Parallel with the Sovietization of the school system in the 1950s, the government made a concerted effort to implement the idea that education must be directly connected with daily living. A large number of white-collar and blue-collar workers were registered in evening and correspondence courses in the various trade and professional schools. According to government statistics, in the late 1950s one out of every four workers was taking some kind of course. Importance was particularly given to improving polytechnical and related work experiences and to the dissemination of manual work in most of the schools. Attempts were made to build vocational workrooms in most elementary and secondary schools. Emphasis was placed on technical and agricultural subjects. By 1960 the system of elementary and secondary education had evolved into an eleven-year program made up of schools of general education and of vocational and professional schools. The schools of general education consisted of primary grades one to four, intermediate grades five to seven, and secondary grades eight to eleven. In October 1960, however, as the Soviet-Albanian conflict was reaching the breaking point, the Party adopted a resolution calling for a reorganization of the whole school system, the real aim being to purge the schools of Soviet influence and rewrite the textbooks. One more year was added to the eleven-year general education schools, and the whole school program was integrated more closely with productive work so as to prepare youths to work in industry to replace some of the Soviet specialists should the latter be withdrawn, as they actually were in January and April 1961. Another far-reaching school reform became effective on January 1, 1970. Two factors seemed to have accounted for the new reorganization: the apparent lack of success in completely ridding the schools of so-called revisionist Soviet influences and the decision, evidently related to the Soviet invasion of Czechoslovakia in 1968, to introduce military training in the whole school system. The reform was decreed by the Party's Central Committee in a special plenum held in June 1969. At the plenum the principal speakers were Party First Secretary Hoxha and Prime Minister Shehu, the latter in his capacity as chairman of a special education commission attached to the Central Committee. Hoxha charged that the old school system had left vestiges of the past in the consciousness of many intellectuals, teachers, professors, and men of science.