394 EXPERIMENT STATION IlEC^ORD. tVol. 41 



Report on vocational education for Montana for the year 1917—18, M. J. 

 Abbey (Rpt. Vocnt. Ed. Muiit., 1917-lS, pp. IJf). — This lirst report on vocational 

 education in Montana contains digests of the Smitli-Huyhes Act and tlie State 

 act accepting its provisions and appropriating $15,000 for the yeai"S 1918 and 

 1919, respectively, and an account of the organization of the work. 



Eight high schools were approved for State and Federal aid for vocational 

 agriculture and three for home economics. The Montana State College of 

 Agriculture and Mechanic Arts was selected to train teachers of vocational 

 subjects. At present 28 men are preparing to teach agriculture and 16 women 

 to teach home economics. 



Plans for vocational education in Nevada under the Smith-Hughes Act, 

 year 1919-1920 {titute Dept. Ed. Nei\ Bill. 3 (1019), pp. iJ).— This bulletin 

 contains in brief form and in part the State plans for vocational education for 

 the year 1919-20, which supersede those i»reviously noted (E. S. R., 40, p. 597). 



Vocational education laws in Nevada appertaining' to the Smith-Hughes 

 Act for years 1919-1920 (»S'iofe Dcpt. Ed. Nco. Bui. 4 (19VJ), pp. i6").— This 

 bulletin is intended specifically for use in the resident teacher-training classes 

 at the University of Nevada and for itinerant teacher-training throughout the 

 State. It includes an analysis of the Smith-Hughes Act. 



Federal aid for vocational education in North Carolina under the Smith- 

 Hughes law (Bill. State Bd. Vocot. Ed. N. C, No. 2 {1918), pp. J,0).— Part 

 I of this bulletin contains an outline of the plans for 1918-19 for vocational 

 education in North Carolinii under the Smitli-IIughes Act. 



The North Caroliuii State College of Agriculture o.nd Engineering has been 

 designated as the institution for training white teachers for vocational agri- 

 culture; The Negro Agricultural and Technical College at Greensboro, for 

 training negro teachers of vocational agriculture; The North Carolina State 

 Normal and Industrial College at Greensboro, for training teachers of voca- 

 tional home economics for the white race ; and the Slater Industrial and State 

 Normal School at Winston-Salem, for the training of teachers of vocational liome 

 economics for the colored race. It is proposed to use $3,000 of the funds 

 for teacher training work in training teachers of agriculture for the white 

 race and $1,000 for the colored race, while for home economics the respective 

 allotments are $4,0t)0 and $1,000. 



The teacher-training course in agriculture for white students extends over 

 four years. Students are required to complete 190 hours for graduation, of 

 which IS are in education. Forty per cent of the students' time must be devoted 

 to technical subjects, 30 per cent to science, 10 per cent to professional subjects, 

 including practice teaching, and 20 per cent to general education subjects. It 

 has been arranged to u-se the Carey farm-life school as a practice and observa- 

 tion school. 



The 4-year course for the training of home econon)ics teachers comprises 61 

 unit hours. Thirty per cent of the time in this course must be devoted to home 

 economics subjects, 30 per cent to related science, 30 per cent to academic sub- 

 jects, and 10 per cent to professional education, including practice teaching and 

 observation. 



Outlines of a suggested 4-year course for vocational schools in agriculture, 

 with at least 50 per cent of the students' time devoted to vocational work, and 

 a 2-year course in home economics, in which a 90-minute period each day is 

 devoted to practical work and a 60-minute pt'riod to related subject work in 

 science, are included. 



Part II contains linanclul and statistical reports of the State Board for Voca- 

 tional Education for the fiscal year 1917-18. 



