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ED 049 365

TITLE

INSTITUTION

PUB DATENOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

VT 012 793

Summaries of Studies in Agricultural Education inthe Philippines, 1930-1959. An AnnotatedBibliography.University of the Phillipines, College, Laguna.Coll. of Agriculture.6849p.

EDRS Price MF-$0.65 HC-$3.29*Abstracts, *Agricultural Education, *AnnotatedBibliographies, *Educational Research*Philippines

ABSTRACTThis annotated bibliography of research in

agricultural education in the Philippines includes 54 studiescompleted between 1930 and 1959. They are arranged alphabetically byauthor and outlined according to purpose, method, and findings. Arelated document available in this issue as VT 012 975 includes 77studies between 1960 and 1968. (GB)

' An Annotated Bibliography of

Studies in Agricultural Education

in th. Philippines

..10 or.,

Ix\

N.\

CDas"4" Summaries of StudiesczW in

Agricultural Education

in

the Philippines

1930-1959

UNIVERSITY OF THE PHILIPPINESCOLLEGE OF AGRICULTURE

COLLEGE, LAGUNA1968

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U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY ,

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CONTENTS,

Editors' Comment v

Foreword vi

Introduction vii

Summaries of Studies, 1930-1959 1

Classified Index of Studies 43

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EDITORS' COMMENT

This bulletin, reporting studies completed during the period1930-1959, was first issued in 1959 as an 81/2 x 11 multilith publica-

tion by the University of the Philippines, College of Agriculture.Produced by the joint effort of the Agricultural Education Divi-sion of the Bureau of Public Schools and the five Philippine

public institutions then engaged in the training of teachers of

agriculture for secondary schools, the original publication was dis-tributed to the project participants and to the national agriculturalschools, as well as to the Agricultural Education Departments of

certain American universities.

In 1968, the Association of Colleges of Agriculture, Inc., decided

to assemble the abstracts of studies completed during the period1960 -1068 as a separate 6 x 9 publication entitled Summaries ofStudies in Agricultural Education, Supplement I. Since the supplyof the original publication had been exhausted, it was decidedto reprint it, also as a 6 x 9 publication, so that the entire spec-trum of completed research in this field may be readily availableto the members of the profession. For the convenience of the

reader., a classified subject index has been added to this reprint.

MARTIN V. JARMINHAROLD R. CUSHMANDepartment of Agricultural EducationU.P. College of AgricultureCollege, LagunaPhilippines

October, 1968

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FOREWORD

Vocational education in agriculture has been greatly intensifiedin the Philippines since the end of the recent World War. A num-ber of new agricultural schools and colleges have been establishedand more agricultural subjects have been introduced in the curricularofferings in the high school and elementary levels. This educationalchange is fraught with great potentialities toward helping promote theeconomic and social well-being of the country. Fortunately for theimplementation of the program a number of local studies have alreadybeen conducted during the past thirty years bearing on the qualifica-tion of the teachers, the pupils, the curricular structure and the im-pact of these agricultural schools and colleges on the life of thecountry. Papers bearing on these research results, however, arc scat-tered in different journals and some of them have not been publishedand are extant only in manuscripts deposited in libraries in the Philip-pines and abroad.

To help place these studies in the hands of educators and otherpeople who are interested in formulating and developing agriculturaleducation in the Philippines, it has been deemed important that sum-maries of these various studies be brought together and made acces-sible in one single volume. The present publication is the result ofthe joint efforts of the Agricultural Education Division of the Bureauof Public Schools and the five public institutions in the Philippineswho are engaged in training teachers of agriculture for secondaryschools, namely, Baybay National Agricultural School, Central LuzonAgricultural College, Mindanao Agricultural College, Mountain NationalAgricultural School and the College of Agriculture, University of thePhilippines. The idea was discussed and agreed upon by the repre-sentatives of these various institutions who attended the Second An-nual Agriculture Teacher Education Conference called by the Bureauof Public Schools at Baybay, Leyte, on October 28 to 31, 1958. Itwas their belief that sharing research results by the various traininginstitutions and the Bureau of Public Schools could result in a lustierprofessional growth among all concerned.

Inasmuch as the majority of the studies reported on were con-ducted in the College of Agriculture, it was deemed proper that thisentity undertake the responsibility of publishing this, the first "Sum-maries of Studies in Agricultural Education in the Philippines."

March, 1959

5

L. B. UICHANCO, DeanCollege of AgricultureUniversity of the Philippines

INTRODUCTION

This "Summaries of Studies in Agricultural Education in the Phil-ippines" fills a long-felt need for a handy volume which contains incondensed form the findings of studies in agricultural education con-ducted in the country during the past twenty-five years. This pub-lication makes available to vocational educators valuable data and in-formation which would otherwise remain inaccessible or unknown tothem. Indeed, the summaries of studies offer to agricultural schoolteachers, instructors, teacher trainers, supervisors, researchers andadministrators information which is essential for them to know.

The data and information about agricultural education summariz-ed in this volume to ach upon vocational agriculture and agriculturalteacher-education. Educational workers concerned with curriculumconstruction and preparation and enrichment of courses of studywould find the summaries of studies very helpful as these indicatethe modifications that need to be made in the present courses. Agri-cultural school teachers, supervisors and administrators would find inthis volume a basis for instituting improvements in their schools. Inshort, this publication points out certain lines of reform in our sys-tem of agricultural education.

The findings reported in this volume, the first of a series of sum-maries of studies, will not, however, continue to be applicable as theyears go by. Conditions change fast. The growing needs of the na-tional economy will determine what changes should be made in agri-cultural education in the future. This implies the need for continuousresearch activities that would look into the requirements of the na-tional economy and make agricultural education ever-responsive to thechanging demands of our growing nation.

The present volume of these summaries of studies, however, maywell serve as a sort of guide for meeting the pressing needs of agri-cultural education in this country.

March, 1959

JOSE CRISANTO, ChiefAgricultural Education DivisionBureau of Public Schools

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Summaries of Studies, 1930-1959

1. ALIPIT, NICOMEDES A. An Ana-lysis of the Problems and Role of theMountain National Agricultural Schoolin the Progress of Mountain Province.Thesis, M.S., 1958, Baguio Colleges.230 p. Library, Mountain NationalAgricultural School, La Trinidad, Ben-guet, Mountain Province.

Purpose. To analyze what the grad-uates were actually doing in the fieldto help themselves and their fellow-men in the development of the Moun-tain Province.

Method. Questionnaires were mailedto graduates from 1924 to date. Se-venty-two per cent were returned. Ad-ditional facts were gathered from in-terviews, school records and publica-tions.

Findings and Interpretations. Thefindings on occupational distribution ofthe graduates were summarized as fol-lows: (I.) Of the 636 AgricultureCourse graduates only six per centwere engaged in agricultural occupa-tions, 58 per cent were engaged innon-agricultural occupations and 36 percent were unknown. (2) Thirty-eightper cent of the 214 Home EconomicsCourse graduates were employed inhomemaking occupations, 44 per centwere engaged in non-homemaking jobsand 18 per cent were unknown. (3)Fifty-eight per cent of the 402 Spe-cial Normal Course graduates were inthe teaching profession, seven per centin the non-teaching professions while35 per cent were unknown. (4) Fifty-nine per cent of the 58 Farm Mecha-nics Course graduates were engagedin mechanical occupations, five per

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cent were employed in non-mechani-cal jobs and 36 per cent were un-heard from. (5) Sixty-four per cent ofthe 55 Special Vocational Course grad-uates were engaged in special vocationaloccupations, 25 per cent were engagedin business while 11 per cent werealso unheard from.

The facts assembled point out thatagriculturally, the Mountain NationalAgricultural School had contributed lit-tle to the economic development of theMountain Province; but the school hadmade a positive contribution to itseducational progress.

The most important reasons why theagriculture graduates of the school didnot undertake farming after their grad-uation were: (1) lack of capital, (2)preparation for college, (3) lack ofroads and (4) preparation for non-agricultural jobs.

To help solve the problem of placingthe graduates of the Mountain NationalAgricultural School in occupational jobsfor which they were being trained,the following were recommended: (1)It be made a policy to have studentssign a contract to undertake farmingor continue their studies in vocationalagricultural colleges and that gradua-tion certificates could only be issued tothose who will have fulfilled the ternsof the contract. (2) Improvement ofthe standard of the Special SecondaryNormal Course by granting degrees tothose whose general average is 2.75or better and certificates of completionto those whose general average fallsbelow 2,75. (3) Addition of the fol-lowing courses to the curricular offer-ings of the school: woodworking, ce-ramics, blacksmithing, secretarial, hair

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science, practical electricity and prac-tical chemistry. (4) An effective place-ment program and an agricultural research program be undertaken.

2, ANDAY, CARMELITA A. Elimina-tion of Pupils in the Barrio Schools ofBaay and Billoca in Batac, !locos Norte.Thesis, B.S., 1956, University of thePhilippines. 22 p. Library, U.P. Collegeof Agriculture, College Laguna.

Purposes. To determine: (1) theextent of elimination of pupils in thebarrio schools of Baay and Billoca inBatac, 'locos Norte; (2) the amountof schooling received by pupils wholeft school, and (3) the educationaland oceLdational interests of in-schooland out-of-school children of elemen-tary school age.

Method. Three hundred pupils whowere enrolled in the first grade inthe barrio schools of Baay and Billocain Batac, Ilocos Norte, during theacademic years 1946-1947 and 1947-1948 were included in the study. De-sired data were secured through .cer-sonal interviews with the children andtheir parents or guardians. Additionalinformation was secured from the schoolrecords of the pupils. Data and in-formation secured were recorded onschedules.

Findings and Interpretations.(1) Of the 300 pupils included in

the study, 54 per cent were boysand 4G per cent were girls. Theaverage age of the boys andgirls at enrollment was nineyears.

(2) Most of the pupils came fromthe barrios of Baay (13 percent), Bufigon (21 per cent)and Billoca (12 per cent).

(3) The parents and guardians ofthe pupils were engaged in 30different occupations. The mostcommon means of livelihood werefarming and carpentry.

(4) About 49 per ,-ent were grad-uated from the sixth grade. A

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large number of the pupils leftschool during or after comple-tion of the fourth and fifthgrades.

(5) The average age at which thepupils were graduated was 15years. The boys were slightlyolder than the girls.

(G) The average grade reached bypupils who left school was gradethree.

(7) The most important reason forleaving school was financial dif-ficulty, followed by distance ofschool from home, need for ser-vices at home and lack of in-terest.

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(8) The out-of-school pupils leftschool at an average age of 13years.

(9) The pupils chose 32 differentvocational courses. Most of theboys wanted to be drivers, en-gineers, carpenters, and poultryand swine raisers; the girlswanted to be embroiderers, ste-nographers and teachers.

(10) With regards to their occupa-tional choices, a large numberof the boys wanted to becomefarmers, engineers, lawyers anddrivers. Many of the girlswanted to be teachers, nurses,housekeepers, dressmakers andpharmacists.

(11) Most of the out-of-school boyswere farmers and bakers. Thegirls were housekeepers, house-girls, salesgirls and dressmakers.

(12) The average annual income forboys was P470 and for girls,P477.

This study shows that a majority ofthe pupils left school before they fi-nished the elementary grades becausetheir parents felt they could not af-ford to keep them in school. Anotherreason was that the school was farfrom home. The government shouldtherefore endeavor to provide ruralareas with more barrio schools. Parentsshould be encouraged to keep theirschooL.age children in school longer.

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Measures should be taken to help theparents increase their income so thatthey may have enough money to suP-port their children in school.

The government should also formu-late an elementary school curriculumfrom which pupils who finish the fourthend fifth grades only can receive thegreatest possible benefit from their li-mited stay in school.

3. ANDERSON, RONALD ELMER.Contribution of Protestant Missions toAgriculture in the Philippine Islands.Thesis, M.S., 1956, Iowa State College.59 p. Library, Iowa State College,Ames.

Purpose. To determine what Pro-testant foreign missions have accom-plished to help improve agriculturalconditions in the Philippines.

Method. Information was securedfrom questionnaires sent to mission sta-tions and institutions, from returnedmissionaries, from Filipino students,from magazine at tides and frcm Phil-ippine Government reports.

Findings and Interpretations. Ques-tionnaires were returned from four ofthe seven mission stations and institu-tions which were conducting work inagricultural education or extension ac-cording to Agricultural Missions, Inc.Each of the four stations respondinghad at least a small amount of landused in its educational program. Thefacilities of the three largest institutionsreporting (Central Philippines College,Mountain View College and SillimanUniversity) had investments in build-ings and machinery ranging from $11,-000 to $25,000 which were used inconnection with their agricultural edu-cation work. On the basis of infor-mation obtained from the question-naires and other sources, the authordrew the following conclusions:

(1) Protestant missions have beenrecognized for the contributionswhich they have made to agricul-ture in the Philippines.

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(2) Protestant mission stations haveprovided facilities for the educa-tion of many Filipino youth forpositions of agricultural leader-ship,Protestant mission stations haveprovided help for people in ma-ny rural areas which the Gov-ernment had not reached.

(4) There has been cooperation be-- tween many Protestant mission

stations and the Government inareas of extension and estab-lishment of cooperatives.Although a good start appearsto have been made in the rightdirection, Protestant mission sta-tion personnel have recognizedthat much work remains to beaccomplished in agriculturaleducation in the PhilippineIslands.

(3)

(5)

4. AVILA, DIMNA V. A Study of theElimination of Pupils in the Central andBarrio Schools of Tanauan, Leyte. The-sis, B.S., 1953, University of the Phil-ippines. 26 p. Library, U. P. Collegeof Agriculture, College, Laguna.

Purposes. To determine: (1) theextent of elimination of pupils enrolledin the central and barrio schools ofTanauan, Leyte; (2) the amount ofschooling received by pupils who leftschool, and (3) the educational andoccupational interests of in-school andout-of-school children of elementaryschool age.

Method. Data concerning 500 pu-pils who enrolled in the first grade in1945 were obtained from school re-cords, personal interviews and ques-tionnaires.

Findings and Interpretations.(1) The average age of the pupils

who entered the first grade in1945 was eight years.

(2) The parents or guardians ofthe children were engaged in39 various occupations. Farm-ing, fishing and carpentry were

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(3)

the three most common meansof livelihood.Seventy-four per cent of thechildren who started in GradeI were able to graduate. Theygraduated at an average ageof 14 years.

(4) Of pupils residing in the pob-lacion, 88 per cent reachedthe sixth grade. The percent-age for barrio pupils was 76.Sixty-seven per cent of the pu-pils belonging to the farminggroup reached the sixth grade,as compared with 83 per centfor the children of the non-farming group.The average grade completedby the children who left schoolwas 3.7.

(7) The most important reason forleaving school was financialdifficulty.

(8) The pupils left school at anaverage of 14 years of age.

(9) Many of the boys had a de-sire to study farming, mechanicsand engineering. The girlsshowed inclination for teaching,nursing and dressmaking.

(10) The boys and girls indicated 42different occupational interests.

(11) The out-of-school children wereengaged in 19 various occupa-tions. The average annual in-come of the group was P199.52.

(12) More educational facilities, es-pecially in barrios withoutschools, would enable a largerproportion of the children toacquire at least six years ofelementary education.

(13) The large number of childrenwithout definite choice of voca-tion indicated a need for edu-cational and vocational guid-ance.

(14) A program of educational andoccupational adjustment for out-of-school children was deemedessential to the welfare of thedropouts.

(5)

(6)

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5. BAES, PETRA E. A Study of theElimination of Pupils in the Central andBarrio Schools of Ibaan, Batangas.Thesis, B.S., 1954, University of thePhilippines. 28 p. Library, U.P. Col-lege of Agriculture, College, Laguna.

