32 - Hidden Villa
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Christa Hein: Hey there. Welcome to the Farm Educators Roadmap. I'm Christa Hein, former nonprofit girl turned farm education entrepreneur. I've spent the last 30 years creating hands-on programs that connect people to the land, animals, and the traditions that nourish our daily lives. If you're listening, you probably believe what I do - that farm education is needed now more than ever - not just on rural farms, but in suburbs, cities, and everywhere in between.
In this podcast, you'll hear real stories and practical advice from farm educators all across the country, people who are creating change through their programs in creative and inspiring ways.
Whether you're dreaming about starting your first program, are already knee deep in your own farm education work or are just curious about how others are impacting their communities through farm education, you're in the right place. [00:01:00] Let's dig in.
Christa Hein: Hello. Welcome back to the Farm Educators Roadmap. Today's guest is Christina Emmett, the Senior Manager of Education at Hidden Villa in Los Altos, California. Hidden Villa is one of the pioneers of environmental education in the United States. Founded in the 1920s, it has grown into a 1600-acre organic farm and wilderness preserve where thousands of people come every year to learn about food systems, nature, and environmental stewardship.
Over the decades, it's become a model for what farm and nature-based education can look like. Christina brings a rich background to that work. She studied ecology and conservation biology, spent years leading outdoor education experiences as a naturalist, and even helped found a school where she served as Director of Science and Math.
Today, she helps guide the many education programs at Hidden Villa [00:02:00] from school field trips on the farm to family programs, camps, and community events. Hidden Villa also has a special place in my own story. Early in my career, I worked at Stratford Ecological Center in Ohio, and our programs there were actually modeled after Hidden Villa.
I had the chance to visit for several days in the late nineties and stayed in one of their cabins. I remember following along on a farm tour and sitting in on a school pre-visit with their staff, and what really stuck with me was the emphasis on appreciation. Taking the time to notice the land and animals and learn directly from them.
It had a huge impact on the way I focused my own programs throughout my career in farm education. So, it feels really special to have someone from Hidden Villa here on the podcast. Christina, thanks so much for joining us.
Christina Emmett: Oh, I'm so glad to be here, Christa.
Christa Hein: So, before we dive into Hidden Villa itself, I'd love to start with your own [00:03:00] story and how you found your way into this field.
What first sparked your interest in nature and environmental education when you were growing up?
Christina Emmett: I love this question. In reflecting on just the opportunities I've had to be in nature, I think it's been kind of an evolution for me. I grew up in Southern California to an immigrant family. My ancestors are from China, and my mom is an immigrant from Hong Kong. And we lived in the suburbs, and so when I think about my childhood touchpoint with nature, it was our backyard. It was occasional visits to a local park. But we weren't daily gardeners, we weren't homesteaders, not even hikers. And so, the memories I have of nature as a child are kind of like the pecan tree that grew in our backyard that would rain down pecans on our house.
I think one of the more formative experiences in nature came in sixth grade when we had a weeklong, overnight trip to [00:04:00] an outdoor science camp. I think we had really dedicated teachers in my elementary school who planned these weeklong experiences for the students. And it wasn't isolated to sixth grade. They coordinated across grades, so that we had such an experience also in seventh grade and eighth grade.
I vividly remember our night hike as many students do in their sixth grade, overnight weeklong trip. Then in seventh grade we also got to go to astro camp where we looked for meteorites in the forest with a magnet, and were able to kind of observe the starry night sky, which we didn't get to see where I grew up. And in eighth grade we got to spend a week on Catalina Island doing marine science. And so, I think the combination of these very intensive experiences of nature definitely planted a seed for why I'm in the work I am now.
But it wasn't until I was older and able to make decisions in my career and in my education [00:05:00] that I actually got to live out some of these values that I think were planted in my youth. When it came time to go to college, it was important to me to find a place where I could study about the environment. And so somewhere that had a major related to either marine biology or ecology was important. And so, I ended up at UCLA. I majored eventually in ecology behavior and evolution, but I kind of walked the path of pre-med for a while, and I think this is just internalized messages of what it means to be a good Asian American student.
