Beginnings of Vocational Education

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Beginnings of Vocational Education

• David Agnew

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Historical look at Apprenticeship Programs
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What is an Apprenticeship?

• Form of instruction in which a novice learns from
  a master of a craft or art
• Purpose was to provide a type of education in
  exchange for work.
• Oldest Type of Vo Ed.
• Involved a formal binding agreement that required
  the employer (Master) to provide formal training
  in return for work

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History of Apprenticeships

• Until the late 19th century apprenticeship was
  the only means for people to acquire skills for
  most occupations.
• Used in Vocational areas as well as Medicine and
  Law.
• The Industrial revolution helped to bring this
  method almost to a complete stop by the mid to
  late 1800s.

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History of Apprenticeships 2

• 1562 The Statue of Artificers transfor
  Apprenticeship programs from local to a national
  system.
• English Poor law of 1601 allowed churches to
  place children of the poor under a Master
  apprentice so they could learn a skill.

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History of Apprenticeships 3

• Two kinds of apprenticeships
• Voluntary
• Involuntary
• Provisions of the Master were.
• Reasons for decline in America

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Apprenticeships in Recent History

• 1934 Federal committee created
• In 1940 11 states had enacted Apprenticeship
  laws.
• 1990s saw a new interest in apprenticeships
• Department of Labor provides federal oversight
• DWE has person who is the lasion with DOL
• Two types
• Youth
• Adults

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Department of Labor provides federal oversight

• The Office of Apprenticeship, is responsible for
  developing materials and conducting a program of
  public awareness to secure the adoption of
  training in skilled occupations and related
  training policies and practices used by
  employers, unions, and other organizations
  developing policies and plans to enhance
  opportunities for minority and female
  participation in skilled training and
  coordinating the effective use of Federal, labor,
  and resources to create a clear
  training-to-employment corridor for customers of
  the workforce development system. OA engages in
  partnership activities, ensuring quality service
  and customer satisfaction.
• FOR FURTHER INFORMATION Write or call the Office
  of Apprenticeship, U.S. Department of Labor, 200
  Constitution Ave, NW, Washington, D.C. at (202)
  693-3812. You may also contact your nearest OA
  Regional Office.

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National Apprenticeship Acthonored with a
stamp--1962
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Apprenticeships continue today

• Adult
• Youth
• State Level
• National Level
• Most every night of the week you can go to Delta
  Technical Institute here in Jonesboro and find
  apprenticeship classes being conducted in
  electricity, plumbing, etc..

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The Land Grant College

• With Commentary from Kemp P. Battle (President of
  the University of North Carolina, 1876-1891) and
  Leonidas L. Polk (President, National Farmers
  Alliance, Populist Party Founder, NC Grange
  Leader, Commissioner of Agriculture and Founder
  of the Progressive Farmer Magazine)

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Colleges - 1860
Less than 3 of the Colleges had Departments of
Science. The emphasis was on the liberal arts.
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Background Information

• 1851 - Jonathan Baldwin Turner of Illinois
  proposed a new model for higher education. He
  said there were
• Two classes of people
• Well-to-do people
• Universities
• Industrial Classes
• No university

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Background Information

• Turners Industrial University Plan (1851)
• Experimental Farm
• Lectures would be held during cold weather
• all types of livestock and crops

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Turners Plan (1851)

• Dormitories and buildings
• Commencement to be like a fair
• Funding to come from the Central Government
• Designed for the industrial classes

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Turner

• Advocated federal land grants to support such
  universities (1852)
• Convinced Representative Yates of Illinois to
  introduce a Bill into Congress (1854)
• Yates was defeated

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Senator Justin Morrill (Vt.)

• Introduced a resolution to Congress in 1856 to
  establish a national agricultural college (like
  the naval academy)
• Resolution failed

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Morrill Bill

• Turner sends all his land grant information and
  ideas to Morrill
• Morrill introduces land grants acts in 1857, 1858
  and 1859
• 1859 bill passes both houses but is vetoed.
• Southerners were opposed to the bill because it
  infringed on state rights. President Buchanan was
  concerned that Southerners might secede if he
  signed the bill.

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Morrill Act

• 1862 - Morrill Act finally enacted (however,
  North Carolina had seceded from the Union and was
  not eligible to receive the benefits of the act)

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The Morrill Act of 1862

• Gave federal lands to each state to sell to
  support the establishment of a college
• States received 30,000 acres per senator and
  representative in Congress
• If no public lands were left in the state, land
  in other states (generally out west) was given to
  states to sell in the form of land scrip

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The Morrill Act of 1862

• The money generated from the sale of lands was to
  be invested and the income generated was to
  support the college.
• Funds could not be used to build buildings. It
  was expected the state would furnish this.

