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VOLUME 40
NUMBER 2
Vocational
Agriculture
in Florida
QUARTERLY BULLETIN
OF THE
DEPARTMENT OF AGRICULTURE
APRIL, 1930
NATHAN MAYO
Commissioner of Agriculture
TALLAHASSEE, FLORIDA
Entered January 31, 1903, at Tallahassee, Florida, as second-class
matter under Act of Congress of June, 1900. "Acceptance for mailing
at special rate of postage provided for in Section 1103, Act of October
3, 1917, authorized September 11, 1918."
SUPERVISORY STAFF
1. Harry E. Wood 2. C. 0. Holley
3. J. F. Williams, Jr.
4. Boletha Frojen 5. Claude M. Andrews
STATE BOARD FOR
VOCATIONAL EDUCATION
DOYLE E. CARLTON, Chairman - - Governor
FRED H. DAVIS - -- - Attorney General
R. A. GRAY - - - Secretary of State
W. V. KNOTT - -- - State Treasurer
W. S. CAWTHON, Sec'y and Executive Officer
State Suprintendent Public Instruction
SUPERVISORY STAFF
J. F. WILLIAMS, JR.
State Supervisor of Agricultural Education
HARRY E. WOOD
Asst. State Supervisor of Agricultural Education
C. O. HOLLEY
State Supervisor of Trade and Industrial Education
BOLETHA FROJEN
State Supervisor of Home Economics Education
CLAUDE M. ANDREWS
State Supervisor of Vocational Rehabilitation Education
DEPARTMENT OF AGRICULTURE
LA E AM A
Ms e o f=e M I A
COUNTY MAP
OF FLORIDA
Showing Location of De-
partments of Vocational
Agriculture
X-WHITE DEPARTMENTS
O-NEGRO DEPARTMENTS
Introduction
The National Vocational Education Act, popularly
known as the Smith-Hughes Act, was passed by the Na-
tional Congress in 1917. Under the provisions of this
act monies were made available from the treasury of
the United States to every state in the union provided
the state accepted the provisions of the National Act
which had as its objective the promotion of vocational
education in agriculture, trades and industry and home
economics. Each Federal dollar spent within a state
must be matched from either state or local funds.
Florida, as the first state in the South to accept the
provisions of the Smith-Hughes Act, immediately set out
to develop an adequate system of Vocational Education
for those within the borders of our state who were inter-
ested in agriculture, trades and industry, and home eco-
nomics.
In 1920 the National Vocational Rehabilitation Act
was passed for the purpose of cooperating with the
states in the vocational training of persons who were
physically handicapped.
In 1929 the George-Reed Act was passed by the Na-
tional Congress making available additional funds for
the promotion of vocational education in agriculture and
home economics.
The Federal Board for Vocational Education, Wash-
ington, D. C., is responsible for the administration of
each of the above mentioned acts for the promotion of
vocational education. In each state the State Board for
Vocational Education is responsible for the administra-
tion of vocational education within that particular state.
In Florida the State Board for Vocational Education
is made up of the same personnel as the State Board of
Education, which is composed of the Governor, Attor-
ney General, Secretary of State, State Treasurer and
State Superintendent of Public Instruction. The State
Superintendent of Public Instruction is the Executive Of-
ficer of the Board.
DEPARTMENT OF AGRICULTURE
NEED FOR VOCATIONAL EDUCATION
Statistics taken from the reports of the State Super-
intendent of Public Instruction for the State of Florida
for the years since 1910 show that less than ten per
cent of the pupils who entered the first grade in 1911
graduated from a four year high school. The ninety
per cent of our population not finishing high school
constitutes the field for vocational education.
Dr. C. A. Prosser, formerly director of the Federal
Board for Vocational Education, now president of Dun-
woody Institute, Minneapolis, says:
"There is a crying economic need for vocational edu-
cation. The two great assets of a nation which enter
into the production of wealth, whether agricultural or
industrial, are natural resources and human labor. The
conservation and full utilization of both of these depend
upon vocational training."
The need for special training for the business of farm-
ing is emphasized by Professor G. A. Schmidt, Colorado
Agricultural College, who writes:
"Unless our farm boys of today acquire some sys-
tematic instruction for farming, our next generation of
farmers will not be much better off than are our pres-
ent farmers. Any farm boy who intends to make farm-
ing his life work needs training for farming just as does
the boy who intends to become a lawyer, a doctor, or
an engineer. Any man attempting today, without train-
ing, the practice of law, medicine or engineering would
be immediately recognized as a menace and an absurd-
ity. A man attempting farming without training is a
closer parallel to the untrained professional man than
many people think.
"It has been estimated that 325,000 new farmers are
needed each year to take the places of those who annu-
ally drop out of the business of farming. If each of
these new farmers were to be given a four-year train-
ing course in vocational agriculture, it would mean that
1,300,000 young men each year would be in training for
VOCATIONAL AGRICULTURE IN FLORIDA
the vocation of farming. This is more than half of the
entire number of the high-school population of the
United States at the present time. Needless to say, in
the face of such statistics, the urge and the opportunity
for vocational training in agriculture are great. The
solution of the problem of securing an adequate num-
ber of trained farmers has hardly been commenced."
Florida's Commissioner of Agriculture, Nathan Mayo,
very clearly and forcibly shows the need for more peo-
ple vocationally trained in agriculture in Florida, when
he says: "In order to bring about a condition in Flor-
ida which will result in the state entirely feeding itself,
as well as its winter visitors, and allowing for market-
ing of citrus fruits and vegetables in the North, the
following improvements will need to be made: It will
require approximately 80,000 more dairy cows, 100,000
more sheep, 200,000 more beeves, 400,000 more hogs
and 1,000,000 more laying hens. An increase of pro-
duction on present farms, or new growers for Florida,
is needed to meet this demand."
It is our hope that by publishing this bulletin we will
be able to clearly establish in the minds of the public
the need for Vocational Education and how under the
provisions of the Smith-Hughes Act the local school
boards may meet and alleviate this need.
In the following pages we will attempt to give the
reader the facts regarding Vocational Agricultural Edu-
cation in the State of Florida and these facts will in
turn impress upon the reader's mind the advantages it
offers for the development and permanent success of
rural communities.
J. F. WILLIAMS, JR.
State Supervisor of Agricultural Education.
HARRY E. WOOD
Assistant State Supervisor of Agricultural Education.
STATE OF FLORIDA
VOCATIONAL AGRICULTURAL TEACHERS
1929-1930
COUNTY
Alachua
Brevard
Calhoun
Clay
Columbia
Dade
Escambia
Gadsden
Gilchrist
Highlands
Hillsborough
Jackson
Jefferson
* Negro Schools
SCHOOL
Alachua
Alachua*
Hawthorne-Waldo
Melbourne*
Altha
Penney Farms
Mason
Lake City*
Homestead
Lemon City
Lemon City
Miami Beach
Goulds*
Gonzalez
Greensboro-
Mt. Pleasant
Quincy*
Trenton
Sebring
Plant City
Plant City-Brandon
Plant City
Malone
Marianna
Graceville
Marianna*
Aucilla-Monticello
TEACHER
G. W. Dansby
A. L. Mebane
B. K. Wheeler
Birdius W. Browne
L .T. Pendarvis
A. J. Geiger
Guy Cox
H. L. Rountree
J. M. Garris
J. L. Butts
S. C. Means
Floyd L. Northrop
J. U. H. Simms
T. L. Barrineau, Jr.
A. G. Driggers
H. S. Jackson
J. E. McIntyre
L .D. Stewart
J. G. Smith
L. J. Larson
G. N. Wakefield
G. C. Norman
Rex F. Toole
R. L. Price
John L. Hall
T. A. Treadwell
STATE OF FLORIDA
VOCATIONAL AGRICULTURAL TEACHERS
1929-1930 (Continued)
COUNTY
Lake
Leon
Manatee
Okaloosa
Orange
Osceola
Palm Beach
Polk
Putnam
Santa Rosa
Seminole
St. Johns
Volusia
Wakulla
Walton
SCHOOL
Eustis
Eustis*
Leesburg*
Florida A and M*
Bradenton-Palmetto
Baker
Laurel Hill
Apopka
St. Cloud
Canal Point
Delray*
Winter Haven-
Bartow
Crescent City
Crescent City*
Allentown
Jay
Sanford
Hastings'"
Barberville-Pierson
Sopchoppy
Liberty
TEACHER
V. W. Driggers
Wm. S. Maxey
J. W. Johnson
Lassalle Laffalls
C. W. Long
M. A. Baker
G. W. Pryor
C. B. Ross, Jr.
R. L. Cunningham
H. L. Speer
S. D. Spady
E. L. Mathews
F. K. Knight
Fred W. Johnson
E. M. Creel
S. C. Kierce
Alex R. Johnson
Walter E. Harris
J. C. Brown
Herman Langford
A. A. Mendonsa
* Negro Schools
TABLE OF CONTENTS
CHAPTER I
Vocational Agriculture in the High Schools of Florida
CHAPTER II
The Classroom, Farm Shop and Land Laboratory Plot
CHAPTER III
Teaching Program and Methods of Instruction
CHAPTER IV
Types of Classes
(Including Project Work)
CHAPTER V
Future Farmers of Florida
(Affiliated with the Future Farmers of America)
CHAPTER VI
Fair Work
CHAPTER VII
Duties of a Teacher of Vocational Agriculture
CHAPTER VIII
Teacher Training in Agricultural Education
CHAPTER IX
Vocational Agriculture for Negroes
CHAPTER X
Trade and Industrial Education
CHAPTER XI
Vocational Home Economics Education in Florida
CHAPTER XII
Vocational Rehabilitation
CHAPTER XIII
What the State Department of Agriculture Does
CHAPTER XIV
Federal Aid to Agriculture
CHAPTER XV
Text of Smith-Hughes and George-Reed Acts
Vocational Agriculture
in Florida
CHAPTER I
VOCATIONAL AGRICULTURE IN THE HIGH
SCHOOLS OF FLORIDA
Vocational Agriculture, as an elective subject in the
High Schools of the state, offers an opportunity for Vo-
cational training in Agriculture to the boys who are
interested in learning the "business of farming."
In the High Schools where departments of Voca-
tional Agriculture are established men who are agri-
cultural college graduates and are specialists, both from
the standpoint of theory and practice, are employed to
teach the boys "farming." One-half of the salary of
this teacher of Vocational Agriculture is reimbursed by
the State Board for Vocational Education to the County
School Board from Federal and State Funds. These
teachers of V6cational Agriculture are employed on a
twelve months' basis.
The Florida State Plan for Vocational Education,
approved by the Federal Board for Vocational Education,
sets up certain requirements that must be met by all
pupils in Vocational Agriculture classes. One of the
most important of these requirements is the one relating
to Supervised Practice or Project Work."
Requirement:
1. Each pupil shall be required to take supervised
practice work for a period of not less than six
months each year.
2. For the supervised practice work preference will
be given to home projects, but other work may
be submitted whenever it is found necessary.
DEPARTMENT OF AGRICULTURE
3. Cost account records will be kept by each pupil
and a final report made to the teacher.
4. The agricultural teacher will visit each pupil as
often as the kind of work shall require for the
purpose of supervision.
The 1750 pupils enrolled in Vocational Agriculture
during the fiscal year 1927-28, in addition to their regu-
lar classroom work, carried their Supervised Practice or
Project work in almost every conceivable field of Agri-
culture in the state, including citrus, field crops, truck
crops, floriculture, bulbs, ornamentals, dairy cattle, beef
cattle, hogs, poultry and bees.
The total income from this project work was $132,-
801,98. This amount was more than the total cost of
the salaries of all the agriculture teachers of the state
for the same fiscal year.
Since the purpose of the High School Vocational
Agriculture course is to so prepare the pupils that they
may pleasantly and profitably engage in the business
of farming in the community in which they live, the
agriculture teacher must necessarily base his teaching
around the type of farming adapted to that community.
In order that this may be done to the best of the
teacher's ability, each teacher is required to make fifty
individual farm surveys and summarize the data ob-
tained on the surveys, so that he may definitely know
the major, minor and contributory farm enterprises in
that community. With this information as a basis for
the course of study and the pupils project for the test-
ing ground-the teacher is able to successfully teach
the pupil to be a happy and prosperous farmer in his
community.