I even took the MCAT and even worked in medical offices throughout my undergrad, before I got real with myself and just embraced the inner nature nerd that I really was. And so, after a while of working a little bit in medicine, I decided to do a master's in conservation biology. And I think for my undergrad, I feel like I wasn't living far enough away from home, and so decided to move across the world [00:06:00] to Australia. And my master's was half in Australia and half in New Zealand. And so, I got to spend some time in each of those places where I really did feel like I got to connect with conservation and with biology and also learn just different world views about perspectives in science.
And after that experience, I think that really lit my fire for working outdoors, working in education. Education had always been a theme throughout my growing up. My parents were both teachers and so that was a value that was heavily enforced and heavily prioritized in my upbringing. And, I think, exploring an internship that offered me the opportunity to leverage both education and being in the outdoors was important. So, I ended up at San Mateo Outdoor Education here in the Bay Area in California. And I worked in residential outdoor education for the next four years and worked for another outdoor school in the local [00:07:00] area.
And then I spent summers also just exploring other opportunities that led me to very similar fields. I worked at Nature Bridge and learned how to backpack with them. I ended up leading some backpacking trips with Walden West. And another maybe relevant summer opportunity was that I worked at the Point Reyes summer camp as a chef in their kitchen.
And this ended up, I think, being pretty formative to why I ended up in farm education. As part of the work in that kitchen, we sourced food from local farms and we would do a produce pickup, a meat pickup. Strauss would donate dairy and so we would pick up from their warehouse. And just seeing how local growers could contribute to nearly the full sourcing of an entire summer camp’s meals was really important. And I think I carry that with me to my work here, too.
It wasn't a direct line. I ended up in indoor education for a little while. And that was [00:08:00] maybe based on some advice I had in seeking opportunities for either program directing or program management, that it would be helpful to have experiences in formal education. And so I took that to heart and I taught science and math for a little while. I coordinated curriculum in science and math, and as you mentioned, I started my own school. That was during the pandemic. It was meant to be just kind of a micro school and grew to much bigger than that. I had a child during the pandemic, my second child, and so there was a lot going on.
But through it all I found my way here to Hidden Villa and I think, you know, where I am now blends a lot of the pieces of that background.
Christa Hein: I love to hear people's origin stories. And I love that you started at a camp, which is like this full circle moment for you to be able to see, like, the experience that you're giving to people may put people on a similar trajectory that you had. Oh, that's beautiful. [00:09:00]
So I'm curious, I see that you've worked in both classroom education and outdoor education. How did those two worlds shape the way that you think about teaching now?
Christina Emmett: Oh, I think they're so complimentary. And I think a lot of the instructional practices that we use as classroom teachers really benefit and enhance how we work with students outdoors. As an outdoor education teacher, I think you have the benefit of being kind of a charismatic figure that pops into kids' lives for a week at a time, and they're in a new environment, and you get to have nature as a teaching material.
It's a different skill set to work with students in an indoor environment. And the benefit of that is that you have routine, you have longevity. You have the opportunity to build a long-term relationship with those students. And I think in outdoor education now, here, when I [00:10:00] think about shaping our programs and our instructional practices here, there's a lot about the formal education space that can inform how we proceed with outdoor education practices.
For example, there is more of an awareness now about cultural competencies, about how students process information, how trauma impacts students that can really benefit students that we're meeting for the first time. And so, in thinking about training volunteers or thinking about training staff, building this into an awareness is really important.
I think in formal education there's also a lot of support for teachers when we think about mentorship or when we think about having instructional coaches. And this is something I've brought to my work here too, is being able to provide a framework about what good guiding looks like. And having that clearly articulated in criteria so that when you're following someone on trail and you think that, “wow, they're just an amazing teacher, how [00:11:00] did they do that? I could never be them.” The goal isn't really to replicate what they do or the activities that they're doing, but to kind of analyze their craft. Analyze the art of instruction for the pieces of what they are doing and doing that in a way that feels authentic to you.
And also on our end, being able to provide the support to our instructors, too. So, getting feedback, being able to observe peers, being able to have the opportunity to be enriched throughout the course of a year and investing in our staff and guides in professional development.
Christa Hein: I love that. So, I want to dive into the place of Hidden Villa. It has such a long and meaningful history in environmental education. So, before we dive into how Hidden Villa came to be, can you paint a picture of the place for us? What would somebody see on their first visit?