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Morrill Act - Purpose

• to the endowment, support, and maintenance of at
  least one college where the leading object shall
  be, without excluding other scientific and
  classical studies and including military tactics,
  to teach such branches of learning as are related
  to agriculture and the mechanic arts...in order
  to promote the liberal and practical education of
  the industrial classes in the several pursuits
  and professions in life.

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Morrill Act - Accountability

• An annual report shall be made regarding the
  progress of each college, recording any
  improvements and experiments made, with their
  costs and results, and such other matters,
  including State industrial and economical
  statistics, as may be supposed useful ...one
  copy to the Secretary of the Interior

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The Failure of the University of North Carolina
as the Land-grant College

• As viewed by Leonidas Polk

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Background Information

• Born in Anson County, 1837 (died 1892)
• Attended Davidson and studied agriculture
• Plantation Manager
• Confederate Colonel
• State Grange Leader
• Influential in creating the Board of Agriculture
• President, National Farmers Alliance
• Founder, Progressive Farmer
• U.S. Presidential Candidate, Populist Party

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The Truth

• The University of North Carolina was never
  serious about teaching agriculture
• President Battle was primarily concerned with
  using the land-grant funds to support the general
  work of the university
• He interpreted the Morrill Act to his own way of
  thinking

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Agricultural Education

• 1823 - Governor Gabriel Holmes recommended the
  purchase of a farm near the University of North
  Carolina. The farm was to be put under the care
  of a scientific and practical farmer on which
  experiments could be conducted. It didnt happen.

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Agricultural Education

• 1844 - Governor Morehead made a recommendation
  similar to that of Holmes. He also advocated the
  establishment of an agricultural professorship at
  UNC or the creation of a school where agriculture
  might be taught.

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Agricultural Education

• In 1872 I called for "an agricultural college
  somewhere in North Carolina At this time the
  University of North Carolina was closed

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Agricultural Education

• 1886 this editoral appeared in the August 25
  issue of Progressive Farmer "After a period of
  eleven years of laborious effort, and with an
  expenditure of 82,500 of money given our people
  by the government,

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Editorial...

• ... we have at last succeeded in getting a
  College of Agriculture and Mechanical Arts. It is
  a model of architectural beauty and admirably
  equipped in all its departments. It is located
  on the forty-eighth page of the catalog of the
  University...

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Editorial...

• ...The catalog says that 'two courses are
  offered' in this elegant paper college. 'Offered'
  is a good word! These 'courses' we presume, have
  been 'offered' to our farmer boys for these
  eleven years, but we search the catalog in vain
  to find one who has availed himself of the
  offer."

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The Second Morrill Act

• It was evident early on that the original Morrill
  Act did not provide enough funds to adequately
  establish the new colleges
• land sold for less than expected
• money couldnt be used to erect buildings
• original money was to serve as an endowment

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2nd Morrill Act

• Morrill introduced legislation providing more
  money to support land-grant colleges in
• 1872
• 1873
• and in six other years prior to 1890
• The legislation failed each time

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2nd Morrill Act

• Why did the legislation fail?
• Publics perceptions of land-grant colleges was
  less than favorable
• Northerners didnt want southern states to
  benefit from the legislation because of
  segregation

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2nd Morrill Act

• 2nd Morrill Act finally passed in 1890
• Three major components to the bill
• 1. Provided more funding for land grant colleges
• Each state would have direct, annual
  appropriations
• Sum would eventually reach 25,000 per year

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2nd Morrill Act

• Three major components to the bill
• 2. Greater accountability
• subjects to be taught were specified
• instruction in agriculture, the mechanic arts,
  the English language and the various branches of
  mathematical, physical, natural, and economic
  science, with special reference to their
  applications in the industries of life, and to
  facilities for such instruction

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2nd Morrill Act

• Three major components to the bill
• 2. Greater accountability
• More detailed annual reports required
• An annual report by the president of each of
  said colleges shall be made to the Secretary of
  Agriculture, as well as to the Secretary of the
  Interior, regarding the condition and progress of
  each college, including statistical information
  in relation to its receipts and expenditures, its
  library, the number of its students and
  professors, and also as to any improvements and
  experiments made under the direction of any
  experiment stations attached to said colleges

