Following graduation, Washington was invited by Armstrong to become a member of the faculty where he served for two years. Washington studied academic subjects as well as the industrial trades such as blacksmithing, carpentry, bricklaying, and agriculture. Armstrong had established Hampton Institute after the Civil War to educate the freed slaves with a stated purpose of "The instruction of youth in the various common school, academic and collegiate branches, the best methods of teaching them, and the best mode of practical industry in its application to agriculture and the mechanic arts" ( During his time there, he came under the tutelage of Samuel Armstrong, the president of the institution. In late adolescence, Washington walked to Hampton, Virginia, where he was admitted to the newly-opened Hampton Institute. After emancipation, the family moved to Malden, West Virginia, where Washington was given some instruction in reading and writing by the wife of a mine owner for whom his father worked. Washington was born in 1856 into a slave family in Franklin County Virginia. Individual Backgrounds of the Two Leaders This article attempts to tell the story of their debate and differences over the role of vocational education in the nation's schools around the turn of the century. These two individuals were outstanding spokespersons for the African-American community in the United States. In the debate over what should be the best system of education for our children, two prominent leaders have been largely excluded from the story documenting the development of vocational education in the United States. Many of these leaders shared common viewpoints however, others, such as Rickover, were outspoken critics of any form of practical education in the public schools of America. These individuals include leaders from the past such as David Sneden and Charles Prosser to more contemporary individuals such as Carl Perkins. The development of vocational education in this nation can be attributed to many individuals. Virginia Polytechnic Institute and State University DuBois in the Development of Vocational Education The editor wishes to thank both of these individuals for their profession- alism and willingness to serve the profession. Michael Scott, of The Ohio State University, graciously agreed to assume responsibility for revising the manuscript. Due to his illness, he was unable to respond to suggested changes and complete the manuscript. Prior to his passing, Nevin Frantz submitted this manuscript for publication consideration in the "Comments" section of the Journal.
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