the fiscal year 1915-16; $700,000 for the fiscal year 1916-17; $900,000 for the fiscal year 1917-18; $1,000,000 for the fiscal year 1918-19, and annually thereafter.

4. For the work of the Federal board for vocational education--that there be appropriated $200,000 annually, this money to be used in administering the grants to the States and in furnishing information and advice to the States for use in vocational schools and classes.

The maximum in each case above is continued annually thereafter.

III. KINDS OF SCHOOLS AIDED BY GRANTS.

1. That the schools aided in part by the National Government should be schools supported and controlled by the public.

2. That the education given in these schools should be of less than college grade. 3. That they should be designed to prepare boys and girls over 14 years of age for useful or profitable employment in agriculture and in the trades and industries.

4. That the schools should be of three types, in order to meet a variety of needs: (a) All-day schools in which practically half of the time should be given to actual practice for a vocation on a useful or productive basis.

(b) Part-time schools for young workers over 14 years of age, which should either extend their vocational knowledge or give preparation for entrance to a vocation, or extend the general civic or vocational intelligence of the pupils.

(c) Evening schools to extend the vocational knowledge for mature workers over 16 years of age.

IV. ADMINISTRATION.

1. That the States, in order to receive national grants for vocational education; designate or create State boards, through whom the National Government would deal, the determination of such boards to be left entirely to the States.

2. That a Federal board be created, consisting of the Postmaster General, the Secretary of the Interior, the Secretary of Agriculture, the Secretary of Commerce, and the Secretary of Labor, with the Commissioner of Education as its executive officer, to administer the funds and to cooperate with the States in promoting vocational education.

V. CONDITIONS.

1. That the Federal statute providing for national grants to the States for vocational education set up conditions safeguarding the proper expenditure of the money for the purposes designed and insuring a maximum degree of efficiency in the work. 2. That the States, through their legislative authorities, formally accept the conditions of the Federal statute providing national grants.

3. That the States provide for the proper custody and disbursement of the Federal grants allotted to them.

4. That the State board, with the approval of the Federal board for vocational education, formulate plans for the administration of the grants in conformity with the provisions of the Federal statute, and establish minimum requirements for the State as to the qualifications of teachers and the equipment of schools.

5. That for each dollar paid from Federal grants allotted to any State for the salaries of vocational teachers, or for the training of vocational teachers, the State or local community, or both, shall expend an equal amount for the same purpose, and shall in addition meet all other costs of plant, equipment, and maintenance, including the salaries of all teachers necessary to complete well-rounded courses of instruction. 6. That the State receive its allotment annually so long as it uses the funds allotted to it in conformity with the purposes and provisions of the Federal statute. Payment on allotments shall be made quarterly.

73226°-ED 1914-VOL 1--16

2. TRAINING TEACHERS FOR VOCATIONAL EDUCATION.

In no way can the progress of vocational education be better understood than by a study of the measures adopted to insure a supply of properly qualified teachers. The efficiency with which this work is done will have as great a determining influence upon further progress in the immediate future as any other one thing.

The inadequacy of the supply of teachers, which was pointed out in the last report,' still exists, and constitutes one of the most serious. obstacles in the way of development. The two chief clements in the equipment of the special vocational teacher are: (1) Mastery of the technic of the occupation, and (2) teaching ability. The difficulty of securing these two elements in combination in the same individual is inherent in the situation.

It seems to be generally agreed that the only practicable way to obtain the necessary knowledge of the vocation is to serve for a time. as an actual wage earner in it. For most vocations, having sufficient content to justify the provision of opportunities for training for them, this means entrance on the part of the individual at a fairly early age, the serving of a period of learning or apprenticeship, followed by a period as finished worker or journeyman long enough to achieve actual success in the vocation. This program necessarily brings the individual to a minimum stage of maturity and involves the relinquishment of opportunities for development or training in other directions.

The second of the essential elements, teaching ability, can be acquired efficiently in only two ways: By years of actual teaching experience under competent and sympathetic supervision, or by specific training. In either case the difficulties in the way of satisfactory adjustment and ultimate success in the work probably increase as the square of the age of the candidate at the time of beginning.

It is useless, therefore, to talk about the equipment of the ideal teacher for vocational schools as something likely to be available in the near future. It is necessary, while laying plans that will eventuate in ideals in due time, to make some adjustment that will meet present conditions as they are. Hence the large number of significant experiments now under way in different parts of the country. The most promising plan, so far as present tendencies give indication, is the attempt to provide the necessary training in principles and methods of teaching for men and women actually engaged as wage earners in the occupations they propose to teach. By providing this instruction in evening classes, and by providing later opportunities for the initial experience in teaching in evening schools, it is possible

1 See Educ. Rep., 1913, vol. 1, p. 261.

to try out individual candidates and to obtain a fairly accurate determination of their fitness for teaching before they abandon the wage-earning status in the occupation itself.

