jects, include drawing and design as applied to clothing and the home, general science as applied to the household, household chemistry, household physics. Instruction in these subjects will include material from the field of science or of art, selected, organized, and presented to meet the needs of students of vocational home economics, and must be closely related and correlated with the instruction in home-economics subjects.

Hence, the program for the "vocational half day" of home economics may consist either (1) of home-economics subjects; or (2) of home-economics subjects and of related subjects, according to the needs of the group to be taught. In either case, the pupils pursuing the course of study in vocational home economics must be grouped separately for this half day of instruction.

The law requires a day school or class giving instruction in home economics to be in session at least 6 hours or 360 minutes daily. Of this 360 minutes half, or 180 minutes, must be devoted to instruction either (1) in home-economics subjects, or (2) home-economics subjects and related subjects. If the program for the half day of vocational subjects includes both home-economics subjects and related subjects, not less than 120 minutes of this half day or 10 hours weekly shall be devoted to home-economics subjects; and not more than 60 minutes of this half day or 5 hours weekly shall be devoted to instruction in related subjects such as those outlined above. In every case both conditions (1) and (2) should be recommended as the program for vocational home economics in day schools, the choice of one plan or of the other being made by each school or community according to the needs of the group to be reached.

The act provides that for cities of less than 25,000 population the State board, with the approval of the Federal Board, may modify the condition as to the length of the course and the hours of instruction per week. The Federal Board is of the opinion that in making such modifications the number of hours of instruction per week should in no case be less than 25, or the number of hours of instruction per day less than 5, a total of 300 minutes daily.

Of this 300 minutes at least half, or 150 minutes, must be devoted to instruction either (1) in home-economics subjects, or (2) in home-economics subjects and related subjects. If the program of the vocational half day includes both home-economics subjects and related subjects, not less than 90 minutes per day shall be devoted to instruction in home-economics subjects, and not more than Co minutes daily, or 5 hours weekly to the related subjects.

II. What is the meaning of the requirement in section 11 that evening-school instruction shall be supplemental to the day employment?1

Answer. The evening-school instruction must be given to those whose work is such that the skill or knowledge taught helps the worker in her presentday employment to greater efficiency, better wages, or promotion. This will admit to such classes those who are engaged to any extent or in any way in the performance of household duties.

III. What effect upon the use of money for the payment of salaries of teachers of home economics has the fact that home economics is omitted from the caption of the Federal act? What effect would this have upon the use of money for home economics in States which, quoting from the caption of the Federal act, omitted home economics from the provisions of its enabling act?

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That evening industrial schools shall fix the age of 16 years as a minimum entrance requirement and shall confine instruction to that which is supplemental to the daily employment; that the teachers of any trade or industrial subject in any State shall have at least the minimum qualifications for teachers of such subject determined upon for such State by the State board, with the approval of the Federal Board for Vocational Education." (Sec. 11.)

Answer. The language of the title of the act is broad enough to include home economics, and if the States have accepted the provision of the act by quoting its title, the board will deem such action an acceptance of the benefits for home economics as well as for the other vocational subjects.

IV. How far may successful experience in teaching home economics be accepted as a substitute for the training in that subject required as a qualification under the Smith-Hughes Act?2

Answer. The Federal Board recognizes that in some States, at least, the new standards for qualification of teachers will be higher than those now required for certification and that schools have already made contracts with teachers for the school year 1917-18. Therefore, if the qualifications of teachers already employed approach the new standards and if these teachers can show successful experience in giving instruction in home economics of the character and grade for which the State board proposes to use Federal moneys, that experience may be accepted as a substitute. The State board, however, should require all such teachers to secure within a reasonable time the training necessary to meet the new standards.

APPENDIX B.

RULINGS AND DECISIONS OF THE FEDERAL BOARD.

The following are some of the rulings and decisions of the Federal Board for Vocational Education relative to institutions and work entitled to receive Federal assistance and those not so entitled. These rulings have been made subsequent to the publication of Bulletin No. 1. They are, for the most part, taken from letters written in answer to specific questions raised by the various State boards:

EVENING SCHOOLS AND CLASSES.

LENGTH OF COURSE.