Purposes. To determine: (1) theextent of elimination of pupils enrolledin the central and barrio school and(2) the educational and occupationalinterests of the in-school and out-of-school children of elementary schoolage.

Method. The school records of 469pupils enrolled in the first grade in1946 in the central and barrio schoolsin Ibaan, Batangas were consulted forage at entrance, length of stay inschool, marks obtained and the highestgrade reached. Data on the causesof elimination, educational plans, occu-pational interests, employment and in-come were secured through interviewswith children and their parents. Ques-tionnaires were mailed to former in-habitants of Ibaan who had movedto other places.

Findings and Interpretations.

(1)

(2)

The average age of pupils atenrollment was eight.Of the 469 pupils enrolled inGrade I, 13 per cent camefrom the poblacion. The restcame from its 23 barrios, inwhich only nine barrio schoolswere available. About 32 percent of the barrio children en-tered the central school. Themajority of the pupils were thechildren of farmers.

(3) Of the pupils who started inGrade I, 38 per cent wereable to complete the elemen-tary grades. The average ageat gradaution was 14 years.

(4) Pupils from the poblacion com-pleted an average of 4.8 grades.Pupils from the barrios com-pleted an average of 4.5grades.

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(5) The most graduates, 51 percent, came from schools withcomplete intermediate courses.The percentage of graduateswas highest (71 per cent) withpupils from the barrios andpoblacion with complete elem-entary courses.

The percentage of graduationwas much lower among farmchildren (51) than among non-farm children (31).

(7) The pupils who left school be-fore completion attained anaverage grade of 3.5.

(8) Lack of financial support, lackof interest and low mental ca-pacity were the main reasonsfor leaving school.

(9) The average age of pupils uponleaving school was 12.

(10) The vocational courses chosenby in-school girls were dress-making, homemaking, andnursing. The boys chose en-gineering, commerce, secretarialand agriculture.

(11) Out-of-school boys preferred tobe farmers, soldiers and mer-chants. Out-of-school girlswanted to become dresswakersand weavers. The in-schoolboys wanted to become farmers,engineers, clerks and merchants.The girls preferred dressmaking,teaching and homemaking.

(12) Out-of-school girls had a big-ger average annual income(P235.00) than boys (P175.00).

(13) More schools and better guid-ance services were needed inIbaan.

(6)

6. BARILE, PERFECTA L. A Study ofthe Characteristics and Social Condi-tions of Farm Families in the Barrios ofLos Banos, Laguna. Thesis, LS., 1953,University of the Philippines, 46 p. Lib-rary, U. P. College of Agriculture, Col-lege, Laguna.

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Purpose. To study the characteristicsand social conditions of farm familiesin the barrios of Los Balios, Laguna.

Method. One hundred and fiftyfarm families were interviewed. Datawere collected on an interview sche-dule.

Findings and Interpretations. Fifty-three per cent of the heads of familieswere born in the barrio where theywere living, 12 per cent in other mu-nicipalities of the province and 26 percent in other provinces. Heads offamilies ranged from 20 to 74 yearsof age with an average age of 43years, The average age of husbandsat the time of marriage was 23 yearsand that of wives 20 years. Familyheads had resided in the barrio foran average of 32 years.

The occupations of the family headswere: 23 per cent farmers, 14 per centlaborers, seven per cent carpenters,seven per cent merchants and 39 percent other occupations. At the timeof the survey 135 family heads wereemployed, five were pensioners and 10were unemployed. The average an-nual income of the family heads was11,180.

The compositions of walls in dwel-lings were as follows: wooden 59 percent, mixed materials 25 per cent,coconut leaves eight per cent, sawaliseven per cent and buri one per cent.Sixty-four per cent of floors were madeof bamboo, 23 per cent of wood and13 per cent of mixed materials. Seventy-five per cent of the roofs werecovered with galvanized iron, 17 percent with nips and eight per centwith cogon. The average floor area-per dwelling was 36 sq. meters or6.5 sq. meters per person. The aver-age value of the dwelling was £676.90.

Household facilities and conveniencesdiscovered in dwellings included: flatiron 60 per cent, running water 45per cent, electricity 42 per cent, sewingmachines 29 per cent, indoor toile'three per cent and refrigerators twoper cent.

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Fifty-five per cent of the boys and64 per cent of the girls were in-

school. Out-of-school children betweenthe ages of seven and 14 years hadcompleted an average of 4.8 grades;those 15 to 24 years completed anaverage of 4.7 grades and those over25 completed an average of 4.6. Fortyper cent of the parents had no formalschooling. The average grade com-pleted by parents was 3.2.

The chief recreational activities werereading, movies, chatting and listeningto the radio. Only 18 per cent ofthe families regularly purchased oneor more daily papers. Very few fa-mily members belonged to organiza-tions.

7. BRUAL, FAUSTINO G. A Study ofFormer Students of Batangas HighSchool with Special Reference to TheirEducational and Occupational Pursuits.Thesis, B.S., 1947, University of thePhilippines. 36 p. Library, U.P. College

of Agriculture, College, Laguna.

Purpose. To determine the educa-tional attainment and subsequent oc-cupations of the former students ofBatangas High School.

Method. Data were obtained fromthe school records of and personalinterviews with 433 former students(289 males, 144 females).

Findings and Interpretations. Theaverage age upon enrollment in thefirst year of the high school was 14

years. Sixty-two per cent of the stu-dents came from the town, 29 percent from farming barrios and nineper cent from fishing barrios.

Seventy-eight per cent graduatedfrom high school, 39 per cent enteredcollege but only 0.4 per cent grad-uated from a four-year college. Amongthe students who entered college 22per cent studied medicine, 21 per centcommerce, 14 per cent engineering and13 per cent law.

The most common occupational pur-suits of boys (in percentage) were:

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merchants, 14; clerk, nine; farmer,seven; civilian guard, six; teacher,five; laborer, five; driver, four; typist,four; salesman, three; storekeeper, two;fisherman, two; foreman, one; peddler,one, and tailor, one. All other occu-pations attracted fewer than one percent of the former male students.

The most common occupational pur-suits of girls (in percentage) were:housekeeper, 29; teacher, 28; merchant,six; salesgirl, six; dressmaker, four;clerk, four; typist, four; U.S. armychecker, two; attendant, two; beauti-cian, two; nurse, two; record keeper,one, and cashier, one. All other oc-cupations attracted fewer than one percent of the former female students.

8. CACHOLA, FELIPE B. A Study ofthe Occupational Placement of C.L.A.C.Graduates from 1946 to 1950. Thesis,

M.S., 1956, Central Luzon Agricultural

College. Library, Central Luzon Agricul-tural College, Munoz, Nueva Ecija.

Purposes. (1) To determine theoccupational placement of C.L.A.C.graduates from 1946 to 1950 and (2)to show the relationship between oc-cupational placement and the pros-pects of graduates of the secondaryagricultural course.

Method. A questionnaire was pre-pared and sent to each of the grad-uates of C.L.A.C. during the five-yearperiod, 1946 to 1950. Out of 701alumni to whom questionnaires weresent, 253 responded (241 male and12 female gradua'es).

Findings and Interpretations.(1) More than one-half the number

of the alumni surveyed wereable to continue their studiesin college. Most of the alum-ni earned their titles and de-grees from private colleges anduniversities.

(2) A large number, 43 per cent,of those alumni who continuedin college met difficulties dueto deficiencies in some aca-demic subjects, particularlymathematics.

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(3) Most of the male graduateswith degrees were B.S.A. orB.S.A.E. holders and those withtitles were E.T.C. holders. Althe female graduates with two-year college preparation wereE.T.C. graduates. Two fe-males were degree holders.Twenty-one per cent of themale and 25 per cent of thefemale alumni had civil serviceeligibilities.In the field of teaching inwhich both male and femalealumni were engaged, most ofthe male graduates were teach-ers of agriculture and the fe-males were teachers of acade-mic subjects.More alumni were employedthan jobless. Most of themliked their present employment.Slightly more than one-half ofthe male graduates were en-gaged in occupations allied toagriculture. Only about one-third had actually establishedthemselves in farming. Allfemale alumnae were engagedin occupations not allied toagriculture.

(8) The strongest reason given byalumni for engaging in occu-pations not allied to agriculturewas their personal inclinationto the work. This pointed tothe fact that enrollment in thesecondary agricultural curricu-lum should have been limitedonly to those who truly in-tended to establish themselvesin farming. Apparently, agreat number of those whoenrolled in the secondaryagricultural course did so with-out a true awareness of thereal nature and objectives ofvocational agriculture instruc-tion.The average yearly income ofmale and female alumni wasP1,698 and P1,680 respectively.A number of C.L.A.C. alumniactively participated in commu-

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nity improvement activities intheir respective localities.

(11) Most of the 45 farmer alumniwho were actually farmingstated that farm mechanicstraining would have made thembetter prepared for their occu-pation.

The following recommendations weremade:

(1) The revision of the secondaryagricultural curriculum, in or-der to make it more responsiveto the needs and problems ofstudents and of the times, tofeature the following sugges-tions:(a) the inclusion of farm me-

chanics in every year ofthe curriculum;

(b) establishment of a closerrelationship between class-room instruction and fieldor practical work by theadoption of supervised farm-ing techniques and prob-lem- solving methods ofinstruction;

(c) the use of supervised farm-ing activities as the coreof vocational agricultureinstruction;

(d) the supervision of super-vised farming projects bythe teachers who handledthe classroom instruction ofthe students concerned;

(e) emphasis on agriculturaleconomics including farmmanagement and coopera-tive marketing;instruction and practice onextension methods andgood public relation amongfourth year students;optional specialized instruc-tion in certain agriculturalactivities in order to makeinstruction more responsiveto the needs and problemsof the students and of thecommunities where the stu-dents come from, and

(f)

(g)

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(h) better supervision and in-service guidance of teachersof vocational agriculture.

(2) The acquisition of more up-to-date agricultural books andother references, particularlythose written by local authors.

(3) Inclusion of more mathematicssubjects like algebra and geo-metry so that alumni who willgo on to collegiate agriculturaleducation will not suffer fromsubject deficiencies.

9. CAJIGAL, BELGRANO T. A Studyof the Occupational Placement ofC.L.A.C. Associate in Agricultural Edu-cation Graduates from 1953 to 1955.Thesis, M.S., 1956, Central Luzon Agri-cultural College. 44 p. Library, Cen-tral Luzon Agricultural College, Muriox,Nueva Ecija.

Purposes. To determine: (1) thestatus of employment of all 'Associatein Agricultural Education' graduatesfrom 1953 to 1955 and (2) the ef-fectiveness of the training given to thegraduates during their two-year stay inthe Central Luzon Agricultural College.

Method. The questionnaire methodwas used in this study as it was im-possible to interview personally each ofthe 388 Associate in Agricultural Edu-cation graduates because they were dis-tributed throughout the Philippines.Each questionnaire contained 18questions, all directed towards findingout how each graduate was gettingalong in his field of employment. Allresponses were classified into four types,namely: those from teachers of agri-culture in high schools, either voca-tional or general; those from teachersof elementary agriculture; those em-ployed in jobs other than teachingagriculture, and those who were un-employed at the time of the survey.Answers to the questionnaire were sum-marized and tabulated at the CentralLuzon Agricultural College.

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Findings and Inlcrpre'ations. Sixty-two or 43 per cent of the AAE grad-uates surveyed found employment inplaces other than their respective home.towns.

Fifty-seven or 30 per cent were notpracticing as teachers of agriculturebut were in other work related to agri-culture.

The status of employment of forty-six or 57 per cent was only temporaryOwing to their lack of civil serviceeligibility.

Sixty-three or 70 per cent obtainedtheir employment by personally apply-ing for the job and without any in-fluential backing.

Seventy-seven or 73 per cent did notfind immediate employment after theirgraduation, and fifty or 26 per centnever succeeded in getting employment.

Thirty-eight or 20 per cent succeededin obtaining teaching positions at thehigh school level although they weretrained to teach elementary agricultureonly. This pointed to the lack of quali-fied teachers of agriculture at thehigh school level.

In order to develop AAE graduateswho would be more responsive to theneeds of the service, particularly in thebarrio elementary school, the followingsubjects have teen recommended foraddition to the curriculum: Music,Industrial Arts, Arithmetic, Soils, Na-tional Language, Farm Mechanics, Cat-tle and Carabao Husbandry, HigherAgronomy, Tests and Measurements,Landscaping, Trade and Shop, Agri-cultural Economics and Extension Me-thods.

Based on the findings of this study,the following recommendations weresuggested to further improve the As-sociate in Agricultural EducationCourse: (1) inasmuch as elementaryschools of the Bureau of Public Schoolsare the surest market for the AAE grad-uates, subjects included in the AAEcurriculum should be responsive to theneeds of teaching in the elementaryschools, particularly the rural elementa-

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ry school, and (2) to fully qualify theAAE graduates to teach in the elemen-tary schools, attempts should be madeto recommend to the Bureau of CivilService (now Civil Service Commis-sion) that examinations for teachers ofagriculture be given every year, pos-sibly in April or May.

10. CARMELLO, NICHOLAS C.; LAC-TAO, LUCIANO E., and SACAY, FRAN-CISCO M. A Prewar Study of the Avail-ability of Public School Education toChildren in the Barrios of Bay and Ca-lauan, Laguna. 1949, College of Agri-culture, University of the Philippines.

The Philippine Agriculturist 32:312 -317.

Purpose. To study the availability,accessibility and extent of formal edu-cation available to the barrio children.

Method. This survey was performedin nine barrios of Bay and seven bar-rios in Calauan, Laguna. The studyincluded 1,053 children in 604 fami-lies.

Personal interviews were made withthe people in the barrios and datawere recorded on interview schedulesprepared in the Department of Agri-cultural Education.

Findings and Interpretations. Themajority or 72 per cent of the peoplein the barrios of Bay and Calauanwere engaged in agricultural pursuits.Another 10 per cent of the peoplewere engaged in fishing.

Six of the 17 barrios studied hadschools which offered two to fourgrades. Sixty-four per cent of thechildren from seven to 14 years ofage were attending school. Ten percent of the youth between 15 and 24years of age were still in school. Ahigher proportion of the boys attendedthan was true for the girls.

The children of elementary schoolage who were out of school had at-tended one year of school on theaverage. Among the boys and girls15 to 24 years of age who were out

of school, the average grade completedwas two.

The principal reason given for drop-ping out of school was lack of finan-cial means. Poor health and distancewere also mentioned as important causesby one-fourth of the children studied.There was a definite tendency for thepercentage of out-of-school children torise as the distance between school andhomes increased.

11. CEDILLO, VALENTIN G. Qualifi-

cations of Agricultural Teachers in Gen-

eral, Agricultural and Rural High Schools.

Non-Thesis Study, 1955, College of

Agriculture, University of the Philip-

pines. The Philippine Agriculturist

39 (4) :226-232.

Purposes. To determine: (1) theeducational and professional qualifica-tions of teachers of agriculture in thegeneral, agricultural and rural highschools; (2) the factors affecting theirefficiency; (3) their deficiencies inteacher preparation; (4) their in-ser-vice training since entrance into theteaching service, and (5) the meansof improving the qualifications of prospective teachers and those already inthe service.

Method. Questionnaire responseswere received from 260 high schools.Data were also obtained from the Gen-eral Office, Bureau of Public Schools,Manila.

Findings and Interpretations. Theaverage years of preparation of teach-ers were as follows: those in generalhigh schools, 2.7 years; those in agri-cultural high schools, 3.0 years; andthose in rural high schools, 3.7 years.One per cent of the teachers studiedheld post-graduate degrees, 57 per centwere college graduates, eight per centwere college undergraduates and twoper cent were graduates of agriculturalor rural high schools. Five per centpossessed adequate professional trainingfor teaching vocational agriculture and46 had none.

.9

i

11

The efficiency ratings given theteachers by their school administratorswere: excellent 15 per cent, aboveaverage (32 per cent and average 28per cent.

