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l£t/u /5

Exploring
Careers
U.S. Department of Labor
Bureau of Labor Statistics
1979
Bulletin 2001-15




T^gric u11urerrb rest ry,
and Fishery Occupations




Exploring Careers is available either as a single volume
of 15 chapters or as separate chapters, as follows:
The World of Work and You
Industrial Production Occupations
Office Occupations
Service Occupations
Education Occupations
Sales Occupations
Construction Occupations
Transportation Occupations
Scientific and Technical Occupations
Mechanics and Repairers
Health Occupations
Social Scientists
Social Service Occupations
Performing Arts, Design, and Communications Occupations
Agriculture, Forestry, and Fishery Occupations

Agriculture, Forestry,
and Fishery Occupations

Exploring
Careers
U.S. Department of Labor
Ray Marshall, Secretary
Bureau of Labor Statistics
Janet L. Norwood, Commissioner
1979
Bulletin 2001-15




For sale by the Superintendent of Documents, U.S. Government Printing Office
Washington, D.C. 20402

Photograph Credits
zalez; The Honorable Daniel K. Inouye; and David
Weitzer.

Photography for Exploring Careers was directed by Max
L. Carey of the Bureau of Labor Statistics, Division of
Occupational Outlook. Members of the Division’s staff
who assisted with obtaining and editing photographs
were Anne Kahl, Kathy Wilson, Chester Curtis Levine,
and Gloria D. Blue. Contributing photographers were
A1 Whitley of Whitley Associates, and Harrison E. Allen,
Robert Donaldson, and Fleming P. Rose of the U.S.
Department of Labor, Division of Graphic Services. The
Bureau gratefully acknowledges the cooperation of the
many government and private sources that either con­
tributed photographs or made their facilities available to
photographers. Depiction of company or trade names in
no way constitutes endorsement by the Department of
Labor. Some photographs may not be free of every
possible safety or health hazard.

Membership groups. Air Transportation Association of
America; American Iron and Steel Institute; American
Petroleum Institute; Associated General Contractors of
America; Association of American Railroads; Chamber
of Commerce of the U.S.A.; International Association of
Machinists and Aerospace Workers; Motor Vehicle
Manufacturers Association of the U.S., Inc.; National
Education Association; and United Brotherhood of Car­
penters and Joiners of America.

Industry and business. Allen-Mitchell and Co.; American
Telephone and Telegraph Co.; Arlington Hobby Crafters; Babcock and Wilcox Co.; Badger America Inc.; The
Big Cheese; Blake Construction Co.; Bob Peck Chevro­
let; Carl T. Jones Associates; Chase Manhattan Bank;
Chessie System; Cycles Inc.; Del Mercado Shell Service
Center; Everhart Jewelers; General Truck Sales; The
Hecht Co.; Hyatt Regency of Washington; Heritage
Exxon Servicenter; International Business Machines
Corp.; Mayflower Hotel; Merrill Lynch Pierce Fenner
and Smith, Inc.; Navy Marshall and Gordon; Nike of
Georgetown; Riggs National Bank; Southeast Auto Sup­
ply; State Farm Insurance Companies; Texaco Inc.;
WGMS Broadcasting Co.; Westinghouse Electric Corp.;
and Westvaco Corp.

Government Sources

Federal. Armed Forces Radiobiology Institute; Board of
Governors of the Federal Reserve System; Bureau of
Prisons; Department of Agriculture; Department of
Health, Education, and Welfare; Department of the In­
terior; Federal Aviation Administration; Government
Printing Office; National Aeronautics and Space Admin­
istration; National Institute of Mental Health; National
Park Service; Smithsonian Institution; Tennessee Valley
Authority; and U.S. Postal Service.
State and local. City of San Antonio; City of San Diego;
District of Columbia—Department of Human Re­
sources, Police Department; Fairfax County (Va.)—Pub­
lic Schools, Public Libraries; Maryland National Capital
Park and Planning Commission; Montgomery County
Public Schools (Md.); University of Texas Health Sci­
ence Center at San Antonio; and Washington Metropol­
itan Area Transit Authority.

Publications. Arlington News; Co-ed Magazine; Law En­
forcement Communications; The New Prince George's
Post, and The Washington Post.
Other. Alexandria Archaeology Research Center (Va.);
American National Red Cross; Catholic Charities of the
Archdiocese of Washington; Folger Shakespeare Li­
brary; Forsyth County Heart Association (N.C.); George
Washington University Hospital; Model Cities Senior
Center (D.C.); St. Columba’s Episcopal Church (D.C.);
St. Thomas Apostle Catholic Church (D.C.); United
Way of America; Visiting Nurse Association of Wash­
ington, D.C.; and Washington Hospital Center (D.C.).

Private Sources

Individuals. Robert Devlin; Robert Miller; The Honora­
ble Eligio de la Garza; The Honorable Henry B. Gon­




11

Preface
Exploring Careers is a career education resource for youngsters of junior high
school age. It provides the kind of information about the world of work that young
people need to prepare for a well-informed career choice. At the same time, it offers
readers a way of learning more about themselves. The publication aims to build
career awareness by means of occupational narratives, evaluative questions, activities,
and career games presented in 14 occupational clusters. Exploring Careers emphasizes
what people do on the job and how they feel about it and stresses the importance of
“knowing yourself” when considering a career. It is designed for use in middle
school/junior high classrooms, career resource centers, and youth programs run by
community, religious, and business organizations.
This is 1 of 15 chapters. A list of all the chapter titles appears inside the front
cover.
Exploring Careers was prepared in the Bureau’s Division of Occupational Outlook
under the supervision of Russell B. Flanders and Neal H. Rosenthal. Max L. Carey
provided general direction. Anne Kahl supervised the planning and preparation of
the publication. Members of the Division’s staff who contributed sections were Lisa
S. Dillich, David B. Herst, H. Philip Howard, Chester Curtis Levine, Thomas
Nardone, Debra E. Rothstein, and Kathy Wilson. Gloria D. Blue, Brenda Marshall,
and Beverly A. Williams assisted.
The Bureau gratefully acknowledges the cooperation of all the workers who agreed
to be interviewed and photographed, the teachers and students who field tested a
sample chapter, and all who shared their ideas with BLS. Many people in the
counseling community offered encouragement and support. Special thanks for her
generous assistance go to Cathy Cockrill, Career Education Curriculum Specialist,
Fairfax County Public Schools, Fairfax, Virginia.
Although they are based on interviews with actual workers, the occupational
narratives are largely fictitious.
Material in this publication other than photographs is in the public domain and
may be reproduced without the permission of the Federal Government. Please credit
the Bureau of Labor Statistics and cite Exploring Careers, Bulletin 2001.




iii

Contents
Page
Agriculture, forestry, andfisheryoccupations.......................................
F arm er...........................................................................................
Cooperative extension service worker
Forester .........................................................................................
Job facts.........................................................................................




IV

1
14
20
25
31

Exploring
Careers




Agriculture, Forestry,
and Fishery Occupations

l

Exploring Careers
“Sue, would you drive me downtown today?” Larry
Cohen asked his older sister. “I’ve got to do some shop­
ping. Tryouts for the basketball team start tomorrow,
and I need some new gym shoes.”
Sue, who was taking a day off from her job as nutri­
tionist in a local hospital, couldn’t think of an excuse for
not taking Larry. So they went downtown to buy Larry
some shoes.
After they finished shopping, Sue and Larry decided
to stop in a fast-food store and grab a bite to eat. Once
they had gotten their food and sat down at a table, Sue
noticed that Larry was staring into space with a worried
look on his face.
“What’s bothering you, Larry?” Sue asked. “Are you
that worried about making the team?”
“I wish it was that simple,” answered Larry. “I have
to give a report tomorrow on the kinds of jobs in
agriculture, and I don’t know where to start.”
Sue thought for a minute and then said, “How about
starting with what’s in your right hand?”
“Do you mean this fish sandwich?” Larry asked in an
unbelieving tone.
“Sure,” Sue replied. “Did you ever stop to think about
how many different ingredients there are in that sand­
wich and where they all came from?”
“No, but it doesn’t seem that complicated,” Larry
answered. “Let’s see, the roll came from a bakery, the
fish came from the ocean, and the sauce . .. ”
“Very cute, Larry,” snapped Sue. “I’m sure you’ll
make an A with such a comprehensive report. Now, do
you want me to help you or not?”
“Sure I do,” Larry answered contritely. “I just don’t
see what my fish sandwich has to do with agriculture.”
“Take the bun, for example,” responded Sue. “The
wheat for the flour in it probably came from a grain
farm in the Midwest. And quite possibly that particular
variety of wheat was developed by an agricultural sci­
entist. Can you think of any other ingredients in the
roll?”
“I’m not sure,” Larry replied. “Does the roll have milk
or sugar in it?”
“Yes, dried milk and probably corn syrup also,” re­
plied Sue. “The milk may be from a dairy farm in
Wisconsin, which is one of the big dairy States, and the
corn syrup, from Iowa. Probably many more agricultural
products are in the roll, but I’ll leave them for you to
investigate later. You might start by reading the ingre­
dients listed on the wrapping of a loaf of bread. Now, to
keep this conversation rolling, could you tell me where
the fish in your sandwich came from?”
“I guess somebody caught it in the ocean,” Larry
replied, “but I’m not sure.”
“You’re probably right, Larry,” answered Sue. “If the
fish is a hake, haddock, or pollack, then it was probably

2


caught by a fisher in the North Atlantic. But if it is
catfish, it probably was raised on a fish farm.”
“A fish farm?” asked Larry. “Now I think you’re
putting me on.”
“No, aquaculture, or fish farming, is a rapidly growing
area of agriculture that is still far from reaching its full
potential,” said Sue. “If you think I’m just telling you a
fish story, then check it out in your school library.”
“I think I will,” said Larry. “That sounds like it might
make a good topic for my report.”
“Good,” said Sue with a smile. “Now, can you tell me
where that napkin you’re wiping your face with came
from?”
“Sure, that’s easy,” answered Larry with a grin. “It
came from a napkin farm.”
“Believe it or not, you’re almost right,” said Sue.
“Most paper products come from pulp made from trees.
And many trees come from tree farms. Now can you see
what your fish sandwich has to do with agriculture?”
“Yes,” said Larry, “the sandwich and everything in it
are products of agriculture and the many different types
of agricultural workers. I just didn’t realize that a fish
sandwich could be so complex.”
“Good thinking, Larry,” said Sue, “but remember that
we’ve just scratched the surface of the wide variety and
complexity found in modern agriculture. I think, how­
ever, that you’ve made a good start now on thinking
about your report.”
Workers in agriculture, forestry, and fishery produce
many of the products we use every day. The following
sections will tell you about their jobs.

