Section 100:
Introduction and
Purpose
Contents
Section 100:Introduction and Purpose
101 Introduction and Purpose
101.1 Application
101.2 Contents
101.3 Distribution
101.4 Policy Interpretation Procedure
102 Initiation and Revision of Handbook Sections
102.1 Format
102.2 Review Process
102.3 Production and Distribution
103 Brief History of 4-H
104 Symbols
104.1 Colors and Emblem
104.2 Use of 4-H Colors, Symbols, and Emblem
This
handbook is developed for University of California Division of Agriculture and
Natural Resources and 4-H staff. Its purpose is to set forth operating policies
and procedures for the University of California 4-H Youth Development Program
(4-H YDP). The 4-H YDP operates within the guidelines, policies, and procedures
of the University of California (UC), and the Division of Agriculture and
Natural Resources (ANR), which encompasses both the Agricultural Experiment
Station and Cooperative Extension. As noted in this handbook, some policies and
procedures of the United State Department of Agriculture (USDA) also apply. To
administer the 4-H YDP, 4-H staff should use this handbook, along with the Division of Agriculture and Natural
Resources Administrative Handbook.(An electronic version of that handbook can be
viewed on the internet
at: <http://danr.ucop.edu/admin-handbook/ >)
101.1 Application
The
policies and procedures in all sections of this handbook apply to program
activities under the direct purview of the Vice President-Agriculture and
Natural Resources, who directs the Agricultural Experiment Station and
Cooperative Extension. These policies cover campus and regional operations,
county programs, and statewide activities and events.
This
handbook applies to all administrators, specialists, advisors, program
representatives, other support staff, advisory groups, volunteers, and youth
associated with the 4-H YDP.
"4-H
staff" is the term used throughout this handbook to denote 4-H
specialists, advisors, program representatives, and county-paid staff hired to administer
the 4-H YDP.
The
policies given in this handbook are controlling on all 4-H Program
operations. The corporation known as
the Board of Regents constitutes the highest administrative authority of the
University of California. The Regents
have virtually exclusive rule-making or policy-making power in regard to the
University and are fully empowered with respect to the organization and
government of the University. The
University policies and procedures within this handbook are the controlling statutes
regarding the University's jurisdiction over all aspects of the 4-H Program.
101.2 Contents
The
contents of this handbook will be used to set forth policies and procedures
that are specific to the program as a whole or where University policy requires
that implementing procedures be issued by the Division of Agriculture and
Natural Resources through these 4-H YDP policies and procedures.
Information
in this handbook is applicable to all aspects of the 4-H YDP until superseded by
revisions approved by the 4-H YDP director.
Where
noted, reference materials and more detailed information will be included in
appendices.
Applicable
information may also exist in other University or ANR handbooks or manuals.
101.3 Distribution
This
handbook will be issued to 4-H YDP specialists, youth development advisors, and
program representatives, as well as other staff who need frequent access to
this information.
101.4 Policy Interpretation Procedure
The
4-H YDP is a non-formal education program, planned and conducted at the county
level in compliance with the policies, guidelines, and minimum standards for
4-H YDP activities and events that are outlined in this handbook. Authorized
4-H groups at the county level may establish local policies with the approval
of the county director and the responsible 4-H YDP advisor or program
representative, as long as these policies meet (and do not contradict) the
intent of the minimum standards outlined in this handbook.
Volunteer
Management Organizations (VMO's) at the county level may establish local
policies, but those policies must not be less restrictive than the policies
established in this handbook. More restrictive policies than those outlined
here must have county 4-H YDP staff approval and must be publicized widely
throughout the county.
Requests
for exceptions to policies by staff, volunteers, youth members, or parents must
be directed to the 4-H YDP staff in the county in which they enroll or
participate. If necessary, further
requests may be directed to the county director. In the case of locally established policies, the county level is
the only level of appeal. In the case
of statewide programs or policies, all requests for exceptions must be directed
to the 4-H YDP director.
102 Initiation and Revision of Handbook
The
4-H YDP director is responsible for the development of the California 4-H Policy Handbook and for subsequent revisions.
102.1 Format
Each section will be treated separately and each page within the section will be
numbered. The section title and the month of issuance will appear at the bottom
of each page. Appendices will be numbered separately. If a page is revised, the
date of revision of that page will be shown at the bottom.
Certain references within a section may contain a cross-reference to another section(s)
in the handbook. Cross-references will be indicated as follows:
See Section Number: Title.
The mark "-< >-" will signify the end of each section.
