supervision of vocational departments and half to teacher-training work at the agricultural and mechanical college. He visited 66 schools, held 4 conferences, gave special attention this year to improvement of teachers in service, prepared a monthly publication, entitled "Suggestions for Vocational Teachers of Agriculture," and prepared project-study outlines for teachers.

Nine schools were approved for Federal aid and enrolled 187 pupils in vocational work. The total income of pupils from directed or supervised practice in agriculture in 1918-19 was $3,052.66. The chief aim of the agricultural teachers in Montana is to make the school the center of the agricultural activities of the community.

Fourteen students in the senior year and 13 in the junior year were enrolled in the teacher-training courses at the Montana Agricultural College. The improvement of teachers in service, conducted from the teacher-training department, included the enrollment of 25 men, who were provided with a set of typewritten notes and a list of references. Lessons were assigned on notes and supplementary readings.

In Montana the vocational department is commonly the only organized agricultural unit in the community. As a consequence the extension work becomes an important phase of the vocational teacher's work. The fact that a large number of schools are asking for teachers, and that all schools will continue the work next year would indicate that the outlook is satisfactory.

HOME ECONOMICS EDUCATION.

The State supervisor was loaned by the State college and divided her time between extension work and State supervision, giving onethird to the latter.

There were four all-day vocational schools-departments in high schools-with a total enrollment of 157 students, a decrease of 16 from the previous year's enrollment.

The State university and the State agricultural college have been designated to train vocational teachers of home economics. The university has an enrollment of 15 students in the vocational course; while the State college has an enrollment of 14 students. At the State university the teacher-training work is just getting started. The Missoula High School offers an excellent opportunity for prac tice teaching, but the work has been handicapped because of lack of funds for proper supervision of the teaching. There is no prac tice house, but training in house management is given through special assignments in girls' dormitories and sorority houses. At the State college the work in practice teaching is done in the Bozeman High School. A furnished home was rented for a part of the school ar to afford opportunity for household-management practice.

A most successful district conference was held in the spring at Billings. Because of the great distances within the State and difficulty of travel, more such district conferences should be held. This will be possible when more time is allowed the State supervisor for the vocational work.

TRADE AND INDUSTRIAL EDUCATION.

The principal development for the year has been in the organization of part-time work in cities of the first class. A great deal of this development has been in commercial subjects rather than in trade and industrial subjects. Free evening schools were established this year in Butte.

NEBRASKA.

Members of State board: Samuel R. McKelvie, governor; D. B. Cropsey, State treasurer; J. M. Matzen, State superintendent. State director of vocational education: C. A. Fulmer. State supervisor of agricultural education: C. W. Watson. State supervisor of home economics: Alice M. Loomis.

State supervisor of trade and industrial education: L. A. Hartley.

PROVISIONS FOR COOPERATION.

The Federal act was accepted by the legislature in 1917. In 1919 the vocational education law included an appropriation for $100,000 and a compulsory part-time plan. One section of the law requires the State board to approve all schools meeting the State and Federal requirements. Schools are reimbursed for three-fourths the salaries of the necessary vocational teachers. Under the provisions of the law, if there are not sufficient funds for complete reimbursement of schools, the amount available is prorated among the schools and any unpaid balances become a valid claim against the next appropriation for vocational education. The program for vocational education in Nebraska is therefore limited only by the supply of qualified teachers.

AGRICULTURAL EDUCATION.

The State board continued with 1 supervisor for the year, who visited 85 schools in connection with his work, held 1 State conference and 5 regional conferences. Mimeographed material was prépared for teachers, covering such matters as courses of study in vocational agriculture, home projects, and swine production and management; subject matter outline for high-school course in poultry husbandry. From time to time the State supervisor issued bulletins and a news letter which is called The Vocational Agriculturist. Thirty-one schools, an increase of approximately 287 per cent over last year, were approved for Federal aid and enrolled 573 pupils in

Vocational work. The total income of pupils from directed or supervised practice in agriculture in 1918-19 was $5,678. In addition to the directed or supervised practice in agriculture with vocational pupils, the teachers have engaged in surveys of communities for prospective vocational students, project work for boys under 14 years of age, and planning school fairs and exhibits for the opening of the schools in the fall.

Two men were engaged in the teacher-training work at the State university and enrolled nine men in the senior and six men in the junior years. A beginning was made in the improvement of teachers in service. Twelve vocational departments were visited by members of the teacher-training staff for the purpose of observation and assistance. It is expected another man will be added to the teachertraining staff, and with additional assistance rather extensive itinerant teacher training will be undertaken during the next fiscal year. An eight weeks' summer session was held at the university with an enrollment of 50.

