schools are included. These schools are distributed throughout the county and constitute a fairly representative sample of schools and school areas in York County, SOURCE OF DATA A logical source from which to secure authentic information contributory to the purposes and objectives of the study as stated is from farmers and farm owners # Men who have farmed five years or more and men who actually own farms should know what is required in the way of experiences, knowledges, and skills before a young man can ex- pect to become a successful farmer* In the survey the farmers of York County, Pennsylvania were sampled and the sampling included all the centers in the county where vocational agriculture is taught in the high schools. Seventy-five satisfactorily completed interviews were secured for this study. Teachers of agriculture in the county were asked to co-operate in interviewing and securing replies from the farmers • The personal interview method was used to secxire as much of the information as possible. A questionnaire form of check list* was developed to aid the interviewer in recording the replies. The nature of the study lent itself best to the personal interview because the interviewer had an opportunity to impress upon the farmer that his candid opinion was valuable and important. Then, too, the farmer was *See Appendix. more willing to cooperate when called on personally than he would have been if appealed to through written communication • The interview blank entitled "Determining Qualifications of Young 'vien Entering Farming as Evaluated by Present Farm Owners'^ may be found in the appendix. The blank is conveniently divided into three main divisions, namely: Farm Owner Personal Information, Personal Qualifications of Young Men, and Technical Qualifications of Young Men. In preparing the request form, no attempt was made to com- pletely cover an enterprise. All job and skill items included were felt to be desirable and necessary for young men to possess. Special- ists of The Pennsylvania State College in each of the included enter- prises were consulted and asked for their opinions and criticisms. After several revisions the blank was given a trial with a selected group of farmers to determine if it contained irrelevant statements or questions not easily understood. The enterprises used in the blank were selected as the most important for the prevailing type of agri- cult^ore in York County, Pennsylvania. Previous farm surveys conducted by teachers of agriculture in the various centers throughout the county were consulted in making up the job lists. The selection of the farm^ ers in the different teaching centers was left to the local teacher of agriculture. He was instructed to interview only general farmers who were farm owners and who had farmed for at least five years. Special- ized farmers were not included. METHOD OF STUDY Each job listed on the interview blank was checked in one of three columns bearing the headings ''very important," "fairly im- 8 portant," and "unimportant," depending upon the degree of Importance which the farmer attached to that Job* Thus, a degree of Importance was given to each job ly the farmer* Upon examining the replies as listed in the returned inter- view blank, it was decided to assign a weight value to each of the columns. Thus, the column marked "very Important" was given a weight value of three J the column marked "fairly important" was given a weight value of two; and the column marked "unimportant" was given a weight value of one. Hence, the number of replies in each column, multiplied by the weight value, gives a weighted index number for each job. The weighted index numbers were ranked according to order of importance for further comparison and generalization. This treatment of data has been used because it meets the needs of data classification in this particular study. It is apparent that, in a study of this type with its many types of related information, a tabular form of presenting data is appropriate. All data were therefore set up in table form and general- izations drawn from them. CHAPTER II About Farmers Interviewed The tables which follow indicate some facts about the type of farmers who were interviewed* The historical background of the farm people in York County was described under the heading LOCATION, HISTORI AND POPULATION OF YORK COUNTY, and the agricultural background was described under the heading YORK COUNTY AGRICULTURE. The data pre- sented here fvirther describe the type of farmer who was interviewed* This study is based upon the replies given ty these farmers when they were interviewed* TABLE 1»— Age of Farmers Interviewed. Age of fanner Number Per cent Median 23 - 3A 35 - 49 50 - 67 Total 19 32 2A 75 25.4 42.5 32.1 100.0 47.72 The data in Table 1 indicate the age of the farmers who were interviewed. It is to be noted that the largest group of farm- ers was between 35 and U9 years of age, and that this group consti- tuted 42.5 per cent of the total number of farmers interviewed. It is also significant to note that the second largest group of farmers was between 50 and 67 years of age and constituted 32.1 per cent of the total number of farmers interviewed. Nineteen farmers were in the group from 23 to 3U years of age. The median age was found to be ^7.72 years. This compares 10 favorably with the figures given hy the 1940 Census.* The average age of feoTDers in Pennsylvania is 51 • 6 years, and for the United States 48.0 years. TABLE 2„ — ^Tears Experience of Faroers Interviewed, Years experience Number Per cent 40 - above 35 - 39 30 - 34 25 - 29 20-24 15 - 19 10-14 5-9 2 2 u 10 15 9 10 13 Total 75 2.7 2.7 18.7 13.3 20.0 12.0 13.3 17.3 100.0 mi The data in Table 2 indicate that the largest group, or 20 per cent of the farmers interviewed, has had between 20 and 25 years of experience. It is also to be noted that over 50 per cent of the fanners interviewed have had from 20 to 35 years of experience. If the age 25 be taken as an average age at which to start farming, then the median age of t^ .12 years becomes more significemt in respect to the median years of experience, which was found to be 21.83 years. The mean years of experience was found to be 20. ^ years. CHILDREN IN FAMILY From the replies of the farmers interviewed, it was found that the mean number of children per family was 2.7, and that 13 of the farmers interviewed had no children. ♦Report of the Sixteenth Census of the United States: 1940, Agriculture, United States Summary, Second Series. u . f t'f. TABLE 3. — Education of Earmers Interviewed* Highest school grade completed Completing up to and including 8th grade Completing 9th, 10th, 11th and 12th grades Number 23 29 Per cent 30*7 38.6 Completing more than 12th grade 23 30.7 From the data given in Table 3 it is highly significant that over 30 per cent of the farmers intervievied had received educa- tion above the high school level, end that the mean years of educa- tion was 11.3. Only 23 farmers, or about 30 per cent of the farmers interviewed, failed to continue their education beyond the 8th grade. TABLE U* — Home Conveniences of Farmers Interviewed. 