Author 
 
 Title 
 
 Class 
 
 Book^MB-AS. 
 
 Iinprint 
 
BULLETIN 
 
 State Board of Education 
 
 Issued Quarterly — Harris Hart, Superintendent of Public Instruction 
 
 Vol. I. JULY, 1918 No. 1 
 
 SUPPLEMENT No. 2 
 
 VOCATIONAL EDUCATION 
 
 Plan of the State Board for 
 Vocational Education 
 
 Application for entry as second class matter at the postoffice 
 at Richmond, Va., pending. 
 
 RICHMOND: 
 
 Davis Bottom, Superintendent Public Printing 
 1918 
 
^, •f p. 
 ocr 22 1919 
 
^■^ I^'TRODUCTION. 
 
 The Assembly of Virginia of 1918, passed a Lvw accepting the 
 conditions under which the P^deral aid provided by the Smith- 
 Hughes Act to provide for the promotion of vocational education 
 jnay be secured. The Virginia statute appropriated money to meet 
 dolhir for doHar the Federal funds for the following purposes: 
 
 (a) For tlie salaries of teachers, supervisors, or directors of 
 
 agricultural subjects. 
 
 (b) P'or the salaries of teachers of trades and industrial sub- 
 
 jects and home economics. 
 
 (c) For the maintenance of courses preparing teachers, super- 
 
 visors, and directors of agricultural sul)jects, and teach- 
 ers of trades and industrial and home economics sub- 
 jects. 
 
 Under the Virginia Act. the State Board of Education is 
 luimed as the State Board for Vocational Education and therefore 
 assumes the responsibility, in co-operation with the Federal Board 
 for Vocational Education, of carrying out the provisions of the 
 Federal law. 
 
 T'revious to the opening of the present school year the Gov- 
 ernor of Virginia, by proclamation, had accepted the provisions 
 of the Federal Act. A committee of the State Board presented a 
 carefully prepared plan for vocational education in Virginia, which 
 plan was approved by the Federal Board. Under this plan eighteen 
 or twenty high schools are operating departments of vocational 
 education in agriculture and home economics and in the City of 
 Eichmond courses in the trades and industries as well as in home 
 economics are maintained. 
 
 The present plan is offered in order to detine as clearly as 
 possible the policy of the State Board for Vocational Education. 
 It attempts to furnish pertinent information to local school boards 
 or inslitutions which may apply for funds for vocational educa- 
 tion, and also to give those which accept or have accepted funds, 
 sufficient directions to insure full compliance with the provisions 
 of the law. 
 
 The State Board earnestly desires that vocational education 
 receive the serious consideration it deserves. Social and economic 
 conditions in our State demand that constructive thought be given 
 to the development of trained workers on the farm, in the shop 
 and in the home. It will be the policy of the Board to co-operate 
 in e\ery way possible in th,- development of this training. How- 
 
4 Virginia: Btilleim, \St-ate \Bo0nl of Education 
 
 eA'er, careful restrictions and regulations must guard the use of 
 Federal and State Funds for vocational education to insure against 
 Avaste and to guarantee reasonable vocational efficiency. 
 
 I. Administration and Sofkrviston. 
 
 1. General Direction. The Smith-Hughes Bill creates a Fed- 
 eral Board for Vocational Education for the general administra- 
 tion of the provisions of the act. 
 
 The State Board of Education is the State Board of Voca- 
 tional Education. The President of the State Board, Harris Hart, 
 is the Chief Executive Officer of the State Board for Vocational 
 Education. 
 
 The State Board contemplates the establishment of a depart- 
 ment of vocational education with a State Director and special 
 supervisor in each branch of the work. A Supervisor of Voca- 
 tional Education in Agriculture has alread}'^ been appointed. 
 
 The count}^ or city scliool board is the local authority with 
 which the State Board will deal, and the officers of such boards 
 are; the responsible agents for the proper local administration of 
 the funds for vocational education. 
 
 The Federal Board is the agent of the Government and the 
 trustee of the Federal funds for vocational education. The State 
 Board is the agent of the State and the trustee of the Federal 
 Board for the funds committed to its care. The county or city 
 school board is the local agent and trustee of funds granted by 
 the State Board. 
 
 The Federal Board will deal with the vocational education in 
 Virginia only thru its trustee, the State Board. The Federal 
 lioard does not undertake to prepare plans of operation nor courses 
 of instruction for the State. Such plans and courses must be pre- 
 pared by the State Board and be approved by the Federal Board 
 before becoming operative. 
 
 No State can claim by right, money from the Smith-Hughes 
 Fund; its claim can be based solely on its readiness and capacity 
 to meet the conditions of the Federal Act. In like manner no local 
 board can claim by right an appropriation from the Federal and 
 State fund. The State Board will give careful and sympathetic 
 attention to every local appeal and within the limits of funds at 
 its disposal will grant such appeals as give promise of the highest 
 vocational efficiency. 
 
 2. Agricultural education as indicated above is under the 
 special supervision of a State Supervisor. He visits all the agri- 
 cultural departments in high schools, advises as to the best methods 
 of instruction, examines the equipment, studies the project work 
 
T ^ocntional Education 
 
 and reports to the State Board conditions and recommendations 
 for improvement. 
 
 3.-4. Trade and industrial education and home economics will 
 likewise be under tlie direction of State Supervisors. Home eco- 
 nomics is now being- offered in practically all the high schools 
 which have agricultural departments. It is proposed to develop 
 this work as speedily as funds will permit. Courses in trades and 
 industries will be encouraged and developed in the cities of the 
 State. Kichmond City is furnishing this session excellent work in 
 the trades and industrial education in conformity with tlie require- 
 ments of the Smith-Hughes Act. 
 
