n/^ p- /f/6. c Copy p. 34th Congress^ ) HOUSE OF EEPRESENTATIVES. i Report Ist Session. f 'I No. 181. VOCATIONAL EDUCATION. February 12, 1916. — Committed to the Committee of the "V^liole House on the state of the Union and ordered to be printed. Mr. Hughes, from the Committee on Education, submitted the POE following REPORT. [To accompany H. R. 11250.] The Committee on Education, to whom was referred H. R. 11250, have considered the same, and submit the following report with the unanimous recommendation of the committee that the biU do pass. Vocational education as defined in this biU refers to that kind of practical education which is designed to prepare girls and boys for useful employment or occupation. It is especially designed to pre- pare workers for the more common occupations in which the great mass of our people find useful employment. As here used it means that form of education whose controlling purpose is to give training of a secondary grade to persons over 14 years of age for increased efficiency in useful employment in the trades and industries, in agri- culture, in commerce, and commercial pursuits, and in callings based upon a knowledge of home economics. This proposed legislation is based upon the theory that every occu- pation may be so filled as to reflect intelligent guidance. The activ- ities are endless. In the trades and industries the work of the carpenter, the mason, the baker, the stonecutter, the electrician, the plumber, the machinist, the toolmaker, the engineer, the miner, the painter, the typesetter, the linotype operator, the shoe cutter and laster, the tailor, the garment maker, the straw-hat maker, the weaver, the glove maker. In agriculture the work of general farming, orcharding, dairying, poultry raising, truck gardening, horticulture, bee culture, and stock raising. In commerce and commercial pursuits the work of the bookkeeper, the clerk, the stenographer, the typist, the auditor, and the accountant. In home economics the work of the dietician, cook, and housemaid, institution manager, and household d^^corator. The need of such education is suggested by the census of 1910. According to this census there were 12,659,203 persons in the United ^ / 2 VOCATIONAL EDUCATION. s*^.*^^ JP'\ States, botli male and female, engaged in agriculture. While it is impossible to secure accurate figures, it is probtibJe thrt less than 1 per cent of these have had adequate preparation for farming. This means that there are over 12,000,000 people engaged in agriculture in this country who are not trained to deal with the soil in such a way as to make it produce, through scientific methods, what it should yield in order to sustain the present and future life of this Nation. Engaged in manufacturijig and mechanical pursuits and allied industries there were 14,261,876. It is equally correct to say that not one out of every hundred of these workers have had, or are having at the present time, any adequate chance to secure training. The American people have hardly begun the work of providing, for the practical education of these millions of our wageworkers. In this whole country there are fewer trade schools than are to be found in the little German kingdom of Bavaria, with a population not much greater than that of New York City. There are more worker? being trained at public expense in the city of Munich alone than in all the larger cities of the United States, representing a population of more than 12,000,000. It is substantially true that practically every German citizen who could profit by it may receive vocational training for his life work in the schools and classes supported out of the public treasury. The problem of production in the future must look less and less to the natural resources, which are limited, and must look more and more to the scientific possibilities, which are unlimited. In agri- culture our acreage is not to be greatly increased, but our demands wlU continue to grow. The limitation of production and a constant increase of the demands of consumption is the real problem. We must secure this skilled training, fh'st, to avoid waste in our resources, ^nd, second, to find the new