Leadership in Agriculture: Case Studies for a New Generation

Appendixes

Appendixes How DoES THE SCiEnTifiC aGRiCULTURaL SYSTEM woRk? Leadership and its mechanisms can often be influenced by both the structures and the program-approval process that organizations use. These appendixes present three examples of such processes as frequently used in the United States. Structure often drives program, and program can oftentimes influence structure. Thus, these appendices will help the reader who wishes to understand how various parts of the system work. Program approval is the door-opener for successful projects, so each appendix summarizes structure and ways in which projects are funded. Appendix A The Land-Grant System: a key to america’s Dream? How Does it function? The Morrill Act, passed by the US Congress in 1862, provided for the land-grant colleges and was a great stimulus to the development of this country. That bill directed these colleges to focus on two fundamental areas of building an economy: agriculture and the “mechanic arts” (engineering and manufacturing) while not excluding other aspects of higher learning. The importance of the Morrill Act is often overlooked. It is among the most important legislation ever passed by any governing body. Signed into law by President Lincoln at the height of the American 166 Appendix Civil War, it held that higher learning was not necessarily for the affluent ; rather, access to higher learning was for all and focused on topics that could build an economy and therefore a nation. As many states began teaching programs in agriculture, it soon became evident that available scientific-based agricultural subject matter was lacking. This simple fact became more and more obvious . Many states embarked on scientific investigations to fill some of the information voids. While such efforts are highly commendable, it soon became evident that the real need was for a more comprehensive and unified system: enter Congressman William Henry Hatch of Missouri. The legislation that bears his name, the Hatch Act of 1887, provided for an agricultural experiment station in each state.1 Among other things, the forward-looking legislation provided for a loosely unified system of federal funding joined with state funding. This flexible mechanism would enable each state experiment station director to address special local needs. Funding for agricultural research in the following years was designed to foster and enhance collaboration among stations and states. Formula funds provided each state experiment station with base support, and the results were shared with other state experiment stations. The regional research funding (RRF) mechanism supported a classic means of encouraging collaboration . In recent years competitive grant funding has been added to the agricultural research agenda, which in many cases has allowed greater flexibility since formula funds provide the strong needed base and competitive grants allow for an expanded scientific perspective. Grant funds provide substantial funding to enhance research in a specific area that tends to be nation- or regionwide. The next logical step in fulfilling the vision of supporting agriculture was to get the information and technology, which were developed through research, to the farmers. Thus was born the concept of extension. Senator Hoke Smith of Georgia and Rep. A. F. Lever of South Carolina were responsible for the legislation—often referred to Appendix 167 as the Smith-Lever Act of 1914—that created the Cooperative Extension Service (CES). The Smith-Lever legislation did more than provide for a delivery system for agricultural information and technology. It also made all agricultural programs relevant and encouraged collaboration among all parties to make them successful. To address research needs in forestry, Congressman Clifford McIntire of Maine and Sen. John Stennis of Mississippi developed legislation (McIntire-Stennis Act of 1962) that provided support for such research in each state. Two groups were not specifically provided for in the 1862 Morrill legislation: African Americans and Native Americans. Toward the end of the nineteenth century it was recognized that these groups have much to offer, and Congress initiated a remedy. Consequently, legislation was enacted in 1890 (often called the Second Morrill Act) that created land-grant colleges and universities directed at the African American population. Legislation enacted in 1994 provided for land-grant college support for Native Americans. These later two bills ensured that the spirit of the original 1862 Morrill Act now worked for all Americans. There is a common theme here: the vital need for collaboration among all who are involved in the various programs. Everyone needs to contribute quality time, which will ensure the strength and...