Article 10 directs the State superintendent to appoint one expert assistant in agricultural education, one in industrial education, and one in drawing. Article 16 prescribes, for the elementary course of study, the common English branches together with such other branches, including drawing, physical training, elementary manual training, elementary domestic science, and elementary agriculture, as the board of school directors in any district may prescribe.

The vocation education law of 1913 (No. 92, 1913) defines vocational education as that "the controlling purpose of which is to fit for profitable employment." Industrial, agricultural, or household arts schools or department or vocational school or department shall mean a distinctive organization of courses, pupils, and teachers approved by the State board of education, designed to give either industrial, agricultural, or household arts education as herein defined." Household arts education is "that form of vocational education which fits for occupations connected with the household;""household arts school or department shall mean a vocational school designed to develop, on a vocational basis, the capacity for household work, such as cooking, household service, and other occupations in the household;""evening class in a household school or department shall mean a class giving training in homemaking to girls or women over 14 years of age, however they may be employed during the day." (Sec. 1.)

The State board of education is directed to investigate and to aid in the introduction of vocational education; to assist in establishing schools and departments and to inspect and approve them; the State superintendent is directed to appoint "expert assistants other than those already provided by law as may be necessary in industrial, household arts, or agricultural education." (Sec. 2.) Any school district may through its board of school directors establish and maintain vocational schools and departments; two or more districts may join in so establishing and maintaining; "an advisory committee composed of members representing local trades, industries, and occupations" may be appointed. (Secs. 3, 4, 5, 6.) Nonresident pupils may be admitted, the district of residence to pay a tuition fee. (Sec. 7.)

For the support of approved vocational schools and departments the State shall pay annually an amount equal to two-thirds the sum which has been expended during the previous year "for instruction in practical subjects and in such related technical and academic subjects as may be necessary to complete well-rounded courses of training: Provided, No one school district shall receive more than $5,000 in any one school year." School districts that have paid tuition in approved local or joint vocational schools or departments shall be reimbursed to the extent of one-half. (Sec. 9.)

Rhode Island.-Chapter 845, 1912, authorizing State aid in support of industrial education:

"SECTION 1. In case any town shall provide instruction in manual training and household arts in its public schools, with the approval of the State board of education, such town shall be entitled to receive as aid from the State a sum not exceeding one-half of the amount expended by said town for the purchase of apparatus necessary for such instruction.

"SEC. 2. Any town that shall establish and maintain day or evening courses for vocational industrial education, including instruction in the principles and practice of agriculture and training in the mechanic and other industrial arts, which courses are approved as to equipment, instruction, expenditure, supervision, and conditions of attendance by the State board of education, shall be entitled to receive aid from the State in support of instruction in such courses to an amount not exceeding one-half of the entire expenditure of the

same. The cost of equipment or of buildings or of land or of rent of rooms shall not be included in this reckoning. This section shall not be construed to entitle towns to receive State aid for manual training high schools or other secondary schools maintaining manual training departments, except in so far as such schools include courses properly classed as industrial courses."

The 1912 act carries an appropriation of $5,000, available after July, 1913. South Carolina.-The high-school act (1907) classifies all high schools as 4-year, 3-year, and 2-year high schools, and provides for aid of $700, $600, $500, respectively, on certain conditions. "Any and all high schools established under this act shall include instruction in manual training, especially in agriculture and domestic science." Additional aid may be given for industrial and commercial subjects.

By rule of the State board of education, adopted April 4, 1913, "State aid in the sum of $100 per annum shall be allowed to any school maintaining a successful and satisfactory class in sewing, cooking, or manual training."

Tennessee. The education law of 1909 provides for the General education fund" to include 25 per cent of the gross revenues. Eight per cent of this is to constitute a county high-school fund for aiding county high schools. It shall be the duty of the State board of education to grade all county high schools, "to prescribe their minimum courses of study, requiring the elements of agriculture and home economics to be taught in all schools." "And no county may receive more than one-fiftieth of the fund, and no school shall receive more than one-third the amount received from other sources and expended for maintenance."

