History of Agricultural Education

1. History of Agricultural Education What has brought us to where we are today in Agricultural Education?

2. The Worlds Oldest Professions • Education • Agriculture

3. Before Governmental Support • Father/family teaches sons(daughters) • not much to teach in early times • not much opportunity to do much other than gather food or farm. • Records do show that farming/agriculture was being taught in Ancient times • Several references to farming and knowledge of what to do in the Bible

4. Up until modern times • In the dark ages the monks studied and learned about agriculture • few experiments on what worked best • Mostly related to technology of tools, seed, and some simple chemistry • Also some breeding or genetics • Few thesis were commissioned in the 1700s

5. In 1700s to 1900s • Ben Franklin did some experiments • Agricultural Societies began to grow and flourish -- Phili Ag Society • As schools became more common some taught agriculture early 1800s (1837)

6. The Land Grant Act or the Morrill Act of 1862 • Purpose- provide land in the amount of 30,0000 / representative from each state. Land to be sold and interest off the money was to support the development and maintenance of Agricultural and Mechanical Arts College. The colleges were know as Land Grant College.

7. Background of the Act • Justin Morrill from Vermont • Previous attempts

8. The Homestead Act of 1862 • Its affect on the sale of land • The timing was bad

9. The Civil War • Its affect on the sale of land. • Its affect on Money and other resources.

10. Establishment of Ag College • Progress was slow due to the war and to cheap land out west, progress was much slower in the south. • University of Arkansas started in 1872 • Mississippi State University 1868

11. Land Grant Act (Morrill Act) 1862 -- Established the Land Grant College System1890 – Established Colleges for Blacks1996 -- For Native Americans, western states

12. After the first Act they learned... • You can only teach what you know. • Many new questions arose • Like what seed works best in a given soil • What happens when crossing two breeds of hogs • How do you answer those questions? CONDUCT RESEARCH

13. The Hatch Act of 1889 • Provided funds to conduct research • Much new information was being gained • But two new problems arose • Research was limited to the site of the university/colleges • people who could use it best were not in college

14. Bit of history about the times. • Most people did not go to college in 1880s. • Who could afford to have sons going off to college? Farm work was labor intensive. • Roads were bad • 1887 Agriculture gained importance in the federal government; went from being headed by a commissioner in a department to being headed by a secretary as a cabinet level position.

15. History continued….. • Industrial movement needed more workers • new information and technology in farming released people from the farm. • Agricultural Yearbooks were started in 1862 and continued to be a source of information for farmers and teachers.

16. Publications to distribute in the 1880s • Another possibility of getting the information out to people was to send out publications. • These were short publications on a specific topic • these were cheaper to print than books.

17. Booker T Washington had a plan • He was head of the well known College for blacks in the south call the Tuskegie Institute • Very few blacks could go to college • He started a traveling school in the 1890s

18. Society was changing by 1900s • The Gay 1890s • South was recovered from the war for the most part • Getting information to the people who needed it was still a problem • New legislation was proposed.

19. Smith-Lever Act 1914 • It created the Cooperative Extension Service as we know it today • It placed an ag agent in every county in every state. • This approach had been tried in some Texas counties before this legislation. • Seaman Knapp --the father of the Cooperative Extension Service

20. History of theCooperative Extension Service

21. Needs Beyond Agriculture • Well what is the result of all this information? • What does that mean? • So who else needs to be educated? • Home Economics was added

22. The next step for the expansion of the CES • All this information was available and helping build the knowledge base. • What could they do to bring about the changes even faster? Who could they teach? • The YOUTH -- 4-H

23. Commodity Clubs • Clubs were already common • Corn, Tomatoes, Garden, Pig, etc

24. Extension Service in Arkansas

25. Next Legislation that directly affect the teaching of Agriculture • Smith Hughes Act of 1917 This created Ag Ed in the Public schools

26. Vocational Educationin the 20th Century

27. NSPIENational Society for the Promotion of Industrial Education • 1906 • Formed specifically to secure federal aid to industrial education • Eventually became the American Vocational Association

28. Douglas Commission • 1905-06 • Recommended formation of vocational schools in • Massachusetts (Douglas was governor’s name)

29. Nelson Amendment • 1907 • Increased federal support for l-g colleges • One provision: “the colleges may use a portion of this money for the preparation of instuctors for teaching the elements of agriculture and mechanic arts in the grade and high schools.” • By 1910, 46 l-g colleges had teacher preparation programs in agriculture.