'f Home convenience Automobile Radio Newspaper Electric lights Telephone Punning water Furnace Bathroom Refrigerator Truck Trailer Nature of reply Yes No 73 2 lA 1 72 3 68 7 ^ 27 63 12 A5 30 59 16 56 19 3A 41 20 55 Per cent having convenience 97.3 98.7 96.0 90.6 64.0 84.0 60.0 78.6 74.6 45.3 26.6 The data in Table U indicate that nearly all the fanners interviewed have access to an automobile, a radio, and a newspaper. Eighty-two and five-tenths per cent of all the farmers in Pennsylvania 12 ^ hfi n have automobiles* compared to 97 ^3 per cent as found in this study. Those conveniences that are an asset to the housewife, namely, electric lights, running water, bathroom, and refrigerator are found in more than three fourths of the farm homes of those farmers inter- viewed* The Pennsylvania Farmer* lists 1 bathroom for every 6 farms in Pennsylvania, 1 heating system for every 5 farms j U out of every 10 farms have running water, while only 59 per cent of the farms in Penn- sylvania have electricity. Thus, the farmers interviewed in this study are above the average as compared with those of Tork County. Over 60 per cent of the farmers interviewed have either a trailer or a truck for hauling purposes. Two out of every 3 farmers reported had a telephone as compared to 1 out of 3 for Tork County. FARM SURVEY INFORMATION The data secured under the heading FARM SURVEY indicate the acres of crops and kind of livestock kept on the farms of the farmers included in this study. These data show that the farmer interviewed was a general farmer . *The Pennsylvania Farm Market. The Pennsylvania Farmer, Pittsburgh, Pennsylvania. Section Four. TABLE 5. — Pertinent Facts from the Farm Survey. X3 NTimber of farms Per cent Farms having less than 300 chickens Farms having less than 200 chickens Farms having less than 100 chickens Farms having no poultry Farms having sheep Farms having no hogs Farms having 5 or more hogs Farms having 10 or more hogs Farms having feeder steers Farms having no horses Farms having no dairy cows Farms having 10 or more cows Fanns having 15 or more cows Farms having 5 or more acres of fruit Farms with 1 or more acres of potatoes Farming 1 or more acres of sweet com Farming 1 or more acres of tomatoes Farms growing cannery crops 24 16 2 5 11 55 a 19 11 U 50 -to 15 32 31 22 U5 32.0 21.3 10.6 2.6 6.6 U.6 73.3 54.7 25.3 U.6 5.3 66.6 53.3 20.0 42.5 41.3 29.3 60.0 u CHAPTER III Occupational Requirements of Young Men PART I Personal Requirements of Young Men It was the desire of the writer to determine if the farmers interviewed considered certain personal qualifications of a young man to be of importance for his success in farming. The data which follow indicate some of the qualifications mentioned and the responses made by farmers concerning their importance and relationship to the occupa- tional success of young men in farming. TABLE 6. —Personal Reqxiirements of Young Men Entering Farming, Requirement Should the young man: Be a high school graduate Have a college education Have had vocational agriculture training Have had part-time or evening class training Be married Have a family Be a church member Belong to Grange, civilian defense or other community interest Have access to an automobile Have previous farm experience Be mechanically inclined Be able to work alone Be responsible for carrying on work during the absence of the farmer Make managerial decisions Know what constitutes an honest day*s work Make suggestions to farmers or others Follow directions without resentment Know how to save money Be neat and tidy about the house Be neat and particular about clothing Have nights off for movies, etc* Know how to conserve rubber, gasoline, machinery and other essential material Number yes Per cent 70 93.3 38 50.6 69 92.0 69 92.0 66 88.0 58 77.3 72 96.0 68 90.6 70 93.3 73 97.3 73 97.3 75 100.0 75 100.0 72 96.0 75 100.0 69 92.0 72 96.0 nk 98.6 73 97.3 70 93.3 73 97.3 75 100.0 15 The data in Table 6 indicate that the items included as personal requirements were regarded qiiite generally as being import- ant for the success of the yoxing man in farming* It is to be noted that over 50 per cent of the farmers interviewed regarded a college education as an essential factor for a greater degree of success as a farmer* It should be remembered, too, that the mean years of education of the farmers interviewed was 11.3 • Only about 7 per cent of the farmers interviewed regarded a high school education as non-essential, and 8 per cent considered vocational agricultxire and part-time and evening class training as unimportant • It is significant to note that all the farmers answered yes to the following items: be able to work alone, be responsible for carrying on the work during the absence of the farmer, know what constitutes an honest day's work, and know how to conserve rubber, gasoline, machinery and other vital and essential materials* Only 5 of the farmers consider the use of an automobile to be of no importance, while 73 farmers agree that the young man should be neat and tidy about the house* The marital status of the young men seems to contribute to their success as farmers. Eighty-eight per cent of the farmers inter- viewed agree that to be most successful young farmers should be mar- ried, and 77.3 per cent believe that children definitely contribute to their farming success. Fifty per cent of the farmers interviewed do not consider a college education to be necessary, but nearly all agree that it is desirable to have* PART II Technical Requirements of Young Men All the enterprises in the interview survey blank and the job skills listed under each enterprise heading are tabulated accord- ing to their order of importance as determined by the weighted index number • 16 TABLE ?• — Technical Requirements for Young Men in the Dairy Husbandry Enterprise Listed in Order of Importance* fe"^: Job skills 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. U. 15. 16. 17. 18. 19. 20. 21. 22. 23. 25. 26. 27. 28. 29. 30. 31. 32. Select the herd sire Select cows according to production Know how to feed grain economically Understand herd improvement ty breeding Select the calf to raise Feed producing cows during the winter months Know seinitation practices in milk house and bam Feed the cow according to milk yield Be able to drench a cow Know how to treat a cow for caked udder Have a knowledge of common diseases of livestock and their treatment !