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1862 Morrill Act
 * 30,000 acres for each state/Senate/House of Representative
 * Endowment for Land Grant Colleges (agriculture and mechanic arts)
 * A & M Colleges
 * The importance of the land grant colleges cannot be exaggerated.

1876 Philadelphia Exposition

o Philadelphia Exposition: Included a display of the Russian plan for training engineers. o The Imperial Technical Institute, Moscow, Russia, Victor Della Vos. o Development of: § Unit shops § One instructor & many students § Series of graded exercises performed in sequential order § Performance from simple to complex § Analysis for identifying course content § Course of study was born § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Worked from drawings constructed by students

o <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The Russian system exhibition at the 1876 Centennial Exposition strongly influenced John D. Runkle of the Massachusetts Institute of Technology (MIT). Through the work of Runkle and others the Russian system still influences technical education today.

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 22pt; line-height: normal; margin: 9pt 0in 10pt 0.5in;">1879 Manual Training Movement

· <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">The Manual Training movement was the forerunner to the vocational training programs in our schools today. First used in the United States in the 1870’s in the training of engineers, the movement spread rapidly to general public education. · <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Manual training emphasized the intellectual and social development associated with the practical training of the hand and the eye. · <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Johann Heinrich Pestalozzi (1746-1827) a Swiss educator who is considered the "father of manual training   · <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">John O. Runkle, president of Massachusetts Institute of Technology and professor of mathematics and Calvin M. Woodward, dean of the Polytechnic faculty at Washington University in St. Louis." proponent of using this Russian system of manual training in teaching technical skills in general education as well as in engineering.

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 22pt; line-height: normal; margin: 9pt 0in 10pt 0.5in;">1890 Manual Arts o <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Grew out of manual training movement o <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Influenced primarily by the Swedish Sloyd System (rather than Russian manual training) o <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Industrial Arts and Vocational Education both evolved from this movement o <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Industrial Arts: Charles R. Richards, director of the Manual Training Department at the University of Missouri, first used the term "Industrial Arts" in 1904. This term was used to describe education that was part of the general education program. o <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Vocational Education: This term arose as a result of the Douglas Commission in 1905. This term is used to designate trade education that is separate from the general education curriculum.

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 22pt; line-height: normal; margin: 9pt 0in 10pt 0.5in;">1906 National Society for Promotion of Industrial Arts o <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Educators, manufacturers, mechanics, businessmen and representatives of other occupations brought public attention to the importance of industrial education. o <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">In 1912, Charles A. Prosser became secretary of the society; he campaigned actively for federal aid for vocational education. o <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">The society helped to secure the appointment of the National Commission on Federal Aid to Vocational Education in 1914 (this later became the American Vocational Association   o **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Under their skillful leadership, one of the major political objectives of the NSPIE, "to unite the many forces making toward industrial education the country over" was partially realized. **   o <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">In 1908, the NSPIE held its first convention.    o <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">At one of the conventions of the NSPIE held between 1908 and 1911, Pritchett presented an influential presentation, which impressed the delegates to the extent that they voted to transmit to the President of the United States and the Congress his presentation that stressed the importance of vocational education to the economic welfare of the nation. The leaders of the NSPIE, having made their initial unification move at the organizational meeting, now decided to enlist the support of the NAM and the AFL, among others, to work toward federal funding for public secondary vocational education.

