plete. The amount of material of this sort which can be effectively completed with the job will depend on the skill and experience of the teacher and the time available.

TEACHING PROCEDURE

Step I. Preparation

Since the course under discussion deals with a single managerial job, there is need for but one preparation in order to interest and motivate the pupils and to set up an effective teaching base for the job, regardless of how many days may be required to complete the instruction. In other words, so far as the agricultural content itself is concerned, this particular course contains but one teaching unit and hence only one teaching base is required. It should be recognized, however, that the teaching base which has been set up in connection with the analysis of content is not the only one which could have been used to advantage. (See page 14.) The selection of the teaching base to be used depends on the skill and preference of the teacher.

For the sake of brevity, the content of the teaching base has been merely outlined. In all cases, the teacher should strive to secure facts for this purpose which are pertinent to the local community and convincing to the members of the class. If the preparation step of the instruction has been effectively accomplished, the class will have an intelligent grasp of the vocational significance of the job and will be ready and eager to learn to do it.

Step II. Presentation

In a managerial job where the ability to carry out a typical thinking procedure is the main objective, it is essential that a pupil be made familiar with the thinking devices used. One of the most effective devices which has been developed in vocational education is job analysis. (See example of managerial job analysis under "Teaching content," page 15.) In the field of methods, analysis is a particularly valuable device to enable the learner to visualize the activities of a job. Indeed, in the case of managerial jobs, analysis is practically the only tangible means of visualizing these job activities, since managerial activities are wholly mental and must be expressed by means of word symbols and diagrammatic representations and can not, as in the case of operative jobs, be tangibly demonstrated in teaching.

Experience has shown, therefore, that it is good teaching procedure in the presentation of managerial training content to first develop the analysis as far as possible with the class. This can usually be

done by a skillful teacher by questioning and by discussing local situations and the experiences of the class. In general, the managerial job should be broken down first into a statement of the subordinate decisions which must be made in arriving at the final conclusion, for example, "What ration to feed" "What feeding facilities to provide", etc. Next, the factors which should be evaluated in making each of these decisions should be determined upon and listed. An examination of the factors will indicate what information will be needed in order to evaluate and apply the factors. This should be outlined next. In the course of outlining this technical information, many items of related information will also be suggested and these should be listed in another column by themselves with the understanding that they will be studied so far as time and interest permit. It is assumed that the teacher has already prepared for his own use an analysis of content. He will, of course, be very familiar with this material and will have a tendency to dominate the thinking of the class too much. He should particularly avoid trying to force them to express the factors and other statements in exactly the wording which he has previously set down. On the other hand, he should encourage in every way possible initiative and responsibility on the part of each member of the group. In developing an analysis with a class, it is always desirable to have a particular farmer's case in mind for the job under consideration. Likewise, in completing the presentation, the teacher should lead or direct the class in using the specific data applying to that case in arriving at the managerial conclusions for the job. Incidentally, this will in most instances involve assignments to certain or all of the members of the class for the purpose of securing the facts through reference study, actual observation, surveys, or interrogation of farmers and others. However, if time is short, the teacher should not hesitate to furnish such data as he may already have available or as he himself may be able to secure for the use of the class, since the real training from a managerial standpoint consists in the use of these facts rather than in the collection of them, however desirable the ability to do the latter thing may be.

Step III. Supervision of practice

Since the essential activity involved in a managerial job is that of using facts to evaluate factors and make decisions, a form of practice that is always available is to have each member of the class make a written statement of the line of thought which was followed in reaching conclusions for the case under consideration. When the thinking was first done as a kind of demonstration to the class, it was a joint activity in which both the pupils and the teacher participated, although the teacher took the responsibility for directing the work.

Therefore, in independently following through the making of each one of the decisions and the reaching of the final conclusions, the pupil is securing practice in managerial activities.

The next thing that should ordinarily be done is to have each pupil take his own case and carry through a similar line of independent thinking, using the particular facts which relate to his own working conditions, as, for instance, the cost of home-grown feed. Ordinarily, this individual work would still be considered as additional practice, since it would be done under the supervision of the teacher, who would call the attention of the pupil to errors or incompleteness, if any, in his thinking. This would apply particularly to the immediate plans for farm work to be undertaken and carried out by the pupils in connection with the instruction.

Step IV. Testing

One of the best ways in which the teacher can discharge this phase of his teaching responsibility is to check the pupil later on the soundness of his thinking, as revealed by changes or adjustments which he may make in the course of his supervised farm practice in order to meet changed and unforeseen conditions.

