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INFORMATION to USERS the Most Advanced Technology Has Been Used to Photo­ Graph and Reproduce This Manuscript from the Microfilm Master INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the original text directly from the copy submitted. Thus, some dissertation copies are in typewriter face, while others may be from a computer printer. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re­ produced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is available as one exposure on a standard 35 mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Accessing theUMI World’s Information since 1938 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA Order Number 8820308 From manual training to trade instruction: The evolution of industrial education in Cincinnati, 1886-1920 Lakes, Richard Davis, Ph.D. The Ohio State University, 1988 Copyright ©1988 by Lakes, Richard Davis. All rights reserved. UMI 300 N. ZeebRd. Ann Arbor, MI 48106 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified herewith a check mark V . 1. Glossy photographs or pages_____ 2. Colored illustrations, paper or ______print 3. Photographs with dark background_____ 4. Illustrations are poor copy______ 5. Pages with black marks, not original copy______ 6. Print shows through as there is text on both sides of page_______ 7. Indistinct, broken or small print on several pages 8. Print exceeds margin requirements______ 9. Tightly bound copy with print lost in _______spine 10. Computer printout pages with indistinct______ print 11. Page(s)____________ lacking when material received, and not available from school or author. 12. Page(s)____________ seem to be missing in numbering only as text follows. 13. Two pages num bered . Text follows. 14. Curling and wrinkled pages______ 15. Dissertation contains pages with print at a slant, filmed as received_________ 16. Other ___________________________ ____________________________________________ UMI FROM MANUAL TRAINING TO TRADE INSTRUCTION: THE EVOLUTION OF INDUSTRIAL EDUCATION IN CINCINNATI, 1886-1920 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Richard Davis Lakes, B.S., M.Ed. ***** The Ohio State University 1988 Dissertation Committee: Approved hy J.C. Burnham P.L. Smith W.D. Urnstattd Comprehensive Vocational Education Copyright by Richard Davis Lakes 1988 ACKNOWLEDGMENTS I am indebted to many friends, colleagues, and scholars at The Ohio State University. I recognize my dissertation advisory committee, Professor John C. Burnham, Professor Philip L. Smith, and Professor William D. Umstattd for their sustained guidance and nurturance during my years of graduate study. I would like to thank Professor Dewey Adams for his encouragement in pursuing historical scholarship and professional service to vocational education. I am grateful to three former graduate students, Dr. Debra Bragg, Dr. Michael Littman, and Dr. Paul Unger for sharing their laughter, pain, and ambitions with me. This dissertation could not have been completed without the assistance of Kevin Grace, archivist at the Archives & Rare Books Department of the University of Cincinnati; Bertha Ihnaht, manuscript librarian at The Ohio State University Archives; Dr. Joseph Timmons, research director for the Cincinnati Public Schools; and the reference librarians at the Cincinnati Historical Society, Rare Book Room of the Public Library of Cincinnati and Hamilton County, and the Ohio Historical Society. Finally, I owe immeasurable gratitude to my wife, Dr. Patricia Anne Carter, for her sustained emotional and intellectual support. ii VITA October 2, 1950 ............... Born - Milwaukee, WI. 1974 ..........................B.S., University of Cincinnati, Cincinnati, OH. 1983 ..........................M.Ed., University of Cincinnati, Cincinnati, OH. 1978-1983 ..................... Carpentry Instructor, Great Oaks Joint Vocational School, Cincinnati, OH. 1983-1984 ..................... Graduate Research Associate, National Center for Research in Vocational Education, Ohio State University, Columbus, OH. 1984-1986 ..................... Graduate Teaching Associate, Humanistic Foundations of Education, Ohio State University, Columbus, OH. 1986-1987 ..................... Public Histprian and Instructor of Education, Ohio University, Athens, OH. 1988 ..........................Instructor of Education, Miami University, Oxford, OH. PUBLICATIONS "'Spreading the Gospel:' The National Society for the Promotion of Industrial Education in Ohio, 1907-1912," Journal of the Midwest History of Education Society 15 (1987):193-2037 "The Farmer's Voice: The Mysterious Case of the National League for Industrial Education, 1908-1909," Journal of the American Association of Teacher Educators in Agriculture 27 (winter 1966):42-44,“ 50. "Writing in Conflict: The Impact of Revisionism on the History of Vocational Education," Journal of Vocational Education Research 11 (Summer 1986):69-79. iii Review of Biran Wilcox, et.al. (eds.) The Preparation for Life Curriculum in Educational Studies 17 (Spring 1986):128-133. "Reflections on Artisanship and Technology," Journal of Industrial Teacher Education 23 (Winter 1986):75-76. "John Dewey's Theory of Occupations: Vocational Education Envisioned," Journal of Vocational and Technical Education 2 (Fall 1986):41-47. "Exercises in Land-Use for the Building Trades," Industrial Education 73:4 (1984):14, 18. FIELDS OF STUDY Comprehensive Vocational Education Trade & Industrial Education History of American Education Social Foundations of Education TABLE OF CONTENTS ACKNOWLEDGMENTS ..................................... ii VITA................................................ iii LIST OF TABLES ......................... vii LIST OF............. FIGURES ......................... viii CHAPTER PAGE I. INTRODUCTION...................... 1 Introduction .............................. 1 Review of the Literature ................... 4 Historical Background in Industrial Education.. 15 Educational Beginnings in Cincinnati ........ 22 Conclusion ................................ 30 Notes .................................... 32 II. THE FORMATIVE PERIOD, 1886-1900 .............. 37 Introduction .............................. 37 Moral Instruction in the City Schools ....... 38 Adult Technical Education .................. 52 The Manual Training High School ............. 69 Conclusion ............................. 84 Notes .................................... 85 III. THE EXPERIMENTAL PERIOD, 1901-1912 ............ 93 Introduction .............................. 93 The Progressive Leadership ................. 94 Elementary Industrial Training .............. 102 Apprenticeship Continuation Schools ......... 107 Compulsory Continuation Schools ............. 115 The Vocation Bureau ........................ 118 Secondary Education in Transition ........... 123 Industrial High Schools .................... 128 Conclusion ................................ 133 Notes ..................................... 136 v IV. THE PERIOD OF STABILIZATION, 1913-1920 ......... 144 Introduction ............................... 144 Efficiency and Reform ....................... 145 Civic Boosters and the Schools ............... 149 Child Labor and the Schools ................. 157 Trade Instruction in the War Years ........... 167 vocational Guidance ......................... 171 The Anti-Vocationalists ..................... 175 Conclusion ................................. 180 Notes ...................................... 182 V. SUMMARY AND CONCLUSIONS ....................... 190 Introduction ............................... 190 The Formative Period, 1886-1900 .............. 192 The Experimental Period, 1901-1912 ........... 194 The Period of Stabilization, 1913-1920 ....... 197 Gender Identity and Industrial Education ..... 202 Conclusion ................................. 207 Research Questions for Further Study ......... 214 Notes .......... 216 SELECTED BIBLIOGRAPHY ............................. 220 vi LIST OF TABLES TABLE PAGE 1. Proportion of Manual Training and Domestic Science Students in the Public High Schools Based Upon Average Daily Attendance ............................. 127 2. Proportion of Manual Training and Domestic Science Students in the Public Schools Based Upon Average Daily Attendance .................................... 134 3. Work Certificates Issued by the Cincinnati Public Schools ............................................. 162 4. Occupations of Child Laborers with Work Certificates ... 163 vii LIST OF FIGURES FIGURE PAGE 1. Circular of the Ohio Mechanics' Institute, n.d....... 68 2. Map of School Sites ................................. 201 viii CHAPTER I INTRODUCTION Introduction This study examines the evolution of manual training into trade instruction
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