yA-\' -0 .^^ o •^ .-XT A of construction ])erformed by farmers in ])ursuit of their \ocation. The work is done with the aid of hand tools and appliances, as dis- tinguished from machinery. Some of this work is ])erformed in sheds or rej^air shops during inclement weather, or at slack seasons when work with crops or animals is not urgent ; the remainder of it f is performed an^'wherc on the farm where the need arises. Definition of the Problem. — Education in farm shop work in Pennsylvania, as in other of our states, is passing through a stage of transition. The little school training received by the teachers who pioneered in the work was usually received in manual training classes, witli the result that the exercise method, conventional manual training equipment, and related methods and ideals were largely carried over into the new held. In order to enable a pos- sible closer correlation and adaptation between farm shop work as practiced by successful farmers and education in farm shop work as given in the vocational agricultural schools and departments al- ready mentioned, this study has been, undertaken. In Part I, the attempt has been made to find out : 1. W hat kinds of construction work do farmers perform in wood, concrete and in iron and steel? 2. What kinds of rei)air work do farmers perform in the same materials ? 3. What kinds of construction work in the materials men- tioned do farmers leave to expert mechanics such as carpenters, concrete workers and blacksmiths. 4. What kinds of repair work in the same materials do farmers leave to expert mechanics? Part II consists of a presentation of conditions as thev exist in the schools with wdiich this study is concerned. It covers a study of the teaching force and a discussion, based on the facts found in the study, and on personal observation, and interviews of various phases of farm shop work as a part of a vocational agricul- tural education program. Scope of the Problem. — The data for Part I of the study were secured from 400 farmers who are distributed in thirty of the thirty- three communities of the state in which rural community vocational schools, and vocational agricultural dejiartments in high schools, were in operation during the school year of 1918-1919. Figure 1 shows the location of these schools, that twenty-three are rural community vocational schools, and that the remaining ten are agri- cultural departments in high schools. The communities not in- cluded in Part I of the study are at W aynesburg, Blain and New- town Square. Data were not secured here because of illness of the agricultural teachers. Facts presented in the second part of the study were obtained from : a. The thirty-three supervisors of agriculture. These supervisors are the teachers of agriculture, being so 10 called because they supervise the Iionie project work which every pupil is recjuired to carry. Detailed infor- mation about the supervisors is given later. b. A second source of information was that of personal observation and discussion at the schools, supplement- ed in many cases by special conferences and In' cor- respondence. Method of Gathering Data. — It was deemed advisable to secure the data desired from the farmers through the pupils in the schools concerned. In order to accomplish this, personal visits were made to all of the schools. These visits were made in the course of two months, at the rate of 4 or 5 schools per week. In two cases slight- ly less than half a da}' was spent in the schools ; in two other cases two da3'S were spent in the schools ; in the remainder the time spent varied from a half to a whole day. Owing to the toi)ography of the state, and to distances traveled, it was not feasible to visit more than five schools per week. During the visits, printed question- naires were distributed among the pupils, and were then carefully explained to both teachers and ])U])ils. Pu])ils were asked, provid- ed they lived on farms, to take the questionnaires to their fathers or to friends in case the latter were farmers. The pupils were fur- thermore asked to explain the questionnaires to whoe^'er was to fill them out and to render assistance Avhere it seemed advisable in the mechanics of scoring the questionnaires. Upon being filled out, the latter were in all cases lirst returned to the respective schools, in order that they serve as a basis for discussion, and for action in connection with the educational work aiTected. Later the question- naires were sent to the writer. In order to find out more about farming conditions than could be revealed through the question blanks sent out through the pupils, and by visiting the schools, personal visits were made to a number of farms selected at random. In addition, the supervisors of agriculture were asked to give their ratings and classifications of the farms studied through the pupils. ^ The Farms Studied a Selected Group. — Figure 1 shows that as regards location, the communities selected for study form, for practical purposes, a random distribution. On the other hand an elTort was made to secure returns from the "fair" and "good" farms 11 of the respective communities rather than from the "poor" ones, as the prevaiHng practice on ])oor or unsuccessful farms has little bear- ing on the question of Avhat kind of work the schools should pre- pare for. Table 1 shows that almost 94 per cent of the farms come within the classifications of "good" and "fair". In arriving at the classifi- cations, the supervisors were adxised to use reasonable standards of /^/so/r£ /. Vocational Agricultural- Schools AMD Departments 1918-1919 • /^(//5AL CoAj/y^6//v/rY l/'ac/^r/oA/^L Schools. ^^^^^^'•® AG/^/cuLTa/^/iJ- DrF/^^t^f/^rs //v ///ON Schools. judgment. The financial success of the farmer was taken to be the best single criterion in arriving at these judgments, though general appearance, up-keep of the farm and the character and extent of home conveniences were not overlooked. In view of the fact that the supervisors of agriculture have had unusual experience and edu- cation in the field of agriculture, and since each man rated only the farms in the community in which he lives and works, it is felt that the classification is as reliable as are individual expert judg- ments in that particular thing. 12 Method of Treatment. — The information secured from the farmers was groui)ed in three distinct ways: 1. In N'iew of the fact that over 70 per cent of the farming in the state is of the general farming type, it was thought advisable to group all of the data secured in the first classification, namely on the basis of all farms studied. It is believed that the facts brought out in this classification closely fit conditions in the entire state. It may be argued that poultry raising is quite difl'erent from dairying, but the former, as a distinct type of agriculture, is found on only half of one per cent of the farms. 2. The data secured was next grouped on the basis of the ages of the farmers giving the information in order to show a possible relationship between age and the kind or variety of repair and construction work performed. 3. The information was grouped according to the type of farming pursued, in order to see if this has a material intluencc on the kind or variety of repair and construc- tion work undertaken b^■ farmers. Classification. — In ]n-esenting the data secured from the farm- ers, the following distinctions ha\'e been made : 1. Constructi(jn work in a gi\"en material is taken to mean "making'' work. It also includes repair work when performed on the objects originally constructed by farmers as it is assumed, that with a possible few ex- ceptions, more skill is required to make an object than to repair it. 2. Repair work includes only the repair work done on objects not made by farmers. It will be kept in mind that the actual amount of repair work done is greater than shown in this classification as explained in the preceding paragraph. 3. Work done by expert mechanics is that work which farmers leave to men who follow vocations such as /' that of carpenter, concrete worker and blacksmith. Size of Farms. — Information about the size of farms becomes significant especially when considered in connection with the type 13 of agriculture pursued. A truck farm or an apple orchard of forty acres may require more labor and yield a larger income than a ^ M z, < > ^ tH cn Z, V) 3 o Q, o a> tn rn < fe fa O m Nl cu _• " "S '"^ — < U t-c >-( - S - 2 ^ -^ S - rV7£7,4^ S'JJy' Ci^/T^tr^/ :^Q ^j£?iV/7// Table 1 Showing how the Supervisors of Agriculture rate 369 out of the 400 farms studied. Rating Number of farms Per cent Good 196 53.1 Fair 150 40.7 Poor 23 6.2 Table 2 SIZE OF FARMS IN PENNSYLVANIA A. Farms Investigated B. Farms reported m U. S. Census Acres Mid Value Frequency Per 1000 Frequency Per 1000 Less than 3 1.5 1 2.74 972 4.43 3-9 6.5 1 19.18 19130 87.24 10-19 15 11 30.14 18556 84.62 20-49 35 72 197.26 39721 181.13 50-99 75 121 331.51 65687 199.53 100-174 137.5 128 350.68 55518 253.16 175-259 217.5 23 63.01 14096 64.28 260-499 330 2 5.48 4816 21.95 500-999 750 632 2.89 1,000 or over 167 .76 Total 365 219,295 Med an 87.8 Acres Median 73.8 Acres wheat ranch of ten times that area. Table 2 shows that most of the farms studied range in size between 50 and 175 acres, and that the median size is 87.8 acres. The same table also shows how these farms compare in size with all of the farms of the state as reported in the U. S. Census Report of 1910. It will be noted that there are proportionately less very small farms, and fewer very large farms in the group studied than exist in the state at large. In other words, the group selected is more central in its tendency as regards size, than the group embracing all of the farms of the state. Figure 2 shows the same facts graphically. The object in presenting the facts regarding the size of the farms is that it may favor accurate description in this report of the farms studied. ^ Type of Agriculture. — The major part 70.1 per cent to be ex- act — of the agriculture on the farms considered is general in type. The term "general" means that the income is derived from growing the usual animals and field crops of the region. By referring to 15 Figure 1 it will be noticed that the central and south central parts of the state do not possess many vocational agricultural schools. The farming in these sections is very probably more general there than in the rest of the state owing to soil, topography, climate and distance to large markets. Professor Warren'''' says that "if we ex- cept the cotton farms, probably over 95 per cent of the United Table 3 Showing how the Supervisors of Agriculture classified .365 of the 400 farms studied, as to type of farming. Classification N uml)er of farms Per cent General Dairy Truck Fruit Poultry Stock 256 81 16 9 2 1 Table 4 70.1 22.2 4.4 2.5 .5 .3 Showing the major farm enterprisest, as reported by the Supervisors of Agriculture, on 369 of the 400 farms studied. Enterprise Number Per cent. Stock 112 30.3 No Major 77 20.9 Dairy 71 19.2 Crops 63 17.2 Truck 18 4.9 Fruit 17 4.6 Poultry 5 1.3 Flowers 1 .3 Sundry 5 1.3 States derive most of their income from a combination of crops and animals — general farming". Table 3 shows that the only other ty])e of farm largely repre- sented, is the dairy type, whereas truck, fruit and poultrv farms oc- cur in negligible quantities. In studying these facts in relationship to agricultural education, it must be ke])t in mind that practically all Pennsylvania farmers keep in the neighborhood of fifty hens, produce their own milk and butter, and grow their own vegetables. Farm Enterprises are Diversified. — As may be expected in a State in which general farming is predominant tlie mai'or enterprises are diversified in nature. The facts shown in Table 4 confirm the validity of the practice obtaining in tlie \-ocational agricultural *Warren, G. F., Farm Management, page lO-"'. tThose from which 40'^^ or more of the income was derived. 