Agricultural Production Occupations
First, of course, there are the workers who are engaged
directly in agricultural production. This broad group
includes producers of plant products, such as corn,
wheat, and vegetables, and producers of animals, such
as chickens, cattle, and sheep. Mostfarmers and ranchers,
however, now specialize in particular varieties of crops
and animals. As a result, specialized types of workers are
now needed for these various types of farm products.
Many of these specialized workers are discussed in the
following sections on occupations in plant farming and
animal farming.
Accompanying this trend toward crop specialization
is a trend toward larger sized farms—farms that are often
too big for one person, or even one family, to take care
of alone. Because of this, there are many opportunities
for farm laborers and farm labor supervisors to help run
the farms. These occupations also provide opportunities

Agriculture, Forestry, and Fishery Occupations

Harvesting wheat can be hot work. A patch of shade and some lunch provide a
welcome break.
for workers who want to farm but who don’t yet have
enough money to buy the necessary land and equipment.
Many large corporations, and some wealthy individ­
uals also, are engaged in what is now called agribusiness.
A corporation, for example, may hold large amounts of
land on which grain is grown to be fed to cattle kept in
pens or feedlots also owned by the corporation. Farm
operations of this size are very complex and create jobs
for farm managers.
Let’s take a closer look at the types of workers needed
in agriculture.
Plant Farming Occupations. Most farmers and farm
workers are employed in plant farming.
The grain farming occupations include cash grain
farmers, who are responsible for raising the various
grains we use for food. Often these farmers’ job titles
refer to the specific type of grain they grow, such as corn
grower, rice farmer, soybean grower, and wheat grower.
Cash grain farmers cannot handle all the different jobs



associated with raising large quantities of grain by them­
selves. Grain farm workers operate the farm machinery
used in planting and harvesting grain and perform other
duties, such as checking irrigation ditches and carrying
supplies. Farm labor supervisors direct the activities of
farm workers. Detasseling crew supervisors, for example,
direct the activities of workers who break and pull tassels
from corn plants on hybrid seed-corn farms.
Other workers grow and harvest vegetable crops. Veg­
etable farmers' job titles often refer to the vegetable they
specialize in growing, such as onion farmer or lettuce
grower. Farmers who grow a variety of different vege­
tables are sometimes called truckfarmers. Vegetablefarm
workers do much of the labor required in raising and
harvesting vegetables. Some farm workers called vege­
table harvest workers pick, bunch, and wash vegetables.
Supervisors oversee the vegetable farm workers.
Fruit and nut farming also requires workers with
specialized skills. Farmers in this field usually are named
by the type of crop they grow, such as apple grower,
3

Exploring Careers

Digitized for 4FRASER


Agriculture, Forestry, and Fishery Occupations
cherry grower, orange grower, pecan grower, grape grower,
blueberry grower, and strawberry grower. In addition to
laborers and supervisors, this kind of plant raising re­
quires some highly specialized workers. Fig caprifiers, for
example, attach figs containing wasps to fig trees in order
to help ensure pollination. Vine pruners cut back berry
vines so they will produce more fruit.
Field crops, such as cotton, peanuts, potatoes, sugar
beets, sugarcane, and tobacco, also require specialized
workers. Seed-potato arrangers and cutters, for example,
are needed to attend the machines that cut potatoes into
sections for use as seed. Field crop supervisors, farmers,
and other types of farm laborers are also needed. Shed
worker supervisors, another type of specialized worker,
direct the activities of the workers who cure tobacco
leaves in sheds on farms.
Animal Farming Occupations. The largest group of oc­
cupations in animal farming are the domestic animal
farming occupations. Among these are livestock ranch­
ers, such as cattle ranchers, dairy farmers, and sheep
farmers, who breed and raise livestock for sale. Livestock
farm workers, or ranch hands as they are more commonly
called, assist ranchers by performing a wide variety of
chores around the ranch, such as feeding and vaccinating
animals and repairing fences. Many types of animal




farming require specialized workers. Top screws, or ram­
rods, for example, supervise and coordinate the activities
of cowpunchers in cattle ranching. Lambers assist ewes
during lambing, while sheep-shearers clip the wool from
live sheep in sheep ranching. Furfarmers breed and raise
animals such as mink, fox, or chinchilla, and are assisted
by pelters who skin the animals for their fur.
Poultry farming also requires many different types of
workers. Poultry farmers, for example, raise improved
strains of poultry developed by poultry breeders to pro­
duce eggs and meat. Many other specialized workers
assist in poultry farming. Poultry tenders care for poultry
used in experimental tests to develop better feeding
systems. Poultryfarm workers do many of the day-to-day
jobs involved in poultry raising. Poultry vaccinators vac­
cinate poultry against diseases such as pox and bronchi­
tis. Chicken graders grade baby chicks according to
appearance and separate healthy from deformed or dis­
eased chicks. Chicken sexers determine the sex of young
chickens and separate them by sex.
Game animals, such as deer, pheasant, and quail, also
are raised under controlled conditions. Gamefarm super­
visors oversee and plan the activities of workers involved
in breeding, raising, and protecting game on private or
State game farms. Game farm helpers do most of the
physical work associated with game farming. And game-

5

Exploring Careers


http://fraser.stlouisfed.org/
6
Federal Reserve Bank of St. Louis

bird farmers raise birds such as pheasant, quail, or par­
tridge for sale to gun clubs, game preserves, or poultry
houses.
Mammals and birds are not the only types of animals
raised commercially. Beekeepers raise bees to produce
honey and pollinate crops. Reptile farmers breed and
raise reptiles such as rattlesnakes for their meat, venom,
and skins. Worm growers assisted by worm farm laborers
breed and raise earthworms for sale as fishing bait,
garden soil conditioners, and food for exotic fish and
animals.

Agricultural Support Occupations
Modern agriculture is a complex undertaking that
requires many thousands of workers who are not directly
involved in agricultural production. These workers are
needed to help support agriculture in a number of areas,
such as agricultural business, education, food processing,
and science. Now let’s take a quick look at some of these
occupations.
Most types of farming, for example, require the use of
large amounts of machinery, equipment, and other farm
supplies, such as chemicals and pesticides. As a result,
there are many jobs for workers who sell, maintain, and
explain how to use machinery and supplies. Farm equip­
ment sales workers are needed to sell the tractors, com­
bines, plows, planters, and other farm equipment used
in agriculture. These workers also help farmers choose
the equipment that best suits their particular farming
needs. Farm equipment mechanics maintain and repair
tractors and a wide variety of other farm equipment.
Agricultural engineers help improve efficiency in agri­
culture by designing new types of farm equipment or
improving existing model lines. Agricultural chemical
sales workers sell and explain the use of the different
types of pesticides, herbicides, and fertilizers that have
greatly increased agricultural production in this country.
Agricultural pilots spray chemicals on crops from air­
planes and helicopters.
Workers in agricultural production also need consid­
erable assistance with the financial and technical aspects
of farming. Bankers in rural areas, for example, help
support agriculture by providing loans for farmers to
buy land, equipment, and other supplies needed in rais­
ing crops. Agricultural economists deal with problems
related to production, financing, pricing, and marketing
of farm products. Agricultural cooperative extension ser­
vice workers provide information on agricultural research
to farmers and encourage its use to increase the amount
of agricultural products that farms can produce. Veteri­
narians provide valuable technical assistance to livestock

Agriculture, Forestry, and Fishery Occupations
producers by keeping animals healthy and productive.
Farmers also, of course, need markets for their farm
products once they are harvested. Buyers and shippers
help fill this role. Keeping accurate financial records is
also an important part of agriculture. Agricultural ac­
countants prepare and analyze financial reports for farm
managers. Agricultural commodity graders, such as grain
inspectors, also help support agriculture by assuring that
farm products are of uniform quality and fit for con­
sumption.
Science has made significant contributions to modern
farming and is expected to produce even greater benefits
in the years ahead. As a result, there are many jobs for
scientists and other professionals who concentrate on
agriculture. Agronomists, for example, conduct experi­
ments and develop better methods of growing crops.
Plant pathologists study the causes of plant diseases and
develop ways to control weeds, insects, and plant dis­
eases. Plant physiologists study the structure of plants
and devise ways to improve their growth and storage
life. Geneticists try to develop breeds of plants and ani­

mals that are better suited for the production of food and
fiber. Microbiologists study bacteria and other tiny or­
ganisms to understand better their relation to human,
plant, and animal health. Animal physiologists study the
functions of the various parts of animals. Animal scientists
develop improved methods of housing, sanitation, and
parasite and disease control for livestock. Animal nutri­
tionists specialize in finding feed requirements that will
maximize production and in developing new livestock
and poultry feeds. Entomologists study insects to try to
find ways to control harmful insects and manage bene­
ficial ones. Seed analysts conduct tests on samples of
seeds to determine their rate of germination, purity, and
weed content. Agricultural chemists develop chemical
compounds for controlling insects, weeds, fungi, and
rodents. They also perform experiments to determine
how to use fertilizers properly and investigate problems
of nitrogen fixation in soils. Food scientists develop new
foods, food preservatives, and similar products. Soil sci­
entists and soil conservationists study ways to improve the
use of soils upon which agriculture is based.

Becoming a farmer can be very expensive. This tractor, for example, costs over
$50,000.



7

Exploring Careers
Forestry Occupations

Scientists and technicians help assure a plentiful
supply of clean water for fish and wildlife.

A skilled logger can drop a tree exactly where he
wants it.

http://fraser.stlouisfed.org/
8
Federal Reserve Bank of St. Louis

Forests are a vital natural resource that can be used
repeatedly if they are properly managed. They provide
habitats for conserving our wildlife as well as recreational
facilities for ourselves. Forests also provide the raw
materials for lumber and paper. Workers in the forestry
occupations are concerned with the management and
proper utilization of our forests.
Foresters, who often specialize in one area of work,
such as timber management or outdoor recreation, are
key workers in this field. Foresters plan and supervise
the cutting and planting of trees and also protect the
trees from fire, harmful insects, and disease. They may
be responsible for other duties ranging from wildlife
protection and watershed management to the develop­
ment and supervision of camps, parks, and grazing lands.
Forestry technicians assist foresters in many of their tasks,
such as mapmaking, selecting and marking timber to be
harvested, and planting seedlings.
Fires are one of the major dangers facing our forest
resources. Thus fire lookouts and fire rangers are sta­
tioned in remote areas to spot and then put out or report
forest fires. If a fire is reported in an inaccessible area,
then smoke jumpers, under the direction of smoke jumper

Some college students work during summer vacation
as fire fighters for the U.S. Forest Service.