30. Dolliver-Davis • 1908, 1910 • First bill to propose federal support federal support of secondary vocational education • AFL had endorsed federal support at its 1908 convention • NSPIE does not favor the bill-- the need for federal support had not been carefully studied

31. Dolliver-Davis 1910 • 1910 bill was identical to 1908 version • Senator. Dolliver died and the bill lost its champion in the Senate • Became the Page Bill

32. Page Bill --1911 • Senator Carroll S. Page, Vermont • Essentially the same as the Dolliver-Davis Bill • Purpose included federal support for both extension and vocational education • Referred to the Senate committee on Agriculture and Forestry

33. Charles A. Prosser • Named secretary of NSPIE in 1912 • Famous for “Prosser’s 16 Theorems of Vocational Education” • Guided Page’s action in the Senate--Leading advocate of vocational education

34. Commission on National Aid to Vocational Education • Recommended federal support for vocational education • Sen. Hoke Smith(GA) - chair • Sen. Carroll S. Page(VT) • Rep. D. M. Hughes(GA) • Rep. S. D. Fess(OH) • Charles A. Prosser • John A. Lapp • Florence M. Marshall • Agnes Nestor • Charles H. Winslow

35. Dudley Hughes • Representative from Georgia • Chair of the House Committee on Education • The Hughes in Smith-Hughes

36. Smith-Hughes Act of 1917 • 1915 - Smith introduces in Senate • 1916 - Hughes introduces in House (added provisions for home economics) • Preparation for World War I • Provided for federal funding for agricultural education; trade, home economics, and industrial education; and the training of teachers of these subjects.

37. Vocational Rehabilitation Act of 1918 • What had just happened to prompt this legislation?

38. Subsequent Vocational Education Acts • George-Reed Act --1929-1934 • George-Ellzey Act --1934 -1937 • George-Deen Act -- 1936 (1938) • increased $ ($14.5 million total) • also funded distributive education ($1.2 million) • 1st to U.S. Territories • Distributive Education funded • George-Barden Act (1946) • increased $ ($28.8 mil) • provided for veteran’s training

39. Vocational Education Act of 1963 • This was a MAJOR piece of federal legislation. It replaced the Smith-Hughes Act. • Categorical funding for specific vocational disciplines such as agricultural education was abolished. • Funding went to states on the basis of their population in certain age categories • States decided how to spend the money

40. Vocational Education Act of 1963 • increased $ ($225 mil) • repealed back to Smith-Hughes • funding based on population and per capita income • removed supervised farming requirement; placement in agribusiness • eliminated categorical support (except from Smith-Hughes)

41. Vocational Education Act of 1963 • Expanded the scope of agricultural education to include all areas of agriculture, not just farming. • No longer required “supervised practice on a farm”. The idea was to expand the scope of SAE, not do away with it, but that is what some states did. • Expanded the scope of home economics education to include all areas of home economics, not just homemaking.

42. Vocational Education Act of 1963 • Established work study programs for vocational students to provide financial support • States had to submit plans for what they planned to do • Eliminated federal supervision/control of vocational programs • Funding for vocational education was substantially increased

43. Educational Amendments (1968) • Amended the 1963 Vocational Education Act • Increased funding for vocational education • Funds could be used for high school programs, people who have left school, retraining, special needs students, construction of area vocational schools, vocational guidance, contracting vocational education with private institutions, ancillary services (research, teacher training) and administering the state plan.

44. Educational Amendments (1968) • Did not categorically fund specific vocational programs, with one exception • Specifically allocated money to Consumer and Homemaking Education • Of the general appropriations to each state • 25% had to be spent on disadvantaged populations • 25% had to be spent on out-of-schoolindividuals seeking employment • 10% had to be spent on handicappedindividuals

45. Educational Amendments (1968) • Authorized money for: • Curriculum development (this is the only place agricultural education is mentioned in the act) • Residential vocational schools (schools with dorms) • Research (National Center for Vocational Education Research was established) • Leadership development (selected vocational leaders could get advanced degrees)

46. Vocational Education Acts 1976 amendments • Eliminate sex discrimination & bias • Serve special populations • Build area vocational schools • Cooperative programs • Vocational guidance and counseling • Required 5-year state plans • Homemaker retraining

47. Educational Amendments (1976) • The Educational Amendments of 1976 have five Titles, Title II is concerned with vocational education • Authorized more money for vocational education • Purpose of the act was to • extend, improve and maintain programs • overcome come sex discrimination/bias • develop new programs

48. Educational Amendments (1976) • Monies could be spent on vocational education programs, work study, energy education, area school facilities, support sex equity positions, placement services, Industrial Arts (now Technology Education), support services for females in non-traditional programs, day careservices, displaced homemakers, residential vocational centers.

49. Educational Amendments (1976) • There were special appropriations for the disadvantaged • Consumer and Homemaking received special funding • Every vocational program had to be evaluated every five years

50. Career Education Incentive Act -- 1977 • assisted states and local education agencies and institutions of postsecondary education in making preparation for work a major goal of all who teach and all who learn.