Rural school survey of New York state; vocational education

Front matter

RURAL SCHOOL SURVEY of NEW YORK STATE

Class Book.

CiJPXRIGHT DEPOSIT.

Foreword

UNDER the education law of New York State schools in districts of less than 4,500 population are rural. In the organization of this phase of the survey it was decided to limit the study of vocational education to schools that were in rural districts in the legal sense. It is true that there are departments of vocational agriculture and homemaking in larger centers that are serving young people from the farms, but the facts that have been secured in this study undoubtedly give a fair picture of the conditions in the state. Besides the departments of vocational agriculture and homemaking that have been established in the high schools there are six special state schools all of which are teaching agriculture and some of them are giving work in homemaking. Because of their intimate relation to farm life five of these schools have been included in this study. In this report only the instructional work of these schools is treated. The administrative problems that they present are discussed in the section of the survey dealing with "administration and supervision."

It is believed that this is the most comprehensive study that has thus far been made of a state's efforts to meet the needs of rural communities for vocational education. As New York was one of the pioneer states in making provision for state aid to stimulate the development of vocational education, the results of this inquiry should be of value not only to those who are in charge of the development of vocational education in New York, but it should be helpful to those directing similar work in other states. The philosophy that is involved in the discussion of problems studied appeals to the director as being sound.

This study was prepared by Dr. T. H. Eaton under the general direction of Dr. W. C. Bagley. The funds for conducting this study and for printing this report were provided by the Commonwealth Fund. A complete list of the reports will be found at the back of this volume.

Geo. a. Works, Director.

Preface

EVERY assistance has been rendered to the surveyor by the Division of Vocational and Extension Education at the instance of the director, Mr. L. A. Wilson. All the resources of the Division in the way of records and publications have been freely opened.

For painstaking assistance in the matter of securing departmental data, in suggesting new sources of possible data, in answering questions, explaining policies, pointing out weaknesses and indicating strength, particular acknowledgment is due the following in their several fields :

Mr. Arthur K. Getman, Specialist in Agricultural Education. Mr. A. P. Williams, Assistant in Agricultural Education. Mr. W. J. Weaver, Assistant in Agricultural Education. Miss M. E. Van Lieuw, Specialist in Homemaking Education. Miss T. E. Kaufifmann, Assistant in Homemaking Education. Mr. R. H. Rodgers, Specialist in Industrial Education. Mr. R. P. Snyder, Specialist in Junior Extension Education.

For services rendered in the observation of schools and for careful report of such observation acknowledgment is due the following :

Prof. F. W. Lathrop, of Minnesota, high school agriculture.

Mr. W. W. Reitz, high school agriculture.

Miss Helen Estabrook, of Morrisville, high school homemaking.

Mrs. E. D. Bentley, high school homemaking.

Mrs. L. V. Walker, high school homemaking.

For suggestive criticism of plans of procedure particular acknowledgment is due to:

Prof. G. A. Works, Cornell.

Prof. W. C. Bagley, Columbia.

For data of high schools other than agricultural and for assistance in the evaluation of teaching to:

Prof. E. N. Ferriss, Cornell.

For assistance in the evaluation of data of homemaking to: Prof. Cora E. Binzel, Cornell.

For the most cordial cooperation in making available for study the teaching resources of the state schools of agriculture and homemaking to:

Director H. B. Knapp, of Cobleskill.

Director I. M. Charlton, of Morrisville.

Last and not least the surveyor acknowledges gratitude for untiring and conscientious work in the summarization and tabulation of data from all sorts of sources and from diverse forms of record to:

Miss Ina M. Cornish, of Ithaca.

But without the cooperation of the teachers of agriculture and homemaking and their pupils in the high schools, their sacrifice of time and effort to meet the requirements of an exacting and burdensome inquiry, the chief value of the study would have been lost.

Table Of Contents

CHAP. PAGE

I. Administration 13

The Legal Basis 13

II

CHAP. PAGE

Impressions of Teachers 210

Teaching of Skills 212

Provision for Particular Groups of Skills 214

Departures from the Syllabus 217

Teaching of Technology 217

Experience in Buying 220

Employment 220

Cooperation 222

Exemptions 222

Study of Community 224

Suggestions of Teachers 224

XIII. Teachers of Homemaking 226

Schooling 226

Teaching Experience 227

Professional Studies 227

Technical Studies 227

Studies in the Sciences 229

Reported Deficiencies 229

Teachers' Evaluations of Preparation 230

Professional Improvement 232

Suggestions of Teachers 233

Teaching Load 234

Salaries 235

XIV. Emrolment — Homemaking 237

Size of Classes 238

Occupations of Parents 238

Upbringing 239

Choice of Vocation 240

Intention to Go to College 240

Reasons for Choice of Homemaking 241

XV. Equipment — Homemaking 242

Types and Deficiencies 242

XVI. Reaching the Girls 247

XVII. Content of the Course 250

The Syllabus 250

XVIII. Brief Summary of Recommendations 266

XIX. Teaching of Agriculture in State Schools 272

XX. Teaching of Homemaking in State Schools 282

XXI. Curricula in the State Schools — Agriculture 285

XXII. Curricula in the State Schools — Homemaking 290

VOCATIONAL EDUCATION