Agriculture, Forestry, and Fishery Occupations
supervisors, parachute into the area and put out the Fire.
Forest-fire fighters, sometimes called smoke eaters, also
help control forest fires.
Harvesting forest products, or logging, is an important
part of managing our forest resources. Before a stand of
timber is cut, foresters, with the assistance of forestry
aides and timber cruisers, decide what trees should be
harvested and estimate the amount of wood in these
trees. Heavy equipment operators then build access roads
and trails to the cutting and loading areas.
Falters, working singly or in pairs, then cut down the
large trees marked by the forester. Expert fallers can
usually drop a tree in the exact spot where they want it,
without injuring nearby trees. Once the tree is down,
buckers saw the limbs off and saw the trunk into logs.
Sometimes small trees are felled with tree harvesters,
machines mounted on a tractor and operated by logging-

tractor operators.
Next, the logs must be removed from the cutting area.
One method is called skidding. In this method, a choker
(steel cable) is noosed around the log by choker setters
and then attached to a tractor which drags or skids the
log to the landing. A rigging slinger supervises and assists
choker setters and tractor drivers.
After the logs reach the landing, they are loaded on a
truck trailer and hauled to the mill. A loader engineer
operates a machine that picks up logs and places them
on the trailer. A second loader directs the positioning of
logs on the trailer.
Forest nursery supervisors oversee and coordinate the
activities of workers who raise tree seedlings for refor­
estation. Some of these workers are seedling sorters, who
sort seedlings according to size and quality, and seedling
pullers, who harvest tree seedlings in forest nurseries.

Millions of hardy seedlings are grown on tree farm nurseries. They get a good
start at the nursery, then are transplanted.



9

Exploring Careers
Fishery Occupations
Fish provide an important source of protein for both
humans and animals around the world. There are two
major ways of obtaining fish. The oldest is simply to
harvest the fish that are found in our oceans, rivers, and
lakes. In recent years, however, another method, called
aquaculture, or fish farming, has been growing in im­
portance. Let’s take a look at some of the workers in
these two broad areas of fishery.
Fishers harvest aquatic animal life from our oceans,
rivers, and lakes in a number of ways, depending on the
location and the type of fish being sought. Net fishers,
for example, catch finfish, shellfish, and other marine
life using seines, trawl nets, gill nets, and a wide variety
of other types of nets. These workers are often named
according to the type of net they use, such as dip net
fisher, beach seine fisher, or purse seine fisher. Pot fishers
use pots (cages with funnel-shaped openings) to harvest
marine life including crabs, eels, or lobsters. These fishers


10


Agriculture, Forestry, and Fishery Occupations

Some oysters are raised for pearls.
also may use dredges (rake scoops with bag attached)
during certain times of the year. Pot fishers are usually
named according to the type of marine life they fish for,
such as crab fishers, eel fishers, or lobster fishers. Line
fishers catch fish using hooks and lines. Hand linefishers
simply use a line they hold in their hand, while trawl line
fishers may use long lines that extend for over a mile
with thousands of hooks hung at intervals on the line.
Diving fishers gather marine life such as sponges, abalones, and pearl oysters from the sea bottom. Fishing
vessel deckhands do a wide variety of jobs that assist
fishers aboard ship. Net repairers assemble and repair
nets on shore and aboard ship.
Aquaculture, or fish farming, is a rapidly growing field
that offers many employment opportunities. Fish farm­
ers, such as trout farmers or catfish farmers, spawn and
raise fish for sale to supermarkets and other commercial
interests. Fish hatchery workers, under the direction of
fish hatchery supervisors, trap and spawn fish, incubate
fish eggs, and rear young fish in hatcheries. Some of



Fish farming, or aquaculture, is a rapidly growing
area of agriculture. These workers are harvesting
catfish.
these fish, such as trout, are then stocked in streams to
be caught by sport fishers, while others are used for
commercial purposes. Shellfish, such as oysters, clams,
and scallops, can also be raised commercially. Shellfishbed workers, under the direction of shellfish farming
suprvisors, plant, cultivate, and harvest these various
types of shellfish. These workers are usually named
according to the types of shellfish they work with and
the type of duties they perform, such as clam-bed worker,
oyster unloader, scallop dredger, oyster picker, or clam
digger. Aquatic life laborers perform a number of routine
tasks involved in raising marine life. Shrimp pond labor­
ers may, for example, patrol shrimp ponds looking for
predators. They also may help in feeding and harvesting
fish or in preparing shellfish beds.
Fishery also offers numerous opportunities for profes­
sional workers. Fishery biologists, for example, collect
and analyze data on the physiology of fish, transplanting
methods, fish raising techniques, and management of
fish and shellfish stocks.
11

Exploring Careers
Personal Characteristics
The basis for the work done by people in each of these
fields lies in nature. Agriculture, forestry, and fishery
would not be possible were it not for the sun and the
clouds, the soil and the seas, rivers and lakes, and forests
and fields. It is not surprising, therefore, that successful
workers in these fields have been actively interested since
childhood in hunting and fishing or in observing birds,
insects, wildlife, trees, and flowers. They have a strong
interest in nature and the environment around them.
Not surprisingly, people in many of these occupations
enjoy working outdoors. Working outdoors, however, can
often be physically demanding; these workers are ex­
posed to all types of weather conditions and often must
lift heavy objects or perform hard physical labor for
extended periods. Forestry workers, for example, may
have to hike many miles to reach fires or when “cruising”
timber stands. As a result, physical strength and stamina
are assets.
Agriculture, forestry, and fishery have become highly
mechanized and machines do much of the work that
used to be done by hand: Planting and harvesting crops,
hauling in fishing nets, and harvesting trees. But these
machines must be maintained and repaired. A belt may
snap on a farmer’s combine during the critical harvest
time, for example. Or a winch used for hauling in nets


12


may break down while a fisher is far out at sea. If the
farmer and fisher can’t fix these problems by themselves,
they may experience costly delays. Because of this, me­
chanical ability and the ability to work with your hands
are extremely important.
Work schedules in agriculture often are set by elements
beyond human control. A farmer, for example, may have
only a few days when conditions are just right for
planting or harvesting crops. If the farmer is not fully
prepared when this time arrives, there will simply be no
crop and thus no farm income that growing season.
Consequently, being well organized is essential.
Agriculture, forestry, and fishery workers often must
choose the best way to spend their time and money from
among a wide variety of options. A forester, for example,
may be given a limited budget for managing a section of
woodland and must decide how best to use the money.
Should part of the money be spent on firefighting equip­
ment or on fertilizer, for example? Workers in these
fields must be able to set priorities.
Many people in agriculture, forestry, and fishery are
their own bosses or work with little or no supervision.
This takes initiative or the ability to be a self-starter.
Crops, animals, trees, and other agricultural products
do not grow overnight. Some years you may see little or
no income or other visible results for your work. Because
of this, patience and the ability to withstand bad years
and save during good years are important qualities.
Much of the work in agriculture, forestry, and fishery
is based on the ability to apply science on the job. Do
you have a strong interest in science? Are you curious
about life and living things? Are you a good observer?
Do you examine things critically and analyze what you
have seen? These traits are essential for such workers as
fishery biologists, plant breeders, poultry scientists, and
botanists who must understand science and use it in their
work.
Many agriculture, forestry, and fishery occupations
involve working with people. Frequent, if not daily, ex­
changes with other people are an important part of the
job for cooperative extension service workers, feed sales
workers, and farm credit managers, among others.
Finally, a sense of responsibility is very important for
workers in agriculture, forestry, and fishery. You should
care not only for this season’s crops or animals, but also
for the long-range protection and improvement of the
environment. If you don’t, then surely you are not meet­
ing your responsibilities toward future generations.

Training
Training requirements vary widely. Farm laborers,
fishers, and smoke jumpers, on the one hand, may find

Agriculture, Forestry, and Fishery Occupations
jobs without finishing high school; they learn on the job.
On the other hand, cooperative extension service work­
ers, fish biologists, and many others need college degrees
in agriculture or a science. The training requirements for
18 selected occupations are listed in the Job Facts section
at the end of this chapter.
Since there is a wide variety of training paths for such
a broad field as the agriculture, forestry, and fishery
occupations, no one path is the best for all of them.
There are, however, some things you can do now to
explore your interest.
Science is very important in many of these occupa­
tions. High school courses in biology, chemistry, physics,
and mathematics provide the foundation you’ll need for
the science courses you’ll take later on. Science fairs give
you the opportunity to do projects in agriculture, for­
estry, and fishery. High school courses in vocational
agriculture, although not essential, are useful for testing
your interests and seeing if you have the skills needed by
workers in agricultural production.
As a general rule, growing up on a farm or having
some agriculture background or experience is helpful.
One reason for this is that the day-to-day tasks involved
in many of these occupations are best learned through
experience. In addition, working at a job is one of the
best ways to find out if you like the work and are able to




meet the demands of the job. Even if you do not live on
a farm, you can gain useful experience by working part
time or summers on a farm or for a summer camp.
You also might participate in farming programs for
young people, such as the Future Farmers of America or
the 4-H Clubs. These organizations are important
sources of training for young farmers and provide prac­
tical experience in agriculture along with awards and
other forms of recognition. Members also are active in
fairs, agricultural contests, horse shows, and a wide
variety of other activities.
Farm experience, however, is not essential for many
of the scientific, technical, and business careers in agri­
culture, forestry, and fishery. In fact, many of the stu­
dents enrolled in State schools of agriculture are from
urban areas. Even if you live in a city, however, you
should learn as much about the environment and the
natural world as you possibly can. Taking nature walks
and observing wildlife, trees, and flowers as well as
hunting and fishing are activities you might consider.
The Boy Scouts, Girl Scouts, Campfire Girls, and
similar organizations offer good opportunities for getting
outdoors and learning about your environment. Youth
organizations offer numerous programs and proficiency
badges that are directly related to the fields of agricul­
ture, forestry, and fishery.

13

Exploring Careers
Farmer

John O’Quinn samples the crop. “ The harvest is the best part of farming,’’ he
explains, “ because it’s everything you’ve been working for.”

