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During Reconstruction after the Civil War schooling took on a new role—to provide workers for the new industrial society. The manual training movement created by Calvin Woodard at Washington University in St. Louis established courses in such subjects as woodworking, drafting, and metalworking. Woodward believed that a liberal education included working with one’s hands and that all children should be taught a liberal education through courses like these (Webb, 2006, p. 179). Though these concepts were debated in his time and remain controversial today, Woodward’s ideas evolved into vocational education to train students to work in the American economy. This idea flourished as vocational guidance became the process of matching students to available jobs. The early junior high schools added to the popularity of the comprehensive high schools by providing vocational education through vocational guidance. The most important piece of legislation connected with the development of vocational education and the comprehensive school movement in this era was the Smith-Hughes Act of 1917, which would be passed in the next era. This act detailed education for specific job occupations and federally funded programs to support those curricula. The most important school factor linked to the development of vocational education would be the differentiated curriculum of the next era.