practice in agriculture in 1918-19 was $18,115.61. Among the community activities of the agricultural teachers may be mentioned: Three 12-week short courses in agriculture, a 4-day program for farmers' week at Presque Isle, organization of a farmers' milk-testing club, and 3 evening classes of farmers. So much of the actual farming interests of the State of Maine lie in territories not served by large high schools, which could profitably conduct two and four year agricultural courses, that it has become necessary to make some provision for meeting the desire of the smaller communities for agricultural courses. The State board for Vocational education provided instructors who gave instruction in short courses to two cooperating communities, located within driving distance of each other. Six weeks were devoted to instruction in a different unit in each community, and at the end of the time stated the units of instruction were exchanged and the course continued for the same length of time. Evening classes for those who did not attend the day courses were provided. A teacher and 63 boys and 30 farmers were enrolled for the day and evening classes, respectively. The teacher-training work was continued at the University of Maine. The man in charge of this work served as supervisor also, and his assistant devoted most of his time to improvement of teachers in service. Practice teaching was obtained by having those who were majoring in education spend six weeks in a vocational department of agriculture during the spring semester of the senior year. Two new courses in teacher training were offered. Seven students were enrolled in the senior and 10 in the junior teacher-training courses. The situation in the State looks very encouraging. Different standards for schools receiving State aid only and those receiving Federal aid in addition were abolished. Now all schools must meet the requirements for Federal aid even though they are to receive State aid only. The new teachers giving vocational work next year will have received special training at the University of Maine. The directed or supervised practice in agriculture is becoming more varied and larger. Interest in vocational agriculture is being aroused to such an extent that it is difficult to establish as many schools as are called for. HOME ECONOMICS EDUCATION. The supervisor of home economics was loaned for half time from the normal school at Farmington. There were three all-day vocational classes. These were departments in high schools, with 81 students enrolled. Seven evening school centers, with 13 classes, enrolled 354 women. The State university is approved for the training of vocational home economics teachers. There were 67 students enrolled in the vocational course. The university has remodeled a residence on the campus for a practice house. At present it is large enough to accommodate the entire senior class, which is divided into two groups, one of which cares for the house while the other carries on the practice teaching. TRADE AND INDUSTRIAL EDUCATION. Teacher training and supervision.-No extensive teacher training in trades and industries has been carried on, although a training center is named in the State plan. Some itinerant teacher training work has been done during the year and interest aroused for the establishment of a center in Bangor this coming year. The position of supervisor of trades and industries was vacant for nine months of the past year, so this phase of vocational work did not develop very rapidly. Extension of work.-There are no trade schools located in the State and the high schools find it difficult to adapt their program to all-day vocational classes. However, 2 all-day classes with an enrollment of 44, and with 2 teachers employed, were approved. But 2 evening classes were approved for Federal aid. Thirteen teachers were employed and there was an enrollment of 250 students. Toward the end of the year considerable interest was awakened in evening schools and this phase of the work will be stressed. One part-time course, with an enrollment of 14, was conducted. The preliminary work for the making of an educational survey of the pulp and paper industry was done the latter part of the year. The results of this survey may assist in the establishment of evening and part-time courses. MARYLAND. Members of State board: Henry M. Fitzhugh, physician; William T. Warburton, lawyer; Clayton Purnell, lawyer; Sterling Galt, publisher; J. M. T. Finney, surgeon; Thomas H. Chambers, farmer. Executive officer: Albert S. Cook, State superintendent of schools. State director for vocational education: L. A. Emerson. State supervisor for trade and industrial education: L. A. Emer son. State supervisor for agricultural education: H. F. Cotterman. State supervisor for home economics education: Edna B. McNaughton. PROVISIONS FOR COOPERATION. After preliminary acceptance by the governor the Federal act was formally accepted by the legislature in 1918. The State board of education by this State act was designated as the official State board for vocational education to cooperate with the Federal board. For purposes of administration and promotion of vocational education an annual appropriation of $5,000 was made available. AGRICULTURAL EDUCATION. There was practically no change in the plans for supervision of agricultural education over that of the previous year. Fourteen schools, an increase of approximately 180 per cent over last year, were approved for Federal aid and enrolled 200 pupils in vocational work. Owing to a lack of sufficient supervision of work in agriculture there is no report to be made on the results of directed or supervised practice in agriculture for the year 1918–19. The man in charge of teacher-training work at the Maryland Agricultural College has been doing the supervisory work during the past three years. An additional man was employed for the teacher-training work, who devoted one-eighth of his time to office work in the department and the remaining seven-eighths