14


Agriculture, Forestry, and Fishery Occupations
The sun had not yet risen over the Eastern Shore of
Maryland when John O’Quinn climbed into his pickup
truck to drive to his farm for another day’s work. Getting
up before dawn was nothing new to John, though; he
had worked on the farm since he was a very young boy.
Even while he was studying agriculture at the University
of Maryland, he had come home almost every weekend
to help his father run the family’s 500-acre farming
operation. Then, about 2 years ago, his father had retired,
and John, along with his sister Alice, had taken over the
operation of the farm.
As he was driving to the farm, John felt a sense of
excitement because today was a very special day, the
beginning of the watermelon harvest. Work had begun
on preparing about 100 acres of land for watermelons
back in September with the planting of a rye cover crop
to strengthen the soil and also to prevent soil erosion
from occurring over the course of the winter. As soon as
winter had passed, John plowed up the rye cover crop
and began preparing a seedbed for the melons. Then,
around the middle of April, after most of the danger of
frost had passed and after a good rain, John had planted
the watermelon seeds. During the planting process, he
also had worked hundreds of tons of fertilizer into the
soil. The seeds had sprouted quickly, and it looked as
though there would be a good crop if only it would rain
a little.
But the rains had stayed away. Every day for over a
month John had checked the weather reports and
scanned the sky for clouds. As the plants began to wither
and die, John regretted the fact that he hadn’t installed
the expensive irrigation system he had considered buying
the year before. Then, in late June when the crop seemed
almost lost, the rains came and the field sprang to life.
Now it was August, and John would soon be checking
on how the first day of the harvest was progressing. But
first he had to feed a few hungry animals.
Upon arriving at the farm, John stopped by the barn
where Pete Ward was waiting. Pete was a farmhand who
had worked with John’s family for over 20 years.
Pete was standing beside some large sacks of grain
that he had brought out of the barn. Together he and
John loaded the grain into the back of the pickup and
drove to a nearby pen where John kept about 100 hogs.
As the truck stopped by the pen, the pigs ran toward it
squealing and grunting in obvious expectation of a good
meal.
Pete began mixing the feed grains while John climbed
into the pen to check the pigs. As soon as he entered the
pen, John was surrounded by a crush of squealing pigs.
He scratched the backs of a few, which the pigs loved.
While he was doing that, John was checking for signs of



disease or other problems. In addition, and to the pigs’
misfortune, John was estimating the time required before
they would be ready for market, which he determined to
be about 2 more weeks.
After John and Pete finished feeding the pigs, they
drove back to the barn, where they picked up a couple
of salt licks, 50 gallons of molasses, and about 10 bales
of hay. They then drove to a nearby field where John
was grazing about 75 head of cattle. As John and Pete
approached the field, the cattle began moving towards
the gate, just as the pigs had done earlier. John drove
the pickup slowly into the field, while Pete pulled bales
of hay off the back of the truck and kicked them open
for the cattle. When they finished putting out the hay,
John and Pete drove across the field to some large boxes
that had about a quarter of a wheel showing above each
of their tops. These were molasses feeders that John used
to help the cattle put on weight more quickly. When the
cattle licked the wheel on top, the wheel turned, bringing
up molasses from the bottom of the box. John and Pete
quickly checked the molasses level in the boxes and filled
up those that needed it. John was a little disappointed
by the fact that the cattle didn’t seem to be eating much
of the molasses, but he knew that this wouldn’t keep him
from trying more experiments in the future. If he didn’t
keep improving his farm’s efficiency, John knew he
would not be able to compete with other farmers and
would have to go out of business.
By now the sun was getting fairly high in the sky and
the temperature was approaching 90 degrees, but John
and Pete still had a lot to do. First, John wanted to see
how the watermelon harvest was progressing. Then, if
all was going well there, he and Pete would drive to
another field and begin preparing the land for next year’s
crop.
When he arrived at the watermelon field, John felt
elated, as he always did at harvest time, because for
John, as for all farmers, harvesting crops or sending
livestock to market provides tremendous rewards. These
rewards come not only from the money gained, which
sometimes isn’t much, but also from a sense of pride and
satisfaction at seeing the results of many months of long,
hard work.
Alice, John’s sister, was overseeing the harvest, so
John drove over to her as soon as he got to the field.
Alice was standing near a machine like a conveyor belt
that was feeding melons into the backs of three large
trucks. The machine also automatically separated the
melons according to size. Thus small melons were going
into one truck, average size melons into a truck from a
large supermarket chain, and large melons into a truck
from a processing plant.

15

Exploring Careers
“How are things going?” asked John as he got out of
his pickup. “Are there any problems?”
“Nothing major,” answered Alice, “but I sure could
use another skilled cutter or two. We’ve already had one
truck come back because there were too many green
melons in it.” Cutters are usually the most experienced
and skilled field laborers in harvesting watermelons.
They usually go down the rows in front of the other
laborers and determine, almost by instinct, which melons
are ripe. They then cut the ripe melons from the vines
and stand them on end to be loaded on wagons by other
laborers following behind. If the cutter selects too many
unripe melons, the truck will be sent back by the agri­
cultural broker who acts as a middleman between the
farmer and the crop’s buyers.
John groaned in response to Alice’s request for more
cutters, because he knew what she was asking. Everyone
in the area was harvesting melons right now, and there
wasn’t an extra laborer to be found anywhere, especially

a skilled cutter.
“It looks like you and I have just been drafted as
cutters, Pete,” said John with a grin as he looked at Pete
who was pretending to hide behind the pickup.
John went home very tired that night and awoke early
the next morning with very sore muscles from the con ­
stant lifting and stooping required in cutting water­
melons. Nevertheless, he felt the sense of satisfaction and
accomplishment that only a hard day of physical labor
can bring.
There was, however, one thing that bothered him. He
hadn’t been able to prepare the grain field for planting
as he and Pete had planned, and there were still a lot of
watermelons to be harvested. John couldn’t help smiling,
though, when he thought of the conversation he and Pete
would have while feeding the stock that morning about
who would get to sit on a tractor all day and who would
have to work another day as a cutter.

John hires vacationing students for the melon harvest. Following the cutters
through the fields, they pick up the ripe melons and load them on wagons.

16


Agriculture, Forestry, and Fishery Occupations
Exploring
Farmers spend much of their time outdoors in all kinds
of weather.

•

•
•
•

Do you enjoy working outdoors, or would you prefer
to work in a controlled environment such as an office
building?
Do you like outdoor activities such as swimming,
hiking, fishing, camping, and hunting?
Do you mind working in the garden or mowing your
family’s lawn?
Do extremes of heat or cold bother you?

Because they are their own bosses, farmers must have
initiative and be self-starters.

•
•
•
•

As farming methods grow more complex, farmers must
take on more planning and managerial duties.

•
•
•
•
•
•

•

Do you get up in the morning by yourself?




Do you do your homework and household chores
without being prodded by your parents?
Do you stick with projects until they are finished?
Do you take responsibility for your family’s pets?
Do you get to class on time every day?

Do you always finish your homework on time?
Do you keep a diary?
Do you use a calendar to organize your time?
Do you make lists of things to do?
Are you good at long-range projects, such as garden­
ing, that require a good deal of organization?
When you are in control of a project, can you get
people to work without resenting you?

17

Exploring Careers
Farmers must respect the environment.

•
•
•

Do you throw trash in the trash can?
Does it bother you when you see a polluted river?
Do you save cans for recycling?

Farmers must work with machinery and often maintain
and repair their own equipment.

•
•
•
•
•
•

Do you like to build things?
Do you like to work with your hands?
Do you repair your own bicycle?
Do you like to learn how machines work?
Are you handy with tools?
Before you start working on something, do you think
about how you will go about it?

Suggested Activities
Listen to the farm reports on your local radio or televi­
sion station. Look up any terms whose meaning you
don’t know.
Your newspaper’s financial section lists the day’s prices
for a variety of farm products. Follow the price of a
particular product, such as wheat or corn, over a
period of time. Can you see how fluctuations in crop
prices would affect you as a farmer?
Write a report on one or more of the following things
that farmers must deal with: Plant varieties, plant
diseases, cattle varieties, animal diseases, insects,
chemicals, fertilizers, and soil types.
Go to a livestock auction if there is one in your area.
Make a list of the grades and types of animals sold at
the auction and the prices they sell for.
Visit the meat counter of your local grocery store or
supermarket. Note the various cuts and grades of beef
that are sold. Can you see any difference in the various
grades of meat?

treated, what some of the most common ailments are,
and how the veterinarian handles these ailments.
For more information on farming as a career, read
Careers in Agriculture and Natural Resources, pub­
lished in 1976 by the National Association of State
Universities and Land Grant Colleges. Your library or
State agricultural college may have this booklet.
Join a farming organization for young people such as the
Future Farmers of America or the 4-H Club. Members
of these organizations gain practical experience in
agriculture and take part in fairs, agricultural contests,
horse shows, and many other activities.
If you are a Boy Scout, try for merit badges in Agricul­
ture, Animal Science, Beekeeping, Botany, Farm Ar­
rangement, Farm Mechanics, Farm Records, Garden­
ing, Plant Science, Rabbit Raising, Soil and Water
Conservation, and Veterinary Science.
If you are a Girl Scout, see if your local troop has the
From Dreams to Reality program of career explora­
tion. Troops may also offer opportunities to try out
careers through internships, service aide and commu ­
nity action projects, and proficiency badges in a num ­
ber of areas including Animal Kingdom, Conserva ­
tion, Food Raiser, Horsewoman, and Plant Kingdom.
Plan a small garden for your yard or any small plot of
land you can get permission to use. Here are some
things you might want to do before you plant anything.
• Obtain soil samples from the plot you have selected
and take them to your county agent for testing.
When the results come back, ask the agent to
explain them to you and to recommend what to
plant and what kind of fertilizer to use.
• Send for some garden seed catalogs. These will
give you an idea of the wide number of crop
varieties available and provide valuable informa­
tion on planning your garden.
Try to obtain first-hand experience in farming by getting
a part-time or summer job on a farm or ranch.

Visit a farm equipment dealer if there is one in your
area. Find out why there is such a wide range in
tractor sizes and horsepower. Look at the various farm
implements that are for sale and try to figure out how
they work, and what they are used for.

Join an Agriculture, Veterinary, or Conservation/
Ecology Explorer Post if there is one in your area.
Exploring is open to young men and women aged 14
through 20. To find out about Explorer posts in your
area, call “Boy Scouts of America” listed in your
phone book, and ask for the “Exploring Division.”

Try to get permission to accompany a veterinarian who
treats farm animals. Note the types of animals that are

Write the Dean of Agriculture of your State’s land grant
college or university. The Dean can provide you with


18


Agriculture, Forestry, and Fishery Occupations
information on careers in agriculture, and the training
they require.

Related Occupations

See if you can solve the following math problems which
are typical of some of the simpler calculations farmers
must make in planning their activities:

Farmers aren’t the only people involved in producing
agricultural products. People in many other occupations
work outdoors and assist in the production of crops and
animals. Some of these jobs are described below. If you
need to, refer to the list of job titles at the end.

1. Bill Jenkins, a Kansas farmer, plans to raise 600
acres of wheat this year. If Bill gets 40 bushels of wheat
per acre, how many bushels will he raise?

1. Although I don’t own a farm, I have the same
planning and management responsibilities that a farmer
has. Who am I?

2. Bill plans to spend about $ 100 per acre on growing
the wheat.
a. At what market price per bushel will Bill break
even?
b. What price per bushel does he need to get in
order to make $24,000?

2. I repair and maintain farm machinery and equip­
ment. I work for a tractor dealer. Who am I?

3. A farmer plans to put a four-strand barbed wire
fence around a 640-acre plot of land (640 acres = 1
section = 1 square mile). Barbed wire costs $35 for a V\mile roll. How much will the wire for the fence cost?
4. A cattle feedlot operator has determined that her
cattle gain 1 pound of weight for every 5 pounds of feed.
The price of cattle is now 500 per pound. Grain costs
$4.80 for a 60-pound bushel. What is the operator’s
profit or loss for each bushel fed?

See answers at end of chapter.