An attempt was made to determinethe training deficiencies of teachers inthe field. This part of the studyshowed that 44 per cent of the teach-ers wished to take professional coursesin agricultural education, 34 per centwished to take other courses and 22per cent were non-commital.

Only 25 per cent of the teachershad earned credits at a college, at-tended summer school or Saturdayclasses since employment.

Eighteen per cent of the teachersqualified in the senior teacher exami-nation and 10 per cent in examina-tions other than those for teaching.Sixty-one per cent had no civil serviceeligibility of any kind.

The average years of teaching ex-perience by types of high schools were:general, six; agricultural, eight andrural, seven.

12. CUSHMAN, HAROLD R.; GAGNI,ARSENIO 0., and JARMIN, MARTIN V.

The Agricultural Subject-Matter Needsof Teachers of Agriculture in the Philip-pines. Research Report, 1959, Univer-sity of the Philippines. 110 p. Library,U. P. College of Agriculture, College,Laguna.

Purposes. (1) To discover the phasesof each farm enterprise in which highschool teachers of agriculture needagricultural subject-matter which will

assist them in keeping up-to-date withresearch findings and technological dev-elopments. (2) To develop a plan forutilizing available resources to meet theagricultural subject-matter needs of tilt.high school teachers of agriculture.

Method. Questionnaire returns wereobtained from 252 principals and teach-ers in 30 (73 per cent) of the nationalagricultural schools.

Findings and Interpretations. Onehundred and eighty-seven farm jobs in-volved in 17 agricultural enterpriseswere arranged in rank order on thebasis of the expressed need of teachersfor agricultural subject-matter materials.The farm jobs, in which materialswere most needed, follow.

Prioritiesof Teach-ers' Needs

1

Farm Jobs

Choosing the variety

AgriculturalEnterprise

Rice2 Securing and selecting seeds Rice3 Choosing the variety Citrus4 Preparing the seedbed and sowing seeds Rice5 Selecting the site Citrus6 Securing or buying the planting materials Citrus7 Controlling weeds and cultivating Rice8 Preparing the land Rice9 Selecting the site Rice

10 Controlling pes's Rice11 Fertilizing Rice

10

16

1

0

121314151(3

Choosing the varietyIrrigating the cropPulling and transplanting the seedlingsPreparing the landSelecting the breed

MangoRiceRiceCitrusDairy cattleand milkingcarabao

17 Controlling diseases Rice18 Choosing the variety Corn19 Feeding the flock Chicken

20 Choosing the variety Coffee andcacao

21 "Laying off" the land Citrus22 Selecting and buying dairy animals Dairy cattle

and milkingcarabao

23 Choosing the breed Chicken24 Controlling pests and diseases Citrus25 Pruning Citrus26 Securing and buying planting materials Mango27 Choosing the variety Camote28 Planting Citrus29 Breeding for improvement Chicken30 Selecting the site Mango31 Housing the flock Chicken32 Choosing the variety Sugar cane33 Rearing and feeding growing stock Dairy cattle

and milkingcarabao

34 Selecting and buying seed Corn35 Choosing the variety Cassavat6 Care and feeding of cow at time of calving Dairy cattle

and milkingcarabao

37 Raising seedlings Coff:te andcacao

38 Cultivating, weeding and fertilizing Citrus39 Selecting and preparing the cuttings for

planting Cassava40 Selecting the site Corn

41 Growing cabbage Vegetables

41 Choosing the variety Coconut42, Selecting the site Cassava43 Selecting and germinating seeds Coconut'44 Selecting the site Coffee and

cacao45 Preparing and "laying out" the plantation Coffee and

cacao

11

17 i

i

0

ft

46 Choosing the breed Ducks andgeese

47 Selecting the breed Swine48 Selecting the cane points Sugar cane49 Feeding milking cows Dairy cattle

and milkingcarabao

50 Growing eggplant Vegetables

A plan was developed for a coope-rative effort by the B.P.S. and theU.P. College of Agriculture to pro-vide an agricultural subject-matter ser-vice for teachers of agriculture in thePhilippines.

13. DE CASTRO, BEATRIZ A.; AL-BALADEJO, MODERNO R., and SAGUI-GUIT, GIL F. Elimination of Pupils inthe Central and Barrio Schools of LosBanos, Laguna. B.S. Thesis, 1956, Col-lege of Agriculture, University of thePhilippines. The Philippine Agricultur-ist 39 (IO) : 599-610.

Purpose. To discover: (1) the ex-tent of elimination, (2) the extent ofschooling of dropouts, (3) the reasonswhy students left school and (4) theoccupational interests of elementaryschool children.

Method. Personal interviews wereconducted with 882 children who hadbeen enrolled in the first grade iithe central school and three barrioschools of Los Bafios. Additionaldata was obtained from analyses ofschool records.

Findings and Interpretations. Thepercentage of students reaching eachgrade was: second grade, 97; thirdgrade, 94; fourth grade, 87; fifth grade,72; sixth grade, 48, and graduated,43. The same percentage of boys andgirls were graduated.

Of those who did not graduate, oneper cent did not complete first grade,five per cent finished first grade only,five per cent finished grade two be-

18

fore leaving, 12 per cent reached asfar as third grade, 26 per cent com-pleted grade four, 42 per cent achievedgrade five and nine per cent grade sixbefore leaving.

Financial difficulty, parents' need forhelp, failing health, laziness, average-in-grade, poor mentality, indifference ofparents and sickness of parents weregiven as main reasons for droppingout of school.

The most popular occupational in-terests among boys were farming, fish-ing, military service and poultry rais-ing. The girls expressed interest mostfrequently in dressmaking, teaching,poultry raising and nursing.

The researchers concluded that thehigh percentage of elimination in theelementary grades and the narrow rangeof occupational interests pointed to aneed for more adequate elementaryschool facilities and an educationalprogram that would be profitable tothe youth who leaves school at an earlyage.

14. FACTORA, AGAPITO QUEVEDO.A Critical Examination of the AmericanSchool System in the Philippine Islands.Dissertation, Ph.D., 1940, University ofSouthern California. 447 p. Library,University of Southern California, Uni-versity Avenue, Los Angeles.

Purpose. To present to students of"education the story of the develop-ment of American educational thoughtin the Philippine Islands from thebeginning of the American occupationof the islands on May 19, 1898 to

12

I

November 15, 1935.Method. The information considered

in the preparation of this investigationwas obtained through library research.The following books and periodicalswere consulted:

(1) Educational Index(2) Reader's Guide(3) The Educational Yearbook(4) The Iliternational Yearbook(5) The Loyola Educational Digest(6) Public Affair Annual Cumulative

Index(7) International Index to Periodicals(8) People's Index to Periodical

LiteratureCareful attention was given to the

sources of investigation and the natureof the material collected. Every sourcefrom which material was derived wascarefully scrutinized, sifted and ana-lyzed. The authorship, date, purposeand actual messages covered by thesource used were factors in determin-ing whether the material would beused or discarded. The aim in thisstudy was to present only such dataas would convey an honest and authen-tic picture.

Findings and Interpretations. Thephilosophy of the American School Sys-tem in the Philippine Isiands was de-termined in a large measure by theprinciples of equality and opportunitythrough education. It was patternedclosely after the system in the UnitedStates and those of other advanced na-tions of the world. In fact most ofthe faculty members in the early yearsof the American Regime in the Phil-ippines received their training in Amer-ican colleges and universities.

The Americans brought with themAmerican ideals and democracy. Thedevelopment of a self-governing peoplethrough liberal education became thepurpose of the American school system.This theory of education, however, wasnot original. President TheodoreRoosevelt particularly emphasized thatit was in line with Dr. Jose Rizal'stheory of Popular and Universal Edu.cation.

A completely modern Americanschool system at the elementary, sec-ondary and university levels was es-tablished by the Filipino-American gov-ernment. In addition to the publicschool system, private elementary, se-condary and higher schools were insti-tuted. Curricula were continuously re-vised to meet the local needs and in-terests of the people. The schools wereopen to all and through the, effortsof these institutions illiteracy wassubstantially decreased.

The American educational system wasjudged to be inadequate. Significantchanges were very badly needed tomeet the local needs and interests ofthe people. More funds were needed.Vocational guidance was not practicedin all public and private schools in theislands. It was claimed that increas-ing juvenile delinquency was due tothe failure of the public schools toteach formal discipline.

15. GABERTAN, LUZ ESGUERRA. AStudy of the Elimination of Pupils in theCentral and Barrio Schools of Bay, La-guna. Thesis, B. S., 1955, Universityof the Philippines. 30 p. Library, U. P.College of Agriculture, College, Laguna.

Purposes. To determine: (1) theextent of elimination of pupils enrolledin the central and barrio schools ofBay, Laguna; (2) the amount of school-ing received by pupils who left school,and (3) the educational and occupa-tional interests of in-school and out-of-school children of elementary schoolage.

Method. Data were obtained fromschool records and personal interviewswith 404 children who had enrolledin first grade. Twenty-two per centcame from the poblacion and 78 percent from the 14 barrios of Bay andthree sitios of Calauan. The most com-mon means of livelihood of the child-ren's parents were farming and fish-ing.

Thirty-seven per cent of the childrenwho started Grade I graduated. A

13

19

higher per cent of pupils who enrolledin schools offering Grades I to VIgraduated than those who enteredschools offering Grades I to IV. Theaverage age at graduation was 14 years.

The average grade reached by pupilswho left school was Grade III. Themost common reasons for leaving schoolwere: financial difficulties, help neededby parents and poor health. The pu-pils who were eliminated before gra-duation left at an average age of 13years.

The most common occupationalchoices of the 50 boys who were stillin school were driving, agriculture,engineering, trade and commerce. Ofthe 29 girls still in school the largestnumber hoped to be dressmakers,teachers, beauticians and housekeepers

Of the 150 boys who were out ofschool at the time of the study, 47were farmers, 12 were coconut pickers,eight were fishermen, four were inmerchandizing, four were laborers, threewere shoe shiners, one was a butcherand 71 were unemployed. The occu-pations of the 172 girls who were out-of-school were as follows: 52 house-keepers, three storekeepers, three house-girls, 33 refreshment sellers, two mer-chandizers and 85 unemployed.

16. GABORNO, VICTORIANO A.;ABELLA, PEDRO, and JULIANO, JORGEP. A Study of the Effectiveness of PlantScience Courses at the Central LuzonAgricultural College Toward PreparingVocational Agriculture Teachers. Re-search Report. Central Luzon Agricul-tural College, Muiioz, Nueva Ecija.

Purpose. To improve the contentof plant science courses offered in sup-port of the Agricultural Education Cur-riculum in the Central Luzon Agricul-tural College.

Method. Teachers who had taughtplant science courses at one time oranother and who were either graduatesof or had taken plant science courses atCLAC constituted the population for

14

20

the study. The individuals were in-terviewed and at the same time askedto complete a questionnaire whichwould reveal their educational back-grounds, place of employment, teachingexperience, farming background andspecific cases and examples of weak-nesses and strong points in the con-tent of plant science courses offeredand taken at CLAC.

Findings and Interpretations. Thefollowing facts were obtained in tlwstudy:

( 7 )

( 8 )

( 9 )

Fifty per cent of the coopera-tors were secondary schoolteachers and the other half wereelementary school teachers.Only 13 per cent of the in-dividuals completed the equi' a-lent of a four-year college edu-cation.The large majority were two-year college graduates.The plant science subjectstaught by the cooperatorswere: Elementary Agricul-ture 30; Horticulture 22Agronomy 14; and Porno-logy - - one.Only 12 of the 30 cooperatorshad previous farming expe-rience.A number of cooperators pro-vided extension education op-portunities to adult farmers,young farmers and classroomstudents.There was a close coordinationbetween classroom and projectactivities for the in-schoolgroup but somewhat__ less helpwas given adult farmers andconsiderably less to young far-mers.Fifty per cent reported thatpractically no club activitiesexisted in their respectiveschools. Not one teacher men-tioned the existence of an ac.tive F.F,P. Chapter.A large majority of the teach-ers indicated that the Agrono-

I

my, Soils and Pomo logy lab-oratory programs did not of-fer students sufficient oppor-tunity to develop the skills andtechnical knowledge necessaryto teach at the high schoollevel.

(10) Deficiencies of training were re-ported in soil analysis, fertiliza-tion of crops, pest and diseasecontrol and identification, farmmanagement and vegetable pro-duction,

The following conclusions weremade:

( 1 ) The length and type of train-ing given teachers responsiblefor plant science instruction inthe high schools and elemen-tary schools were not adequatefor the desired results.Fairly well developed teachingprograms were offered by thecooperators in spite of the de-ficiencies in their training.The schools where the coope-rators taught were deficient inclub activities.

( 4 ) The plant science courses of-fered were deficient in provid-ing prospective teachers withadequate training in variouspractical field operations.

( 5 ) The teaching methods employedin plant science needed reviewand improvenient.

17. GERVACIO, EMMANUEL T. Goalsand Standards and the Technical In-,formation and Skills in Poultry Pro-duction Which Should Be DevelopedAming Students in Vocational Agricul-ture in the Philippines. Thesis, M.S.1957, University of the Philippines. 109p. Library, U. P. College of Agricul-ture, College, Laguna.

Purposes. To determine: (1) thegoals and standards which should beemphasized in teaching poultry pro-duction, (2) the technical informationand skills that should be emphasized

15

in teaching poultry production and (3)criteria for use in aluating the pro-ficiency of students in poultry produc-tion.

Method. Questionnaire responseswere obtained from 129 teachers andtheir principals in the national agri-cultural schools.

Findings and Interpretations. Theproduction goals which teachers andprincipals believed should be emphasizedin teaching poultry production were pre-sented for each of the following typesor phases of poultry production: in-cubation, broiler enterprise, pullet en-terprise and the laying flock.

Teachers and principals recommendedthat the use of the following items ofequipment be emphasized in teachingpoultry in the agricultural schools: in-cubator-thermometer, vaccinating equip-ment, caponizing set, tool storage faci-lities, lamp brooders, colony brooders.electric brooders, poultry crates, oilstove, egg crates and cartons, vehiclesfor carting poultry feed and products,hand tools, candlers, battery broodersand incubators.

The keeping of the following recordsshould be emphasized according to therespondents: egg production, cost ofproduction, sales, financial, flock incu-bation and brooder records.

stems of technical information whichshould be emphasized itijteaghing eachof the following aspects of poultry pro-duction . were listed in detail: identi-fication, of classes, breeds and varietiesof poultry; planning. to engage in thepoultry .enterprise; managing the busi-ness end of the poultry enterprise;housing poultry; selection of breeders;breeding and mating breeder; feedingthe laying and breeding stock, andusing artificial illumination.

The technical skills which teachersand principals believed should bestressed in teaching poultry productionwere listed in the following categories:housing the laying and breedingstock, feeding the laying and breedingstock, culling, mating the breeders,

21

a

*

hatching eggs artificially, broodingchicks, care of the laying flock, pre-paring eggs for market, preparingpoultry for market, controlling diseases,pests and vices, maintaining productionduring the wet season, interpretingpoultry records and fitting, exhibitingand judging poultry.

Four criteria for evaluating the pro-ficiency of students in poultry produc-tion were recommended by teachersand principals:

(1) The continued use of good me-thods of farming.

(2) Attainment of desirable results interms of yields per hectare, pro-duction per animal, etc.The understanding of how aridwhy selected practices producethe results obtained.

(4) The choice and use of practiceswhich contribute to the attain-ment of desirable results.

Teachers and principals placed va-rious methods of determining profi-ciency of students in poultry produc-tion in the following rank order:

(3)

(1) Conferences with students andparents for the purpose of de-termining, cooperatively, the evi-dence of progress.

(2) Use of performance tests andrating scales.

(3) Surveying use of improved prac-tices used in farming.

