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Table 7. Number of pupils enrolled in vocational courses and in teacher-

training courses, by States, for fiscal year ended June 30, 1918.......................

Table 8. Number of schools applying for aid, approved and not approved

by State boards, by States, for fiscal year ended June 30, 1918.........

Table 9. Number of State directors and supervisors paid or reimbursed

out of Federal, State, and local funds, and number giving full time and

part time to supervision, by States, for fiscal year ended June 30, 1918..

Table 10. Amount of salaries of State directors and supervisors paid or

reimbursed out of Federal, State, and local funds, by States, for fiscal

year ended June 30, 1918.....

Table 11. Allotment to the States for the fiscal year 1917-18..

Table 12. Allotment to the States for the fiscal year 1918-19..

Table 13. Amount expended for home economics compared with 20 per

cent of the total allotment for trade, industry, and home economics, and

amount expended for all-day and evening schools compared with 663

per cent of the total, for the fiscal year ended June 30, 1918..

Table 14. Amount expended for training teachers of agriculture, trade,

and industry, and home economics, compared with 60 per cent of total

allotment for maintenance of teacher training, for fiscal year ended June

30, 1918.....

Table 15. For vocational agriculture: Amount sent to State during the

fiscal year 1917-18, amount expended during the year, and unexpended

balance in State treasury June 30, together with allotment and amount

to be sent to State in the fiscal year 1918-19.............

Table 16. For trade, industry, and home economics: Amount sent to

State during the fiscal year 1917-18, amount expended during the year,

and unexpended balance in State treasury June 30, together with allot-

ment and amount to be sent during fiscal year 1918–19......

Table 17. For teacher training: Amount sent to State during the fiscal

year 1917-18, amount expended during the year, and unexpended balance

in State treasury June 30, together with allotment and amount to be sent

during the fiscal year 1918-19.....

Appendix A. Regulations covering the administration of the Vocational Edu-

cation Act...

109

LETTER OF TRANSMITTAL,

FEDERAL BOARD FOR VOCATIONAL EDUCATION,

Washington, D. C., December 1, 1918.

To the President of the Senate and the Speaker of the House of Representatives of the Sixty-fifth Congress:

By direction of the Federal Board for Vocational Education, and in accordance with section 18 of the act of Congress approved February 23, 1917, I have the honor to submit the following report.

Respectfully,

C. A. PROSSER, Director.

REPORT OF THE FEDERAL BOARD FOR VOCATIONAL EDUCATION.

INTRODUCTORY STATEMENT.

On February 23, 1917, the vocational education act was approved by the President. On July 17 the personnel of the Federal Board was completed. The Board then was organized within the fiscal year ended June 30, 1918.

Since the act provides that an annual report shall be made to Congress on or before December 1, the Board submitted on December 1, 1917, a report of work done up to that date.

The act further requires that the annual report shall include the reports made by the State boards on the administration of the act by each State, and the expenditure of money allotted to each State.

This latter requirement makes it necessary for the Federal Board to construct its annual report on the basis of the fiscal year. Since it was possible to include only a portion of the work of a fiscal year in the first annual report, this, the second annual report, will cover the period of the fiscal year ended June 30, 1918, including therefore the period covered by the first annual report. The Board will hereafter annually submit a report for the fiscal year, July 1 to June 30, inclusive.

MEANING OF THE VOCATIONAL EDUCATION ACT.

DEVELOPMENT OF THE IDEA OF FEDERAL AID FOR EDUCATION.

The vocational education act is the culmination of an evolution in national appropriations for vocational education. National grants for education in America were made in the early part of the last century. These early grants were given to the States for no specific purpose, without restrictions, without administrative machinery, and without the establishment of safeguards in the expenditure of the money. As might have been expected, the funds, in part, were dissipated, and little, if any, results were gained. Beginning, however, with the Morrill Act of 1862, the Federal Government has, by a series of acts, the second Morrill Act, the Nelson amendment, the Hatch Act, the Adams Act, the Smith-Lever Act, and the vocational education act gradually found its way to a philosophy and policy in the use

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