3. I do much of the physical labor on the large farm
on which I work. Who am I?
4. I apply fertilizers and insecticides to crops by
flying over them with my plane. Who am I?
5. I act as an agent between farmers and the people
who buy their crops. Who am I?
6. When farmers’ animals get sick or need treatment,
I am the one who usually diagnoses the problem and
treats it. Who am I?
Agricultural pilot
Agricultural products broker
Farm equipment mechanic
Farm laborer
Farm manager
Veterinarian
See answers at end of chapter.

19

Exploring Careers
Cooperative Extension Service Worker

Bev Williams has a master’s degree in dairy science. “ I grew up on a farm,” says
Bev, “ so it seemed natural to make agriculture my career.”
Digitized for20
FRASER


Agriculture, Forestry, and Fishery Occupations
It was a cold winter night on a dairy farm in northern
Maryland. Jack and Anne Medgar, the owners, were
relaxing before the fire after a hard day’s work. Jack was
reading a farm trade journal, Modern Dairy Farmer.
“Listen to this, Anne,” he said with a laugh. “Dairy
farmers in Ohio are feeding their cattle cement and
getting increased milk production. Can you believe that
crazy idea?”
“I’m not sure it’s such a crazy idea, Jack,” said his
wife. “Agricultural science is continually coming up with
new ideas. Some of the things you do now on the farm
wouldn’t have been possible 20 years ago. Why don’t
you call Bev Williams and see if she’s heard of it? Who
knows, using cement might increase milk production on
this farm.”
A few days later, Jack called Bev, the county extension
service agent. He asked her about cement in cattle feed.
“I have read about it,” Bev assured him, “but it is still
in the experimental stage. In fact, the university is now
testing it. The idea is to use cement dust as a dairy cattle
feed supplement. Apparently the idea has been tried a
few times and has resulted in higher milk production.
But it hasn’t been done under controlled conditions, and
we’re not sure if there is a connection between the cement
and the milk production. Possibly the high calcium
content of the cement dust is a factor. I’ll try to keep
abreast of the research, though, and see if it might work
in your farming operation.”
As she put down the phone, Bev made a mental note
to call the scientist at the university who was in charge
of that research project and find out how the experiment
was going.
“I might even mention this in my monthly newsletter,”
she thought.
Bev doesn’t get calls about feeding cement to cattle
every day. But she has to be prepared for calls like Jack’s.
Keeping track of current agricultural research, making
it known to farmers, and encouraging them to use the
results of this research—that’s what a county extension
service agent’s job is all about.
Farmers have to be convinced that new ways of doing
things are worth trying. They won’t listen to just anyone
who comes along with advice. Bev and other extension
agents need years of training to develop the expertise
that will make listening to their advice worthwhile. Ex­
tension agents usually know a lot about agriculture from
growing up on a farm—or at least having a farm back­
ground.
Bev grew up on a dairy farm right in the area. After
high school, where she was active in 4-H, she attended
the State agricultural university. There she earned a
bachelor’s degree and then went on to earn a master’s
degree in dairy science. After graduation, she worked for



a farm supply company for about 5 years before getting
the job she has now.
Now let’s look at one of her workdays. There’s no
such thing as a “typical” day for Bev. There’s so much
variety in her job that every day is different. That’s one
of the things she likes best about the job.
Today, Bev will be spending most of the morning in
her office. As soon as she gets there, Bev goes through
her mail. She notices some soil test results from the
university and sets them aside. She’ll go over them later.
When she examines the soil results, she’ll decide on
fertilizer and crop recommendations. Later on, she’ll
discuss these with the farmers who submitted samples of
their soil.
As she continues to go through the pile of mail, she
finds circulars from farm supply companies promoting
new machines, seeds, feeds, and chemicals. She looks
these over carefully since farmers often ask her opinion
on new developments in farm supplies.
Bev then turns to the rest of her paperwork. She puts
together her notes for the report she has to submit to the
university four times a year. In this report, Bev will list
the farmers she has been in touch with, describe the
advice she has given them, and explain how her sugges­
tions are working out.
Bev also works on her monthly newsletter for the
farmers in the county. In the newsletter she discusses
new research developments, such as the cement dust in
cattle feed. She also reports on regulations and govern­
ment policies affecting farmers and on agricultural prices
and farm management.
Around 11 o’clock, Bev leaves her office and drives to
the local radio station to tape her weekly farm report.
She usually chooses a topic that will interest most farmers
in the county. This week, for example, she discusses
some of the methods for controlling Johnson Grass, a
weed that infests many farms. After lunch, Bev drives to
a dairy farm to go over a suggested feeding program for
the farmer’s herd. The farmer had noticed a decline in
his herd’s milk production and about 2 weeks ago asked
Bev if she had any suggestions. Bev had told the farmer
to bring some forage samples of his hay and silage into
the extension office. She sent the samples to the State
agricultural university for analysis. When the results
came back, Bev studied them carefully, noting among
other things the protein and water levels of the forage.
Now, she and the farmer are working together on a
feeding plan that would be economical but still ensure
good milk production. After a few hours of work, they
finally arrive at what they both think will be a good
combination of roughage and grain for the farmer’s herd.
Bev’s next stop is at a farm whose owner has asked for
help concerning a sensitive financial question. The
21

Exploring Careers
farmer is nearing retirement and would like to see his
son take over the farm. The son has the knowledge and
ambition to take over the farm, but he doesn’t have the
money to buy the farm. Bev and the farmer and his son
sit down and discuss the situation from all angles. Fi­
nally, the farmer reaches a decision that would give him
a retirement income and still enable the son to enter the
farming business. He decides to sell the cows and ma­
chinery to his son and keep the land. The son would
then rent the land from his father. While Bev does not
make this decision for the farmer, she does help present
him with a wide range of options from which to choose.
Helping the farmer make a wise decision gives Bev a real
feeling of satisfaction.
By now it is after dark, so Bev does not return to her
office. But her workday is still not over. She drives home
to have supper and get ready for a meeting she is to
attend that night. The meeting is being conducted by a
farmers’ organization, and Bev wants to be there for two
reasons. First, she will have the opportunity to speak
with a number of farmers and thus keep informed of
their latest concerns. Second, she knows the subject
matter of the meeting will be of interest to a number of
farmers who cannot attend. By attending, Bev can later
answer any questions they have about the meeting. Per­
haps one of her answers to a farmer’s question will help
the farmer run a more productive and profitable opera­
tion.

Exploring
Extension agents must be able to work with and gain the
respect of other people.

•
•
•
•
•
•
•

Do you listen to what your friends have to say?
Do you enjoy participating in group activities?
Are you a leader in these activities?
Do you enjoy speaking in front of your class?
Are you good at giving directions?
Do you organize activities?
Do people ever ask you for your opinion?

Extension agents advise farmers on methods chosen from
a wide variety of alternatives.

•
•
•

Are you able to plan your time effectively?
Can you set priorities?
Do you like looking into all of the various aspects of
a subject?


22


•
•

Do you have trouble making decisions when given a
wide range of choices?
When buying clothes, do you buy the first ones you
see, or do you shop around for something better?

Extension agents must be able to express themselves
well both orally and in writing.

•
•
•
•

Do you keep a diary?
Do you write many letters?
Do you enjoy explaining things to people?
Do you like writing themes in English class?

Even after they complete school, extension agents must
keep abreast of new developments in agricultural science
and farming methods.

•
•

Do you enjoy reading on your own?
When you see something that interests you, do you
enjoy learning more about the subject?
Do you enjoy school subjects such as science?
Do you like reading about your hobbies?
Are you interested in how things work?

•
•
•

When farmers seek help from extension agents, they
depend on getting help quickly and efficiently.

•
•
•
•

Can people depend on you?
Do you do the things you promise to do?
Do you get to class on time everyday?
Do you ever volunteer to help around the house?

Suggested Activities
Plan a small garden for your yard or any small plot of
land you can get permission to use. Here are some
things you might want to do before you plant anything.
•

•

Obtain soil samples from the plot you have selected
and take them to your county agent for testing.
When the results come back, ask the agent to
explain them to you and recommend what to plant
and what kind of fertilizer to use.
Send for some garden seed catalogs. These will
give you an idea of the wide number of crop
varieties available and provide valuable informa­
tion on planning your garden.

Try to obtain first-hand experience in farming by getting
a part-time or summer job on a farm or ranch.

Agriculture, Forestry, and Fishery Occupations

Write articles for your school newspaper. If your school
doesn’t have a newsletter, start one. This will help
develop your writing skills, which are essential in
extension service work.
Spend time on hobbies and other activities in which you
build, repair, or maintain things. Work on your bicy­
cle. Do carpentry. Check the oil, water, and tires on
your family’s car. Make repairs around your home.
Try an electronics project for your school’s science
fair. These activities will help you understand the
problems that farmers face daily in repairing and
maintaining the many buildings and the variety of
equipment found on modern farms.
Invite your county extension agent to speak to your class
about his or her job. Prepare questions in advance.
Help teach youngsters about the outdoors. You might
lead nature walks and help them learn about the
environment by identifying trees, plants, flowers, in­
sects, birds, and other wildlife. This will help you
develop teaching and leadership skills.



Join a farming organization for young people such as the
Future Farmers of America or the 4-H Club. Members
of these organizations gain practical experience in
agriculture and take part in fairs, agricultural contests,
horse shows, and many other activities.
Visit the agricultural exhibits at a county or State fair.
Usually, there will be young people at the fair exhibit­
ing their own animals. Speak with these young exhib­
itors and ask them about their animals, what is in­
volved in caring for the animals, and how the exhibi­
tors feel about a career in agriculture.
Do a report on the six major breeds of dairy cattle. To
help remember what you learned, try to identify the
breeds you see on farms whenever you are driving
through rural areas.
See if you can get permission to visit a farm in your area.
While you are there, ask the farmer or farm workers
about the products they raise and the different tasks
involved with raising these products.
23

Exploring Careers
If you are a Girl Scout, see if your local troop has the
From Dreams to Reality program of career explora­
tion. Troops may also offer opportunities to try out
careers through internships, service aide and commu­
nity action projects, and proficiency badges in a num­
ber of areas including Animal Kingdom, Plant King­
dom, Science, Conservation, Games Leader, and Re­
porter.
If you are a Boy Scout, try for merit badges in Agricul­
ture, Animal Science, Beekeeping, Botany, Commu­
nications, Environmental Science, Farm Arrange­
ment, Farm Mechanics, Farm Records, Gardening,
Pigeon Raising, Plant Science, Public Speaking, Rab­
bit Raising, Soil and Water Conservation, and Veter­
inary Science.
Join an Agriculture, Conservation/Ecology, Education/
Teaching, Veterinary, or Science Explorer Post if there
is one in your area. Exploring is open to young men
and women aged 14 through 20. To find out about
Explorer Posts in your area, call “Boy Scouts of Amer­
ica” listed in your phone book, and ask for the “Ex­
ploring Division.”
For more information on a career in agriculture, read
Careers in Agriculture and Natural Resources, pub­
lished in 1976 by the National Association of State
Universities and Land Grant Colleges. Your State
agricultural college can also provide information on
crop and animal farming and extension programs in
your State.
Write to the Science and Education Administration-Ex­
tension, U.S. Department of Agriculture, Washington,
D.C. 20250, and ask for the pamphlet, Your Career as
an Extension Agent.