&iow when and how to dry off a cow Know how to milk Treat an animal that is off feed Know how and why to clean pails and equipment Treat calves for calf scours Feed producing cows during the pasture season Know feeding value of various feeds and grains Feed heifers to freshening Feed dry cows Be able to wash \idder and flanks before milking Feed the herd sire Feed calf up to six months Have a knowledge of bacterial action Know the use of the Bang's disease test Know the purposes of cow testing associations Be able to clip an udder Know relation of fsimily health to wholesome milk Weigh the grain ration for cows Understand bam ventilation Select the breed of cows to keep Know the use of the strip cup for mastitis Weighted index number 220 219 218 217 2U 2U 2U 212 208 207 206 204 203 203 202 199 198 198 197 195 195 194 193 190 190 190 189 189 182 182 181 181 17 TABLE 7. — Continued Job skills Weighted index ninnber 33 • Know the use of bedding materials 34.. Know the value of grass silage 35 • Select cows according to pedigree 36 • Teach the calf to drink 37. Be able to mix and use whitewash 38. Identify feeds 39 • How to operate a milking machine 40. Be able to sketch drawings of animals for registry 41 • Know how to treat a cow for milk fever 42 • Be able to treat cows for mastitis 43 • Be able to groom a dairy cow 44* Select cows according to appearance 45* Know how to treat a cow for foot rot 46. Know how to dehorn calves 47 • Know the anatomy of animals 48 • Know how to operate a cream separator 49 • Be able to trim an animal's hoofs 50. Fit an animal for show 51 • Know how to remove extra teats 52. Know how to make butter for farm use 53* Know how to make ice cream for home use 54« Be able to test milk for butterfat 55* Train an animal for show 56. Be able to train an animal's herns 179 178 173 171 171 170 170 163 162 154 151 U9 148 140 140 134 128 126 123 122 121 119 119 109 Reference to the data in Table 7 indicates that, for the most part, those job skills which are listed in the upper 25 per cent of the enterprise list are concerned with actual production and manage- ment problems of the dairy herd. For example, selecting the herd sire, selecting cows according to production, feeding grain economically, and improving the herd through breeding, rank very high in their value to the farmers interviewed as criteria for success of the young men in farming. Obviously these job skills are primarily concerned with production and management, and it is likely that the importance of dairying on the average York County farm is responsible for this view- point. 18 Job skills not directly associated with the income from the dairy herd on a general farm fall into the lower 25 per cent of the enterprise list. These include such items as ability to trim an ani- mal's horns, train an animal for show, and be able to test milk for butterfat. It is significant to note that selecting the herd sire was considered first in importance to the farmer, and the weighted index number was 220* Being able to trim an animal ^ s horns was regarded as the least important, and the weighted index number was 109* This indi- cates a wide degree of importance among job skills in the dairy enter- prise Several job skills which have been given a ranking of most importance in educational circles fall into the middle group when class- ified by farmers. For example, selecting cows according to appearance ranked 44th and had an index value of 1^9, know the value of grass silage ranked 34- th and had an index value of 178, and be able to test milk for butterfat rcinked 54'th and had an index of 119 • The question may then be asked, "Should agricultural teachers devote more time to production and management problems which are directly concerned with farm income?** The data in Table 8 indicate that, of the animal husbandry job skills, knowing how to fit a collar and harness to a team, and know- ing how to do the necessary chores about the farm for all types of live- stock, were considered of equal importance. Each had an index value of 216. Being able to drive a horse or team was a close second, with an index value of 215. The importance of the horse is rather significant in view of the fact that the number of horses has been decreasing on 19 TABLE 8* — Technical Requirements for Toiing Men in the Animal Husbandry Enterprise Listed in Order of Importance • Job skills 1. Fit a collar and harness to a team 2* Know how to do necessary chores about the baxn for all types of livestock 3« Be able to drive a horse or team U* Select good breeding animals 5. Know best market weights, quality and condition for types of livestock 6. Mix a balanced ration 7. Know how to apply scuiitation in the care of stock 8» Know heat cycles and breeding problems of stock 9* Know how to install guard rails in a farrowing pen 10. Treat a horse for sore neck and shoulders 11. Treat livestock for external parasites 12. Wash a sow before farrowing 13. Know how to make a self feeder and creep for stock H« Study the types of bams, shelters and equipment used for sheep, swine, horses and beef cattle 15. Treat livestock for internal parasites 16. Identify livestock by ear tag or ear mark 17. Know how to dock lambs 18. Know how to teach a foal to lead 19. Know how to slaughter livestock on the farm 20. Know how to cut up a carcass of meat 21. Know how to dip a sheep 22. Be able to castrate livestock 23 • Know how to shear a sheep 2A. Judge a ring of each kind of livestock 25* Mount a horse or ride with or without a saddle 26. Be able to put a shoe on a horse 27. Be able to clip and trim a foretop on 28. Know how to care for a beef hide or a 29 • Be able to mix a good livestock spray Weighted index number a horse sheep pelt 216 216 215 213 213 2U 210 202 198 193 179 178 177 175 165 163 158 157 156 156 154 154 U7 U3 U2 Ul 136 132 131 20 Pennsylvania farms^ and H per cent of the fanners interviewed did not keep horses • The Job skills in the upper 25 per cent of the animal husbandry- enterprise are definitely management and production* There is also a noticeable difference in index values between the upper 30 per cent, a value of 198, and the lower 60 per cent, a value of 179 • This is apparently due to the fact that general livestock farm- ing is not so important on the average York County farm. Hogs and feed- er steers are of importance, but sheep and horses are almost negligible. m- •^: TABLE 9. — Technical Requirements for Young Men in the Poultry Husbandry Enterprise Listed in Order of Importance Job skills Weighted index number 1. Prepare for and brood chicks in a brooder house 2. Know how to feed chicks and growing stock 3. Be able to feed laying stock U* Know how to cull a flock of poultry $• Know what treatment to use for lice and mites 6. Select practical breeds, varieties and strains ?• Understand the general management of the flock, including such items as use of lights, wet mash, pick guards, etc 3. Be able to evaluate sources for purchasing chicks 9» Know how to treat poultry for worms 10. Know how to grade, candle and pack eggs for market 11. Plan a year's operation for a poultry enterprise 12. Know how to select breeders for hatching 13. Feed and manage a small farm flock of turkeys 14 • Conduct post-mortem on fowl and recognize common poultry diseases 15. Know how to kill and dress poultry for market 16. Be able to vaccinate for pox 17. Be able to keep trapnest records 18. Know how to caponize cockerels 19. Know how to set an incubator of eggs and hatch chicks 220 219 218 215 2U 209 206 203 203 200 197 171 167 158 154 151 130 120 lU ^Pennsylvania Crop and Livestock Report, 19^0-41. General Bulletin 582, Vol. 25, No. 4. Harrisburg: Pennsylvania Department of Agriculture, July-August, 1942. pp. 6-30. 