16 schools of the state in respect to subject matter selected. The be- ginning is made through a study of soils in relationship to field crops. Practicall}- all farming requires a knowledge of soils and field crops. Since the various types of farming have much in com- mon in theory and ]>ractice, it is customary to approach this com- mon subject matter through a stud}' of the ])re\ailing t}pe of agri- culture. n 4r w it J» jr M> rr GRAPHIC DISTRIBUTIOH * Value of Step S t P s 1 1 /J--//, ^ ,r /T-/8 2. rr /9-ie 3. 4 ^ ri_ e/-jfZ 4, y a JJ-J4^ 5. j 1 T 6. ^ /S ' ■ 1 1 1 27~jia •;. Jj /S ' i ' 29- so e. j2_^ j X' ' 1 c 3/-3Z y. f a? -f- 3S-Jf 10. / f9 t 1 i f 11. I, 1 . J 1 1 ■ ' 3^ -3a 12 . ^V ^¥ 1 r ' ■2/-^ IjMiLj ka 1 1 1 [" 1 ' r 4S-4i 1 - .^4£_nA ■- ff -HA i ; : r 1 1 1 1 47 -^Ji : MM 1 4t-J-l> ' ' \ '■ j I sr-SZ 1 ' 1 ' SJ-S^ ' ! ' ' ' 1 I 1 1 ^rrAh , , 1 ' r; ' ' 1 -; .T7-SS yg i!c ' 1 ' 1 1 jv-Aa - : .,// 3r> \ i ' ' 1 1 1 1 '■ ■ 1 ' jy-si ^..jf MJ ' [ 1 ' ■ ^' ; ' £Jj:^ 1 1 1"! ■■ ■n £S-i^ i 1 1 ■ ! 1 A7-ne ■ i 1 1 1 I j i . > : S8 ..f- fJS? ; ! j 1 [ 1 1 1 7/-7i jf^ 1 ' 1 1 1 ! ■ . ' ' 7^-7'? JO. / f3^ . '/t-j^fl^ : !^ : M. 1 1 1 ' 31.^ »" M • M ; : ^ XT- 7Jr JS. 1 H fif, YP^ :/f!37J^/^JfTf 51 1 i , ; 1 1 t roard Ice house Wagon shed Planting stick Bench hook Chicken brooder Grain bed Beehive Kitchen stool Roughage feed rack for swine Kitchen sink Pigeon house Seed corn curing frame Tool carrier Saw clamp Sack holder Lawn or porch seat Windlass Fly trap Chicken crate Ensilage rack Kitchen table Wagon top Lumber rack Clothes rack Oats sprouter Porch chair Egg tester Combination barn Hive seat Dairy barn Horse barn Kitchen cabinet requency per Frequency per 400 farms 1000 farms 84 210. 84 210. 80 200. 79 197.5 78 195. 78 195. 76 190. 73 182.5 73 182.5 72 ISO. 72 ISO. 71 177.5 70 175. 69 172.5 68 170. 67 167.5 63 157.5 62 155. 62 155. 61 152.5 60 150. 59 147.5 57 1425 55 137.5 53 132.5 52 130. 51 127.5 45 112.5 43 107.5 42 105. 41 102.5 40 100. 37 92 5 37 92.5 37 92.5 37 92.5 35 87.5 31 77.5 30 75. 30 75. 29 72 5 27 67 5 27 67.5 27 67.5 27 67.5 26 65. 26 65. 26 65. 25 62.5 23 57 5 22 55. 22 55. 20 50. 20 50. 17 42.5 22 Table 5 (Continued! Freq uency per Frequency per Job 400 farms 1000 farms 107. Seed corn tree 17 42.5 108. Sewing horse 17 42.5 109. Clothes line reel 16 40. 110. Seed corn shed 15 37.5 111. Trap nest 15 37.5 112. Kitchen bin 14 35. 113. Milk record sheet case 13 32.5 114. Sheep barn 11 27.5 115. Screw cabinet 10 25. 116. Unloading chute for cattle 10 25. 117. Cabinet for seeds 8 20. 118. Fireless cooker 7 17.5 119. Weight carrier 3 7.5 It is likewise evident from the very character of the work repre- sented that it is highly important that both pupil and teacher re- ceive their inspiration as to what to do from conditions found on the boy's home farm. The teacher will need to be tactful and wise in guiding his pupils' thoughts so that the latter will purpose to do the kind of work that is of educational value, within his capacity and related to the technical agriculture being studied at the time. The Table shows that fireless cookers have been made by about two per cent of the farmers. It makes a difference whether an ob- ject such as this is comparatively new and unknown, or whether it is like the flail, old and less and less in demand as time goes on ; but this much may be said : the school ought first to teach how to construct or repair such objects as have demonstrable value today in the vocation of farming. Less than one per cent of the farmers made a weight carrier. Perhaps they prefer to get rid of stones by hitching their teams to stone-boats. Figure 4 shows graphically to what extent farmers do certain kinds of construction work in wood, and to what extent they leave such work to carpenters or other expert mechanics. The graph shows conclusively that farmers do almost all of such work them- selves, leaving little for expert mechanics to do. No doubt the latter can do much of this work faster and better than can farmers, but there are several factors that counterbalance this : 1. Mechanics expect to be paid for time and cost of traveling to and from an out-of-town job. For small jobs, this is especially uneconomical. 23 2. When mechanics are brought to tlie farm, tlie\- must be fed, and sometimes lodii^ed — often an added l)urden to the farmer's busy wife. 3. It is frequently impossible for farmers to secure the service of good mechanics. The latter do not, as a rule, like to go out-of-town for work lasting only a few hours, and the majorit}' likewise object to l)eing away from home at night. As good roads become more frequent, this objection \vill have decreasing weight. 4. 1 he farmer can do much re])air and construction ^\■ork at times when cr<)])S and animals do not need his at- tenti(.)n, or when the weather is unfavorable for (jther work. The educational \alue of Figure 4 lies jirimarily in the fact that it shows how many farmers ])er hundred do the kinds of work described, and how that compares i)ro])ortionatel}' with similar work left to car])enters or other mechanics. Table 6 Showing kinds of repair work in wood occurring .50 or more times per 1000 farms, as found on 400 Pennsylvania farms. Job 1. Door screen 2. Wheelbarrow 3' Rail fence 4. Window screen 5. Horse manger 6. Cattle manger 7. Bins for grain S. Wire fence 9. Wagon box 10. Horse barn 11. Combination barn 12. Hog house 13. Dairy barn 14. Board fence 15. Farm gate 16. Corn crib 17. Pig pen 18. Poultry house 19. Horse drawn sled 20. Fruit ladder 21. Wagon tied 22. Hay rack 23' Wood picket fence 24. Yard gate Frequency per Frequency per 400 farms 1000 farms 94 235. 93 232.5 74 185. 74 185. 73 182.5 73 182.5 69 172.5 68 170. 65 167.5 64 160. 60 150. 59 147.5 54 135. 53 132.5 52 130. 51 127.5 46 115. 45 112.5 45 112.5 44 110. 44 110. 43 107.5 40 100. 40 100. 24 Table 6 (Continued* Job 25. Wagon seat 26. Privy 27. Chicken coop 28. Step ladder 29. Nest for laying hens 30. Batten door 31. Hammer handle 32. Pick handle 33. Implement shed 34. Kitchen table 35. Nest for setting hens 36. Hatchet handle 37. Smoke house 38. Oats sprouter 39. Jockey stick 40 Kitchen sink 41. Sledge handle 42. Wood shed 43. Milking stool 44. W'atering trough 45. Flight of steps 46. Wagon top 47. Hand sled 48. Chicken crate 49. File handle 50. Well covering 51. Ice house 52. Potato marker 53. House ladder 54. Land leveler 55. Mortar box The above table covers 58 out of 122 jobs reported on. Those not listed occur less than 50 times per 1000 farms. The table covers only such repair work as was performed on objects not originally built by the farmers. Repair work on objects built by farmers is included in Table 5. Tlic gra])]! shows, furtliermore, tlie necessity of teaching' cer- tain things tliat are not at ])resent a i)art of the school [jrograrn. Just wliat these things are. x'aries from school to school. Repair Work in Wood. — In interpreting Table (i it mtist be ke])t in mind that tlie table covers only such rei)air work as was performed on objects not originally built by farmers. This ac- counts for the lower frequenc}' shown for re])air work as comi)ared with construction work in the same material. As the results stand, y they argue in favor of teaching" considerable construction work — as much as is i)racticable considering that repair and construction work must always be regarded as a minor in agriculture. If, on the other hand, the relati\e frequency of repair work as such, were Frequency per Frequency per 400 farms 1000 farms 39 97.5 38 95. 37 92.5 37 92.5 36 90. 34 85. 34 85. 34 85. 34 85. 33 82.5 33 82.5 31 77.0 31 77.5 30 75. 30 75. 30 75. 30 75. 29 72.5 28 70. 28 7a 27 67.5 27 67.5 26 65. 25 62.5 24 60. 22 55. 21 52.5 21 52.5 20 50. 20 50. 20 50. greater than that of ce~)nstruction work, then it would mean that farm boys ought to be taught to repair work as (Hstinguished from construeting the same. Construction Work in Wood Done for Farmers by Expert Me- chanics. — As might be expected, barns, poultry houses and cabinet M'ork are largely found at the top of the list gi\en in Table 7. That certain work rather generally done by farmers is also found in this table, is probably due to the fact that there are always some farm- ers who, because of lack of experience or for other reasons, hire such work done. Table 7 Construction work done in wood for farmers by expert mechanics who follow such work as a vocation, as found on 400 Pennsylvania farms. Job 1. Combination Ijarn 2. Kitchen sink 3. Poultry house 4. Dairy barn 5. Horse bam 6. Kitchen cabinet 7. Door screen 8. Kitchen table 9. Privy 10. Hog house 11. Implement shed 12. Jockey stick 13. Pig pen 14. Window screen 15. Wheelbarrow 16. Corn crib 17. Cattle manger IS. Woodshed 19. Step ladder 20. Ironing board 21. Horse manger 22. Wagon box 23. Smoke house 24. Kitchen bin 25. Flight of steps 26. Wagon bed 27. Wagon jack 28. Horse drawn sled 29. Bread board 30. Bins for grain 31. Wagon top 32. Pick handle 33. Sheep barn 34. Fruit ladder 35. Saw filing 36. Clothes rack requencv per Frequency per 400 farms 1000 farms 77 192.5 61 152.5 53 132.5 49 122.5 39 97.5 36 90. 35 87.5 35 87.5 34 85. 33 82.5 32 80. 32 80. 30 75. 30 75. 30 75. 29 72.5 29 72.5 26 65. 25 62.5 24 60. 24 60. 23 57.5 22 55. 22 55. 21 52.5 21 52.5 20 50. 20 50. 19 47.5 19 47.5 19 47.5 IS 45. 17 42.5 17 42.5 17 42.5 16 40. 26 Table 7 ( Continued ' Frequency per Frequency per 400 farms 1000 farms 16 40. 16 40. 15 37.5 15 37.5 15 37.5 13 32.5 13 32.5 12 30. 12 30. 12 30. 11 27.5 11 27.5 11 27.5 11 27.5 11 27.5 10 25. 10 25. 