 5. Teacher training Avill be under the direction of the State 
 lionrd tor Vocational P]du'^ation. At the several institutions at 
 which it is established the local supervisor in charge will exer- 
 cise '-areful supervision over the work and report thru the presi- 
 dent of the institution to the State Board. A director from the 
 B(;aril will make inspection of the teacher training to see that 
 all conditions fixed by the Board are carried out. 
 
 f>. Funds and How Paid. 
 
 The following; funds are available for the year 1010: 
 
 For teachers of agriculture every dollar of Federal funds is 
 matched by a dollar from State funds. For teachers of trades, 
 industries, and home economics and for teacher training, every 
 dollar oi Federal funds is matched by $0.75 from the State funds 
 and $0.2r) from the local board or institution. 
 
 For Session 1918-19. 
 
 Federal State Local Total 
 
 (a) For salaries, teachers, su- 
 pervisors, or directors of 
 
 agriculture $ 24,075 $ 24,07.5 $ 48,150 
 
 ( b ) For salaries teachers of 
 trades, industrial subjects 
 
 and home economics 8,400 6,300 $2,100 16,800 
 
 (c) Foi' teacher training in 
 agricultural subjects, 
 trades and industries and 
 
 home economics 15,680 11,760 3,920 31,360 
 
 $48,155 $42,135 $ 6,(520 $96,310 
 
 Of the amount (b) for salaries of teachers of trades, industrial 
 sul)jects and home economics, at least 33^ per cent, of the Federal 
 fu.nd shall be applied to part time schools or classes for workers 
 over fourteen years of age who have entered upon employment. 
 Not more than 20 per cent, of fund (b) appropriated for salaries 
 of teachers of trades, industrial subjects and home economics shall 
 
6 yirgi7iia: Bullet m ^State Bo&rA of Edwoation 
 
 be used for home economics. The State Board may require that 
 for every dollar of Federal and State funds appropriated for sal- 
 aries of teachers of trade and industries and home economics, the 
 local board shall spend an equal amount for the same purpose. 
 
 The amount (c) for teacher training shall be so expended that 
 not more than 60 per cent, and not less than 20 per cent, shall be 
 used for (1) the preparation of teachers, supervisors or directors 
 of agricultural subjects, (2) the preparation of teachers, etc., of 
 trade and industrial subjects, (3) the preparation of teachers of 
 home economics subjects. The State Board fixes the apportion- 
 ment iis follows: (1) 45 per cent., (2) 25 per cent., and (3) 30 
 per cent. 
 
 The following table shows the sub- distribution of funds (b) 
 and (c) in accordance with the foregoing condition. 
 
 (b) For saiari'es, teachers of trade and industrial subjects 
 and home economics: 
 
 For Session 1918-19, 
 
 Federal 
 Part time schools or classes. .'. . . 3 2,800 
 
 Home economics 3,680 
 
 Trades and industrial subjects.. 3,920 
 
 State 
 
 Local 
 
 Total 
 
 $ 2,100 
 
 $ 700 
 
 $ .5,600 
 
 1,260 
 
 420 
 
 3,360 
 
 2,940 
 
 980 
 
 7,840 
 
 % 8,400 % 6,300 % 2,100 $ 16,800 
 
 (c) For teacher training in agricultural subjects, trade arid 
 industrial subjects and home economics: 
 
 For Session 1918-19. 
 
 Federal State Local Total 
 Training teachers, agriculture. . .$ 7,056 % 5,292 $ 1,764 $14,112 
 Training teachers home eco- 
 nomics 4,704 3,528 1,176 9,408 
 
 Training teachers' home eco- 
 
 industries 3,920 2,940 980 7,840 
 
 $ 15,680 % 11,760 % 3,920 $ 31,360 
 
 Funds for vocational education Avill be paid by the State Board 
 to the local board or institution in the form of re-imbursement 
 for money alreadj^ expended. Payments will be made quarterly, 
 on reports sent to the State Board on the first of October, January, 
 April and Juh'. Forms for these reports will be furnished which 
 must show precisely how and for what purpose funds have been 
 spent. Re-imbursement -will be made from Federal and State funds 
 to the amount appropriated only on condition that the provisions 
 of the State plan foj' vocational education have been properly car- 
 I'ied out. 
 
F acatiorud Education 
 
 7. How teachers of Vocational Education are elected and 
 paid. Teachers of vocational education shall be elected by the 
 local school boards in such manner as other teachers are elected. 
 Every precaution must be taken to secure teachers whose (jualifi- 
 cations meet the minimum requirements for vocational teachers, 
 fixed by the State Board. Xo re-imbursement for salary will be 
 made for any teacher who falls short of those refjuirements. 
 
 Teiichers of vocational education shall be paid in the same 
 manner as regular teachers, the local board receivino- re-imburse- 
 ment each quarter as provided in this plan. 
 
 The teacher of agriculture shall be engaged for twelve months 
 at a minimum anmiai salary of $1,500. The home economics 
 teacher shall be engaged for not less than nine months and be paid 
 a salary of not less than $675. 
 
 II. General Conditions. 
 
 The following general conditions must be carefully observed, 
 otherwise no Federal or State funds for vocational education can 
 be allowed. 
 
 1 . The education shall be under public supervision or control. 
 