21 The data in Table 9 indicate that the poxiltry enterprise ranks higher in importance than either the daiiy or animal husbandry enter- prise. Nearly 85 per cent of the index values range from 150 to 220. This is easy to understand when one considers that York County leads in the number of chickens on farms in Pennsylvania.* To know how to prepare for and brood chicks in a brooder house was considered most im- portant and has an index value of 220. Feeding chicks, growing stock, laying hens, and the culling of poultry follow next in importance, in the order given. The data in Table 10 indicate that the farmers interviewed regard the crops and soils enterprise to be more important than any of the animal enterprises. Disregarding items 25 and 26, the index values fall between 171 and 221* This is undoubtedly due to the highly produc- tive soil found in most parts of York County, especially the southern and eastern sections. Most any crop that has a climatic requirement for the northern and north central United States can be grown successfully in York County, Pennsylvania. It is significant to note that farmers are now realizing the importance of legumes and other grasses in the control of erosion. This job skill ranked in the upper 25 per cent in degree of importance. It is also important to note that the farmer is not primarily concerned with such job skills as testing soil for lime and other ele- ments, and in knowing the genetics involved in hybrid com production, but that he is leaving these skills to the trained agricultural special- *The Pennsylvania Farm Market. The Pennsylvania Farmer, Pittsburgh, Pennsylvania. Section Four. 22 Li-^ ft '. V'.' TABLE 10 •—Technical Requirements for Young Men in the Crops and Soils Enterprise Listed in Order of Importance. Job skills 1. Know how to prepare a good seed bed 2. Know when and how to cultivate various crops 3. Understand crop rotations 4. Knov/ ?7hen and how to plant various field crops 5. Know when and how deep to plow 6* Know how to improve the pasture 7. Understand the use of legumes and grasses In erosion control 8« Know how to mix and apply poison sprays when necessary 9. Know how to treat seed for smut 10. Know the rate of seeding various crops 11. Know when, why and how often to spray potatoes 12. Know how to eradicate common insects and diseases of field crops, vegetables and fruits 13. Know recommended crop varieties adapted to the region lA* Know how^ to treat farm seeds for disease 15. Know how to provide a poultry range in the farm program 16. Know when and for what crops to use a field weeder 17* Know the approved methods for grain harvest 18. Know how to treat seed potatoes 19 • Be able to make a granary vermin-proof 20. Be able to cut seed potatoes 21. Know how to make a seed germination test 22. Knovf how to select, dry and store seed com 23. Be 8ble to grade and clean farm seeds 24.. Know how to load grain on a wagon 25 • Know how to test soil for lime and other elements 26. Know the genetics of hybrid com production Weighted index number 221 221 219 219 216 215 212 211 210 209 209 209 201 195 19A 191 189 189 187 187 18ii 175 175 171 138 127 '•>, ' 23 ist. Selecting, drying and storing seed com, and cleaning and grading farm seeds are other examples. First in importance, from the farmer's viewpoint, is the ability to prepare a good seed bed, and to know when and how to ciiltivate various crops. The index value for each skill is 221» To understand crop rotations, know when and how to plant the various field crops, know when and how deep to plow, and know how to im- prove the pasture come next in Importance, in the order given. The upper 25 per cent of the job skills in order of importance, as ranked by the fanners interviewed, are significantly culttiral prac- tices. TABLE 11, — Technical Requirements for Young Men in the Cannery and Vegetable Crop Enterprise Listed in Order of Importance Job skills Weighted index nvunber 1. 2. 3. 5. 6. 7. 8. 9. 10. 11. 12. 13. U. 15. 16. 17. Know how to use labor efficiently in harvesting crops Know how to inoculate soil or seed for legume production Know how to operate common field machinery for cannery crops Be able to transplant seedlings Understand the value of disease resistant varieties Evaluate and detennine reliable seed soiorces Know how to prepare a storage for vegetables Service and maintain cannery field machinery Know how to treat seed for diseases Know how to plan and plant a garden Know how to establish and use a mulch Be able to make a seed germination test Be able to fill out an order for vegetable seeds Know how to grade and bunch vegetables Know how to prepare and seed a hotbed Know the process of certifying seed Know how to sterilize soil for seeding purposes 215 213 202 197 197 190 190 190 187 186 18>; 183 178 172 170 U5 U5 The data in Table 11 indicate the cannery and vegetable crop enterprise to be of about equal importance with the crop and soils enter- prise. 2K It is significant to note that the use of labor efficiently and the operation of field machinery for canner7 crops are regarded as very important by the fairmers interviewed. TABLE 12. — Technical Requirements for Young Men in the Fruit Growing Enterprise Listed in Order of Importance. Job skills 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. U. 15. 16. 17. 18. Be able to prune fruit trees and small fruits Know when to use different sprays Know how to plant a tree Know when to pick fruit for best market price Know how to mix various orchard sprays Know when and how to fertilize the orchard Know what fruit varieties to select for the region Know how to pick fruit Know how to pack fruit for market Know how to manage an orchard soil in a bearing orchard Know a desirable location for fruit growing Be able to select and seed cover crops in the orchard Know how to care for nursery stock when it arrives Know when and how to cultivate the young orchard Be able to lay out an orchard or a small fruit area Know how to graft fruit trees Know how to make grafting wax Know how to select and judge exhibits of fruit Weighted index number 207 206 20^ 203 202 200 200 199 199 196 196 195 195 192 181 156 142 139 From the data in Table 12 it is apparent that the fruit grow- ing enterprise is not considered to be as important as the other enter- prises in the interview survey blank. This is probably accounted for by the fact that this enterprise is carried on somewhat sectionally and intensively rather than being common to all parts of the county under general farming conditions. In other words, this enterprise is not a part of general farming in York County, Pennsylvania. The data in Table 13 indicate that farm management is consider- ed to be the most important enterprise by the farmers interviewed. 