102.2 Review Process
In preparing proposed handbook sections or
revisions, staff members will consult with other staff who have special
interest or knowledge in the subject matter. When drafted, the draft section
will be submitted to the 4-H YDP
director for review. A draft may be
submitted by any of the following staff to the 4-H YDP director:
- ANR
Program Council
- Human Resources Program Leader
- 4-H Program Advisory Committee
- County directors
- 4-H YDP specialists, advisors, and
program representatives
Volunteers or volunteer groups may submit
proposed handbook additions or changes through their county or regional
offices. County or regional staff should forward these submissions with their
own independent analysis and recommendations to the 4-H YDP director.
The 4-H YDP director will ascertain whether
legal or other external review is needed and, if so, will transmit the draft to
the General Counsel's Office (through the Controller's Office) or to other
appropriate offices.
After incorporating recommended changes, the
4-H YDP director will send the proposed section to the following for review and
comment:
ANR Program Council
Human Resources Program Leader
4-H Program Advisory Committee
County directors
4-H YDP specialists, advisors, and program representatives
Copies will also be sent to any other
administrators with special knowledge or interest in the subject of the
section. Normally three weeks will be allowed for this review and comment.
Upon receipt of comments, the 4-H YDP
director will prepare a revised draft, incorporating changes as appropriate,
and the draft will be circulated to the 4-H Program Advisory Committee for
final review and comment.
102.3 Production and
Distribution
Following approval by the 4-H Program
Advisory Committee, the section will be printed and distributed to everyone who
holds a copy of the California 4-H Policy Handbook. Changes
affecting participation by volunteers, parents, and members will be publicized
widely. County staff will be responsible for informing local program
participants about these changes.
103 Brief History of 4-H
4-H
was formed as the result of dedicated, forward-looking people, working
individually and in groups. These innovators were interested in youth
education. Although 4-H was not a program established by just a few
individuals, several are highlighted below.
In 1902, A. B. Graham, an Ohio school superintendent, organized a boys' and girls'
club with a home project based on corn. This became the first 4-H club.
The first 4-H emblem was a three-leaf clover introduced by O. H. Benson some time
between 1907 and 1908. The clover was
used on placards, posters, badges, and canning labels. In 1908, pins with the
clover emblem were introduced. The H's signified Head, Heart, and Hands. Benson
cited the need for four H's rather than three, suggesting that they stand for
head, heart, hands, and hustle. The present 4-H design was adopted when O. B.
Martin, who was directing club work in the South, suggested that the 4-H's
stand for Head, Heart, Hands, and Health.
Otis Hall, state 4-H leader in Kansas, wrote the original 4-H pledge. When the
Executive Committee of the Land Grant College Association asked R. A. Pearson,
president of Iowa State College, and Dr. A. C. True of the Federal Extension
Service to write a pledge for 4-H, they submitted a pledge substantially written
by Hall.
By 1912, the University of California was helping school districts form youth
agricultural clubs in rural areas. In 1914, 84 high school agricultural clubs
were active in California. The initial objective of the clubs was not to train
youth in skills, but to influence the farm and home practices of their parents.
Extension staff outlined project work.
With the passage of the Smith-Lever Act by Congress in 1914, all Cooperative
Extension work, including boys' and girls' clubs, became an official function
of the United States Department of Agriculture directed through the land grant
college system. The extension of the Smith-Lever Act pertained to the black
land grant colleges that were established in 1890, as well as the land grant
college system that had been established by the Morrill Act in 1862. The Smith-Lever act was amended and then
consolidated in 1953. Discussions on the floors of both houses of Congress on
May 21, 1953, clearly established that Cooperative Extension was to continue
conducting 4-H work. The Smith-Lever Act and subsequent amendments state that
"Cooperative Agricultural Extension work shall consist of the giving of
instruction and practical demonstrations in agriculture and home economics and
subjects relating thereto to persons not attending or resident in said colleges
in the several communities..."
In 1915, competition arose among clubs in California. Thirty-seven clubs had at
least six boys each. In 1917, some 2,716 participants in 208 high school
agricultural clubs were engaged in projects under the direction of the
University of California. Contest winners received prizes, usually a trip to
Berkeley or the University Farm in Davis. In the summer of 1914, 142 boys spent three days camping in militia
tents at the University Farm in Davis. This was the start of the annual summer
4-H Leadership Conference.
During the 1920's, agricultural club work grew. More than 5,000 youth were enrolled by
mid-decade, and more than 400 volunteers contributed their time to club work.