 2. The controlling purpose of the education is to fit for useful 
 employment. 
 
 3. The education shall be less than college grade. 
 
 4. The education shall be designed to meet the needs of persons 
 over fourteen years old who have entered upon, or are pre- 
 paring to enter upon, some useful employment. 
 
 5. Every dollar of Federal funds for agricultural education shall 
 be matched by a dollar of State money, and every dollar of 
 Federal funds for training in the trades and industries, in 
 home economies and for teacher training, shall be matched by 
 a dollar of State and local money. 
 
 6. Federal and State funds shall be used for the following pur- 
 poses exclusively : 
 
 A. Salaries of teachers, supervisors, and directors of agricul- 
 ture. 
 
 B. Salaries of teachers of trades, home economics, and indus- 
 trial subjects. 
 
 C Maintenance of teacher training for vocational teachers. 
 No part of the Federal or State funds can be used to pur- 
 clnise real estate, to construct buildings, or to provide 
 equipment. 
 
8 Virgima: Bullethi State Board of Eduoation 
 
 III. Agricultueal Education, 
 
 1. Agricultural education may be olferecl in special agricultural 
 secondary schools or as a department in regular high schools. 
 
 2. The following are the leqnirements for plant and equipment 
 which must be furnished by the local school board before any 
 Federal or State funds are allowed : 
 
 (a) Five acres of land adjacent to or convenient to the school. 
 
 (b) Farm shop room with equipment costing not less than 
 $250.00. 
 
 (c) Eoom of ample size properly arranged and well lighted 
 for the teaching of agriculture, with laboratory equip- 
 ment costing at least $350.00. 
 
 (d) The State Board urges that the practical work in agri- 
 culture and the six months" project be carried on on the 
 home farm. Wherever it is necessary to provide for a 
 part of this practical instruction on the school farm, farm 
 equipment and stock sufficient to meet the needs of the 
 course of instruction must be provided by the local school 
 board. Th^ minimum cost of such equipment will be 
 $350.00. 
 
 3. The local school board shall provide an annual amount for 
 maintenance sufficient to replace or replenish the equipment 
 mentioned above in paragraph (a), (b), (c),and (d) in such 
 manner that the value of such equipment will be at the begin- 
 ning of each school year at least equal to the minimiun in each 
 case. 
 
 4. The following is the course of study in Vocational Agricul- 
 ture : 
 
 COURSE OF STUDY IN AGRICULTUEE. 
 
 Ftkst Year. 
 
 Plant Production {Agronotny) . 
 
 A study of plant growth and development as influenced by 
 soils, climate, fertilizers, tillage, and heredity. , This course, in 
 addition to presenting the underlying principles of crop production, 
 should serve as an introduction to the stuch' of general agriculture. 
 In teaching the fundamental principles of, agriculture, the appli- 
 cations of the special sciences to the various phases of agriculture is 
 essential. To this end the high school course in general science 
 for the first year should be correlated with the course in agricul- 
 ture. 
 
l^oratlan/d E dura f ion \) 
 
 This general scheme in this course, as well as in the courses 
 for the t'olloAving years should consist of: recitations, laboratory 
 woi'k, field and classroom demonstrations by the instructor, and 
 superviseil project Avork. The main topics for tliis year are: plant 
 life, soils, fertilizers, tillage, and held crops. 
 
 Ldhordtorii and ClaHsroov^ W'orl-. Fi\e eighty-minute periods a 
 week for nine months. 
 
 Practicul A(/ncuUure and Super vised Project AYorl'. 
 
 Each pupil is required to choose a project or projects bearing 
 on some i)hase of plant production, and conduct it under the super- 
 vision of the teacher of :igi'iculture for a continuous period of at 
 least six months. P'ollowing are some of the types of projects in 
 l^lant production : 
 
 Pij( )nr CTTON l*no.i ec'js. 
 
 The })rofitable production of one-half acre or more of one of 
 the folloAving crops: Corn, one of the sorghrims, cane, tobacco, 
 potatoes, sweet potatoes, cotton, i:)eas. beans, peanuts, or any annual 
 crop which may be sold for cash. 
 
 Deaioxstratton Projects. 
 
 In connection Avith. or in addition to, his production project, 
 the student may carry out one or more of the following demon- 
 strations: (1) Trying out a crop ncAv to the region, {'1) a variety 
 test, (3) Avorking out a rotation, (4) a fertilizer test, (.")) use of 
 barnyard manure, {(S) use of cover crops and green manures, and 
 (7) improvement by seed selection. 
 
 Farnt- Shop Worl-. Tavo eighty-minute periods a Aveek. 
 
 Elementary farm draAA'ing; farm carpentry; use and care of 
 Avood-AA'orking tools: maidng bench hook: saAvbuck, seed-testing box, 
 ax handle, corn rack farm gates, etc. l^ractical work in ordinary 
 repairs about farm building, repairs to wood-Avork on Avag(ms and 
 other farm vehicles. 
 
 EneilUh. First vear course as presciibed in the Pligh School Course 
 of Study. 
 
 MathemafieH. Prescribed first year course. 
 
 Ireneral Scienee. l^rescribed for the first year. 
 
10 Virginia: Bulletin vState Board of Edueation 
 
 Second Yeae. 
 
 Animal Production {Animal Husbandry). 
 
 1. Types and breeds of: cattle, horses and mules; sheep, 
 
 swine. 
 
 2. Feeds, feeding and care of: dairy cattle; beef cattle; 
 
 horses and mules: sheep, s's^'ine. 
 