25 Sixty-three per cent of the job skills were rated an index value above 200. TABLE 13 • — Technical Requirements for Young Men in the Farm Management Enterprise Listed in Order of Importance. Job skills 1* Know when to do work on the farm 2, Know proper time to harvest crops 3. Know how to keep records of receipts and expenses U* Correct bam faults for labor efficiency 5. Know when to sell farm products 6, Know when, where and how to market farm products ?• Know how to properly handle barnyard manure 8. Know when and how to apply manure in the rotation 9, Understand the fertility value of farm manure 10* Know best procedure for fertilizing crops 11. Be able to prepare farm products for market 12. Know how to build a good sod 13. Understand the value of green manure crops lA. Know the ways of getting started in farming 15* Know how to manage production within the enterprise 16, Know why man\ire should be reinforced with phosphate 17* Know the crops adapted to certain soils 18, Plan operations for the year for each enterprise 19 • Know how to figure cost accounts for each enterprise 20. Be able to take a farm inventory 21. Be able to lay out strips, sod waterways or diversion ditches for soil conservation . 22. Know how to figure labor income 23. Know how to prepare a budget 24,. Know where and how to get farm credit 25* Know how to figure income tax returns 26. Know farm insurance rates, types, etc. 27. Know laws affecting farmers Weighted index number 222 222 220 219 219 217 215 213 211 211 211 211 211 210 207 204 202 195 195 191 186 184 182 178 172 170 170 Know when to do work on the farm, and know the proper time to harvest crops, were both given index values of 222, which is the highest of any job skill listed. Although many farmers do not keep complete farm records in- cluding receipts and expenses, it is significant to note that 97.8 per 26 cent of the farmers interviewed regarded this job skill as very import- ant. The index value is 220. Correct bam faults for labor efficiency, and know when to sell farm products, were considered very important by 97.3 per cent of the farmers interviewed. The index value for these items is 219. It is significant to note that farm problems relating to in- surance, farm laws, income tax reports, preparing a farm budget, ob- taining farm credit, and calculating labor income rank in the lower 25 per cent of the job skills in degree of importance to the farmers interviewed. From these data it is obvious that the business side of farm- ing ranks very important to the farmers interviewed • Reference to the data in Table lU indicates that, for the most part, the repairing, adjusting and servicing of farm field machin- ery is considered very important. Over 90 per cent of the farmers in- terviewed rank these job skills in the upper 25 per cent of the enter- prise list in degree of importance. Know how to weld, know how to temper, know how to repair an electric motor, know how to shingle a roof, and know how to cut glass are considered to be the least important and rank in the lower 25 per cent of the job skills list. The farmer evidently believes that these job skills can best be handled by someone who is specially trained for that purpose. It is significant to note that the index values range from 116 to 207, and that 85 per cent of the job skills have index values below 200. Considering the farm mechanics enterprise in general, one 27 TABLE H* — Technical Requirements for Young Men in the Farm Mechanics Enterprise Listed in Order of Importance • t ;. ! ;■ Job skills Weighted index ntunber 1. 2. 3. A. 5. 6. 7. 8. 9. 10. 11. 12. 13. U. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Repair, adjust and seirvice a binder Sharpen hand and power tools Repair, adjust eund service a tractor Repair, adjust and service a mower Mix cementing materials Repair, adjust and service a sprayer Know how to tie common farm knots Be sufficiently skilled with tools to construct such items as nests, feeders, etc. Know how to select fencing materials Be able to adjust, service and maintain garden machinery Know how to repair, adjust and service a gas engine Know how to adjust and service a potato grader Be able to paint buildings and machinery Be able to repair a hole by soldering Be able to make an adjustable rope halter Know how to splice a rope Be able to construct such electrical items as electrical brooders, electric fence, etc. Know how to construct a hotbed Be able to electrify small farm equipment Be able to properly install a window Be able to stitch and repair leather material Be able to do the normal common electric wiring operations about the farm Know how to file and set a hand saw Be able to lay a drainage system Be able to brace comers of buildings Be able to read an electric meter Know how to hang a door Repair and maintain an eaves spouting Know how to cut glass Be able to shingle a roof Repair an electric motor Know how to temper Know how to weld 207 207 205 205 195 195 190 190 189 187 182 181 177 165 161 159 159 159 158 157 157 156 152 151 151 U8 lU uo 132 128 118 116 28 may conclude that farmers are a busy group of people j too busy, in fact, to do most of their own repair work. Disregarding expense, most of the farmer ^s machinery can be replaced or repaired quickly by some- one else, end the farmer does not consider these job skills to be of the same degree of importance as the other job skills in other enter- prises • 29 CHAPTER IV Conclusions and Recommendations CONCLUSIONS Reference to the data in this study would seem to justify the following conclusions: 1. Based upon the replies of farm owners the following personal and technical skill req\iirements relating to farming are the most important for a young man to possess if he is to become a success- ful farmer: A. Personal requirements listed in order of importance. !• Be able to work alone* 2. Be responsible for carrying on work during the absence of the farmer* 3. Know what constitutes an honest day^s work* U* Know how to conserve rubber, gasoline, machinery, and other vital and essential materials* 5. Know how to save money* 6* Have had previous farm experience* 7* Be mechanically inclined* 0 8* Know how to make managerial decisions* 9* Be a high school graduate* 10. Have had vocational agriculture training* 11* Have had part-time or evening class training* B* Technical and skill requirements listed in order of importance. These technical and skill requirements were con- 30 f: ki f. If sidered very important by the farmers interviewed, and rank in the upper 25 per cent according to their index values • !