Christina Emmett: When someone rolls up to Hidden Villa, the first thing they have to drive past are growing fields. And we have seven acres of growing fields in the front of our property, but [00:12:00] they don't grab your attention right away because they are behind a fence. So usually when you enter the property you're going across a bridge and then you see the whole valley of the Adobe Creek.
There are pastures on your right as you enter, stands of bay trees on your left. And then maybe your attention is drawn to some of our animals on pasture or some of our buildings that look a little unique about the farm.
Christa Hein: So, I want to ask about Hidden Villas beginnings. It was founded by Frank and Josephine Duveneck, and the organization has been around for nearly a century. Can you give me a brief synopsis of Hidden Villa's history and how that history still shapes what happens there today?
Christina Emmett: Yes, this is an area I'm still learning about, too. And I just will say we have a staff member who is an archivist, is a historian, and has been really instrumental in covering a lot of the details, documents, and resources related to our history. And we have a local [00:13:00] college, Foothill College, that has an archeology program and their students are also doing some research on our property in terms of excavation, and being able to uncover a lot more of that. So, I'm learning as more gets uncovered as well.
But as you mentioned, the Duveneck’s first purchased this property in the 1920s, and so we celebrated our centennial just last year. And the Duveneck’s legacy is that they were very invested in social activism, and this meant that they welcomed refugees who were fleeing persecution in Europe, providing space for them to stay. This meant that they provided space in the sixties for organization of the farm workers movements. And Cesar Chavez and Dolores Huerta started their organizing movements here at the hostel that you stayed in.
Additionally, in the forties, they were really instrumental in providing support for Japanese Americans who had been interned and relocated. [00:14:00] So, there is such a rich history there of the many different types of targeted populations and marginalized people that the Duveneck’s supported. And I think that this fueled a lot of their desire to create a space that all people were welcomed to.
And in reading a lot of Josephine's writings, you know, she didn't see the space as owned by them, but as a blip in time and a way of inviting people into this wilderness. And so, in the forties, she helped create the first multiracial residential summer camp here. And, that summer camp continues today.
We do try to embody a lot of those values that our founders held. And it wasn't until the sixties that we became a nonprofit as an organization. And I think that our organization is in a period of try and examine how those values of social justice can be embodied by an organization that is a nonprofit today. So I think there's this desire to kind of advance [00:15:00] the envelope in topics that would do Josephine proud. And, in some ways, we embody that in terms of the access that we're able to open to our educational programs, to our summer camp, we have very robust scholarshipping. And I think we're considering ways that we can still keep aspects of that legacy alive.
Christa Hein: Nice. So, when I visited Hidden Villa back in the nineties, the thing that really stuck with me was the sense of appreciation that seemed to be woven into everything that I felt just being there in the land, and especially with the programs. How would you describe the educational philosophy at Hidden Villa today?
Christina Emmett: I think appreciation is still a center hold there. When we meet in the mornings with our guides, we start with the values circle. And that's just a moment of reflection of marking in your mind or on paper things that you're feeling grateful for. And we kind of lead with that to center ourselves in our [00:16:00] day.
In terms of how we approach our education though, I'd say that our approach has been more articulated in the last several years around three different pillars. The first one being active learning. Centering students as learners in their experience as opposed to having an instructor or a guide be a gatekeeper for information, or a knower of all things that they're responsible for showing students, too.
And the way we do this is being able to teach our staff and guides ways to ask questions to students. Open-ended questions where there are no wrong answers. Rooted in observation, rooted in students' lived experiences so that they can access elements of their background in this potentially new space that they're in. And then taking advantage of the curiosity, the natural curiosity that results, and connecting it to phenomenon that they might be seeing.
The second pillar to this approach is reciprocity. This [00:17:00] involves seeing humans as part of the landscape. Recognizing the interconnectedness that exists amongst living and non-living kin. Acknowledging social interactions within a group, student to student, guide to student interactions that might be happening. And also having conversations about how we might either, knowingly or unknowingly, impacting elements of those relationships. So how do we help these relationships that we're so dependent upon, whether it's person to person or person to animal? On a farm, I think this is particularly important, because it can be really easy to view produce or animals as extractive, as resources. And thinking about how we contribute to an animal's wellbeing, or how we help nourish the soil that our plants grow in, is an element of this reciprocity piece.