 3. Milk and its products. 
 
 4. Poultry. 
 
 5. Bees. 
 
 6. Diseases of animals. 
 
 7. Improvement of animals. 
 
 Laboratory and. Classroom. Work. Pave eightj'-minute periods a 
 week for thirty-six weeks. * 
 
 Fi-aetic(d Animm Hu'Shandry and JSupen-'ked Rome Projects. 
 
 Average of five hours and forty minutes a week for nine 
 months, k-ach student is required to choose a project or projects 
 bearing on some phase of the ^^ear's work in animal husbandry 
 and conduct it under the supervision of the teacher of agriculture^ 
 for a continuous period of at least six months. 
 
 Suggestions fok Home Projects in Animal Husbandry. 
 
 Care of calves on personal account. 
 Care and feeding of one or more cows for one year. 
 Keeping a dairy herd record for one year. 
 Developing a local milk or butter trade. 
 Production of baby beef. 
 Fattening cattle for the market. 
 Developing swine for breeding. 
 Feeding swine for pork production. 
 Care of sheep on personal account. 
 ' Care of sheep for share. of increase 
 Care and training of colts. 
 Care and management of team. 
 Care and management of poultry. 
 Handling bees on personal account. 
 
 Acceptable Substti'ites for Projects. 
 
 Work on general stock farm. 
 Work on dairy farm. 
 Work on poultry farm. 
 Work on apiary. 
 
Vocational Education 11 
 
 Farm shop Worl'. Two eighty-minute periods each week for 
 nine months. 
 Continuation of farm carpentry. Introduction of forge and 
 iron worlc. Repair of iron parts of farm tools and machinery. 
 Construction of: sheep feeding trough; chicken feed box; trap 
 nest; wagon jack: hog cot: gate hook. Making irons for: plank 
 drag; farm gate; cattle rack; wagon box. Mending of harness. 
 ^>pllclng• of ropes for halters. 
 
 English. As prescriljed for second year in the State High School 
 Course. 
 
 Mathematics. Second year work as prescribed. 
 
 ■Chemistrij. As ])rescribed in the High School Course for rural 
 hig'ii schools. 
 
 Third Year, 
 
 General IloTticultvi/ix and Field Crops. 
 
 The relative time to be spent in horticulture and field crops 
 will depend upon tiie locality in which the course is giAen. The 
 major portion of the time, however, should be given to horticul- 
 ture, reserving the remainder of the time for discussions on those 
 field crops which are of jjarticular interest locally. 
 
 Outline for General Horticulture. 
 1. Plant propagation. 
 '1. Fruit growing. 
 
 3. Home fioriculture. 
 
 4. Landscape gardening as applied to home ground improve- 
 
 ment. 
 
 5. Vegetable gardening. 
 
 Ci. Improvement of plants. 
 
 Outline for Field Crops. 
 
 (Choose for study those which are of particular local interest). 
 Cultural methods, varieties, diseases, method of judging, and 
 method of improvement; oats, wheat, rye, barley, corn, the sor- 
 ghums, cotton, the legumes, and the farm grasses. 
 
 Laboratory and (lassroom ^Vorl'. Five eighty-minute periods a 
 week for thirty-six weeks. 
 
 Practical Work in ILorticulturc and Field Crops; and Supervised 
 project "loork. An average of five hours and forty minutes 
 a week for thirtv-six weeks. 
 
12 I'irr/mia: nulletin State Board of Education 
 
 Suggested Home Projects. 
 Fruit (rrowing. 
 
 1. Care and management of bearinir orchard. 
 
 2. Establishing- of home orchard. 
 
 3. Kenovation of old orchard. 
 
 4. Kidding orchards of insect ]:)ests and diseases. 
 
 5. Top- working trees to more desirable varieties. 
 
 6. Harvesting and marketing fruit crops. 
 
 7. Prodnction projects with strawberries and other small 
 
 frnits. 
 
 Home Floriculture. 
 
 These projects are particularly suited to girls: 
 
 1. Care and management of home Hower garden. 
 
 2. Contests in growing special phmts suited to locality. 
 
 3. Producing plants or flowers for sale. 
 
 4. Trjdng out ])lants little known in commnnity^ 
 
 5. An exhibit of flowers grown. 
 
 Home and- School- Ground Improvement. 
 
 These projects are Avell adapted to Avork of girls: 
 
 1. Ornamenting home gi'ounds comx)letely or in part as: 
 
 Front and back yard improvement, planting trees, 
 shrubs, hedges, lawns, or beds of flowers. 
 
 2. Community improvement campaign. 
 
 3. Ornamentation of school grounds. 
 
 Vegetable Gardening. 
 
 School Garden. 
 
 1. Wherever the home vegetable garden needs exploitation, 
 the school garden might well be made a model home 
 garden. 
 
 J,. It may be used for the introduction of new varieties, so 
 that students and patrons may secure a wider knowl- 
 edge of vegetable farms. 
 
 3. It may be used to supply vegetables and fruits for the 
 domestic science Avork, especially in connection Avith 
 canning practice. 
 
Vocational Echicafion 13 
 
 Home Garden. 
 
 1 . Care and management of home vegetable garden. 
 
 2. Production projects with an acre or less of crop suitable 
 
 to locality and for wliich there is a ready market. 
 