10 25. / Job 37. Wagon seat 38. Lawn or porch seat 39. Chicken coop 40. Hammer handle 41. Hay rack 42. Farm gate 43. House ladder 44. Chicken brooder 45. Ice house 46. Kitchen stool 47. Sledge handle 48. Hatchet handle 49. Yard gate 50. Porch chair 51. Hand sled 52. Vise handle 53. Miter box 54. Saw buck The above table shows the kinds of work that were done 25 or more times in 1000 cases. It covers 54 out of 122 kinds of work reported. Work in Cement and Concrete Construction Work. — The Portland Cement Association and similar organizations, the extension de])artments of state colleges, the United States Bureau of Agriculture, farm papers and other agencies by means of literature, lantern slides, moving pictures and demonstrations, have show^n farmers the possibilities of the building material — concrete — that largely aided the Romans in be- coming the greatest builders of their age. Figure 5 shows graphically to what extent farmers in Penn- sylvania arc using the material. Almost a third of them use it in floor work and in building foundations. The Figure also shows that out of nineteen objects or things listed only two are more frequently done by mechanics than by the farmers themselves. These are cisterns and silos. This is ]irobably due to the circular form work in^•olved in their construction. Under pioneer farming conditions, there was not the same need for a permanent building material that there is today w^hen the design of farm structures has been greatly standardized, and when the size of farms and the location of farmsteads is more stable. In considering wdiether or not concrete should be used in preference to some other material, one must consider initial cost along with the 27 cost of up-keep and permanence. The initial cost will vary largely according to the price of sand and gravel or crushed rock used as aggregate for the mixture. Showing proportion of farmers who construct certain kinds of concrete work, and those who have the same work done by expert mechanics who follow such work as a vocation. '° FKE/Sc/encr 'f pe./^ ^° Hunop-^a •i^/^^/^,^j ^ Ce>/7.jfrc/c//c/? war/: A conclusion of educational value to be drawn from the facts shown in Figure 5 and in Table 8, is that cement and concrete work deserves a place among the materials used in teaching farm shop 28 work. A material that is used by thirty-one per cent of the farmers should not be overlooked on our program for vocational agricul- tural education. Table 8 Kinds of construction work in concrete occuring 37.5 or more times per 1000 farms, as found on 400 Pennsylvania farms. The work listed represents that done by farmers. Frequency per Frequency per Job 400 farms 1000 farms Floor 164 310. Foundation 108 270. Walk 88 220. Cellar 68 170. Steps 6S 170. Watering trough 51 135. Gutter 47 117.5 Cistern 47 117.5 Fence post 36 90 10. Milk house 35 90 11. Garage 35 S7.5 12. Retaining wall 29 72 5 13. Culvert 20 50. 14. Hitching post 19 47.5 15. Silo 18 45. 16. Footing 17 42.5 17. Bridge 16 40. IS. Ice house 15 37.5 19. Reservoir 15 37.5 The above table includes 19 cases having the greatest frequency out of 29 kinds of work reported on. Table 9 Kinds of repair work in concrete, occurring 15 or more times per 1000 farms. The list represents repair work done l^y farmers and does not include re- pair work done on jobs originally constructed l)y farmers. Job 1 Cellar 2 Floor 3 Foundation 4 Steps 5 Walk 6 Silo 7 Cistern 8 Fence post 9 Gutter 10 Hitching post 11 Retaining wall 12 Dam 13 Footing 14 Watering trough requencv per Frequency per 400 farms 1000 farms 19 47.5 IS 45. 16 40. 13 32.5 12 30. 12 30. 10 25. 10 25. s 20. 7 17.5 7 17.5 7 17.5 6 15. 6 15. The above table includes 14 out of 28 kinds of work reported on. 29 Repair Work in Concrete. — A glance at Table 9 reveals that there is little repair work done in concrete. This is no doubt large- ly due to the pernianance of the material as well as to the fact that it is not used as frequently as is wood. For purposes of agricultural education, the field of construction work in concrete is more prom- ising than that of repair work. Table 10 Kinds of construction work in concrete, occurring 27..5 or more times per 1000 farms, as found on 400 Pennsylvania farms. The work done is that done by expert mechanics who follow such work as a vocation. Frequency per Frequency per Job 1. Cellar 2. Cistern 3. Walk 4. Floor 5. Silo 7. Watering trough 8. Foundation 9. Milk house 10. Reservoir 11. Garage 12. Bridge 13. Ice house 14. Retaining wall 00 farms 1000 farms 52 130. 49 122.5 41 102.5 37 92.5 35 87.5 2S 70. 25 62.5 22 55. 20 50. 19 47.5 13 32.5 13 32.5 11 27.5 The al:)Ove table covers 14 out of 29 kinds of work reported on. Work Done by Mechanics. — The kinds of work mechanics jier- form in concrete for farmers, (Table 10) is similar to that tmder- taken by the latter. The significant thing brought out is that farm- ers do most of such work themselves. Idie fact that equipment for work with cement is inexpensive is an added reason why it should not be overlooked in agricultural education. Work in Iron and Steel Much has been said for and against the practice of recpiiring agricultural students to take forge work as a part of their secondary education. In Pennsylvania, on the 400 farms studied, fourteen farmers per hundred have forges on their farms and, of that four- teen, thirteen do welding and tempering. (See Figure 6). The following diagram. Figure 7, shows how many farmers per hundred construct the twenty-one objects listed and how many repair such w'ork, btit do not make it. In the latter group, the clevis, punch, cold chisel and tongs are most prominent relatively. 30 5 fO /$ ^O 25 f,0 3S 40 4S 50 Oi/r Of /oo A(^/^mi'^5 F/if c ^055- car 5 a} 1^5 4S 48 *' 'f ao 'r // '/ // ///lA/O 3>7/4<5. 20 '' UJ£ Z4F3 AND D/eS, \/s /3 /3 " ^' '' '' T^/y/z^/F^ sr^££. Iron and Steel /vc^6/^£ 6 The following- are some of the variable factors entering into the question of whether or not a farmer ought to have a forge on his farm : 1. Distance to a reliable blacksmith (a) Is the latter there the }ear around? (b) Arc his charges reasonable? r 2. Character of roads and available means of transporta- tion. 3. Amount and character of work to be done. 4. Mechanical ability of the farmer. 31 With so man}- varialjle factors to consider, it is un\\"ise to make positive assertions of a specific nature without a careful and detailed study and analysis of conditions ol)tained in given locali- ties. It mav be said in seneral that aside from \ocational values, I CUp.ln link t Gate hook J <3ialn hook i Slngletreo hook. 5 Clevis 6 Ring T Staple 8 Punch 9 Gate hlr.r:e 10 i-iarnesj hook.... n Hasp 12 Oonplete aolt.. 13 Bolt head K Cold cjuael 15 Wrench 16 A."igl9 brace 17 Swivel 18 Bolt i-.ut 19 Eye bolt 20 rong 2u.l ^^gle iron ' f f f 4 -r-rrr7-r:T7-r7-r7-r f f ff^^J^T-TTT^rrv ZZ2 ZZ2: 7^^^^/^J rzz. zzz: zzz:: zzzz: Z2ZZZZZ2Z2ZZ Z2Z 2Z2: ZZZ EZZ IZZZ zzzz ZZ2: ! f /yf// TTT-.TT-r zzz zzz2zzza ZZZZZCZiZ ■zzz. TTT "ZZZ. "-rrr zzz TTT ZZZ2 ZZZ ZZZ 7777 7777: ZZZ 7777 DOA'f BY ^^Msj^5. .•'ti-v;v//e f ' • • • ■.'~l .^r.'^^/.^ ]A^O.?A /HAPS 3Y /.VP/f'/^M-!.^ CO//C£fi'/ve-D - experience in forge practice has consirlerable \alue from the stand- point of general education in that it makes possible first hand, in- timate acquaintance with tools and materials important in provid- ing food and shelter for the human race. The work should natur- ally lead to a better understanding of characteristics peculiar to iron and steel, and should gi\"e api)reciation for structural design. 32 Table 11 Construction work in iron and steel performed by farmers on 400 Penn- sylvania farms. This table includes repair work on objects that were originally- constructed bv farmers. Job 1. Chain link 2 Gate hook 3. Chain hook 4. Singletree hook 5. Clevis 6. Ring 7. Staple S. Punch 9. Gate hinge 10. Harness hook 11. Hasp 12. Complete bolt 13. Bolt head 14. Cold chisel 15. Wrench 16. Angle brace 17. Swivel 18. Bolt nut 19. Eye bolt 20. Tong 21. Angle iron farms. Job 1. Clevis 2. Cold chisel 3. Chain link 4. Punch 5. Singletree hook 6. Chain hook / . Gate hook 8. Staple 9. Gate hinge 10. Wrench 11. Harness hook 12. Hasp 13. Ring 14. Tong 15. Bolt head 16. Angle brace 17.. Bolt nut 18. Plow share 19. Swivel 20. Twist drill 21. Complete bolt 22. Angle iron 23. Star drill 24. Eye bolt Frequency per Frequency per 400 farips 100 farms 23 7 26 7 25 6 24 6 23 6 23 6 23 6 21 5 19 5 18 5 18 5 16 4 15 4 15 4 14 4 13 3 13 3 12 3 12 3 10 2 7 2 Table 12 performed by farmers on 400 Pennsylv by farmers). Frequency per Frequency per 400 farms 100 farms 37 9 33 8 22 6 22 6 20 5 19 5 18 5 16 4. 16 4 16 4 13 3 13 3 13 3 13 3 12 3 11 3 11 • 3 11 3 10 3 9 2 8 ■ 2 1 2 6 2 6 2 33 Saw Filing. — By referring to F"igure 6 it is seen that half of the farmers have filed cross-eut saws — meaning timber saws — and that forty-eight per htmdred file their own hand saws. In view of the fact that a sharp saw will cut twice as fast as a dull one, and that less efiort is required to use the former, it ^^x)uld seem that every farm boy ought to know how to file saws — or to "fit" saws to use the terminology of mechanics. The fifty per cent of farmers Avho do not iile their saws probably would do so if they knew how. It is poor policy to depend upon someone else for a thing of that sort, as one may run his saw on a hidden nail, or otherwise dull it in a few minutes. Taps and Dies. — A small set of ta])s and dies will often save a trip to town, or to a repair shop, for farmers. As farm machinery of the more complex sort is much more common today than it was two decades ago, it has become desirable that farmers know how to use taps and dies. Figure 6 shows that at present one in every five farmers uses them. Shoeing Horses. — Nineteen per hundred farmers shoe horses. This figure includes replacing and tightening. Occasionally farm- ers who find it difficult to secure the services of good horse shoers, advocate that their sons be taught liorse shoeing in the vocational agricultural school. The absurdity of the request is a])i)arent to all Avho realize how much skill and strength such work requires. 34 CHAPTER III. Group II Findings When Information Secured Was Grouped According to the Age of the Farmers. — In order to sec if there is a relation- ship between age and the kind or variety of farm shop work under- taken, the information secured was grouped according to the three ])rincipal age g"rou]>s re])resented. namely: v35 to 44 years, 45 to 54 years, and 55 to 64 years. The other age groups are too small to lend themselves usefully to statistical treatment. Construction Work in Wood. — W hen construction work per- formed b}- farmers is classified on the basis of age, the results are as shown in Tables 13, 14, and 15. In order that these results may be ^•iewed comparatively. Table 16 has been arranged. If we call the column headed "Age 35 to 44'', Column 1, the one headed "Age 45 to 54", Column 2, and the one headed "Age 55 to 65", Column 3, it will be noticed that there is not a single item in column one that is not excelled in column three, and that there are but five items in column two that are larger than the corresponding ones in the third column. Mewed as a whole, there is a steady increase in the kinds of work done from the youngest group to that of 45 to 54 years of age and again from the latter to the older group. Table 13 Showing the number of farmers per hundred who perform certain con- struction work in wood. Data secured from 89 farmers, 3o to 44 years of age. Job Frequency per 100 Job Frequency per 100 1. Wire fence 67 19. Rail fence 33 2. Nest for laying hens 65 20. Tool box 33 3. Chicken coop 60 21. Saw buck 31 4. Farm gate 57 22. Bins for grain 30 5. Milking stool 57 23. Evener 30 6. Nest for setting hens 54 24. Board fence 30 7. Hammer handle 47 25. Screw cabinet 30 8. Feeding trough for chicks 46 26. Wagon box 30 9. Horse manger 39 27. Plank drag 29 10. Sledge handle 39 28. Feeding trough for swine 28 11. Chicken feeder 37 29. Hay rack 27 12. Hatchet handle 36 30. Trellis for grapes 27 13. Hog house 36 31. File handle 26 14v Pig pen 35 32. Hand sled 26 1.5. Poultry house 34 33. Jockey stick 25 16. Yard gate 34 34. Cattle manger 25 17. Pick handle 34 35. Wagon seat 25 IS. Mortar box 33 35 Table 14 Showing the number of farmers per hundred who perform certain con- struction work in wood. Data secured from 152 farmers, 4.5 to 54 years of age. Job Frequency per 100 Joli Frequency per 100 1. Wire fence 76 24. Pick handle 37 2. Chicken coop 73 25. Horse manger 36 3. Milking stool 73 26. Fruit ladder 36 4. Nest for laying hens 73 27. Mortar box 35 5. Farm gate 67 28. Watering trough 35 6. Nest for setting hens 64 29. Chicken crate 34 7. Hammer handle 51 30. Saw buck 34 8. Rail fence 50 31. Trellis for grapes 34 9. Plank drag 50 32. Bins for grain 33 10. Board fence 48 33. Tool box 33 11. Feeding trough for chicks 47 34. Jockey stick 32 12. Yard gate 46 35. Evener 32 13. Poultry house 46 36. Corn crib 31 14. Hatchet handle 45 37. Horse drawn sled 31 15. File handle 43 38. Hand sled 30 16. Chicken feeder 41 39. W'agon box 29 17. Feeding trough for swine 41 40. Bird house 28 18. Cattle manger 40 41. Ironing board 27 19. Hog house 40 42. Wagon jack 27 20. Sledge handle 40 43. Land leveler 27 21. Hay rack 40 44. Wood picket fence 26 22. Pig pen 40 45. Smoke house 26 23. Saw horse 39 Table 46. 