And then the third pillar of the educational approach is inclusion. Thinking about the diverse community that we [00:18:00] serve. Hidden Villa is in the Bay Area in California, and racially we're really diverse. Economically we're really diverse. And in ecosystems, biodiversity makes an ecosystem stronger, and the same is true for our people communities as well.
And so, when we can answer a question with many different perspectives or when we can value all the different ways that we enter a space, the collective is richer for that. And so, part of our educational approach involves training our staff and our guides on how we can be more inclusive in our language, more inclusive in our practices, more honoring of different ways of saying things.
Christa Hein: That was an amazing answer. So beautiful. I love that. So, I want to talk about your school programs, because a big part of Hidden Villa's work is bringing school groups onto the farm and into the surrounding wilderness. So, what does a typical field trip day look like for students when they visit Hidden Villa?
Christina Emmett: It will [00:19:00] depend on which program they're here for. Hidden Villa serves students from pre-K all the way to 12th grade. And so we have several different programs that serve those different grade levels.
At the very shortest programs for our youngest, those are a 90-minute farm tour. At that age, really our focus is building empathy. Taking a step back, the vertical progression of our programs really is to first be able to teach people to care about something outside of themselves. So, it's kind of, once they have that care, the idea is that in the middle grades that they can unlock curiosity about the thing they care about, and are encouraged or motivated to learn more about it.
Then in the older grades, really, we take that care and learning and translate it into action. That maybe there are values that have become important to them and that they can find ways in their lives that they have agency, and ways that they can leverage decision making power to make change.
And so, when we think about that care, [00:20:00] learn, act framework, in the youngest grades it is learning to see value and see themselves in something else. Whether that's another friend, whether that's another animal, being able to connect with a different plant, being able to try something new, being able to recognize how I am alike or alike from something else. And that can look like getting to be in a pen with three-day old lambs and getting to pet them. That can look like being able to taste a rainbow in our garden. And there are some really magical things that happen in engaging the senses around the farm that I just love at that age.
For our second through sixth graders, add on to that kind of experience with a daylong hike. So, they do get the experience of a farm tour, but because we're in the deepening of that curiosity phase, they're also engaging a little more critical thinking. They're kind of looking at [00:21:00] how ecosystems are interconnected. Where do plants, animals, humans, all fit into the interconnectedness of that all, and what patterns can I see? How can I find the answers to things that I'm curious about, but might not have all the pieces of information to just yet? And we're very fortunate to be connected to about eight miles of hiking trail. Our property is 1600 acres, and only a fraction of that is farming land. And so, our students really get to see what cultivated land and what wildland looks like in one day, which is really magical.
And then in the older grades, there is an opportunity to connect that with decision making and agency. And we do this in several ways. We have programs where students can help harvest food from the garden or from our field and cook a meal with it. And so, we do some farm to table education. And in that they're looking at what food choices am I making? Maybe where I don't have as much [00:22:00] agency right now, but might want to explore as I get older. Then we have programs based on team building and leadership where students can take some healthy risks on a high ropes challenge course, and explore goal setting for themselves, or what it looks like to self-advocate and tell my peers how I like to be supported. They can engage in team building initiatives and examine how they show up in community with each other to solve different games or problems. But really expand that into how do we work together as a community to solve maybe more global issues.
Then we have another option for our middle and high school youth related to sustainability. At looking at what water and energy usage look like on the farm or in their personal lives. On our property we also have a few buildings that are sustainable buildings that are made with adobe that have architectural elements in mind to have passive heating and cooling. And it's really interesting to be able to go through a day with our [00:23:00] middle and high school students looking at this and thinking about different sustainable careers that might be interesting to them, or might not even be on their radars, but might be tied into the farm here.
Christa Hein: Wow. I love how you have those different levels and you've thought through really the different stages of child development, and how they can really grow your programs. And then you also have those extended experiences where beyond the field trips, kids can come for day camps and overnights. What a beautiful experience.
And then I also wanted to ask about your family programs and public experiences. Because Hidden Villa isn't just for school groups and camps. Some of your programs I'm noticing look very educational, like foraging classes and natural science workshops, and others are more playful or experiential like lamb yoga or breath work.
Why do you think it's important to have both types of experiences?
