This paper relates visual literacy to the historical development of art education in the United States, emphasizing the work of Walter Smith, an art educator, during the later nineteenth century. The visual mode of learning, especially drawing, in public schools has been justified as a means to furthering industrialization and as an end in itself, enhancing the observational powers and cultural values of individuals. Walter Smith's philosophy of art education was that drawing could and should be learned by any person and that it should be taught by artists. His work in Massachusetts schools from 1871 to 1882 focused on organizing a complete scheme of art education, from elementary school drawing to professional art-studio activities; and his plan to teach art education within the scope of art instruction promoted visual literacy as both means and end, an attitude this paper considers important for any modern discussion of visual literacy. (RL)