The club summer camps continued at the University Farm, bringing youth together
from throughout California.
In 1928, the title "4-H" appeared in California reports of youth work. In the
1930's more than 10,000 youth in California 4-H clubs learned skills through
individual projects, and developed leadership and civic responsibility through
community improvement projects. As totalitarianism threatened Europe toward the
decade's end, 4-H leaders placed new emphasis on training for citizenship, the
history of democracy, government processes, political parties, and voting.
In 1953, 4-H programs were reorganized to include a broader audience. Projects
were offered in rural electricity, tractor maintenance, entomology, and home
economics. Projects were no longer required to show an economic return. 4-H
clubs were sometimes used to extend research, as in the case of a 1950's Butte
County project where club members conducted livestock feeding trials using
almond hulls, a food-processing by-product that was usually burned as waste.
The feeding trials were successful and almond hulls became widely accepted as
satisfactory feed for cattle.
During the late 1960's, the traditional 4-H program received new stimulus. Congress
appropriated funds for programs in low-income, urban areas, and state funds
were allocated for urban youth work. Some counties developed experimental 4-H
programs, adopting projects and methods for new groups with special needs. In
1964, there were 37,000 4-H members in 1,000 clubs. By 1969, 4-H had grown to
50,000 members, with 20 percent of the members coming from low-income areas.
In the 1970's and 1980's, federal legislation focused on equal opportunity for
women, the disabled, and ethnic minorities. The 4-H program sought to attract
minorities with short--term projects, in-school and after-school programs, and
special urban and migrant outreach efforts. Because some of the traditional 4-H
programs and delivery methods were ineffective with inner-city youth, 4-H
specialists and advisors expanded the program by seeking grants and private
funds for special projects, such as a summer outdoor education project in the
San Joaquin Valley.
During the 1980's, dramatic demographic and social changes occurred in California,
spanning the dimensions of race, ethnicity, language, and socioeconomics. Many
immigrants from Asia, Latin America, Russia, and the Caribbean settled in
California. Family patterns that included single-parent households and working
mothers made an impact on youth needs.
In response to these changes, 4-H fostered new ideas to revitalize existing
programs and start new ones. In urban areas, 4-H pioneered programs in
low-income housing projects to offer education in drama, arts and crafts,
cooking, math, and reading. To reach large and heterogeneous populations in
urban areas, 4-H collaborated with urban community organizations and became a
partner in federally funded programs designed to help children catch up in
school, get health care, and adapt to their community.
Youth development experts expressed concern about the growing number of latchkey
children. These are children who are given the key to let themselves into their
house after school and are expected to remain alone until an adult comes home.
4-H began working with schools and community organizations to establish before-
and after-school programs to help latchkey youth.
The stage is continuously being set for progress in the 4-H YDP. The 4-H Center for
Youth Development at UC Davis allows greater emphasis on youth development
research. Long-term changes are occurring in the organization of departments in
land grant colleges that focus on youth. Departments that focus on food and
nutrition, community development, human development, and agricultural economics
are being organized into divisions within colleges. This should facilitate
communication across fields and levels of science.
In the twenty-first century, changing trends in demographics, economy, and
resources will continue to challenge Californians. Although resources are
scarce, 4-H is attempting to serve a
more diverse audience. Personnel are continually examining and redesigning
programs and projects to meet the needs of an ever-changing society.
104 Symbols
104.1 Colors and Emblem
The 4-H flag consists of a green, four-leaf, stemmed clover on a white background.
The clover has a letter "H" in white or gold on each leaf. The H's stand for
Head, Heart, Hands, and Health. The 4-H emblem symbolizes the aim and desired
results of effective learning for each individual.
- HEAD Problem solving: ability to sort out complex problems.
- HEART Emotional
development: developing good attitudes toward work and learning; developing
acceptance and appreciation of other people.
- HANDS Skills
development: ability to do, skill in doing, and habit of doing.
- HEALTH Physical
development: understanding and appreciating a growing and changing body.
Pledge
I
pledge -
My HEAD to clearer thinking,
My HEART to greater loyalty,
My HANDS to larger service, and
My HEALTH to better living.
For my club, my community, my country, and my world.
Use of 4-H Colors,
Symbols, and Emblem
The
use of 4-H symbols is optional. However, if 4-H symbols are used to publicize
events or represent activities as official 4-H functions, their use must
conform to certain regulations. See Section 203: Use of the 4-H Name and
Emblem, and Appendix A: 4-H Name and Emblem Guidelines, May 1999, and Clover Art