(4) Analyzing records of farmingprograms to determine results interms of production levels.Analyzing the kinds of expe-rience secured in farming pro-grams and rating the range andappropriateness of the expe-rience for developing the desiredkinds of abilities.

(6) Analyzing plans written by thestudents.

(7) Using paper and pencil tests.

(5)

18, HABITO, CELESTINO P. Deve-lopment of An Adult Farmer EducationProgram for the Philippines. Disserta-tion, Ph.D., 1958, University of Min-

2-i

16

nesota. 380 p. Library, University ofMinnesota, Minneapolis.

Puproses. (1) To prepare sugges-tions for the development of an adultfarmer education program for the Phil-ippines designed to increase the pro-ficiency of Filipino farmers, (2) toprepare suggestions for the pre-serviceand in-service training of Filipino agri-culture teachers designed to providequalified instructors of adult farmerand (3) to formulate proposals rela-tive to the administration and super-vision of an adult farmer educationprogram in the Philippines.

Method. With the use of the mostrecent available publications and do-cuments relevant to the problem, anextensive review of the various situa-tions currently obtaining in the Philip-pines pertinent to this study was made.An intensive investigation of the adultfarmer education program in the UnitedStates was undertaken with the useof available literature. Particular fo-cus was directed on the practices ofreportedly successful teachers in theorganizing, conducting and evaluatingof adult farmer classes.

Findings and Interpretations. Since1907 the agricultural education programin the Philippines has developed ex-tensively on the elementary, secondaryand college levels. However, a tre-mendous technological lag still hampersthe efforts to enhance the develop-ment of Philippine agriculture. Thissituation is reflected in the widespreadlow average yields of crops and therecurrent shortages in staple foods.

Although the Filipino farmer is nowin a position to partake of numerousadvantages not available to him onlyfive years ago, there are still a num-ber of serious deterrents residing with-in both the environment and the farmerhimself which adversely influence agri-cultural development. The environ-ment of the Filipino farmer has im-proved much during the last five yearsas a result of a progressively success-ful community development program.

1

0

On the basis of the findings, thefollowing recommendations were made:

(1) a reorientation of the philosophy,objectives and guiding princi-ples of the agricultural educa-tion program in the Philippineswith a view of giving a heavyemphasis on the vocationalagricultural education of adultfarmers;

(2) institution of adult farmer in-struction in all farming commu-nities as an integral part of thecommunity school's educationalprogram;a continuous in-service trainingof agriculture teachers towardseffective adult farmer instruc-tion as a joint cooperative un-dertaking in the training ofagriculture teachers;

(4) the use of an advisory councilbuilt around the Barrio Coun-cil in the organization, conductand evaluation of agriculturalinstruction in the community;

(5) the use of the farm manage-ment approach in the teachingof adult farmers, and

(6) recognition of the need for uti-lizing evaluation as a continuousprocess from the planning stagethrough the last phase of adultfarmer instruction and as a pro-cess jointly participated in bythe learners, the advisory coun-cil, the teacher and other in-terested community groups.

(8)

19. JARMIN, MARTIN V. A Studyof Economic and Social Conditions in aFarm Village of Laguna. Thesis, B.S.,1940, College of Agriculture, Universityof the Philippines. The Philippine Agri-culturist 31 (1) :44-51.

Purpose. To study the economicand social conditions in the barrio ofTranca, municipality of Bay, provinceof Laguna.

Method. One hundred and fifteeninterviews were conducted with headsof family. An interview schedule wasused for recording data.

17

Findings and Interpretations. Farmingwas the occupation of 88 per cent ofhousehold heads. Of the farm ope-rators, 18 per cent were owners, 50per cent were part-owners and 32per cent were tenants. The principaltypes of farming were rice-sugar cane,28 per cent; rice, 25; coconut, 11;coconut- Ianzones, nine; sugar cane,nine and general, 14 per cent. Theaverage investment per farm wasP1455 of which 55 per cent belongedto the farm. operator. The principalkinds of livestock raised were carabao,swine and poultry. The farmers ge-nerally employed primitive methods offarming. The amount of annual in-come available for family living wasP217 per household or r55 per adultmale equivalent.

Of the different types of householdthe husband- wife - children type com-prised 49 per cent. The averagehousehold consisted of five persons.Only 13 per cent of the male house-hold heads were born in the barrio.Household heads had on the averageresided in the barrio for 19 years. Themajority, 74 per cent, of the houscshad galvanized iron roofing. The resthad cogon roofs. The average value ofdwellings was P112. Each had 2.5rooms or 0.5 per person.

The homes had limited facilities andconveniences. None of the homes hadany of the following: ice box, waterpump, running water, electric light,gas stove, indoor toilet, outdoor sa-nitary toilet, phonograph, piano or ra-dio. The items commonly found were:bamboo beds, 41 per cent; woodenbeds, three; iron beds, two; sewingmachines, 13; wooden benches, 49;wooden chairs, nine; iron chairs, four,and water container with faucet, 74per cent.

There was a schoolhouse made ofstrong materials in the barrio. Theenrollment in the four grades was 103.There were two teachers.

There were 90 children seven to 14years old in the barrio. Of this num-ber, 51 per cent were not in school.

1

These children completed an averageof 2.0 grades.

Of the 75 children 15 to 23 yearsof age, only three per cent were inschool; 97 per cent had left school.The average grade completed by thisgroup was 3.5.

The number of books per householdwas one. Although newspapers andmagazines were found in several homes,only five per cent were regular sub-scribers.

20. JARMIN, MARTIN V. Factors toConsider in Determining the Appropriate-ness of An Institution for TrainingTeachers of Vocational Agriculture.Thesis, M.S., 1956, Cornell University.120 p. Library, Cornell University,Ithaca, N.Y.

Purposes. (1) To discover the prin-ciples that are presently being em-ployed and which are receiving na-tionwide acceptance in the training ofteachers of vocational agriculture. (2)To determine what factors should beconsidered in applying these principlesto a specific situation in order to de-termine the appropriateness of the in-stitution for training teachers of voca-tional agriculture.

Method. Principles presently em-ployed and receiving wide acceptancein training vo-ag teachers, and tenta-tive.factors that should be considered.in determining tleie .appropriateness ofan :institution for training teachers of

vocational agriculture, insofar as eachprinciple was concerned, were disco-veed from a review of .literature-These..were submitted. in the. form. ofa questionnaire to n jury of nine ex-perts selected from the U.S. Office ofEducation and from each of the foulregions of the United States for theirvalue judgments.

Findings and Interpretations. Theprinciples declared valid by the jurywere:

(1) The institution must own andoperate a farm which has crops,livestock /including poultry),

1.8

farm implements and farmbuildings.

(2) The institution must have ade-quate laboratories for instruc-tion and research in the dif-ferent science courses it offers.

(3) The college must have appro-priate and adequate classroomsavailable for all classes.

(4) The members of the staff mustbe provided with adequate of-fices for private study and in-dividual or group consultationsand conferences.The institution must have alibrary with adequate facilitiesand reference materials inagriculture anti related sciencesavailable for use of facultymembers and students.

(6) The institution must providefor the development of effec-tive skills and abilities in tech-nical agriculture; includingfarm economics and agricultu-ral engineering.The institution must make pro-visions in its curriculum forthe development of understand-ing in the various fields ofscience and how they affectagriculture.

(8) The institution must providefor the development of under-standing in general education,including the humanities, ne-'cessaryc fotv'effecthqhurrfan re-lations..The institution must providetraining in professional educa-tion that will develop skillsand abilities necessary for ef-fective teaching of vocationalagriculture.

(10) The institution must eniplostaff members who are com-petent to teach and do researchwork in the specific area inwhich they are employed.

Several factors were identified whichshould be considered in determiningthe appropriateness of an institutionfor training teachers of vocational agri-

(5)

(7)

( 9 )

"AM

0

culture insofar as each of the princi-ples was concerned.

These factors should be consideredin developing standards or criteria fordetermining the appropriatutass of aninstitution for training teachers of vo-cational agriculture. These standardsor criteria should, in most cases, repre-sent qualitative or quantitative expres-sions of the factors themselves. Theyshould, for convenience, be arrangedin an evaluative instrument togetherwith the principles to which they re-late.

21. JUAN, VIRGINIO CASTILLO.The Educational Attainment, Service

Status and In-Service Training Needsof Agriculture Teachers in the Philip-pines. Thesis, M.S., 1955, PennsylvaniaState University. 68 p. Library, Pennsyl-vania State University, University Park.

Purpose. To reveal essential infor-mation concerning agricultural teachersand their program needs so that fu-ture policies in vocational agricultureand the in-service training activitiesof the Bureau of Public Schools maybe planned accordingly.

Method. Two hundred fifty voca-tional agriculture teachers employed in104 schools located in 52 provincesin the Philippines completed a pre-tested schedule of data including theirtraining; service.status., typesbf instruc-tion important to their areas and pref-erene.es for in-service training coursesanth:workshops. . ..

.; s.-.,, . .. , f..Findings and Interp'retations. Only

(tO per cent of the teachers were qua-lified to teach vocational agriculture.They had been graduated from theUniversity of the Philippines with the13achelor of Science in Agriculture de-gree. Most of the men had majoredor minored in agronomy or animalhusbandry. Of the 250 teachers, 55per cent had been graduated withinthe past five years.

A majority were not professionallytrained to teach. Barely half of them

had earned at least six credits ineducation courses. Forty-six per ,centof the teachers had attended in-ser-vice classes within the past six years;30 per cent had attended two-weekworkshops.

There are consistently high positivecorrelations (0.87 to 0.97) among themajor livestock, major crop and minorcrop enterprises important in each lo-cality, their importance in coursestaught and their preference rating assubjects to be studied if in-serviceclasses and workshops are held andattended. Poultry and swine were themajor livestock enterprises. Rice andcorn were the major crops; vegetablesand root crops the most importantminor enterprises.

An important exaeption was the tonscorrelation of 0.18 between farm me-chanics areas at present important inthe localities and their importance asabilities the teachers would like to ac-quire through in-service training. Thearea of farm machinery selection, ope-ration and maintenance was the firstchoice of the teachers for future train-ing followed closely by irrigation anddrainage.

The teachers desired instruction incontrolling pests and diseases and insoil conservation and fertility manage.ment. In professional areas, theywanted classes and workshops dealingwith the supervision of school farmprojects and individual student§' fara-ing programs as well as in organizinglearning activities and using improvedteaching procedures, materials andaids. .: - - ' : N

Recommendations were made forhigher entrance salaries; a system ofteacher certification; close cooperationbetween the teacher training depart-ments of the agricultural colleges andthe Bureau of Public Schools; induce-ments for teachers to enroll in in-service classes; increased travel funds;teaching aids and subject-matter ser-vice from the colleges, and improvedskills in agriculture, in teaching, incommunity leadership, and in publicrelations.

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22. JULIANO, JORGE P. The Tech-nical Training of Teachers of VocationalAgriculture in the Philippines. Thesis,M.S., 1954, Pennsylvania State Univer-sity. 69 p. Library, Pennsylvania State

University, State College.

Purposes. (1) To determine theeducational attainments of teachers ofvocational agriculture in the Philip-pines. (2) To determine, on the basisof teacher-designated needs, whatphases of technical training in agro-nomy, horticulture, animal husbandry,farm physics, farm engineering andfarm economics need to be emphasizedin the teacher education program. (3)To suggest ways of securing technicaltraining in areas of need, and waysof preventing the recurrence of defi-ciencies in the training of future teach-ers of vocational agriculture,

Method. The data were obtainedthrough questionnaires sent to 94teachers of vocational agriculture dis-tributed among 17 national agricultu-ral high schools. The 41 public andprivate high schools were distributedamong 35 provinces scattered through-out the breadth and length of thearchipelago.

The technical training was dividedinto practical skills and activities andfactual knowledge and information.Four sources of technical training wereidentified; namely, the home farm, vo-cational agriculture classes in highschool, college training and experienceswhile teaching. The teachers wernasked to evaluate the technical train-ing in college as very adequate, ade-quate or inadequate.

Findings and Interpretations. Theeducational attainments of the 94teachers ranged from high-schoolgraduates to college of agriculturegraduates. Sixty-one or 65 per centof the teachers possessed a bachelor'sdegree in agriculture. Thirty-two or34 per cent had less than a bachelor'sdegree in agriculture or were graduatesof the college of veterinary medicineor the college of education. On the

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basis of the average number of unitscompleted in college in technical agri-culture courses, 67 per cent had ade-quate technical training.

Teachers received the largest amountof technical training in practical skillsand activities in the five subject-mat-ter areas of the high-school agricul-ture curriculum in college; the secondlargest amount, while teaching; thirdin amount, from the home farm, andthe least, from vocational agricultureclasses in high-school. In factualknowledge and information, teachersacquired most of their knowledge inthe five subject-matter areas of thehigh-school agriculture curriculum fromcollege; second largest amount, fromtheir experience while teaching; third,from the high school, and the leastfrom their home farms.

Many teachers felt they had inade-quate technical training in college infarm electricity and farmshop work.There was a slight relationship betweenthe areas in which the teachers feltthey had inadequate technical trainingin college and their present needsMore than 40 per cent of the 94teachers studied felt a. need for moretraining; more experience, and moreknowledge in farm machinery andequipment, farm electricity, livestockdiseases and parasites, fertility management and conservation and farm-shop work.

In-service training, teacher certifica-tion, encouragement of promising stu-dents to enter the teaching professionand higher compensation for teachersof vocational agriculture were recom-mended.

23. LOGAN, FELIX 0. A Study of theGraduates of Five Agricultural High

Schools in Luzon. Thesis, M.Ed., 1958,University of the Philippines. 180 p.Library, College of Education, Universityof the Philippines, Di Oman, Rizal.

Purpose. To study the socio-eco-nomic and occupational status of 194(3to 1952 graduates, their employment,

1

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income and wages and attitudes inorder to know whether agriculturalhigh schools can bring "more capablehuman resources" to the farm.

Method. The investigator gatheredthe names and addresses of 1946 to1952 graduates from the records offive agricultural high schools in Luzonnamely: (1) Lagangilang NationalAgricultural School, Lagangilang, Abra;(2) Echague Rural High School, Echa-gue, Isabela; (3) San Carlos RuralHigh School, San Carlos, Pangasinan:(4) Camarines Sur Agricultural HighSchool, Pi li, Camarines Sur, and (5)Datac Rural High School, Batac, 'locosNorte. Questionnaires were mailed tothe graduates. Returns of 45 per centwere obtained,

Findings and Interpretations. Theprincipal occupation of the parents ofthe graduates was farming; some ofthem were farm laborers. Only 11per cent were professional workers,

Of the 453 respondents, 11 per centwere independent farmers and busi-nessmen; four per cent, tenants andpart-owners of land; 15 per cent, em-ployed, full- and par'-time; 49 petcent, student, and 18 per cent hadno employment.

The changes of occupational statusfrom time of graduation to the timeof the study were as follows: inde-pendent farmers and businessmen, anincrease of three per cent; tenantsand part-owners of land, a decreaseof 0.2 per cent; employed full andpart-time, dropped by 11 per cent,students and professionals, a gain offour per cent; unemployed and notstudying, an increase of five per cent.

The average monthly income andwages had increased. Income beforegraduation was P46.00; r. year aftergraduation, P75.00, and at the time ofstudy, r88.00.

Forty-five per cent of the graduatesread newspapers and magazines, GO

per cent were affiliated with associa-tions and organizations and eight percent were members of insurance sys-tems.