In order that everyone in the community who is in-
terested in "Farming" may benefit from the services of
the teacher of Vocational Agriculture, the following
types of classes may be taught:
1. All-Day Classes: The instruction will be given to
pupils fourteen years of age and over who are
VOCATIONAL AGRICULTURE IN FLORIDA
attending school. Ninety minutes daily will be
given to instruction in agriculture and a like
amount of time be given to supervised practice
work.
2. Day-Unit Classes: The instruction will be given
in small rural schools to pupils fourteen years of
age and over. Not less than one ninety-minute
period per week shall be given and the instruc-
tion will be given on the unit basis.
3. Part-Time Classes: These classes will be organ-
ized for pupils who are fourteen years of age and
over and who are out of school, but who are inter-
ested in preparing for farming.
4. Evening Classes: These schools will be organized
for people who are engaged in the business of
farming, but who feel the need of instruction in
some specific phase of it.
All teachers of vocational agriculture teach all day
classes, and in addition when the opportunity arises,
they teach the other types of classes.
During the past fiscal year there were fifty teachers
employed in thirty-three counties of the state. They
had 1867 pupils enrolled in their classes. When we
realize that this work was just begun in 1917, and that
departments are only placed in High Schools in coun-
ties where the agricultural need is justified and where
the County School Boards are willing to pay one-half
the expense of the teacher's salary, we can realize that
the value of such instruction is making itself felt in the
State.
It would be impossible for me to discuss Vocational
Agriculture without mentioning the "Future Farmers of
Florida." Active membership in this organization is
confined to pupils who are actually enrolled in Voca-
tional Agriculture classes and are carrying acceptable
supervised practice programs. The purposes of this or-
ganization are:
DEPARTMENT OF AGRICULTURE
1. To promote vocational agriculture in high schools
of Florida.
2. To create more interest in intelligent agricultural
pursuits in the various counties of the state.
3. To create and nurture a love of country life.
4. To provide recreation and educational entertain-
ment for students in vocational agriculture through
state agricultural and athletic contests, vacation
tours, father and son banquets, and the like.
5. To promote thrift.
6. To afford a medium for cooperative marketing
and buying.
7. To establish the confidence of the farm boy in
himself and his work.
8. To promote scholarship and rural leadership.
Each High School in the state where Vocational
Agriculture is taught has a local chartered Chapter,
Future Farmers of Florida, affiliated with the state or-
ganization and the state organization Future Farmers
of Florida is affiliated with the National organization,
Future Farmers of America. The National, state and
local objectives of the Future Farmer organization are:
For the National Chapter:
1. Encourage and help unorganized states perfect
a state organization.
2. Encourage and help foster national judging con-
tests.
3. To work out a ritual for use in local, state and
National Chapters.
4. To provide, through the National Congress of Vo-
cational Agriculture Students, larger opportuni-
ties for the development of leadership and for
giving national recognition to the outstanding
achievements of the Future Farmers of the differ-
ent states.
VOCATIONAL AGRICULTURE IN FLORIDA
For the State Chapter:
1. Ninety per cent completed Supervised Practice
program.
2. $50,000.00 in savings bank or invested in farm-
ing. (To be prorated for various chapters accord-
ing to enrollment.)
3. One Father and Son banquet for every chapter.
4. Every chapter to participate in some cooperative
effort.
5. One hundred per cent members who have paid
annual state and National dues by October 1st.
6. One summer camp or farm tour.
For Local Chapters:
1. Members of local chapters will work toward en-
listing boys in the community and secure enroll-
ment in the agricultural class.
2. That the local chapter assist the agriculture in-
structor in the making of farm surveys in order
that first hand knowledge be obtained as to the
relative merits of the various phases of farming
and check the progress of the vocational instructor.
3. That at least one meeting a year be held on out-
door life.
4. That each chapter hold
a. A Father and Son Banquet
b. At least one campnig trip in a body
c. A project tour and the class score the proj-
ects.
5. A thrift program in every chapter.
6. That at least one cooperative project be con-
ducted in one of the following lines:
a. Production
b. Marketing
c. Buying
d. Financing.
DEPARTMENT OF AGRICULTURE
7. That local chapter should encourage all members
to take such projects and pursue such activities
in supervised practice as will help develop con-
fidence in the handling of complex farm prob-
lems.
8. That the Executive Committee of each local chap-
ter check the vocational plans of the prospective
candidates for election, help those in the chapter
to carry out their plans and ask for the minimum
standard.
9. That the local chapter encourage leadership
through:
a. Debates, public speaking
b. Membership of working committee
c. Community activities.
With these objectvies set up and with an active
chapter in each department of Vocational Agriculture
striving to meet these objectives, it is readily understood
what a vital part the Future Farmers organization actu-
ally plays in the success of Vocational Agriculture in the
High Schools of the state.
In speaking to the Agriculture teachers in a sec-
tional conference recently, Mr. W. H. Cassels, Supervis-
ing Principal, Plant City Schools, made the following
statement: "I have heard the statement that the Voca-
tional Agriculture class was the dumping grounds for
pupils unable to pass in other classes. This would imply
that the type of students who enrolled for Vocational
Agriculture were exceedingly dull. This should not be
the case in any school and I am glad to say that in our
school system this situation does not exist, in fact, many
of the outstanding pupils in our school are enrolled in
the agriculture classes and I would say that these classes
as a whole are composed of pupils of high mentality
and pupils who are making excellent grades in their
other high school subjects." When we realize that the
Plant City High School has the largest Department of
Vocational Agriculture in the state (having this year
VOCATIONAL AGRICULTURE IN FLORIDA 21
enrolled more than one hundred fifty pupils from farm
homes) we can more fully appreciate the value of Mr.
Cassells' statement.
Statistics in the office of the State Superintendent of
Public Instruction show that fifty per cent of the farm
boys who enroll in the High School Vocational Agricul-
ture classes of the state, return to the farm and actually
engage in the "business of farming."
Florida is primarily an agricultural state and there
are great possibilities for improvement and progress
along agricultural lines in Florida. It is a recognized
fact that in the near future only the intelligent, well
trained and efficient farmers will be able to succeed at
the business of farming. Thus it becomes the function
of the departments of Vocational Agriculture in the
High Schools of the state to train our "Future Farmers."
CL 0 THING
L A BORA TORY
FOODS
L ABORA TORY
FARM SHOP
9R001
A GR/CL T/A 44Z
CLZAP0 ROO
Vocational Agriculture and Home Economics Building to foce East or West. Scale 1/16"-1'
1
CHAPTER II
THE CLASSROOM, FARM SHOP AND LAND
LABORATORY PLOT
The classrooms and plant equipment vary widely in
Florida, some being elaborately equipped and others
meeting the state requirements. The state require-
ments are as follows:
(1) Provide one large room for both recitation and
laboratory work. The room is to be provided
with tables and chairs instead of the regular
school desks.
(2) Wherever possible, provide for a room for farm
shop work.
(3) Provide for sufficient equipment to enable the
Agricultural Class Room and Farm Shop to face North or
South only. Scale /8"=1'
I --=
Agricultural classroom, Lemon City, J. L. Butts, teacher
L^'[rrT[ ELi-
'Vol-
VOCATIONAL AGRICULTURE IN FLORIDA
Agriculture class room at Sanford, Florida, showing arrange-
ment of tables and chairs
teacher to properly teach the jobs to be taught.
The kind of equipment will vary according to
the type of farming being done in the community.
In general, approximately $300.00 shall be avail-
able for purchasing equipment.
(4) Provide a land laboratory of not less than one acre
to be used for demonstration purposes and for
use in teaching some of the practical farm jobs.
(5) Bulletins, farm papers and text-books are to be
provided in sufficient numbers to meet the needs
of the pupils enrolled.
The tables necessary for a classroom are usually
built by the teacher and his boys, and then stained or
finished with some acid proof material. These tables
are usually large enough to seat two or four boys and
are arranged facing the teacher's desk. A suitable sized
blackboard back of the teacher is desirable. Book
shelves and bulletin cases are easily constructed by the
teacher and boys. A four drawer steel filing cabinet is
necessary for the teacher to keep his records catalogued,
besides protecting them from injury by mice and rats.
Records are a very valuable part of the teacher's
work in a community as they show what is being done,
DEPARTMENT OF AGRICULTURE
A combination filing cabinet, magazine rack, bulletin boxes,
text book shelves, chart and blue print drawers, and storage
cabinet for illustrative material and specimens, also teaching
apparatus. This all-purpose cabinet designed and built by
agriculture teacher, Alex Johnson at Sanford, Florida.
what has been done, and what may be done in a com-
munity. This will be explained more fully in the chap-
ter on project work.
The teacher should also have a method of filing
charts and pictures so that they might be displayed on
the day the job is taught. This impresses more forcibly
on the mind of the student just what the ideal looks
like. For instance, if a teacher should be teaching the
job of "Buying or Selecting a Sow Pig for Breeding Pur-
poses," he could display various charts and pictures in
connection with the subject discussed.
Sometimes boys' notebooks, project books, and ref-
erence material is kept in the drawer of the desks, or
they may be filed in a "post office box shelf" on the wall.
A stand of shelves is also necessary to display sam-
ples of fertilizer, feed, soil, insects, preserved disease
specimens, etc. The illustrative material displayed on
VOCATIONAL AGRICULTURE IN FLORIDA
the walls of the classroom should be material taken
from the community, as stalks of corn, bundles of oats,
specimens of different hays, grain and forage, or any-
thing to illustrate the many different agricultural prod-
ucts of a community and provide an agricultural atmos-
phere in the classroom.
Any charts for permanent display should be made
by the teacher or student and pertain to local phases of
the work.
A bulletin board is usually placed in a conspicuous
place in the room and on this is posted market news,
various news articles and any notice of importance to
the class.
The four main sources of agricultural bulletins and
information for completing the agricultural school library
are the State Department of Agriculture, Tallahassee;
Experiment Station, University of Florida, Gainesville;
United States Department of Agriculture, Washington,
D. C., and farm newspapers and journals.
A great many commercial concerns also furnish val-
uable bulletins, books, and illustrative material to our
schools and we appreciate this cooperation as it has
been a source of great help to many teachers.
The teacher-training department at the University
of Florida has a list of recommended illustrative material
and its sources, also a list of reference text-books, which
is sent to each teacher.
FARM SHOP
In equipping and operating a farm shop in connec-
tion with the school, the basis and aim of the course
is to teach the boy the skills necessary in order to do
the ordinary simple construction and repair jobs com-
mon to the farms of the community.
We will quote a section of Mr. Johnson's report on
farm shop work, at Sanford:
"A shop room has been equipped to accommodate
12 pupils at bench woodworking and 4 more at bench
metal work, tool sharpening and general repair work.
DEPARTMENT OF AGRICULTURE
Agriculture Farm Shop, Sanford, Florida, showing arrange-
ment of tools and tables
Tool equipment consists of about $125.00 worth of tools
and benches.
The Farm Mechanics course includes tool-sharpen-
ing and repair, bench woodwork, painting and wood
finishing, concrete work, general wood construction,
E I
Farm Shop Room, Sanford High School, Department of
Vocational Agriculture
VOCATIONAL AGRICULTURE IN FLORIDA
Poultry range coop on school farm, built in shop work
Sanford High School, 1929
planning farm building, repair and care of farm ma-
chinery, soldering and sheet metal work, harness and
leather repair, rope work, drainage and irrigation, farm
lighting, farm water supply and sewage disposal, gas
engines and repairs.
As part of the regular farm mechanics course this
year all tool and machine equipment on the school farm
Implements and tools used on school farm, Sanford
DEPARTMENT OF AGRICULTURE
Fernery under
..im
construction on land laboratory
plot at Barberville
(about $250.00 value) was overhauled, repaired and
painted."
Mr. Johnson requires an average of one day per
week to be devoted to farm mechanics work. Definite
skills are set up and each pupil is expected to satisfac-
torily pass tests in each of the skills as set up. The
skills are based on the average needs of the community
and county as shown by the farm surveys.
The course in Vocational Agriculture is intended to
be as practical and interesting to the student as possi-
ble. When this objective is accomplished then the stu-
dent responds and results are wonderful.
I I
VOCATIONAL AGRICULTURE IN FLORIDA
Poultry house construction on Plant City School Farm.