Evening vocational classes are not interpreted as coming under the clause in section 11 which says "such part-time schools or classes shall provide for not less than 144 hours of classroom instruction per year." Evening classes are not limited by this clause but may be conducted for the benefit of men in industry for a shorter length of time than a total of 144 hours.

CHARACTER OF INSTRUCTION.

Classes in elementary mathematics for coal miners and beet-sugar factory workers could be considered as evening vocational classes only in case the instruction in mathematics is supplementary to the work these men were doing during the day. General instruction in evening school in mathematics for the purpose of improving the intelligence of workers or promoting general education could not be considered as vocational under the Smith-Hughes Act.

1"An act to provide for the promotion of vocational education; to provide for cooperation with the States in the promotion of such education in agriculture and the trades and industries; to provide for the cooperation with the States in the preparation of teachers of vocational subjects; and to appropriate money and regulate its expenditure." (Title of Smith-Hughes Act.)

That the teachers of any trade or industrial subject in any State shall have at least the minimum qualifications for teachers of such subject determined upon for such State board, with the approval of the Federal Board for Vocational Education (Sec. 11.)

Instruction in English in evening-school classes would not be considered as supplementary to the daily occupation of persons employed in local railroad shops. The fact that the work in English did not parallel any other nightschool course and that no other opportunity to get such work is open to these persons would not alter the case.

WHO MAY BE ENROLLED.

In a night-school class in applied mathematics operating with the aid of Smith-Hughes funds, organized for railroad-shop apprentices, it is permissible to enroll boys engaged in other industries in these classes, provided the instruction is supplementary to the day employment not only of the railroad-shop apprentices but to the work of the boys from other industries who are enrolled in the class.

It is not permissible to enroll students whose daily work is not classed as industrial in an evening-school class in applied mathematics operating with the aid of Smith-Hughes funds. If students are not employed in industrial pursuits during the day, it would not be possible to use Federal funds for the aid of any evening-school classes in which these students were enrolled.

APPORTIONMENT OF FUNDS.

Funds apportioned to State for trade, home economics, and industrial education may be used for evening-school work for pupils over 16 years of age in which the instruction will be supplementary to the day employment. State board may apportion such part of fund for support of evening schools as it may decide to apportion, provided that the minimum one-third of the total fund is reserved for part-time work.

PART-TIME SCHOOLS AND CLASSES.

CLASSES FOR OUT-OF-WORK BOYS AND GIRLS.

Schools established for out-of-work boys and girls to give them instruction between employments are part-time or general continuation schools, and not day schools within the meaning of section 11 of the Smith-Hughes Act.

PUPILS NOT IN REGULAR HIGH-SCHOOL COurses.

Classes for part-time pupils grouped by themselves and not included in the regular high-school courses may receive benefit of Smith-Hughes Act, provided instruction organized for them as a separate group and intended to enlarge the civic intelligence of workers. This will not include the giving of commercial education as trade extension or trade preparatory work.

GENERAL CONTINUATION INSTRUCTION NOT CHARGEABLE TO HOME ECONOMICS.

All general continuation classes, whether for boys or girls, are to be reimbursed from the fund for trade and industrial education. Salaries of teachers of general continuation classes, whether those classes be made up of boys or girls, or both, are not chargeable to the maximum 20 per cent allowable for home-economics education. The salaries of teachers of home-economics subjects are chargeable against the maximum 20 per cent which may be used for homeeconomics education.

For the purpose of encouraging the rapid development of part-time education nd increasing the number, variety, and enrollment of part-time classes the

Federal Board has recently made some important rulings concerning section 11 of the Federal act. These rulings became effective July 1, 1918. The part of the section referred to reads as follows: "That at least one-third of the sum appropriated to any State for the salaries of teachers of trade, home economics, and industrial subjects shall, if expended, be applied to part-time schools or classes for workers over 14 years of age who have entered upon employment, and such subjects in a part-time school or class may mean any subject given to enlarge the civic or vocational intelligence of such workers over 14 and less than 18 years of age; that such part-time schools or classes shall provide for not less than 144 hours of classroom instruction per year."

Stimulated by a desire to meet the needs of a large group of workers who are entering upon employment without adequate preparation, as well as of those already at work, the Federal Board passed the following resolution interpreting the phrase "who have entered employment."

