596 EXPERIMENT STATION RECORD. [Vol. 43 



Only four schools were able to secure teachers and to use the agricultural 

 funds for 1917-18, and only three schools were aided for vocational home 

 economics. In 1918-19 ten schools had vocational agricultural classes, and five 

 schools were conducting vocational home economics work. 



The University of Florida has been designated for the training of teachers 

 of vocational agriculture and industrial subjects, and the Florida State College 

 for Women for the training of teachers of vocational home economics. 



Vocational education in Nebraska under the Smitli-Hughes Act, W. H. 

 Clemmons {Nehr. Supt. Pub. Instr. Bien. Rpt., 25 (1917-1919), pp. y/fi-SJ).— In 

 1917-18 only 2 high school agricultural departments and 1 home economics 

 department were aided financially under the Smith-Hughes Act. Considerable 

 progress was made in the training of teachers for this work in the University of 

 Nebraska. A survey of the home economics instruction was made in 39 schools 

 of the State. Financial statements and lists of schools approved for agriculture, 

 home economics, and the trades and industries are given. 



Vocatio-nal schools for girls in New Jersey, I. P. O'Leary {Trenton, N. J.: 

 N. J. Dept. Puh. Instr., 1917, pp. 2Jf). — The purpose of this bulletin is to sug- 

 guest improvements in the organization in all-day vocational household arts 

 schools in New Jersey. It discusses the aim of vocational household arts in- 

 struction ; consideration in the curriculum of certain economic and social changes 

 affecting the woman in the home ; the development of standards of work ; the 

 organization of trade departments in these schools ; the distinction between the 

 teaching of elementary sewing and of dressmaking ; the fundamental diiference 

 between instruction in trade and vocational household arts dressmaking and 

 millinery ; cooking ; and cooperation between the school and the home. 



Vocational education, C. E. Oavett (iV. Dak. Bd. Admin. Ann. Rpt., 1 

 {1919), pp. Jf5-Jf9). — In this resume the State director of vocational education 

 briefly outlines the vocational education work accomplished in North Dakota 

 in 1917-1919 and the plan for 1919-20, and offers recommendations for the con- 

 tinuation of the work. 



Since August, 1919, this work, which previously had been directed by a com- 

 mittee on vocational education of the State board of education, has been under 

 the direction of the State board of administration created July 26, 1919. In 

 North Dakota, it is stated, only 30 per cent of the farm pupils have been com- 

 pleting the eighth grade and 4 per cent the high school. It is recommended 

 that the proper balance should be sought among the scholastic, esthetic, and 

 vocational phases of education. Further, that the work in manual training, 

 agriculture, and domestic science should be reorganized and placed upon a truly 

 educational basis. 



Vocational education in New Mexico {N. Mex. Bd. Ed. Vocat. Bui. 4 (1920), 

 pp. 52). — These are the revised plans for vocational education in New Mexico 

 for 1919-20 under the Smith-Hughes Act. 



The teacher-training course in vocational agriculture extends through 4 years, 

 or 216 unit hours, not more than 40 per cent of which can be given to technical 

 and not more than 10 per cent to pedagogical subjects. A plan of combined 

 supervision and improvement in service and itinerant teacher training in agri- 

 culture is outlined. 



The New Mexico College of Agriculture and IMechanic Arts has been designated 

 for teacher training in vocational home economics. The course extends through 

 4 years, or 216 unit hours, including a minimum of technical or home economics 

 subjects of 25 per cent, related sciences and art 20 per cent, professional sub- 

 jects 12.5 per cent, and general 28 per cent. 