Work done by Vocational Agriculture classes.
The student earns while he learns and he is daily
studying and dealing with agricultural problems as they
really exist on his home farm and in his community.
IIY, i 17 -l
Second year agricultural students painting barn on farm
of Tate Agricultural School, Gonzalez, Florida
DEPARTMENT OF AGRICULTURE
Landscape work done by agriculture students of Tate Agri-
cultural School, Gonzalez, Florida
Vocational agriculture boys installing irrigation in Barberville
fernery. J. C. Brown, Instructor.
VOCATIONAL AGRICULTURE IN FLORIDA
Second year agriculture class constructing trellis on grounds
of Tate Agricultural School, Gonzalez
Some of the useful articles made by the class in farm shop
work, Greensboro High School
34 DEPARTMENT OF AGRICULTURE
9,
Part of Agriculture Class at Laurel Hill building stock gap
on school grounds of concrete and boiler flues.
Stock gap completed. Built by Vocational Agriculture class
using concrete and boiler flues. Size 11 ft. by 7 ft. by 18 in.
Designated by County Superintendent as a model for three
other schools to use.
I
iBC~i~
----
a
;
-a-~
VOCATIONAL AGRICULTURE IN FLORIDA
Vocational Agriculture class building shop, Liberty School
Students completing brooder
house construction at Trenton,
Florida
DEPARTMENT OF AGRICULTURE
Brandon Farm Shop
LnA r r
QH 1m,
GLIMPSES OF BRANDON VOCATIONAL AGRICUL-
TURE FARM SHOP
L. J. LARSON, Agricultural Teacher
Picture one shows only a part of the tool outlay. The
cabinet was built by the class and is an ideal method of
keeping tools in place. Each tool has a place of its own
1i
IPB
VOCATIONAL AGRICULTURE IN FLORIDA
and when the tool is missing from the cabinet the silhou-
ette or outline of the tool shows up plainly and is a glar-
ing reminder that something is missing. An example of
this silhouette is shown by the missing screwdriver in the
picture. Though the tools are almost two years old they
are in excellent condition, because each student is re-
quired to oil them before placing them back in the rack.
Picture number two shows the same tool cabinet.
On the table is the oil can and box of waste rags for
oiling the tools. In the upper left of the picture is part
of a lumber chart, showing the various kinds and cuts
of lumber. This is used to teach the students to know
the various kinds of lumber which will enable them to
intelligently order a bill of lumber. A hardware chart
not in the picture is used to teach the students the vari-
ous kinds of common hardware used on the farm. These
charts were made by members of the class.
Picture number three is a glimpse of another corner
of the farm shop. Everything shown in the picture was
made by members of the class.
Picture number four shows the close-up of the paint
and hardware rack. On the top shelf are two boxes,
one for sandpaper and one for old nails. The second
shelf from the top is for paints, putty, glue and wax,
etc. The proper way to keep planes is shown on the
next shelf. They should be laid on their sides and not
upright on the plane iron. (Or the plane iron may be
taken out and hung up.) Below the planes are two
shelves for screws, washers, brads, etc. Two shelves
are used to keep nails. On the outside of each nail pigeon-
hole is the nail showing the size it contains. The last
two shelves are for paint cans, linseed oil, turpentine,
gasoline, etc. The cans or bottles have the names of their
contents painted on the outside. At the left of the pic-
ture is another paint-rack. Notice that the paint brushes
are hung on a wire running through a hole in the han-
DEPARTMENT OF AGRICULTURE
dies. This allows the bristles of the brush to hang
straight in the linseed oil. The waste box is also shown,
a necessary addition to any farm shop.
"A place for everything and everything in its place,"
should be the motto of every farmer.
LAND LABORATORY PLOT
Each department in the state is required to have at
least a one acre land laboratory plot according to the State
Plan. This plot is used primarily as a teaching means
and developed with that viewpoint and aim. The pur-
pose of a school farm is not to show a large profit from
the operation thereof, but to furnish a demonstration
outdoor laboratory for use of the school and community
and such use is not conducive to profit. However, each
teacher is expected to practice such management for
the school laboratory plot so that it will not show a debit
at the end of the year.
Probably a good explanation of laboratory plot work
in Florida can be shown by a copy of a letter written in
answer to an inquiry by an agricultural teacher in Ala-
bama:
Tallahassee, Florida.
January 9, 1930.
Mr. B. H. Walkley,
Teacher of Vocational Agriculture,
Notasulga, Alabama.
Dear Mr. Walkley:
Your letter to Mr. Chapman seeking information on use of the
laboratory area as a teaching demonstration device has been for-
warded to our office and I will attempt to give you our recommenda-
tions as requested by Mr. Chapman.
We require each department in the state to have a one acre lab-
oratory plot. There are several departments in the state that have
demonstration farms. The department at Plant City, Florida, prob-
ably is the best demonstration farm that we have.
At this place there are three teachers, over a hundred students,
and a twelve acre farm, also a farm dairyman. They have about
twelve dairy cows and a model dairy farm for practical farming.
They also have about two hundred white leghorn hens which they
are trapnesting and producing eggs at a cost of 13c per dozen.
They are mating the best birds and selling hatching eggs and also
VOCATIONAL AGRICULTURE IN FLORIDA
Setting berry plants, Plant City School Farm, 1929-30
breeding stock, as well as distributing these among students and
farmers of the community. Strawberries are the major crop in this
section and is the major crop on this farm. They have about three
acres on which they grow truck. They have a beautiful centipede
lawn around the building and a slat house for propagating orna-
mentals. They grow as many feed crops for the cattle and poultry
as the limited area will permit. I am just trying to stress the fact
that this demonstration farm is showing the farmers and boys in
this section how to diversify, grow feed crops, soil building crops,
Milk room and dairy barn, Plant City School Farm
February 16, 1930
DEPARTMENT OF AGRICULTURE
First year agriculture class fertilizing Satsumas an farm of
Tate Agricultural School, Gonzalez, Florida. Fertilizer was
mixed by students.
and carry out a well balanced program in agriculture. This farm
is on a paying basis. Last year the gross receipts from the twelve
acres was around $3900.00.
We have four other demonstration farms in the state, but 1
have described the best one.
The one acre plots we use principally for demonstrations and
teaching material. Some are using these acres to demonstrate the
growing of new soil building
crops and then showing the
effect of these crops upon cash
crops, such as corn and cotton,
following them.
At Alachua, where I taught
last year, I had one class use my
laboratory plot to grow early
plants in cold fromes and
then we sold them to the people
in the community. I had the
other class use part of the lab-
oratory plot for growing vege-
tables and showing the effects
of top dressings and mulch
paper on these vegetables. We
also had one section of the plot
Boys working in Land Labora- fenced off and a hog in this
tory Plot, St. Cloud School which was fed from scraps from
VOCATIONAL AGRICULTURE IN FLORIDA
the school children's lunches and also the surplus and cull vegetables
from the plot. This proved very successful.
In other instances teachers are propagating fruit trees in the
laboratory plots and teaching the job of planting a home orchard by
giving these trees to the students and farmers to start home orchards
in their community. In some cases we use a plot for variety dem-
onstrations, such as corn and cotton, in an effort to standardize
varieties for different communities.
There are numerous ways in which a laboratory plot can be
used. The only trouble I have ever had was in getting the livestock
to work the plot. As a plot of one acre would not support the con-
tinuous use of a mule it is always necessary to borrow or rent one
which makes it inconvenient and crops suffer usually on account of
lack of cultivation. I believe this coud be solved if a teacher stayed
in a place long enough to own a mule on some kind of share propo-
sition with some farmer convenient to the plot.
There are perhaps many other interesting ways in which the
Second Year Agriculture Class bedding seed cane on farm of
Tate Agricultural School, Gonzalez
DEPARTMENT OF AGRICULTURE
laboratory plot can be used as a teaching device. As your letter
was received on January 9th and you state that you want to use
this information in your conference January 10th I am hurriedly
giving you this meager information with the hope that it will reach
you in time and be of some benefit to your teachers. I am also en-
closing you an annual report from one of our teachers in which
you may find some useful information regarding the laboratory plot.
With best wishes for the success of your conference, I am
Yours sincerely,
HARRY E. WOOD,
Assistant State Supervisor Agricultural Education.
As a means of showing how one teacher plans to
use a five acre laboratory plot, the program as set forth
by Mr. Alex Johnson, teacher at Sanford, Florida, is
shown as copied from his report:
School Farm Work: Each pupil registered in "all-
day" classes shall be expected to carry out willingly
and with the idea of collecting knowledge and skill all
jobs assigned to him on the school farm. At least one
day per week shall be devoted to school farm practice
work.
Use of the Farm: The school farm shall be used pri-
marily as a teaching means and shall be developed with
bi"~F3
=". !
-4J
-
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Students digging Irish potatoes on School Farm, Sanford, Florida
VOCATIONAL AGRICULTURE IN FLORIDA
Picking Narcissus blooms on Agricultural Department Farm,
Sanford, Florida
this viewpoint and aim. Demonstrations shall be con-
ducted which will definitely bring out the points and
practices noted in class work of this department. New
crops and practices shall be developed on the school
farm with the idea of advocating proven crops and prac-
tices to the farmers of the county.
Students spraying celery on school farm at Sanford, Florida
DEPARTMENT OF AGRICULTURE
Topdressing celery on School Farm, Sanford, Florida, 1929
Ornamental Nursery: An ornamental nursery shall
be maintained on the school farm for the purpose of
supplying plants for school and other public plantings
throughout Seminole County.
Poultry: Poultry breeding and demonstration work
shall be continued with the aim of supplying desirable
breeding stock to Seminole County producers and to
Sizing and packing celery, Sanford school farm
VOCATIONAL AGRICULTURE IN FLORIDA
Implement shed and barn on the school farm at Sanford, Florida
point out desirable practices in poultry raising. Spe-
cial demonstrations in poultry practices shall be held on
the school farm as the need arises.
Farm Improvements: Money has been appropriated
by the School Board for the following improvements
and new equipment:
Construction of mule barn with hay loft and im-
plement shed
Rat and weevil proof feed room
Fencing pasture
Extending poultry runs for rotation demonstration
Building for poultry equipment
One horse truck crop spray cart
Second-hand truck for farm use
Pots for ornamental nursery.
Cost of Operation: Owing to the present condition
of school finances there is no money available for the
actual operating expenses of the school farm. For this
reason materials needed in the operation of the farm
will be solicited from dealers of agricultural supplies
operating in Seminole County. All money obtained from
the sale of crops from this farm is placed in the opera-
111111.1w, ---.LL
PjAtdI"-aT,.F'1I .'r -,;C,
Smith-Hughes Agricultural Class of Sanford, Alex Johnson, Instructor
VOCATIONAL AGRICULTURE IN FLORIDA
tion fund. One tenant farmer is employed throughout
the year. The farm consists of approximately five acres
with two-thirds acre tile irrigated, two acres of over-
head irrigation, one acre high land used for growing
feed crops, one-half acre pasture, one-half acre for
buildings.
The following newspaper clipping from the Miami
News, of December 21, 1929, gives a very clear concep-
tion of the use which the Dade County Agricultural
High School at Lemon City makes of the School Farm:
TEACHING SCHOOL BOYS HOW TO FARM
(Miami News)
South Florida's Toms and Jerrys, Dicks and Harrys
are shaking hands with practical and scientific agricul-
ture as a part of their regular school studies-if they
elect to specialize in such activities.
Dade county, former homing heath of the silent
Seminoles, has been a pioneer in agricultural education
through the public school system. Even before Uncle
Sam at Washington aided by the Smith-Hughes legisla-
tion inaugurated a national campaign of agricultural in-
struction for juveniles, Dade county had established
farming courses as fixtures in the curriculum of the
Lemon City High School, better known as the Dade
County Agricultural High School.
From a small beginning this scientific training for
junior farmers has flowered into one of the most effi-
cient projects of its kind in Southland. One outstanding
feature is that the work is entirely elective. No com-
pulsory work in agriculture is offered. The students en-
roll in the classes because they are really interested in
dairying, poultry production, truck farming or horti-
culture. To all practical purposes this agricultural high
school is a miniature farming college with an annex ex-
periment station.
nV *
Group of boys and Truck crop projects on School Farm of eighty acres, three miles from school, Lemon
City, 1930, S. C. Means, teacher.
