somewhat in the period covered by the data. Number of schools reimbursed is, therefore, not an accurate measure of development. A very considerable extension of Federal aid to, for example, parttime continuation schools-and the same is true of any other type of school-may be shown by increase in number of part-time teachers reimbursed and in number of pupils enrolled, without any increase in number of part-time schools reimbursed. As a measure of development, number of teachers, and number of pupils enrolled is clearly a much more accurate measure of the extension of Federal aid than is number of schools federally aided.

As regards schools, defined as units of Federal reimbursement, it is very generally true that each school of any given type represents a community in which vocational teaching of that type has been conducted during the year. In some cases, however, as noted above, a community reports two or more administratively separate schools of a given type. Much more frequently several schools of different types are reported from a single community. So that in the aggregate the number of schools exceeds the number of communities for which federally aided schools are reported.

In Table 1, as in other similar tables, the classification of schools, showing three types of part-time schools, i. e., "trade or industrial," "home economics," and "continuation," is the classification adopted for the 1919 reports. This distinction was not made in the 1918 reports, and in order to produce a total for which comparable figures for 1918 are available a line has been added for part-time schools of all types combined. As regards the 1919 figures, it will be understood, these schools are shown separately in the table as trade or industrial, home economics, and continuation part-time schools.

A total of 2,039 schools of all types are reported as having received reimbursement from Federal funds in the year ended June 30, 1919, giving an increase of 298 over the number reported in 1918.

Of the schools federally aided in 1919, more than two-fifths, 42.3 per cent, were agricultural; 28.2 per cent were trade or industrial; 22.7 per cent were home economics; and 6.8 were general continuation. part-time schools.

Reimbursement paid to these schools out of Federal funds, as reported in 1919, amounted to $1,136,519.01, the average reimbursement per school being $557.88.

For regions and States the number of federally aided schools is given in Table 14. Schools of one or more types are reported in 1919 from every State. North Atlantic States report 562 schools; Southern States 430; East Central 644; West Central 178; and Pacific States 225. Although Southern and East Central States report 557 of the 863 agricultural schools federally aided during the year, the largest

number of such schools reported by any single State, 52, is for New York; Michigan reports 49 such schools; Texas 46; Illinois 42; and Ohio 40. Of evening trade or industrial schools, the State reporting the largest number is Ohio with 37 such schools. Ohio reports the largest number of part-time trade or industrial schools (14); California the largest number of all-day trade or industrial (18); Massachusetts the largest number of evening home economics schools (21); California of part-time home economics (17); Pennsylvania the largest number of all-day home economics (57), and also the largest number of general continuation part-time schools (92).

TABLE 1.-Number of schools Federally aided, for years ended June 30, 1919 and 1918, and Federal reimbursement, 1919.

TEACHERS OF VOCATIONAL COURSES.

For schools reimbursed from Federal funds a total of 6,378 teachers regularly engaged in conducting vocational courses are reported in 1919. Of these 4,103, or 64.3 per cent, were men, and 2,275, or 35.7 per cent, were women. Except in four States (see Table 16) teachers of vocational agriculture are men, the number of men teachers of this class being 1,200 and of women teachers 127. A large majority, 2,468 out of 3,002, of the teachers of trade or industrial subjects are men. Home economics teachers are with few exceptions women; and women constitute a majority of the part-time continuation school teachers.

Table 2 shows the distribution of vocational teachers by type of school and by sex for the country as a whole

149008-19 13

TABLE 2.-Vocational teachers in schools Federally aided, for years ended June 30, 1919

and 1918.

1 Agricultural teachers were not returned by sex in 1918, but were classified as male because comparatively few women teachers are engaged teaching vocational agriculture.

2 Not separately reported for 1918.

There is undoubtedly some duplication in the return of vocational teachers for the several types of schools. A teacher returned as giving instruction in an all-day trade or industrial school, for example, may be returned as giving instruction also in an evening or in a parttime school where these several types of trade or industrial schools are conducted in the same community. For any given type of school, however, the figures given are free of duplications, and represent accurately the teaching force regularly engaged in giving the specified type of instruction in federally aided vocational schools. It will, of course, be understood that no account is taken of vocational teachers in schools not reimbursed out of Federal funds.

