4-H

By Kimberly Fox

Graduate Student, Ferris State University - Grand Rapids Campus

Definition

4-H is the largest out-of-school youth program in the United States with over 7 million members and 500,000 teen and adult volunteers.  The organization serves millions of youth and adults each year, operating in over 80 countries (National 4-H Headerquarters 2004) (1).

The basic purpose of the 4-H program is to focus on the personal growth of youth.  The organization provides a number of opportunities in areas such as communications, leadership, career development, livestock, home improvement, and computer technology.  4-H members learn from others, learn new life skills, and set and achieve goals.  Each educational experience emphasizes self esteem, communication, and decision making (Gerdes and Clover 2001).

Historic Roots

The first record of 4-H activity was in 1898 when Liberty Hyde Bailey of Cornell University assisted in the organization of nature study clubs in rural schools (Center for 4-H Youth Development).  The idea was to provide hands-on learning as a compliment to public schooling that would connect education to country life (National 4-H Headerquarters 2004) (2).

4-H originated at the turn of the century because of a vital need to improve life in rural areas. By introducing improved methods of farming and homemaking, 4-H taught youth to learn through their own experience.  Students participated in growing corn, planting gardens, testing soil, club meetings, and visits to club members' plots and exhibits (Center for 4-H Youth Development).

During this time, researchers found that adult farmers were not receptive to new ideas and discoveries.  However, youth were receptive, would experiment with new ideas, and then pass those ideas on the adults.  4-H became a way to teach new agriculture technology to adults through their children (National 4-H Headerquarters 2004) (2).

In 1907, 4-H began working under the U.S. Department of Agriculture.  In 1914, the Smith-Lever Act established Cooperative Extension, an organizational entity of the U.S. Department of Agriculture and the land-grant college system. The Cooperative Extension Service conducted educational programs that were informal and problem-oriented in nature. 
 Cooperative Extension provided the staff and support, which allowed the growth and success of the early 4-H program (Center for 4-H Youth Development).

In 1915, 4-H clubs could be found in 47 states. During World War I, 4-H members raised food such as corn and tomatoes for canning.  After World War I, 4-H clubs showed continual growth with some states developing 4-H programs in close relationship to local school districts. Others established clubs as community programs separate from schools (ibid.).

4-H programs continued to grow through the 1920s and 1930s with more emphasis placed on the development of the individual rather than the product produced. The focus of the program was the development of skills in farming and homemaking (ibid.).  The goal was to help youth become contributing, productive, self-directed members of society (National 4-H Headerquarters 2004) (2).

A major change occurred during World War II when efforts were directed toward victory gardens, civilian defense, salvage programs, and bond campaigns as well as food preservation. The victory garden program brought 4-H to urban areas (Center for 4-H Youth Development). 

In 1948, 4-H began to see changes in the organization when a group of American youth went to Europe, and a group of Europeans came to the United States on the first International Farm Youth Exchange. Since this time, thousands of youth have participated in 4-H out-of-state trips and international exchanges.  The organization underwent further change in the 1960s by combining 4-H groups that had been divided by gender or race (National 4-H Headerquarters 2004) (2).  

Importance

4-H Afterschool is an initiative striving to increase 4-H's capacity to develop and implement after-school programs, including working with other youth-serving organizations to increase the quality and quantity of after-school programs within communities. The goal is to increase youth opportunities to have fun while developing life skills through hands-on learning in safe, healthy, and enriching environments (4-H Afterschool).

Researchers have found that young people who participate in 4-H after-school programs for a year or more fared better than their peers, including those in other programs. 4-H members are more likely to give money or time to charity; to help the poor, sick or others; to be looked up to as role models by other kids; to get more As in school more than those not in 4-H; and are more involved as leaders in school and community (Taylor and  Flaherty 2001).
4-H youth also responded that they are more likely than their peers to talk to their parents about serious issues such as drugs, alcohol and sex.  Youth said that 4-H brought them closer to their family and motivated them to be more helpful around the household (ibid.).

This research shows that how kids spend their time outside of school is very important to their development.  Kids who aren’t involved in constructive out-of-school youth development programs like 4-H are more likely to have problems in school, get lower grades, cheat on tests and experiment with drugs (ibid.).

Ties to the Philanthropic Sector

4-H has been funded by both governmental and private funding.  The youth program has been a part of the Cooperative Extension system since its beginning, but it wasn't until 1928 that a law was passed which formally recognized the 4-H program and supplemented its funding. Although the goal was to raise $6 million, the Capper-Ketchum Act provided $1.28 million additional funding to Extension for 4-H (Van Horn 1998).

Today, 4-H is funded by foundations, government and individuals.  Fundraising is one of the major ways that 4-H clubs financially support their activities. Many 4-H programs have county-wide fundraisers that benefit the entire 4-H program in the county. Some counties need fundraisers to maintain 4-H centers, fairgrounds, special programs (Rutgers Cooperative Extension).
 

Key Related Ideas

4-H desires that its youth members to acquire the following attributes:

Competence:  advanced skills in some important subjects of interest.

Character:  clear, consistent moral precepts that effectively guide behavior.

Caring:  willingness to respond to the needs and concerns of others.

Confidence:  willingness to take on new challenges, and to expect success (National 4-H Headquarter) (3).

Connections:  establishing and maintaining relationships at many levels (ibid.).

Contributions:  making a difference in the lives of others through service (ibid.).

Important People Related to the Topic

• Albert Belmont Graham (1868-1960):  In 1902, Graham founded the 4-H club program in Ohio and was a nationally acclaimed educator.  He worked to develop an extension program at Ohio State and spent 22 years in the U. S. Department of Agriculture (Ohio 4-H 2004).
  
  
• Jim Davis (1945-):  Davis is a cartoonist best known for his Garfield comic strip that began in 1978 with 41 newspapers.  Today that number is closer to 2,600 worldwide.  Davis is a 4-H supporter and has often woven agricultural and rural themes into the comics, taking readers to the farm and beyond with Garfield.  To celebrate the 4-H Centennial birthday, Davis created a special cartoon (Heald 2002). 
  
  
• Roy Rogers (1911-1998):  Rogers was a farm boy and active in 4-H.  His names evokes
  This paper was developed by a student taking a Philanthropic Studies course taught at Ferris State University - Grand Rapids Campus. It is offered by Learning To Give and Ferris State University - Grand Rapids Campus.
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