VOCATIONAL AGRICULTURE IN FLORIDA
Dade county maintains an 80-acre farm where the
youthful farming ideas are taught to shoot and the
junior shots are taught to idea. The land was presented
by the Florida East Coast Railroad with the stipulation
that it be used exclusively as an agricultural proving
grounds. The county has built permanent dairy stables,
poultry houses, barns, sheds and a dormitory which ac-
commodates 40 boys, a matron and several teachers.
PRACTICAL FARMING ACTIVITIES
At the experimental farm, Dick raises a dairy heifer
into a producing cow which he feeds, milks, and markets
the sanitary food which the animal produces. Tom buys
baby chicks and builds up a profitable flock. Harry and
Jerry grow beans, potatoes and tomatoes "on their own,"
reaping the net income from the cash crops as their per-
sonal "pin money." The boys are also paid by the hour
for their special work in producing 35 acres of com-
mercial truck crops for the county. Thus the boys earn
real wages as they master the arts and artifices of agri-
culture.
Seven boys at the school' farm own and operate a
15-cow dairy herd. One lad owns four of the cows.
They all share in the herd maintenance expenses and
labor round-robin style. The boys "pool" the expenses
of producing and marketing the milk via a retail route
which they serve.
The boys range in ages from 14 to 19. One boy will
milk for two weeks and then he does his bi-monthly
"spell" at cooling and bottling the milk. His next shift
will be delivering the product, making out bills and
collecting cash. Subsequently, he serves in turn as ama-
teur cow doctor, stable attendant, feed mixer-and on
through the dairy farming cycle.
The teachers endorse the notes of the schoolboys at
certain banks so that the youths can raise funds with
which to purchase purebred heifers. Once they are well
started in the dairy work, the boys realize a net return
Lemon City School Dairy on School Farm, 1928-29
VOCATIONAL AGRICULTURE IN FLORIDA
of approximately $350 apiece annually. The lads per-
form field work at 20 cents an hour for the school dur-
ing their leisure from classroom and cowbarn.
County busses convey the boys from the farm to the
high school where they spend four hours daily in the
class rooms and laboratories. They put in the rest of
the day at the farm where they apply in practice the
theory of what they have learned. A half dozen boys
operate poultry flocks successfully. These boys even
trapnest their layers, cull their flocks regularly and keep
accurate cost accounts. Last year they realized a net
return of $2.50 per hen above feed cost, the average flock
being 100 layers.
Twenty-four boys are proprietors of as many one-
half acre gardens. Each youngster sells the beans, po-
tatoes and tomatoes which he raises for from $150 to
$200. If their crops mature simultaneously, the young
gardeners "pool" their produce but, otherwise, they have
to peddle the green vegetables to special retail trade.
In order to facilitate the use of tractors and power ma-
chinery, the gardens are farmed by the boys in one unit.
At the outset, the Dade County High School cham-
pioned regular school room instruction in animal hus-
bandry, plant production, horticulture and farm man-
agement with accompanying field work. This early
method did not prove satisfactory so that the "job" sys-
tem now followed was devised. Fruit production, truck-
ing, dairying, poultry production and nursery work are
now the preeminent branches of commercial agriculture
in that county and hence are stressed in the school.
The school nursery recently filled an order for 7,200
ornamental shade trees which were planted by the boys
along roads throughout the county. The youngsters also
grow nursery plants for the beautification of school
grounds throughout the entire county. These ornamen-
tals include palms, crotons, oleanders, hibiscus, duranta,
auralia, eucalyptus, jackaranda and the like. The school-
boys perform all the landscaping connected with the
beautification of Dade county school yards. The capa-
'' ''
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'e
Charles and James Stanton harvesting cabbage from their
project, Lemon City
VOCATIONAL AGRICULTURE IN FLORIDA
city of the school nursery is about 150,000 plants of all
sizes and ages.
The Dade County Agricultural High School now oc-
cupies its new $375,000 building to accommodate 1,200
students as well as an adjoining $60,000 home econom-
ics building. A five-acre citrus and tropical fruit grove
adjoins the new buildings where the "hort" students
have ample opportunity for practical field work.
One rare and impressive feature of this new educa-
tional plant is the outdoor theatre, a creation of adept
artistry which represents the dream come true of several
of the graduating classes. During the last three years,
the "ag" boys have devoted their spare time to the task
of transforming a former mule pasture into a suitable
amphitheatre for outdoor entertainments. They designed
and built an attractive reflecting pool as well as a beau-
tiful coral rock garden. They constructed a terraced
stage dressed in carpetry turf, ornamental plantings and
flowers with complete concealed irrigation. Professional
landscape experts could do no better than these Florida
juniors have done.
By this time you have doubtless surmised that there
is a competent agricultural mentor back of these remark-
able consummations of "apprentice farmers." Such
speculations are as correct as time's flight. Professor J.
L. Butts, a graduate of the Mississippi Agricultural and
Mechanical College, migrated to South Florida two hours
after winning his sheepskin and has been teaching agri-
culture in Dade county ever since. His skill and experi-
ence are well reflected in the fine work which the boys
perform under his supervision.
A ramification of this school work in agriculture has
also extended to Homestead and the Redlands section
south of Miami. There, citrus fruit, avocado and papaya
growing and truck crop production keep the country-
side busy. A special agriculture teacher guides the local
school boys in their quest after scientific knowledge.
The boys interested in citrus, avocado, mango and papaya
growing raise plants from seeds or cuttings and develop
View of School Nursery. Vocational agriculture students budding avocados in foreground. Slat house
in background, Lemon City.
~_
1
VOCATIONAL AGRICULTURE IN FLORIDA
small home nurseries. At the end of the third year, the
average boy will have 4,000 nursery plants of various
varieties ready either for sale or planting in grove for-
mation. As the ordinary school lad can handle only one
acre in commercial grove, he usually sells the surplus
plants at about 60 cents each.
The boys interested in tomato production operate
home projects of from one-half to two acres each.
They perform all the work of planting, cultivating and
harvesting the crops. The junior growers generally ex-
change labor at packing time. During favorable seasons,
the lads harvest crops which range from 200 to 300
crates per acre which under satisfactory market con-
ditions yield a cash return of from $350 to $700 an acre.
This invaluable training enables juvenile farmers to mas-
ter the secrets of practical growing adaptable in their
home localities.
For 14 years Dade county has been teaching agri-
culture in the public schools. Since the practical farm-
ing instruction has been added to the program at Dade
County "Hy," the enrollment has increased 14 fold.
Much of this has been normal growth while the balance
reflects the desires of Florida parents to send their chil-
dren to a school where they will be trained in vocational
agriculture.
iu-:
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New Senior High School Building, Dade County Agricultural High School, 6100 N. W. 2nd Avenue.
Miami, (Lemon City Station) Florida. All landscaping and campus beautification put in by Vocational
Agriculture students under supervision of John L. Butts, teacher of agriculture.
ft L
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Vocational agriculture students, teacher, J. L. Butts, three foremen and agricultural equipment used in
landscape work on school grounds during summer months
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CHAPTER III
TEACHING PROGRAM AND METHODS OF
INSTRUCTION
When a teacher begins work in a community he
makes fifty farm surveys throughout the neighborhood
and then compiles an average of the fifty. From these
he constructs his teaching program in agriculture for
his students. These surveys furnish information on the
conditions just as they are found on the farm, including
good and bad. A survey of a successful, well managed
farm furnishes valuable teaching material and the good
farmer seldom refuses to cooperate wtih the agricultural
teacher in every way possible for the benefit of his fel-
low man.
After the teacher has completed the task of summar-
izing and averaging his fifty surveys he is ready to
classify the different enterprises and analyze them into
jobs. Incidentally he has also become fairly well ac-
quainted with his community and the farmers. This
visiting of the homes furnishes a valuable contact be-
tween teacher and parents. In the following pages will
be shown a teaching program based on an average of
fifty surveys as described above. Note that this sur-
vey was made in the summer of 1927 and the teaching
program devised was followed through 1927-28 and
1928-29 with some revisions each year. Also, only a
few of the representative crops or enterprises are shown
in this bulletin as all would require too much space and
probably be burdensome.
DEPARTMENT OF AGRICULTURE
AVERAGE OF FIFTY FARMS
ALACHUA COUNTY, ALACHUA, FLORIDA.
AGRICULTURAL FARM SURVEY
ALACHUA COMMUNITY
Florida State Board for Vocational Education, Tallahassee, Florida.
GENERAL INFORMATION
Name of Community-.......Alachua........ Date (Year) .....--.1927...----
Name of Farm Operator ....-......... ...........-----Address ......----------.......
Distance from School........3.83 ....... From shipping point --.....3.205
Type of Farm Operator .....-.Owner..... -. Terms .....................
Number in Family .....--..-..... Ages: Boys .................. Girls...........
Size of Farm........261.22 acres. No. acres in cultivation. ...-..122.64
Kind of pasture.....- grass No. of acres........79.56...--.
Acreage: Woods -.... 66.48 acres........ Stumped land........90.02.
Waste land........1 acre........
Topography of land-.......level to rolling. Types of soils........Sandy
loam with a clay sub-soil...
Member of what Farmers' Organization, including evening classes
..-....Some belong to cooperative marketing associations.......
What benefits have been derived from these organizations?........Bet-
ter grading systems, also better financial returns........
What farm records are kept?-.......Poor type of expense records ...-
Is farm represented in organized class instruction?.....-- Some are.
Kind?....--.All day, and unit-day.....
Of what assistance has the following been to you:
1. Agricultural papers?....--.Some........
2. Bulletins on agriculture: U. S. D. A...... Some ---...
State Exp. Sta.......-.Some.......-
3. Organized agricultural instruction?........Some ...-..
County Agents........Some...-...
What kind of fertilizers do you use? .......Commercial and stable...--
Do you home mix fertilizers?-....... .18--...... System of soil improve-
ment used -....L.egumes and rotation.....
What kinds of animal feeds are bought?........Some dairy and chicken
feeds......
What insects are you troubled with?........Corn weevil; special truck
insects........
VOCATIONAL AGRICULTURE IN FLORIDA
What plant diseases do you need to control?........Truck crop diseases.
No. of farm laborers kept by the year? .-....1.28..-- Wages paid ...
$30.00 and board.......
No. of days extra hired labor.... 194.40........ Wages paid per day
..... $1.102-....
No. of share croppers on farm? -.. 74.--..... On what basis of crops?
.....One-half...-
Are farm implements repaired, painted, and stored after the crop
season ?........ Stored........
BUILDINGS ON THE FARM
AVERAGE.
No. of rooms in home .-.5.44-... Painted. ..3.... Water works... .14...
Electric lights-.. .16 ..- Appearance of yards and house-...fair....
Size of farm barn ....------- No. of sheds .......2.1........ Size........--
Garage.--... .--....... Poultry houses -..-- 9.4........ Size..--..............-- -..
Other farm buildings -... ..Smoke house-.......
Are all buildings well arranged?.......-Fair........
General condition and repair of farm buildings--.....Fair.......
Has the farmer a silo?.... .02.... Kind-...Wood.... Capacity........----
Kind of repair work done on farm buildings by farmer .---..General
What buildings did the farmer construct him'self?........Outbuildings
generally....
Are buildings painted? -.... .1........ Type of construction for build-
ings......Wood......
Is the following work done on the farm? Sharpening plows ...... .4
saws....-.... .56.....-- making axe handles..-.....- .46........ hoe han-
dles......... 48........ single or double trees........ .42........ shoeing horses
or mules........ .04....
Any other repair work done ......General ...-
What kind of equipment is available for farm shop work?........Poor.
What uses are made of concrete? .......Very little....-
LIVE STOCK
AVERAGE.
Kind No. Breed
Hogs (Sows) -.....-..... -....... 6.... ... Hampshire, Duroc.
Hogs (Boars) ------...........88...... Poland-China ...
Hogs (Meat) ........ .... 24.8..
Hogs (Pigs) .-....--- ... 16.84......
Cows (Milk) .-...-..- ... ... 6.4.-..... Jersey -..
Cows (Beef) ........-- ..8.1........
Bulls ....-- ...----........--.- .---....88 ....
Heifers ......-.........----- .-- 3.5 -...-
Calves --............... ....- ---3.26.---.