These were the recommendations: (1)jobs should be created for graduatesor they should be given five hectaresof land on which to begin farming.(2) Graduates might be resettled insparsely populated regions of Mindoro,Palawan and Mindanao. (3) Unem-ployed graduates should be trained todisseminate information concerning in-tensive farming, crop diversificationand other farming practices, (4) Farmcredit should be extended to thosewho are already established in farm-ing so that they can improve theirprojects. (5) Organizations for agri-cultural high ohool graduates shouldbe formed. (6) Further studies shouldbe made on the holding power ofagricultural high schools, upgradingfarm production and increasing farmcrops and the farm income of thecommunity through fuller use of theagricultural high schools,

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24. MAGTIRAS, CIRILO C. A Studycn Vocational Chokes of High SchoolSeniors. Non-Thesis Study, 1936, Uni-versity of the Philippines. PhilippineJournal of Education 19:9. February1937. p. 704-706.

Purpose. To find out how the1936 graduates of the U.P. High Schoolwere distributed in the various voca-tions.

Method. Questionnaires were distri-buted to 96 seniors of whom 92 res-ponded.

Findings and Interpretations. Ofthe 92 seniors who responded, 23 weregirls and 69 were boys. The averageage of the group was 17 years. Theycame from various parts of the Phil-ippines and were children of parentsfrom 24 different walks of life. Theyhad sufficient financial means to con-tinue their studies.

Thirty-two per cent of the seniorswere yet undecided as to what courseto take up after graduation eventhough they had decided to continuetheir studies. Thirty-six per cent were

i

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attracted to highly professional coursessuch as law, medicine, engineering,etc. Vocational cou.ses (industrial,commercial and agricultural) were notpopular among the group studied;only 14 per cent selected these fields.With the types of students who enterthe U.P. High School, the writerdoubted whether emphasis on trainingfor these occupations could be justified.Sixteen per cent planned to go intopublic service jobs like teaching, avia-tion, military, etc. Only 11 per centof the seniors were inclined to fol-low the professions of their parents.

The fact that 32 per cent of theseniors were still undecided as to thecourse they would take up showed thatvocational counseling was being neg-lected by the school. Those who hadnot decided on their vocation neededguidance. Likewise, those who wereinfluenced by parents' choices neededguidance also.

25. MANGAOIL, JUAN C. A Surveyof the Home and Community Conditionsin the Barrio of Piño, Gattaran, Caga-yan, as a Basis for Planning a RuralImprovement Program. Thesis, B.S.,

1957, University of the Philippines. 50

p. Library, U. P. College of Agricul-ture, College, Laguna.

t.

Purpose. The survey of home andcommunity conditions was conductedfor 1.1156 as a basis for planning arural community improvement programin the barrio of Pifia, municipality ofCattaran,. Cagayan. proiince.

Method. The survey included 100households in the barrio. The datawas gathered through personal inter-views. The data was recorded oninterview schedules and was also se-cured from the various records on filein the municipality.

Findings and Interpretations.(1) Most of the houses had bam-

boo walls, wooden floors andcogon roofs; only 11 houses hadG.I. roofing. The average va-

22

lue of dwellings was P457.There was a tendency for dwel-lings to be constructed in P.

more permanent set-up and tobe valued more as the familyreceived higher education. Thefloor area of a dwelling was31 square meters, or 6.5 squaremeters to a person.

(2) The facilities and conveniencesin the house were inadequate.Only 10 homes drew water fromartesian wells; the rest got theirwater supply from the creek.The average household had fivemembers.

(4) The average length of the fa-mily head's residence in thebarrio of Pifia was 32 years.More than one-half of 57 percent of the heads of familieswere born in other provinces.The average age of the husbandswas 42 years; wives, 39 years;sons, 13 years, and daughters,14 years.

(5) The most common reading ma-terial found in the homes wasBanawag. The Bible was theonly book, outside of textbooks,that was found in most homes.Out of the out-of-school childrensix to 26 years old, both boysand girls completed an averagegrade of 4.3.

(7) The average age at marriage.of the husbands was 23 years:wives 18 years. Educationseemed to have a delaying ef-sect on *the age at marriage ofboth male and female.

(8) Eighty-seven per cent of thehusbands and 85 per cent of thewives were engaged in farming.

The estimated average annualincome of the family was £773,which was considered insufficientto support the family. Thehigher the educational attainmentof the member of the family,the higher was the income.

(3)

(6)

(9)

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( 10 ) The outstanding social activityundertaken in the barrio wasputting up a barrio school.Highest in popularity were com-munity sanita' ion and homebeautification.

(11) The most common recreationalactivities of the family werechatting, attending fiestas andparties, visiting neighbors, goingto the movies and playing ball.

(12) Eighty-nine per cent of theheads of the family were mem-bers of the Pine Adult Organi-zation. Very few young peoplebelonged to local school andcommunity organizations. Onlyfive wives belonged to an or-ganization.

( 13 ) There were more non -RomanCatholics in the barrio thanRoman Catholics. Forty percent of the heads had close kin.Only two families had no kinin the barrio.

( 14 ) Of the 100 families in the bar-rio, only 16 had intentions ofmoving elsewhere.

(15) Only 16 heads of families werenot in favor of educating theirchildren.

(16) This survey revealed the homo-geneous nature of the popula-tion of Pifia.

(17) All the family heads expressedtheir willingness to cooperate inany project that was good forthe barrio, especially schoolprojects.

Like other types of rural commu-nities in the Philippines, barrio Pifiahas still much room for social andeconomic improvement. To increasethe income of the families and to raisetheir standard of living, it is necessarythat the people of barrio Pifia betaught a better way of life throughself-help.

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26. MATELA, ARCADIO G. Contentof Curricula for Teachers of VocationalAgriculture in Separate Land-Grant Col-leges. Thesis, M.S., 1948, Iowa StateCollege. 124 p. Library, Iowa StateCollege, Ames.

Purposes. To ascertain the relativeimportance of technical agriculture,science, professional education, the hu-manities and other required content inthe undergraduate curricula for teachersof vocational agriculture; and to de-termine the relationship between therelative importance of the areas of in-struction as shown by the proportionof credits required and certain charac-teristics of the land-grant colleges.

Method. Institutional catalogs of the22 separate land-grant colleges werethe major sources of data.

Findings and Interpretations. Theaverage relative importance of the dif-ferent major areas of the curriculafor the preparation of teachers of vo-cational agriculture was as follows:technical agriculture, 38 per cent;science, 24 per cent; professional edu-cation, 14 per cent; the humanities,nine per cent; other required content,six per cent; and electives, nine percent. The distribution of the averageimportance of subject-matter areas inprofessional education was as follows:general education, 20 per cent; agri-cultural education, 58 per cent, andpsychology, 22 per cent. The distri-bution of the average relative impor-tance of subject-matter areas in tech-nical agriculture was as follows: agri-cultural engineering, 18 per cent; agro-nomy, 21 per cent; animal husbandry,31 per cent; farm management, 11

per cent; horticulture, 10 per cent,and other agriculture, nine per cent.

27. MEESUKH, CHAN; SHRI13111-

BHADHNA, PRAVES, and SACAY,

FRANCISCO M. A Comparative Studyof Certain Characteristics of First YearStudents in Agricultural, Rural and

23.

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Academic High Schools. 1948, Collegeof Agriculture, University of the Philip-pines. The Philippine Agriculturist31:305-310.

Purpose. To determine the vocatio-nal interests, occupations of parentsand recreational preferences of studentsentering the agricultural, rural andacademic high schools.

Method. The study included 2,551first year students who were enrolledin 36 high schools in nine provincesduring the 1940-41 school year anddistributed as follows: 585 first yearstudents in agricultural high schools,655 attending rural high schools and774 attending academic high schools.

Questionnaires prepared by the in-vestigators were sent to the principalswho were requested to have studentsin two typical sections of the firstyear fill them out.

Findings and Interpretations. Themajority of the first year students inthe agricultural high schools were frombarrios. In the academic high schoolsa greater proportion came from thetown.

The students in the agricultural andrural high schools were in a majorityof cases children of farm owners. Inthe academic high schools only 35per cent of the students were fume's'children.

About 80 per cent of the male stu-dents surveyed in the agricultural highschools and 71 per cent in the ruralhigh schools said that they had se-lected farming as their future occupa-tions. Only 21 per cent of the be-ginning students in academic highschools had selected farming as a ca-reer.

Of farmers' children enrolled in thefirst year of agricultural and ruralhigh schools more than three-fourthsselected farming as their future occu-pation. Of farmers' children who en-tered the academic high schools only35 per cent intended to farm.

30

The most popular recreational acti-vity of students in all types of schoolswas reading. Group games and ath-letics were also frequently mentioned.

28. MENDOZA, ALMA C. A Studyof Seventh Grade Graduates in Santa,Sinait, Santa Catalina and Caoayan,llocos Sur with Special Reference toTheir Educational and OccupationalPursuits. Thesis, B.S., 1947, Universityof the Philippines. 39 p. Library, U. P.College of Agriculture, College, Laguna.

Purposes. To determine: (1) theeducational attainment, occupationalpursuits and income of the seventhgrade graduates included in the study,and (2) the occupations of parentsof the graduates of the seventh gradein the school studied.

Method. A total of 426 graduatesof the seventh grade was interviewed.Data were recorded on an interviewschedule. School records were alsoused to obtain certain types of infor-mation.

Findings and Interpretations. Of the426 seventh grade graduates studied,73 per cent reached high school, 50per cent graduated, 26 per cent en-tered college and seven per cent grad-uated from a four-year college. Themost common vocational courses takenby the students in high school werehorticulture, poultry, swine, stenogra-phic-typing and woodworking. Forty-nine per cent took vocational courses.Of those who enrolled in junior col-leges 89 per cent studied teaching,nine per cent secretarial work and twoper cent arts and trades. The mostcommon courses taken in four-year col-leges were education, liberal arts, en-gineering, law, pharmacy and medi-cine.

During the year 046-47, twenty-four per cent of the boys were farm-ers, 18 per cent were clerks, twoper cent were laborers, seven per centwere merchants, six per cent weresoldiers, six per cent were fishermen

24

and the rest were divided among 27other occupations with less than fiveper cent engaged in each. The girlsduring the same year were engagedin the following occupations: 33 percent housekeepers, 29 per cent teach-ers, 10 per cent dressmakers, nine percent merchants, six per cent beauti-cians; the rest were divided amongnine other occupations with less thanfive per cent engaged in each. Thisstudy also showed that the sooner aboy dropped out of school the morelikely lie was to be a farmer. Thesooner a girl dropped out of schoolthe more likely it was that she wouldbecome a housekeeper. The averageage at time of entrance upon the firstoccupation was 19 years. More thanhalf found employment in their hometowns. The average annual incomewas P768.94.

The occupations of the parents ofthe 426 graduates were as follows:33 per cent farmers, 17 per centmerchants, 11 per cent fishermen, nineper cent laborers, eight per centteachers, four per cent clerks; the other18 per cent were distributed among 34other occupations.

29. MENDOZA, IRENEO B. Coopera-tive Activities of Students in the Agri-cultural Schools of the Philippines.Report, M.S., 1956, Oklahoma Agricul-tural and Mechanical College. 71 p.Department of Agricultural Education,Oklahoma Agricultural and MechanicalCollege, Stillwater.

Purpose. To develop suggestionsfor teaching the successful managementof cooperatives in agricultural schoolsin the Philippines.

Method. A questionnaire was deve-loped and mailed to agriculturalschools in the Philippines. The ques-tionnaire called for information on thenature and extent of cooperative ac-tivities engaged in by students, teachersand employees. Completed surveyforms were received from 25 schools

comprising 62 per cent of the schoolscurrently in operation. The resultswere analyzed, conclusions drawn andrecommendations made including sug-gested teaching units.

Findings and Interpretations. Sixtyper cent of the schools reporting indi-cated the presence of cooperatives,which are mostly consumers' cooperativeassociations. The membership con-sisted of both students and teachers,as well as some farm employees. Stu-dents held offices, functioned as mem-bers of the board of directors andengaged in various activities pertain-ing to the cooperative associations. Amajority of the student farmers car-ried out cooperative activities. Forty-four per cent of the schools reportedthat units of instruction on the opera-tion and management of cooperativeswere included in courses of agriculture.The report included: suggested ap-proaches, methods to be used anduseful information for teaching suc-cessful management of cooperatives.

30. MOLLAH, YAKUB ALI. A Studyof the Revised Secondary AgriculturalCurriculum in the Philippines. Thesis,M.S., 1958, University of the Philip-pines. 94 p. Library, U. P. College ofAgriculture, College, Laguna.

Purposes. To determine: (1) theprinciples upon which the curriculumwas based, (2) the problems connec-ted with the implementation and con-tinuous improvement of the curriculumand (3) a working guide for the con-struction of a curriculum in Pakistan.

Method. Interviews were held withsupervisors, teachers and students.Printed materials such as books, maga-zines, mimeographs, reports and type-written materials belonging to resourcepersons were studied. Questionnaireswere utilized to obtain detailed infor-mation from teachers and supervisors.

Findings and Interpretations. Thefollowing principles were cited as thebases for the revised curriculum:

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(1) The curriculum was designed toassist in the development andutilization of agricultural resour-ces.

(2) It was flexible, functional andpractical.It served both students preparingfor farming and those preparingfor college.

(4) The curriculum provided fortraining in production, processingand marketing of agriculturalproducts.

(.5) It provided for training in lea-dership, community improve-ment, conservation of naturalresources and the dignity of la-bor.

The following procedures 'were con-sidered vital in the implementation ofthe curriculum.

(3)

(1) All students in vocational agri-culture became members of theFuture Farmers of the Philip-pines.

(2) A variety of techniques ofteaching was used in conductinginstruction in vocational agricul-ture.

(3) Challenging and well-supervisedfarming programs at home andin the school were emphasized.

(4) The field work or practicumphase of agricultural instructionwas coordinated with classroominstruction and devoted to theschool projects and individualprojects of the students.Instruction was given in sea-sonal sequence.Both academic and agriculturalsubjects were scheduled for dou-ble periods.

(7) Farm mechanics was integratedwith agricultural subjects.

(8) All vocational teachers assistedin field work supervision.

Recommendations were also madeconcerning the construction and imple-mentation of an agricultural curricu-lum for the secondary schools of Pa-kistan.

(5)

(6)

,.., ..4

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31. NAANEP, FLORENDO R. and SA-CAY, FRANCISCO M. A Study of Farm,Home and Community Conditions in aFarm Village of !locos Norte as a Basisfor Formulating a Program of Rural

Education. 1940, College of Agricul-ture, University of the Philippines. ThePhilippine Agriculturist 29:555-570.

Purpose. To study farming condi-tions, home conditions and communityconditions in the barrio of Nagbacalan,municipality of Batac, province of

Tlocos Norte.

Method. Data were collected bymeans of personal interviews with the136 families in the barrio.

Findings and Interpretations. Farm-ing was the occupation of 92 per centof the 136 beads of households. Thepercentage of farm owners was 49:part-owners, 41; and tenants, two.Ninety-eight per cent of the farmswere rice farms. The average invest-ment per farm was P835.60 of which89 per cent belonged to farm operators.The amount of annual income availablefor family living was P293.59 perhousehold or P68.60 for each adultequivalent. The farming methods em-ployed were generally primitive.

The average household consisted offive persons. Seventy-two per cent ofthe household heads were born in thebarrio. Eighty-three per cent if thehouses had cogon roofs and bamboowalls and floors. The average valueper house was £136.08. It had threerooms with a total area of 49 squaremeters or roughly ten square metersper person. None of the homes hadrunning water or electricity. Littleattention was given to home beauti-fication. Fifty-eight per cent of thefarm homes had no books but news-papers or magazines were found in55 per cent of the homes, However,only 19 per cent of the homes gotcopies of such publications regularly.

Sixty-two per cent of the childrenfrom seven to 14 years of age werein school. Ninety-five per cent of the

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youth from 15 to 24 years of age wereout of school. The, average schoolingof the out-of-school group from 15 to24 years of age was 3.5 grades. Sev-enty-two per cent of the householdsof the 136 belonged to a Parent-reacher Association and one, to theBoy Scouts.