 3. Correlation with canning-club work. 
 
 4. Improvement of varieties by seed selection. 
 
 5. Seed-growing experiments. 
 (). Variety tests. 
 
 7. Control of insects and diseases. 
 
 8. Production and sale of plants grown in hot-beds, etc. 
 0. Developing city trade through parcel post. 
 
 10. An exhibition of products grown. 
 
 Farm ^hop WorL. Two eighty-minute periods eacli week for 
 thirty-six weeks. 
 Continuation of work in wood and iron, but with particular 
 application to horticidture and field crops. Introduction of ce- 
 ment work. Construction of: sidewalks and floors: foundation 
 walls ;ind steps: troughs, fence posts, etc. 
 
 h'ri(/lish. Uegular third year high school course. 
 
 Mathenutfics. Prescribed third vear work with emphasis on plane 
 geometry. 
 
 Emjlhh Ilistori/. As i)rescribe(l in the high school course. 
 
 FoiKTii Year. 
 
 Flrxt Term. 
 
 Rural Krujineerinij and Farm Mechanics. 
 
 The major portion of the time should be given to a study of 
 farm machine ry and farm xtructurei<. Three or four lessons should 
 be given in each of the following: farm sanitation: agricultural 
 surveying: farm drainage: ii'iigation; terracing: and road building. 
 
 Laboratora and ('las!<room Work. Five eighty-minute periods a 
 week for eighteen weeks. 
 
 Practice in rural e)i</ineerin</, operation of farm machines and 
 saperrised projeet a-ork. Average of five hours and forty 
 minutes for eighteen weeks. 
 
14 Virginia: Bulletin. State Board of Education 
 
 Suggested E'rojegts. 
 
 Anv of the lines of work sugo-estecl below m.^y be either group 
 projects carried on by the students at the school or upon neighbor- 
 ing farms, or individual projects conducted upon the home farm: 
 
 1. Construction of farm buildings. 
 
 2. Concrete construction of walks, feeding floors, etc. 
 
 3. Installation of heating, lighting, plumbing and sewer 
 
 systems. 
 
 4. Clearing qnd leveling land. 
 
 ■5. Laying out irrigation and drainage system. 
 
 6 . Terracing. 
 
 7. Eoad making. 
 
 8. Installing engine and connecting with farm machinery. 
 
 Fo.Tin Shop Work. Two eighty-minute periods a week for eighteen 
 weeks. 
 . Mechanical Drawing as applied to rural engineering and farm 
 structures should be taught as a part of the shop work. Continue 
 work of wood, iron, and forge, emphasizing the making of plans 
 and models for farm structures. Construction and repair of simple 
 parts of machines and implements. 
 
 Second Term. 
 
 Rural E conomics and Farm. Management. 
 
 Among the many topics of rural economics and farm manage- 
 ment worthy of consideration in a high school course the foUow- 
 ing should receive emphasis : 
 
 1. Farming as a means of making a living. 
 
 2. Farming as a mode of life. 
 
 3. Problems of rural social life. 
 
 4. Farming as a business. 
 
 5 . Capital. 
 
 6. Rural credits. 
 
 7. Land tenure. 
 
 8. Acquiring land. 
 
 9. Types of farming. 
 
 10. A study of successful farms — local. 
 
 11. Buying farm equipment. 
 
 12. Increasing production. 
 
 13. Maintenance of fertility. 
 
 14. Live stock and soil fertility. ^ 
 
 15. Rotation of crops. 
 
Vocational Education 15 
 
 16. Planning the farm and farmstead. 
 
 IT. Farm labor. 
 
 18. Factors of agricultural production. 
 
 19. Farm records and accounts. 
 
 20. Marketing farm products. 
 
 21 . Co-operation in agriculture. 
 
 Classromn Work. Five forty-minute periods a week for eighteen 
 weeks. Practical Work. Home and Community Project 
 Work. Average of nine hours a week for eighteen weeks. 
 
 Suggested Project'^. 
 
 1. Making of community surveys. 
 
 2. Keeping of farm records and accounts. 
 
 3. Management of a farm. 
 
 Far?)} Shop Worli-. Two eighty-minute periods a week for eighteen 
 weeks. Continuation of the work of the first term. 
 
 Knf/lish. Regular fourth year High Scliool Course. 
 
 United States History and Civics. Prescribed course. 
 
 Fhysies. Prescribed course Avith special emphasis on farm physics. 
 
 For the arrangement of a course of study by daily lessons, 
 wJucli is applicable to Virginia schools and acceptable to the State 
 Board for Vocational Education, see: 
 
 United States Diepartment of Agriculture. Bulletin Xo. 521. 
 "Course in Secondary Agi-iculture for Southern Schools" (1st and 
 2nd years). 
 
 United States Department of Agriculture, Bulletin No. 521, 
 "Course in Secondary Agi-iculture for Southern Schools" (3rd and 
 4th years). 
 
 5. The methods of instruction are indicated by the content 
 and sugo-estions in the course of study. The instructor must keep 
 in mind the fact that he is training students for farm life. To this 
 end emphasis must be put on practical work in such way as to 
 couple the student directly with farm interests. As indicated in 
 the above outline, carpenti-y is taught directly in relation to farm 
 activities, in the bifilding of l)ig sties, poultry houses, etc., and 
 drawing must be given as a basis for this work by outlining plans 
 and making models. Particularly must the project work be con- 
 ducted in a practical manner, encouraging the student to realize 
 what he can do and how it relates to the development of the farm 
 
It) Virginia: BuUetin /State Board of Edurxitlon 
 
 and his own advancement. The related subjects shall be presented 
 as a scientihc basis for practical agriculture. 
 
 The academic subjects shall be taught in such way as to in- 
 spire love of country, good citizenship, and individual responsi- 
 bility must be emphasized. Thru the course in English a taste 
 for good literature should be developed and every encouragement 
 given to the reading of appropriate periodicals and magazines. 
 