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 22pt; line-height: normal; margin: 9pt 0in 10pt 0.5in;">1905-06 Douglas Commission <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: normal; margin: 9pt 0in 10pt 63pt;">A nine person commission was appointed by Governor L. Douglas of Massachusetts to investigate educational needs for different grades of skill and responsibility in industries in the state. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: normal; margin: 9pt 0in 10pt 63pt;">Findings of the Commission: § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Elementary schools should include (for both boys and girls) instruction in industry, agriculture, mechanic and domestic arts. § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Provision of elective industrial courses in high schools; evening courses for those already employed in trades; classes for 14 to 18 year olds already employed for part of the day. § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">A separate school system (apart from the public school system) should be created. · <span style="color: black; font-family: 'Verdana','sans-serif';">As the training issue became more apparent, in 1905, the Massachusetts legislature sensed the importance of the issue and created the Douglas Commission on Industrial Education to inquire into the advisability of establishing its own industrial schools. The Commission reviewed the existing inequities of the public school system and found it too literary in scope and method. The findings of the Commission were distributed nationwide, and increasing numbers of people viewed the problem in national and international dimensions. · <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">The term "vocational education" arose as a result of the Douglas Commission. This term is used to designate trade education that is separate from the general education curriculum.
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; margin: 9pt 0in 10pt; tabstops: list .5in; tabstops: list .5in;">Massachusetts developed a separate industrial school system; it was inefficient. A unified, comprehensive scheme of vocational education was undertaken in Massachusetts a year later.

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 22pt; line-height: normal; margin: 9pt 0in 10pt 0.5in;">1907-1910 Industrial Arts o <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">The AFL drafted the first bill of interest for vocational education to reach the Congress. The AFL requested Senator Jonathan P. Dolliver of Iowa, Chairman of the Senate Committee on Education and Labor, to sponsor the bill. In January 1910, the bill was introduced in the Senate by Senator Dolliver. At the same time, Representative Charles R. Davis of Minnesota introduced a companion bill in the House. o <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">This bill made some progress in Congress during the first half of 1910, but Congress adjourned on June 25 without taking action. Senator Dolliver died in October 1910; therefore, the bill did not advance in the Senate (Senate Hearings before the Committee on Agriculture and Forestry, 1910). The House version of the bill continued to progress as the Davis bill but found new support by 1912. After the death of Senator Dolliver, efforts were made by Representative Davis to keep the bill alive. In the political process, however, the substance of the bill came to be reintroduced as the Smith-Lever bill. **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Davis Bill of 1907 (proposed, never passed) ** § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">1. Proposed funds to district agricultural high schools for the teaching of agriculture and home economics. § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">2. Proposed funds for secondary schools in urban areas for the teaching of mechanical arts and home economics. **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Smith Lever Act of 1914 ** § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">1. President appointed a national commission to study federal aid to vocational education. § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">2. Established guidelines for future legislation on federal aid to vocational education.

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 22pt; line-height: normal; margin: 9pt 0in 10pt 0.5in;">1914 National Aid for VE  Ø <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">The report of this commission formed the basis of the Smith-Hughes Act of 1917 Ø <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Recommendations of the Commission § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">A national plan for vocational education § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Training teachers of trade and industrial subjects, agriculture and home economics § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Pay part of the salaries of teachers of agriculture and of trade and industrial subjects. § <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Provide aid for day school, part-time school and evening schools. These schools were to be controlled by the public, operate at less than a college level and prepare participants for useful employment.

<span style="color: black; font-family: 'Verdana','sans-serif';">On January 20, 1914, Congress approved a joint resolution authorizing President Woodrow Wilson to appoint a commission to study national aid to vocational education. The Commission on National Aid to Vocational Education was organized on April 2, 1914. **Senator Hoke Smith** was elected its chairman. Other members representing Congress were Senator Carroll S. Page of Vermont, **Representative Dudley M. Hughes** of Georgia and Representative S. D. Fess of Ohio. Several delegates were members of the NSPIE including Charles Prosser, its Executive Secretary. Other delegates represented agriculture, education, industry and labor. <span style="color: black; font-family: 'Verdana','sans-serif';">The resolution provided that nine members of the Commission report to Congress no later than June 1, 1914. Five of the nine delegates were members of the NSPIE, including Charles Prosser. The Commission produced a 500-page report in less than the time allotted. It covered every phase of the many problems involved in a comprehensive study of national aid to the states for the new education. **It presented its findings to Congress with recommendations for a federally aided system of vocational education based on state aid and cooperation. It outlined many of the principles and arrangements, which gave both Congress and the public an understanding of the obligations to provide vocational training as a joint responsibility of both the state and the Federal Government** **<span style="color: black; font-family: 'Verdana','sans-serif';">This set the foundation for the Smith Hughes Act of 1917. **