laws of production. This education is designed to reach at least three sources of waste — (1) The involuntary idle ; (2) The imperfectly employed; and (3) The improperly employed. This bill is designed to increase the efficiency of the wage earner, whether on the farm or in the industries, by insuring an intelhgent direction and application of energy in production- — an employer will pay more for brawn when directed by brain. When placed upon the basis of an investment, vocational training is a sane business proposition. We have 25,000,000 persons over 18 years of age at work. If vocational training would augment the mcome by 10 cents per day, there would be an increase of wealth in the hands of the workers of two and one-half million dollars per day, or three-fourths of a billion dollars per year. Our country from the fu*st has laid great stress on education. It spends vast sums upon both secondary and higher education. The courses oi study in the secondary schools have been so arranged as to lay special emphasis on college entrance. This aspiration to go up higher is justified and most desirable for both the aspirant and the country, but it is not satisfactory to the great mass who for reasons or without reason faU out and go to work. While our schools are opened freely to every child, their aims and purposes are such that a m.ajority of the children are unable to take advantage of them beyond a certain grade, and hence do not secure at public expense a preparation for their work in life. Although D. of D. FEB**^2 1916 VOCATIONAL EDUCATION. 3 here and there we see the beginnings of chajge, it is still true that the schools are largely planned for the few who prepare for college rather than for the large number who go into industry. Only half of the children who enter the city elementary schools of the country remain to the final elementary grade, and only 1 in 10 reaches the final year of high school. On the average, 10 per cent of the children have left school at 13 years of age; 40 per cent have left by the time they are 14; 70 per cent by the time they are 15; and 85 per cent by the time they are 16 years of age. On the average the schools carry their pupils as far as the fifth grade, but in some cities great numbers leave below that grade. If we assume that all children should have a mininium school train- ing equivalent to the eight grades of the elementary school, we must acknowledge that the schools now furnish this minimum to less than half -the children who enter them. The rest leave school with in- adequate general education and with no special training to fit them for work. Vocational courses are therefore needed to attract and hold in school pupils who now leave because they are unable to ob- tain suitable preparation for useful employment. Only a meager percentage of the workers of to-day are trained for their work, and the armies of children going out from school at 14 and 15 years of age annually swell the ranks of the untrained. Whether from necessity or not, the economic fact is that the mass of children go to work as soon as the laws of the various States permit. It is not solely because the children and their parents do not appre- ciate the value of an education that more than half of the entire number who enter the elementary school do not remain to complete it. It is, at least to some extent, because neither they nor their parents are able to see in the schools of to-day an opportunity for education and training to fit for callings which they must pursue. It is for the States aid the Nation, not only to see that these children are prepared for life's battles before they leave school, but to supple- ment their work by aftertraining in part-time and evening schools, so as to insure them the largest possible opportunity for development in everything that makes for useful and happy citizenship. The age at which a boy or girl is likely to drop out of school is the adolescent — just the period when he ought not to be allowed to drift because of the inevitable fruits of idleness. At this period the youth is trying to find himself. If he is to become a wage earner, the Nation ought to make it possible