 (i. Teachers of vocational agriculture shall have the follow^- 
 ing qualifications: 
 
 A. A four-year college course in agriculture based on entrance 
 requirements as follows: 
 
 (1) Completion of a standard four year high school course or 
 its equivalent. 
 
 (2) Two years' practical experience in farm Avork or in inti- 
 mate contact with such work. 
 
 B. The course shall embrace CO college hours distributed approxi- 
 mately as follows : 
 
 (1) Agricultural — '1-^ hours — Embracing field and forage 
 crops, sols and fertilizei'S, animal husbaadr}^ and dairying, 
 poultry husbandry, liorticulture, vegetable gardening, farm 
 mechanics, farm management, etc. 
 
 (2) Sciences — 15 hours — Chemistry, physics, biology, geology, 
 etc. ; agricultural chemistry, plant pathology, plant breed- 
 ing, veterinary science, etc. 
 
 (3) Non- vocational — 12 hours — English, histor}^ and civics, 
 rural economics, rural sociology, etc. 
 
 (4) Professional — 9 hours — Educational psychology, principles 
 and general methods, school management, vocational edu- 
 cation, special method in agriculture, observation and 
 practice teaching. 
 
 7. The qualifications of supervisors or directors of agricul- 
 ture shall be at least such as to meet the standards set for teachers 
 of agriculture and in addition at least two years of successful 
 experience in teaching or supervising agriculture is required. 
 It is desirable that supervisors and directors have made some 
 special study of general problems of vocational education particu- 
 larly in relation to secondar^^ schools. 
 
 8. The course of study indicates what six months' practical 
 work shall be carried on under the direction of the teacher of agri- 
 (•ulture. This Avork may be done on the school farm, but the State 
 Board insists that in every case where it is possible it be done on 
 
VocdtionaJ Eduedtion 17 
 
 the home farm. For the boy who has had no opportunity to 
 learn the simple manipulative processes of farming, and who needs 
 to be taught how to harness a horse, how to milk a cow, etc., in- 
 struction on the school farm will be valuable. For the large ma- 
 jority of boys, hoAvever, the home farm furnishes a better means 
 .vesponsil)ility on his part not only for doing the work bu.t for 
 of carrying on the project. 
 
 The home project nuist be carried on by the l)oy with full 
 responsibility on his part not only for doing the work but for 
 financing the project. He shoidd keep a strict account as a busi- 
 ness enterprise and be able to make a final statement showing his 
 profit or loss. In addition to the project certain laboratory exer- 
 cises such as testing milk, seed testing, etc.. may be undertaken. 
 
 I\". TiJADE, Ho^fE Economics and Ixdistiual Edication. 
 
 1. The Federal fund uraUahle for traded, home economics and 
 indmfr'xd education for session 1918-19 is $8,400. This amount 
 Avill be used for the following types of classes with tlie approxi- 
 mate dstribuiton indicated : 
 
 (a ) Evening schools or classes $1,000 
 
 (b) Part time schools or classes 2,800 
 
 (c) Unit trade schools or classes l,d'20 
 
 (d) Industrial schools or classes in cities of less 
 
 than 25,000 1,000 
 
 (e) Home economics 1,(580 
 
 The above amounts will be matched dollar for dollar by State 
 and local funds. 
 
 •2. Trade and industrial education. 
 
 A. The State Board j^roposes to aid from the Federal Funds for 
 the year ending June 30, 11)19, the following kinds of trade and 
 industrial education: 
 
 (a) In evening industrial classes, the instruction shall be sup- 
 plementary to the daily employment and shall include 
 classes for machinists, molders, carpenters, plumbers, etc.; 
 for women, courses in sewing, dressmaking, cooking, milli- 
 nery, etc. 
 
 (b) In part time schools or classes. 
 
 (1) Trade extension courses will be offered those- already 
 enjrased in some trade who desire more thoro train- 
 
.18 Virginia : Bulletin State Board of Education 
 
 ing in that trade. The Avork will supplement the daily 
 employment and be adapted to the immediate needs 
 of those who apply for the course. 
 
 (2) Trade preparatory classes will be conducted -for those 
 who have entered one industrial pursuit or trade and 
 desire training in a different trade. 
 
 (3) General continuation part time classes will be con- 
 ducted for persons engaged in any useful employment 
 who desire courses which will contribute to their in- 
 tellectual and vocational development. 
 
 (c) Unit trade classes will be organized in day schools for the 
 benefit of printers, machine draftmen, carpenters, ma- 
 chinists, etc. 
 
 (d) In day schools in towns and cities of less than 25,000, in- 
 dustrial classes will be encouraged wherever practicable, 
 to meet the needs of the community. Instruction will be 
 given in shop work, carpentry, printing, molding, etc., as 
 the needs of the pupils may dictate. 
 
 Vk In evening industrial schools and classes. 
 
 (a) The controlling purpose shall be to supplement the :• daily 
 occupation in such way as to increase vocational efficiency. 
 
 (b) Only persons over 16 years of age shall be admitted to 
 these courses. 
 
 (c) The plant and equipment shall be such as to satisfj^ the 
 State Board that ample facilities are provided for proper 
 instruction. 
 
 (d) A minimum for maintenance is required w^hioh will in- 
 sure that teachers who meet the standards set up by the 
 State Board may be secured. 
 