The law of 1913 increases the "General education fund" from 25 to 33 per cent of the revenues, and provides for an extra appropriation to each firstclass high school in amount duplicating the county money used for agriculture, manual training, or home economics, the maximum from the State being $1,500. Teras. By a law adopted in 1909 the high schools of the State are classified according as they give 4-year, 3-year, or 2-year courses and meet certain other conditions. State aid is given, duplicating money set apart locally, for establishing and mantaining one or more departments of agriculture, manual training, and domestic economy. First and second class schools may receive $500 to $1,500 for a department of agriculture and $500 to $1,000 each for a department of domestic economy, and a department of manual training, with a maximum total of $2,000 to any one school; third-class schools may receive $500 to $1,000 for a department of agriculture. The grant may not be made more than twice to the same school. An appropriation of $50,000 a year is made for this purpose. Similar departments were aided in three State normal schools. An act effective September 1, 1914, requires the teaching of cotton grading or classing in the State normal schools, industrial schools, summer normal schools, teachers' institutes, and in all public schools. While this requirement is primarily, of course, for industrial efficiency it will obvously spread knowledge valuable to the household.

Vermont.-The school law (sec. 1004) provides that in elementary schools "the board of school directors may provide for daily instruction in vocal music, physical culture, drawing, and the industrial arts and sciences by a regular teacher or teachers, and a town may instruct its directors to provide for such instruction"; and (sec. 1016) that in high schools "instruction may be given in political, social, moral, and industrial sciences, commercial subjects, ancient and modern languages, music and physical culture, and in fine and mechanical arts." Act 40, 1908, provided a State grant of $250 for an approved manual-training course in any high or grammar school, but this was repealed by Act 74, 1913,

which provides that a town maintaining a high school of the first class may provide courses or departments of manual training, domestic economy, or agriculture, with special instructors, and for approved courses for which not less than $600 has been paid in salaries, the State will grant $200 for each course or department so maintained. The school boards in the towns of a supervision union may unite in employing special instructors in manual training, domestic science, agriculture, singing, or drawing, and if not less than $600 is paid an instructor in any of these subjects during a school year, the State will make a grant of $200.

Act 62, 1910, established a State school of agriculture at Randolph, and Act 67, 1913, creates a similar school in Addison or Rutland County; in both schools domestic science is included in the program.

Act 77, 1912, appropriates $1,500 for a loan collection of lantern slides, illustrating the " resources, manufactures, industries, physical features, agriculture,

and home life of Vermont and the world."

Virginia. By the law of 1907 county, city, or district school boards, and counties, cities, towns, and districts may appropriate to nonsectarian schools of manual, industrial, or technical training, and may also provide for the introduction of manual or industrial training and other special branches into any public schools.

By the law of 1908 the State board of education is authorized to select at least one high school in each of the 10 congressional districts in which "a thorough course in agriculture, the domestic arts and sciences, and manual training shall be given in addition to the academic course," and "at least onefourth of the school time shall be devoted to these subjects." "All female students attending the high school provided for under this act shall be instructed in the domestic arts and sciences, and suitable equipment for such instruction shall be provided." They "may also take the agricultural course if they so desire." "The agricultural high schools may be used as centers for directing the demonstration farm work and other extension work through the congressional districts, under regulations prescribed by the State board of education and the president of the Virginia College of Agriculture."

"Regulations of the State board of education, 1911," section 80: "In all the common schools the following subjects shall be taught: Orthography * *; and local school boards may provide for the introduction of music, nature study, manual training, and elementary agriculture into the schools."

Washington. By a recent rule of the State board of education eighth-grade pupils taking the examinations for the State eighth-grade certificate will be required after May, 1914, to take an examination in either agriculture, manual training, or domestic science.

West Virginia.-No special legislation, but household arts are taught in larger cities and towns and in several rural communities.

Wisconsin.-Chapter 503, 1907, provides that any board having charge of a free high school, or of a high school having a course of study equivalent to the course or courses prescribed by the State superintendent, may establish a manual-training department in the high school, or in the high school and upper three grades of the elementary school, and that State aid will be given up to one-half the expenditure, but not to exceed $350 for high-school and grade work for each department and $250 for the high school only for each department: Provided, That aid will not be given for more than three departments. Two or three high-school districts may unite to secure a teacher of manual training.

By the law of 1901, amended in 1903, 1907, 1909, and 1911, county schools of agriculture and domestic economy may be established by the county board, or

jointly by two or more counties.

"Instruction shall be given in the elements of agriculture, including instruction concerning the soil, the plant life, and the animal life of the farm; a system of farm accounts shall also be taught; instruction shall also be given in manual training and domestic economy, and such other subjects as may be prescribed." Graduation from common schools is required for admission; special winter classes may be provided. State aid is given of $6,000 if the average daily attendance is less than 112, $7,000 if the attendance is 112 to 137, and $8,000 if over 137.