15 Garden marker 25 Showing the number of farmers per h lundrc d who perform certain construc- tion work in wood. Data secured from 71 farmers, 55 to 64 years of age. Job Frequency per 100 J0I3 Frequency per 100 1. Wire fence 78 30. Flight of steps 40 2. Nest for laying hens 76 31. Wagon box 38 i' Chicken coop 73 32. Watering trough 3S 4. Nest for setting hens 73 33. Window screen 37 5. Farm gate 70 34. Corn crib 35 6. Milking stool 70 35. Dog house 35 7. Hammer handle 68 36. Hay rack 35 8. Pig pen 63 37. Horse drawn sled 35 9. Hatchet handle 59 38. Tool box 35 10. Rail fence 58 39. Feeding trough for stock 35 11. Board fence 58 40. Wood picket fence 34 12, Yard gate 52 41. Smoke house 34 13. Mortar box 51 42. Bird house 32 14. Horse manger 49 43. Saw buck 32 15. Cattle manger 49 44. Ironing board 30 16. Plank drag 49 45. Wagon seat 30 17. Pick handle 48 •^G. \\^heel barrow 30 18. File handle 48 47. Well covering 30 19. Saw horse 48 48. Wagon jack 28 20. Feeding trough for chicks 48 49. W'ood shed 28 21. Bins for grain 46 50. \'ise handle 27 22. Hog house 45 51. Garden marker 27 23. Sledge handle 44 52. Chicken crate 25 24. Fruit ladder 44 53. Evener 25 25. Hand sled 44 54. Implement shed 25 26. Feeding trough for swine 44 55. Jockey stick 25 27. Poultry house 42 56. Land leveler 25 28. Privy 41 57. Wagon bed 25 29. Chicken feeder 40 36 Table 16 Showing the number of farmers per hundred who perform certain con- struction work in wood. Data secured from farmers grouped according to age. Fre quency per 100 Job Age 35-44 Age 45-54 Age 55-64 1. Wire fence 67 76 78 2. Nest for laying hens 65 73 76 3. Chicken coop 60 73 73 4. Nest for setting hens 54 64 73 5. Farm gate 57 67 70 6. Milking stool 57 73 70 7. Hammer handle 47 51 68 S. Pig pen 35 40 63 9. Hatchet handle 36 45 59 10. Rail fence 33 50 58 11. Board fence 30 48 58 12. Yard gate 34 46 52 13. Mortar box 33 35 51 14. Horse manger 39 36 49 15. Cattle manger 25 40 49 16. Plank drag 29 50 49 17. Pick handle 34 37 48 IS. File handle 26 43 48 19. Saw horse 27 39 48 20. Feeding trough for chicks 46 47 48 21. Bins for grain 27 33 46 22. Hog house 36 40 45 23. Sledge handle 39 40 44 24. Fruit ladder 22 36 44 25. Hand sled 32 30 44 26. Feeding trough for swine 28 41 44 27. Poultry house 34 46 42 28. Privy 19 22 41 29. Chicken feeder 37 41 40 30. Flight of steps 15 24 40 31. Wagon box 30 29 38 32. \^'atering trough 22 35 3S 33. Window screen 24 24 37 34. Corn crib 19 31 35 •JO. Dog house 20 21 35 36. Hay rack 27 40 35 37. Horse drawn sled 24 31 35 38. Tool box 33 33 35 39. Feeding trough for stock 18 22 35 40. Wood picket fence 16 26 34 41. Smoke house 21 26 34 42. Bird house 22 28 32 43.. ■ Saw buck 31 34 32 44. Ironing board 19 27 30 45. Wagon seat 25 24 30 46. W'heelbarrow 15 21 30 47. AVell covering 18 22 30 37 48. Wagon jack 49. Wood shed 50. Vise handle Totals Table 16 (Continued i Job Frequency per 100 Age 35-44 Age 45-54 Age 55-64 21 27 28 12 17 28 17 14 27 1531 1915 2276 Note: There were 89 farmers 35 to 44 years of age, 152 farmers 45 to 54 years of age, and 71 farmers oo to 64 years of age. Table 17 Showing the number of farmers per hundred who perform certain repair work in wood. Data secured from 89 farmers, 35 to 44 years of age. Frequency per 100 14 14 14 12 12 12 12 11 10 10 10 10 Job Freque ncy per 100 Job F 1. Door screen 27 13 Corn crib 2. Wheelbarrow 22 14 Hog house 3. Rail fence 21 15 Privy 4. Wagon seat 21 16 Dairy barn 5. Wire fence 19 17 Chicken coop 6. Window screen 19 IS Hay rack 7. Horse manger 17 19 Wagon bo.\ 8. Horse barn 15 20 Farm gate 9. Board fence 15 21 Kitchen table 10. Cattle manger 15 22 Step ladder 11. Combination barn 14 23 Poultry house 12. Bins for grain 14 Table 24 18 Wagon bed Showing the number of farmers per hundred who perform certain repair work in wood. Data secured from 152 farmers, 45 to 54 years of age. Job Frequency per 100 Job Frequency per 100 1. Horse manger 26 17. Poultry house 12 2. Door screen 24 18. Wood picket fence 12 3. Wheel barrow 24 19. Batten door 11 4. Bins for grain 23 20. Implement shed 11 5. Window screen 23 21. Step ladder 11 6. Cattle manger 22 22. Pig pen 11 7. Rail fence 20 23. Chicken coop 10 8. Horse barn 18 24. Farm gate 10 9. Wire fence 18 25. Yard gate 10 10. Hog house 18 26. Horse drawn sled 10 11. Wagon box 18 27. Kitchen table 10 12. Dairy barn 16 28. Hatchet handle 10 13. Comlnnation barn 16 29. Fruit ladder 10 14. Wagon seat 15 30. Wagon top 10 15. Corn crib 12 31. Wagon bed 10 16. Board fence 12 38 Table 19 Showing the number of farmers per hundred who perform certain repair work in wood. Data secured from 71 farmers, 55 to 64 years of age. Job Frequency per 100 Job Frequency per 100 1. Door screen 31 25. Hay rack 14 2. Horse manger 28 26. Batten door 13 3. Wheel barrow 27 27. Jockey stick 13 4. Wire fence 24 28. Step ladder 13 5. Farm gate 21 29. Milking stool 13 6. Cattle manger 21 30. Nest for laying hens 13 / . Fruit ladder 21 31. Wagon seat 13 s. Window screen 20 32. Dairy barn 11 9. Combination barn 20 33. Horse barn 11 10. Bins for grain 20 34. Wood picket fence 11 11. Rail fence 18 35. Pick handle 11 12. Pig pen 18 36. File handle 11 13. Corn crib 18 37. Chicken crate 10 14. Board fence 17 38. Chicken coop 10 15. Yard gate 17 39. Chicken feeder 10 16. Hammer handle 17 40. Evener 10 17. Hog house 17 41. Wagon jack 10 18. Horse drawn sled 17 42. Potato marker 10 19. Wagon bed 17 43. Nest for setting hens 10 20. Wagon box 17 44. Plank drag 10 21. Hatchet handle 16 45. Porch chair 10 22. Sledge handle 16 46. Privy 10 23. Poultry house 16 47. Flight of steps 10 24. Watering trough 16 48. Hand sled 10 Table 20 Showing the number of farmers per hundred who perform certain repair work in wood. Data secured from farmers grouped according to age. Job 1. Door screen 2 Horse manger 3. ^A'heelbarrow 4. Wire fence 5. Farm gate 6. Cattle manger 7. Fruit ladder s. Window screen 9. Combination barn 10. Bins for grain 11. Rail fence 12. Pig pen 13. Corn crib 14. Board fence 15. Yard gate 16. /Hammer handle 17. Hog house IS. Horse drawn sled 19. Wagon bed 20. Wagon box 21. Hatchet handle 22. Sledge handle Frequency per 100 Age 35-44 Age 45-54 A ge 55-64 27 24 31 17 26 28 22 24 27 19 18 24 11 10 21 15 22 21 9 10 21 19 23 20 14 16 20 14 23 20 21 20 IS 9 11 18 14 12 18 15 12 17 6 10 17 6 9 17 14 IS 17 6 10 17 10 10 17 12 18 17 3 10 16 5 9 16 39 10 12 16 5 6 16 11 9 14 2 11 13 3 3 13 10 11 13 6 6 13 9 7 13 Tabls 20 (Continued I Frequency per 100 Job Age 35-44 Age 4o-.J4 Age 55-64 23. Poultry house 24. Watering trough 25. Hay rack 26. Batten door 27. Jockev stick 28. Step ladder 29. Milking stool 30. Nest for laying hens Totals 344 410 549 Note: There were S9 farmers 35 to 44 years of age, 152 farmers 45 to 54 years of age, and 71 farmers 55 to 64 years of age. Repair Work in Wood. — Herr as in the ])rc\iou.s classification wluTc all farms were used as a basis of stud)- it will be necessary to remember that repair work means onl_\- such rei)air work as wab done by farmers on objects not ma -5 Wood Iron a Concr o Wood Iron a u o c u o i c o Iron a Concr Wood Iron a Concr (U u 1 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 To'll 32 15 6 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 22 7 5 IS X X X X X X X X X X 6 2 2 50 /O /S 2o ^S SO J3 '///////////////////////////////A 33, Oi^ /OO^ or r/fi^ 5CH00L5 U5fD kVOOD. //, ^/f 333^ o/- r/f'^ jcwoiJ i/jfD /^m ^ 5rffL V. 6, OK I3./S^ or r//f sc^^^z.5 i/jw co/vcrrr£ 21 ^, Ojf 6,c>6^ or rrr jcz/o^^s i/Jrr? /.r/ir/zr^. / or 3.03^ or rrr Jc//ooi3 ujro orrrr-r/rr/^r /, or 3,03^ or rrr joro^is c^sro ^orr. Figure 11 Materials chiefly used in farm shop work in the schools Experience in Teaching Farm Shop Work. — In Pennsylvania, the supervisors of agriculture, without exceiition, teach the farm shop w^ork. Table 28 shows the kinds of materials used and the number of years that each supervisor has taught this work. Fig- ure 11 shows graphically what materials were used. That the farm shop work is still influenced by manual training ideals is brought out in Table 31. This shows that of 33 schools, 10 were in 1919 de- voting their efforts to re])air and construction work, such as is fol- lowed bv farmers in the ]>ursuit of their vocation, and that the char- acter of the Avork was good as measured by standards obtaining in good farm i)ractice. Three more schools were doing the same kind of work with a fair degree of skill. Fourteen combined good farm shop work with cabinet work. Four schools gave cabinet work almost exclusivel)'. r)ne restricted its efforts almost entirely to 51 making- models — that is small scale samples — of objects useful on the farm, and one school gave no time to farm shop work during the year. A list of shop projects cannot well be given as there is no uniform practice in kinds selected. Table 29 Where teachers received training, and amount received « High School, 3 Academy, or Normal School College '> Prep. School •S Outside! Outside Penn lOutside ^ Pa. 1 Pa. 1 Years Pa. Pa. Years State 1 Pa. Years 1 X ! 3.5 X 1 4 2 X 4. X 4 3 X 3. X 1 4 4 X 4. 1 X 4 5 X 4. X 1 4 6 X 5. X 1 4 7 X 6 X 1 2 8 X 1. 1 X 1 6 9 X 4.0 1 X 1 4 10 X 4. X 1 4 11 X 1 4. X 1 2 12 X 4. X 1 4 13 X 2 X 1 4 14 X 1 2. ! X 1 4 15 X 4. J X 2 16 1 X 4.5 X 4 17 X 2.5 X 1 1 4 18 X 4. 1 X 1 4 19 1 X 1 4. X X 6 20 X 1 3.5 X 4 21 X 4. 1 X 1 4 22 X 5. X 4 23 1 X 4. 1 1 X 4.5 24 i X 4. 1 X 5 25 X 3. ! X 4 26 1 X 4. 1 X i 4 27 1 1 X 3. ! X 1 4 28 1 X 4. 1 X 1 4 29 X 1 2.5 X 1 4 30 1 X 4. i 1 X i 4 31 1 X 3. 1 1 X 1 4 32 i X 4. 1 1 X 4 ?3 1 X 3. 1 X ] 4 Tot'ls 1 26 ! 4 1 110. 1 av. 3 1 ' 1 10.5 av. 27 7 1 1315 av, 1 3.34 1 1 .318 4 00 Where Teachers Received Their Training, and the Amount Received. — Almost 88 per cent of the supervisors of agriculture re- ceived tlieir high school education in Pennsylvania, and about 82 per cent of them arc graduates of the School of Agriculture of The 52 Wfio j^£C£//rD r^f/iZ/f/vr ^/^ 7%f j^'Tje- //or //AP //o,^y>f/u sc/^aoL /^^//i/- 8/y /'■^y^cs/zr o/" r//^ J^/r'Jr^- //5o^5 or ^sr'/ciyirc^^r: //^i0 shows that there are three schools having a cost of $1.00 per ])U])il ])e}- year, and one school expends fourteen times as much. Figure 15 Showing the per cent of school farm shop product that is undertaken by the pupils for the school. 