for him to easily find his field. It should be his choice rather than his lot. A system of continuation schools ought to be provided so that when the boy takes up some work it does not mean his education must stop. The two should not be alternative, but cooperative. It ought to be so provided that his work is but the application of his schooling. This is made possible by the part time and evening schools, both of which are made feasible by this bill. Under this scheme a boy at work does not mean a boy out of school. This bill is written upon the theory that the aim of utility in edu- cation is not inconsistent with the dignity and culture of training. This proposed legislation rests upon the principle that any piece of work that reflects thoughtfulness in the worker shows in that degree at least the element of culture. It is sought in this legislation to lessen the sources of social unrest among the masses, by not only giving a dignity to labor but the 4 VOCATIONAL EDUCATION. opportunity of creative work and a fairly full expression of the worker's ability. In this way a higher standard of living among the workers is a legitimate result to be anticipated. Vocational education has already been inaugurated in many localities. Most of these efforts have been local, most by individual cities, some by States, as a State activity. But it has a national significance when viewed in the broadest sense and appeals for national aid from various reasons: (1) To help to solve a problem too large to be worked out extensively and permanently save by the whole Nation; (2) to help the States, with their widely varying re- sources, to carry the cost of giving vocational education and thereby to make this education possible in those States and localities already burdened with the task of meeting the requirements of general edu- cation; (3) to equalize among the States the large and unequal task of preparing workers whose tendency to move from State to State is making training for a life work a national as well as a State duty; (4) to give interest and prestige in the States to the work of preparing our youth for useful and productive service. National grants for agricultural and trade and industrial educa- tion are justified: (1) By the urgency of the demand for the effective training of our workers, which the States can not meet in time without Federal encouragement and aid; (2) by the interstate and national character of the problem, due to its nation-wide interest and impor- tance; (3) by abundant precedent, in appropriations by Congress throughout our entire history, for educational purposes, and in coop- eration between the Federal Government and the States, where team play was necessary to handling matters that could not be as well handled by the States alone; (4) by the successful results to the Na- tion as well as to the States of previous grants for educational pur- poses. Authority for this legislation is unquestioned. Precedents are nu- merous, as the following statement indicates : Total of national grants for education. [From Monroe's Cyclopedia of Education, article on "National Government of the United States and education."] Grant and purpose. 1. For common schools: Sections for schools Saline grants Fi\ e per cent of land sales. Surplus revenue Internal improvement act.. Swamp-land grants Forest reserve per cent Total. Aid for hi!7her education: Uni, ersity grants Land-trrant colle,;'es: Grants of land Experiment .station grants. Laws 1890 and 1907 Total . Acres granted. 81,064,300 900,000 5,000,000 45,000,000 131,964,300 Fund derised from sales. 1103,000,000 1,000,000 7, lS7,3i6 14,000,000 6,000,000 15,000,000 1,000,000 147,187,316 13,736,178 14,000,000 23,920,000 56, 656, 178 Probable future ineome.i $410,000,000 ""7, '666,' 666 8,0C0,000 2,000,000 125,000,000 452,000,000 27,500,000 25,000,000 130,000,000 162,500,000 145,000,000 Total income. $513,000,000 1,000,000 14,000,000 14,000,000 14,000,000 17,000,000 26,000,000 599,000,000 32,500,000 39,000,000 44,000,000 86,420,000 ! 200, 920, 000 1 Calculated for 20 years from 1911 at present rate of increase. 