ABSTRACT
Business and industrial leaders, scientific managers, and educational efficiency advocates all saw schooling as a key component in the construction of an expert-controlled society. The type of vocational education John Dewey promoted was dedicated to the reform of the industrial system. This form of vocational schooling would attempt to develop the types of intelligence and skills that would help workers control their own work lives. Understanding the way David Snedden and Charles Prosser's vocationalism manipulated students to become functionaries in the existing industrial regime, Dewey called for an integrated vocational and academic education that cultivated an ability to lead others in the crusade to reestablish the dignity of work. Industrial leaders, along with their allies, the Business Efficiency Progressives, were suspicious of these "academic" goals of schooling. Smith-Hughes recognized three types of vocational education: schools providing daylong vocational education, part-time schools for beginning workers, and night schools for adult workers.