Horses .. ----- ---..... ... 1. .-
M ules ...-..--- .....-- .. .......2.54......
Colts -- ----.........-.. 02 ...... 0
Sheep ........ .00.--
Lambs .........- -..... ..00. -
Goats ..........-- ..----.-- 3.1.. --
Turkeys --........--..-...... .4.32...... -
Hens .......-.... --.........--- 73.9 -..
Cocks ...--------...- ....4.6 ........ -
Young chix ..... -- 87 ........-
Bees, colonies .........-- ... .. 24-.... -
Guinea .......... ... ..- ...36... W o
D ucks .................... ... ...... .. 4 I
Production Registered I Grade
Give outstanding diseases of animals which you have to control........Hog cholera
Scrubs
- ------- ----- ------:::::::|-::--:::::::-::::::::::::
-- -.:::::::::::::::- -------------------------- -.... --.. -..
.---------------------- --I................ ....--.............
I:::::::: ::: : : -:::::::: : -::-1: : :
--------------------------i------------- ---- --
- - - - - -- - - - I - - - - - - - - - -
- -- ---- -----
-----------------------------------------------------.I----!---------
................ --.... ......-- -- -- .. . .. . .. . ...~..~..... .
i-------------------------------------
j ------
. . . . . . . . . . . . .- - i --.. . . . . . . .
---------------------------- -------------------------- -------------
---------------------.----- --------------------------
-------------------------- ... .. ..-- -- -- -- --..-- -- -- --
------------ .............................. ---------- -------------
-------------
I
---------
-- -------------
H
------.------------
--------- .-- -
------- -------
-- --------I......... >
------------ 0
.-----------------
--- --------
C)
-----------
---------------
C5i
-----------.... O
.- -----------.- It
FRUIT AND CROPS
AVERAGE.
YIELDS
KIND Acres Per Acre Total
Corn, Grain ......- ..-. 77.88-- .....- ....--- .
Corn, Sweet -..........-4.08 ...... --.......
Corn, Silage ....... ... ......... .....-- .....- .
Cotton, Seed- -
Cotton, Seed ....---1.8...... .......... .
Cotton, Lint .. .....-.....-.--
Cane, seed ....-- 52 .-..... .. .
Cane, syrup .. ... -- ......... --- --
Potatoes, Sweet ---....1.45 ........
Potatoes, Irish .... ....4.32 .............
Tobacco, Shade ........ ...........---
Cigarette a
Tobacco, Dark .... -. 2.86 ..... ......
Velvet Beans ....... 44.84 ....... ..... i
Oats ........-------........... 3.68-- ----
Rye .------..................----3.88 ..----- ...
Peanuts .----- 36.52 ..-- .............
Hay, Cowpea ......---..-. 5.22 .........-. .- >
Hay, Grass ..........- ..2.58 ............---
Crotalaria -.....- ....-........02-. ..-...- ..- .
Soybeans, Truck .. .. ........ ...------ -
Cucumbers .......-...-- ..2.46. .-- .0-- --.....
Watermelons ..-- .....-2.16-----............ '
Beans -.........-.....- .... ... 9.. .. ... ...-..........|
Peppers -............. .......02.... ..... ......-.. Z
Amount
Sold
Variety Kind and Amount of Fertilizers Used
Variety lKind and Amount of Fertilizers Used
----------....... I-- --- - - - - - - - - -
...- .... Nitrate of soda-200 lb per acre-....
--- -- ---400 -------------b per acre--
--. .............. 3-9-3- 400 lb per acre............
. .------- ----- ---- ............................
- j---
... Porto Rice.......... 5-5-5- 600 lb per acre...
-. Spalding Rose 4.. 5-8-6-2,000 lb per acre.....
-..-- I ---------------------------- --- --------------------------------------------....
..Cash......-........---- 3-8-5-1,000 lb per acre-...
-....- -............................. .. ......
.....................- -- --- .. ...----
. .. - - - - - - -
. i . . . . . . . . . . . . . . . . . .... .
----- - - - -- -
I----------------------------
-White Spine........
ITom Watson......
SBlack Valentine
---- --------- -
..--------------- ---------------------------
5-7-5-800 lb per acre......- .---
5-8-5-800 lb per acre.----
5-7-5-600 lb per acre.............---
...-...--..-.-------- -------------.-.-..- -.-.------
------------- ----------
----------------- -------- -
----------------- ----------
--- I ------------- ----------
----------------- ..........
YIELDS Amount I
KIND Acres Per Acre Total Sold Variety Kind and Amount of Fertilizers Used
Tomatoes ..-...----..... ... ... 04 .. -- .. -.. ......... ...-... ----- --.............. I .....-------......-------------
Okra -......-....-..-.. .....02- ---. --! ............ .. ..................---------- .......--
Pears .....---- ..... 1... .--.. 76 -........-- ..............----. .
Citrus ......... -. 2.88..-- ----.------.. ........... .. .-...----- -----------
Strawberries ......... --- 004. .-..... ... .. .......... ..................... ... ..
Grapes S..~. .. .... 218
Grapes -............----- 2-..18... -...-... -------------------------................... .....--- ---- - -.----- ----- -
Blueberries .. ...............
Figs---------- --- 1.08_ --------- --- --S
Plums ....-------..... ------ .... -... ... -- ..... ---------- ...--.--
Pomegranate ---..-.. 05-. -. ................... .....I ....... ...-........ ---..------ ---------------.
PRODUCTS SOLD DURING PAST YEAR
Kind Quantity How Marketed Kind Quantity How Marketed
Corn ----- ------- -----------Poultry ..........---..79.4 head.. ......................
Cotton ---......... .... .6 bales .. ----...... .------.. ...-- Eggs ......-- --.... 155.08 dozensl................
Syrup ....--...-... .... 12.9 gallons.... ....... .....-----------... Milk --........---...88.16 gallons-.. -...------- ----
Hay .-------- ...------......... ------.. Butter .-.........------... 114.36 pounds__ ..
Potatoes, Sweet ..-.. 8.1 bushels ---....---.--- ---. Pork .--....--............----28.26 head .....-- -------.....
Potatoes, Irish ....- 60.82 barrels.. ....-----------......... ........ Beef ................... ------- 14.84 head .........................
Tobacco ........-- .... 1,010 pounds ......-...........-...-.. Fruit -------............... ......... -------- ------
Cucumbers ----... --... 182.5 hampers -.. --- ..-- ...... .-.............. ........... .........
Peanuts ..........r------. ..--- ..-- i ....------------... ...--.-------- ... .-------
Beans ......------........ 18 hampers --....................................! ..--------------------- - ---
Truck ........... ............ ...----------.............--- --- -----.. .-....-.......
What crop rotation is practiced on this farm?- Let land lie out every other year.....
VOCATIONAL AGRICULTURE IN FLORIDA
FARM IMPLEMENTS
AVERAGE.
No. KIND 11No. KIND
Two-Horse Wagon
One-Horse Wagon
Auto Truck
Automobile
Buggy
Corn Planter
Cotton Planter
Potato Planter
Garden Seed Planter
Two-Horse Turn Plow
One-Horse Turn Plow
Sulky Plow
Disc Plow
Tractor
Gang Plows
Disk Harrows
Spike Drag Harrow
Spring Tooth Harrow
Middle Buster
Roller
Manure Spreader
Fertilizer Distributor
Grain Drills
One-Horse Cultivator
Two-Horse Cultivator
Milk Separator
Churn
Plow Harness (sets).
13.28 Wagon Harness (sets).
S.22 Incubator
S.12 Brooder
14.42 Plow Stocks and Attachments
.34 Stalk Cutter
.48 Mowing Machine
.52 Hay Rake
.12 Hay Baler
3.4 Pitchforks
S.04 Threshing Machine
.02 Binder
.04 Pea Huller
5.44 Hand Potato Digger; .02
I power.
S.42 Cane Mill
.52 Exaporator for making syrup
I.06 Feed Grinder
.02 Peanut Thrasher
.5 Gasoline Engine H. P.
.22 Wood Saw
.0 Stump Puller
.1 Farm Shop Outfit
.52 Hand Sprayer
.02 Power Sprayer
.0 Shredder
.72 Corn Sheller
I .02 Ensilage Cutter
S.02 Weeder
BUSINESS ANALYSIS OF THE FARM
Number of crop acres .....123 .....-. Number of animal units per
Number of crop acres per man-.601 man -....1........
Per cent of total area n crops Average number of work ani-
.... about 50%....... mals........2.5-...
Number of crop acres per worklAverage number pounds of ferti-
Animal..-.....50........ lizer used per acre........600--....
DEPARTMENT OF AGRICULTURE
ENTERPRISES FOR THE ALACHUA COMMUNITY
(Based on Farm Surveys)
Agriculture I
MAJOR
III
MINOR
1. Tobacco 1. Snap beans
2. Irish potatoes 2. Eggplant
3. Cucumbers 3. Tomatoes
4. Hogs 4. Peppers
5. Dairy Cattle 5. Sweet Potatoes
6. Beef Cattle 6. Pecans
7. Watermelons 7. Satsumas
8. General Poultry 8. Vegetables
9. Sweet corn 9. Root crops
11
CONTRIBUTORY
1. Sugar cane
2. Corn
3. Legumes
4. Peanuts
5. Hay
6. Home orchard
7. Home garden
8. Feed crops
9. Soil building
crops
10. Home beautifi-
cation and
improvement
DISTRIBUTION OF TEACHING TIME TO VARIOUS
PHASES OF SCHOOL PROGRAM
(First Year)
School Year .............................. ......... .............
Farm Survey and Survey Study .......................
Projects ..................................... ...............
Fairs ............. ............................. ........... .......
Holidays and Reserved Periods......................
Farm Beautification and Improvement.............
Teaching Farm Enterprises................................
T otal ....................................... .....................
32 weeks
1 week
4 weeks
2 weeks
2 weeks
1 week
22 weeks
32 weeks
VOCATIONAL AGRICULTURE IN FLORIDA
DISTRIBUTION OF TEACHING TIME TO VARIOUS
PHASES OF SCHOOL PROGRAM
(Second Year)
School Year ................-- --------.......-.....-.-- ...... 32 weeks
Farm Survey and Survey Study ........................ 1 week
Projects ..........................-...........--.... 4 weeks
Fairs .-..........--..-....--- ...- ... ... ...- ...----------.....- 1 week
Holidays and reserved periods .......................... 2 weeks
Farm beautification and improvement ..........--. 1 week
Teaching farm enterprises..---............-............. -23 weeks
Total ............-.... ..--.. ........--. ---.. .. 32 weeks
(Experience has proved the above time allotment to
be practical.)
INFORMATION
1. Adjustments to time allotment where needed will be
determined by personnel of class.
2. Sufficient time has been allowed for irregularities in
school schedules, holidays, fairs, etc.
3. Shop jobs will be determined to a large extent by in-
formation given in students' project books and project
study outline.
