The Omaha guide., 1932-07-23
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FEDERAL BOARD FOR wv v
VOCATIONAL TRAINING
Farm Shop Work Important Part
100 Agriculture Courses. 8 /.

travel from one. Negro Vocational
agriculture schools to another
showing teachers how to organic
and operate theefarm shop courses
given for the boys in these schools
is outlined in a report received
by the Federal Board for VOca-
tional Education. The work of
these teacher trainers is supported
in part by the State departments
Of education in Louisiana, South
Carolina, Georgia, Tennessee, and
Mississippi. Ahtnhfs
To illustrate what can be done
by the itinerant teacher trainers
who serve teachers Of Negro vo-
cationaI agriculture schools, the
Federal Board for Vocational
Education points to the method
used by one of the i%ntinerants, W.
w. Wilkins, and to . specific In
stance of his instruction activit-
les. Wilkins gets around the
country by mea of a special
truck In which he carries the tools
he needs in giving instructions to
teacherc. rtIH -fi 4fav
Let us follow MI. Wilkins as he
arrives at the Great Branch vo-
cational school near Orangeburg,
S. G. and see how he proceeds.
The first thing he did was to find
out from the students what type
of repair work they thought was
needed at their homes. Next he
drove out to some of the homes OF
those who seemed interested In
doing repair work. AT the home
Of a farmer who had two sons in
the vocational agriculture school
he found aanumber Of repair and
construction jobs. The farmer a.
greed to buy the lumber and other
materials necessary for the jobs.
For distinct jobs were laid out
the construction of a new poultry
house and d new tool shed, chang
ing the location of the garden
fences, and repairing a number Of
farm tools. Mr.. Wilkins stayed
long enough at the Great Branch
school to make a drawing of the
farm showing the exact location
of the different farm shop repair
jobs involved in the project as well
as sketches and plans of the diff
ferent buildings TO be erected.
Before he pushed on to the next
vocational agriculture school he
left instructions with the Great
Branch teacher Of agriculture to
get all the materials together for
the job, and promised to return a
little later and show the teacher
how to start the farm shop stu
dents off on the work planned on
the local farm.
And to see Mr.. Wilkins organize
and start the work on this farm
when he returned was an eye OPP
ener. Before the actual work be-
gan he discussed it thoroughly
with the agricultural teacher and
the pupils Of the Great Branch
school. He used the sketches and
plans he had drawn up originally
to explain just how the work
should proceed and what part Of
the work each student should I'M
dertake. While some of the II
boys who aided in this job as a
part of their farm shop work were
tearing down the old garden fenc-
es and erecting new ones, another
group was busy erecting a poul-
try house, and still another was
repairing farm tools. The farmer
on whose place the work was be-
ing carried out, as well as his two
sons were working with the teach
er and the other boys when the
teacher trainer pulled out for an
other school, there to repeat what
he had done at the Great Branch
School.
1t is an easy matter to tell the
localities in which the itinerant
teacher trainer has been practicing
his art by the improvements
which are being made on the home
farms Of students. The observa-