In the late 19th century, industrialization compelled the world to reconsider the relevance of its educational systems. Traditional classical education – rooted in Latin, philosophy, and abstract theory – proved inadequate for the practical demands of a rapidly industrializing society. In response, new institutions emerged, including Worcester Polytechnic Institute, Stevens Institute of Technology, and the land-grant colleges established through the Morrill Acts. These institutions championed a radical notion for their time: education should be practice-oriented, embedded in real-world contexts, and designed to prepare individuals not for abstract contemplation, but for active participation in an evolving industrial economy.