Related Occupations
There are many other occupations concerned with
improving the productivity of agriculture. Some of these
are listed below, along with possible definitions of what
the worker does. For each occupation, see if you can
choose the correct definition.


24


1. Soil Conservationist

a. Provides technical assistance to farmers and oth­
ers concerned with preventing damage to land or
streams.
b. Makes plastic tarps to prevent soil from becom­
ing bruised during hailstorms.
c. Evaluates timber stands to determine amount of
wildlife they can support.
2. Veterinarian

a. Administers programs for soldiers leaving the
Armed Forces.
b. Diagnoses, treats, and controls diseases and in­
juries among animals.
c. Provides counseling services to aging athletes.
3. Soil Scientist

a. Categorizes soils according to a national classi­
fication system.
b. Studies effectiveness of various detergents in re­
moving soils.
c. Encourages the removal of vegetation to help
prevent erosion.
4. Farm Manager

a. Directs the activities of all farmers in a State.
b. Manages the Federal Agricultural Resource
Marketing (FARM) Program.
c. Plans and directs agricultural activities on large
farms.
5. Animal Breeder

a. Artifically impregnates cows and ewes.
b. Develops improved breeds of animals that will
be more productive.
c. Selects animals to be used to provide energy in
breeder reactors.
See answers at end of chapter.

Agriculture, Forestry, and Fishery Occupations
Forester

Paul Ivy manages over 60,000 acres of timberland. With this tool, he can find out
how fast his trees are growing.



25

Exploring Careers
Paul Ivy works as a forester for a medium-sized forest
products company based in the Middle Atlantic region
of the United States. Although he has been working for
only a few years, Paul’s job is an important one. He is
responsible for managing over 60,000 acres of company
timberland that is scattered over a 10-county area. Man­
aging this land encompasses a wide range of duties
including budgeting, planning, mapmaking, and over­
seeing the planting, clearing, harvesting, and selling of
the trees. The variety makes Paul’s work even more
interesting.
Paul didn’t just suddenly decide to become a forester.
As a youngster, he was active in Scouting and enlarged
his interest in and knowledge of the outdoors. Then he
attended a college with a forestry curriculum and ob­
tained a bachelor’s degree in forestry. While in college,
Paul participated in a work-study program 6 months out
of each year. In this program, Paul acquired practical
experience working as a forestry technician in the Na­
tional Parks in Montana. Then, during the final summer
before his graduation, Paul got a job with a private
company. They liked his work and hired him full time
when he graduated from college.

There is really no such thing as a typical workday for
Paul. His job has variety. In the summer, for example,
he may have to direct firefighting activities, while in the
winter he may have to check on the company’s logging
roads to be sure they are passable.
Today, however, is a beautiful March day, and he has
neither of these problems. But he does have a full day
ahead.
After breakfast, Paul gets in his pickup truck and
drives about 30 miles to a section of land being “cruised”
by forestry aides. The aides are trying to determine how
much marketable wood there is in this particular forest
stand. To do this, they have to find out a number of
things, including how many trees there are and how
much wood each tree contains. Obviously, they cannot
count and measure every tree in the stand. Instead, they
mark off a typical sample area of the stand and carefully
count and measure the trees in the sample area. They
also use a tool called an increment borer to determine
the age of the trees in the stand. This tool, without
harming the tree, can take a pencil-thin sample from the
tree’s core. To determine the tree’s age, the aides simply
count the number of rings present from the center to the

Paul has been interested in the outdoors since he was a youngster. “ I started
thinking about a forestry career when I was working on Scout merit badges,” he
recalls.

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Agriculture, Forestry, and Fishery Occupations
edge of the tree. They can also tell how fast the tree is
growing by looking at the distance between the rings.
By the time Paul arrives, the aides have almost finished
“cruising” this timber stand. He helps them finish and
then carefully records the data they have obtained. When
Paul returns to his office, he will enter the data into a
computer and onto detailed maps of the tract he has
prepared. Then he can determine if the tract is ready to
be harvested and, if so, how to harvest the timber in a
way that will not harm the environment.
Paul’s next stop is at another tract nearby that has just
been harvested. Now the site is being prepared for
replanting. Paul wants to be sure that the work is going
well and according to plan. Much of Paul’s work on this
tract was completed long ago. Even before the trees were
cut, for example, he decided which trees should be left
to provide windbreaks and cover for wild game and
protection from erosion. These remaining trees are called
a leave strip.
Today, huge bulldozers and other pieces of earthmoving equipment are making windrows on the bare land.
This is similar to the contour plowing done by farmers
and serves the same purpose. Windrowing helps protect

the land from erosion. Paul is pleased with the work and
compliments the workers on a job well done. Before
leaving, he checks to see if they need any more equip­
ment or supplies.
By now it is almost time for lunch, so Paul drives into
a nearby town to buy a sandwich. He eats in the truck
while driving to a site about 20 miles away.
This site has already been prepared for planting but is
on very uneven land. Because the land is so uneven, it is
impossible to use the automatic tree-planting machine
that can plant up to 8,000 trees in a day. Instead, the
company has hired inexperienced laborers who can at
best hand plant only about 1,000 trees per day. Paul
wants to check to see that the work is going well and is
being done properly.
When he arrives at the site, Paul is not at all happy
with what he sees. The laborers have begun planting, but
Paul knows many of the trees cannot possibly survive, as
they have been improperly planted. Some seedlings, for
example, have been planted too deep in the ground,
while others don’t have enough soil around them. One
worker has even planted some seedlings upside down!
Paul doesn’t lose his temper, though, as he knows it

Paul can estimate the number of trees in an area by studying an aerial
photograph.



27

Exploring Careers
would do no good and, in fact, might really alienate the
workers. Instead, he patiently and clearly explains how
the job should be done. He also talks a little about the
business in general and answers any questions the work­
ers have. Paul then works with the men for a couple of
hours, planting trees himself and just talking with the
workers. Once he is sure the job is going properly, he
gets into his pickup truck for the drive back to the office.
The next item on Paul’s schedule for today is a short
budget meeting at his office. During the meeting, Paul
and his supervisory employees discuss how much money
can be spent on the various timber operations under his
control. This requires some difficult decisions since there
is only a certain amount of money available to divide
among a number of forestry operations. Should they
spend operating money to purchase some new fire­
fighting equipment, or would the money be better spent
on additional fertilizer for the growing trees?
After the budget meeting, Paul speaks individually
with a few of the people around the office before going
into his office to do paperwork for about an hour. During
this time, he makes notes on some of the items discussed
in the budget meeting and also works for a while on the
map of the area he helped cruise this morning.
Then Paul decides to call it a day and gets in his
pickup to drive home. On the way home, however, he
receives a call over his two-way radio about a complaint
from Jan Wiley, who owns land nearby. Apparently, the
heavy equipment of one of the company loggers is
tearing up a road on her land. The farm is nearby, so
Paul decides to stop by and speak with Ms. Wiley. After
visiting with her and looking at the damage to the road,
Paul promises to get the road fixed. This calms Ms.
Wiley, and Paul finally goes home.
But his day is not quite over. After supper tonight,
Paul is scheduled to speak to a high school science club
on forestry and the economic and environmental roles
of his company. This is a part of his job that Paul really
enjoys. In fact, he has even developed a slide show to
help make his talks more interesting and meaningful to
the students.

Exploring
Foresters must be well organized and able to set priori­
ties.

•
•
•
•

Are you able to plan your time efficiently?
Do you keep lists of things to do?
Do you find yourself able both to finish your home­
work and have time left for recreation?
Do you keep a diary?


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Federal Reserve Bank of St. Louis

•
•

Do you have trouble deciding between different
things to do?
Do you take part in extracurricular activities at your
school?

Foresters must be patient to see the end results of their
work.

•
•
•

Do you enjoy long-term projects, such as gardening?
Do you ever think about or plan what you will be
doing 5 years from now?
Can you save your money for something you want?

Foresters often must work with other people. There’s a
lot more to the job than just being out in the woods.

•
•
•
•

Do you like to speak in front of your class?
Do you enjoy working with other people on class
projects?
Do you join organizations and take an active part in
them?
Do you like to help organize activities such as trips,
parties, sports events, picnics, and dances?

Foresters must have a genuine love of the outdoors and
respect for the environment.

•
•
•
•

Do you enjoy outdoor activities such as camping,
fishing, hunting, gardening, and hiking?
Does it bother you when you see a polluted river?
Do you ever try to think of ways to make the river
clean again?
Do you throw your trash in the trash can?

Suggested Activities
Plan and take part in a science club activity at your
school. Activities might include planting trees, pulling
weeds, controlling insects, and other outdoor activities.
Volunteer to help with clearing brush, cleaning up a
stream, or some other activity that helps our environ­
ment.
Try some outdoor hobbies such as hiking, fishing, camp­
ing, and birdwatching.
Make a map of your neighborhood or a small park in
your area. On the map, show all the trees in the area,
their type, and their approximate size. See if you can
devise a code for doing this. P 60/20, for example,

Agriculture, Forestry, and Fishery Occupations
might indicate a stand of 60 pine trees, each about 20
feet tall. Using the map you have prepared, see if you
can determine what areas could perhaps be thinned
and what areas might benefit from a tree planting
program.
Get a summer job working on a farm, or find other
outdoor summer employment, such as being a camp
counselor. Mowing lawns, working in a nursery, and
gardening are other good possibilities.
Locate the nearest county, State, or Federal forest in
your area. Invite the forester in charge to speak to
your class about his or her job. Prepare questions in
advance.

Join an Outdoor, Conservation/Ecology, Agriculture,
Hunting, Fishing, or Natural Science Explorer Post if
there is one in your area. Exploring is open to young
men and women aged 14 through 20. To find out
about Explorer posts in your area, call “Boy Scouts of
America”, listed in your phone book, and ask for the
“Exploring Division.”
For information about careers in forestry, write to the
Society of American Foresters, 5400 Grosvenor Lane,
Washington, D.C. 20014; American Forest Institute,
1619 Massachusetts Avenue, N.W., Washington, D.C.
20036; U.S. Department of Agriculture, Forest Ser­
vice, Washington, D.C. 20250.