• Dairy Husbandry Enterprise listed in order of importance • Select the herd sire* Select cows according to production • Feed grain economically. Improve the herd by breeding* Select the calf to raise. Feed cows during the winter. Practice sanitation in the milk house and bam. Feed cows according to milk yield. Drench a cow. Treat a cow for caked udder. Know livestock diseases and treatment. Know when and how to dry off a cow. Know how to milk. Treat an animal that is off feed. 2. Animal Husbandry Enterprise listed in order of importance. Fit a collar and harness to a team. Know how to do bam chores for all types of livestock. Be able to drive a horse or team. Know how to select good breeding animals* 31 Know market weight, quality and condition for all types of livestock. Be able to mix a balanced ration • Know and practice sanitation in the care of livestocks 3# Poultry Husbandry Enterprise listed in order of importance • Prepare for and brood chicks. Feed chicks and growing stock. Feed laying stock. C\ill a flock of birds. 4. Crops and Soils Enterprise listed in order of importance. Prepare a good seed bed. Know when and how to cultivate crops. Understand crop rotations. Know when and how to plant crops. Know when and how deep to plow. Know how to improve a pasture. 5» Cannery and Vegetable Crop Enterprise listed in order of importance. Use labor efficiently in harvesting crops • Innoculate soil or seed for legumes. Operate field cannery machinery. Know value of disease resistant varieties. 6. Fruit Growing Enterprise listed in order of import- ance 32 Prune trees and small fruits • Know when to use various sprays. Know how to plant a tree* Know when to pick fruit for best inarket price, ?• Farm Management Enterprise listed in order of im- portance • Know when to do work on the farm. Know the proper time to harvest crops • Know how to keep records of receipts and expenses* Correct bam faiilts for labor efficiency. Know when to sell farm products. Know when, where, and how to market farm products . 8. Farm Mechanics Enterprise listed in order of im- portance . Repair, adjust, and service a binder. Be able to sharpen hand and power tools. Repair, adjust, and service a tractor. Repair, adjust, and service a mower. Know how to mix cementing materials. Repair, adjust, and service a sprayer. Know how to tie common farm knots. Be sufficiently skilled with tools to construct such items as nests, feeders, etc. 33 II • All of the fanners included in this study agree that the most important personal qualifications for a potential farmer to have are: to be able to work alone, be responsible for carrying on work during the absence of the farmer, know what constitutes an honest day^s work, and know how to conserve rubber, gasoline, machinery and other essential and vital materials. III. The data indicate that farm management is considered to be the most important enterprise by the farmers interviewed. Sixty- three per cent of the job skills in this enterprise have index values above 200. The job skills which rank in the upper 25 per cent of the enterprise list, in their degree of importance are: know when to do work on the farm, know the proper time to harvest crops, know how to keep records of receipts and expenses, correct bam faults for labor efficiency, know when to sell farm products, know where and how to market farm products, and know how to properly handle barnyard manure. IV. Those job skills which are listed in the upper 25 per cent of the dairy enterprise list are concerned primarily with actual production and management problems of the dairy herd. V. The poultry husbandry enterprise ranks first in import- ance among the livestock enterprises. Ninety-eight per cent of the farmers interviewed agree that preparing for and brooding chicks is the most important poultry job skill. Furthermore, over 95 per cent of the farmers consulted in this study regard the feeding and growing of chicks and laying stock and the culling of the laying flock as the most important job 3A skills in the po\xltry enterprise. VI. The crops and soils enterprise is given a rating of greater importance than any of the animal enterprises. Over 95 per cent of the farmers interviewed consider the upper 25 per cent of the job skills above an index value of 215 • These are: be able to pre- pare a good seed bed, know when and how to cultivate crops, understand crop rotations, know when and how to plant crops, know when and how deep to plow, and know how to improve a pasture. VII. Farmers do not regard repair work to be as important as other enterprise job skills. Nearly 85 per cent of the job skills have index values below 200, indicating that trained repairmen are doing most of the repair work, or that worn out machines are being replaced by the purchase of new ones. In general, the farmers included in this study are not primarily concerned with job skills of a specialty nature but instead are leaving these tasks to specialized men who are agriciiltural train- ed men. RECOMMENDATIONS I. It is recommended that teachers of vocational agricul- ture include in their courses at least the upper 50 per cent of the job skills that are listed in all of the agricultural enterprises. Some or all of the other job skills may or may not be included, depend- ing on the emphasis placed upon the enterprise in a given community • II. Those job skills with high index values are regarded to be of sufficient importance by experienced farmers to warrant repe- tition by teachers of vocational agriculture. Thus, if the teacher is 35 following the cross sectional method, he need not be disturbed bjr the apparent necessity of repeating the teaching of important job skills • III* It is further recommended that teachers place more emphasis on the teaching of farm management problems* The consistently high index values of the job skills in this enterprise warrant this recommendation, IV. Teachers should place a greater degree of importance on the teaching of general production and management problems in both the livestock and crop production enterprises, and less importance on highly specialized problems* V* Teachers should make use of the findings under •^Personal Requirements" in planning and organizing material for guidance courses* These high ranking personal requirements should be brought to the at- tention of the boy who is planning to enter farming as a vocation. Teachers shoixld train young men to evaluate the occup8.tion of farming in its broader aspects and to make the personal adjustments necessary to establish a successful home on a farm. It is to be pointed out that the recent trend in agri- cultural training has been to emphasize farm income and to minimize consideration of the broader personal and human aspects of fann life. Young men should understand both aspects of farming and their relation- ship to each other before entering upon farming as an occupation. VI. Teachers should help young men to realize the need for and the value of continuing their education after leaving school. Al- though a college education is not regarded to be a necessity, nearly all of the farmers agree that it is desirable to have. Teachers should 36 discuss with pupils the relationship between education and farm income. Teachers should also help young men to obtain and apply such scientific information about farming as seems necessary for their greatest success as farmers • BIBLIOGRAPHI 37 Anderson, C. S. Vocational Interests of Rural High School Pupils in Pennsylvania* Bulletin 3^2, The Pennsylvania State College. 