Agricultural Education 3 Circle Model

No, in that location really was not a three-circle Ag Ed model in 1920. Yet, if there had been one, this Footnote hypothesizes what information technology would have been.

Well-nigh people in agricultural didactics are familiar with the three circle Venn diagram (see Effigy 1) used to explain the agricultural education program. According to Barry Croom (2008) the three circle diagram showtime appeared in the FFA Advisors Handbook that was published in 1975 by the national FFA Organisation. However, at that place was essentially a three circle model of vocational agronomical teaching in the outset decade of the program, simply it was different. In this Footnote nosotros will explore the chore of the agriculture teacher in the 1920s and come across how that might suggest an before three circle model for agricultural education.

Figure 1. The current three-circle model of Agricultural Education.

The Task of the Agriculture Teacher in the Early Days

Practise you lot really know what was expected of agriculture teachers afterwards the passage of the Smith-Hughes Act in 1917?  According to the language of the Smith-Hughes Human activity (Section 10) "…such instruction shall exist less than college grade and be designated to meet the needs of persons over fourteen years of age who have entered upon or who are preparing to enter upon the piece of work of the farm…" and  "such schools should provide for directed or supervised practice in agriculture , either on a subcontract provided by the schoolhouse or other farm, for at least 6 months per yr."

Did yous get that? Vocational agriculture is for "persons over fourteen years of historic periodwho take entered uponor who are preparing to enter upon the work of the farm." We can surmise that people "who are preparing to enter" are students in schoolhouse but who are those "who have entered upon"? Common sense might tell united states of america those who have already entered the piece of work of the farm are adult farmers—and that would be half right.

Section half-dozen of the Smith-Hughes Human activity chosen for the cosmos of a Federal Board for Vocational Education. This Board was charged with implementing the Human action and establishing policies and procedures. I of their offset publications relating to agricultural education was Bulletin 13, Agricultural Series 1Agronomical Teaching Organization and Administration. This bulletin was revised and updated from time to time. For this Footnote the 1930 revision of the Bulletin was used.

Bulletin 13 describes the audition to exist served by the agriculture teacher. They are:

1)      All-twenty-four hours schools (including day-unit classes – more well-nigh that later)

2)      Role-time schools or classes

3)      Evening schools or classes

In the 1931 era bookEducational activity Evening and Part-Time Classes in Vocational Agriculture the authors. G. A. Schmidt and West. A. Ross compared the iii groups the agriculture teacher is to serve. See Figure 2.

Figure 2. Groups to be served past Vocational Agriculture Teachers. Source: bookPedagogy Evening and Part-Time Classes in Vocational Agriculture, p. 147.

While there is no mention in the literature of a three circle model of agricultural education during the early on days of agricultural education, if in that location had been a three circumvolve model, I suggest that it would wait like Effigy 3.

Figure 3. A Three-Circle Model of Agricultural Education
Appropriate for the Early Days

Earlier nosotros examine these three circles, it might be instructive to look at 1 sentence from the Agricultural Series Message 17,Agricultural Evening Schools. It is stated (1934, p. ane). "In all probability, evening grade-work will be conducted, for the most part, by the all-day agronomical teacher who may exist engaged during the schoolhouse solar day with all-day, twenty-four hour period-unit, and role-time pupils." It is clear that the agricultural teacher has several different groups of students to teach.

Why is the FFA Circumvolve Missing? What Well-nigh the Experiential Learning Circle?

Yous will notice at that place is no FFA circle in the suggested 3-circle model considering the FFA did non exist until 1928.

Y'all might ask about the experiential learning circumvolve (Supervised Agronomical Experience). The Smith-Hughes Human activity requiredALLstudents to take a directed learning experience. No affair what audience the agriculture teacher was working with, every student, including the part-time and adult students, had to have a directed experience. It was not an optional part of the program. Figure 2 clearly identifies that all iii groups of students had to accept supervised practice. Thus it is embedded into each circle.  Since it was required of all students, there is not a separate circle for supervised practice.

In an article in the November 1929 effect ofThe Agricultural Education Mag, Verd Peterson, state supervisor in South Carolina identified 5 requirements for conducting adult programs. 2 of the requirements were (Peterson, 1929, p. 9) "Each person enrolled in evening grade must carry on supervised practice on the home subcontract under the direction of the agronomics instructor" and "There must be a final report of the results of the work in the grade submitted to the State and Federal Board for Vocational Instruction.".

At present that we have established that supervised practice was embedded in each circle, including adult classes, permit'southward examine the three circles.