of his time to the teaching of a demonstration class in vocational agriculture used for supervised teacher purposes. One new course was offered in teacher training, and of the five students graduated from the department of agricultural education this year but two were planning to teach vocational agriculture in Maryland. During the year the professor of agricultural education visited each of the 14 schools teaching vocational agriculture, for the purpose of inspection and improving teachers in service, and held two conferences of agricultural teachers. He also prepared for the State board several forms for keeping records on directed or supervised practice in agriculture. The general development of agricultural education in the State has been handicapped to some extent by the fact that there has been no full-time supervisor of agricultural education. The growth in schools, however, has been encouraging, but it is agreed that closer supervision of the work is essential to definite results. HOME ECONOMICS EDUCATION. The supervision of home economics was conducted by a member of the staff of the State college, who worked under the direction of the State board for half of her time. Seven departments in high schools, enrolling 317 students, were approved. This is an increase of 2 departments and 115 students over the previous year's report. Evening work was approved in 3 centers, with 8 classes, enrolling 206 women. At the State college, designated for the training of teachers of home economics, there were 9 students enrolled in the vocational course. This institution has become coeducational too recently to have a senior class. A large residence on the campus equipped for a practice house is serving as a dormitory until needed by upper classes for household management. TRADE AND INDUSTRIAL EDUCATION. Supervision of industrial education was done by a member of the regular State board staff on a full-time basis for this purpose. Most of the industrial work was done in the city of Baltimore. A parttime trade-extension class was operated on the alternate two weeks basis in connection with the shipyard, the steel plants, and the high school at Sparrows Point. One teacher and one coordinator were used in this plan. An evening school was also in operation at Havre de Grace. The Carroll Trade School, of Baltimore, conducted unit trade courses in printing, drafting, auto mechanics, and pattern making. Evening schools in Baltimore were in operation at five centers, with courses covering shipbuilding, the building and metal trades, auto mechanics, and trade-extension work for electricians. The day school program cost in salaries approximately $10,600; that of the evening schools, $5,584; and part-time instruction, $2,496. Half of these amounts were paid from Federal funds. Teacher-training work was done by the University of Maryland through the extension plan, with one center at Baltimore. This plan included both the preparation of new teachers from recruited skilled mechanics of the industrial plants and the improvement of teachers in service from the ranks of the day and evening industrial schools. MASSACHUSETTS. Members of State board: Sarah L. Arnold, dean of college; Ella L. Cabot, author; Frederick P. Fish, lawyer; Walter V. McDuffee, teacher; A. Lincoln Filene, merchant; Thomas H. Sullivan, lawyer. Executive officer: Payson Smith, State commissioner of education, Boston. State director of vocational education: Robert O. Small. Agent for industrial education: Arthur S. Allen. Agents for home economics education: Louisa I. Pryor and Caroline E. Nourse. Agents for teacher training: William D. Parkinson, M. Norcross Stratton, Franklin E. Heald, Anna A. Kloss, Anna P. Hanrahan, Edna M. Sturtevant. Agent for industrial, continuation, agricultural, and household arts schools. Carl E. Herrick. PROVISIONS FOR COOPERATION. The following brief descriptive statement of work done in the State with special regard to the administration of the Smith-Hughes Act accompanies the financial and statistical reports of the Massachusetts Board for Vocational Education for the year 1919-20. In connection therewith certain detailed reports are appended: 1. LEGISLATION. Chapter 311 of the general acts of 1919 is a compulsory continuation school act. It was passed late in the session of 1919, subject to acceptance by referendum vote at the November, 1919, election. It was favorably acted upon in every municipality save one in the Commonwealth. 2. ADVISORY BOARDS. By reorganization of the board of education the department of education consists of a commissioner of education, with an advisory board of education. Since the department of education replaced the former board of education and takes over the functions of the vocational board, the advisory board of education becomes in effect an advisory board for vocational education. 3. THE REPORTS OF THE STAFF. (1) Last published report of the director of vocational education (Appendix M). (2) Annual report of the director on conditions in the State-aided industrial schools (Appendix B). (3) Household arts schools (Appendices C and D). (4) Agricultural schools and departments (Appendix A). (5) Teacher training (Appendices E-J). (6) Compulsory continuation schools (Appendix K). (7) Administration agent's department (Appendix L). 4. PUBLICATIONS. (1) Booklet No. 4: High-school vocational agricultural departments. sion of Booklet No. 1.) (Revi (2) Booklet No. 7: Vocational household arts departments in high schools. (Revision of Booklet No. 6.) (3) Booklet No. 8: Compulsory continuation schools. (Revision of Booklet No. 2.) (4) Booklet No. 9: Information regarding approval and qualifications of teachers in State-aided continuation, industrial, day home making, agricultural, and evening practical arts schools. (Revision of Circular Letter No. 47.) (5) Circular letters Nos. 49, 50, 51, and 52: Vocational teacher-training notes. (6) Plans (1919-20). (7) State-aided vocational education in Massachusetts. print.) (1919.) (Not yet in |