32. NOSCAL, SIMPLICIA V. A Studyof the Young Farmers and Their Prob-lems in Getting Established in Farmingin the Municipality of Lopez, Provincecf Quezon. Thesis, M.S., 1957, Uni-versity of the Philippines. 73 p. Lib-rary, U. P. College of Agriculture, Col-lege, Laguna.

Purposes. (1) To ascertain thecharacteristics, goals and problems ofthe young farmers. (2) To find outhow the young farmers establishedthemselves in farming.

Method. Two hundred and fiftyyoung farmers in 25 barrios were se-lected by lot and interviewed. Datawere recorded on an interview sche-dule.

Findings and Interpretations. Thetypical young farmer interviewed was24 years old, had been married forthree years, resided in the barrio wherehe was born, had been engaged infarming for eight years, had completedsix grades in school, was a part -ownezor tenant, did not belong to any or-ganization and engaged in various so-cial and recreational activities such asdancing, singing, fishing, drinking,basketball, volleyball, checkers andcards. All of the young farmers grewboth upland and lowland rice but lessthan one per cent devoted land topasture. The farms of owner-operatorsaveraged 3,5 hectares; tenants, 3.7hectares, and part-owners, 4.6 hectares.The livestock of each young farmerusually consisted of a work carabao,a pig and a number of chickens.Ninety-seven per cent owned bolos, 87per cent owned plows and 86 per centhad harrows and yatabs. Less than

50 per cent owned hoes, rakes, ham-mers, hatchets, spades, forks, chiselsor saws. Fifty-five per cent of theyoung farmers owned a house. Theaverage annual cash income of theyoung farmers was P633.20.

The young farmer's goals in gettingestablished in farming were: to earnmoney, to establish a home and toimprove the home farm.

The major problems encountered bythe young farmers in attempting toget established in farming were: dif-ficulty in obtaining capital which wasaggravated by low income and unwil-lingness to borrow at high interestrates, scarcity of good foundation stock,scarcity of land, lack of roads to takeproduce to market and lack of man-agement skills.

Of the 250 young farmers, six percent were owners, 40 per cent werepart-owners and 54 per cent weretenants. The steps being followed bymost of the young men in becomingestablished in farming were: (1) tohelp out parents on the home farm;(2) to assume increasing responsibilityon the home farm, and (3) to obtaincapital, work animals, fertilizer andbuildings through the help of parentsand other close relatives.

It was concluded that the youngfarmers drastically needed better creditfacilities, better management skills,larger farms, better roads and a pro-gram of education that would helpthem solve the problems they encoun-ter in getting established in farming.

33. PACLIBAR, JOSUE P. A Studyof Former Students of the Roxas Memo-rial Agricultural School in Guinobatan,Albay with Special Reference to TheirEducational and Occupational Pursuits.Thesis, 13.5., 1956, University of thePhilippines. 16 p. Library, U.P. Col-lege of Agriculture, College, Laguna.

Purposes. The principal objects ofthis investigation were to determine:(1) the personal data of former stu-

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dents in the Roxas Memorial Agricul-tural School, such as the kind of dis-tricts from which they were drawn,their pre-vocational experiences andthe occupational groups to which theirparents belonged; (2) persistence ofschool and educational attainment, and(3) occupational pursuits and incomeafter leaving school.

Method. This study included 200students who were selected systema-tically from among the students whoenrolled in the first year in the Ro-xas Memorial Agricultural School duringthe academic years 1946-47, 1947-48and 1948-49. School records werere-examined to gather the necessary da-ta. Additional information was securedby personal interview. Questionnaireswere used in recording the data. Incertain cases when individuals couldnot be contacted personally, data weresecured by correspondence and inquiryamong their parents and neighbors.

Findings and Interpretations.(1) Of the 200 former students of

the Roxas Memorial AgiiculturalSchool, 50 per cent came fromthe poblacion and 45 per centfrim the farming barrios. On-ly five per cent came from in-dustrial and fishing barrios.

(2) The average age of the boysand girls at the time of enroll-ment was 18 years.

(3) Almost one-half of the studentswere children of farmers. Thefathers of the other students werelaborers, businessmen, policemen,butchers, drivers and surveyors.

(4) The pre-vocational experiencesreported by the boys before en-tering the rural school weregardening and industrial arts,while the girls reported homeeconomics.

Of the 200 students, 168 or 84per cent graduated from thehigh school. Four females andone male finished four-year col-lege courses,

(5)

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( 0) Of the 39 students who pur-sued college education, 37 percent took the normal course.The popular courses taken by themales were: agriculture, com-merce, dentistry, engineering.law and forestry. Among thefemales, the popular courseswere: normal education, com-merce, agriculture, liberal arts,nursing and secretarial.

(7) The average age when the malesentered their occupation was at23 and the females at 22.

(S) Teaching (1(i per cent) anddressmaking (14 per cent) werethe popular occupations pursuedby the females. One-fourth ofthe females became housewives.Among the males, the popularoccupations were: military ser-vice, 16 per cent; farming, 14per cent; working on dailywages, 10 per cent, and business.seven per cent.

(9) The majority of the former stu-dents pursued their business intheir home towns. Seventeenper cent of the former studentshad jobs in the cities.

(10) The average annual income ofthe 160 former students amount-ed to 1 1077. The average an-nual income of the females wasslightly higher than the males.

(11) About 25 per cent of the for-mer students had already mar-ried at the time of the survey.The average age at marriagewas 28 years.

After marriage, only nine percent of the former studentsowned their homes, 84 per centlived in homes owned by theirparents and the rest rented theirho cues.

(1)

34. PALM, FELICITAS V. The Ob-jectives and the Necessary Informationand Skills in Swine Production WhichShould Be Developed Among Students in

Vocational Agriculture. Thesis, M.S.,1958, University of the Philippines. 83

p. Library, U. P. College of Agricul-ture, College, Laguna.

Purpose. To determine the goalsand skills that should be emphasizedin teaching swine production.

Method. Questionnaire responseswere received from 50 per cent ofthe principals and teachers in the na-tional agricultural schools.

Findings and Interpretations. Thefollowing goals were recommended foremphasis in teaching swine production:

Number of pigs farrowed per lit-ter eight

Average number of pigs weanedsix

Weight of market pigs producedper sow 270 kilos

Weight of pigs at 56 daysseven kilos

Amount of feed used per kilo ofpork two kilos

Average weight of pork per sowat six months 180 kilos

Amount of labor per 45 kilos ofhogs produced P8.00

The use of the following equipmentwas recommended for emphasis inteaching swine: vaccination outfit,pails, carpentry tools for repair andmaintenance, farm tools for tillage ofthe soil, water tank, emasculator, earnotcher, feeding floor, hog holder, hogcrate, vehicle for carrying feeds andmarketing hogs, breeding stall andropes, post-mortem set, equipmentracks, hog bit and deworming equip-ment. scales and tripod, chute, brush,barrel on skids, hoof clipper and raspand tattoo marker.

The major problems encountered bythe teachers and principals in swineproduction were: overlaid animals,injuries, crushing, worm infestation,low percentage of weanlings, insuffi-cient milk, pneumonia and colds,wasting of feed, necrotic enteritis,scours, inverted teats, sow cannibalism,weaklings, flies and starvation.

The skills and information whichshould be emphasized in teaching swineproduction, marketing and utilizationwere listed in detail.

35. PASCUAL, PLACIDA S. A Studyof Former Students of the Rural HighSchool in Bayombong, Nueva Vizcaya,with Special Reference to Their Edu-cational and Occupational Pursuits.Thesis, B.S., 1956, University of thePhilippines. 16 p. Library, U. P. Col-lege of Agriculture, College, Laguna.

Purposes. This study was conduc-ted to determine the effectiveness ofthe revised secondary agricultural cur-iculum, which took effect in 1946,

through an analysis of: (1) the per-sonal data of former students in theNueva Vizcaya Rural High School, in-cluding the districts from which theywere drawn and the occupational groupto which their parents Monger]; (21persistence in high school and educa-tional attainment, and (3) occupationalpursuits and income after leavingschool.

Method. Two hundred randomlyselected students who enrolled in thefirst year in the Nueva Vizcaya RuralHigh School during the academic years19464947, 1947-1948 and 1948-1949were sent questionnaires prepared inthe Department of Agricultural Edu-cition. The school records of thestudents were examined and the per-tinent .data gathered. Additional in-formation was obtained by personal in-terviews with the students. In cer-tain cases in which the students couldnot be contacted personally, data weresecured by correspondence and throughinquiry from the students' parents andneighbors.

29

Findings and Interpretations.

(1) The average age of the 200former students of the NuevaVizcaya Rural High School atthe time of enrollment was 17years.

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(2) Twenty-six per cent of the stu-dents came from the poblacion;72 per cent, from the farmingbarrios, and two per cent, fromthe industrial and fishing bar-rios.

(3) One-fourth of the. students %%erechildren of farmers. The restwere children of laborers, bus-inessmen, mechanics, butchers,drivers, teachers, carpenters,clerks, foremen and others.

(4) Gardening and industrial artswere the pre-vocational exper-iences of the boys before theyentered the high school. Thegirls reported home economicsas their pre-vocational expe-rience.

(5) Sixty-four per cent of the formerstudents graduated from the higi,school. Only four males andone female finished four-yearcollege courses.

(6) Of the 73 students who enteredcollege, 22 per cent studied com-merce. The popular coursesamong the males were agricul-ture, farm mechanics, secreta-rial science, mechanical engi-neering and commerce. Amongthe females the popular courseswere normal, commerce, homeeconomics, education, agricul-ture, nursing, religious education,secretarial science and hometechnology.

(7) The average age when the malestook up their occupation was22 years; the females, 20 years.Farming was the most commonoccupation of the former malestudents and was chosen by 26Der cent of them Other oc-cupations chosen were (in per-centage): soldier, 16; student,16; driver, 13; mechanic, six;business, three; government em-ployee, three; laborer, three;clerk, two; sprayer, two, andothers, 10.

The occupations of former fe-male students were (in percent-

(8)

age): housekeeper, 34; student.17; dependent, 13; dressmaker,10; clerk, eight; teacher, seven;beautician, three, and others,eight.

(9) Most of the former studentspursued their occupations in theirhometowns; one-fourth worked inother communities in the prov-ince. Only four per cent hadjobs in the cities and one percent outside the Philippines.

(10) The average annual income of119 former students amountedto 1)1109. The nudes had aslightly higher average annualincome than the females. Inthe male group, high incomeswere reported by the U.S. navypersonnel, the veterans, theteachers, the assistant managerof a printing press, the farmmanager and a few farmers.

(11) Almost one-third of the formerstudents had already married atthe time of the survey. Theaverage age at marriage was22 years,

(12) Seventy per cent of the marriedstudents owned their homes.Six per cent lived in rentedhouses; 11 per cent, in homesowned by their parents, andthe rest, in army or navy camps.

36. RAMOS, REYNALDA C. A Studyof the Occupational and EducationalSituations, Problems and Interests of theYouths in Five Barrios of Columba, La-guna. Thesis, B.S., 1953, University ofthe Philippines. 41 p. Library, U. P.College of Agriculture, College, Laguna.

Purpose. To determine the occupa-tional and educational situations, prob-lems and interests of young people inCalamba, Laguna.

Method. One hundred and fiftyyoung men and 15 young women.ranging in age from 15 to 24 years,were interviewed.

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Findings and Interpretations. Themajority of the youths were born inthe barrio where they were residingat the time of the survey. The oc-cupations of the parents of the 300interviewees were divided as follows:36 per cent, farmers; 11 per cent,fishermen; six per cent, laborers; therest were engaged in 35 other occu-pations. Sixteen per cent of the youthswere married. On the average, theboys had married at 21 years of ageand the girls at 18.

Thirty-four per cent of the youthswere in school. The most commonreasons given for leaving school werefinancial difficulty and need of theirhelp in supporting the family. Out.of-school youth averaged five years orschooling. Only 27 per cent of theyouth had vocational training, the mostimportant of which were stenography -typewriting and poultry and swineraising by the boys and embroidery.handicraft and dressmaking by thegirls.

At the time of the survey the mostcommon occupations of the boys werestudents, farmers and laborers. Thegirls were most frequently engaged ashousekeepers, laborers, students, dress-makers, farm workers and vendors.The average annual income was?1.045.07 for boys and P790.55 forgirls.

Vernacular publications, such as Li-wayteati, Bulaklak and comic magazineswere the most popular reading mat-ter; but only ten per cent subscribedto any publication. The most commonsocial organizations were those asso-ciated with the school. The mostpopular recreational activities reportedwere going to movies, reading, dancing,swimming and loafing.

The problems cited most frequentlyby the youth were: how to continuetheir studies, financial difficulties, boy-girl relationship and getting a job.

The researcher concluded that a spe-

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cial program for out-of-school youthproviding service in the areas of voca-tional education guidance was neededin the Ca lamba area.

37. REMETIR, MACARIO F. A Studyof Former Students of the CamarinesSin Agricultural High School in Pi li,

Camarines Sur, with Special Referenceto Their Educational and OccupationalPursuits. Thesis, B.S., 1956, Universityof the Philippines. 19 p. Library, U. P.College of Agriculture, College, Laguna.

Purposes: To determine: (1) thepersonal data of former students inthe Camarines Sur Agricultural HighSchool, (2) the persistence in schooland educational attainment of studentsand (3) the occupations and incomesof former students.

Method. Two hundred students wereselected at random among the stu-dents enrolled in the first year in theCamarines Sur Agricultural High Schoolduring the school years 1946-1947,1947-1948 and 1948-1949. Their schoolrecords were examined for the neces-sary data. Additional information wassecured by personal interview. In cer-tain cases, when individuals could notbe contacted personally, correspondencewith an inquiry from local public of-ficials, their neighbors, parents and re-latives provided the data.

inatngs ana nuernrerarunts.(1) The average age of the former

students at the time of enroll-ment was 19 years.

(2) Fifty-seven per cent of the 200former students of the Camari-nes Sur Agricultural High Schoolcame from the farming barrios,36 per cent from the poblacionand seven per cent from thefishing barrios.

(3) More than half of the parentsof the students were farmers.The rest were teachers, fisher-men, merchants, employees, pro-prietors and blacksmiths.

(4) The boys reported gardeningand industrial arts, and the girlshome economics and gardeningas their most common pre-voca-tional experiences. These ex-periences were part of theirelementary education.

(5) Of the 200 former students,122 or 61 per cent graduatedfrom the agricultural high school.Only three males and two fe-males finished four-year collegecourses.

(6) The popular college coursestaken by the males were com-merce, agriculture, law and edu-cation. Few students chosenormal, aeronautics, engineeringand veterinary medicine.

(7) The students started their occu-pation at the average age of 24.

(8) Fifty-two per cent of the formermale students were engaged inagricultural pursuits; 24 per centas farmers, 32 per cent as farmhelpers, 12 per cent as farm la-borers and four per cent asfarm managers. Other occupa-tions engaged in by former malestudents were: bus conductor,seven per cent; miner, sevenper cent; soldier, four per cent;teacher, three per cent; store-owner, two per cent; bus ope-rator, two per cent, and twentyother occupations, 16 per cent.

Twenty per cent of the formerfemale students reported agricul-tural pursuits: 10 per cent asfarm helpers, six per cent aspoultry raisers, two per cent asfarmers and two per cent asrice planters. Thirty-one percent of the former female stu.dents were housekeepers, 10 percent salesgirls, eight per centteachers, eight per cent store-owners, six per cent dressmakersand six per cent beauticians.The other 11 per cent wereclerks, employees, embroiderymakers, librarians or bridge tollcollectors.

(0) 'J'he majority of the former stu-dents pursued their business intheir home towns. Four percent had jobs in cities and threeper cent in communities of otherprovinces.