2 These totals are riot the correct sums of the items, but are given as shown in the work cited. VOCATIOlSrAL EDUCATION, Total of national grants for education — Continued. Grant and purpose. Acres granted. Fund derived from sales. Probable future income. Total income. 3. Grants for other types of schools: Normal schools 1,500,000 560,000 500,000 $2,500,000 $17,500,000 5,600;000 5,000,000 $20,000,000 5, 600, 000 Deaf, dumb, and blind Reform schools 5, 000, 000 Total 2, £60, 000 2,500,000 28,100,000 30,600,000 149, 299, 775 206,343,494 1725,100,000 1 829, 520, 000 ' These totals are not the correct sums of the items, but are given as shown in the work cited. The bill allows nine years to put the system into full operation, when the maximum appropriation is reached. The table below gives the appropriations for the purpose by years, the total for each year, and the total grants for 1916 to 1925, inclusive: Section 2. Section 3. Section 4. Section 7. Year. Appropriation for agricultural teachers. Appropriation for trade and industrial teachers. A ppropriation for training of teachers, etc. Appropriation for Federal Board of Voca- tional Educa- tion. To tal for each year. 1916-17 $500,000 750,000 1,000,000 1,250,000 1,500,000 1,750,000 2.000,000 2,500,000 3.000,000 1500, 000 750,000 1,000,000 1,250,000 1,500,000 1, 750, 000 2,000,000 2,500,000 3,000,000 $500,000 700,000 900,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 $200,000 200,000 200,000 200,000 200,000 200,000 200,000 200,000 200,000 $1,700,000 2,400,000 1917-18 1918-19 3,100,000 1919-20 3, 700, 000 1920-21 4, 200, 000 1921-22 4,700,000 1922-23 5,200,000 6,200,000 1923-24 1924-25 7,200,000 Total 14,250,000 14,250,000 8,100,000 1,800,000 38,400,000 The bill proposes Federal aid in two spheres — payment of salaries of teachers of agricultural subjects and of teachers of trade and indus- trial subjects and, secondly, appropriation for training of teachers of the foregoing subjects. Appropriations to the States for the salaries of teachers of agricul- tural subjects should be in proportion to their rural population, according to the last preceding United States census. This was the plan followed in the Smith-Lever Act in allotting moneys to the States for the teaching of agriculture through farm extension and demonstration work. A precedent has thus been established which the committee believe to be on the whole the most equitable basis of distribution. Appropriation for the salaries of teachers of trade and industrial subjects should be allotted to the States in proportion to their urban population. Since the appropriation for the training of teachers is to be used for the preparation of instructors for home economics as well as for agriculture and the trades and industries, it should be allotted to the States in proportion to their total population. The three following tables show the sums received by each State from each grant for the fiscal year 1916-17 and the sums they will receive when the increasing appropriations from year to year have reached the largest annual amount, which will be in 1924-25 in the VOCATIONAL EDUCATION. case of all salaries of teachers, and in 1919-20 in the case of the train- ing of teachers. The fourth table which follows gives the total amounts proposed for each State for all purposes for the first 10 years. Table shoxnng amounts ivhich each State would receive for the salaries of teachers, super- visors, or directors of agricultural subjects. [Allotments in proportion to the total rural population according to the last preceding United States census. Kach State is guaranteed not less than 55,000 for each year prior to' the close of the fiscal year 1922-23, and not less than $10,000 for each year thereafter.] i State. Rural population. Number, 1910. Percent- j age dis- tribution. Allotment, 1916-17. Maximum allotment, 1924-25. Special allotment to guarantee $5,000 to each State in 1916-17.2 Special allotment to guarantee $10,000 to each State in 1923-24.2 3 Alabama . . Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina , North Dakota , Ohio Oklahoma Oregoa Peimsylvania Khode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Total, United States 1,767,662 141,094 1.371,768 907,810 394, 184 114.917 105, 2 7 5^3.529 2,070,471 255.696 2,161,662 1,557,041 1,544,717 1,197,1.59 1,7.4,463 1,159.872 360 928 6 7,154 241,049 1,483,129 1,225,414 1,589,805 1,894,518 242, 6 13 881,362 68, .508 175, 473 629,957 2*0,7 1,928,120 1,887,813 513,820 2,101,978 1.337,000 365, 705 3,0 '4,442 17,9,56 1,290,568 507, 215 1,734,744 2,958,438 200, 417 187.013 1,. 585, 083 5 •.6,460 992, 877 1,329.540 102.744 49.348,883 3.58 .29 2.78 1.84 .80 .23 .21 1.08 4.20 .52 4.38 3.16 3.13 2.43 3.51 2.35 .73 1.29 .49 3.01 2.48 3.22 3.84 .49 1.79 .14 .36 1.28 .,56 3.91 3.83 1.04 4.25 2.71 .74 6.15 .04 2.62 1.03 3.53 5.99 .40 .38 3.21 1.09 2.01 2.69 .21 100.00 .817,900 1,4.50 13,900 9,200 4,000 1,1.50 1,0.50 5,400 21,000 2, 600 21,900 15, 800 15,650 12, 1.50 17,550 11,7.50 3,650 6. 450 2,4.50 15.0.50 12,400 16, 100 19,200 2,450 8,9.50 700 1,800 6,400 2,800 19,5.50 19, 1.50 5.200 21,2.50 13,550 3. 700 30, 7.50 200 13,100 5,150 17.a50 29,950 2,000 1,900 16,0.50 5, 450 10,050 13,450 1,0.50 500,000 $107, 8, 83, .55, 24, 6, 6, 32, 126, 15, 131, 94, 93, 72, 105, 70 21, 38, 14, 90, 74, 96, 115, 14, 53, 4, 10, 38, 16, 117, 114, 31. 127, 81, 22, 1,84. 1, 78, 30, 105, 179, 12, 11, 96, 32, 60 80, 6, $3,550 $2,750 1,000 3,8.50 3,950 4.250 4,750 2,400 1,3.50 2,550 2,5.50 4,300 3,200 6, .500 1,000 3,000.000 1,300 4,800 9,000 3,000 3,100 500 3,9.50 4,750 47, 050 33,500 1 The amounts are based on the census of 1910. They would, ot course, be changed somewhat by the census ot 1920, for all allotments after that year. 2 Since the total appropriation to the States is increasing each year, the amount of tne special allotment to the smaller States necessary to guarantee S5,000 annually and $10,000 annually will, of course, decrease each year. 3 Based on the apportionment of $2,500,000. VOCATIONAL EDUCATION. Table showing amount ivhich each State ivould receive for the training of teachers under the proposed legislation. [Allotments in proportion to total population according to the last preceding United States census. Fach State is guaranteed not less than $5,000 for each year prior to the close of the fiscal year 1919 and $10,OOQ for each year thereafter.] i Population. Allotment, 1916-17. Maximum allotment, 1919-20, and annually thereafter. Special allot- ment to guar- antee S5,000 to each State in 1916-17.2 Special allots ment to guar» State. Number. Percent- age distri- bution* antee $10,000 to each State beginning 1919-20.1' S Alabama 2,138,093 204,354 1,574,449 2,377,549 799,024 1,114,756 202,322 331,009 752, 619 2,609,121 325,594 5,638,591 2,700,876 2,224,771 1,690,9^9 2,289,905 1,656,388 742,371 1,295,346 3,366,416 2,810,173 2,075,708 1,797,114 3,293,335 376,053 1,192,214 81,875 430,572 2,537,167 327,301 9,113,614 2,206,287 577,056 4, 767, 121 1,657,155 672, 765 7,665,111 542,610 1,515,400 583,888 2,18J,789 3,890,542 37.3,351 355,956 2,061,612 1,141,990 1,221.119 2, 333, .SCO 145,9.5 2.32 .22 1.71 2.58 .87 1.21 .22 .36 .82 2.84 .35 6.13 2.94 2.42 1.84 2.49 1.80 .81 1.41 3.66 3.05 2.26 1.95 3.58 .41 1.30 .09 .47 2.76 .36 9.91 2.40 .63 5.18 1.80 .73 8.33 .59 1.65 .63 2.37 4.24 .41 .39 2.24 1.24 1.33 2.54 .16 $11,600 1,100 8,550 12,i,00 4,350 6,050 1,100 $23,200 2,200 17, 100 25, 800 8,700 12, 100 2,200 Arizona... $3,900 .$7,800 Arkansas California Colorado 650 1,300 Connecticut Delaware 3,900 7 800 District of Columbia Florida 4,100 14,200 1, 7,50 30,650 14, 700 12, 100 9,200 12, 450 9,000 4,050 7,050 18,300 1.5,250 11,300 9, 7.50 17,900 2,050 6,500 450 2,350 13, 800 1,800 49,550 12,000 3,150 25,900 9,000 3,650 41,(50 2,950 8,250 3,150 11,850 21,200 2,050 1,950 11,200 6,200 6, (.50 12, 7C0 800 8,200 28,400 3,500 61,300 29, 400 24,200 18,400 24,900 18,000 8;ioo 14, 100 •36,eco 30, .500 22, 600 19; .500 35,800 4,100 13, 000 900 4,700 27,600 3,600 99, 100 24,000 6,300 51,800 18,000 7,300 83,300 5,900 16, 500 6,300 23, 700 42, 400 4,100 3,900 22, 400 12,400 13,300 25, -^00 1,600 900 1,800 Georgia Idaho 3,250 6,500 Illinois Indiana Iowa Kansas Kentucky Louisiana Maine 950 1,900 Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana .... 2,950 5,900 Nebraska Nevada 4,550 2,650 9,100 New Hampshire 5,300 New Jersev New Mexico 3,200 6,400 New York North Carolina North Dakota 1,850 3,700 Ohio Oklahoma Oregon . .. 