1 here are about '/Z double periods (t\\'o 4.^ minute periods) devoted to shop work i)er }ear. Taking" the median cost of $2.63, it means that the cost of material ])er pupil for each jjeriod is less than four cents. Figuring lumber at 8 cents per foot, this al- lows one-half foot of lund:)er per i)upil ]»er ])er!od — ])rovided he uses no other supplies. It is impossible to do satisfactory voca- tional work with so small an outlay for material. As a matter of fact, it is not being done. Pupils are usually required to ])ay for all material used for objects repaired or made for i)ersonal or home farm use. This is. why the work is not costing the public more. .56 In one instance a supervisor was asked by his school board to get along- entirely with box material which could be secured at stores for nothing-. The result was unsatisfactory. It is a gross (Mec//ar? a,s^) Figure 16 Showing tile per cent of sciiool farm siiop product tliat is repair work, as distinguishied from construction or "malcmg" work. waste of valuable time to ha\e ])U])ils size and surface material that i-nay be had in stock sizes from dealers. Shop Work and Related Subjects. — Drawing is correlated with farm shop work ni twenty-one of the thirty-three schools. (See Figure 18). There is little correlation with arithmetic. The shop Avork undertaken ought to grow out of, or at least fit into the technical agriculture that is being studied at the time, and £U- - \r\ A-^ c^^A/r _ / 1. 1 1 1 ■ 1 LA './. ^} \> A/c //7/2>r/P7^//(^/7 1^- / ^. ^ < ^j r^/^ 'c^sp. 4 1 Klf^l^H ,s^ ^ (7- ^ \ k ) ^ ^ ^ 1 ft i' § 1 •^ 1 1 ^ ^ 1 Figure 17 Showing the per cent of school farm shop product that is actually used after completion. arithmetic and other related sciences should ])e closely correlated with the agricultural work — hence also with farm sho]) work. In a relatively ncAv field of public education, this cannot be realized immediately. Before it can be brotight about, there must be teachers of related subjects availal)le \\ho haAe l)oth pedagogical training and the necessary vocational background recpiired in the ]>rocess 58 ^ ~1 2/, O/^ 63 6 /Iv C^.^/r C o^^^i^^rro> ..>//fA/ jz-o." /4^/p-r ^wo D/^a;y,'/\(} 2 , O^ 6.i^6 Fr.^ Ci'Ar c^a/r/^s^-^rs-o /k,?/'. S/fOf l/l/e>^^ a\o /J^/r^Msr/c. Figure 18 Showing extent to which related subjects are being correlated with farm shop work. of making- ])ractical education the vehicle for conx'cying fundamental truths. Aim or Purpose of Farm Shop Work in the Schools. — As the aim or purpose in teaching' largely controls means and methods of instruction, it was thoug^ht advisable to have the sui)er\'isors state what their aims are for farm shop work. Figure 19 gives the re- sult. It shows some confusion as to ultimate ends sought. There is no doubt about the desirability of acquainting pui)ils with tools Table 30 Cost of material in farm shop work per pupil per year Amount N: umber o f Schools Amount Numb er of Schools % 1.00 3 $ 9.00 2.00 5 10.00 1 3.00 4 11.00 4.00 2 12.00 5.00 3 13.00 6.00 1 14.00 1 7.00 1 (No information 12 1 S.OO Median amount e.xpended per pupil per year is $2.63. Pupils are usually asked to pay for such material as they use in the construction of objects made for personal or home farm use, hence the cost per pupil to the school board is low. and of developing skills of hand and accuracy of eye, but these things are ])urelv means to an end and not ends in themselves. The purpose of farm shop work should be to prepare for repair .and construction work as performed by successful farmers. The aim is not the mastery of tools but ])roduction, and the self-realiza- tion or personal development that accompanies planning and ex- ecuting honest work that is essential to society at large. 59 i/S^ yo pre:'^7re idr .-rs^/y .///<:y L'a'7^/r6''L/-<2/7 n'arA- ao /^^e /3r/z?. (/3) 7b /e(?C7 //peo'je (2/^/ooh [Q r

/'<:- t^^o j?/^/j,) Execution No 1. of schools Good 10 Fair 3 Fair 14 Fair 4 Fair 1 1 / Figure 19 The aim or purpose of farm shop work as stated by the Supervisors of Agriculture. Table 31 Showing character of work given in farm shop work in the vocational agri- cultural schools and departments. Character of the work Good farm shop work Good farm shop work Combination of good work with cabinet work Cabinet work almost exclusively Models of good farm shop projects No work Separate or Combined Shops. — There is a question in the minds of many alxjtit what is the most desirable wa\' of housing', in a school ])lant, the e(|ui])ment rc(|uire 1 F. Files, Flat, 12" 2 Flatters, 2" 2 Forge 4 G. Groover, (Desiral)le) 1 H. Hammer, Ball Peen, 16 oz. 4 Hammer, Flat, 32 oz. 4 Hard'e, 1]" 5 Heading Tool, A" 4 P. Poker 4 Punch, Center 4 Punch, A" 2 Punch, Horseshoe (Desirable) 1 Shovel 4 Square, Steel 4 Swage, Top, h" 1 Swage, Bottom, i" 1 Taps and Dies, (Desirable) Complete set 1 Tongs, Bolt, \" 4 Tongs, Bolt, I" 4 Tongs. Bolt, h" 4 Tongs, I" 4 Tongs 2" 4 Tongs, h" 4 Tongs, V 4 \'ise, Blacksmith's 4J" 2 62 Table 33 shows the number of tools or appliances recommended by the State Bureau of A'ocational Education for forge practice at the time the list given in Table 32 was sent out. It will be noticed 7 mD£C/0£D. S Fj4/0/^ (ZOM3/N/NG. // /^/jy^^ 3£/}4J^/ir^ J//OF5 s5C/C/f /i5 WOOD A/VD 3r£-£l-. Figure 20 Showing extent to which Supervisors of Agriculture favor combining all kinds of farm shop work, so that all equipment is in one shop. 63 that some articles are marked "desirable", meaning that they arc not required to be purchased. It is our purpose here to give these tables in order to describe the equipment found in the schools. This list, like the previous one, is not satisfactory to the State Director of Agricultural Edu- cation. The writer's viev^^s regarding them will be given later. 6t CHAPTER VI Deductions and Conclusions I'lu' ])ur])Osc of this chapter is to i^rescnt conclusions based on the hn(lini:;s ])resente(l in the ])rece(ling- ])ag"es, vie\^•e(l in the liglit of the writer's accjuaintance with farming needs and school condi- tions as they exist in the state. What Should be the Aim or Purpose of Teaching Farm Shop Work as a Part of Vocational Agricultural Education? — The aim or pur])ose to be kept in mind in teaching farm sho]) work mav be stated in this way : It is self-realization througli indi\-idua] pur- l)Osing-, planning and doing the kinds of repair and construction work that successful farmers of the region engag'e in. V>\ self- realization is meant the dexelopment of one's best self in wa\s that promote and i)er])etuate the ideals and best interests of society. \\ hen it i.> saiair v.nd construction work should be gi\en ])ros])ecti\e farmers it will be necessar}" to anah'ze it on th.e basis of: Is it the kind of work that successful farmers ])erform m that t\])e of Jarming, m that i»articular regit)n, or are there good reasons for believing that it is a thing that farm- ers of the region should do? Materials That Should Be Used. — An analysis of the kinds of work done by farmers as revealed in this study shows that the bulk of re])air and construction work is done in wood, but it also show's the desirabilitN' of using in addition such materials as concrete, iron and steel. Instead of limiting the work during the first }ear (or during longer periods of time as is sometimes the case in the schools) to work in wood, it would seem to be much better to give whate\'er work needs to be done irres])ecti\'e of the materials in- volved. For exam])le : if a class in ])Oultry wishes to build a ])Oultry house, wh^• not teach the ck'iss how to ))ut in a concrete foundation? Or if a bov is making a wagon jack, wh\- not ha\'e him do the iron work on it as soon as it needs to be done instead of ha\ing him wait until next- year or later ^^•hen forge ])ractice is scheduled for him? Size of Work Undertaken. --Raising an acre of ])otatoes or keeiv ing se^•eral hogs or co\\'s is better ])re])aration for general farming than growing a bed of dahlias and raising a few kittens or ])U])S. Similarl}-, doing the man-sized re])air and construction work in- volved in farming ])ractice is better pre])arati(^n for the latter vo- cation than m;dcing nothing but small objects. The skills de\eloi)- cd are not identical, and the related knoA\-ledge attained is not the 66 same in the two cases. Conseciuentl}' the ])i*actice of making" small- >ize(l models of things-— in order to save material and time — is less desiral)le than making the same objects lull size. Educational Considerations Condition the Kind of Work to Be Given. — The kind of \\ork, while conforming to the fundamental re- recjuirements t)f the \ocation, may well l)e selected so as to cor- relate closeh' with the technical agriculture ])ursued at the time. That is, the ])s_\'cholog"ical time in which to cc")nsider the re])air or construction of a ])Otato bin is when held cro])S are studied, and the time to ])ay attention to hog houses is wdien animal husbandry is taken up. There are other considerations which make it difficult to follow this ])ractice at all times. In general it may be said that the work selected should grow out of, or at least fit in \\ith the techni- cal agriculture being ]iursued at the time. Another educational factor infiuencing the kind of work under- taken at any gi\-en time is the learning difficult}' involved. ]\lorc knowledge is reciuired than is at present available before an ac- curate classification on the basis of "learning" difficulty" involved can be n"iade of re])air and construction work done by farmers. It IS feasible, however, at the i)resent time to group such work rough- ly in this way, and it is highly desirable to do it. Instead of ha^■ing a iixed number of things for ])U])ils to do it \\oul(l seem to be bet- ter to ha\e outlined a number of groups of obiects, arranged rough- ly according to learning difficulties involved, and let the ]>upils choose what they wish to make from a number of things sug"g"ested. It is not desirable to have a sequence of an absolute ty]:»e. If the teacher has to begin with a bare room the first things required are saw horses and work l)enches. By careful ])lanning and de- tailed ex])lanations these can ])ro]:)erh' l)e made by boys fourteen years of age. Standards of Workmanship. — .