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2nd Morrill Act

• Three major components to the bill
• 3. Black land grant colleges established
• no money shall be paid out under this act to any
  State or Territory for the support and
  maintenance of a college where a distinction of
  race or color is made in the admission of
  students, but the establishment and maintenance
  of such colleges separately for white and colored
  students shall be held to be a compliance with
  the provisions of this act if the funds received
  in such State or Territory be equitably divided
  as hereinafter set forth

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2nd Morrill Act

• Legislation said money should be divided
  equitably
• There is a big difference between equal and
  equitable
• State legislature was to determine what equitable
  meant
• In the South, the word equitable meant the new
  land grant colleges didnt get much

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2nd Morrill Act

• After the passage of the 2nd Morrill Act, NC
  State officials approached Shaw University to see
  if they would teach a few agriculture classes for
  black students. The intent was to make Shaw the
  1890 institution but give it a very limited role
  and funding.

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2nd Morrill Act

• North Carolina AT State University was
  established in 1891 as the second land grant
  institution in North Carolina.

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1994 Land Grant Schools

• The federal congress passed legislation in 1994
  according land grant status to 29 tribally
  controlled (Native American) colleges.
• This was primarily so that could tap into funds
  for extension purposes
• There are none in North Carolina
• Most of the colleges are in Montana, the Dakotas,
  Minnesota, Wisconsin and New Mexico.

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Farmers Institutes
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Farmers Institutes

• Found in nearly every state in the late 1800s
• Structure varied from state to state
• Modeled after the teacher institutes

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Farmers Institutes

• Ohio (1847) - County agricultural societies sent
  lecturers out on request

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Farmers Institutes

• New York (1842-43)- State agricultural society
  started a program of itinerant lecturers

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Farmers Institutes

• Institutes were held in counties, occasionally
  there would be 2-3 in a county
• Meetings were 1-3 days in length, 2-3 days at
  first, then one day
• Variety of speakers featured
• Typically balanced between local people and
  outside experts

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Farmers Institutes Program

• Welcome by local dignitary
• Overview by Institute official
• Speakers followed by question and answer period
• Speeches were normally 30 minutes or less
• Question box used to overcome hesitancy to ask
  questions

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Farmers Institutes

• Lunch prepared by the ladies (a time to
  socialize)
• Afternoon session consisted of more speakers

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Program, cont.

• If there was an evening session, it was often
  light hearted entertainment (had to entice
  farmers back from doing their evening chores)

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Farmers Institutes

• Recreational activities were provided for young
  people (baseball, games, races)
• Institutes were scheduled for down time on the
  farms

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Farmers Institutes

• Once a year there was often a state wide Farmers
  Institute or Round-up

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Farmers Institutes

• By 1900 Farmers Institutes were operated
  primarily by
• Land-grant colleges (19 states)
• State Departments of Agriculture (17 states)
• Counties (Delaware, Iowa)
• Independent Board (Minnesota)

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Typical Topics

• How to increase profits in dairying
• Maintaining soil fertility
• Are sheep profitable?
• Potato growing
• Good citizenship
• National Grange
• Rural Roads

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Speakers

• University Professors and Experiment Station
  staff
• Farmers often had a deep suspicion of scientists
  and few trained men could speak in a manner
  intelligible to the farmer
• Well known farmers in the state
• Local farmers
• State Department of Agriculture staff

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Farmers Institutes

• American Association of Farmers Institute
  Workers organized - 1896

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Farmers Institutes

• 1903 - Office of Experiment Stations (USDA) added
  an Farmers Institute specialist
• 1903 - Congress appropriated 5,000 for Farmers
  Institute work

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Womens Institutes (NC)

• A separate Womens Institute program was started
  in 1906
• Program conducted at the same time as the
  Farmers Institute
• Some joint
  meetings held
• The NC Womens Institutes claim to be the first
  in the nation

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Train Institutes in NC

• 1908 - First Demonstration Train
• 1909 - Two Demonstration Trains
• Bladenboro to Rutherfordton, 800 miles round
  trip, SeaboardAir Line Rail Road - 30
  institutes held
• Hillsboro to Murphy - 900 miles round trip,
  Southern Railway - 27 institutes held

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Demonstration Trains

• One car was equipped with modern kitchen
  appliances
• Womens Institutes were held in this car
• Equipment was demonstrated and lectures given

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Demonstration Trains

• One car contained farm implements
• At each stop, the workings of the implements were
  explained
• If a team was available, the implements were
  demonstrated

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Demonstration Trains

• The trains continued in popularity fora number
  of years.
• A provision in the Smith-Lever Act doomed the
  trains.

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The End

• Two factors contributed to the demise of
  Farmers Institutes
• Establishment of the Cooperative Extension
  Service
• World War I