1,350 2,700 Pennsylvania Rhode Island 2,050 4,100 South Carolina South Dakota 1,850 3,700 Tennessee Texas Utah 2,950 3,050 5,900 Vermont 6,100 Virginia Washington Wyoming 4,200 8,400 Total, United States. 91,972,206 100.00 600,000 1,000,000 44,200 88,400 1 The amounts are based on the census of 1910. They will, of course, be changed somewhat by the census of 1920 for all allotmeuts after that year. 2 Siace the total appropriation to the States is increasing each year, the amount ol the special allotment to the smaller States necessary to guarantee $5,000 annually and $10,000 annually will, of course, decrease each year. 3 Based on the apportionment of $1,000,000. VOCATIONAL EDUCATION. Table showing amount which each State would receive for the salaries of teachers of trade and industrial subjects under the proposed legislation. (Allotments in proportion to the total urban population, according to the last preceding United States census. Each State is guaranteed not less than $5,000 for each year prior to the close of the fiscal year 1922-23, and not less than $10,000 for each year thereafter.] i Urban population. Allotment, 1916-17. Maximum allotment, 1924-25. Special allotment to guarantee $5,000 to each State in 1916-17.2 Special allotment to State. Number. Percent- age dis- tribu- tion. guar,i,ntee .yio.ooo to each State beginning 1923-24.2 3 370,431 63,260 202,681 1,469, 7 '9 404, 840 990.8 9 97,085 .331,069 219, 080 5;-8,650 69,898 3,476,929 1,14;,8:'.5 680,054 49 :, 790 555, 442 496,516 381,443 658, 192 3,125,367 1,. 327, 044 8.50,294 207,311 1,398,817 133, 420 310,852 13,367 255.099 1,907,210 46,, 571 7, 185, 494 318,474 63,236 2,665,143 320. 155 307,060 4,6 0,669 524,651 224,8'~2 76,673 441.015 9"!8. 104 172.934 168,943 476,529 605.5.0 228,212 1,004,320 43,221 0.87 .15 .48 3.45 .95 2.35 .21 .78 .51 1.26 .16 8.16 2.68 1.60 1.16 1.30 1.16 .,89 1.54 7.33 3.11 1.99 .49 3.28 .31 .73 .0? .60 4.47 .11 16.86 .75 .15 6.25 .75 .72 10.86 1.23 .53 .18 l.OS 2.20 .41 .40 1.12 1.42 .,54 2.36 .10 $4,350 750 2.100 17. 2.50 4,7.50 11,750 1,1.50 $26, 100 4,. 500 14,400 10 \ 500 28,500 70,500 6,900 $650 4,2.50 2,600 $6,250 Arkansas r'alifornia Colorado 250 Connecticut I)elaware 3, 8.50 4,250 District of Columbia Florida 2, .550 6,: 00 SOO 40. SOO 13, 400 8,000 5, 800 6,500 5,800 4,500 7,700 .36,650 15,5.50 9.950 2,450 16, 400 1, 5.50 3,6.50 1.50 3,000 22,3.50 5.50 81,300 3,750 750 31,2.50 3,750 3,600 .54,. ■'OO 6,150 2,650 900 5, 1.50 11,000 2,050 2 000 5,600 7,100 2.700 11,800 500 15,300 37, 800 4,800 244.800 80, 400 48.000 31,800 39,000 34,800 27,000 46. 200 219,900 9;, 300 59. 700 14, 700 98, 400 9, TOO 21,900 900 18,000 134, 100 3,300 505,800 22.500 4,500 187.500 22, .500 21,600 325, 800 36.e00 15,900 5, 400 30.900 66,000 12,:00 12,000 33,600 42,600 16,200 70,800 3.000 2,450 Idaho 4,200 6,000 Indiana Kansas Kentucky Maine 500 Massa chusetts Miimesnta 2,550 Mont ana 3,450 1,3,50 4,8,50 2,000 2,250 Nebraska Nevada 9,250 New Hampshire New Jersey 4,450 7, 2.50 1,2.50 4,2.50 North Dakota 6,2.50 Ohio Oklahoma 1,2,50 1,400 Orefon Pennsylvania South Tarolina 2,350 4,100 South Dakota .5,500 Texas Utah 2,9-50 3,000 Vermont "Washinfton . 2,300 Wyoming 4,500 7,500 Total, United States. 42,623,383 100.00 500,000 3,000,000 64, 750 54.500 > The amounts are based on the census of 1910. They would, of course, be changed somewhat by thfl Kensus of 1920 for all allotirents after that year. 2 Since the total appropriation to the State is increasing each year, the amount ol the special allotment to the smaller States necessary to guarantee $5,000 annually and $10,000 annually will, of course, decrease «ach year. 2 Based on the apportionment ol $2,500,000. VOCATION^AL EDUCATION. 