^ince the ])ur])ose of farm sho]) work is not to make car])enters, cabinet makers or blacksmiths, but to contribute a tangible ])art to the vocation of farming, the stan- dards of ^vorkmanshi]) ought to be those obtaining for the s]:)ccific work in mind in good farm ])ractice. On the whole, the work will not need to be as fine in quality as is much of the ^\"ork done by car]^enters and other niechanics. It is essential, howe\'er, to do the work as well as it needs to be done for the i)ur])Ose it is to serve. It has been said that a farmer in farni shoi) work needs to be a "Jack of all trades". This is an unfair way of ])utting' the matter. It is true that a general farmer is called upon to do a large \'arietv of work, but there is no reason \\h}' we s1k)u1(1 not do this as well according' to the standards obtaining in farming as a plumber doe> his work according to trade standards. A farmer can be as much of a master oi his entire \ocation as a mechanic is of his. If in- struction in farm sho|) work is intimately related to the \\()rk the farmer needs to do, there is no reason wh_\- he needs to be a "lack of all trades", which imi)lies that he can do only a |)assable qualitx of work with tools and materials used in re])air and construction work. The Kind of Shop That Is Desirable. — it is traditional practice in Penns_\ l\ania schools to ha\'e forge practice in se])arate rooms from those in which work in wood is gi\"en. This ha^ the ad- vantage of kee])ing coal smoke and dust awa\' from where wood is used. That is its chief adxantage. The disadxantages are: either the forge equi])ment mu^t be large enough tc^ accommodate the entire class or it makes the teacher's work difficult in that he has to su])ervise a part of his class in one roc^m and the remainder in another. In order to o\'ercome this latter difficulty and at the same time axoid coal dust and smoke it is possible to concentrate the \\C)rk in one sho]). In one corner two or three forges may be i)laced. ddiese can be enclosed with a wire glass par- tition with wainscoating underneath. In another ])art of the shoip a similar arrangement can be made for work with concrete and again for work in wood. If Hoor s])ace is scarce, concrete work can be given entirely out of doors. The detailed sho]) lay-out will depend u])on the s])ace available, and the number of i)U])ils that will be at work at one time. The general idea is that equi])ment can be reduced to a minimum where work in \arious materials can be given at the same time. Out of a class of fifteen i)ui)ils, three may be working at forges, three more may be doing related drawing in the shop, one may be using taps and dies, one may be cutting and threading pipe and seven may be working with wood. A farm shop arranged so this work can be carried on at one time under the super- vision of one teacher will facilitate shop work on a project basis, and the cost of equi])ment will be considerably less than if separate shop units are established for the various materials that should be used. Equipment. — Lists of minimum equi])ment that are suggested are given in Table 34 in the appendix. It has been ])ointed out that 68 the amount of cqui])mcnt lU'cdcd (k'])en(ls to quite an extent upon the way the work is or.Qanized — Avhether se])arate shoj) units are estabhshed or Avhether the equi])ment is all jilaced in one shop. Many schools at ])resent have Langdon or Stanle}' miter boxes, Stanley number 45 universal ])lanes and back saws. Farmers do not have sufficient use for steel miter boxes and universal ])lanes to warrant ])urchasing" them. A "home-made" miter box of wood is quite am])le. Back saws are used only very rarely by car])enters and not at all by farmers. They should ha\e no ])lace in farm shoj) equi])ment. They lead to wrong methods of work. The easiest and quickest way to use a saw is at an angle of 45 degrees to the surface to be cut. ddiis is im])ossible with back saws on all material over a few inches in width. Similarly, bench hooks are not used in ])ractica] car])entry and are not used 1)>' farmers, dliey too ought to be done awa}' with. Pu]m1s are inclined to use them too much. It is better to encourage their doing much of the work on saw- horses. iliere is also a tendency to use block-] ilanes for smoothing and even for jointing lumber ])arallel to the grain. Block ])lanes are built with blades set at a low angle in order to facilitate end-grain ])laning. They are not well suitecl for the former o])erations men- tioned because of their small size. It is well to use smooth ])lanes for surfacing and jack i)lanes or jointers for joining lumber. Quite frequently the use of tr}"-squares is encouraged to the exclusion o\ the framing scjuare. The latter tool is worthy of great- er study and use than it is at ])resent receiving in the agricultural schools of the state. Arrangement of Shop Equipment. — lienches should be so ar- ranged as to receive the best ]iossible light the room affords. Light should come from the left and back as ]»u])ils stand in ])osition to plane. The benches should be located also in such a way as to per- mit eas}- ])assage ;ibout the sho]). It is desirable to have a ])art of the floor s])ace free of benches so that larger objects may be as- sembled or erected t)n the sho]) floor, or on saw horses. It is de- sirable to ha\e eight feet oi bench s])ace for each vise. It is desir- able l)ut not necessary to ha\"e as man}- bench s])aces as there are pupils in the class. Se\"eral schemes are in use, each ha\"ing ad\"antages, for taking care of sho]) tcx)ls. If the tool equiimient is of minimum size for 69 the pupils concerned, it may well be housed in a cabinet or two, or if \ery small, the tools ma}' l)e arranged on a wall board. In either case each tool should ha\e a definite ])lace that mav be easily recog- nized. The schemes just mentioned ha\e this disadxantage. At the beginning and at the close of each sho]) ])eriod, there is likely to be more or less congesticMi around the cal:)inet or tool board, and some time is taken in getting and returning' tools. In order to re- duce this to a minimum, it is often found achisable to have some in- di\idual equi])ment wdiich ma}' l)e kept on, in or under the benches. It is easier to see that bo_\s kee]) their tools sharp and less time is wasted in getting and returning tools with individual ecjuipment. The amount of indi\idual tool equipment that should be found in a given school depends larg'ely on the i'lnancial resources of the school. Perha])s the minimum amount for the Pennsylvania schools may be equitably set at one dollar ])er ])upil. It neecl not exceed ten dol- lars per jiupil in any case. Method in Farm Shop Work The methods of instruction used l)y the supervisors of agricul- ture in teaching farm shop work differ quite as much as do the aims they gave for this work. ( Figure 19). In one school the work was entirely on an exercise basis, ddie majorit\' combined work on an exercise basis with work on the prt)ject basis. Manual training ideals and ])ractices are ])lainly rcsj)onsible for the exercise method existing to some extent in the agricultural schools. If teachers of farm sho]) work would draw upon their ])ractical farm exi)erience for guidance they would not attempt to teach joinery on an exercise basis to farm boys. lUit there seems oftentimes to be a tendenc}' for men with \ocational exi)erience, but without much ])edagogical training, to discount their i)ractical ex])erience in fa\or of traditional ])ractice obtaining in schot)ls. A graduate oi an agricultural college who ma_\' ha\e had a course in joinery for three hours ])er week for one semester is thus likely to promote the ideals and methods he came in contact with in this short time rather than tt) use the methods that his practical farm ex])erience wovdd dictate. harm shop work that aims to develop socialized indixiduals through \'ocational efficienc}' will need to keep in mind fundamental 70 educational considerations. Tlie work should be g"i\en in such a ^\•a_\" as to : 1. Develop in [)U])ils initiati\e and the i)0\ver to think in- de]K'ndentl}'. 2. Cluide ])U])ils that their thoughts and acts are truly social and not narrow ly seltish. 3. Develop the spirit of cooperation. 4. Lead i)Upils to ha\e the ])r()bleni-sohing- attitude. The project method is one that is ])articularl\- well ada])terobabl}' achisable to use mechanical aids, such as instruments, cross-section and iso- 'metric ])a])er in introducing A\ork in sketching for farm 1)0}'S, it is alwaxs to be remembered that the objectixe held in \iew is the abilit^• to make clear free-hand sketches, and the transition should hQ made as cjuickl}' as ])ossiV)le. Methods in Teaching Drawing. — It is liighly desiraMe- to luive a ])rc'(lctcrniine(l plan for all rcjjair and construction work under- taken in the farm shop. This may l)e in writing-, in the form of a sketch, or drawing, or a comhination of these. Since pu])ils diifer greatly in their ahilit}- to \isualize and re])re- sent objects, it will be best not to use the same method of ap])roacb for all. Individual instruction is ])()ssible in all agricultural schools in the state. To begin with, sketches needed in farm sho]) work ma\' l)e sup- ])lied b}-^ the ])upil himself, b_\' a more cai)able i)upil, or by the teacher. If a pui>il has si)ecial difficult}' with drawing, it may be best to let him make a sketch from an object that has alread}' been made, or from the object that he has made from a sketch furnished him. Alore capable ])U])ils will be able to make sketches without having the object before them or without ha\ing made the same. This latter abilit}' should be develo])ed in all ])U])ils as ra])idly as possible. Medium to Use. — I'hc time that can l)e robably be attained by limiting the rendering to ])encil work onh'. Cream or buff colored ])aper is less likely to show the effects of frequent handling" in the sho]) than is white ])a])er. Soft i)encils are better for sketching than are hard ones. Draw- ings made with soft i)encils are more inclined to smear, however, and so for pur])oses of making sketches that \\ill l)e handled mucli in sho]) work a medium hard jiencil is ])referable. APPENDIX Table 34 MINIMUM EQUIPMENT SUGGESTED FOR FARM SHOP WORK I. Work in Wood. ( Required i (Other makes of equipment of equivalent grade may be substituted for items specified ). Description Brace, 10", Millers Falls Co. No. 322, ( Barbers i. Set Bit, Auger, R. Jennings No. 32A, ]" to 1" l)y 16ths in.. Bartlet bo.x Bit stock drills, 2 each i", ■}],/', 1"; one each 3", h". Each, Bit, Countersink, gimlet No. 0, 1, 2. Bit, expansive, Wright No. 10, with No. 3 and No. 4 cutters, bores A" to 3". Bit, screwdriver, 1 each i", j". Carborundum stone No. 108, 8"x2"xl", Combination faces, medium and fine. Carborundum slip stone No. 101, 42"x2s"xs"-"'ir," medium. Chisels, Buck Bros, or Keen Kutter, beveled edge, socket firmer, 2-1", 1-i", 3-i", 1-:^", S-'J", 1-1", 1-U". Countersink, Rose No. 20, bit brace shank. Drawing knife, Witherby 8". Divider, Starrett No. 92, with wing and extension leg. File, Auger bit. File, Hunt's Chrome special three-square, 5" (Disston). File, Disston's three-square .5" regular taper. Glass cutter, No. 10, turret head, 6 wheels. Grinder, Carborundum No. 4, wheels, 7j"xll", one each, medium and fine. Foot power attachment. 