TIME ALLOTMENT TO
Month 1st year
September 11
October 16
November 14
December 16
January 19
February 17
March 19
April 26
Total 138
JOBS (90-MINUTE
2d year
12
18
19
12
20
14
13
18
126
PERIODS)
3d year
23
17
8
9
19
12
11
15
114
68 DEPARTMENT OF AGRICULTURE
LONG TIME TEACHING PROGRAM
ENTERPRISE: TOBACCO
Year and Number of
Periods
Jobs 1st 2d 3d 4th Month
1. Determine advisability of growing 2 October
2. Selecting land 1 December
3. Preparing the plant bed 2 December
4. Construction of curing barn 3 February
5. Planting the bed 2 January
6. Covering the bed 1 January
7. Buying fertilizer 1 January
8. Caring for bed 1 February
9. Preparing the soil Type Job January
10. Fertilizing tobacco 1 February
11. Transplanting 2 March
12. Buying Insecticides 2 March
13. Controlling Diseases 2 April
14. Controlling Insects 1 April
15 Cultivating 1 April
16. Suckering 2 April
17. Topping 1 May
18. Procuring sticks 1 February
19. Buying twine 1 April
20. Cut and haul wood 1 February
21. Constructing equipment 2 February
22. Cropping 1 June
23. Stringing 1 June
24. Curing 1 June
25. Storing 1 June, July
26. Grading 1 July
27. Packing 1 August
28. Ship and market 1 August
Total 37
VOCATIONAL AGRICULTURE IN FLORIDA
LONG TIME TEACHING PROGRAM
ENTERPRISE: FIELD CORN
Year and Number Periods
1st 2d 3d 4th Month
Cost of production
Selection of land
Providing seed
Preparing land
Fertilizing
Planting
Cultivation
Seed selection in field
Harvesting
Making crib weevil proof
Killing weevils
Marketing
Total
2 September
1 December
1 January
Type job
2 January
2 March
2 April
3 September
1 October
3 September
2 October
1 October
20
LONG TIME TEACHING PROGRAM
ENTERPRISE: SWINE
Jobs
1. Advisability
2. Selecting breed
3. Selecting gilt for sows
4. Selecting boar
5. Feed and care of gilt
6. Mixing a mineral mixture
7. Breeding the gilt
8. Care during pregnancy
9, Construction of self feeder
10. Care at farrowing time
11. Weaning pigs
12. Cholera prevention
13. Castration
14. Feeding pigs for ton litters
15. Finishing for market
16. Marketing
17. Butchering
18. Home curing pork
19. Making lard
20. Making sausage
21. Construction of smoke house
Total
Year and Number Periods
1st 2d 3d 4th Month
2 October
2 November
1 November
2 September
3 December
2 December
2 September
2 December
1 December
2 December
1 March
2 March
1 March
2 April
2 September
2 September
2 January
2 January
1 January
1 January
2 December
11 14 12
Jobs
DEPARTMENT OF AGRICULTURE
LONG TIME TEACHING PROGRAM
ENTERPRISE: SNAP BEANS
1. Advisability
2. Selection of land
3. Buying seed
4. Preparation of land
5. Fertilizing
6. Disinfecting seed
7. Planting
8. Cultivation
9. Spraying beans
10. Buying hampers
11. Harvesting
12. Grading
13. Packing
14. Marketing
fotal
Year and Number of
Periods
1st 2d 3d 4th
1
1
1
Type Job
1
1
2
1
1
1
1
1
12
All Day Class boys at Trenton, School boy examining stage of
Florida, making field trip study maturity best for harvesting
of packing and loading eggplant eggplant, Trenton, Florida
Month
December
December
January
January
February
February
February
March
April
April
May
May
May
April
VOCATIONAL AGRICULTURE IN FLORIDA
Running levels preparatory to filing land, Plant City
In order to effectively teach jobs the teacher uses
any one or a combination of the following methods: (1)
Classroom questions and discussion. (2) Supervised
study. (3) Field trip. (4) Demonstration. (5) Lab-
oratory. (6) Shop work. (7) Projects.
DEPARTMENT OF AGRICULTURE
TEACHING LAYOUT OF A JOB
(From Teacher's Notebook)
Days
4
Month
Sept.
Job: Fattening hogs for market.
I. Situations to be dealt with:
1. Most of them require too long to fatten
2. Hogs are put on market at periods of low prices
3. No sanitation or business management exercised
in order to produce yield at low cost per pound
4. Peanuts and corn practically only crops grown
for feed
II. Objectives: To teach the students how to time the
breeding and feeding so as to produce the greatest
yield of pork in shortest time possible at least cost
per pound and have these ready for high markets.
III. Devices:
I. Questions for classroom study and discussion.
1. What time to have hogs ready for market?
Factors: a. Market fluctuations. b. Feed on
hand. c. Condition of hogs.
2. How to properly finish hogs for markets?
Factors: a. Market requirements. b. Local
conditions. c. Economy. d. Experimental
information.
3. How much feed to provide? Factors: a.
Number of hogs on hand. b. Yield of feed
crop. c. Surplus from other crops and graz-
ing facilities.
II. Field trip to stock pens to study grading meth-
ods.
III. Cases of other states and communities.
Market quotations in newspapers.
IV. Testing out-See how boys apply this to home
cases.
VOCATIONAL AGRICULTURE IN FLORIDA
Notes: State Marketing Bureau is advocating objec-
tive above and teacher at Trenton, Florida, had boy suc-
ceed in getting five sows bred in eight days to produce
pigs for next September market.
REFERENCES
Hog Raising in Florida-Pages 16 to 18 (State De-
partment of Agriculture).
Florida Experiment Station Bulletin No. 141.
Hogs for Pork and Profit-Pages 27 to 46 (Interna-
tional Harvester Co.).
Lessons for Pig Club Members-Pages 27 to 40
(Florida Experiment Station).
Text-Live Stock and Poultry-Page 55 (Smith and
Hammond).
Country Gentleman-September, 1928, Page 14.
Florida Times Union market page.
Note: All jobs are taught by the Conference method
with frequent use of demonstrations and illustration,
working toward the ultimate objective of "doing abil-
ity" of the student.
The following pages from a boy's notebook show
several typical lessons representing the results of the
teaching material as embodied in (1) a managerial job,
(2) an operative job, (3) a shop job, and (4) a field
trip.
Each boy's notebook is indexed according to en-
terprises.
JOB NO. 1
Job: Fattening Hogs for Market (Managerial Job)
I. Decisions to be made.
1. What time to have hogs ready for market. 2.
How to properly finish them for market. 3. How
much feed to provide.
II. Factors affecting the decisions.
1. Market fluctuation. 2. Feed on hand. 3. Con-
DEPARTMENT OF AGRICULTURE
edition of hogs. 4. Local condition. 5. Experi-
mental information. 6. Economy as applied to
individual. 7. Market requirements. 8. Number
of hogs on hand. 9. Yield of feed crops.
III. Information needed to apply factors.
1. When to expect best market. 2. How to prop-
erly time breeding, fattening and marketing of
hogs. 3. What is the proper condition for the
hogs to be in to make greatest amount of gain on
best amount feed in shortest possible time. 4.
Are local conditions such as to prevent proper
execution of question No. 2? (a) What to plant
so as to have feed for hogs in April. 5. What is
latest information on fattening hogs for market
made by experimental feeding. 6. Can this ex-
perimental data be applied properly in my case.
7. What kind of hog will make me the most
money on the market. 8. How much does it take
to put one pound of gain on hog. (b) What is
meant by corn hog Ratio. (c) How many hogs on
acre in feed. 9. (a) What are most important
crops to fatten and finish hogs. (b) When a hog
is being fattened does it need protein. (c) What
would be proper ratio for a balanced ration at
fattening time. (d) Would it be profitable to
supplement corn and peanuts with something else.
(e) When finishing for market is it best to hog
down corn or feed it to hogs.
REFERENCES
Hog Raising in Florida, P. 16, 17, 18.
Fla. Bulletin No. 141.
Hogs for Pork and Profits, P. 27 to 40.
Lesson for Pig Club Members, P. 27 to 30.
Text: Live Stock and Poultry-Page 55.
Country Gentleman-Sept., 1928, Page 14.
VOCATIONAL AGRICULTURE IN FLORIDA
NOTES
(Results of information gained through reference study
and conference method.)
1. September, October, March, April.
2. Have sow bred first week in November. Should
farrow the last week in February. Keep boar
from running around. The most profitable time
to put a well-bred, well-fed and cared for pig on
market is at six months of age. This table is based
on that age.
All dates in table below should be good breeding
dates to hit high markets at six months old:
Sow Bred Farrow Sow Bred Farrow
Nov. 10 Feb. 27 May 7 Aug. 29
Nov. 17 Mar. 4 May 14 Sept. 5
Nov. 24 Mar. 11 May 21 Sept. 12
Dec. 1 Mar. 25 May 28 Sept. 19
Dec. 8 Apr. 1 June 4 Sept. 26
Dec. 15 Apr. 8 June 11 Oct. 3
Dec. 22 Apr. 15 June 18 Oct. 10
Dec. 29 Apr. 22 June 25 Oct. 17
July 3 Oct. 24
Watermelons (feed surplus crop to hogs for Septem-
ber market).
Have Snowflake corn planted solid with Spanish pea-
nuts ready to finish hogs for September market. Leave
every seventh row for wagon.
3. Sow should be in good condition before she is
bred and before pigs are born. Have plenty of feed all
the time. Keep a mineral mixture before them and pro-
vide protein during the first three months and fatten-
ing feed in later stages. Keep green feed for sow and
pigs all the time.
4. No. X indicates months crops can be ready for
feeding. Keep green feed at all time to supplement
grain.
DEPARTMENT OF AGRICULTURE
Crop Months of Year
1 2 3 4 5 6 7 8 9 10 11 12
Oats x x x x x
Rye x x x x x x
Rape x x x x x x
Corn xx xxx
Sorghum xx xxx
Peanuts x x x x x x x x
Chufas x x x x x x x x
Bermuda x x x xx
Cowpeas x x x x
Kudzu x x x x x xx
Velvet Beans x x
Artichokes x x
Sudan Grass x x x x x
Beggarweed and Watermelon x x x
5. The following mineral mixture recommended:
Charcoal 1 bu.
Wood ashes 1 bu.
Slaked lime 4 lbs.
Salt 8 lbs.
Copperas 2 lbs.
Sulphur 4 lbs.
Mix all these materials together. Dissolve copperas
in hot water and pour over mixture. If pigs have
proper amount of pasture and grains throughout
their lives the best ration to finish with is a mixture
of corn 95 pounds and tankage 5 pounds. Finishing
period should never take more than six to eight
weeks. A hog should be sold or killed as soon as
it has taken on all fat it will put on and is provided
all fresh water it will have.
6. Yes in this way. Have peanuts and corn ready,
provide a mineral mixture, provide lots of fresh
water, let hog do own balancing.
7. Market requires 165 to 200 pound hog, (most
profitable to us) combination of lard and bacon
type, uniform color and size, firm meat and good
VOCATIONAL AGRICULTURE IN FLORIDA
size hams. Packer requirements should be met
and also demands of the consumer.
8. (a) An amount of four pounds to produce one
pound of gain. (b) 100 pounds of pork value 11 to
12 bu. corn for good hog market. (c) About six
hogs to the acre.
9. (a) Corn and peanuts. (refer to answer 6) (b)
Yes, but in small quantitity. (c) One to six 1 : : 6
Nutritive Ratio (d) Use tankage or mineral mix-
ture. Reduce fats to carbohydrates by multplying
0.77 of fats by 2.25 to give it to carbohydrate (e)
Hog down what is left of Snowflake corn in Aug-
ust and September. For March and April feeding
corn from weevil proof crib should be fed.
JOB NO. 2.
Job: Top Working by the Cleft Graft Method
(Operative Job)
I. Things to do
1. Get materials together
2. Selecting Scions
3. Preparing stock
4. Preparing Scion
5. Inserting Scion
6. Waxing and tying
7. Caring for grafts
II. Information Needed
1. (a) Materials needed. (b) Proper time to graft.
(c) Difference between grafting and budding.
2. Qualifications of wood for grafting.
3. Operations necessary in preparing stock.
4. Operation necessary in preparing scion.
5. Precaution used in inserting scions and necessity of
close union of cambium layers.
6. Why wax it? What to use and how to do this.
7. After-treatment of grafts.
DEPARTMENT OF AGRICULTURE
REFERENCES
Horticulture Text-Page 242
Florida Bulletin No. 170-Pages 171-174
Florida Bulletin No. 700-Pages 8 to 11
NOTES ON INFORMATION NEEDED
1. (a) Drawing knife, chisel, wooden mallet, sharp
fine tooth saw, sharp grafting knife, wax, raffia or
cord or grafting cloth, and a ladder. (b) In Feb-
ruary just as the buds begin to swell. (c) Budding
is done when the sap is up and the bark is slipping.
You graft when the sap is down and the tree dor-
mant. In budding you put in only one bud, in
grafting put in a stick with several buds on it.
2. Select mature, plump one-year wood for scions,
cut during dormant season, tie in small bundles
and bury in cool, well-drained place about twelve
inches below surface. Select from tree of known
quality.
3. Saw off limb smooth, not over three inches in
diameter, then take grafting tool and split, then
remove and put wedge in to hold split open. Place
grafting tool across stock where split is desired
and tap with the wooden mallet until you get the
desired result. Split to one side to avoid splitting
pith. Cut to a depth of two to four inches.