For further recommendations and illustrations as to instruction in both operative and managerial jobs, Bulletin No. 103, "Methods of Teaching as Applied to Vocational Education in Agriculture," should be found helpful.

THE PLACE OF RELATED INFORMATION

Related science and other information which may be required for explanatory or interpretive purposes can be presented whenever the need for such information occurs. The only danger is in digressing from the essential line of thought so far as to interfere with making the decisions on the basis of the working data. If too much digression is permitted there is a tendency to reach conclusions on the basis of mere inferences drawn from the principles and generalizations contained in the related information. The skillful teacher, however, can avoid such interference by making a note of questions of this sort which arise and returning to them after the specific thinking goal has been reached. An effective way of handling this related information is to make it a matter of supplementary reading in connection with which no test or specific requirement will be made, it being understood that the pupil is to pursue such study largely on the basis of inherent interest. Cautions with respect to the place of related information in vocational instruction seem in order because of the all too common tendency to begin with it and to build a job lesson around it rather than to use it for its proper related and

supplementary purposes. After a person has secured considerable experience, he may safely generalize and formulate certain fundamental principles which he can use more or less directly in other situations, but there is great danger in doing this with immature pupils, where training by means of new experience and practice is the main objective.

SUPERVISED FARM PRACTICE

WORKING CONDITIONS

One of the prerequisites for enrollment in a part-time class is access to facilities for supervised farm practice. This is understood, of course, to refer to farm practice related to the unit of instruction given. This requirement was not made as an arbitrary ruling which might exclude certain ones who desired to profit by the instruction but rather in order to provide for all pupils the conditions essential for securing such training on a functional basis.

ARRANGEMENTS FOR SUPERVISION

It therefore is necessary that the agricultural teacher, the pupil, and parents or employers cooperate in making arrangements whereby the pupil may carry on certain designated units of his farm practice under the teacher's direction or supervision. In most cases these arrangements need not interfere materially with the farm work which the boy would do in any case, although certain improvements in or modifications of the farm work as previously carried on would usually be called for. Also, the boy's supervised practice program should usually include the assumption of certain managerial responsibilities. In many cases these objects can best be realized by having the boy carry on projects in which he has complete financial responsibility under the terms of a lease or contract with his father or employer. Such an agreement should include provisions for time and the use of equipment.

The individual project, however, should not be considered the only device for securing adequate supervised farm practice. Whenever possible, it is highly desirable that arrangement be made for the boy to carry on the work in partnership with the father and with the whole farm as a basis of operation. It is obvious, however, that under such conditions the teacher must exercise rare judgment in avoiding restrictions which might be objectionable to the parent and in seeing that the boy secures maximum benefits from the work. With reference to any particular course directed or supervised farm practice extending over a period of at least six months is required if the work is to be reimbursed from Federal funds. This

requirement has been interpreted to mean the carrying on of farm work under supervision throughout a normal cycle of crop or animal production or farm business including the seasonal preparation for such work and the disposal of products.

Wherever feasible, the pupil's supervised practice program should extend over a series of years and should be cumulative in effect with regard to the goal of establishment in farming on an independent basis. With this end in view the pupil should be encouraged to accumulate not only experience but also capital in the form of good seed, good stock, and cash savings.

RECORDS AND REPORTS

The records of supervised farm practice should consist of a statement of (1) the work performed in terms of the kind and scope of farm enterprises or farm jobs, both operative and managerial, carried on; (2) the degree of responsibility, and where feasible; (3) measures of efficiency in terms of amount and quality of production, labor, and financial statements.

Further detailed suggestions and recommendations for supervised practice may be found in Bulletin 112, "Directed and Supervised Farm Practice, Including Home Projects."

SUMMARY OF MINIMUM REQUIREMENTS

For the benefit of school administrators who may be contemplating the introduction of part-time instruction in agriculture into their programs the following minimum requirements for the work are given:

1. Enrollment.-Part-time instruction in agriculture is designed for persons 14 years of age or over who are not regularly enrolled in school, who are either farming or preparing to farm but not entirely on their own responsibility, and who have facilities for directed or supervised farm practice.

2. Content of instruction.-The instruction deals with farm enterprises or farm jobs and is designed to assist persons in getting established in a farming occupation and, where feasible, with related activities and information designed to improve civic and vocational intelligence specifically related to the needs of farmers.

3. Length of instruction periods.—In general, the agricultural dayschool requirements of at least double-period units of school time, or practically 90 minutes, applies to part-time instruction in agriculture at each meeting of the group.

4. Time and number of meetings.-Part-time classes in agriculture may be held at any time during the year when farm work is not pressing. In no case should the organization of a part-time class be