Wisconsin, in 1909, authorized the establishment of trade schools by cities; the appointment of a local advisory "committee on trade schools"; the levying of a special tax of not over one-half mill for a trade-school fund; and action by the local school board, subject to a referendum in approval if petitioned by 20 per cent of the voters.

Chapter 616, 1911, provides a State system of industrial education with the following provisions: A State board of industrial education; an assistant for industrial education in the office of the State superintendent, with supervision of industrial, evening, continuation, and commercial schools (not agricultural schools); in towns and cities of over 5,000 there shall be, and in smaller towns there may be, a local board of industrial education, with general supervision of instruction; on petition from 25 persons qualified to attend, an industrial, evening, continuation, or commercial school shall be established; a special tax not to exceed one-half mill may be levied; the course of study shall be approved by the State superintendent of education and the State board of industrial education, and shall include English, citzenship, sanitation, and hygiene, ` and the use of safety devices and such other branches as the State superintendent and State board shall approve"; State aid equal to one-half the amount expended during the preceding year is granted, with a maximum of $3,000 to any one school and $10,000 to any one city, and not more than 30 schools are to be aided; the schools are open to persons of 14 years of age or older. The law also directs the State board of industrial education to "constitute a body corporate under the name of the board of trustees of Stout Institute," to accept, hold, and maintain as a trustee for the State this institution at Menominee.

Chapters 505 and 660, 1911, require children 14 to 16 years of age, working under permit as provided by law, to attend evening, continuation, industrial, or commercial schools when established not less than five hours per week for six months or a year; the employer to allow reduction in hours of work.

Chapter 347, 1911, regulates apprenticeship, requiring, among other provisions, that the indenture include an agreement that the apprentice attend school not less than five hours a week.

An act of 1913 (bill No. 142 S.) provides for State aid of $200 for a short course of agriculture and domestic science in high schools." The course is to be 16 weeks in length and commence about November 1; it "shall not be approved unless the teaching force shall be adequate to properly administer all courses adopted and in force in such school"; and the special course must be "under the direct instruction of a teacher holding a special license from the State superintendent to teach the special subject." Tuition of all pupils attending is to be paid by the towns. The short-course law is limited in its benefits to 20 schools.

Wyoming. The school law provides (ch. 88, 1895) that the "school board of any district shall have power to establish industrial and manual-training schools in connection with the public schools of said district."

Section 3. STATE CERTIFICATION OF SPECIAL TEACHERS OF HOUSEHOLD ARTS.

1

The classroom teacher as teacher of household arts.-The standards set as to who may teach household arts in the public schools will determine rather completely the character of instruction given. The subject might conceivably be taught by the regular teacher; it might be regarded as a special school subject to be taught by a specialist. As a matter of fact, both tendencies have been apparent in the teaching of the subject, while, as Dr. Jessup says, "the prevailing means of securing and directing instruction in domestic science has been the employment of special teachers or supervisors, who have taken, in the main, the entire responsibility of this work," yet there have not been lacking examples of the organization of householdarts teaching in the hands of the classroom teacher; and it is evident that some of the most significant instruction in this field-for example, in one-room rural schools-turns on the training of the classroom teacher in domestic science. Some of our best experience and authority to-day points to the teaching of all arts subjects, in the first six grades at least, by the regular classroom teacher, in order to stress the educational rather than the vocational aim in the teaching.

Legal recognition of the need of home economics in the equipment of every trained grade teacher is already in evidence. This is exemplified in the Oklahoma requirement of an examination in domestic science for all first, second, and third grade teachers' certificates; the new requirements of Iowa and Indiana for its general teaching and corresponding examinations of teachers; and the provision of North Dakota which places home economics among the list of required elective subjects from which a selection is to be made in the examination for the second and first grade elementary and professional certificates. The New Mexico law also permits the State board of education to require an examination in domestic science and other vocational subjects in the certification of teachers. A provision of similar import is that requiring an examination in elementary agriculture in the certification of teachers, as in Alabama, Idaho, Mississippi, Nebraska, Texas, and possibly other States, thus reinforcing the preparation of the rural teaching force at a most important point. There is also the similar requirement of an examination in manual training for the elementary certificate in New Jersey. Grade teachers, it would seem, should, as a matter of course, have preparation in home science, and in addition rural teachers should be certified as to preparation in agriculture and urban teachers

1 Social Factors Affecting Special Supervision. W. A. Jessup, Teachers College, Columbia University. Contributions to Education. New York, 1911, p. 63.