(10) The annual income of 108 for-mer students averaged P1529.The males had higher incomesthan the females.

(11) About 50 per cent of the for-mer students were married atthe time of the survey. Theaverage age at marriage was25 years.

(12) Fifty-one per cent of the formerstudents owned their homes, 28per cent lived in their parents'homes and the rest rented theirhomes.

38. ROSARIO, CANDIDO V. A Studyof Dropouts and Placement of Graduatesof the Nueva Vizcaya National Agricul-tural School from 1947 to 1958. Non-Thesis Study, 1958, Nueva Vizcaya Na-tional Agricultural School. 18 p. Lib-rary, Bureau of Public Schools, Manila.

Purposes. To determine the causesand extent of dropouts, to discover theoccupations pursued by graduates andto suggest ways and means of selectingand advising students.

Method. An analysis of recordsavailable in the principal's office wasmade. Personal interviews were con-ducted with former students, their pa-rents and friends.

Findings and Interpretations. Of atotal of 1,033 freshmen admitted overan eight-year period, 275 or 27 percent graduated. The causes given fordropping out of school by the 630dropouts studied were: poverty, 50 percent; poor health, 13 per cent; lackof interest, 12 per cent; educationalbenefits expired or revoked, eight percent; transferred to other schools, fiveper ccnt; and marriage, five per cent.Fewer than five per cent listed each

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of the following reasons for droppingout of school: change of residence,seeking employment, misconduct, joinedarmy or navy, poor scholarship ordeath.

The occupations of 150 graduatesstudied were as follows: farming, 35per cent; housekeeping, 14 per cent;continued taking of vocational courses,13 per cent; elementary school teach-ing, seven per cent; continued takingof academic courses, six per cent, andvocational agriculture teachers, five percent. The remaining 20 per centwere employed in 13 other occupa-tions.

Recommendations concerning the se-lection and advising of studentswere made by the author on the basisof his experience as a teacher in agri-cultural schools.

39. SACAY, FRANCISCO M. A Stu-dy of the Agriculture of the Philippinesas a Basis for Building a Program ofAgricultural Education. Thesis, M.S.,1930, Cornell University. Pp. 236. Lib-rary, Cornell University, Ithaca, N.Y.

Purpose, To make an analysis ofpresent status and past trends of theagriculture of the Philippines and pointout the implications of the agricultu-ral conditions for a program of agri-cultural education.

Method. Data were secured frompublished reports, such as census re-ports, bulletins of the Bureau of Com-merce and Industry and the Bureauof Agriculture. The data were clas-sified and summarized by means oftables and graphs.

Findings and Interpretations. Theagricultural conditions of the Philip-pines were described in detail, includ-ing regional variations. It was con-cluded that the Philippines is essential-ly an agricultural country and thatagricultural education should be of pa-ramount importance. It was also em-phasized that the form and contentof agricultural education should vary

according to the agricultural activitiesof the region in which the instructionwas given, In addition, suggestionswere made in regard to what mightwell he the functions of the elementaryschools, the secondary schools and thecollege with respect to agricultural edu-cation.

40. SACAY, FRANCISCO M. A Sur-vey and Evaluation of Vocational Edu-cation in Agriculture in the Philippines.Thesis, Ph.D., 1931, Cornell University.Pp. 460. Library, Cornell University,Ithaca, N.Y.

Purpose. To survey existing facili-ties for vocational education in agricul-ture in the Philippines, to evaluatetheir effectiveness with a view of dis-covering weaknesses and to pointingOut the direction in which improve-ments may be made.

Method. Data were secured, classi-fied and interpreted in regard to va-rious aspects of education and agen-cies of education, and in regard to agri-culture and to the socio-economic sta-tus of the farming population. Thesedata were secured from reports ofGovernment bureaus and questionnairessent to principals, teachers and pupils.

Findings and Interpretations. It wasconcluded that the development of agri-cultural resources was essential to thewelfare of the people; that there wasa great need for agricultural educa-tion; that the facilities at the time ofthe study were meager and inadequate,and that those actually engaged infarming should receive assistance fromagencies of agricultural education. Inaddition, suggestions were made withregard to improving the effectivenessof vocational education in the publi(.schools.

41. SACAY, FRANCISCO M. A Studyof Teachers of Vocational Agriculturein the Philippines. Non-Thesis Study,1932, College of Agriculture, University

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of the Philippines. The Philippine Agri-culturist 23:98 -110.

Purpose. To discover the charac-teristics, technical training, professionaltraining and teaching experience ofteachers of agriculture in the Philip.pines.

Method. Data were obtained fromquestionnaire responses received from74 teachers of agricultural and relatedsubjects at the secondary level. Fifteenof the teachers also taught interme-diate agriculture.

Findings and Interpretations. Themedian age of the teachers studied was30 years. Seventy-two of the 74teachers possessed technical trainingin agriculture but only 61 or 82 percent were college graduates. Seventy-two of the 74 teachers had acquiredfarm experience before they becameteachers, usually on the home farmor on a school farm or both.

Twenty-eight per cent of the teach.ers were teaching in their home prov-ince.

Eighty-one per cent of the teachershad no formal professional training ofany kind for teaching. Only five percent were adequately trained in agri-cultural or general education.

The median teanirig experience inagriculture of the teachers studied wasthree years.

The majority of teachers were teach-ing two or three subjects.

It was concluded that in-servicetraining was badly needed by teachersof agriculture. It was recommendedthat maximum use be made of summersession opportunities for in-servicetraining at the U. P. College of Agri-culture.

42. SACAY, FRANCISCO M. A Pre li-minary Study of Pupils in VocationalAgriculture. Non-Thesis Study, 1933,College of Agriculture, University of thePhilippines. The Philippine Agriculturist22:165-171.

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Purpose. To discover certain charac-teristics of the student population inschools of agriculture of secondarygrade.

Method. Data were obtained bymeans of questionnaires administeredto pupils by teachers who were re-quested to help the Department ofAgricultural Education in gathering thedesired facts.

Findings and Interpretations. Thepatronage area of the rural high schoolwas found to be local in nature. Theagricultural high school served a widerarea than the rural high school sinceboarding and rooming facilities werecommonly provided in the case of theformer.

The median age of first year pu-pils was 17 years. The percentageof students coming from families en-gaged in agricultural pursuits was 81.The farms operated by a majority ofthe parents were not large enough toenable the pupils to engage in farm-ing at home when they left school.

Forty-three per cent of those whoenrolled as freshmen completed thefour-year course.

Forty per cent of the pupils indi-cated that they intended to farm atonce when they left school. Another20 per cent said they intended to farmwhen they had accumulated the neces-sary capital. The lack of availablefarms and the necessary capital wasbelieved to hinder many pupils fromgoing directly to farming.

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43. SACAY, FRANCISCO M. CertainBases for Predicting Scholastic Successof Freshmen in the College of Agricul-ture. Non-Thesis Study, 1936, Collegeof Agriculture University of the Philip-pines. The Philippine Agriculturist25:589-598.

Purpose. To determine whethercertain factors such as age, high schoolgrades and performance in mental abi-lity and achievement tests could beused as bases in predicting the scho-lastic success of freshman students inthe College of Agriculture.

Method. The Philippine MentalAbility Test and achievement testsprepared by the Bureau of Educationwere admin;stered to incoming freshmenin 1932 and 1934. The high schoolgrades of the same students were alsoobtained. Scores in the mental abilitytest, achievement tests and high schoolgrades were then correlated with aver-age college grades earned during thefreshman year.

Findings and Interpretations. Thescholastic success of freshman studentswas found to be positively correlatedwith mental ability. The coefficient ofcorrelation obtained between mentalability test scores and scholarship was0.59 in 1932 and 0.61 in 1934.

Grades earned in high school sub-jects (algebra, physics, geometry, En-glish IV, biology, economics, generalhistory) were positively correlated withscholastic success. In 1932, algebraregistered the highest coefficient, 0.49,and physics the next, 0.46.

Age showed a very insignificant re-lationship with scholastic success, thecoefficients of correlation being OMin 1932 and 0.14 in 1934.

44. SACAY, FRANCISCO M. Occupa-tional Background and VocationalChoice of High School Seniors. Non-Thesis Study, 1938, College of Agricul-ture, University of the Philippines. ThePhilippine Agriculturist 26:858-869.

Purpose. To discover the occupa-tional background and vocational in-tentions of seniors in several academiehigh schools.

Method. Questionnaire responseswere received from 1,151 senior stu-dents enrolled in nine academic highSchools located in Batangas, Capiz, Ca-vite, Ilocos Norte, Laguna, Leyte,Nueva Ecija, Pangasinan and Zamba-les. Principals were asked to adminis-ter the questionnaires and return theresponses to the college.

Findings and Interpretations. Theproportion of high school seniors in-

tending to go to college was: male,79 per cent; female, 73 per cent, andboth sexes, 78 per cent.

More than one-half or 51 per centof fathers of male high school seniorswere fanners and workers in agricul-tural pursuits and 13 per cent wereengaged in commerce. Only a fewwere in the professions.

Of the male seniors who intendedto go to college, 15 per cent wantedto become farmers, 14 per cent law-yers, nine per cent medical doctors, 10per cent engineers, nine per centbusinessmen, six per cent aviators, fiveper cent soldiers, five per cent teach-ers, four per cent sailors and threeper cent miners. Those males whodid not intend to go to college selec-ted the following occupations: farming28 per cent, business 15 per cent andarmy 13 per cent.

The most popular occupationalchoices of female seniors who intendedto go to college were: teaching 26per cent, nursing 19 per cent, home-making 14 per cent, pharmacy 11 percent, business 10 per cent, dressmakingsix per cent and medicine four percent.

Only 21 per cent of the studentsstudied planned to follow the occupa-tion of their fathers.

45. SACAY, FRANCISCO M. The Oc-cupational Background and VocationalInterests of Grade VII Pupils. Non-Thesis Study, 1939, College of Agri-culture, University of the Philippines.The Philippine Agriculturist 27:624-634.

Purpose. To discover the occupa-tions of parents and the educationalintentions of Grade VII pupils.

Method. Questionnaires were ad-ministered by principals to 1,040 GradeVII pupils in elementary schools inBatangas, Cavite, Laguna, Rizal andTayabas Provinces.

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Findings and Interpretations. Of the1,040 pupils, 65 per cet t were malesand 35 per cent were females. Se-venty-three per cent of boys and 60per cent of the girls hoped to obtainfurther formal schooling.

The parents of the pupils includedin the study was engaged in 63 dif-ferent occupations. The most commonones were: farmers, 35 per cent; mer-chants, 14 per cent; shoemakers, sixper cent, and carpenters, five per cent.

The proportion of pupils intendingto pursue the academic high schoolcurriculum was: male, 46 per cent;female, 71 per cent, and both sexes,54 per cent. Of the males, 23 per centselected the agricultural curriculum and29 pet cent the trade curriculum.

Of the male pupils intending to goto high school 29 )er cent intendedto become farmers, 11 per cent mer-chants, nine per cent carpenters, sevenper cent soldiers, seven per cent en-gineers, six per cent mechanics andsix per cent teachers. Those not in-tending to go to high school wantedto become: farmers 46 per cent, shoe-makers 12 per cent, merchants eightper cent, mechanics six per cent, car-penters five per cent and tailors fourper cent.

The vocational choices of the femalepupils intending to acquire furtherschooling were: teaching 27 per cent,dressmaking 24 per cent, nursing 18per cent, housekeeping eight per cent,pharmacy six per cent and storekeep-ing four per cent. Those not intendingto go to high school selected: dress-making 43 per cent, housekeeping 24per cent and storekeeping 15 per cent.

The proportion of students whoplanned to follow the occupations oftheir father ranged from 0 to 25 percent in various fields of work.

46. SACAY, FRANCISCO M. A Studyof the College of Agriculture Graduates.Non-Thesis Study, 1940, College ofAgriculture, University of the Philip-pines. The Philippine Agriculturist28:754-761.

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Purpose. To determine the occupadons, salaries, places of business, ma-rital status and the extent to whichland was owned by graduates of theCollege of Agriculture.

Method. Questionnaire responseswere obtained from 719 of the 1,175graduates.

Findings and Interpretations. thegraduates of the College of Agriculture,University of the Philippines, were en-gaged in five groups of occupationsin 1938: namely educational work magriculture, 37 per cent; technical workin agriculture, 29 per cent; farmingor management of farms, 22 per cent;work slightly related to agriculture,six per cent and work not related toagriculture, six per cent.

The initial salary of graduates whenfirst employed was P1,020.00 a yearon the average. The salary or earn-ings in 1938 from the main occupationranged from P4,421.27 for the 1911-1915 graduates to P902.33 for the1936-38 graduates or an average ofP1,623.97 for all graduates. Forty percent of the graduates had secondaryincomes. The total income from allsources ranged from P4,616.32 for the1911-15 graduates to P1,040.94 for the1936-38 graduates or an average ofP1,984.85.

The proportion of graduates whoowned land ranged from 92 per centof the 1916-20 graduates to 25 percent of the 1936-38 group, or anaverage of 57 per cent of all graduates.The principal methods of acquiringiand were by purchase and inheritance.

More than half of the graduateswere pursuing their occupations outside their native provinces.

The proportion of graduates who hadmarried ranged from 100 per cent forthe 1911-15 graduates to 25 per centfor the 1936-38 graduates or 72 percent for all cases studied.

Only 42 per cent of the graduateslived in dwellings which they owned.Twenty-eight per cent lived in rentalhouses and 23 per cent in houses whichbelonged to their employers.

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47. SACAY, FRANCISCO M. A Studyof the Relation of Scholarship in Col-lege and Other Factors to Income ofGraduates. Non-Thesis Study, 1941,College of Agriculture, University of thePhilippines. The Philippine Agricultur-ist 30:58-69.

Purpose. To determine the rela-tionship between college grades andthe incomes of college graduates.

Method. Questionnaire responseswere received from 472 of the 815graduates of the College of Agricul-ture from 1921 to 1935. The recordsof the registrar were also analyzed toobtain certain data.

Findings and Interpretations. Thestudy showed a coefficient of correla-tion of 0.28 ± 0.029 between age atgraduation and scholarship.

The coefficient of correlation betweenscholarship and earnings of graduatesfrom their principal occupation was0.36 ± 0.027.

The coefficient of correlation betweentotal yearly income and other factorswere: scholarship, 0.37 ± 0.027; en-trance salary, 0.38 ± 0.027; years sincegraduation, 0.35 ± 0.027 and age atgraduation, 0.14 ± 0.031.

48. SACAY, FRANCISCO M. Some

Factors Affecting Engagement in Farm-ing of Agricultural School Graduates.Non-Thesis Study, 1952, College of Ag-riculture, University of the Philippines.The Philippine Agriculturist 36 (5) :259-262.

Purposes. (1) To determine theprincipal reasons why a large percent-age of individuals who have beentrained in vocational schools of agricul-ture do not engage in farming. (2)To discover ways by which a largerpercentage of graduates may be en-couraged to return to the farm. (3)To obtain the reaction of students toa system of agricultural loans to fi-nance farming operations.

Method. A questionnaire was sentto principals of agricultural and ruralhigh schools. They were requested tostate the masons why a number oftheir graduates did not engage in farm-ing and to suggest ways and meansfor encouraging more graduates toreturn to the farm.

A second questionnaire was sent tothe 160 members of the graduatingclass of one of the agricultural schoolsof the Philippines which draws itsstudents from all parts of the country.The farm economics teachers withinthe school assisted in the distribution,collection and returning of the com-pleted forms.

Findings and Interpretations. Of the160 high school seniors included inthe study only 10 or 10 per cent in-tended to farm immediately aftergraduation. Another 139 or 87 percent planned to engage in farming atsome future time. If a sufficient bankloan were available to get them startedin farming, 102 or 64 per cent saidthey would go directly to farming while36 per cent would pursue other acti-vities.