9 Total amount to he disbursed as national grants for vocational education during years ending June SO, 1917 to 1926. [The totals for United States are somewhat in excess of the sums for the 48 States, because- while the allot- ments are based on the total population of the United States no rappropri^tion is pro\ ided for the Dis- trict of Columbia.] State. Alabama Arizona Artcansas California Colorado Connecticut Delaware Florida Georgia Idaho lUinjis Iniiana 1 wa . r. Kansas K entiicijy Louisiana Maine Maryland Mass ichusetts ^ Michigan Minnesota Mississippi Missouri Montana Nebraska Nev'ada New Hampshire New Tersey New Me ^ico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode island South Carolina South Dakota Tennessee , Tes-as Utah Vermont Virginia Washington West \ irginia Wisconsin Wyoming Total, United States 1917 15 27 39 15 22 15 15 41 15 93 43 35: 27: 3(j 2(j 15 21: 59' 45: 33 30 53 15: 20: 15: 15! 43' 15: 153: 36' 15. 78' 27: 15; 120 16! 26; 15; 34; 62, 15: 15: 32: is; 21; 37; 15, ,500 000 -,50 350 000 ,800 000 ^00 500 000 350 900 750 150 ,500 ,550 000 200 9o0 850 ,660 850 500 000 450 000 000 550 000 ^00 150 200 400 550 000 700 150 350 150 650 150 000 000 850 750 700 950 000 1,056,000 1918 $49,615 15,000 37,820 57, /35 19,2i5 31,095 15,000 18,8-0 60,830 15,000 136,9,0 6., 380 52,415 39, 805 53,605 38,925 17,8J5 31,095 85, 595 67, 250 49, 345 42, 800 78, 4t.O 16,000 28,000 15,000 15,000 62,445 15,000 225, 145 51, 150 17,800 115,010 38,550 16,060 185, 885 19,225 36,200 17, 725 50, 790 91,105 15,000 15, 000 48,155 27, 505 29,385 55, (-55 15,000 2,307,740 1919 $65 16 48 76 25; 39 15 23 80 15 18j 84, 69' 52 70 51 23 40 111 88 65 54 103 15 36; 15 16 82 15 296; 67 21 151 50 21 245 22 46 20 66 120 15 16 63 36 37; 73 15 2, 977, 880 1920 20 57 9i 31 46' 20 29 90 21 2i8 102 83 60 85; 61 30 49 134 107 78 65 12> 21 44 20 22 99 22 358 81 28 183; 61 28; 296' 3o; 55 27 80 144 20 20 76 43 45 88 20; $89,950 20,000 66,000 105, 150 36,250 52,350 20, 000 33,850 110,300 22,800 249,400 117,000 95, 150 72,250 97,060 70,650 34,450 56,550 153,900 12>^,3C0 89,050 75, 150 142,(00 22,350 50,800 20,000 24,400 113,850 23,^00 410,650 92, 700 30,600 209,300 69,900 31,900 338,460 33,450 63, 750 30,450 92, 100 165,250 22, 150 21,700 87,350 50,050 51, 550 101,150 20,000 3,632,400 4,125,300 10 VOCATIONAL EDUCATION. Total amount to be disbursed as national grants for vocational education during years , ending June 30, 1917 to 1926— Concluded. state. 1922 1923 1924 1925 and 1926 each. Total for 10 years. Alabama $101,075 20,075 74,150 118,375 40,625 58, 225 20,000 37, 825 123,950 24,100 280,750 131,600 106,975 81,225 109,075 79,425 38, 525 63,625 173,450 137, 600 90,825 84,425 160, 400 24,000 57, 100 20, 000 26,800 128, 225 24,800 462, 575 104, 150 33, 200 235, 550 78, 550 35, 550 380,975 36,525 71,625 33,025 103, 500 185, 725 24,175 23,650 98, 175 56,325 57, 925 113,775 20, 000 $112,200 2Q, 800 82,300 131,600 45,000 64, 100 20, 000 41,800 137, 600 25,400 312, 100 146, 200 118,800 90, 200 121,100 88, 200 42,600 70, 700 193, 000 162,900 112,000 93, 700 178,200 26,000 63,400 20,000 29,200 142,600 26, 200 514, 500 115,600 35, 800 261,800 87, 200 39, 200 423, 500 39, 600 79, 500 35,600 114,900 206, 200 26, 200 25, 600 109, 000 62, 600 64,300 126, 400 20,000 $134, 450 30,000 98,600 158,050 53,750 80, 850 , 30,000 49, 750 164,900 33,000 374,800 175,400 142,450 108, 150 145, 150 105, 750 50, 750 84,850 232, 100 183, 500 134,350 112,250 213, 800 32,250 76, 000 30, 000 35,000 171,350 34,000 618,350 138,500 46,000 314,300 104, 500 46,500 508, 550 50, 750 95, 250 45, 750 137,700 247, 150 30,250 30,000 130,650 75, 150 77, 050 151,650 j 30,000 $156, 700 30,-000 114,900 184, 500 62, 500 92,600 30, 000 57,700 192,200 35, 600 477, 500 204,600 166, 100 126, 100 169, 200 123,300 58,900 99, 000 271,200 214,100 156, 700 130,800 249, 400 34, 700 88,600 30,000 38, 800 200, 100 36,800 722, 200 161,400 51,200 366, 800 121,800 53,800 593,600 56, 900 111,000 50,900 160, 500 288, 100 34,300 33, 400 152,300 87, 700 89, 800 176,900 30,000 $979,395 215,875 Arkansas 722, leo 1,147,305 392, 045 580,485 215,000 Florida 366,020 1,200,290 243, 200 2,720,980 1,274,940 1,036,145 786,715 1,056,315 769,275 370,985 616,485 1,685,985 Michigan 1,333,250 966, 735 Mississippi 821,400 1,553,980 240, 125 554,350 215,000 261,500 1,244,035 New Mexico 249,600 4,484,635 1,009,700 North Dakota 330,070 Ohio 2,282,630 761,900 .341,230 3,692,255 362, 485 696, 900 South Dakota 328, 345 1,002,270 Texas . 