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AGRICULTURAL EDUCATION.

A full-time State supervisor of agriculture is employed by the State board. The supervisory duties included, among other things, improvement of teachers in service and 120 visits to schools. In December a corn-judging contest for the State was held; uniform project record books were prepared and distributed to vocational pupils; outlines on fertilizers, courses of study, lesson units, project outlines, and instructions were compiled and sent to each agricultural teacher. Several monthly conferences for improvement and discussion of problems of teachers were held, in addition to a special one week's conference for teachers in service held at the agricultural college. Reports of all conferences and inspections were made weekly for permanent office files, copies of which were forwarded to the State director located at Newark. Other data, such as qualifications of teachers, lists of equipment, enrollments of departments, project data, etc., were tabulated and kept on file in the State office.

Twenty-three schools, an increase of approximately 360 per cent over last year, were approved for Federal aid and enrolled 272 pupils in vocational work. The total income of pupils from directed or su pervised practice in agriculture for 1918-19 was $2,145.90.

All teacher-training work in agriculture was carried on at the Delaware College, located in Newark. The director of vocational education was also head of the department of agricultural education in the institution. During the year the following teacher-training courses were offered: History of vocational education, with an enrollment of 12 students; teaching vocational agriculture, and observation and practice teaching, with 2 students enrolled.

Delaware is peculiarly circumstanced in its adaptation of vocational agricultural education in that the major part of the State has no other industry than agriculture, with the exception of several comparatively small enterprises. The general attitude toward this kind of education is steadily reversing from one of skepticism to one of approval and hearty cooperation. The whole development of vocational departments of agriculture is very largely a process of internal development rather than an extension. It is therefore the intention of those responsible for the work to develop vocational departments of agriculture to the maximum of efficiency.

HOME ECONOMICS EDUCATION.

Because of the size of the State, the supervisor, who gave practically full time to the work, was able to visit each teacher of home economics at least once in six weeks and followed up these visits by practical and helpful letters. Practically all the vocational teachers were present and took an active part in the monthly conferences for professional improvement.

The 18 all-day classes reimbursed were departments in high schools, an increase of 13 over the previous year, with an enrollment of 331 pupils.

The Delaware College for Women has 26 students enrolled in the vocational course for teacher training. The freshman class numbered 18, as compared with 4 the previous year. The college remodeled a good-sized dwelling near the campus, which adequately meets the need for a practice house.

TRADE AND INDUSTRIAL EDUCATION.

A supervisor is employed on the basis of three-fourths time to supervision and one-fourth time to teacher training, with headquarters in Wilmington.

With work under way in 17 evening-school classes, with an enrollment of 414, 2 part-time apprentice classes, with an enrollment of 161, and 1 cooperative part-time class, with an enrollment of 33, the State is beginning to make satisfactory progress in her trade a industrial program.

Extensive investigations and surveys were made during the year for the expansion of the work. Only two centers outside of Wilmington have taken advantage of Federal funds thus far.

A 25-weeks' course in instructor training, two nights a week, was conducted by the supervisor in Wilmington. This class had an enrollment of 11, all of whom have been employed as instructors for the coming year. In addition to the regular teacher-training course. a series of professional-improvement conferences were held over a period of 10 weeks. Outside speakers assisted the supervisor in carrying out this progra...

FLORIDA.

Members of State board: Sidney J. Catts, governor; H. Clay Crawford, secretary of State; J. C. Luning, State treasurer; Van C. Swearingen, attorney general; W. N. Sheats, State superintendent. Executive officer: William N. Sheats, State superintendent of public instruction, Tallahassee.

State supervisor for agricultural education: E. A. Haynie.
State supervisor for industrial education: Thomas H. Quigley.
State supervisor for home-economics education: Edith N. Thomas.

AGRICULTURAL EDUCATION.

The present State supervisor of agricultural education took charge of the work in August, 1919. He is located at the University of Florida rather than the State office, for greater convenience in planning work for men in service and for students in training. During the year he made 51 visits to schools, made a complete set of

office records and reports for supervisory and administrative purposes, prepared a monthly news-letter for agricultural teachers, and, in cooperation with the teacher-training department, issued project outlines on hogs, poultry, corn, tomatoes, beans, potatoes, and pea

A laboratory manual on soils and plant production also was prepared by the professor of agricultural education. The supervisor called upon the professor of agricultural education in the colored institution to do itinerant teacher training among the colored schools. This itinerant teacher served the colored teachers in the field by making model outlines of courses of study and projects. Laboratory guides and other material were also sent to the teachers in service from the institution.

Twelve white schools, an increase of approximately 20 per cent over last year, were approved for Federal aid and enrolled 211 pupils in vocational work. The total income of pupils from directed or supervised practice in agriculture for 1918-19 was $3,595.68, a return of 32 cents on every dollar expended for salaries of teachers of vocational agriculture, which was $11,137.50.