Lack of capital, lack of land anddesire for further education were thereasons most frequently given by stu-dents for not going directly to farming.Principals listed lack of capital, lackof land, the hardships of homestead-ing and the lack of real interest infarming on the part of indigent stu-dents who attend the agricultural highschool education at little expense.

The seniors estimated that theywould need an average loan of almost16,000.00 in order to acquire the ne-cessary land, buildings, tools and ani-mals for farming.

The principals suggested the follow-ing ways of encouraging more grad-uates to go to farming: (1) loans tograduates by government institutions,(2) placement of graduates on farmsin new settlement areas and (3) se-lection of students on the basis ofvocational aptitude.

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49. SAGUIGUIT, G!L F. A Study ofFormer Students of !locos Norte HighSchool with Special Reference to TheirEducational and Occupational Pursuits.Thesis, B.S., 1946, University of thePhilippines. 42 p. Library, U. P. Col-lege of Agriculture, College, Laguna.

Purpose. To determine the charac-teristics, educational attainment andoccupational pursuits of former IlocosNorte High School students,

Method. Data were collected bymeans of personal interviews with 583former high school students who en-rolled as first year students in theIlocos Norte High School in Laoagin 1935, 1936 and 1937.

Findings and Interpretations. Theaverage age of students upon enroll-ment in the first year was 14 years.About 76 per cent of the studentscame from the poblacion, 22 per centfrom farming barrios and two per centfrom fishing barrios. The occupationsof the parents were divided as fol-lows: 28 per cent farmers, 17 per centteachers and five per cent clerks. Therest of the parents belonged 1.o 47other occupational groups. Sixty-nineper cent of the former students weremarried. The average age at mar-riage was 22 years.

Of 583 students who enrolled in thefirst year in the high school, 77 percent graduated, 59 per cent enteredcollege, 0.7 per cent had already grad-uated and nine per cent were still incollege. The number who studiedvocational subjects in high school was:home economics, 20 per cent; steno-graphy, three per cent; typewriting,three per cent; hair science, two percent, and bookkeeping, two per cent.Of the students who went on to juniorcolleges, 95 per cent prepared forteaching and five per cent for arts andtrades. Those who went to four-yearcolleges were distributed by majors asfollows: education, 27 per cent; com-merce, 18 per cent; engineering, 16per cent; law, 13 per cent, and phar-macy, eight per cent.

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The most common occupations re-ported by the 583 former students in1946-47 were: teachers, 23 per cent;housekeepers, 17 per cent; farmers,eight per cent; merchants and store-keepers, eight per cent; soldiers, sevenper cent; laborers, five per cent, andstudents, 10 per cent., Of the maleswho did not graduate from high school,42 per cent were farmers, 16 per centsoldiers and 12 per cent laborers. Ofthose who graduated from high schoolbut did not continue further studies, 2'lper cent were laborers, 19 per centwere merchants or storekeepers and 14per cent were farmers. Of the fe-males who did not graduate fromhigh school 64 per cent were house-keepers, 18 per cent were storekeepersor merchants and 13 per cent weredressmakers. Of those females whograduated but did not continue inschool 47 per cent were housekeepers,31 per cent were teachers and 13per cent were dressmakers. Averageincome of boys was ?1,812.70; ofgirls, P856.2I. The average age ofentrance on first job was 20 years.

50. SANDIQUE, JULIAN D. TheScreening Effectiveness of the Admis-sion Requirements of the AgriculturalEducation Curricula of the CentralLuzon Agricultural College. Thesis,M.S.A.E., 1959, Central Luzon Agricul-tural College. 106 p. Library, CentralLuzon Agricultural College, Munoz,Nueva Ecija.

Purposes. (1) To determine theeffectiveness of CLAC's admission re-quirements in screening the applicantsto the agricultural education curricula.(2) To find ways of improving theserequirements. (3) To determine thecauses of student failure and to offerappropriate remedies therefor.

Method. The admission require-ments and the causes of student failurewere studied. Personal records of theenrollees in the first semester of theschoolyear 1955-1956 were examined

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to determine the extent of compliancewith the admission requirements. Atthe end of the semester, student gradeswere examined to determine in whatsubjects each of the students failed.

A questionnaire survey was made onthe causes of failure among students.

Findings and Interpretations. Theadmission requirements were not effec-tive in screening the applicants. Ma-ny enrollees were found deficient inone Lr two admission requirements.

Of N1 students from the public se-condary schools, 28 per cent failed.Forty-three per cent of 113 studentsfrom private secondary schools failed.

The percentage of failure of the 132students in the two-year course andthe 172 in the four-year course were36 per cent and 31 per cent respec-tively.

The groups or students within thesecondary class standings of 77 percent, 80 per cent, 83 per cent andSO percent had incidence of failuresof 32 per cent, 25 per cent, 21 percent and 15 per cent respectively.

Of the tots number of students stu-died, 33 per cent failed.

The principal causes of studentfailure revealed by the study were:(1) inadequate preparation for collegework, (2) low scholastic ability, (3)student's financial limitations and (4)wide variations existing in teachers'marking standards.

51. SAPADEN, FRANCISCO T. A Stu-dy of the Elimination of Pupils in theCentral and Barrio Schools of Bangui,!locos Norte. Thesis, B.S., 1954, Uni-versity of the Philippines. 31 p. Lib-rary, U. P. College of Agriculture, Col-lege. Laguna.

Purpose. To determine the extentof elimination of pupils, the amountof schooling received by pupils wholeft school and the educational andoccupational interests of the in-schooland out-of-school children of elementaryschool age in Bangui, Ilocos Norte.

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Mcthod. Personal interviews wereconducted with 541 pupils (and theirparents) who had enrolled in the firstgrade in 1946.

Findings and Interpretations. The541 pupils averaged eight years of ageat the time of enrollment in the firstgrade. Fifteen per cent came fromthe town and 85 per cent came fromthe barrios. The most common meansof livelihood of parents were farming,farming-fishing, fishing and working asa general laborer.

Thirty-one per cent of those whostarted Grade I graduated. The mostcommon reasons given for leavingschool were financial difficulties, dis-tance from school and poor scholasticstanding. The pupils eliminated leftschool at an average age of 12 years.

The youth studied named 16 diffe-rent vocational choices. Most of theboys wanted to be farmers or carpen-ters while the girls wanted to be dress-makers and tailors.

52. TAYAMEN, F !LEMON D. The

College of Agriculture Students: TheirCharccteristics, Elimination and Scholar-ship. Special Problem, Certificate ofAgricultural Education, 1938, College ofAgriculture, University of the Philip-pines. The Philippine Agriculturist 27:786-817.

Purposes. (1) To determine certaincharacteristics of the student popula-tion in the College of Agriculture ofthe University of the Philippines, suchas age, occupational background, eco-nomic status and vocational choice.(2) To determine the persistence andelimination of students. (3) To dis-cover the grades obtained and delin-quencies received by those who suc-ceeded in obtaining a degree.

Method. Information concerningstudent characteristics, occupationalbackground, family income and voca-tional choice was obtained by ques-tionnaires from 260 freshmen who en-

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tered the college in 1930 and 1937.College records of 2,275 students

who entered the college from June 1920to June 1929 were analyzed to obtaindata concerning elimination, persistenceand level of scholarship.

Findings and Interpretations, Agri-cultural high school graduates com-prised 30 per cent of the new studentsentering the college. The provincesthat sent the largest number of stu-dents to the college from 1909 to 1935were: Laguna, 203 per 100,000 popu-lation; Cavite, 96; Zambales, 89; Ba-tangas, 81; Nueva Vizcaya, 75; Panga-sinan, 72; Isabela, 70, and Bulacan, 65.

The average age of all it f' 4111",11, in1936 and 1937 was 21 years. Aboutone-half were sons of farmers, six percent were sons of merchants, five percent were sons of proprietors andfour per cent were sons of profes-sional workers in the fields of law,medicine, dentistry and teaching.About one-half of the freshman studentscame from families having estimatedannual incomes of P500 or less. Only26 per cent came from families withannual incomes above P1250.

The vocational choices of the fresh-men upon entry to college in 1936and 1937 were 17 per cent farmmanagers, 15 per cent teachers of agri-culture, 12 per cent agronomists, tenper cent animal husbandrymen andnine per cent general farmers,

Of the 1,377 intermediate graduateswho enrolled in the College of Agri-culture from 1920 to 1928, 17 percent succeeded in obtaining the Ba-chelor of Agriculture degree. Of the898 high school graduates who enteredfrom 1920 to 1929, 38 per cent grad-uated. Of the 2,275 intermediate andhigh school graduates studied, 25 percent were able to obtain a degree.

Only three per cent of the interme-diate school graduates completed thecollege (ourse without receiving gradesof 4 of 5. This same figure foracademic high school graduates wasfour per cent and for agricultural highschool graduates six per cent. Eighteen

40

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per cent of the students from acade-mic intermediate schools completedcollege without being judged delin-quent, on probation or extremely de-linquent. Twenty-three per cent ofthe students coming from academichigh schools also achieved this feat.

53. VEGA, GLORIA R. A Study ofthe Occupational and Educational Si-tuation, Problems and interests of theYouth in the Barrios of Los Banos, La-guna. Thesis, B.S., 1952, Universityof the Philippines. 38 p. Library,U. P. College of Agriculture, College ofAgriculture, College, Laguna.

Purpose. To determine the educa-tional and occupational status, theproblems and interests of young peo-ple in Los BaPos, Laguna.

Method. Personal interviews wet econducted with 306 young men andwomen between the ages of 15 and24.

Findings and Interpretations. Themost frequent occupations of the pa-rents of the interviewees were: farmers,laborers and fishermen. Eighteen percent of the youths were married. Theboys married at an average age of19 and girls at 18.

Thirty-four per cent of the youthswere still in school. Boys left scl )olat an average age of 13 and girlsat 12. The most frequent reasonsgiven for leaving school were financialdifficulties, outbreak of the war andloss of interest. The out-of-school boysand girls both completed an averageof five grades. Of the out-of-schoolyouths 21 per cent were unemployedand 11 per cent had only part-timework. Of the boys who were working,the largest number was engaged infishing, farming, vending and commonlabor. The girls were housekeepers.vendors and storekeepers. The ma-jority of the youths interviewed didnot express any occupational preferenceor definite educational plan. Theaverage annual income of those em-ployed was P740.70.

Liu:away, Bulaklak and comic ma-gazines were the most commonly readbut only 15 per cent of the youthwere subscribers. Most homes did nothave any reading mattes. Sixty-eightper cent of the youths did not belongto any organizations. Reading, movies,chatting and listening to the radio werethe most commonly reported recrea-tional activities.

The most important problems of theyouth interviewed, fall in the areasof occupational adjustment, financialsecurity, educational preparation, con-structive we of leisure time, marriageand the establishment of a home.

The researcher concluded that thelocal community should develop a pro-gram to serve the needs of the youngpeople.

54. ZABLAN, FLORENDO FLORES;

MENDOZA, IRENEO BRAGANZA; RE-MEDIO, NORBERTO CAL, and DAGOC,PEDRITO. Sock-Economic Status of theGraduates of the Bukidnon NationalAgricultural School and the Tenant-Farmers Farming in Managok. Thesis,B.S., 1958, Mindanao Agricultural Col-lege. 41 p. Library, Mindanao Agri-cultural College, Musuan, Bukidnon.

Purposes. (1) To gather accurateinformation on the socio-economic con-ditions obtaining in a selected segmentof the rural areas which may serve asguideposts in planning and implemen-ting programs to improve rural con-ditions by interested public and privateentities. ( 2 ) To compare thy) farmingefficiency, social and economic condi-tions and standard of living of for-mer graduates of the Bukidnon Na-tional Agricultural School (now Min-danao Agricultural College) and non-graduate tenant farmers in the area.

Method. The survey method wasemployed. Data on farm business andsocial conditions for the crop yc it1956-57 were obtained from interviewwith the farmers, their wives and othermembers of the families. These data

in the Division of Agricultural Eco-were recorded on schedules preparednomics and pre-tested in the field. Allfarmers, graduates of the BNAS andnon-graduates farming in the schoolreservation were included in the study.

Findings and Interpretations. Thestudy disclosed the following: (1)Only 12, or 24 per cent, of the 50graduates given lots in 1946 wereaeteally farming at the time the sur-vey was made (1957-1958) ; the restemployed tenants. (2) Owner-ope-rators had longer farming experienceand residence than the tenant-opera-tors. (3) Owner-operators had largercultivated hectarage than tenant-ope-rators. On the average, operatorson both tenure bases cultivated big-ger farms than the national aver-age. ( 4) Rice and corn were themost important crops raised by theoperators. Most of the farms werediversified. ( 5 ) As compared withtenant-operators, owner-operators hadmore capital, larger investment, ownedmore capital, bigger farm receipts andexpenses, more farm privileges, higherlabor income and earnings, higher fa-mily income and amount available forfamily living and higher farming effi-ciency. ( 6) Seventy-six per cent ofthe houses included in the survey wereroofed with cogon and the rest withgalvanized iron sheets or nipa or a

combination of both. (7) The creekwas the major source of water forbathing and laundry purposes and sur-face wells for household use. (8) Amajority of the homes bad inadequatemeans of waste disposal. (9) Petro-leum lamps were the chief source oflighting for the homes surveyed. (10)Owner-operators generally had highereducational attainment than the tenantsand the children of the former ge-nerally were at school if of school agewhile those of the tenants generallywere out of school. (11) The chiefsources of news were the local dailiesand magazines which came a weekbehind schedule.

The study also disclosed that bothtenure groups did not employ manyof the approved farm management and

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cultural practices such as applying fer-tilizers, using green manuring, follow-ing crop rotation and the like. Theirreluctance was based on past experiencewith unforeseen difficulties such as ratinfestations and droughts. They be-lieved that if the same or similar in-cidents happened they would haveheavier losses if they had invested timeand money in carrying out approvedpractices. On the part of the tenants.this same viewpoint and insecurity oftenure are two of the reasons whythey were quite reluctant to employapproved farm management and cultural practices.

.4 6

The following recommendations weregiven as a result of the study: (1)More studies like this should be con-ducted to find out how the othergraduates of the college are faring inorder to be able to improve the in-struction. (2) More help should begiven graduates and other farmers inselecting the best varieties of crops andgood breeds of animals should be madeavailable. to them. (3) The operator,should organize themselvos so as totake advantage of the benefits derivedfrom cooperatives, especially for gettingcredit to expand their production. (4)Closer contacts between the collegeand its graduates would be highlydesirable.

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CLASSIFIED INDEX OF STUDIES

ADMINISTRATION: 10, 39, 40

ADULT FARMER CLASSES: 18

COURSE OF STUDY ANI) CURRICULUM:

General, 8, 30Animal industry, 17, 34Farm management and agricultural economics, 29, 54Plant industry, 16Young and adult farmer, 18, 32

FOLLOW UP OF GRADUATES

College, 1, 9, 46High school, 1, 7, 23, 33, 35, 37, 88, 49, 54Elementary, 2, 4, 5, 15, 28

FOREIGN SCHOOLS ANI) PROGRAMS: 30

GUIDANCE AND ORIENTATION:

General, 6, 19, 25, 31, 36, 51, 53Occupational choice and opportunity, 2, 4, 5,

45, 48, 51, 52

HISTORY, PHILOSOPHY AND OBJECTIVES:

MEASUREMENT ANI) EVALUATION: 40, 43,

13,

3,

47,

15,

14,

50,

24,

39

52

27, 42, 44,

TEACHER EDUCATION:

Pre-service, 11, 20, 22, 26, 41In-service programs and procedures, 11, 12, 21, 22, 41

TEACHING MATERIALS: 12

TEACHING PROCEDURES: 17, 34

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