Fig. 4-Cleft grafting. Successive steps in operation:
A and B, views of the scion; F, cross section of the
scion, thicker on one side; C, the scion in place
and the stock securly tied to prevent splitting; D,
the union covered with grafting wax; E, outer
wrapping securely held with string. Dip the term-
inal end of the graft in wax and cut wedge as
shown in Fig. 4.
5. Do not touch cut place and make cambium layers
meet. Cut the wedge from a basal bud. Insert
to extent of cut surface. Sap travels through the
cambium layers and if graft unites with the stock
VOCATIONAL AGRICULTURE IN FLORIDA
the union must be close for the sap to go into the
graft.
6. To keep out water, decay germs and hold the
moisture and hold graft in place. Use parrafin
wax and melt it, tie a cord around the stock then
paint all wounds and exposed cuts and wrap it with
wax cloth then tie a string around wax cloth to
hold it in place
A:
'4
0
FIG. 4-Clift Grafting (actutl size)
DEPARTMENT OF AGRICULTURE
JOB NO. 3.
Job: Building a Self Feeder (Shop Job).
I. Things to do.
1. Make a working plan
2. Make a bill of materials
3. Get materials and tools together
4. Measuring and cutting materials
5. Assembling
6. Covering
7. Anchoring
8. Using
II. Information needed
1. What size and type to build? How to make
a working plan.
2. What kind to use, how much, and cost.
3. Best plan for getting materials together. What
tools are needed. How to get them.
4. How to measure correctly and cut to the line with
a saw.
5. How to use hammer and nails. Where to get car-
penters aprons?
6. Best kind of cover to use and how to fasten down
on top.
7. How to anchor so that hog can't root over and so
it can be easily moved.
8. How to use it.
2. Bill of material for four feeder, Style A, Florida
Bulletin No. 20.
B. M.
1/1"x6"/18'................63'
3/1"x6"/12'................18'
1/1"x3"/12'................ 3'
2/1"x3"/10'............... 5'
2/2"x6"/10'.......-........20'
5/1"x6"/12'.........-......30'
140' at $3.00 per hundred
VOCATIONAL AGRICULTURE IN FLORIDA
3. We will get mill to deliver to us. Boys bring extra
tools needed.
4. Measure correctly by squaring lumber first. Then
place point of knife at required number and slide
square up to knife point and draw line. Saw on
waste side of line.
5. Don't split boards by driving all nails in straight
line, stagger line. Hit nail on head and hit hard on
head. Wet nail to keep from splitting board. Brad
point of nail keep from splitting. Drive nails
where will hold best. Use size of nails suitable.
6. A piece of old tin roofing large enough to shed
water good-drive staples in side of feeder and
punch holes in tin at right place then make a wire
hook through the holes to hook into the staples.
7. Tie a telephone wire to a heavy weight or iron
and bury one on each side of the feeder, hooking
the wire into staples on bottom of feeder.
8. Use the feeder to feed mineral mixture and set the
feeder on 2"x4"s to keep bottom from rotting out
on account of contract with ground. Examine once
in a while to see that feed is running through O. K.
JOB NO. 4.-FEEDING COWS FOR MILK PRODUC-
TION
(Field Trip to Dickinson's Dairy)
Purpose: To observe and study methods of feeding for
milk production.
1. How many cows being milked at present?
2. How many milch cows in herd?
3. What provisions are made for green feed?
4. Is there a permanent pasture? If so what mix-
tures of grasses are grown?
5. How many months of year does pasture support
herd? How supplemented?
6. What roughage is grown to supplement grain
ration ?
DEPARTMENT OF AGRICULTURE
7. What is grain ration composed of ? Give the
protein and carbohydrate content and N. R.?
8. How is grain fed? How is roughage fed?
9. What records are kept?
10. Can dairymen cut down on feed cost or feed ration
that would produce better results?
11. What is average daily production per head?
NOTES
1. Thirty cows being milked.
2. Thirty-two cows and 10 heifers in herd.
3. Put them on velvet beans and peas in the daytime
and permanent pasture at night.
4. Lespedesa, carpet, Dallis and Bermuda.
5. Practically all year round supplemented with
cowpea hay and bought grains, oats and rye.
6. Cowpea hay
7. N.R. 1 to 2%.
PROTEIN--.............----.... 24%
FAT .....................-........-4.50%
CARBOHYDRATES ......52%
FIBRE................................ 9%
Ingredients: O. P. Linseed Meal, Choice
Corn Feed Meal, Alfalfa Meal. Corn Gluten
Feed, Wheat Bran, Choice Cottenseed Meal,
Cane Molasses, Calcium Carbonate % of 1
per cent. Bone Meal % of 1 per cent, Salt
% of 1 per cent, (Mineral Matter not to
exceed 2 per cent.)
8. % corn and cob mixture with grain that is fed
as long as cows are on velvet beans and peas. The
feed is weighed out for each individual cow.
Roughage is fed in a rack in the lot.
9. Keeps record on the production of milk from each
cow. Daily feed: 125 lbs. corn and cob, 125 lbs.
bought ration. Corn and cob: $1.00 per 100 lbs.
Bought ration: $2.90 per 100 lbs.
VOCATIONAL AGRICULTURE IN FLORIDA
10. Dairyman can increase profits by growing more
feed, on his own farm, such as corn and velvet
beans and using a home grown mixture buying
only cotton seed meal ground and minerals and
molasses.
11. Sixty-five gallons per day for thirty head at 28c
per gallon.
HOME MIXED RATION
Lbs. P. C.
100 wheat bran 12.5 48.4
100 ground oats 9.4 60.6
100 C. S. meal 37. 41.2
100 Corn feed meal 6.9 76.9
100 Alfalfa 10.5 40.5
76.3 267.6
N. R. 1 to 3.6
Cost
H. G. Ration No. 1 1 to 2.7-$2.96
H. M. Ration 1 to 3.6- 2.50
Pearsons Ration 1 to 2.5- 2.90
Pearsons Mixture 1 to 4.4- 2.20
Five Rules for Compounding a Grain Mixture.
1. Make mixture to fit available roughage. Grow
cowpea hay to feed grain ration of 13 to 16%.
2. Use home grown grains if possible and buy
grains high in protein.
3. Make mixture light and bulky.
4. Make mixture palatable.
5. See that it has proper physiological effect on cow.
6. Mix some mineral with mixture.
The last few pages clearly show that the boy's note-
book is really his textbook and that it contains informa-
tion from various texts, bulletins and local experiences.
The boys project book contains information and work
done in the classroom also, but this will be fully discussed
in the project chapter.
CHAPTER IV
TYPES OF CLASSES
(INCLUDING PROJECT WORK)
The different types of instruction carried on by the
teacher of vocational agriculture:
I. All Day Classes
II. Day Unit Classes
III. Evening Adult Classes
IV. Part-time Classes
Each one of these will be discussed separately with
examples of the work being done in the state and illus-
trations covering this work through the Project Method.
As project work is a very important feature of voca-
tional agricultural education, it will be well to explain
this before discussing each type of instruction and the
projects connected with each type.
The project is that phase of the education which in-
volves participation. It should be a response to a felt
J. D. Ware, Allentown, beginning on a poultry project, 14 years
of age, did all work on building. Total cost $22.
DEPARTMENT OF AGRICULTURE
need on the part of the student and is the practical way
of teaching cost accounting and records, also business
management. The project develops initiative and re-
sponsibility, as well as skills in manipulative processes
plus financial profit. The slogan "Earn While You
Learn" is well brought out in the account of a West
Florida boy's project in sweet potatoes which is related
further on. The term "Supervised Practice Work" as
used by the State Board for Vocational Education means
project work and wherever used in this discussion should
be understood as such.
I. ALL DAY CLASSES
The class work is for a period of 90 minutes each
school day and a like amount of time, on an average, is
devoted to supervised practice work.
The length of the course of study shall be for one,
two, three or four years, depending upon the time neces-
sary to train a boy to enter the business of farming as
determined by the farm surveys and local conditions.
The instruction is given to pupils fourteen years of
age and over who are attending school. All Day classes
-- I
Vocational Agriculture All-Day Classes. Five absent.
Allentown School.
VOCATIONAL AGRICULTURE IN FLORIDA
are always conducted in the school or schools where the
department is located.
A boy's project program should always be based on
the needs established by his home farm survey with the
aim of training this boy for a business partnership with
his parent, or ultimate necessity of operating the farm
as an owner. However, in order to do this, the teacher
must work in cooperation with the student and parent.
It is important that harmony exist.
Our ideal, as set up in the following objectives given
by Mr. Robert D. Maltby, Southern Federal Agent for
Agricultural Education, Washington, D. C., is being
worked toward with wonderful progress and response.
SOME CHARACTERISTICS OF A DESIRABLE PRO-
GRAM OF SUPERVISED PRACTICE WORK
1. That the supervised practice program should in-
clude one or more major enterprises continued and de-
veloped throughout the time that the boy is in school.
2. That there should be minor cash enterprises.
3. That there should be related and contributory
enterprises and jobs.
4. Other important farm jobs not included in above,
including farm shop and engineering jobs.
5. That the supervised practice program should be
large enough to require the use of regular farm equip-
ment efficiently.
6. That the supervised practice program should be
of sufficient scope to provide adequate training for the
development of proficiency in the type of farming for
which the pupil is training.
7. That the work in connection with the supervised
practice program should be performed very largely by
the boy himself.
8. That the boy assume financial responsibility for
carrying on the program.
DEPARTMENT OF AGRICULTURE
9. That there should be carefully prepared plans in
writing.
10. That accurate complete records should be kept
as to-
a. Money transactions.
b. Labor and power used.
c. Materials and supplies.
d. Diary of important activities and events.
11. Careful interpretation of all records and accounts.
12. A new plan set up for ensuing year on basis of
interpretation of previous year's work.
Teachers in Florida are trying to get students to
participate in a long time program, and base this on
the home farm survey.
The following is an example of a long time project
program for a student at Trenton in Gilchrist County:
1st year 2d year 3d year
I. Watermelons Watermelons 5 acres Watermelons 10 acres
5 acres
II. 2 sow pigs 2 sows and litters Corn (roasting ears)
10 Acres
III. Plant a small nur- Feed crops Peanuts in corn rows
sery plot in fruit Bud and graft seed- Feed Crops
trees and orna- lings and trans- 5 sows and 50 pigs
mental for home plant ornamentals Transplant home or-
orchard and home chard and further
beautification improve home
It can be seen by the above that a boy will begin
with a diversified and balanced program which he grad-
ually enlarges on each year until he finishes his course,
at which time he is in the business of farming.
It is not probable that he will make "a hit" one year
and "clean up," neither is it probable that he will "miss."
He should make a small profit each year regardless of
market conditions, and continue to improve his home
farm in every way, thus making for efficiency in his voca-
tion and providing a happy living on the farm. Pros-
VOCATIONAL AGRICULTURE IN FLORIDA 89
perity reigns when everybody in the community makes
a reasonable profit on their farming operations.
The previously mentioned long time program also
teaches a boy the various skills connected with the jobs
on his farm and furnishes real live situations to interest
and educate him.
Of course a boy will make mistakes and he will en-
dure misfortunes. This is true to nature and we should
help the youth to combat these misfortunes like a real
man and shoulder his responsibilities.
The following is a copy of a preliminary report from
the Aucilla-Monticello school showing how we are work-
ing toward the diversified balanced program idea:
PRELIMINARY STATEMENT OF SUPERVISED PRACTICE WORK-1929-30.
AUCILLA-MONTICELLO
T. A. Treadwell-Teacher
| SCOPE OF SUPERVISED PRACTICE
NAME OF PUPIL Age Town in which Pupil (Area and Variety)
Resides (50 White Leghorns, 5 Holsteins, 1 a. Irish Cobbler)
Bishop, Wilbur
Bishop, Emerson
Branton, Freddy
Chason, DeVaugn
Hamilton, Wilson
Hamilton, Hilton
Home, Bill
Home, Clyde
Kinsey, Broward
Kinsey, Jeff
McLeod, Maynard
Reams, Albert
Reams, Reuben
Reams, F. W.
Sparks, Sidney
Scruggs, Forrest
Walker, Douglas
Walker, Theron
Walker, Paul
Davidson, D.
