provision of the law, 114,073 pupils, a little more than one-fifth of all the pupils enrolled in the public schools of the State, were studying these practical arts subjects as a part of their regular course of instruction in the regular schools of the State last year. During 1913-14, there were 116 special township supervisors appointed to help carry on this instruction in the practical arts subjects, and special steps were taken to get teachers properly trained for this work. For the present school year the extension department of Purdue University has donated to the State department the services of three men to assist in organizing and supervising the work in agriculture. Indiana University has placed one man at the service of the State department who will assist with the work in industrial arts. All three State institutions, the State Normal College, University of Indiana, and Purdue University, will assist the department in organizing and supervising the work in domestic science by placing at the disposal of the department one trained professor from each institution to assist with the instruction in home economics in the regular schools.

3. A third line of work provided for by the Indiana law (in fact, the chief provision of the law) is the real vocational instruction to be carried on in special vocational departments and schools organized and conducted for the sole purpose of preparing for efficient and productive work in the shop, in the home, and on the farm. To stimulate and encourage local communities to establish such vocational schools in their respective communities, the State pays two-thirds the cost of instruction in all vocational schools that are approved by the State board of education. This provision of the law went into effect September 1, 1914, and special attention will be given this year to the organization and supervision of this vocational work. Some 12 or 15 centers will be organized this year and the vocational work developed as rapidly as possible. Part-time and trade extension work in evening classes are being emphasized, and it is hoped that an effective plan for vocational guidance in the regular schools may be worked out to serve as the basis for vocational instruction in all-day vocational schools. Several experiments in different types of communities will be made during the year, also, in training teachers for vocational schools.

Bulletins.—The following bulletins have been issued by the vocational division of the department of public instruction since June 1, 1913:

1. Letter of Information to Superintendents Regarding the Vocational Education Law and Work for Next School Year. Vocational Series No. 1, June, 1913. 2. Tentative Course of Study in Practical Arts Subjects for Public Schools of Indiana. Vocational Series No. 2, August, 1913.

3. The Training and Certification of Teachers for Practical Arts Subjects in the Public Schools of Indiana. Vocational Series No. 3, February, 1914.

4. Vocational Education in Indiana. Vocational Series No. 4, March, 1914. 5. Rules and Regulations Governing the Organization of Vocational Agricultural Schools. Vocational Series No. 5, March, 1914.

6. Pre-Vocational Agricultural Work in the Public Schools of Indiana. Vocational Series No. 6, July, 1914.

7. Helps for Teachers in Agriculture. Vocational Series No. 7, Part 1, September,

1914.

8. Helps for Domestic Science Work in the Seventh and Eighth Grades. Vocational Series No. 8, Part 1, September, 1914.

9. Suggestions for the Study of Vocational Education in Township Institutes. Bulletin No. 9, July, 1914.

Teachers' conferences.-Special conferences of teachers are frequently held to discuss and work out special local and State problems.

Special problems.-A number of investigations are being attempted in the study of industries for purposes of vocational instruction and vocational guidance.

CALIFORNIA.

In 1913 the California Legislature changed the central organization for educational affairs, and created a State board of education consisting of seven members. The same act provided that the State board of education should appoint a commissioner of vocational education, and in September, 1913, Dr. Edwin R. Snyder was appointed to this position. The school law is drawn in such terms that it is possible for any school district to introduce and maintain classes in vocational education. In the various high schools of the State 46 different vocations are now taught. Some of the high schools, notably those in Los Angeles, cover almost the entire group of vocations. However, the report of the commissioner of vocational education states that this subject is still in its infancy in California.

There are a few night schools in Los Angeles, San Francisco, and Oakland that are of the vocational type. A considerable proportion of rural high schools have introduced courses in agriculture, a few of which are broad enough in scope to be considered largely vocational.

The State board of education has gone upon record as favoring State aid to vocational education, and an attempt will be made to secure suitable legislation in 1915, which will be broad enough to include every type of vocational school, department, or class in any type of public school, regular day, day continuation, or night school. Steps will also be taken to modify the law governing certification of teachers, so that it may provide for vocational certificates. The legislature will be requested also to provide, in addition to the aid already given upon account of elementary and secondary schools, an amount which will approximately equal one-third of the total expenditure for instruction in vocational schools and classes.

