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
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100 1 Godshall, William Vernon $d1913-
245 10 Occupational requirements for young men entering farming in York
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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 <fc M<^
17. Be able to do necessary chores about the bam
for all types of livestock
18. Know how to install guard rails in a farrowing
pen
19 • Be able to clip and trim a fore top on a horse
20, Know how to teach a foal to lead
21. Know how to fit a collar and harness to a
horse or team
22. Be able to drive a horse or team
23 ♦ Mo\mt a horse or ride with or without a saddle
2>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.
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