The Suggested 1920 Era Three-Circumvolve Agronomical Education Model Explained

The All-Twenty-four hour period Schools

Co-ordinate to Bulletin 13 from the Federal Boardall-day schools could be a separate vocational school or a department in a high schoolhouse.

At the time the Smith Hughes Act was written several states had stand alone vocational agronomics schools such as the district agricultural schools in Georgia, county agriculture schools in Massachusetts such every bit Essex, Bristol, and Norfork , county agriculture schools in Wisconsin such as Menomonie and Wausau, and state schools of New York and Minnesota. Typically at that place were several agriculture teachers at these schools.

The more common approach to providing agricultural educational activity was to add a section of agricultural teaching to an existing high school. Students would take one class of agriculture in improver to the normal academic subjects. Typically in that location were 1-ii teachers of agriculture and the classes were for the entire school yr and met on a daily basis.

The Day-Unit Classes

Ofttimes i will find a reference toa day-unit class in the literature. Information technology is hard to explicate what these were equally they varied greatly from land-to-state. These classes were different from the year-long agronomical courses that met on a daily basis in a loftier school or vocational schoolhouse.

Today, nosotros might call day-unit of measurement classes mini-courses or short courses. When the Smith-Hughes Act was enacted, there were thousands of very small schools in rural communities across the county. The schools had rural students who desired education in agriculture, only the schools were too small to have a vocational agriculture programme. The agronomics instructor from a larger neighboring school would travel to such schools once or twice a calendar week and teach a course. Or at times, there would exist one teacher who would travel from pocket-sized school to small school instruction agriculture classes. In Bulletin 13 this arroyo to providing instruction in agriculture was known as the "circuit schoolhouse." (p. 14).

In 1930 Verd Peterson, land agricultural educational activity supervisor in South Carolina, reported on a nationwide study he had conducted regarding the day-unit approach to agricultural education. The opening paragraph (p. 39) reveals the challenge of describing the day-unit plan:

10 states have some of their [all-twenty-four hours] teachers… education twenty-four hours-unit piece of work. Three states do all of their day-unit work with full time men teaching merely solar day-unit of measurement classes. Pennsylvania has 13 such men. Five different states employ some full-time men on mean solar day-unit work. Eight states do no day-unit work in loftier schools having all-day departments, while five states have twenty-four hour period-unit classes in schools along with all-day departments. 7 states report that all their day-unit work is done in high schools. V states report a part of the work is done in uncomplicated schools. 1 state, Alabama, reports all the work done in junior high schools.

Are you lot dislocated notwithstanding? Peterson as well reported that in xi states the mean solar day-unit classes met from 1-iii days per week. In Alabama the day-unit students met one solar day a week iii-fourths of the fourth dimension and then five days a week for the other ane-fourth of the fourth dimension. In Utah 24-hour interval-unit classes met one mean solar day a week with the agronomics instructor and at other times with the school principal.

So what is the purpose of the day-unit of measurement classes? In most states it was to ready students to enter farming straight. In 8 states the mean solar day-unit of measurement classes were considered to be a recruitment conduit to prepare the students to enter all-24-hour interval departments later. Regardless of the purpose, twenty-four hour period-unit students were required to have supervised practise.

The bottom line regarding day-unit classes as reported by Peterson (1930, p, 39) was "All states say day-unit of measurement schools should be promoted for reaching pupils in rural schools that cannot maintain all-day departments."

Part-time Classes

During the 1920s and 30s loftier school attendance was not like it was today. In rural America attending high schoolhouse was not a priority. The 1920 U.S. Census revealed that just about half of sixteen year old boys were attending school. When the depression striking during the 1930s this number dropped fifty-fifty lower.

Figure 4. Schoolhouse Omnipresence in 1920, Source: United states Census Bureau. 1920 Census Monograph five.

Because of the large number of school historic period boys who were non in schoolhouse, part-time agriculture classes were taught. In the bookTeaching Evening and Part-Time Classes in Vocational Agriculture that authors country (Schmidt & Ross, 1931, p. 143):

The National Vocational Educational activity Act of 1917 [Smith-Hughes] provided for systematic teaching in agronomics of less than higher course for the subcontract youth who was out of school also every bit the farm boy in school and the adult farmer. Public attention was definitely focused for the get-go time on a hitherto unserved army of young farmers who had left school prematurely and had started to carve out a future on the farm while educationally unequipped for the chore.

Inside recent years, many communities served by a high schoolhouse department of vocational agriculture thus realized the existence of an additional educational responsibleness. The responsibility is that of providing systematic instruction in agriculture by means of role-time vocational agriculture classes for farm youths of school age who are not attending regularly the all-day schoolhouse.