The outlook for development in the State is most promising. The number of day schools will be limited only by the number of quali fied teachers that can be found.

HOME ECONOMICS EDUCATION.

In 1919-20 a State supervisor of home economics education was employed on full time in Nebraska.

In 1918-19 two all-day home economics departments were reimbursed from Federal funds. In 1919-20, 43 all-day departments were organized in the State, with an enrollment of 937 students; only 4 of these were reimbursed from Federal funds. The State has been able to push forward vocational education in home economies because of special appropriations made by the legislature in 1919 to supplement the limited Federal funds.

The University of Nebraska is designated as the institution for teacher training in home economics. A practice house has been maintained there for supervised household management. Practice teaching is conducted in the Lincoln city schools, Teachers College High School, and University Place High School. University Place, a suburb of Lincoln but a separate school corporation, has recently constructed a $25,000 practice house and laboratories for home economics education, in which a teacher is employed for 11 months. A course in the training of nurses was established at Hastings, in which 15 probationary nurses were enrolled.

TRADE AND INDUSTRIAL EDUCATION.

The Nebraska law recognizes trade and industrial education as entitled to share in the available funds on the same basis as agriculture

and home economics education. Nebraska is an agricultural State and for that reason trade and industrial education is not carried on as extensively as in other lines. In one day trade school, courses in auto-mechanics, carpentry, and printing were carried on by the Omaha High School of Commerce, with an attendance of 194 boys. During the year the following evening trade classes were taught:

(e) Teacher training: A course in shop teacher training was taught in the University of Nebraska Teachers College, with an enrollment of 24.

PART-TIME CLASSES.

(a) Part-time classes in mechanical drawing and related science taught in the Chicago & Northwestern roundhouse in Chadron with an enrollment of 2.

(b) General continuation part-time classes: The sessions in the Lincoln general continuation part-time school were held on school days from 8.30 to 12 and 1 to 4. Pupils received 10 hours' instruction per week (2 hours per day) at times most convenient to pupils and employers. The enrollment was 22 boys and 7 girls.

One result of the Nebraska general continuation part-time law has been to reduce the number of employment certificates granted to children between the ages of 14 and 16 years. The law requires districts in which at least 15 children between the ages of 14 and 16 hold employment certificates to maintain part-time classes. Omaha and Lincoln were the only districts that issued 15 or more labor permits. Both of these cities have excellent programs for the work this coming

year.

(c) Part-time trade preparatory (vestibule type) course in nurse training in connection with the Mary Lanning Hospital, Hastings: Thirteen girls took the course which continued 10 weeks. Eight subjects were taught.

NEVADA.

Members of State board: Emmet Boyle, governor; Walter E. Clark, president, State university; Walter J. Hunting, State superintendent of schools.

Executive officer: Walter J. Hunting, State superintendent of schools, Lincoln.

State director and supervisor of trade and industrial education: Ralph A. Jones.

State supervisor of trade and industrial education: Howard H. Bliss.

State supervisor of agricultural education: Homer Derr.

State supervisor of home economics education: Millicent L. Sears.

AGRICULTURAL EDUCATION.

Vocational agricultural education has made very certain progress in Nevada during the past year. For the first time there has been a definite and conscious effort to carry into action the directed or supervised practice in agriculture. The promotion and supervision of vocational agriculture in the State has been done by the State director of vocational education. He has also been responsible for the resident and itinerant teacher training in agriculture. During the year he made 18 visits to the 5 schools receiving Federal aid, spending 31 full days with the teachers, and averaging 14 days per visit and 6 days per teacher. Circular letters to teachers and administrators are issued from time to time.

The University of Nevada offered during the fall semester a "special methods" course, in which six upper-class men enrolled.

As an illustration of some of the difficulties confronting the promotion of vocational agricultural instruction in Nevada, the location of some of the schools receiving Federal aid may be mentioned. For instance, in order to reach Bunkerville from the University of Nevada, where the State supervisor was located during the year, one must travel 1,000 miles by train and 40 miles by stage. The outlook. however, for vocational agricultural education in Nevada is very encouraging.

HOME ECONOMICS EDUCATION.

The State supervisor gave about one-fourth of her time to supervision. More time is necessary if promotional work is to be carried forward in the State. The supervisor assisted at a five days' institute held at the university.

Reimbursement was made to three all-day schools, each a department in a high school. These had an enrollment of 35 students and employed 2 teachers. There was no part-time or evening school work in home economics.