This is a collection consisting, for the most part, of my editorials and articles that have appeared over the years in West Virginia AgEd News and Views. An anthology if you will. Articles herein were written primarily for high school agriculture teachers, and deal largely with thoughts and concerns about the profession of agricultural education at the high school level. Long ago, I realized that few thoughts are original. To those whose words I have borrowed without credit or permission, I offer my apology and my thanks.

Needless to say, one's perceptions are shaped and molded by hundreds, maybe thousands, of people over a lifetime. My professional life, and therefore my writings, have been influenced by a number of individuals. I would like to mention and give credit to some of the most memorable ones. Very early in my career, Professors Bradley, Kugler and Jacobs, my teacher educators, advisors and mentors at Kansas State University, and Mr. Eustace, State Supervisor of Vocational Agriculture in Kansas during my tenure there, were prominent. Since there was no vocational agriculture program in my high school, these men instilled in me the philosophy that vocational agriculture exists to prepare students to enter occupations that require agriculture knowledge and skills and, to an extent, for life itself. I came to believe that all phases of the program must revolve around the students' supervised agricultural experience (SAE) programs; that students can enter agricultural occupations through growth and scope in SAEs; that hands-on activities through field trips and laboratory work are a very important part of the curriculum; and that students can become better citizens through active participation in FF A and its myriad of leadership opportunities. These are the philosophical bases that shaped my high school teaching and that I brought with me to West Virginia.

During my study at Louisiana State University, the philosophical discussions over the daily morning coffee and crossword puzzle with Drs. Mondart, Hutchinson, Atherton and Curtis were particularly valuable. LSU provided a laid-back ambience where thought and reflection were possible and encouraged.

I have learned and continue to learn a great deal and benefit from my association with Drs. Kelly, McGhee, Gartin, Odell, Wingenbach and Boone, my past and present agricultural education colleagues at West Virginia University. Each of us is a bit different in our approaches, interests, abilities, personalities and experiences, but our expectations and views of functional programs are surprisingly similar. The differences have been part of our strength as a unit. I am also obligated to Don Michael, State Supervisor, and Ron Grimes, former Program Specialist. Our associations over the years have been most beneficial and often exciting.

The close association we teacher educators have with the agriculture teachers in West Virginia has been a highlight of my career. What a wonderful, capable and talented group of individuals! Because of their hard work and dedication, I believe that West Virginia may just offer one of the best agriculture programs in the United States. We must constantly work to keep it that way.

It is my hope that both young and older agriculture teachers will periodically review this compilation of articles and that they find encouragement and assistance in them. Further, I hope the articles will provide the basis for discussion, reflection, philosophical development and subsequent practice on the part of those who aspire to become teachers. To them I dedicate this volume.

Layle D. Lawrence