According to Federal Board Message thirteen several assumptions were made regarding part-fourth dimension classes. These assumptions were

1. a)"…the persons who are to take the work accept quit the all-mean solar day school and are engaged in a farming occupation or agricultural pursuit" (p. 22)
2. b)"Pupils in attendance will unremarkably be betwixt the ages of 14 and 20." (p.23)
3. c)Based on the 1920 census "in that location are over one,200,000 farm boys who are eligible for part-time didactics." (p.23)
4. d)"Unremarkably all-twenty-four hour period teachers volition be called upon to practice this piece of work." (p.23)
5. e)"The directed or supervised practise for function-time pupils need not vary in any particular essential from that set up for all-twenty-four hours pupils." (p. 25

Shelby Jackson, the country supervisor of agricultural education in Louisiana, declared in 1933 that one of the most important developments of the year was the organization of part-time classes in vocational agriculture. In 1933 over fifty percent of the vocational agronomics programs in Louisiana started part-time classes (Mitchell, 1959).

The start of World State of war I basically decimated many part-fourth dimension classes as young men enrolled in the war machine.

Evening Students

The term "evening students" typically means adult farmers. These are classes conducted at night for the farmers in the community. These people have already "entered upon" the piece of work of the subcontract. Some scholars in agricultural pedagogy accept noted this phrase precedes "preparing to enter upon" in the Smith-Hughes Human action. So, does this hateful adult education is more important than teaching the all-day students?

Federal Board Bulletin 13 (p. 27) says adult teaching could be offered at any fourth dimension but "Much of this instruction for adult farmers has been given during the evening, which is usually the farmer's leisure time; hence, the term "evening schools" has come into mutual use."

Bulletin 13 (p. 27) fifty-fifty contains a table comparing the differences between teaching the all-day program and the evening agricultural school considering "…in many cases day-school instructors will be the ones who will give the evening instruction." The Federal Lath wanted teachers to sympathise there was a difference in the two groups and to teach accordingly.

In a 1928 Pacific Region study of state supervisors and instructor educators 80-nine percentage (89%) of those surveyed indicated that the "Percent of all day and solar day unit teachers of vocational agriculture doing evening schoolhouse work" should be a criteria for agronomical programs. Some of the written comments about this item were "Important that teachers exercise evening class work", "Near important part of vocational agronomics program", and "Indicates energy and work on part of teacher."

The importance of conducting an adult program was stressed past state supervisor Verd Peterson in a 1929 article inThe Agricultural Education Magazine. He stated that all but two White programs conducted adult classes in South Carolina during the 1928-29 school year. Mitchell (1959) reported that approximately 85% of the vocational agriculture in Louisiana were conducting developed evening classes in 1957-58.

In the offset half century of agricultural education, conducting evening classes for adults was common and highly encouraged.

Concluding Remarks

When one examines the literature and enquiry from the 1920s and 30s concerning the performance of vocational agriculture programs 1 constant is the mention of all-mean solar day programs (including unit of measurement-day programs), part-fourth dimension programs, and evening classes. It is clear that in the first two decades of vocational agriculture teachers had three major responsibilities – teaching and supervising the projects of all-day, part-fourth dimension, and evening students. Thus the suggested three-circle model for the early days of agronomics would be appropriate.

However, a question for today – should agriculture teachers be expected to work with these iii groups of learners? Today there would be petty demand for part-time programs. Even so, there could be benefits to teaching all-mean solar day students and some evening classes. Retrieve near it!

References

Croom, D. Barry (2008). The Development of the Integrated Three-Component Model of Agronomical Teaching.Journal of Agricultural Education Volume 49, Number i, pp. 110 – 120 DOI:  x.5032/jae.2008.01110

Mitchell, John H. (1959). Evolution of Vocational Agricultural Pedagogy in Louisiana. Doctoral Dissertation. Louisiana State University.

Peterson, Verd (1929, November).South Carolina'south Evening Schools.The Agricultural Education Magazine, Volume 1, No. 11.

Peterson, Verd (1930, March), The Day Unit School.The Agricultural Education Magazine, Book 2, No. 3.

Schmidt, G. A. & Ross, Due west. A. (1931).Educational activity Evening and Part-Fourth dimension Classes in Vocational Agronomics. The Century Visitor, New York and London.

Agricultural Education 3 Circle Model,

Source: https://footnote.wordpress.ncsu.edu/2022/08/19/the-1920-era-three-circle-model-of-agricultural-education-8-19-2022/

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