 (e) The course of study shall be submitted to the State Board 
 for approval. The character and content of the course 
 shall be such as to increase the skill or knowledge of the 
 worker in the occupation in which he is engaged. In 
 evening schools the short unit course will be most effective. 
 
 The follownng course is suggestive of what may be offered in 
 the evening schools : 
 
 For Plumbers' helpers: 
 
 (1) Drawing and blue print reading. 
 
 (2) Study of State and city rules and regulations govern- 
 ing the trade. 
 
 (3) Proper means of installation of plumbing. 
 
Voentional Education 19 
 
 (4) Shop work, pipe fitting; etc. 
 
 (0) Costs, estiniiiting, etc. 
 (()) Applied science. 
 
 (") English with compositions on shop subjects. 
 
 (8) Civics. 
 
 (f-g) The school work which supplements the vocational 
 classes shall be correlated as far as possible with the trade 
 or industry taught. Mathematics shonld be based on prob- 
 lems met with in actual shop experience. English should 
 consist largely of composition work dealing with descrip- 
 tions of the industry or trade and weekly visits to plants, 
 etc. History ought to emphasize the industrial develop- 
 ment of the country. 
 
 (h) The qualifications of teachers in specific shop subjects 
 shall be academic training at least equivalent to that re- 
 quired in the elementary schools and practical shop experi- 
 ence at least two years beyond the apprenticeship stage. 
 
 For teachers of related subjects the completion of at 
 least two years of college work (one-half of which should 
 be in technical and scientific subjects, with a satisfactory 
 contact with shop conditions). 
 
 '('. (a) In part time schools or classes trade extension courses 
 may be offered. 
 
 (1) The controlling purpose of such courses is to increase 
 the efficiency of persons engaged in some useful occu- 
 pation. The course will be adapted to the needs of 
 those who are engaged in factories, shops, stores, etc., 
 with the idea of aiding their vocational and intellect- 
 ual advancement. 
 
 (2) These courses are open to persons not under fourteen 
 years of age nor over eighteen years. 
 
 (3) The plant and equipment shall be such as to satisfy 
 the State Board that the purposes of the course can 
 be carried out in a satisfactory manner. 
 
 (4) A minimum for maintenance shall be required which 
 will insure that teachers of satisfactory qualifications 
 can be secured. 
 
 (5) The character of the course shall be determined by 
 the vocational and intellectual needs of the pupils and 
 the content such as will couple the course directly with 
 the actual occupation in which the pupils are engaged, 
 or prepare them for a more useful occupation. 
 
20 \'lr<jinia: Bullet in. State Board of Edueation 
 
 (G) Tlie methods of instruction shall adapt the work of 
 the school as far as possible to the clemands of the 
 shop, factory, or other occupations. By shop inspec- 
 tion and a careful study of shop conditions the school 
 can be made a continuation of shop practice with such 
 added training as will make the work more efficient 
 practically as well as socially, 
 
 (7) The part time school shall be in session for at least 
 nine months a year and must provide instruction for 
 not less than sixteen hours a month or four hour& 
 each week. 
 
 (8) The qualifications of teachers shall be not less than 
 the minimum required for the evening schools or 
 classes. 
 
 (b) Trade preparatory part time schools or classes may be 
 conducted under the direction of the State Board. 
 
 (1) The controlling purpose is to give instruction de- 
 signed to fit persons for some useful employment other 
 than the trade or industry in which they are engaged. 
 
 (2) Pupils shall be over 14 years of age. 
 
 (3) The plant and equipment shall be the same or similar 
 to that required for trade extension work. 
 
 (4) The minimum for maintenance shall be such as to 
 insure teachers of approved qualifications. 
 
 (5) The character and content of the course will vary with, 
 the needs of pupils, but in general must conform to 
 the requirements for trade extension classes. 
 
 (6) The methods of instruction shall conform to the gen- 
 eral methods in the trade extension instruction. 
 
 (7) The length of term shall be not less' than 141 hours 
 per year or 4 hours per week for 36 weeks. 
 
 (8) Teachers must have the same qualifications as required 
 for trade extension instruction. 
 
 (c) (xeneral continuation part time schools or classes may be 
 offered. 
 
 (1) The purpose of the course shall be to increase civic 
 or vocational efficienc3^ 
 
 (2) The course shall be designed for pupils from 14 to 18 
 years of age. 
 
 (3) The minimum requirement for plant and equipment 
 shall be such as will satisfy the State Boarcl that 
 ample facilities for the course are provided. 
 
VoidtJoHdl Ed'HcaJt'ion 21 
 
 (4) For maintenance an amount shall be guaranteed 
 which Avill enable Avell qualified teachers to be em- 
 plo^ved. 
 
 (5) The course of study may provide special training- re- 
 lated to the daily occupation of the worker or a gen- 
 eral academic course intended to increase civic and 
 vocational efficienc}^ 
 
 (6) For special branches and subjects taught the method 
 of instructicm shall closely relate shop exjserience and 
 school work. Academic branches shall be presented 
 in such manner as will inspire love of country. 
 
 (7) The length of term shall be not less than nine months 
 with sixteen liours instruction per month. 
 
 (8) For shop subjects and related branches the (jualifica- 
 tions of teachers shall be equivalent to those fixed for 
 the evening classes. For other subjects taught, two 
 years of study in advance of the high schol grades 
 are required. 
 
 D. The State lioard proposes, when practicable, to establish day 
 unit trade schools or classes. 
 
 (a) The controlling purpose will b*^ to tit persons for useful 
 employment in some trade or industry. 
 