1,798,615 rtah 236, 500 232, 750 Virginia 950, 765 545, 815 West Virginia Wisconsin Wyoming 564, 155 1,102,265 215,000 Total, United States 4,619,450 5,114,600 i 6,176,400 1 7,162,200 44,934,170 A further statement of the needs of Federal aid will be found in Chapter II, pages 30-39, of the Report of the Commission on National Aid to Vocational Education. A fairly full discussion of the kinds of vocational education pro- posed in this bill wiU be found in Chapter III, pages 40-54, in the same report. The basis upon which the Federal aid is to be granted is fully stated in the report in Chapter IV, pages 55-61. The extent to which Government should go is fully set out in Chapter V, pages 62-69. The conditions which must be met are discussed in Chapter VI, pages 70-77. A brief statement of what the bill proposes is as foUows : VOOATIONAL EDUCATION. 11 I. SCOPE OF THE GEANTS. 1 . That national grants be given to the States for the purpose of stimulating vocational education in agriculture and in the trades and industries. 2. That grants be given in two forms — (a) For the training of teachers of agricultural, trade and indus- trial, and home economics subjects. (b) For the paying of part of the salaries of teachers, supervisors, and directors of agricultural subjects and of teachers of trade and industrial subjects. 3. That appropriations be made to a Federal board for making studies and investigations which shall be of use in vocational schools. II. AMOUNT OF THE GRANTS. 1. For the salaries of teachers, supervisors, and directors of agri- cultural subject: That there be appropriated to the States the sum of $500,000 for the fiscal year 1916-17; this amount to be increased at the rate of $250,000 a year until a total of $2,000,000 is reached in the fiscal year 1922-23, and thereafter the annual increase to be at the rate of $500,000 a year until a total maximum appropriation of $3,000,000 is reached in 1924-25. 2. For the salaries of teachers of trade and industrial subjects: That there be appropriated to the States the sum of $500,000 for the fiscal year 1916-17; this annual amount being increased for each subsequent year in the same manner as the grants for the teachers of agricultural subjects until the same maximum of $3,000,000 is reached in 1924-25. 3. For the training of teachers of agricultural, trade and industrial, and home economics subjects: That there be appropriated to the States the sum of $500,000 for the fiscal year 1916-17, $700,000 for the fiscal year 1917-18, $900,000 for the fiscal year 1918-19, $1,000,- 000 for the fiscal year 1919-20, and annually thereafter. 4. For the work of the Federal Bureau 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 informa- tion 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 under public supervision or control. 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 m 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. 12 VOCATIONAL EDUCATION. (h). Part-time schools for young workers over 14 years of age, which should extend either their vocational knowledge or give preparation for entrance to a vocation or extend the general civic or vocational intelligence of the pu])ils. (c). Evening schools to extend the vocational knowledge for ma- ture workers over 16 years of age. IV. ADMINISTRATION. 1. That the States, in order to receive national grants for voca- tional education, designate or create State hoards, 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 Commissioner of Education, who shall be chairman of the board, and four associate members, to be appointed by the President, 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 insur- ing a minimum degree of efficiency in the work. 2. That the States, through their legislative authorities, formally accept the comlitions 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, lormulate 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 qualification 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 comnuinity, 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. For a more comprehensive statement we recommend an examina- tion of the Report and Flearings of the Commission on National Aid to Vocational Education created by the Sixtv-tliird Congress. o LIBRARY OF CONGRESS 019 595 338 7