We systematized the technique which made skill objectivity while it proceeded with the digitization affair of the skilled skill. That first systematizes the process which makes skill objectivity. The second is the clarification of the applicable skill. The third systematization is the data collection and the presentation technique of the applicable skill.

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It has been supposed that the National Society for the Promotion of Industrial Education (NSPIE) played a central role in the promotion of the Smith-Hughes Act enacted as the first act for federal aid to vocational education, from its beginning. But the minutes of the "Board of Managers" and "Executive Committee" show that such an understanding is not correct. In its early days, NSPIE included the supporters of "Open Shop" movement, who are hostile to the labor unions, and supported the establishing of private trade schools. That is the reason why this organization could not adopt its policy of promoting the vocational education as public education. But once its "Board of Managers" adopted the resolution that the leaders of labor unions should be included in its movement, NSPIE began to focus upon the movement for promoting the vocational education as public education. Its change of policy had big influences on those of organizations representing the interests of employers and employees. National Association of Manufacturers (NAM), an organization representing the interests of the employers, at first, supported the establishing private trade schools, because it disliked the apprenticeship system influenced by the labor union's control. But NAM changed its policy on the vocational education in its annual convention held in 1912, and came to support the federal aid to vocational education. On the other hand, American Federation of Labor (AFL), which included many members who were suspicious to the private trade schools at first, because they fared that such schools would train strike-breakers or cheap labors. But AFL came to support the promotion of the vocational education publicly managed and controlled. it also came to support the promotion of the act fot federal aid to vocational education. In this way, the vocational education movement which many social forces, e.g. employers, employees, and philanthropists, etc., participated, led the enactment of the Smith-Hughes Act.

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