If there is a logging or lumber company in your area,
call the public relations department and ask if a
speaker would be willing to visit your class and explain
the company’s operations.
Use forestry as a topic for class assignments. Do a report
on the lumber industry for a social studies class.
Prepare a report on different kinds of wood, their
characteristics and uses, for a science class.
Help teach youngsters about the outdoors. You might
lead nature walks and help youngsters identify trees,
plants, flowers, insects, birds, and other wildlife. Vol­
unteer your services to a day camp, community center,
school, or church.
Join a farming organization for young people such as the
Future Farmers of America or the 4-H Club. Members
of these organizations gain practical experience in
agriculture and take part in fairs, agricultural contests,
horse shows, and many other activities.
If you are a Boy Scout, try for merit badges in Agricul­
ture, Bird Study, Botany, Camping, Environmental
Science, Fish and Wildlife Management, Forestry,
Gardening, Insect Life, Nature, Plant Science, Pulp
and Paper, Soil and Water Conservation, Surveying,
Wildlife Management, and Wilderness Survival.
If you are a Girl Scout, see if your local troop has the
From Dreams to Reality program of career explora­
tion. Troops may also offer opportunities to try out
careers through internships, service aide and commu­
nity action projects, and proficiency badges in a num­
ber of areas including Animal Kingdom, Campcraft,
Conservation, Family Camper, Food Raiser, Games
Leader, Hiker, Outdoor Safety, and Plant Kingdom.



29

Exploring Careers
Related Occupations
Foresters are not the only workers concerned with
managing and protecting our natural resources. Using
the descriptions below, unscramble the letters to find the
names of some of these other workers.
1. STROFERY IDAE. I help foresters care for and
manage forest lands and their resources. I may esti­
mate the amount of wood a stand of timber contains,
check trees for disease, or assist foresters in other
ways.
2. REMARF. I plan, till, plant, fertilize, cultivate,
and harvest crops. In many ways, my work is similar
to a forester’s.
3. FIELDWIL LIOBISTGO. I manage different
types of land so that they will support animals such
as deer, quail, and other wildlife. I may also do
research on these animals and how they interact with
their environment.
4. GENAR NAGAMER. I manage, improve, and
protect our rangelands to make the best use of them
without harming them. I may restore or improve
rangelands through techniques such as controlled
burning, reseeding, and controlling weeds.
5. LOIS SERVCONISTATION. I give technical
help to farmers and other people concerned with the
conservation of soil and water. If a farmer has a
problem with soil erosion caused by water runoff,
for example, I may recommend that the land be
terraced.
See answers at end of chapter.


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Agriculture, Forestry, and Fishery Occupations
Job Facts

There isn’t room in this book for a story about every agriculture, forestry, and
fishery occupation. However, you’ll find some important facts about 18 of these
occupations in the following section. You can find additional information about
some of them in the Department of Labor’s Occupational Outlook Handbook,
which should be available in your school or public library.
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Experience gained growing up
on a farm is very important.

Most farmers own or rent the
land they farm.

A college degree in agriculture is
important, too. It is almost essen­
tial for people who haven’t
grown up on a farm.

Farmers are usually their own
bosses. However, land and
equipment costs are very high,
and many young farmers start
out as hired hands or tenant
farmers.

AGRICULTURAL PRODUCTION OCCUPATIONS
Farmers




Farmers plan, till, plant, fertilize,
cultivate, and harvest crops.
Those who raise livestock must
feed and care for their animals,
and keep barns, pens, milking
parlors, and other farm buildings
clean.
The size of the farm determines
how many o f these tasks farmers
do themselves. On most farms,
the farmer does the work with
the help of one or two family
members or hired hands. Large
farms, however, have 100 em­
ployees or more.

Most colleges o f agriculture offer
programs in dairy science, crop
science, agricultural economics,
horticulture, and animal science.
Physical stamina and strength
are important. Initiative, re­
sourcefulness, and a sense o f re­
sponsibility are essential.
High school courses in mathe­
matics, accounting, shop, and sci­
ence are helpful, as are courses
in vocational agriculture.

31

Exploring Careers
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Farm Managers

These workers perform much the
same duties as farmers. They
usually work for others, however,
unlike farmers, who are generally
self-employed.

A farm background is helpful,
and a college degree in agricul­
ture is important. Workers
should be good at planning work
and supervising people.

Beginning farmers who cannot
afford to purchase their own
land, buildings, and equipment
may find opportunities in this
field.

Farm managers usually work on
large farms or for corporations
engaged in agribusiness.

High school courses in math, ac­
counting, shop, and science are
helpful, as are courses in voca­
tional agriculture.

Farm laborers, also known as
farm hands, help do all kinds of
work. They may, for example,
operate farm equipment, feed
and care for livestock, and help
in harvesting crops. Job duties
usually vary according to season
and type of farm product. Most
laborers are employed on the
larger farms.

Farm laborers should be in ex­
cellent physical condition. Stam­
ina and strength are important
since they must often work long
days on their feet or stooped over
under the hot sun and may have
to carry heavy objects such as
bales of hay.

These workers oversee farm la­
borers and are responsible for
seeing that assigned tasks are
done properly and on time. They
coordinate work activities, such
as planting, cultivating, and har­
vesting. They schedule the work
o f crews and may hire additional
hands, especially during the har­
vesting season.

A sense o f responsibility and the
ability to direct and work well
with others are essential. A farm
background is an asset.

Farm Laborers

Farm Labor
Supervisors

A job as a farm laborer is a good
way o f gaining farm experience.
Some o f these workers are mem­
bers of unions.

High school courses in voca­
tional agriculture are helpful.
Most jobs are on large farms that
employ farm laborers.

High school courses in voca­
tional agriculture are helpful.

They work under the general di­
rection of farmers or farm managers.

AGRICULTURAL SUPPORT OCCUPATIONS
Cooperative
Extension Service
Workers


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Federal Reserve Bank of St. Louis

These workers conduct educa­
tional programs for rural resi­
dents. They give farmers techni­
cal advice, help farm families
learn about home economics and
home management, organize ac­
tivities for youth, and help com­
munity leaders plan economic
development.
Extension workers usually spe­
cialize. They may deal primarily
with farmers, with community
leaders, or with youth.

Extension workers must have at
least a bachelor’s degree in their
subject field. They often receive
additional training on the job.
They should like working with
people and have a genuine desire
to help them.
A farm background is almost a
requirement for agricultural ex­
tension workers.
High school courses in English,
public speaking, science, and
math are helpful, as are courses
in vocational agriculture.

Most extension service offices are
located in small towns. People
who are good at teaching and
getting ideas across, and who
wish to live outside the city, may
find extension work the ideal ca­
reer.

Agriculture, Forestry, and Fishery Occupations
O c cu p a tio n

N a tu r e a n d P la c e s o f W o r k

T ra in in g a n d Q u a lific a tio n s

O th e r In fo rm a tio n

Soil Conservationists

These workers provide technical
assistance to farmers, ranchers,
and others concerned with the
conservation of soil and water.
They help develop programs that
make the most productive use of
the land without damaging it.

Only a few colleges and univer­
sities offer a degree in soil con­
servation, and most soil conser­
vationists have college degrees in
agronomy.

Soil conservationists do most of
their work in the field.

Most work for the Federal Gov­
ernment. Others work for State
and local governments or teach
at colleges and universities. Some
work for rural banks that make
loans for agricultural lands and
for lumber and paper companies
that have large holdings of for­
ested land.
Soil Scientists

These workers study the charac­
teristics of soils to help us use our
soil resources wisely.
Some study the chemical and bi­
ological properties of soils to de­
termine their uses in farming.
Most, however, prepare maps
showing different kinds o f soils
that are used by builders, land
developers, and planners.

High school courses in math, sci­
ence, English, and public speak­
ing are helpful.
They should be able to get along
easily with others and get their
ideas across, since their job is one
o f educating farmers and ranch­
ers about sound conservation
practices.

A bachelor’s degree with a major
in soil science or a closely related
field, such as agronomy or agri­
culture, is the minimum require­
ment.

Soil scientists generally spend
much o f their time doing field
work, which requires travel.

A bachelor’s degree in range
management, range science, or a
closely related field, such as
agronomy or forestry, is the usual
minimum educational require­
ment.

These workers also are known as
range scientists, range ecologists,
or range conservationists.

More than half work for the Soil
Conservation Service of the U.S.
Department o f Agriculture.
Range Managers




Range managers manage, im­
prove, and protect range re­
sources to maximize their use
without causing damage to the
environment. They may, for ex­
ample, determine the number of
animals that can be grazed on a
given area of range.
The majority work for the Fed­
eral Government. State game
and fish departments also em­
ploy range managers, and private
industry is hiring increasing
numbers.

Besides having a love for the out­
doors, range managers should be
able to speak and write effec­
tively and work with others.

Range managers may spend con­
siderable time away from home
working outdoors in remote parts
o f the range.

High school courses in biology,
chemistry, physics, and mathe­
matics are helpful.

Range managers also work in
such closely related fields as
wildlife and watershed manage­
ment, forest management, and
recreation.

33

Exploring Careers
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Agricultural
Engineers

These workers are concerned
with improving efficiency in ag­
riculture. To do this, they design
machinery and equipment and
develop new methods used in the
production, processing, and dis­
tribution of food and other agri­
cultural products.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Agricultural engineers may work
in research and development,
production, sales, or manage­
ment.

Most work for manufacturers o f
farm equipment, electric utility
companies, and distributors o f
farm equipment and supplies.
Many do farm consulting work
independently or for consulting
firms. Others work for the U.S.
Department of Agriculture, for
colleges and universities, and for
State and local government
agencies.

Engineers should be able to work
as part o f a team and should have
creativity, an analytical mind,
and an ability to deal with de­
tails. They should be able to ex­
press their ideas well orally and
in writing.

Most o f these workers do re­
search on the chemical, physical,
and biological nature of various
foods. They then apply this
knowledge to come up with new
food products, improved process­
ing and packaging techniques,
and better ways o f storing an
adequate, wholesome, and eco­
nomical food supply. Others
work in quality control in labo­
ratories or in production areas of
food processing plants.

A bachelor’s degree in food sci­
ence, biology, or chemistry is the
minimum requirement for begin­
ning positions. Many jobs, espe­
cially teaching and research, re­
quire a graduate degree.

Food Scientists


34


Food scientists work in all sectors
o f the food industry and in every
State. Some do research for Fed­
eral agencies, such as the Food
and Drug Administration. A few
work for private consulting firms
or agencies, such as the United
Nations. Others teach or do re­
search in colleges and universi­
ties.

High school courses in mathe­
matics, physics, chemistry, and
English are helpful.

Food scientists with a bachelor’s
degree might start work as qual­
ity assurance chemists or as as­
sistant production managers.
After gaining experience, they
can advance to more responsible
management jobs. A food scien­
tist might also begin as a junior
food chemist in a research and
development laboratory o f a
food company and be promoted
to section head or another re­
search management position.
People who have master’s de­
grees may begin as senior food
chemists in a research and devel­
opment laboratory. Those who
have doctor’s degrees usually be­
gin their careers doing basic re­
search or teaching.
High school courses in biology,
chemistry, physics, mathematics,
home economics, and English
are helpful.

Food scientists work with differ­
ent products, depending upon
the part o f the country where
they are employed. In Maine and
Idaho, for example, they work
with potato processing; in the
Midwest, with cereal products
and meat-packing; and in Flor­
ida and California, with citrus
fruits and vegetables.