Four colored schools were approved for Federal aid and enrolled. 96 pupils in vocational work. Owing to a lack of supervision until the present year very little was done in connection with the directed or supervised practice in agriculture. However, this year showed an enrollment of 99 pupils in practical garden work, covering such items as corn, cucumbers, peanuts, potatoes, tomatoes, etc. All teachers in both white and colored schools extended their activities to the community. Wherever they could give assistance they were encouraged to do so.

The teacher-training work is beginning to find its place among the other courses offered at the University of Florida. The increasing number of applicants for the teacher-training courses at the close of the year was all that was desired. Four students were enrolled in the senior and five students in the junior year of the teacher-training course at the university. Practice teaching is being taken care of in a local high school and is working out rather satisfactorily. A four weeks' summer course was held at the university for teachers in service.

Teacher-training work for colored schools was conducted at the Agricultural and Mechanical College for Negroes. Two students were enrolled in the practice-teaching course and nine in the methods in teaching agriculture.

Agricultural education in the secondary schools of Florida made a decided growth both in popular favor and in the number of people served. The requests for the inauguration of vocational agriculture in the schools of the State are too great to be met by the amount of money for the subsidizing of this work. The general education

forces of the State cooperated splendidly with the vocational agriculture teachers where the work was established. The Florida Educational Association at its annual meeting passed resolutions commending the vocational work, and that the association lend its efforts in further promoting the work throughout the State. The scarcity of specially trained teachers for the work has been a handicap. This handicap, however, is being removed by the increasing interest on the part of the agricultural students at the university in taking the teacher-training courses. The amount of funds budgeted to subsidize the schools of the present will allow an increase out of future appropriations of from two to three schools each year. The outlook is good for the future development of vocational work in the State.

HOME ECONOMICS EDUCATION.

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

Five all-day home-economics departments were approved, with an enrollment of 92 pupils. Some very successful evening classes for colored women were conducted in Jacksonville in the subjects of cooking and serving. These classes were constantly full to the limit, with always a waiting list.

Teacher training in home. economics for white teachers is conducted in the Florida State College for Women, Tallahassee, and for negroes in the Agricultural and Mechanical College, Tallahassee. Intensive short courses in methods for the improvement of teachers in service were carried on at the State College for Women during the summer by the State supervisor of home economics.

TRADE AND INDUSTRIAL EDUCATION.

The State has continued its provision for a half-time supervisor of industrial education. The remaining half of this agent's time is devoted to industrial teacher training. The Florida State plan makes no provision for the all-day unit trade school. The present year, however, has shown a good increase in the number of evening and part-time classes. Thus far the part-time work has been along the lines of general continuation instruction and in retail selling. These classes have been conducted for sales people, office clerks, errand boys, and box makers. The evening instruction, which has constituted the larger part of the Florida industrial education program, has been in connection with shipbuilding, the building trades, and auto repair. The cities of Tampa, West Palm Beach, Miami, and Jacksonville have added evening trade-extension schools, giving variously from 3 to 33 unit courses. In part-time instruction the cities of Tampa, Key West, West Palm Beach, and Pensacola have participated. This expansion represents a new work, as no

part-time schools were reported the previous year. The total number of industrial education courses in the State is 61, as against 17 for the previous year. All of the courses which have been conducted in connection with industries employing women have been open to pupils of both sexes. Eight centers have participated in evening instruction and four in part-time instruction. The University of Florida and the Florida Agricultural and Mechanical College for Negroes have each given teacher training. That at the university has been along the lines of extension courses and improvement of teachers in service. The Agricultural and Mechanical College has done residence work exclusively.

GEORGIA.

Members of State board: D. C. Barrow, chancellor, University of Georgia; M. L. Brittain, State superintendent of schools; Dudley M. Hughes, planter; B. H. Hardy, editor; Sam Tate, industrial capitalist; J. Randolph Anderson, lawyer; Ross Copeland, lawyer.

Executive officer: M. L. Brittain, State superintendent of schools.
State director for vocational education: M. L. Brittain.
State supervisor for agricultural education: Robert D. Maltby;
L. M. Sheffer, assistant supervisor.

State supervisor for trade and industrial education: J. F. Cannon;
Miss Katharine Dozier, assistant supervisor.

State supervisor for home economics: Miss Mary E. Creswell; Miss Epsie Campbell, assistant supervisor.

General inspector: J. S. Stewart.

PROVISIONS FOR COOPERATION.

The Federal act was accepted by State statute enacted during the 1917 session of the State legislature. The 1918 and 1919 sessions of the legislature amended the act of acceptance by providing additional State funds. The 1920 general assembly added the law to cooperate with the Federal board in training workmen injured in industry. The State act creates a State board to be known as the State board for vocational education, consisting of seven members made up as follows: The chancellor of the university, the State school superintendent, three members from the State at large, one representative of labor, two members from the trustees of the district agricultural and mechanical schools. The 1920 session of the legislature appropriated funds to the amount of one-half of those available under the Federal act. The State board for vocational education may use a portion of the State funds for administration and supervision. The legislature has authorized the vocational board to grant certificates. Legal provision was made also for part-time and evening

schools.

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