5. ACTIVITIES OF ORGANIZATIONS INTERESTED IN VOCATIONAL

EDUCATION.

The year 1913-14 has been an important one in the sphere of activities of professional teachers' and other organizations interested in vocational education. A great deal of the enthusiasm and interest, and within the past year or two, of positive and purposeful activity has been crystallized in a number of organizations that are making their several influences felt in no uncertain terms. The following paragraphs will serve to give a fairly comprehensive, even if hasty, glance at the kinds of work undertaken by the most important of these organizations:

NATIONAL SOCIETY FOR THE PROMOTION OF INDUSTRIAL EDUCATION.

The National Society for the Promotion of Industrial Education continues as one of the positive forces in the movement for more widespread and more effective vocational education. While propaganda work through the publication and distribution of valuable material on the subject is recognized as an important function of the society, it has also been engaged in such constructive work as (1) assisting to shape legislation; (2) investigations and surveys made either directly by the society or in cooperation with other agencies; (3) holding of a series of conferences, dealing with principles and policies and methods of administration; (4) cooperating with other agencies in the solution of new problems.

LEGISLATION.

Virginia. The national society advised and assisted the Virginia State educational authorities in framing a statute authorizing local school authorities to introduce various forms of vocational education, and authorizing the State board of education to assist in the maintenance and supervision of such work.

Missouri.-A questionnaire was prepared by the Missouri State teachers' association in line with the suggestions of the secretary of the society and sent to the leading educators and business men in the State, for the purpose of ascertaining the need for industrial education in Missouri, and the best method of meeting the need. As the result of this questionnaire, a report was issued defining the various types of education, stating what had been accomplished in other States and giving results of the questionnaire as to organization, methods of control, support, and types of schools best adapted to Missouri, together with a proposed law embodying the principles of legislation set forth in the platform of the national society.

The introduction of similar legislation is now under consideration in the States of Washington, Iowa, and Michigan, and the educational authorities in these States are in conference with the national society in regard to methods of procedure and best form of legislation.

INVESTIGATIONS AND SURVEYS.

Richmond, Va.-A year ago the national society initiated the policy of cooperating with the city in which it is to hold its annual convention in making a school and industrial survey which should be made the basis of a constructive program of action on the part of the community and the national society. It was decided to hold the annual convention this year at Richmond. In accordance with this policy the society, with the assistance of the United States Bureau of Labor Statistics, the Russell Sage Foundation, and the educational authorities of Richmond, has been carrying forward an exhaustive survey of the industries and schools of the city. The survey was in the immediate charge of two experts, one from the Russell Sage Foundation and one from the United States Bureau of Labor Statistics, working under the guidance of the local survey committee, the whole survey being directed by a general committee appointed by the National Society for the Promotion of Industrial Education, consisting of representatives from the national society, and from various labor, educational, commercial, and manufacturing organizations.

That part of the survey dealing with the school side is concerned only with data that had to do with the relation of the school to industry. It aimed to obtain information upon such questions as the following:

1. Amount and causes of attendance mortality.

2. The occupations into which pupils have gone upon leaving school.

3. The present opportunities for vocational training in the public and private schools. The industrial side of the survey sought to obtain the information necessary for determining a constructive program for vocational training for the city of Richmond. Such questions as the following were answered:

1. What is the general industrial situation in the community, such as the proportion of industrial workers to the total population?

2. What is the economic status of the community, and its social attitude toward industrial work?

3. What is the situation as regards variety and concentration of industries?

4. Do the industries concerned represent that which, from the civic and social standpoint, it is desirable to encourage?

5. What does an analysis of each industry reveal as to the demands upon the worker with respect to the knowledge and skill necessary for efficient service?

6. What does the industry itself furnish by way of training, and what must be supplied by the school?

The data obtained in the survey served as laboratory material for the convention. A synopsis of the findings was prepared in advance and widely distributed.

VOCATIONAL EDUCATION FOR WOMEN AND GIRLS.