Christina Emmett: I think people connect to space, to [00:24:00] place, in many different ways. Some are here for an academic enrichment, some are here to be in their bodies, some are here because they want to expose their young children to life in the outdoors. And so, I think our community programs department does a really good job trying to diversify the offerings that we do have, so that there is something for every person here. We're also open to the public just to casually picnic or hike or walk. So even if you're not here for a paid program, there's space for those folks, too.
Christa Hein: Nice. So, another piece of Hidden Villa that stands out to me is how many ways people can participate in the farm itself, and specifically I want to ask you about your volunteers. So can you talk a little about the role volunteers play in the education programs, and also on the farm?
Christina Emmett: Absolutely. Our organization would not be functioning as smoothly as it does without volunteers. We have many different ways that [00:25:00] people can plug into our organization depending on the amount of time they want to commit, or that the age they are. A lot of high schools these days also have some volunteer hours requirements for their graduates, and so we do work with a number of high school youth to meet those hours. But, sometimes people just want to be in the dirt and pulling weeds. And we definitely have regular opportunities for people to be working in our farms.
We have volunteers who are really good at computer systems and data entry or marketing. We have a donor and community engagement director who has been really instrumental in pairing people's skills with a need here on the farm, as well as expanding the amount of partnership work that we engage in, to help with all that needs to be done on a farm. Because the work is lots, specifically in the education program.
I'm just so inspired and so grateful for the people who come to give their [00:26:00] time. I mean, time truly is the most precious resource that any of us have. And our educational volunteers give a day a week during the school year, and that's a lot of time when you add that up. They come from all sorts of backgrounds. Some are retired teachers, some of them come from many other walks of life, real estate, finance, but all of them kind of share this love for the outdoors, love for working with kids.
The volunteer program within the education department really starts with an observation. We invite people to come and join and observe a program just to see it in action. To try on maybe the stamina of a day to see if this is something they really want to invest their time to do, because if they're in it for real, we will invest that time to really train and support them as well. We have honed in an education volunteer training program that we feel is pretty robust. And offers them, kind of, the concrete content knowledge they need, but also really framing that [00:27:00] educational approach that I was talking about earlier and helping them understand how no amount of curriculum is going to prepare you for everything a student would ever possibly say. And so having an educational approach that maybe helps frame the mindset of an educational volunteer, will hopefully be helpful in answering at least most of those questions.
But after a formal learning series of days, our volunteers then get to co-teach with either a staff member or a more seasoned volunteer. And that co-teach period can be as short as a month, can be as long as three months. And we work with that person to eventually get to solo with their own group. Our volunteers just are really dedicated in giving that one day a week because we really wouldn't be able to serve the amount of students that we do around the Bay Area without them. For this year, we are projected to be reaching 11,000 [00:28:00] students in the Greater Bay area, and that would not be possible without the dedicated passion and time and efforts of our volunteers.
Christa Hein: Absolutely. So, I'm curious for farm educators who are listening who may not have the budget for a big staff, what do you think they could learn from the way Hidden Villa finds and works with volunteers?
Christina Emmett: I think volunteers are really central to an organization on a limited budget, and I think it's an opportunity to help people connect to a greater purpose and to really make meaning of a joined experience. There's such value in being part of a learning community that I've heard our educational volunteers express that, it is about the students too, but I think it's also about being amongst a community of peers doing similar work. They really value the value circle at the beginning of the day. They really value the debriefs that happen at the end of the day in that shared experience. And I think other farms [00:29:00] who are more limited in resources, I think could be doing a good thing in having volunteer programs, because it provides the space for people who are looking to offer something meaningful with their time.
Christa Hein: So, I want to move on to ask about the farm itself. So Hidden Villa grows organic food and offers a vegetable and flower CSA. And I also see that you sell meat and eggs. How does the working farm side connect with the education side?
Christina Emmett: I think that part has been a journey. You know, I know that there are other farms where, smaller staff, your farmers are your educators, and maybe two people are doing all of the roles on this educational farm. And I think there are real pros and cons about that you're so much more knowledgeable and in lockstep because you're the same one person and it's a lot of work for a few people to take on. In an organization like ours, where we do have different departments, you know, our farmers aren't necessarily doing education on the day to [00:30:00] day. There's room for us to kind of specialize in our roles, right? I get to come with the mindset of an educator, and I don't need to be worried about meeting a harvest quota at the same time.
