1919] AGRICULTURAL EDUCATION. 297 



Outline of plans for the cooperation of the State Board of Education with 

 the Federal Board for Vocational Education for vocational education in 

 Idaho, year 1918—19, also an act accepting the provisions of the Smith- 

 Hughes Act {Idaho But. [State Bd.] Ed., 5 {1919), No. 5, pp. 30).— The plans 

 for the administration and supervision of vocational education in Idaho for 

 1918-19, including the training of vocational teachers, are outlined. The Uni- 

 versity of Idaho has been designated as the institution to conduct all classes 

 in teacher training in agriculture and home economics. Outlines are included, 

 of the 4-year teacher-training courses in vocational agriculture and home eco- 

 nomics, of a 4-year course in vocational agriculture for high schools as a type 

 of the course that will be rc^iuired, and of a suggested 4-year course in voca- 

 tional home economics. 



Administrative boards and officers, approved plans of the State for voca- 

 tional education, Federal and Stat© law, 1918—19 {[loiva State Bd. Vocat. 

 Ed.], Vocat. Ed. Bui. 2 [191S], pp. 46).— This bulletin contains a detailed out- 

 line of the approved plans for vocational education in Iowa for 1918-19, and 

 the test of the Federal and Iowa State laws for vocational education. 



Plan for the cooperation of the Kansas State Board of Education with the 

 Federal Board for Vocational Education, 1918-19 {Kaiis. Deiit. Ed., Vocat. 

 Ed. Bui. 2 {1018), pp. 38). — This plan supplants the one previously noted for 

 1917-18 (E. S. R., 40, p. 395). The texts of the Federal and Kansas State acts 

 relating to vocational education are included. 



Massachusetts Board for Vocational Education: Plans of Massachusetts 

 for year 1918-19 {Bui. Bd. Ed. Mass., No. 10 {1918), pp. 98, figs. 2).— A com- 

 parative statement is given, by years, of the distinctively agricultural and 

 nonagricultural instruction in the county agricultural school and the high- 

 school department, respectively. In the former, 80 per cent including 50 per 

 cent in project study and \vork and 30 per cent in related study), and in the 

 latter, 50 per cent of the students' time is devoted to strictly agricultural sub- 

 jects, and 20 per cent and 50 per cent, respectively, to nonagricultural or cul- 

 tural and good-citizenship training. The differences in the method of instruc- 

 tion followed in the school and the department are also comparatively stated. 



Suggested types of sliort unit courses in vocational home econonncs on pro- 

 gressive and nonprogressive plans of organization are briefly Indicated. 



The proposed percentage use of funds as to training teachers is 20 per cent 

 each for agricultural teachers, supervisors, and directors, industrial and trade 

 teachers, and household arts teachers. The tentative plan for training voca- 

 tional teachers of agriculture, just put into pi'actice, is briefly outlined and in- 

 cludes the training of teachers in service. A tentative scheme for training 

 teachers of vocational home making is given in tabular form, together with 

 an explanation. 



Plans for the administration of the Smith-Hughes Act for vocational 

 education in the State of South Dakota: Agriculture {Pierre, S. Dak.: State 

 Bd. Vocat. Ed. [1919], jyp. i2).— This pamphlet outlines the plans for voca- 

 tional agricultural education in South Dakota under the Smith-Hughes Act 

 for 1918-19. It is provided that 75 per cent of a 1-year vocational agricultural 

 course in a high school shall be devoted to instruction in agriculture, 60 per 

 cent of a 2-year course, and at least 50 per cent of a 3 or 4-year course. The 

 related work and practical work shall in no case be given for less than 90 

 minutes each per day. Suggested outlines of a 4-year and a 1-year vocational 

 agricultural course are included. 



Plans for the administration of the Smith-Hughes Act for vocational 

 education in the State of South Dakota: Home economics {Pierre, S. Dak.: 

 State Bd. Vocat. Ed. [1919], pp. S).— This is an outline of the plan for voca- 