Aucilla
Aucilla
Monticello
Lamentl
1 sow, 2 acres corn, peanuts
1 sow, 4 acres corn, peanuts
2 acres corn, 6 acres truck
% acre potatoes, 2 acres corn and beans
1 sow, 15 acres corn, peanuts, beans, 1 acre potatoes
1 sow, 15 acres corn, peanuts, beans, 1 acre potatoes
Sow
% acre onions, 4 acres corn, 1 sow
1 sow, 5 acres corn, peanuts
1 acre sweet potatoes
1% acre sweet potatoes
10 acres corn and peanuts, 1 sow
10 acres corn and peanuts, 1 sow and boar
1% acre onions
4 acres corn and 100 baby chcks
10 acres corn, sow, 2 acres cotton
20 acres corn and peanuts, 4 sows
1 acre sugar cane, 1 acre sweet potatoes
1 acre sugar cane, 1 acre sweet potatoes
1 acre Irish potatoes
SI SCOPE OF SUPERVISED PRACTICE
NAME OF PUPIL Age Town in which Pupil I (Area and Variety)
Resides (50 White Leghorns, 5 Holsteins, 1 a. Irish Cobbler)
Erllzey, LI. w.
Goldberg, Julius
Groom, Claude
Gramblin, Napoleon
Keen, Mac
Kelly, Emmett
Satler, Frank
Smith, Franklin
Willey, Edward
I18
17
20
* 14
19
16
16
17
18
Lloyd
Monticello
Drifton
Lloyd
1 sow
2 caves, 1 acre oats and permanent pasture
2 acres beans, 5 acres potatoes, 1 acre corn
5 acres corn and peanuts, 3 sows
2 gilts
5 acres corn, beans, peanuts, % acre I. potatoes, 3 barrows
1 acre watermelons and work for mule
2 sows, 5 acres corn and peanuts
2 acres corn, 5 acres watermelons
92 DEPARTMENT OF AGRICULTURE
The following is taken from the final report, 1928-29,
of the Alachua All Day Class showing project returns
of the various boys. The total labor income from this
class was $6,296.44. Note that the boys with several
projects usually made money, although they may have
lost on one. In most cases the biggest factor in a loss
is the individual.
FINAL REPORT
Name of Pupil Age Kind of Supervised Scope of Supervised Pupil's labor
practice work practice work income
Leo Holbrook 16
i i
Glenn Hill
Edward Haynesworth
Alliston Proctor
Otis Floyd
Theodore Willard
Lowell Crawford
Paul Proctor
Robert Cato
"
William Harris
Elmer Dickerson
Roy Cellon
Beverly Waters
String beans
cucumbers
Irish potatoes
String beans
cucumbers
Snowflake corn
string beans
sweet corn
squash
watermelons
watermelons
watermelons
watermelons
sweet potatoes
snowflake corn
cucumbers
snowflake corn
Irish potatoes
snowflake corn
11/2 acres
1 acre
1 acre
1 acre
1/4 acre
4 acres
4 acres
7 acres
2 acres
20 acres
15 acres
4 acres
10 acres
3 acres
10 acres
2 acres
5 acres
5 acres
2 acres
$252.17
155.45
21.10
62.44
85.00
55.00
-48.96
40.85
60.52
31.36
1142.85
90.05
667.47
483.36
-14.05
149.23
-13.10
780.70
27.10
Name of Pupil
Chas. Worthington
"
Marion Pearson
Luther Stokes
James Harris
99
Aubry Wilson
Walter Stephens
"t "
Carl Dupuis
Howell Rivers
J. C. Crews
'o it S4
Joe Fugate
'' ''
Age
Kind of Supervised
practice work
carrots
onions
squash
dairying
snowflake corn
tobacco
snowflake corn
onions
snowflake corn
eggplants
string beans
garden peas
cucumbers
tobacco
snowflake corn
squash
squash
cabbage
Irish potatoes
Scope of Supervised
practice work
15 heifers
Pupil's labor
income
1/3 acre
1/3 acre
1/2 acre
13 cows,
10 acres
31/2 acrel
8 acres
1 acre
5 acres
1 acre
1 acre
2 acres
2 acres
4 acres
10 acres
1 acre
1/2 acre
1/2 acre
1/2 acre
30.13
-15.52
-16.26
957.80
57.33
266.67
315.71
-34.92
142.00
28.43
17.17
-35.80
95.50
472.71
114.20
2.81
6.69
3.21
35.37
VOCATIONAL AGRICULTURE IN FLORIDA
The following is an extract from an Associated Press
article. "Florida's Future Farmers who are studying in
vocational agricultural high schools of the state using
the best methods of tilling the soil realized a total of
$132,802.00 in project work during the school year 1927-
28, J. F. Williams, Jr., State Supervisor of Vocational
Agriculture, announced. The amount made by the pu-
pils in that work was more than the total cost of the
salaries of all vocational agricultural teachers of the
state for that year, he said."
The students' project is often a great benefit to the
community in various ways. In a certain community last
year, two boys made demonstrations with fertilizers
which were of great value to the farmers in that section.
Aubrey Wilson, age 16, grew five acres of roasting
ear corn and fertilized each acre differently except one
which was left as a check and not fertilized. The dem-
onstration was carried on under the supervision of the
Florida Experiment Station and the Vocational Agricul-
tural Teacher. The boy kept accurate records and his
father cooperated to the fullest extent. The same cul-
tural methods were used for each acre in the demonstra-
tion. The land was practically the same, except a few
irregularities which commonly occur in all bodies of
Florida soil. Therefore, the only difference in result
was due to the fertilizing practice. Each of the four
acres was fertilized according to the prevailing ideas in
the community as to how this particular enterprise should
be fertilized. The results bore out the fact that the most
profitable practice was to apply about thirty pounds of
quickly available nitrogen as a side dressing when the
corn was knee high. This boy was not guessing about
results. He kept an accurate record and cost account
and knows now how to make the most efficient applica-
tions of fertilizer to corn. He is continuing this enter-
prise this year and it is now hoped he can further dem-
onstrate which source of nitrogen is most economical to
use in this particular section.
Aubrey's net profit on his project last year was
DEPARTMENT OF AGRICULTURE
Aubrey Wilson, Alachua, Florida, harvesting roasting ear
corn from project
$127.75 and his labor income $142.00. As his total hours
of labor was 114, one can readily see that he was well
repaid for his spare hours, besides gaining 11i credits
toward graduation from high school.
Paul Proctor demonstrated on ten acres of water-
melons the value of topdressing and spraying. As Paul's
entire record book is shown, the demonstration speaks
for itself, and at the same time gives the reader an oppor-
tunity to find out just what kind of records Vocational
Agriculture students keep on their projects.
VOCATIONAL AGRICULTURE IN FLORIDA
State of Florida
RECORD BOOK
FOR
SUPERVISED PRACTICE WORK IN
VOCATIONAL AGRICULTURE
Pupil ........------. Paul Proctor .... .......................
School --..-----....... Alachua High ...........- ...-
Kind of practice work .......------..... Watermelons ........
Year of vocational agriculture ...........----3rd................
Grade in school ........ 11th ..-.....----.. Age ........ 18....
Date work was commenced........January 1, 1929......
Date work was completed........June 30, 1929..........
FOREWORD
This Record Book was compiled by Dr. E. W. Garris,
Teacher-Trainer, and submitted to the agricultural teach-
ers during the Annual Summer Conference, and was
unanimously approved by them with a few minor changes
which have been included herein.
It is required that all pupils in Vocational Agricul-
ture classes of the following types-all day; day-unit;
and part-time-keep this Record on their Supervised
Practice Work.
J. F. WILLIAMS, JR.,
State Supervisor Agricultural Education.
Approved:
W. S. CAWTHON,
Secretary and Executive Officer of
State Board for Vocational
Education.
DEPARTMENT OF AGRICULTURE
DIRECTIONS FOR THE PUPIL
I.-Farm Map.
Draw a map of the home farm. It is suggested
that you draw the map to scale.
II.-Home Farm Survey.
The farm survey will show the enterprises be-
ing conducted. The student should see the pos-
sibilities of his home farm by analyzing the en-
terprises being grown, the kind of soil, etc., as
indicated by the survey.
III.-Classification of Farm Enterprises.
The enterprises are classed as major enterprises
when they furnish the major part of a farmer's
income. Contributory enterprises are those
feed crops or work animals which are essential
in producing the cash enterprises. Minor en-
terprises are those from which a minor part of
his cash income is received.
IV.-Program for Supervised Practice.
The complete program for supervised practice
should be worked out when the boy first enters
the agricultural class.
V.-Farm Improvements Needed.
The farm survey should point to many needed
farm improvements.
VI.-Farm Shop Jobs.
Work out the farm shop jobs which are needed
on your farm and which you believe you can
accomplish in the next few years.
VII.--Job Analysis of Enterprises.
Each enterprise included in the supervised prac-
tice program for the year should be analyzed
into the various farm jobs to be done, stating
when the job is to be done and the equipment
needed.
VOCATIONAL AGRICULTURE IN FLORIDA
VIII.-Egg or Milk Record.
Use this page for keeping either the egg or the
milk production.
IX.-Bibliography of References.
Each reference used in the Study Outline should
be recorded. List a reference only once, giving
it a number. Refer to the reference by num-
ber and by page. -For example, 2:10-12 would
read reference number two, pages ten to twelve
inclusive.
X.-Study Outline for Supervised Practice.
The study outline when completed will be a
valuable reference. Use it in keeping all the
information you get on your enterprise.
XI.-Pictures of Supervised Practice.
Paste kodak pictures of your supervised prac-
tice work on this page. It is suggested that
you take at least two or three pictures at dif-
ferent stages of your work.
XII.-Labor Record.
A careful record should be kept of all labor
done.
XIII.-Cost and Returns of the Enterprises.
An accurate account should be kept of all ma-
terials bought or sold.
XIV.-Financial Summary.
The summary will emphasize the various ex-
pense items and possibly point out to the stu-
dent important changes to be followed the next
year.
XV.-Efficiency Factors.
These factors should show how efficiently the
different jobs were done. Each boy should
compare his efficiency factors with other stu-
dents who had the same enterprise.
100 DEPARTMENT OF AGRICULTURE
XVI.-Summary of Farm Improvements and Farm Shop
Work.
Record all farm improvements and farm shop
jobs done during the year.
XVII.-Special Problems During the Year.
New problems, such as controlling insect and
plant disease pests not expected, should be dis-
cussed.
XVIII.-Plans for Continuing the Enterprise.
The major work selected the first year should
be continued throughout the whole period of
training. Many improvements can be made
each year the same enterprise is continued.
VOCATIONAL AGRICULTURE IN FLORIDA
I.-MAP OF HOME FARM
(Drawn to scale)
LEGEND
Pub/Ic Road
Rall Pifroad
I- Dwelling
2- 8amn
3- To.acco Bara
4- 8fo ro"om
5- Poul/ry- 6ouje
DEPARTMENT OF AGRICULTURE
II.-HOME FARM SURVEY
GENERAL INFORMATION
Name of farm operator-.......A. L. Proctor.......................
Address........R. F. D. No. 4, Alachua.............................
Distance from school........2 miles-..... Distance from ship-
ping point........2 miles.............................. .. .........
Total size of farm....63 acres ... Acres in cultivation ...63
Acres in pasture........ ?........ Kind of pasture........Weeds
and grass in crops........................... ..............
Topography of the land........Rolling........ Type of soil........
Norfolk sandy loam..............................................
Insect pests on this farm-.......Usual kinds (Corn weevil,
plant lice, cutworms, mole, crickets, hog lice, etc.)
Plant diseases on this farm........Root knot, Anthracnose,
Blight, etc .......................... .............. ..............
BUILDINGS AND FARM CONSTRUCTION
Number of rooms in home........6........ Painted .......no........
W ater works........no........ Electric lights........no................
Size of barn-......40'x30'........ Number of sheds 2........2...
Garage........yes ... Poultry house....yes.... Size....8'x15'...
Other farm buildings........corn crib, tobacco barn, smoke
house ............... ................. .............. ..
Do you construct your farm buildings? ........Yes............
Is the following work done on the farm?
Sharpening plows........Yes-........... Saws...........Yes............
Making axe-handles....No........ Making hoe-handles.......
Single or double trees..........Yes.---...... Shoeing horses or
m ules ........N o ............. .............................. .....
What use is made of concrete?........For foundation for
tobacco barn ...............
Does the farmer own a farm shop?........no.................
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