Agriculture, Forestry, and Fishery Occupations
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Farm Equipment
Mechanics

These workers maintain and re­
pair the wide variety of agricul­
tural equipment used in modern
agriculture.

Most are hired as helpers and
learn the trade on the job. Em­
ployers prefer applicants who
have an aptitude for mechanical
work.

Mechanics often have to travel
miles to repair equipment in the
field, especially during busy har­
vest and planting times.

Most work in service depart­
ments o f farm equipment
dealers. Others work in inde­
pendent repair shops, in shops on
large farms, and for wholesalers
and manufacturers.

Buyers and Shippers,
Farm Products

These workers perform a variety
of duties, depending on the type
of commodity they deal in. Most
buy commodities from producers
and then sell and ship them to
retail or wholesale outlets.
Many buyers work for them­
selves. Others work for super­
market chains and other large
purchasers o f farm products.

A farm background is an advan­
tage.
High school or vocational school
courses in repairing diesel or gas­
oline engines, blueprint reading,
the maintenance and repair of
hydraulics, and welding are help­
ful, as are basic math and science
courses.
A farm background is helpful
since buyers are responsible for
the quality o f the products they
deal in.

The job provides numerous op­
portunities for travel, working
outdoors, and dealing with other
people.

They also should possess many
of the traits o f successful sales
workers, such as aggressiveness
and the ability to deal with peo­
ple.
Some States require that buyers
be licensed.

Veterinarians

Veterinarians deal with diseases
and injuries among animals.
They perform surgery and pre­
scribe and administer drugs,
medicines, and vaccines. Some
inspect foods as part of public
health programs, teach, or do re­
search.
Most veterinarians are in private
practice. The type of practice
varies according to the geo­
graphic setting. Veterinarians in
rural areas mainly treat farm an­
imals; those in small towns usu­
ally engage in general practice;
those in cities and suburban
areas often limit their practice to
pets.
Some work for government
health agencies, colleges of vet­
erinary medicine, research labo­
ratories, large livestock farms,
animal food companies, and
pharmaceutical firms.




It takes many years of schooling
to become a veterinarian. To
qualify for the required license,
candidates usually must com­
plete at least 2 years o f college
(although most complete more)
and 4 years in a college o f vet­
erinary medicine and pass a State
Board examination.

Most veterinarians begin as em­
ployees or partners in established
practices. The job may involve
long and irregular hours, travel­
ing and outdoor work, and dan­
ger of injury, disease, or infec­
tion.

Positions in research and teach­
ing often require an additional
master’s or Ph. D. degree. Some
States issue licenses to veterinar­
ians already licensed by another
State without further examina­
tion.
High school students interested
in becoming veterinarians should
take as many science courses as
possible.

35

Exploring Careers
O c c u p a tio n

N a tu r e a n d P la c e s o f W o r k

T ra in in g a n d Q u a lific a tio n s

O th e r In fo rm a tio n

A bachelor’s degree with a major
in forestry is the minimum re­
quirement. Advanced degrees,
however, are becoming increas­
ingly important.

Foresters often specialize in one
area o f work, such as timber
management, outdoor recrea­
tion, or forest economics.

FORESTRY OCCUPATIONS
Foresters

Forestry Technicians

Foresters manage, develop, and
protect forest resources, includ­
ing timber, water, wildlife, for­
age, and recreational areas. They
plan and supervise the cutting
and planting of trees and have
other duties ranging from wild­
life protection and watershed
management to the development
and supervision o f camps, parks,
and grazing lands.

Foresters must enjoy working
outdoors, be able to work well
with people, express themselves
clearly, and be willing to move
to remote places.

Not quite half work in private
industry. About one-fourth work
for the Federal Government, pri­
marily in the Forest Service. The
remainder work for State and lo­
cal governments, colleges and
universities, or consulting firms.

High school courses in English,
public speaking, math, and sci­
ence are helpful.

These workers help foresters care
for and manage forest lands and
their resources. They may help
estimate timber production for a
certain area; inspect trees for dis­
ease and other problems; help
prevent and control fires; and
maintain forest areas for hunting,
camping, and other activities.

Enthusiasm for outdoor work,
physical stamina, and the ability
to work without direct supervi­
sion are essential.

About half work in private in­
dustry, mainly for logging, lum­
ber, and paper companies. Fed­
eral and State governments em­
ploy the rest, with the Forest Ser­
vice employing the majority.

Formal training after high school
is becoming increasingly impor­
tant, although some people get
jobs based on work experience
on firefighting crews, in tree
nurseries, or in park and recrea­
tion work. One and two-year
programs in forestry technology
are offered by technical insti­
tutes, community and junior col­
leges, and universities.

Opportunities for summer and
part-time work are good. Work­
ing summers provides experience
that can later help in getting a
job.
Forestry technicians spend con­
siderable time outdoors in all
kinds o f weather, sometimes in
remote areas. They work many
extra hours in emergencies, such
as fighting fires and controlling
floods.

High school courses in English,
math, and science are helpful.
Loggers


36


These workers harvest trees.
Their specific job titles usually
indicate the part of the harvest­
ing process with which they are
involved. Fallers, for example,
use power saws to cut down large
trees. As soon as the tree is down,
buckers saw the limbs off and cut
the trunks into logs. Choker set­
ters then attach steel cables
(chokers) to the logs which are
then skidded out o f the woods by
logging-tractor operators. A rig­
ging slinger supervises and assists
choker setters and tractor drivers.

Most loggers get their first jobs
without previous training. Entry
level jobs usually can be learned
in a few weeks by observing and
helping experienced workers.
Because the jobs involve some
heavy labor, loggers should be in
good physical condition and
have stamina and agility. Be­
cause of the dangers involved in
the work, loggers should be alert
and well coordinated.
Loggers usually start by helping
choker setters or buckers. As they
become more experienced, they
may advance to more highly
skilled jobs as vacancies occur.

Loggers often must do their jobs
under unpleasant working con­
ditions. Most jobs are outdoors
and the weather can be very hot
and humid or extremely cold
The forest may be very wet and
muddy, with many annoying in­
sects during the summer. Some­
times, working time and pay may
be lost because o f bad weather
Also, the work is more hazardous
than most jobs. For many per­
sons, however, the opportunity to
work and live in forest regions,
away from crowded cities, more
than offsets these disadvantages.
Many loggers are members o f
unions.

Agriculture, Forestry, and Fishery Occupations
O c c u p a tio n

N a tu r e a n d P la c e s o f W o r k

T ra in in g a n d Q u a lific a tio n s

O th e r In fo rm a tio n

Commercial fishing is not easy
work. Fishers should be willing
to work long hours and should
be in good physical condition.
Good eyesight is also essential
for fishers involved with opera­
ting fishing vessels.

Many fishers must spend consid­
erable time at sea.

FISHERY OCCUPATIONS
Fishers

Fish Farmers

These workers harvest fish, shell­
fish, and other aquatic animal
life using a variety of methods.
Usually, the methods depend on
where they are fishing and the
type of fish they are trying to
catch. Tuna fishers on the West
Coast, for example, may use
huge nets that encircle an entire
school o f tuna fish, while lobster
fishers in Maine use wooden
traps to catch their quarry.
These workers, also called fish
culturists, raise fish for stocking
streams and for the live-bait in­
dustry. They also raise fish for
food. They work mainly in fish
hatcheries and are responsible
for providing a suitable environ­
ment for the type of fish being
raised. To do this, they adjust the
volume, depth, velocity, and
temperature of the water. They
also plan feeding programs and
check fish for signs of disease.

Earnings fluctuate greatly in this
field, since they often depend on
the number and type of fish
caught.

High school courses in mathe­
matics, chemistry, and physics
are helpful.

These workers usually need a
minimum o f 4 years in college
leading to the bachelor’s degree
in an aquatic biology curriculum.

Aquaculture is an area offering
increasing opportunities for em­
ployment with private enter­
prises.

Experience gained working part
time or summers in a fish hatch­
ery is also useful.
High school courses in physics,
chemistry, biology,
English,
communications, and mathemat­
ics are helpful.

They also may make arrange­
ments with buyers for the sale of
the fish they raise.

Answers to Related Occupations
FARMER
1. Farm manager, 2. Farm equipment mechanic, 3. Farm laborer, 4. Agricultural
pilot, 5. Agricultural products broker, 6. Veterinarian.
COOPERATIVE EXTENSION SERVICE WORKER
1. a, 2. b, 3. a, 4. c, 5. b.
FORESTER
1. Forestry aide, 2. Farmer, 3. Wildlife biologist, 4. Range manager, 5. Soil conser­
vationist.

Answers to math problems
FARMER
1. 24,000 bushels, 2. a. $2.50 per bushel, b. $3.50 per bushel, 3. $2,240, 4. $1.20 profit
for each bushel fed.



37




O ccupational
Outlook

Handbook
One of the most widely used resources in the field of vocational
guidance, the Handbook is an ‘‘encyclopedia of careers” covering
several hundred occupations. A new edition is published every 2 years.
The reader will find information on




•
•
•
•

What the work is like
Job prospects
Personal qualifications
Education and training
requirements
• Earnings
• Related occupations
• Where to find additional
information.
Contact any of the
BLS Regional Offices
listed inside the back
cover for price and
ordering information.

O ccupational
Outlook

Quarterly
A periodical to help students, job seekers, counselors, and education
planners keep up with occupational and employment developments.
The Quarterly is written in nontechnical language and illustrated in
color. Articles cover such topics as these:




• Job prospects for college
graduates
• How to look for a job
• Matching personal and job
characteristics
For sale by the
Superintendent of
Documents, U.S.
Government Printing
Office, Washington,
D.C. 20402. Subscrip­
tion price per year (4
issues) is $6 domestic,
S7.50 foreign, single
^ ^ ^ c o p y $1.75 ■Prices
v ^ ^ H a re subject to change.

•ft U.S. GOVERNMENT PRINTING OFFICE : 1980

0 -2 7 4 -6 2 1

Bureau of Labor Statistics
Regional Offices

Region I

1603 JFK Federal Building
Government Center
Boston, Mass. 02203
Phone: (617) 223-6761

Region II

Suite 3400

1515 Broadway

New York, N.Y. 10036
Phone: (212) 944-3121

Region III

3535 Market Street
P.O. Box 13309
Philadelphia, Pa. 19101
Phone: (215) 596-1154




Region IV

Regions VII and VIII

Region V

Regions IX and X

1371 Peachtree Street, N.E.
Atlanta, Ga. 30309
Phone: (404) 881-4418

9th Floor
Federal Office Building
230 S. Dearborn Street
Chicago, III. 60604
Phone: (312) 353-1880

Region VI

Second Floor

555 Griffin Square Building
Dallas, Tex. 75202
Phone: (214) 767-6971

911 Walnut Street
Kansas City, Mo. 64106
Phone: (816) 374-2481

450 Golden Gate Avenue
Box 36017
San Francisco, Calif. 94102
Phone: (415) 556-4678