Not all of the experiments can be described here, but a number of the most prominent ones are mentioned. It is to be hoped that many other institutions which have the facilities for making some contribution to this great problem of teacher training will be stimulated to earnest effort.

PRATT INSTITUTE, BROOKLYN, N. Y.

The class consisted of 17 men who were working at various trades during the day and were brought together in an evening class to receive instruction in the principles of teaching as applied to the industrial school. The class met three times a week for a period of 24 weeks, each session being two hours in length.

The purpose of the course was to train men to become teachers of shopwork in either day or evening industrial schools. The instruction did not include shopwork practice or related trade subjects, but was confined to the principles of trade teaching. It was expected that the candidate would bring to the class the thorough trade knowledge and training in related trade subjects essential to the successful shop teacher. No applicant was accepted who was under 24 years of age or over 40, or who could not show an all-round experience in his trade covering at least 5 years above apprenticeship. No written test for entrance was given, but candidates were required to fill out an application blank giving in detail their training and experience, and to submit recommendations as to trade fitness. The personal qualifications of each candidate were carefully rated in an interview with the instructor of the class, and his trade equipment was passed upon by a mechanic experienced in the same trade. Applications were made by 60 men, and of this number 20 were accepted, of whom 18 actually started the course. One withdrew at the end of six weeks, 17 remaining to complete the work. Those selected represented the following trades: Machinist, carpenter, machine draftsman, electrician, pattern maker, plumber.

The training given consisted of two parts: (1) Practice teaching in the New York evening trade schools, one evening each week. (The majority of the class taught two evenings a week, the second evening being optional.) (2) Class work at Pratt Institute, two evenings each week.

In the practice teaching, the pupil teacher served as a helper to the regular trade teacher in charge of the shop. In some instances the pupil teacher was given a division of the class for which he was made responsible under the direction of the shop teacher. One evening each week the instructor of the training class visited the various classes in which the pupil teachers were serving, for the purpose of giving assistance and direction to the practice work. Members of the class were required to submit weekly written reports on their practice teaching. These reports were later made the subject of class discussions.

The class work at Pratt Institute consisted of two parts: (1) Demonstration work in the form of practice teaching before the class, and (2) conference and lecture work on a "short-unit" basis.

In the demonstration work, members of the class were required to bring in problems in shop practice and related shop knowledge which had arisen in their practical experience, and present these to the class in the form of lessons. The demonstration was then thrown open to discussion.

The conference and lecture work consisted of discussions, readings, and occasional lectures upon such subjects as the following:

1. The organization and equipment of the trade-school shop.

2. Analyzing a trade for the purposes of instruction

3. The commercial product.

4. The project scheme.

5. The teaching of "related work."

6. Basis of the course of study.

7. The organization of the industrial school.

8. How to handle the industrial school boy.

9. The qualifications of the industrial school-teacher.

10. Types of school-their organization and function.

11. What is education?

12. The difference between vocational education and general education.

13. The difference between vocational education, on the one hand, and prevocational education, practical arts, and manual training, on the other.

The method of instruction in the classroom in general was to select a given topic or unit, approach it through a series of questions based on the practical experience of the members of the class, follow these questions with lecture work and assigned readings, conclude the instruction with questions for discussion drawn out of the material thus given. The aim of this method of instruction was to establish a connection between the prospective teacher's shop experience and the new knowledge to be acquired on the one hand, and to arouse his self-activity through discussion on the other. With these men the method seemed to work well.

It is expected that this course will be continued next year on essentially the same plan. It is hoped that the following features may be worked out: (1) A more careful selection of the membership of the class with reference to trade experience. While the men chosen last year were in every sense selected men, a more rigid selection can be made. A greater variety of trades should also be represented in the class membership. (2) A reorganization of the subject matter presented for the purpose of (a) giving a simpler unit, (b) making clear the aim and method of the teaching process as contrasted with the shop processes, and (c) showing the relationship of the various units to the teaching process.

STATE COLLEGE FOR TEACHERS, ALBANY, N. Y.