18 ""'N Hammer, Atha. Maydole or Hammond adze eye l)ell face nail hammers, weight 16 oz. Curved claw. Hand axe, Hammond No. 2, 44" handled. Level, Stanley No. 13, adjustable, 30" long, l)rass tips. Nail sets, Syracuse, cup point, assorted sizes. Oiler, drawn steel, copper plated, 3j" diam., 5" spout. Plane, block, Stanley No. 103, oV'xls" lever adjustment. Plane, smooth No. 4, Bailey, iron, 9"x2", smooth bottom. Plane, jack. No. 5 Bailey, iron, 14"x2", smooth bottom. Plier, Ut'ca combination, No. 2.5. Putty knife, H. S. Co., No. 1.540, flexible 2" blade. Reamer, Syracuse, No. 12, V-\r," to i"x.5';". Rules, Stanley No, .53 2 ft. 4 fold, 1" wide. Saw, crosscut, Disston, 8 D, 8 point, 26". Saw, crosscut, Disston, 12 D, 10 point, 22". Saw, crosscut, Disston, 12 D, 10 point, 24". Saw, rip, Disston, 8 D 02 point, 26". Saw, compass, Disston, No. 2, 14". Saw, coping. Griffin, No. 110, with 1 doz. b'ades. Saw, set, Morril, No. 10. Saw, jointer. (Made by pupils'. Saw, clamp. (Made by pupils). Saw file hand'e. (Made by pupils'. "N — Quantity of tools equal to the number of pupils in the class. •■N/2 — Quantity of too's equal to half the number of pupils in the class. Item Amo 1 1 2 1 3 8 4 1 5 1 6 7 1 8 1 9 12 10 1 11 1 12 1 13 1 14 6 15 6 .16 1 17 1 19 20 1 1 21 3 22 1 23 1 24 ""N/2 25 "*N/2 26 1 27 1 28 1 29 ■"■N 30 1 31 2 32 ,1 33 2 34 1 35 1 F 1 ^7 1 38 1 39 1 tem Amo 40 41 42 43 44 46 v-N/2 47 ■■N 48 1 49 1 1 1 2 1 4 5 6 7 S 9 10 11 Table 34 (Continued' Description Screwdriver, Yankee No. 95, 2\" lilade. slim. Screwdriver, "Hurwood" No. 20, 4" blade, regular. Screwdriver, "Hurwood" No. 40, 71" blade, cabinet. Sliding T Bevel, Disston, No. 3, 6". Square, framing, Nichols, No 100 A. Bodv 24"x2''", tongue 16" xU". 45 1 Framing Square, Stanley, No. R 100-N. Bodv 24"x2", tongue 16"xlJ". Square, try, Stanley, No. 12, 6" blade. Screw, Bench, wrought iron, 1" diam., 15" long. \'ise. Blacksmith's Solid liox. No. 40, 4" jaw. Wrench, Coe's Monkey, 8" perfect handle. Additional Desirable Equipment Brace, 12", Millers Falls Co., No. 322. (Barber). Chuck, Millers Falls Co., Star Chuck, No. 17. Capacity 0— i" l)it stock shank. Hack Saw, Millers Falls Co., No. 1011, Capacity 8" to 12" with 1 doz. 10" blades. File, flat, bastard cut, 8". File, half round, liastard cut, S". File, cabinet rasp, 12". File, bastard cut, 10" round. File, Mill, 8" single cut. Set Crosscut saw tools, Disston, "Imperial". Pair Level Sights, Stanley No. 2. Tape, 50 ft. Lufkin's L^niversal No. 1033, \" corded linen tape graduated in fourths. II. Work in Iron and Steel. (Required) Breast drill. Millers Falls Co., No. S7„ for bit stock shanks and round shank drills. Cold chisels, 1 each, 2", i", i" . Hack saw, Millers Falls Co., No. 1011, capacty S" to 12", with 1 doz. blades 10" long. Hammer, Atha, ball pene, 10 oz. Punch, center. Machinists' octagonal i". Set Screw p!ates, Russell No. 11, taper taps, dies and collets cutting 1-20; ''ic-lS; i-16; 'i,;-14; M3. Wrench, Coe's Monkey, 8" perfect handle. AVrench, Coe's Monkey, 10" perfect handle. Wrench, Alligator, No. 1, bi" . Additional Desirable Equipment Anvil, Hay-Budden, 100 lb. 3i"xI2^" face, 9" horn, hardie hole ■;", pritchet hole Vk;". Chisel, cold Atha, No. 1290, 2 \h. Chisel, hot, Atha, No. 1300, \] lb. G" long. Forge, Lancaster Blower and Forge Co.. No 40S, hearth 30"x36", fan 12" diam , water tank and half hood. Hammer, Atha, \\ \\^. ball pene. Hammer. Atha, 2 lb. l)lacVsmith's No. 1, IS" long. Hardie, Atha, '[" blade \l" . Pair Tongs, Atha, No. 11, "X" notched jaws for 1" stock, IS". *N — Quantity of too's eoual to the number of pupils in the class. ■N/2 — Quantity of tools equal to half the number of pupils in the class. 2 4 3 1 4 1 5 1 6 1 7 1 S 1 9 1 3 1 1 4 1 5 1 6 1 7 1 8 1 Table 34 ( Continued i Item 9 10 11 8 9 10 11 2 1 3 1 4 1 5 1 Amount Description Pair Tongs, Atha, No. 12, bolt tongs, IS". Pair Tongs, Atha, No. 10, Straight lip, 18". Pair Tongs, Atha, No. 16, general forging, flat jaws. III. Pipe Fitting. (Optional) Cutter, Armstrong's Improved No. 2 B Capacity i" to 2i". Oiler, drawn steel, copper plated. No. 1113 A, diam. 34". Stock and die, Armstrong's adjustable, cutting pipe, sizes h" '■{", 1", II". 2", right and left. Vise, Armstrong's No. 0, capacity i" to 2h". Wrench, Stillson, 10", steel handle. Wrench, Stillson, IS", steel handle. IV. Work in Cement. ( Required). Edger, No. 1, 6">-3", I" radius. Jointer, No. 25, 9".x3". Square angle tool, outside. No. 31, S".x2'". Square angle tool, inside. No. 32, 8"x2]". Trowel, Cementer's (Disston) No. 20, lli"x4i-|i,;. Trowel, Pointing (Disston) No. 15, 5" long. V. Soldering and Babbitting. (Optional*. Chisel, Syracuse, half round nose i". Chisel, H. S. Co., Plugging, i". Gasoline Torch, Clayton and Lambert No. 32. Or Gas furnace, Pe.xto No. 973, single burner. Shave hook, triangular. Pair Snips, Reliance or Pexto, No. S, 3j", left hand cut. Soldering coppers, 1 lb. each. VI. Drawing Equipment. (Required' Boards, white pine 20"x26"x'''ir," with end ledge flush with sur- face of boards. Compasses, pencil, at about 30 cents each. T Squares, pearwood blades 30" long, fixed heads. Triangles, Diezgen's No. 8803, 6", 45°, amber. Triangles, Dietzgen's No. 2021, 8", 60°, amber. Scales, architects, triangular 12", boxwood. Additional Desirable Equipment Boston pencil sharpener. Eraser shield, brass, nickel plated. Pair Paper Shears, 10". Yard stick, maple. Set instruments, Dietzgen's No. 833, containing ruling pen, bow pen, compass and attachments. VII. Work in Leather. (Optional! Awl, Stewart's automatic sewing, with No. 8 needles, straight and curved. Awl, Harness maker's collar or drawing, S". Awl, haft. "Stanley's" No. X6. 4". Edging tool, 5" long. Knife, leather, 4" blade. 77 Table 34 (Continued I Item Amo 6 7 8 9 10 Description Knife, Harness maker's rouiad, 5" blades. Paper Needles, harness maker's, assorted. Rivet set, No. 1, H. S. Co. Rivet set. No. 2. H. S. Co. Spring Punch, 4 tubes. No. 4, 6, S and 10, H. S. Co., No. 126 A. VIII. General. (Desirable) 1 1 Fire extinguisher, Pyrene, brass finish, with wall bracket for support. 2 1 First aid cabinet, Johnson and Johnson, large size. 3 1 Oily waste can, N. Y. pattern. No. 3, 12A"xl7i" with self closing lid. Table 35 In order that farm shop work may be correlated as closely as possible with technical agriculture, a number of "jobs" have been grouped under heads used in the study of agriculture. The ?ist was taken from this study. It is merely suggestive, and is not meant to be exhaustive. Some objects may well appear under several of the heads used. The items in each group are so arranged that they appear in the order of the number of farmers per hundred who make these objects I. Soils and Field Crops 1. 2. 3. 4. •5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Plank drag Bins for grain Evener Corn cril) Crating Land leveler Road drag 8. 9. 10. 11. 12. 13. 14. Planting stick Grain bed Seed corn curina Ensilage rack Seed corn tree Seed corn shed Weight carrier frame II. Animal Husbandry and Dairy Husbandry Milking stool 15. Jockey Stick 16. Pig pen 17. Horse manger 18. Cattle manger 19. Hog house 20. Feeding trough for swine 21. Hay rack 22. Horse drawn sled 23. Watering trough 24. Smoke house 25. Dog house 26. Feeding trough for sheep Rabbit coop. Roughage feed rack for cattle Ice house Wagon shed Roughage feed rack for swine Pigeon house Combination barn* Dairy barn""' Horse barn"" Milk record-sheet case Sheep barn'"" Unloading chute for cattle Feeding trough for stock Brush and curry comb cabinet Note: Items marked with ■'" are too large to build for school work, but may present desirable repair work. III. Horticulture and Vegetable Gardening 1. Fruit ladder 6. Step ladder 2. Trellis for grapes 7. 3. Garden marker 8. 4. Trellis for tomatoes 9. 5. Seed corn testing tray 10. Bee hive Bee hive seat Sack holder Cabinet for seeds 7S Table 35 ( Continued i IV. Foul Itry 1. Nest for laying hens 7. Chicken brooder 2. Chicken coop 8. Chicken crate 3. Nest for setting hens 9. Oats sprouter 4. Feeding trough for chicks 10. Egg tester 5. Chicken feeder 11. Trap nest 6. Poultry house V. General 1. Wire fence 17. Implement shed 2. Farm gate IS. Nail cabinet 3. Board fence 19. Wood shed 4. Yard gate 20. \^ise handle 5. Saw horse 21. Batten door 6. Mortar box 22. Miter box 7. Tool box 23. Bread board S. Saw buck 24. Kitchen stool 9. \\'agon box 25. Kitchen s-'nk 10. Wagon jack 28. Tool carrier 11. Privy 27. Saw clamp 12. Wagon seat 2S. Windlass 13. Flight of steps 29. Wagon top 14. Ironing board 30. Lumber rack 15. Well covering 31. Kitchen bin 16. House ladder 32. Fireless cooker Table 36 SELECTED BIBLIOGRAPHY FOR FARM SHOP WORK I. Books I Books marked with •■ are to be purchased first 1 Woodwork Blackburn, Samuel E., Farm Woodivorking, Manual Arts Press, 191G. Brace and Mayne, Farm Shop Work, American Book Co. Burton, Myron G., SIiop Projects Based on Coiuwunity Problems, Vo- cational Supply Co. Griffith, Ira, Carpentry, Manual Arts Press. Second Edition, 1917. Radford, Wm. A., Practical Carpentry, Radford Architectural Co., Vol. I. ='=Roehl, Louis M., Agricultural Woodworking, Bruce Publishing Co., 1916. *Roehl, Louis M., FarDi Woodwork, Bruce Publishing Co., 1919. Drawing •'French rnd Ives, Agricultural Drawing, McGraw-Hill Co., 1915. Eugene Dietzgen Co., Lettering Strokes, Sent gratis. (Loose sheets) We'k, Elenieutary Mechanical Drawing, McGraw-Hill Co. Howe, Agricultural Drafting Problems, Wiley and Son. Howe, Aqric\dtural Drafting, Wiley and Son. Forge Work Brace and Mayne, Farm Sliop Work, American Book Co. Buffalo Forge Company, Exercises in Forge Shoji Practice, 1919. Drew, .1. M., Farm Blacksmithing, 1901-1910-1915. Webb Pub. Co. Goop-ervv. Thomas F., Practical Forging and Artsmitliing, Bruce Pub. Co., 1915. Price $1.00. 79 Table 35 (Continued' Ilgen, Wm. L., Forge Work, American Book Co., 1912. '"Schwarzkopf, E., PUi'.n and OiiKuiioitdl Forgi)ig, John Wiley and Son. Concrete Davidson, Ralph C, Concrete Pottery and Garden Funiitnre, Munn and Co., 1910. Eklaw, K. J. T., Farm Concrete, Macmillan Co., 1917. Portland Cement Association pamphlets. *Seaton, Roy A., Conciete Co}ist)uctio)i for Rtoal Co))nn!initief:, Mc- Graw-Hill Book Co., 1916. Farm Shop Work — General Eklaw, Farm Strnctnre.^, Macmillan Pub. Co., 1916. Ramsower, Harry C, Equipment for the Farni fuid Farmstead, Ginn & Co. Shawver, .J. L., Plioilc Frame Barn Construction, David Williams Co. Magazines American Carpenter and Builde)\ (Monthly). Concrete and Conent Age. (Monthly). Farm Mechanics. Farm Mechanics Co. hidustrial Arts Magazine. (Monthly), Bruce Pub. Co. The Manual Training Magazine. (Monthly), Manual Arts Press. II. A Selected List of Free Bulletins Containing Subject Matter of Value to Farm Shop Work Belgian Hares Raising Belgian Ha)-es and otiier Rabbits, Farmers' Bui. 496, 1917. Birds Bird Houses a)td How to Build Them, Farmers' Bui. 609, 1918. Building Plans Farm Building Plans, Ext. Circ. 104, April, 1918, College of Agr., Univei'sity of Wis. Concrete The Use of Concrete on the Farm, Farmers' Bui. 461, 1916. Cement and Concrete Fence Posts, 'Bu\. 148, 1909, Exp. Sta., Colo. Agr. College. Concrete Feeding Floors, Bui., May, 1918, Portland Cement Assoc. Concrete Foundations, Bui., Jan., 1918, Portland Cement Assoc. Concrete Troughs, Tanks and Cisterns, Bui., June, 1918, Portland Cement Assoc. Proportioning, Mixing and Placing Concrete, Bui., Jan., 1918, Port- land Cement Assoc. Dairy Bams Dairy Barns, Bui. 266, 1916, Agr. Exp. Sta., Univ. of Wis. Dairy Barns, Bui. 179, 1914, Univ. of Ky. The Dairy Barn and Milk House, Hoiv to Construct Them, Popular Bui. 95, 1915, Ag. Exp. Sta., Wash. Dairy Houses A Plan for a Small Dairy Honae, Farmers' Bui., 689, 1915. The Construction of the Dairy House, Bui. 188, 1916, Ag. Exp. Sta., Univ. of 111. Egg Tester Egg Candler, Ext. Bui. 1, 1916-1917, Ag. College, Ohio State Univ. 80 Table 36 (Continued) Farm Home Conveniences Fdiiii Hunw Cuuve)ue)iccs, Farmers' Bui. 927, 1918. Home Made Fireless Coolcera and Their Use, Farmers' Bui. 771, 1918. Di!