The number given as the number of teachers is, perhaps, more accurately described as the number of teaching positions, since in cases of resignation during the year, where new appointments are made to fill vacancies, or where for any other reason two or more teachers have successively filled a given position, only one teacher is counted for that position.

As compared with the preceding year, the increase in the number of teachers for the year ended June 30, 1919, is 1,121 for all types of schools combined.

Table 15 gives the number of teachers of vocational courses by States for 1919 and for 1918, and Table 16 the number of men and of women teachers for 1919. In these State tables the number of agricultural teachers engaged for the full year of 12 months and the number engaged for the school year only are shown separately. It will be seen that a large majority of the agricultural teachers, 1,015 out of 1,327, are on a 12 months basis.

For 33 States the number of teachers reported in 1919 exceeds the number reported in 1918, the increase by regions being, for the East Central States combined, from 1,311 in 1918 to 1,913 in 1919; for Southern States, from 473 to 820; for West Central States, from 161 to 442; for Pacific States, from 277 to 557; a decrease from 3,035 to 2,646 being reported for North Atlantic States. It may be noted that the decrease in number of teachers reported by the North Atlantic States is not accompanied by any considerable change in the enrollment of pupils in vocational schools federally aided in this region.

By States, some of the more marked increases are the following: For Arkansas, from 19 to 249, all of this increase being in the class of agricultural teachers; for Ohio, from 166 to 524, the increase being principally in the class of evening trade or industrial and evening home-economics teachers; for Michigan, from 132 to 228, the increase being distributed among several types of schools; for Illinois, from 76 to 243, and for Missouri, from 65 to 121, these increases also being distributed among several types of schools; for North Dakota,

from 32 to 131, the increase being principally for agricultural and for home-economics all-day teachers; for Colorado, from 23 to 118, the increase being principally for evening trade or industrial teachers; for California, from 123 to 322, the increase being largely for all-day trade or industrial and part-time home economics-teachers.

PUPILS ENROLLED IN VOCATIONAL COURSES.

Table 17 gives by States the number of pupils enrolled in vocational courses in different types of schools, as reported in 1919 and 1918, and Table 18 the number of pupils classified by sex for 1919. In Table 3 the totals for each type of school are given for the country as a whole, and in Table 4, totals for regions.

In the aggregate the enrollment for the year ended June 30, 1919, in all types of schools was 194,895, the corresponding figure for the preceding year being 164,183, and the increase for the year 30,712. This increase was largely in part-time schools, which in the aggregate reported an enrollment of 77,677 pupils in 1919 as compared with 53,005 in 1918. For these schools the increase in enrollment is about equally divided between males and females, although the male enrollment in part-time schools in both years is considerably in. excess of the female enrollment. Decreases are shown for the enrollment of females in evening and in all-day trade or industrial schools. By regions, the enrollment in vocational courses decreased slightly in the North Atlantic States from 105,016 for the year ended June 30, 1918, to 102,224 for 1919. In each of the other regions increased enrollment is reported for the last year over the year preceding, the increase being, for Southern States, from 9,473 to 12,358; for East Central States, from 37,145 to 61,087; for West Central States, from 4,669 to 7,237; and for Pacific States, from 7,880 to 11,989.

Pennsylvania's enrollment of 48,321 pupils in schools federally reimbursed in the year ended June 30, 1919, exceeded that of any other State, the second largest enrollment being that reported by Massachusetts, 25,475. Michigan's enrollment totaled 14,234; Ohio's, 13,319; and New York's, 11,339.

Enrollment in agricultural and in trade or industrial schools was predominantly male, and in home-economics schools almost entirely female. In general continuation part-time schools enrollment was more nearly evenly divided by sex, females being, however, as noted above, considerably in excess.

Of male pupils by far the larger proportion-75,976, or nearly twothirds of the total male enrollment-were in trade or industrial schools; 27,324, or 22.7 per cent, were in part-time general continuation schools; and 16,959, or 14.1 per cent, in agricultural schools. Of female pupils, 39,267, or more than half, were in home-economics schools, and 23,459, or nearly one-third, were in part-time continuation schools.