1937. Brown, H. H* The Educational Needs of Out-of -School Farm Youth. A Master's Thesis, Kansas State College. Clark, L# T. How Young Men Became Established in Farming in Richland County, Illinois. A Master's Thesis, The University of Illinois • Dawson, A. W. A Study of Out-of -School Farm Youth Within the Area Served by the Auburn Indiana High School. A Master's Thesis, Purdue University. Hoskins, E. R. Young Hen in Farming. Voc. Ed. Bull. No. 188, United States Office of Education, Washington, D. C. Murphy, Raymond E. The Economic Geography of York, Pennsylvania. Mineral Industries Experiment Station Bulletin 17, The Pennsylvania State College. 1935* PP* A8-A9* Ninth Industrial Directory of the Commonwealth of Pennsylvania. Harrisburg: Department of Internal Affairs, Commonwealth of Pennsylvania. 1938. pp. 653-656. Occupational Outlook for Georgia Youth. Atlanta: National Youth Administration of Georgia. June 1939. Pennsylvania Crop and Uvestock Report, 19^0-41* General Bulletin 582, Vol. 25, No. U* Harrisburg: Pennsylvania Department of Agriculture. July- August 1942. pp. 6-30. Pennsylvania Farm Market. The Pennsylvania Farmer, Pittsburgh, Penn- sylvania. Section Four. Report of the Sixteenth Census of the United States: 1940, Agri- culture, United States Summary, Second Series. V • 38 PERSONAL INTERVIEW Determining Qualifications Of Toung Men Entering Fanning As Evaluated By Present Farm Owners Name of Fanner Farm Owner Personal Information Address Age Tears you have farmed yrs. Children in family Highest school grade completed Home Conveniences: (Check those found on the f€u:Tn) Automobile Radio Electric lights Furnace Telephone Bathroom Newspaper Running water Refrigerator Truck Trailer Farm Survey: (Indicate acres of crops and number of livestock) No. Breed A. Com, field Wheat Barley Oats Potatoes Hay Others A. A* A. A. A. A. Sweet com Tomatoes Peas, field Beans, field Apples Peaches Horses A. Dairy Cows A. A* Feeder Steers Poultry A. Hogs A. Sheep - • Others Personal Qualifications of Young Men (Check answer) Should the yo\mg man be a high school graduate no Sho\ild the young man have had vocational agricultural training yes no If not a high school graduate, should he have had part-time or evening class training yes no Should he have had college training yes no Should he be (married) or (single) Should he have a family no V 39 Be a church member s no Belong to Grange, Civilian defense or other conmrunlty interest jes no Have access to an automobile yes no Have had previous farm experience no Be mechanically inclined 'es no Should he be able to work alone yes no Be responsible for carrying on work during the absence of the farmer yes no Be able to make managerial decisions no Know what constitutes an honest day^s work yes no Be able to make kindly suggestions to other people or to the farmer follow directions without a feeling of resentment no Should he be able to s money jes no Be neat and tidy about the house no Know how to save no Be neat and particular about his clothing yes no Have nights off for movies, etc. es no Know how to conserve mibber, gasoline, machinery and other vital and essential materials •es no* Dairy Husbandry Check List 1. Select the breed of cows to keep 2. Select cows according to appearance 3» Select cows according to production U. Select cows according to pedigree 5* Select the herd sire 6. Select the calf to raise ?♦ Know how to feed grain economically 8, Know feeding value of various feeds and grains 9. Identify feeds 10. Weigh the grain ration for cows 11 ♦ Feed the cow according to milk yield 12. Feed calf up to six months . Very import- ant Fairly import- ant 1— — ■■ ■ ■ ■ ■ Un- import- ant ■^11 ^1 ■■ m \ ^0 13* Feed heifers to freshening LV» Feed producing cows during the pasture season 15. Feed producing cows during the winter months 16. Feed dry cows 17. Feed the herd sire 18* Teach the calf to drink 19 • Know how and why to clean pails and dairy equipment 20 • Know when and how to ^dry off" a cow 21. Know how to milk 22. How to operate a milking machine 23. Be able to test milk for butterfat 24. Fit an animal for show 25. Train an animal for show 26. Know how to dehorn calves 27. Be able to groom a dairy cow 28. Be able to clip an udder 29. Know how to remove extra teats 30. Be able to trim an animal's hoofs 31. Be able to train an animal's horns 32* Know the use of bedding materials m, » ■ m m 33. Understand bam ventilation 34. Understand improvement of dairy herd by breeding 35. Be able to wash udder and flanks before milking ^ 36. Have a knowledge of bacterial action ^ 37. Have a knowledge of common diseases of livestock and their treatment 38. Know the anatomy of animals ■MhHMfc"^*^-*'*''''^* ' 39. Treat calves for calf scours 41 40 • Treat an animal that is off feed 41. Know the use of the Bang^s disease test 42, Know the use of the strip cup for mastitis 43 • Be able to test cows for mastitis 44* Know how to treat a cow for foot rot 45* Know how to treat a cow for caked udder 46 • Know how to treat a cow for milk fever 47 • Be able to drench a cow 48* Know sanitation practices in the milk house and bam 49 • Be able to sketch drawings of animals for registry ^ 50. Know the value of grass silage 51. Know the purposes of cow testing associations $2« Be able to mix and use whitewash 53. Know how to operate a cream separator 54, Know how to make butter for farm use ^ 55. Know how to make ice cream for home use 56. Know relation of wholesome milk to family health Animal Husbandry 1* Select desirable breeding animals of livestock I 2. Judge a ring of each kind of livestock 3. Mix a balanced ration of home grovm feeds and protein supplements and roughage 4- Study the types of bams, shelters and equipment used for sheep, swine, horses, beef cattle 5. Be able to mix a good livestock spray 6» Treat livestock for external parasited ?• Treat livestock for internal parasites 8» Treat a horse for sore neck and shoulders ..»__ 9* Know how to dip a sheep 10 ♦ Know how to apply sanitation in care of livestock 11. Wash a sow before farrowing 12 • Be able to identify livestock by ear tag or ear mark 13 # Know how to dock lambs liV# Be able to castrate livestock 15 # Know how to slaughter livestock on the farm l6# Know how to cut up a carcass of meat mtmtm^l^ I i. Know how to shear a sheep 25. Know how to care for a beef hide or sheep pelt 26. Know how to make a self feeder and creep for livestock 27. Be able to put a shoe on a horse 28. Know heat cycles and breeding problems of livestock 29. Know best market weights, quality and condition for types of livestock Poultry Husbandry 1. Select practical breeds, varieties and strains of poultry A2 m m m . ■ ■■ U3 2. Be able to plan a year's operation for a poultry enterprise 3# Be able to evaluate sources for purchasing chicks U. Know how to cull a flock of poiatry 5# Know how to feed chicks and growing stock _ 6. Be able to feed laying stock ?