/i}ig Vegetables and Fruits for Home Use, Dept. Circ. 3, 1919, U. S. Dept. Agr. FJy Tr(tps and Their Operation, Farmers' Bui. 7.']4, 191(;. Hogs Dry Lot vs. I'astiD-e C)'op foi- (iroivijig Pigs WitJi a Self-Feede)-, Sep- 'arate Bui. 5, 1917, Ag. Exp. Sta., Penn. State College. Covinnndty Hog Houses, Bui. 16G, 1916, Ag. Exp. Sta., Iowa State College. The Locatioti, CoJistrnctioii, and Opei-atio)i of Hog Houses, Bui. 109, Reprint 1915, Ag. Exp. Sta., Univ. of 111. Hog Houses, Farviers' Bui. 438, 1917, Mo cable Hog Houses, Circ. 102, 1918, U. S. Dept. of Agr. Hon' to Make a Hog Crate, Circ. 46, U. S. Dept. Agr. The Self-Feeder for Hogs, Farmers' Bui. 906. A Simple Hog Breeding Crate, Farmers' Bui. 966, 1917. Dipping Vat for Hugs, Bui. 4, 1916, Ag. Exp. Sta., Univ. of Fla. I'orh Prodnetion in Wiseonsin, Bui. 242, 1914, Ag. Exp. Sta., Univ. of Wis. Sirine Hnsbandri/, Bui. G, 1918, Pa. Dept. of Agri., Harrisburg. Hotbeds Hotbeds for Home Cardens, Circ. 77, 1918, Ag. Exp. Sta., Purdue Univ. Hotbed Constriiciion, Popular Bui. 98, 1916, Washington Ag. Exp. Sta. F)'aines as a Factor i)i Track Croiviug, Farmers' Bui. 460, 1911. Ice Houses Ice Houses, Farmers' Bui. 475, 1918. Ice Houses and the Use of Ice on tJie Daij-y Farm, Farmers' Bui. 623, 1915. Killing and Caring Pork, Farmers' Bui. 913, 1917. Paint Use of Paint on tlie Farm, Farmers' Bui. 474, 1917. Poultry Poult)'!/ House Construction, Farmers' Bui. 574, 1918. Poultry Houses, Bui. 211, 1918, Ag. Exp. Sta., Purdue Univ. The Missouri Poultry House, Circ. 80, 1916, Ag. Exp. Sta., Univ. of Missouri. Poultry Houses, Bui. 2, 1916-1917, Ag. Ext. Bui., Ohio State Univ. A Sucessful Iowa Shed Roof Poultry House, Bui. 176, 1918. Chicken Houses, Circ. 61, 1917, Ag. Exp. Sta., Kans. State Ag. Coll. Poult) y House Construction, Bui. 81, 1915, Ag. Exp. Sta., Storrs, Conn. P)rictical and Inexj)ensive Poultry Applia)ices, Circ. 142, 1915, Ag. Exp. Sta., Univ. of Cal. Natuj'al (Did Artificial Broodi)ig of Cliickois, F(n-mers' Bui. 624, 1915. . Poultry Houses, Ext. Ciix: 62, 1916, Ag. Exp. Sta., Univ. of Wis. Preserving Wood The P)-eservative Trcat>nent of Far)n Timbo's, Bui. 744, 1916. P)-eservative Treatment of Fence Posts, Bui. 158, 1915, Ag. Exp. Sta., Iowa State College. SI Table 36 (Continued.) Repair of Farm Equipment Care and Repair of Farm Implements, Farmers' Bui. 947, 1918. The Repair of Farm Equipment, Farmers' Bui. 347, 1915. Points on the Selectioii, Adjustment and Care of Farm Machines, Bui. 133, 1915, Exp. Sta., Oreg. Ag. College. Cfwe and Repair of Farm I niplenie)its, Farmers' Bui. 1036, 1919. Road Drag The Road Drag and Hoiv It Is Used, Farmers' Bui. 597, 1917. Making Good Earth Roads, Bui. 9, 1911, Ag. Exp. Sta., Ohio State Univ. Rope Use of Rope on the Farm, Bui. 5, 191G-1917, Ag. Ext. Dept., Ohio State Univ. Sheep Slteej) Raising, Ext. Circ. 49, 1916, Penn'a State College. Silos Honie-nmde Silos, Farmers' Bui. 855, 1917. Suggestions for Selecting ajid Bnilding A Silo, Ext. Circ. 72, 1918, Penn'a State College. Silo Questions and Answers, Ext. Circ. 87, 1917, School of Ag., Univ. of Wis. Silo Construction, Bui. B-49, 1919, A. & M. College, Texas. How to Build the Wooden Hoop Silo, Circ. 9, 1917, Alabama Poly- technic Inst. Modern Silo Construction, Bui. 141, 1913, Ag. Exp. Sta., Iowa State College. Monolithic Cono-ete Silo for Yon)- Fa)-m, Bui. 1918, Portland Cement Association. ADDRESSES OF PUBLISHERS American Carpenter and Builder, 178 W. Jackson Bldg., Chicago, 111. American Book Co., 100 Washington Square, E. New York City. Buffalo Forge Co., Buffalo, N. Y. Bruce Publishing Co., Milwaukee, Wis. Concrete and Cement Age, 79 Fort Street, W. Detroit, Mich. Eugene Dietzgen Co., 218 E. 23rd Street, New York City. Farm Mechanics Co., 1827 Prairie Avenue, Chicago, 111. Ginn and Company, 29 Beacon Street, Boston, Mass. Henley Publishing Co., 130 Nassau Street, New York City. McGraw Hill Book Co , 66 Fifth Avenue, New York City. The Macmillan Co., 66 Fifth Avenue, New York City. Manual Arts Press, Peoria, 111. Orange Judd Co., New York City. Portland Cement Association, 111 W. Washington St., Chicago, 111. Popular Mechanics Co., 6 Michigan Avenue, Chicago, 111. Radford Architectural Co., 185 E. Jackson Bldg., Chicago, 111. Van Nostrand Co., 25 Park Place, New York City. Vocational Supply Co., Muncie, Indiana. Webb Publishing Co , St. Paul, Minn. John Wiley & Sons, 432 Fourth Avenue, New York City. 82 ADDRESSES OF AGRICULTURAL COLLEGES AND EXPERIMENT STATIONS (Compiled from "List of Workers in Subjects Pertaining to Agriculture, Home Economics and Marketing". 1918-1919. U. S. Department of Agricul- ture). Alabama. Alabama Polytechnic Institute and Agriculture Experiment Station, Auburn. Arizona. College of Agriculture and the Agricultural E.xperiment Sta- tion of the University of Arizona, Tucson. Arkansas. College of Agriculture and Agricultural Experiment StatioTi of the University of Arkansas, Fayetteville. California College of Agriculture and the Agricultural Experiment Sta- tion of the University of California, Berkeley. Colorado. The State Agricultural College of Colorado and the Agri- cultural Experiment Station, Fort Collins. Connecticut. Connecticut Agricultural College and the Storrs Agricultural Experiment .Station, Storrs. Connecticut State Agricultural Experiment Station, New Haven. Delaware. Delaware College and the Agricultural Experiment Station, Newark. Florida. College of Agriculture and the Agricultural Experiment Sta- tion of the LTniversity of Florida, Gainesville. Georgia. Georgia State College of Agriculture, University of Georgia. Athens. Georgia Experiment Station, Experiment. Idaho. College of Agriculture and the Agricultural Experiment Sta- tion of the University of Idaho,. Moscow. Illinois. College of Agriculture and the Agricultural Experiment Sta- tion of the I'niversity of Illinois, LTrt^ana. Indiana. Purdue University (The School of Agriculture and the Agri- cultural Experiment Station), LaFayette. Iowa. Iowa State Col'ege of Agriculture and Mechanic Arts and the Agricultural Experiment Station, Ames. Kansas. Kansas State Agricultural College and the Agricultural Ex- periment Station, Manhattan. Kentucky. College of Agriculture and the Agricultural Experiment Sta- tion of the I'uiversity of Kentucky, Lexington. Louisiana. Louisiana State University and Agricultural and Mechanical College and the State Experiment Station, University Stn tion, Batan Rouge. 83 Maine. College of Agriculture and Agricultural Experiment Station of the University of Maine, Orono. Maryland. Maryland State Col'ege of Agriculture and the Agricultural Experiment Station, College Park. Massachusetts. Massachusetts Agricultural College and Agricultural Experi- ment Station, Amherst. Michigan. The Michigan Agricultural College and the Agricultural Ex- periment Station, East Lansing. Minnesota. Department of Agriculture (School of Agriculture and Agri- cultural Experiment Station I of the University of Minnesota, University Farm, St. Paul. Mississippi. Mississippi Agricultural and Mechanical College and Agri- cultural Experiment Station, Agricultural College. Missouri, College of Agriculture and the Agricultural Experiment Sta- tion of the University of Missouri, Columbia. Montana. Montana State College of Agriculture and Mechanic Arts and the Agricultural Experiment Station, Bozeman. Nebraska. College of Agriculture and the Agricultural Experiment Sta- tion of the University of Nebraska, Lincoln. Nevada. College of Agr'culture and the Agricultural Experiment Sta- tion of the University of Nevada, Reno. New Hampshire. New Hampshire College of Agriculture and the Mechanic Arts and the Agricultural Experiment Station, Durham. New Jersey State College of Agriculture and the Mechanic Arts and Agricultural Experiment Station of Rutgers College and the State Lhiiversity of New Jersey, New Brunswick. New Mexico. New Mexico College of Agriculture and Mechan-'c Arts and the Agricultural Experiment Station, New Mexico. New York New York State College of Agriculture and the Agricul- tural Experiment Station at Cornell University, Ithaca. New York State Agricultural Experiment Station, Geneva. North Carolina. North Carolina State College of Agriculture and Engineer- ing, West Raleigh, and the Agricultural Experiment Station, Raleigh, and West Raleigh. North Dakota. North Dakota Agricultural College and the Agricultural Ex periment Station. Agricultural College. Ohio. The College of Agriculture and of Veterinary Medicine, Ohio State Lhiiversity, Columbus. Ohio Agricultural Experiment Station, Wooster. Oklahoma. Oklahoma Agricultural and Mechanical College and the Agricultural Experiment Station, Stillwater. Oregon. Oregon Agricultural College and the Agricultural Experi- ment Station, Corvallis. Pennsylvania. The School of Agriculture and Agricultural Experiment Sta- tion, State College. Rhode Island. South Carolina. South Dakota. Tennessee. Texas. Utah. y Vermont. ^ Virginia. ^ Washington. West Virginia. V Wisconsin. > Wyoming. Rhode Island State Colege and the Agricultural Experiment Station, Kingston. Clemson Agricultural College and the Agricultural Experi- ment Station, Clemson College. South Dakota State College of Agriculture and Mechanic Arts and the Agricutlural Experiment Station, Brookings. College of Agriculture and the Agricultural Experiment Sta- tion of the University of Tennessee, Knoxville. Agricultural and Mechanical College of Texas and the Agri- cultural Experiment Station, College Station. Agricultural College of Utah and the Agricultural Experi- ment Station, Logan. College of Agriculture and Agricultural Experiment Station of the University of \'ermont and the State Agricultural College, Burlington. Virginia Agricultural and Mechanical College and Poly- technic Institute and the Agricultural Experiment Station, Blacksliurg. State College of Washington and the Agricultural Experi- ment Station, Pullman. College of Agriculture and the Agricultural Experiment Sta- tion of W'est Virginia University, Morgantown. College of Agriculture and the Agricultural Experiment Sta- tion of the University of Wisconsin, Madison. College of Agriculture and the Experiment Station of the University of Wyoming, Laramie. 85 VITA Ferdinand Theodore Struck, born at Hamburg, Germany, March 18, 1886. Came to the L nited States at six years of age. Academic and Professional Training Hood River, Oregon High School, Graduated at head of class, 1907. University of Oregon, Eugene B.S. (C.E.), 1907-1911. President of Engineer's Club. President of Men's Dormitory. Teachers' College, Columbia University, 1913-1914, A.M. Professional Diploma, Director of Industrial Arts. Teachers' College, Columbia University, 1914, 1915, 1916, 1917, 1918 (Part timet . Member Columbia Chapter of Phi Delta Kappa. President, Essex County, (N. J.), Arts Association, 1918-1919. Present position: Associate Professor of Agricultural Education, The Pennsylvania State College. 86 3W7-159 62 «^-rv4c -^ c ■N^ .u -r, * "^Z .0 '^^^"^^ " ,/'\. °^>W^^^^' ^''"^ ■>?/^'^ r^^ "^^-^ '" .V ^. \ r.o^ y.::^:. '"<-o .,-^^' .^J4: % '^^ •^0 O V \\ll.Si '^'^ ' ' "'*\>J--' . .0' '^; i' o V '^^ ^°-v. V V ' " ' <^ aO •*■"'' ' %.^* *<"\ v^^ '>'^^1<'