Where persons definitely scheduled for employment in a trade or industrial occupation, by a written agreement with the employer are given before being employed instruction in a class fitting them for advantageous entrance to such trade or industrial occupation, such class may be considered as a part-time class and Federal moneys may be used for its support, under the provisions of section 11 of the vocational education act. Such classes may also be open to those already employed, who may receive better preparation in the occupation they are already following, or promotional training for a new occupation. NOTE.-1. Such part-time classes may be carried on at the school, in the shop, in classrooms adjoining the shop, in a building near the shop, or elsewhere. 2. The instruction may be either manipulative in processes, or related to processes, or both.

3. Reimbursement may be made from Federal funds for one-half the salary of the instructor employed in this work, including the coordinator.

4. The course may be given once, twice, or more times each year, or may be operated continuously.

5. The scheme of training adopted must establish the presumption at the outset that it will give advantageous preparation for or advancement in the occupation in which each pupil is to be employed.

The following resolutions were adopted by the Board from a broad point of view concerning the meaning which could be legitimately given to the phrase "and such subjects in a part-time school or class may mean any subject given to enlarge the civic or vocational intelligence of such workers over 14 and less than 18 years of age":

1. Federal moneys may be used in part-time schools and classes for the salaries of instructors in trade, home economics, industrial, commercial, and general education subjects, as provided hereunder.

2. Such part-time classes must be classes which divide the working day or school time between instruction and practical work in shop, factory, home, office, etc.

(Note by the director.—“To divide" means here not to separate the working day and school time into two equal parts, but to apportion or distribute the total working day so that a portion of it is given to school instruction; or to apportion or distribute the total school time so that a portion of it is given to employment in shop, factory, home, or office, etc.)

3. The subjects taught must be such as are designed to “increase the civic or vocational intelligence of the pupil."

4. Federal moneys may be used for reimbursement for part of the salary of an instructor only in cases where it is shown that the cost of such an instructor represents an addition to the expenditures of the school system in

curred because of the operation of such part-time classes over and above expenditures for regular classes.

5. Where such part-time pupils are taught in a regular day class already established so that the class does not represent an additional cost to the school system Federal moneys may not be used for the salary of the instructor of such a class.

6. Part-time schools or classes may be operated for persons over 14 years of age, without upper age limit, provided that the instruction given is designed for and suitable to enlarge the civic or vocational intelligence of workers over 14 and less than 18 years of age.

7. In the plans from the States two general groups of teachers shall be recognized and qualifications set up for under part-time schools or classes:

(a) Teachers of subjects designed to enlarge the civic intelligence. (b) Teachers of subjects designed to enlarge the vocational intelligence. In case of teachers in group (b) qualifications shall be set up for each separate line of vocations, namely, trade and industrial, commercial, and home economics, or other vocational lines in which instruction is to be given.

All classes must be organized according to the following provisions:
First. That the class is under public supervision and control.
Second. That the controlling purpose is to fit for useful employment.
Third. That all instruction is of less than college grade.

Fourth. That the instruction shall be for persons over 14 years of age.

Fifth. That every dollar of Federal funds expended for salaries of teachers is matched by a dollar of State or local money, or both.

Sixth. That the class provides for not less than 144 hours of instruction each year.

Seventh. That all the other requirements of section 11 of the Federal vocational education act must be observed.

TEACHER TRAINING.

PURPOSE OF COURSES.

It is the duty of State board to so adjust the teacher-training work that the money will be expended in the main for the preparation of those who are to teach in the vocational schools, and not for the training of teachers of home economics or of agriculture in general.

QUALIFICATIONS OF INSTRUCTORS.

Federal board has up to the present set up no qualifications for persons giving the teacher-training work. This has been a matter left open for adjustment with the various State boards.

PAYMENT DIRECT BY STATE BOARD.

In cases where teacher training is carried on directly by State board and persons engaged in work are in the employ of State board, expenditures may be made directly from Federal funds, provided each expenditure is matched dollar for dollar with expenditures from State funds for the same purpose.

PAYMENT AS REIMBURSEMENT.

Institutions carrying on teacher-training work must pay those engaged in acher training and then claim reimbursement from State board in the same y that districts hiring teachers make claim for reimbursement. State rd should not pay directly persons employed by institutions for teacher