| AITC
History
Throughout
much of the history of the United States, agriculture and education
have been closely related. During the decades when most Americans
lived on farms or in small towns, students often did farm chores
before and after school. Indeed, the school year was determined
by planting, cultivating, and harvesting schedules. Old school
books are full of agricultural references and examples because
farming and farm animals were a familiar part of nearly every
child's life.
In
the 1920's, 30's and 40's, as the farm population shrank and agricultural
emphasis decreased in school books and educational materials,
educators focused on agriculture as an occupational specialty,
rather than an integral part of every student's life. Agriculture
education was mainly offered to those few students wanting to
make a career of agriculture.
During
this period, a small nucleus of educators and others persistently
pushed for more agriculture in education. They recognized the
interlocking role of farming and food and fiber production with
environmental quality, including wildlife habitat, clean water,
and the preservation and improvement of forests. They kept interest
in agriculture and the environment alive during a period when
interest by the public as a whole was decreasing.
During
the 1960's and 70's, as experienced agriculture, conservation,
and forestry organizations realized the need for quality material,
many excellent films, literature, and classroom aids were financed
and produced by businesses, foundations, nonprofit groups and
associations, as well as state and federal agencies. There was,
however, little coordination of effort or exchange of ideas among
the groups and no central point for national coordination.
In
1981, at the invitation of the U.S. Department of Agriculture,
representatives of agricultural groups and educators came to a
meeting in Washington, D.C.,. to discuss agricultural literacy.
A national task force was selected from this group. Representation
came from agriculture, business, education, and governmental agencies,
some of whom were already conducting educational programs in agriculture.
This
new task force recommended that the U.S. Department of Agriculture
be the coordinator and that it sponsor regional meetings to help
states organize their own programs. They also urged the Department
to encourage the support of other national groups.
As
a result, in 1981 the USDA established Agriculture in the Classroom,
which has the endorsement of all living former Secretaries of
Agriculture, the National Association of State Departments of
Agriculture, the National Conference of States Legislatures, most
of the Governors of the States, and the major agricultural organizations
and commodity groups. Significant progress has been made through
these partnerships of agriculture, business, education, government
and dedicated volunteers.
The
USDA's national Agricultural in the Classroom staff consists of
a Team Leader, a National Program Leader, a Program Specialist,
and a Program Assistant. The staff reports to the Deputy Administrator,
Science and Education Resources Development, Cooperative State
Research, Education and Extension Service.
Each
state organization addresses agriculture education in a way best
suited to its own needs. In some cases, an all-volunteer network
is responsible for teacher education and materials distribution.
States have formed educational nonprofit organizations which have
the benefit of a tax-deductible status. In some states leadership
is provided through the departments of education, agriculture
or other government agencies; in other states through agriculture
organizations or commodity groups; some through universities or
colleges; and in some cases through the dedicated efforts of one
or two individuals.
Some
state organizations have employed full and/or part-time persons
to support Agriculture in the Classroom. A few states have reassigned
government agency personnel to lead the AITC efforts. There is
no one best method to administer Agriculture in the Classroom
but the combined efforts of volunteers and professional staff
are vital ingredients for success.
Regardless
of the structure, Agriculture in the Classroom has advanced because
of a cooperative spirit among the participants. There is an AITC
presence in every state and territory. Representatives from Canada
have attended many USDA sponsored AITC national conferences and
have now hosted two national conferences in Canada. Requests for
information about Ag in the Classroom come from many countries
around the world and from other organizations wanting to learn
how to deliver their programs with equal success.
The
strength of Agriculture in the Classroom comes from its grassroots
organization and the fact that educators are very much a part
of the movement. Giant strides have been made since 1981. Agriculture
in the Classroom is regarded as a refreshing and flexible educational
program designed to supplement and enhance the teacher's existing
curriculum.
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