During the past year, the following investigations in charge of a special committee on women's work were undertaken by the assistant secretary of the society, Miss Cleo Murtland:

Troy.-In Troy an intensive study of the collar and cuff industry was made, some study of department stores, together with a study of the new vocational school of Troy and its opportunities for cooperating with existing industries and social agencies.

Grand Rapids.-Immediately following the convention of the society in December, 1913, a study was made on vocational opportunities for girls and women in that city. This report presented an analysis of the industries under the heads of skilled, semiskilled, and unskilled. Information was gathered on the types of factory workers; the range of age in the industry; the shifting or change of the workers; how the new workers entered the trade; and ending with the recommendations as to types of schools which should be established, and outlines of courses of study to be pursued in such schools.

Philadelphia.-A study of vocational opportunities for girls and women in the city of Philadelphia was made under the auspices of the Philadelphia consumer's league. The league had for five years gathered material valuable in character which was used as a basis for further study and for the preparation of a report brought before the board of education of that city, with definite recommendations on a plan for the establishment of classes or schools in women's industries.

New York City-Dress and waist industry.-Believing that part-time education is to be a most important type of vocational education, the women's committee gave an important place to the study of a typical industry, looking toward the establishment of part-time vocational instruction. The dress and waist industry of New York—an industry employing 30,000 workers, more than 80 per cent of whom are women—was chosen. The industry itself was analyzed, the occupations studied, and plans for a part-time factory school, together with plans for managing and financing the school, were presented to the Dress & Waist Manufacturers' Association and the International Ladies' Garment Workers' Union, Local No. 25. The final adoption of this report and the establishment of a school are still pending. This report was published by the United States Bureau of Labor Statistics.

In addition to this work the society has assisted, by one means or another, surveys in the cities of New Orleans and Cincinnati.

CONFERENCES.

One of the most important activities in which the society has been engaged during the past year was the holding of a series of conferences with State officials and others engaged in the administration of agricultural and industrial education.

The society has been especially fortunate in obtaining for these conferences the Goodhue estate, on Staten Island, now owned by the Children's Aid Society of New York City. This estate is maintained by that society as a vacation home for the children and teachers of their schools, and has all the facilities for housing and entertaining a large group of people. Located as it is, in the outskirts of the city, it offers an ideal place in which to conduct a conference.

These meetings have usually lasted from three to four days and have drawn from 20 to 40 men, representing 12 to 15 States and the Dominion of Canada.

The meetings have been conducted as round-table conferences according to a prearranged program, dealing with such practical questions as these: (1) State legislation; (2) administration and organization; (3) national legislation; (4) terminology and standards and procedure in the administration of State-aided vocational education.

A special program dealing with the problems of agricultural education was also carried out by members of the conference concerned with this branch of vocational education.

These conferences have served to clarify and define the aims, problems, and practice of the administration of vocational education, and have gone far to develop unanimity of opinion with respect to many controversial issues in the various States. They have served to establish efficient standards of procedure in State administration of Vocational education. They have assisted in formulating terminology and practice which may be made the basis of communication between the several States. They have furthermore done much to develop a strong professional spirit and fellowship among the men engaged in this work.

RICHMOND CONVENTION.

As pointed out above, the program of the convention at Richmond largely dealt with the findings of the survey, attention being given to such topics as the following:

1. The types of schools which could be established as determined by the financial and general school conditions.

2. The types of schools and training needed as determined by the industrial conditions of Richmond.

3. The compulsory attendence problem and its bearing on vocational training.

4. The problem of the private school in industrial education.

The convention ended with a visit on Saturday to Hampton Institute, the Newport News Shipbuilding Yards, and an inspection of the Coast Artillery School at Fortress Monroe, Va.

PLACEMENT BUREAU WORK.

The calls upon this society for aid in suggesting teachers, supervisors, and directors in vocational education have increased greatly with the spread of the movement. The fact that it has not been possible for the society to supply the demand is due largely to the fact that the salaries offered have not been high enough to compete with the trade rate of compensation and to the great scarcity of persons fitted to meet the varied and exacting requirements of this new work.