Transcript Chapter 4 History and Development of Agricultural Education

By: Katelynn Curry and Jessica
Castellano
-Recognized for his role in establishing the
foundation on which today’s programs have
been built
“The purpose of vocational education is to help a
person secure a job, train him so that he can
hold it after he gets it, and assist him in
advancing to a better job.”-Charles Prosser
Squanto
-historians say he was among the first agricultural
educators in North America
-befriended Pilgrims in 1621, and taught them
how to plant corn, fish, and hunt
Self-sufficient agriculture
-the production of enough to meet the needs of
one’s own family
Commercial agriculture
-agricultural production that focuses on
meeting demands in a market
Cotton gin
-invented by Eli Whitney in 1793
-greatly reduced hard labor needed to separate
seeds from cotton lint
Reaper
-invented by Cyrus McCormick in 1842
Steel moldboard plow
-John Deere in 1837
McCormick’s invention was the first major
advance in developing what we refer to today
as harvesting equipment.
Early 1860s saw a change from hand powered
agriculture to horse powered agriculture
-great expansion of railroads across the nation
The homestead Act past in 1862. which granted
160 acres of land for Americans that wanted to
carve out niche for themselves in the west.
-railroads being built of iron and steel
-in 1860 there were 1000 agricultural societies
-during this period of westward expansion and
wartime leaders saw need for a nationwide
system of agricultural, mechanical, and
military education
-major forces shaping education and research in
the United States
-prospered as a result of legislation known as the
Morrill Acts
Creation of colleges for teaching of the
agricultural, mechanical, and military arts
-set aside 30,000 acres of land for each state to
have at least one land-grant college teaching
agriculture, mechanical, and military arts.
Morrill Act of 1890
-Set aside funds for teacher education in
agricultural and mechanical arts.
*These funds were restricted to those colleges
where no distinction was made based on race
or color in student admissions.
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During this time it was acceptable to establish
colleges for African Americans under the
“principle of separate, but equal education.”
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This act appointed funds for Native American
tribal colleges and universities.
Established an endowment fund for these
colleges.
Result of lobbying effort by the American
Indian Higher Education Consortium.
Provided land-grant funding for 29 tribal
colleges.
Today a land-grant institution has a 3 pronged
mission:
-Teaching: carried out through the ongoing
instructional program.
-Research: carried out through an experiment
station.
-Service: carried out through the Extension
Service.
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Each state has at least one land-grant
institution. Texas A&M University is the one
for Texas.
17 states have institutions created by the
Morrill Act of 1890. Prairie View A&M
University is the one in Texas.
29 institutions, located in different states are
associated with Improving America’s Schools
Act of 1994.
Hatch Act of 1887
-Established agricultural experiment stations
and educated the public about implications of
the research conducted at the experiment
stations.
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The proponent of agricultural education in
public schools was A.C. True.
True believed that schools in farming
communities could provide instruction for
rural farm youth.
True’s work led to increased funding for
agricultural education and to its continued
growth in schools below the college level.
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Dudley Hughes (1848-1927), sponsor from
House of Representatives, and Hoke Smith
(1855-1931), sponsor from Senate.
Vocational Act of 1917
Vocational education in public schools in areas
of trade, industry, and home economics.
-created the Cooperative Extension Service
Established partnership between federal
government and land-grant colleges for the
purpose of extending knowledge about the best
practices in agriculture to rural communities.
Funding for Vocational Education
-funding for states for training teachers in
agricultural education, industrial arts, and
home economics
-paid salaries of teachers in these subjects
-funding for teacher education programs in
colleges/universities
State Boards for Vocational Education
-created a state board for vocational education in
each state, receiving funding under the act
-required that minimum appropriations for
training of teachers be expended before any
appropriations of salary be released.
The Federal Board for Vocational Education
-Created a Federal Board for Vocational
Education
-Purpose was to see that the provisions of the act
were carried out according to law
-Submit annual detailed plans to the federal
board of how funds were being expended
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Also known as the George Acts, amended
Smith-Hughes Act by increasing funding in
existing vocational education programs and
expanding reach of federal legislation into new
areas of vocational education.
Increased federal support for vocational
education and gave home economics
independent status as a division.
-Repealed the George-Reed Act
-provided additional funding for vocational
education and implemented new funding for
distributive education
Increased funding for vocational education in 4
areas: agriculture, home economics, trade and
industrial education, and distribution
education.
-increased annual appropriations for vocational
education and altered formula for distributing
funds in favor of agricultural education
-established area vocational schools for training
students in vocational subjects.
-Enacted because of the need for highly skilled
workers as America prepared for war
-created vocational education for citizens engaged
in war industries
-provided training for all workers in war
production including women
-provided that instruction can be in nonfarming
areas of agriculture
-changed supervised experience in agriculture to
include more than production agriculture.
The Fair Labor Standards Act extended federal
minimum wage requirements to employers of
most farm workers
-the Federal Vocational Education Acts of 1984,
1990, 1996, and 1998 are known as the Perkins
Acts.
-attempted to modernize vocational education
and to expand its emphasis on career and
technology education.
-also known as the No Child Left Behind Act- past
by George W. Bush
-authorizes most of the federal funding for
elementary and secondary education
-supplement state and local educational funding
for the purpose of improving student
achievement
-goals need to be met by schools(testing and
accountability)