of the State was pledged to make available funds sufficient at least to equal the sums allotted from the appropriations made by the Federal act and to meet all conditions necessary to entitle the State to the benefits of said act. An appropriation of $2,500 was made to defray the expense of the State board, and an additional sum of $18,500 was appropriated to enable the State to meet its share of the cost of cooperation under the Federal act.

NEVADA.

The Federal act was accepted by State statute approved March 24, 1917. The board of education was designated as State board, and $30,000 was made available in the biennial period beginning July 1, 1917.

NEW HAMPSHIRE.

The Federal act was accepted by State statute approved April 19, 1917, The State board for vocational education was created, and the good faith of the State was pledged to make available funds suflicient at least to equal Federal allotment.

NEW JERSEY.

The Federal act was accepted by State statute approved March 24, 1917. The board of education was designated as State board. The State statute appropriated each year a sum not less than the maximum which the State can receive for training of teachers under the Federal act for the ensuing year; also each year a sum not less than $1,000 for salaries of teachers, supervisors, or directors of agricultural subjects in order to secure for the State the advantages of supervision of agricultural subjects.

NEW MEXICO.

The Federal act was accepted by State statute approved May 5, 1917. The board of education was designated as State board, and $15,000 was appropriated each year for two years.

NEW YORK.

The Federal act was accepted by State statute approved May 21, 1917. Regents of the University of the State of New York were designated as State board to cooperate with Federal Board. By previous legislation, State funds are available for the support of schools and classes receiving Federal moneys under the Smith-Hughes Act.

NORTH CAROLINA,

The Federal act was accepted by State statute and a State board for vocational education created.

NORTH DAKOTA,

As the Legislature of North Dakota failed to take action upon the acceptance of the Federal act at its session held during the year 1917, the act was accepted by the governor on December 8 of that year, and the State board of education was designated as the board to cooperate with the Federal Board in administering its provisions.

OHIO.

The Federal act was accepted by State statute approved March 30, 1917. A state board was created, consisting of the superintendent of public instruc

tion and six members to be appointed by the governor. The statute provides that any schools and institutions receiving benefits of Federal money should be entitled to receive allotment of State money for salaries of teachers equal in amount to the amount of Federal money received. The State board is to recommend to each session of the legislature the amounts of money to be appropriated.

OKLAHOMA.

The Federal act was accepted by State statute approved March 24, 1917. A State board for vocational education, composed of five members, was created to cooperate with the Federal Board, and the good faith of the State was pledged to make available funds sufficient at least to equal the sums allotted to the State under the provisions of the Federal act and to meet all conditions necessary to entitle the State to the benefits of that act. The sum of $70,832 was appropriated; $35,416 for the fiscal year 1917-18, and a like amount for the fiscal year 1918-19.

OREGON.

The Federal act was accepted by an executive document dated May 12, 1917, and the good faith of the State was pledged to make available funds sufficient at least to equal the sums allotted from appropriations made by Federal act and to meet all conditions necessary to entitle the State to the benefits of the Federal act. Five persons were appointed by the governor to act as the State board to cooperate with the Federal Board.

PENNSYLVANIA.

The Federal act was accepted by State statute approved July 11, 1917, and the board of education of the State was designated as State board. By previous legislation State funds are available for the support of schools and classes receiving Federal moneys under the Smith-Hughes Act.

RHODE ISLAND.

As the general assembly failed to take action upon the acceptance of the Federal act at its session held during the year 1917, the act was accepted by the governor December 31, so far as it related to trade and industrial education, and the State board of education and the commissioner of public schools were designated as the State board for vocational education to cooperate with the Federal Board.

At the regular session of the assembly in January, 1918, a bill was introduced and passed April 17, 1918, formally accepting all the provisions of the Federal act, and the State board of education was designated as the agency to cooperate with the Federal Board in the administration of the provisions of the said act.

SOUTH CAROLINA.

The Federal act was accepted by State statute approved February 27, 1917. The board of education was designated as State board. By another statute provision was made for the teaching of agriculture in the public schools of the State to be under State supervision, and $10,000 was annually appropriated for this purpose.

SOUTH DAKOTA.

The Federal act was accepted by State statute approved March 10, 1917, effective July 1, 1917. A State board composed of seven members was created to cooperate with the Federal Board. The State board of regents of education

was directed to designate institutions in which classes for teacher training should be maintained and to apportion to institutions so designated the Federal aid received for such purpose, and also apportion from the funds appropriated by the State for the maintenance of such institutions a sum equal to such Federal aid.

TENNESSEE.

The Federal act was accepted by State statute approved March 31, 1917. The board of education of the State was designated as State board.

TEXAS.

The Federal act was accepted by State statute. The board of education was designated as the State board to cooperate with the Federal Board, and the good faith of the State was pledged to make available funds sufficient at least to equal sums allotted under the Federal act and to meet all conditions necessary to entitle the State to the benefits of that act. For the scholastic year 1917-18, $28,950 was appropriated for agricultural education, $11,000 for industrial and home economics education, $21,200 for training teachers. For the scholastic year 1918-19, $44,925 was appropriated for agricultural education, $16,500 for home economics and industrial subjects, and $29,580 for teacher training.

UTAH.

The Federal act was accepted by State statute approved March 17, 1917. The board of education of the State was designated as State board. A special fund was created known as Federal vocational education fund of Utah.

VERMONT.

The Federal act was accepted by State statute, the board of education designated as State board, and $30,000 was appropriated for the purpose of carrying out the provisions of the act.

VIRGINIA.