The special class for mechanics, in 1913-14, had a membership of 18, as follows: Machinists, 8; patternmakers, 2; plumber, 1; general woodworkers, 7. This class has completed a course of two winters, 25 weeks each, 3 nights per week. Two nights each week were devoted to regular classroom and shopwork, including methods of teaching, shop practice and management, drawing, shop mathematics. The third night was devoted to practice teaching, which was provided for by three apprenticeship classes, supported by the city, under the direction of the college. The practice teaching was supervised by members of the regular college faculty. This class is under the general direction of Prof. Harry B. Smith.

TEACHERS COLLEGE, NEW YORK CITY.

A class was conducted in 1913-14 at Teachers College, Columbia University, New York, N. Y., on Friday evenings, 7.30 to 9.30, for 25 sessions. The director of industrial arts education had administrative charge of the class, and devoted 10 periods of the 25 to a study of the principles of teaching, observation, and discussion of observation lessons given in a woodworking shop, discussion of the problems of vocational education, and special study of the industrial education problems of the fields represented by the members of the class. This part of the course was followed by Profs. Noyes, Sleffel, and Weick, who took up intensively the problems of teaching wood

work, metal work, and industrial drawing, respectively. Membership in the class was not restricted to tradesmen, but included a few teachers of industrial arts from local schools.

In 1914-15 it is planned to restrict the attendance to men of journeyman standing, between the ages of 24 and 45, who give promise of success as teachers. The class will be limited to 20. There will be two sessions weekly for 25 weeks, Tuesdays and Thursdays from 7.30 to 9.30, a total of 100 hours. In addition to instruction, class lectures, and discussion, opportunities for practice teaching in evening vocational schools will be provided through the cooperation of the board of education. Mr. Joseph II. Constantine is in charge of the practice teaching and of administrative details, with assistance of department representatives as in 1913-14.

UNIVERSITY OF WISCONSIN.

The University of Wisconsin, Madison, Wis., has been actively engaged in the work of training teachers for vocational schools since September, 1910, at which date Prof. Fred D. Crawshaw was elected director of the department of manual arts. During the four years three plans have been developed to prepare mechanics for teaching: 1. Class for adult special students.—Journeymen mechanics having the necessary qualifications are encouraged to register in the university as "Adult specials. Two annual scholarships, of the value of $400 each, are provided for this purpose. Special courses are offered for men of this type.

2. Mechanics institute. The board of regents appointed 15 industrial scholars to spend one month at the university, March 9 to April 9, 1914. These 15 men were selected from a list of applicants recommended by prominent local residents, and represented 11 cities in different parts of Wisconsin and 12 different trades. The purpose of the institute was to give intensive practice in special lines of shopwork and drawing, and some consideration of the problems of teaching, organization, and administration. Provision was made for observation of model lessons, and for discussion and criticism.

No one responsible for the organization of the institute believes that one month is a satisfactory length of time in which to train men professionally for teaching. It is believed, however, that two ends may be accomplished in this time: First, the members of the institute will gain some power to organize material in their own field of endeavor, and will receive some specific instruction and practice in teaching classes; and second, they will acquire some appreciation of the teaching problem for particular types of school, and should, consequently, be able either to decide to seek further preparation or to abandon the idea of teaching.

3. Continuation school for trades teachers.-In 1911 the extension division of the university organized a three-year night-school course for the training of teachers for industrial schools, under the general direction of the department of manual arts. The program of work includes the following subjects: (1) Shop practice, 5 hours per week (3 years, 36 weeks per year) in one or more trades, in the Milwaukee Trades School or in the factories; (2) English, with special reference to the needs of industrial teachers, 2 years, 72 lessons; (3) mathematics, as used in shop and drafting room, with emphasis upon teaching the subject in industrial schools, 3 years, 108 lessons; (4) mechanical drawing, 3 years, 216 hours; (5) methods of teaching, 1 year, 36 lessons; (6) industrial education, 1 year, 35 lessons; (7) civics, 1 year, 36 lessons; (8) sanitation and safety devices, 1 year, 36 lessons; (9) class teaching, criticisms, and discussion, 1 year, 36 lessons; (10) elective study, 1 year, 36 lessons.

This course is to be put upon a better working basis by the appointment of a resident director to give his entire time to its further development. Beginning with 1914-15 the course will be under the direction of Mr. Wilson II. Henderson, assistant professor of manual arts.

CARNEGIE INSTITUTE OF TECHNOLOGY, PITTSBURGH, PA.

Since 1911 the school of applied industries of the Carnegie Institute of Technology has been offering a course for the training of teachers in the field of industrial education. It is adapted primarily for high-school graduates, especially from the manual