• Know how to prepare for and brood chicks in brooder house 3» Know how to grade, candle and pack eggs for market 9» Know what treatment to use for lice and mites of poultry 10 • Know how to treat poultry for worms 11. Know how to caponize cockerels 12* Be able to Taccinate for pox 13 • Know how to conduct a post mortem of a fowl and recognize common poultry diseases \U* Know how to kill and dress poultry for market 15 • Understand the general management of the poultry flock including such items as use of lights, wet Boash, pick guards, etc. 16. Know how to feed and manage a small farm flock of turkeys 17. Know how to set an incubator of eggs and hatch chicks 18* Be able to keep trapnest records 19 • Know how to select breeders for hatching purposes Crops and Soils 1. Know how to improve the pasture 2. Understand crop rotations 3» Know how to provide a poultry range in the farm program - I • ■ ■ ■ « IM •^m^m^m^m^i U. Know when and how deep to plow 5# Know how to prepare a good seed bed 6, Know when and for what crops to use a field weeder 7. Know when and how to plant the various field crops 8» Know the rate of seeding various crops 9« Know how to select, dry and store seed com 10* Know recommended crop varieties adapted to region 11 « Know how to make a seed germination test 12. Be able to grade and clean farm seeds " 13 • Know how to treat farm seeds for disease 14 • Know the approved methods for grain harvesting 15* Be able to make a granary vermin proof l6# Kno?/ how to load grain on a wagon 17 • Know when, why and how often to spray potatoes 18. Know how to treat seed potatoes 19 • Know how to treat seed for smut 20. Know how to eradicate common Insects and diseases of field crops, vegetables and fruits 21. Know how to mix and apply poison sprays when necessary 22. Know how to test soil for lime and other elements 23. Be able to cut seed potatoes 24. Know the genetics involved in hybrid com production 25. Understand the use of legumes and grasses in erosion control 26. Know when and how to cultivate various crops U 45 Cannery and Vegetable Cropa !♦ Know how to prepare and seed a hotbed 2« Know hov/ to sterilize soil for seeding purposes 3* Be able to transplant seedlings 4, Know how to plan and plant a garden 5. Be able to make a seed germination test 6. Know the process of certifying seed 7# Be able to fill out an order for vegetable seeds 8. Be able to evaluate and determine reliable seed sources 9» Know how to treat seed for diseases 10. Know how to prepare a storage for vegetables 11. Know how to grade and bunch vegetables 12. Understand the value of disease resistant varieties 13. Know how to inoculate soil or seed for legume production 14. Know how to establish and use a mulch 15. Know how to use labor efficiency in harvesting crops 16. Know how to operate common field machinery for cannery crops 17. Be able to service and maintain cannery field machinery Fruit Growing 1. Know when and how to cultivate the young orchard 2. Know how to manage an orchard soil in a bearing orchard 3^ Be able to select and seed cover crops in the orchard •MMaui^M^ 46 4. Know how to plant a tree 5« Know when and how to fertilize the orchard 6* Know what fruit varieties to select for the region ?• Know how to care for nursery stock when it arrives 8. Know when to pick fruit for best market price 9« Know how to pick fruit 10 • Know how to peck fruit for market 11* Know when to use different sprays 12 • Know how to mix various orchard sprays ^ 13 • Know how to select and judge e^diibits of fruit L4» Be able to prune fruit trees and small fruits ^ 15. Know a desirable location for fruit growing 16. Be able to lay out an orchard or small fruit area 17. Know how to graft fruit trees 18 • Know how to make grafting wax Farm Management !• Understand the fertility value of farm manures 2. Know when and how to apply manure in the rotation 3. Know best procedure for applying fertilizers to crops U* Know why manure should be reinforced with superphosphate 5. Know how to keep records of receipts and expenses 6, Know how to prepare a budget 7. Plan operations for the year for each enterprise 8« Know the crops adapted to certain soils Ul 9« IQiow where and how to get long and short term farm credit 10. Be familiar with laws affecting the farm and farmer 11. Know how to figure cost accounts for each enterprise 12. Know when, where and how to market farm produce 13. Be able to prepare farm products for market LV. Know how to jJroperlj handle barnyard mantire 15. Be able to correct weaknesses in bam arrange- ment for more efficiency in the use of labor _ l6. Know how to build a good sod 17. Understand the value of green manure crops 18. Be able to lay out strips, sod waterways or diversion ditches for soil conservation 19. Know the proper time for harvesting farm products 20. Know when to sell farm products to best advantage 21. Know how to manage production within the enterprise 22. Be able to take a farm inventory 23, Be able to figure labor income at the end of the year 2U* Know the rates, types and problems involved in farm insurance 25. Know when to do work on the farm 26. Know the ways of getting started in farming 27. Know how to figure income tax returns Farm Mechanics 1. Know how to splice a rope 2» Be able to make an adjustable rope halter 3. Be able to tie common farm knots /^. Know how to mix cementing materials 5* Be able to do the normal common electric wiring operations about the farm 6. Be sufficiently skilled with tools to construct such items as nests, waterers, self feeders, etc. 7. Be able to construct such electrical items as electrical brooders, electric fence, etc. 8» Be able to repair an electric motor 9* Know how to read an electric meter 10 • Be able to electrify small farm equipment 11. Know how to sharpen hand and power tools 12. Know how to file and set a hand saw 13 • Know how to cut glass lA* Be able to properly install a window 15* Be able to repair a hole by soldering 16. Be able to stitch and repair leather material 17. Know how to construct a hotbed 18. Be able to adjust, service and maintain garden machinery 19 • Know how to adjust and service a potato grader 20. Know how to repair, adjust and service a mower 21. Know how to repair, adjust and service a binder 22. Know how to repair, adjust and service a sprayer 23. Know how to repair, adjust and service a tractor 24. Know how to repair, adjust and service a gas engine AB - r ■ ■ «■ - "" " '— U9 25. Be able to lay a drainage system 26 ♦ Know how to select fencing materials 27, Know how to repair and maintain an eaves spouting 28^ Be able to shingle a roof ^ 29* Be able to paint buildings and machinery 30. Know how to hang a door . 31* Be able to brace comers of buildings 32. Know how to temper metal 33* Know how to weld .>«>■« Interviewer^ s Name Date of interview Time consiimed in interview hrs.