Change and Continuity

It was the summer of 1963. I had just completed college preparation to be an agriculture teacher. I had landed a good teaching position at a high school that met my criteria-being close to my hometown and not too far from the wonderful young woman who had my attention. I never had it so good, or so I thought. The good days were at hand. I soon learned that I was not on a protective island in agricultural education. The Vocational Education Act of 1963 was passed by Congress. I later realized that this was the most consequential act shaping secondary agricultural education of any legislation since the Smith-Hughes Act of 1917. It expanded the role of vocational agriculture, as it was known, to include much more than preparation for boys and men to enter and advance in farming. It was a time of change and continuity, and the exciting opportunities that were opened further confirmed that the good days were at hand. A Young Professional What was a young vo-ag teacher to do? I had excellent in-school and adult students, supportive school administrators, and community involvement. By participating in inservice for vo-ag teachers, the opportunities began to take new meaning. I saw ways I could grow in my profession and make contributions beyond the local high school level. With encouragement from peers and mentors as well as a wonderful opportunity, I was off to graduate school at a university in another region of the country. I had mixed feelings about this decision. I gave up the security of a teaching position for the uncertainty of graduate school. I had gained new security, however. The young woman whose home wasn't too far from the location of my first teaching position was now my wife. She was encouraging and supportive in the new ventures. Also an educator, she and I grew our careers together. She had wonderful writing skills and was readily available to critique my work and suggest improvements. I was probably the greatest challenge she ever faced as a teacher! Graduate school expanded my horizons. I had professors who challenged me and taught me about change. I wrote many papers on a wide range of subjects. I had fellow graduate students who also challenged and inspired me. As completion neared, I had an opportunity to return to my home state in agricultural education. My major responsibility was instructional materials development. An Advancing Career Shortly after entering the instructional materials position, the department head of agricultural education and a couple of state supervisory staff members held a meeting with selected voag teachers to identify needs and set priorities. The teachers in the group were supposedly those with the most wisdom and professional insight. Their continued discussion of the emerging aquatic crop known as "catfish" caused major challenges to arise in my mind. Catfish farming! I remembered that as a child my grandfather caught catfish from a local river that made some mighty fine eating. How to write about the culture of this aquatic species was totally new to me! Developing instructional materials on catfish farming was a huge undertaking, as there was little written on the topic in the late 1960s. Investigations focused on emerging cultural practices. Even the best producers and scientists in aquaculture were novices who needed to know more. I learned with and from the best around. Soon, the materials were ready for teachers, and dissemination began. Interest in the materials developed far and wide. The materials were expanded into a textbook. Practicing the Profession Recognition came. Opportunities in teacher education were good. I changed universities and positions, then later returned to my home university. I aspired to learn more and move forward in the profession. I got involved. I made professional contacts. I tried to gather good people around me and sought to learn from them. I grew to practice the profession of agricultural education with full commitment. …