And where we've really grown, I think, as an organization especially in the last few years, is being able to communicate across departments in order to reach both of our goals. And what this has looked like is being able to really invite the farm team as experts in their craft to be able to share their knowledge and wisdom with our guides, and really have that enhance how we're teaching about the space and how we're teaching about farming practices in our education. Likewise, our education team has been able to frame out more programs related to farm to table with the growing seasons in mind by leveraging more produce from the farm in our programs. I think it's a wonderful work in progress. I've really enjoyed working alongside our farm team, and I think I've just been so grateful for their generosity and their depth of knowledge.
Christa Hein: So [00:31:00] it seems like Hidden Villa becomes a community for people, not just a place that they visit once. What do you think are the important pieces to keep people coming back?
Christina Emmett: I think there are many pieces to this. I love this question, because it's something I've been dancing around for the last few months. I've heard so many anecdotes about people having a touchpoint with Hidden Villa or knowing the Duvenecks, and they come back and they're buying our produce at the farmer's market.
I get to table when I am recruiting for volunteers or explaining about educational programs, and tabling gets to draw those people in our community who have had touchpoints with Hidden Villa. And I'm always humbled and inspired by all of the varied touch points that people have with Hidden Villa. And all of them have in common and appreciation for the place. For those who have had maybe more of an active role, either as a volunteer or as a staff member, a sense of being valued [00:32:00] here. And I think that is really important in drawing people back, that they know that they're valued, that they belong, that this place is for them.
I'll highlight one example that's just nearer to my heart. My mother-in-law was a Girl Scout here in the Bay Area, and her first touchpoint with Hidden Villa was having an overnight at the hostel, I believe, when she was in first grade. And of course, as she grew up she brought her kids here, four boys, to come hiking and play in the creek here and explore this space. And then eventually she became an education volunteer here as well and was one of those volunteers who donated a day of her week every week during the school year to our school programs. Then eventually I came to work here, separately, and my husband who is a teacher, his school now comes here on field trips. And she has been a chaperone on some of those field trips.
And then people come into this [00:33:00] in generations, in ripple effects. And I think that's just a story of sharing how people come in for either one reason, maybe it's for a program that they attended as a participant, but they find meaning and they find appreciation for this space and keep coming back in other ways.
Christa Hein: That's beautiful. And since Hidden Villa has been around for so long, it really has had this opportunity to build this multi-generational impact. What an amazing thing. So, in our last couple of minutes, I want to ask if you have any words of wisdom or advice to share with new farm educators.
A lot of the people listening to the podcast could be either dreaming about starting a farm education program or maybe in those early years when they're just figuring things out as they go. Looking back on your years in this field, what's something you've learned about teaching on the land that you wish more farm educators understood from the beginning?
Christina Emmett: I think in teaching on the land, we don't go it alone. [00:34:00] I think it's important to know that there are those who have come before you. There are those who surround you. You have partnership and allyship and those who do similar work, but maybe in different geographical regions in that you're supported. Those resources are always there and available for you, and it's important to leverage the wisdom, the knowledge of the collective and of the generations.
Christa Hein: I love that. So, before we wrap up, if listeners want to learn more about Hidden Villa or see the programs that you're offering online, where's the best place to find Hidden Villa online?
Christina Emmett: hiddenvilla.org.
Christa Hein: And are you on social media as well?
Christina Emmett: Yes, we are. You'll find us on Instagram @Hidden Villa and Facebook as well.
Christa Hein: Wonderful. Hidden Villa is such a beautiful example of long-term commitment to land learning and community, and I have just been reinspired all over again. Christina, I so appreciate you sharing the story of your work and the many ways that [00:35:00] Hidden Villa invites people to experience the farm and the natural world.
Thank you so much.
Christina Emmett: Thank you so much, Christa. It's been so fun.
Christa Hein: To our listeners, I hope today's conversation sparked ideas for your own programs and reminded you why this work matters. Thanks for listening. Be sure to follow the show and leave a review so more farm educators can discover these conversations. And until next time, keep teaching, keep growing and keep connecting people to the land.
Christa Hein: Hey farm educators, I hope you enjoyed today's episode. Before you go, I've got something special for you. If you're ready to build a farm education program that people are excited to book, grab my free guide, Five Simple Steps to Growing an In-Demand Farm Education Program. It's packed with the same steps I used to grow my own farm education business.
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