The Federal act was accepted by proclamation of the governor, dated March 28, 1917, and the State board of education was designated to cooperate with the Federal Board.

At its first session after the passage of the Federal act, the State legislature, on April 9, 1918, formally accepted the provisions of the Federal act and designated the State board of education as the agency to cooperate with the Federal Board.

The State act also provided the following appropriations: For the fiscal year ending on the 28th day of February, 1919, the sum of $48,155; for the fiscal year ending on the 29th day of February, 1920, the sum of $63,460, such sums to be used exclusively for the promotion of vocational education in agriculture, and in the trades, home economics, and industries in high schools, and for the preparation of teachers of vocational subjects, as provided in the Federal act.

WASHINGTON.

The Federal act was accepted by an item in the State appropriation act. The board of education was designated as State board, and $12,000 appropriated.

WEST VIRGINIA.

The Federal act was accepted by State statute, and the State board of regents was designated as board to cooperate with Federal Board.

WISCONSIN.

The Federal act was accepted by State statute. The State board of industrial education was designated as the board to cooperate with Federal Board, authorized to employ a director of vocational education and assistants for the development and supervision of industrial education. By previous legislation State funds are available for the support of schools and classes receiving Federal moneys under the Smith-Hughes Act.

WYOMING.

The Federal act was accepted by State statute. The board of education was designated as State Board, and $3,000 was appropriated.

APPENDIX D.

STATE LEGISLATION.

The success of a State in the promotion of vocational education depends in a large measure. upon the laws of the State. The Federal act is specific in only three points concerning what legislation shall be enacted in order to permit the State to cooperate in the administration of the Federal act. These are:

1. The acceptance of the provisions of the Federal act.

2. The appointment of a State board to administer the act.

3. The appointment of the State treasurer as custodian of the Federal funds. These three points do not cover a full program for vocational education in any State. If the legislation enacted provides these three only, the State is handicapped in its efforts to provide a satisfactory administration. It is obliged to depend upon the use of moneys appropriated for other purposes than vocațional education to secure traveling expenses for the executive officer, the salaries of any directors or supervisors that may be employed to assist the State board in administering the act, and upon appropriations to higher institutions to promote and maintain teacher training, and upon the appropriations made by local districts to match Federal aid.

Again, unless there is additional legislation in the State the limit of funds available to subsidize vocational education would, of necessity, be the amount apportioned to the State annually.

The Federal Board does not attempt in any way to coerce legislation in any State. It does, however, through its representatives, stand ready to give advice as to what legislation would be most desirable.

To receive the maximum benefits of the Federal act, each State should enact legislation covering the following:

1. Acceptance of all the provisions of the Federal act, the appointment of a custodian of the Federal funds, and the appointment or designation of a State board for vocational education.

2. Appropriations for use of the State board designated for vocational education of an annual sum sufficient for the expenses of the board, including— (a) State vocational director.

(b) Specialists to supervise agricultural, trade and industrial, and home economics education, and teacher training.

(c) Office and clerical assistance, transportation, publication, and all other necessary expenses.

(This legislation is also absolutely necessary for efficiency.)

3. Appropriations to be administered and disbursed by the State board designated for vocational education of an annual sum sufficient to match Federal funds available each year for

(a) Teacher-training funds.

(b) Funds for salaries of supervisors, teachers, or directors of agricultural subjects and for the salaries of teachers of trade and industrial and home economics subjects.

NOTE. While the legislation setting aside funds for (a) and (b) is not mandatory in any sense it is highly desirable in the development of an efficient system of vocational education for any State. As the supervision and control of the training of teachers for vocational teachers is vested in the State board, the State board should have at its disposal sufficient funds to match the Federal moneys. This will do away with the necessity of asking institutions to use money appropriated for other purposes, as has been necessary in certain instances.

4. Authorizing the State board designated for vocational education to set up standard qualifications for and to examine and legally certificate all types of teachers who may be employed in day, part-time, and evening schools for agriculture, trade and industry, and home economies which may receive funds from the Smith-Hughes Act.

NOTE.-Any consideration for legislation under this head should take into account existing constitutional and legal provisions concerning certification. State boards should not be hampered in securing properly qualified teachers for vocational work, nor should they be required to resort to subterfuge in order to certificate teachers for this work.

5. Laws designed to establish and foster part-time and continuation education. (This legislation is necessary better to enable the State to expend the one-third of the Smith-Hughes fund for trade and industrial education, which, if spent at all, must be spent for part-time education.)

In addition to- the above five specific recommendations the Federal Board believes that the promotion, of yocational education will best be secured when a State legislature passes an act which puts the State squarely behind vocational education as such and provides that any community may establish vocational schools and be assured of reimbursement from Federal and State funds, making appropriations from the State treasury to supplement the apportionment to the State in case the number of schools established in the State requires a greater sum for such reimbursement than can be furnished by the Federal funds.

While the Federal Board has not attempted to require particular legislation, it has offered the following as suggested type legislation:

In enacting legislation covering each of the fields above designated each State ought to be guided by its own intimate knowledge of the legislative procedure and should consider all of the complicated conditions peculiar to each of the several States. The type act which is incorporated as part of this memorandum, and which here follows, should be considered as suggestive only. It is sent to the States for the purpose of directing their attention to the points which could be covered in the various sections of each act.

Sections covering all of the above-suggested fields for legislation, with the exception of part-time education, are included in one general act, which is here reproduced. In the subsequent paragraphs the attention of each State is respectfully invited to those sections of this act with which it is immediately concerned