 (b) The age of admission shall be not under l-t years. 
 
 (c) The plant and equipment must be adequate to teach in 
 a satisfactory manner the trade or industry. 
 
 (d) A minimum for maintenance is required to provide sal- 
 aries for qualified teachers and to furnish the necessary 
 materials for carrying on the work. 
 
 (e-f) The course of study may vary in length from one to 
 four years. Xon-vocational and related Avork shall not 
 require more than fifteen hours per week, and may include 
 such subjects as English, penmanship, history (including 
 industrial history), commercial geography, civics, and hy- 
 giene, and for related work such subjects as related mathe- 
 matics, shop draAving, related science, etc. 
 
 Both the type of work and the grade of instruction 
 shall be arranged to meet the needs of the community, 
 provided. h(we-( • . t'^sit the fr-V <f iu-^rrcticn shall be 
 less than college grade. As far as possible the academic 
 subjects tauo-ht shall be correlated with the trades. 
 
22 Virginia: BiCCletin State Board of Education 
 
 Mathematics. 
 
 'J'he examples and problems should be, as far as possible, from 
 actual shop experience. Examples and propositions involving the- 
 application of plane geometry should be- particularly emphasized. 
 
 Encjlish. 
 
 Good usage of ATords and grammatical form should be in- 
 sisted upon at all times. Topics for ■ composition work should 
 deal with the description of trade and industrial Avork, and should 
 be ofttimes m the shape of reports after the visit to the industrial 
 plants of the city. Particular attention must be given to punctua- 
 tion, capitalization, paragraphing. Common grammatical errors 
 Avhich are made almost daily, should be carefully corrected. Cur- 
 rent trade and technical papers and magazines should be placed 
 at the disposal of the boys with eATry encouragement for them 
 to read and study industrial conditions over the country. 
 
 History. 
 
 This subject should be presented A-ery largely from the eco- 
 nomic and industrial point of vieAv. At the same time a good 
 knowledge of the social and political development of the country 
 must be insisted upon.* The main purpose of the course in his- 
 tory and ciA'ics is to develop in the boy patriotic ideals and an. 
 appreciation of the principles of good citizenship. 
 
 Hygiene. 
 
 This subject should deal particularly Avith personal and home- 
 conditions and '^vith first aid remedies. Industrial hygiene and 
 sanitation shall also be taught. 
 
 Draiuing. 
 
 This subject shall be closely related to actual shop AVork. The- 
 purpose of the course is to give such training as Avill enable the 
 stuclent to make patterns, designs, blue prints, etc., necessary tO' 
 the trade. 
 
 Science. 
 
 Industrial chemistry and physics constitute a most important 
 branch in vocational training in the trades and industries. An. 
 elementary course in general chemistry and physics is necessary 
 as a basis on Avhich the industrial aspects of these sciences can be- 
 intelligently pursued. The laAvs of physics Avhich underlie con- 
 struction Avork and Avhich relate to many of the activities of the 
 shop must be carefully taught. LikeAvise the principles of chem- 
 istry underlying important manufacturing and industrial under- 
 takings must be clearly presented. 
 
Vooational Education 23 
 
 Several types of vocational education in the trades and in- 
 dustries can be readily placfrd upon a useful and productive basis. 
 A course in printing, for instance, can serve as an excellent voca- 
 tional unit of instruction and at the same time can print for the 
 school system most of the forms and printed stationery which 
 may be used. In carpentry and cabinet making the schools may 
 be supplied Avith innumerable cabinets, stands, sand tables, draw- 
 ing tables, etc.. which would serve as a good basis of instruction 
 for the pupils and place the work immediately upon a productive 
 basis. 
 
 (g) Xot less than half the time or 15 hours per week must 
 be gi\'6n to practical work on a useful or productive basis. 
 Printing of school forms in the print shop and making of 
 school equipment, etc., as indicated in the course of study, 
 shoAv the nature of the practical work which may be under- 
 taken. 
 
 (h) Tlie school term shall be not less than nine months or 
 thirty-six weeks. 
 
 (i) At least thirty clock hours of instruction shall be given 
 each week. 
 
 {]) The qualifications of teachers shall be — 
 
 (1) For shop or trade teachers, a journeyman of two 
 years' experience who shall have completed the course 
 in teacher training of not less than one nor more than 
 three years. 
 
 (-2) P'or teachers of related subjects, the completion at a 
 technical college of a course in the related subjects 
 at least two years in advance of the standard high 
 school course. 
 
 (3) For teachers of non- vocational subjects, completion 
 of two years' work in the subjects to be taught at a 
 college or normal school over and above the standard 
 high school requirement. 
 
 F. In cities and towns of less than' 25,000 population industrial 
 schools or classes may be conducted. 
 
 (a) The controlling purpose shall be to fit for useful employ- 
 ment. 
 
 (b) The work is designed to meet the needs of persons over 
 14 years of age. 
 
 (c) A minimum for plant and equipment shall be required 
 which in the estimation of the State Board will satisfy 
 the demand of proper instruction. 
 
24 Virginia: Bulletin State Boaj'd of Education 
 
 (d) A mininmm for maintenance is reqnired which will pro- 
 vide well qualified teachers and material necessary- for 
 the course of instruction. 
 
 (e) The general character and content of the course of study 
 shall be similar to that outlined for the day unit trade 
 schools, subject to such modification as may be made to 
 meet the requirements of the community. 
 
 (f) The methods of instruction in the day trade unit schools 
 shall prevail in the general industrial school. 
 
 (g) Half the time shall be given to practical work on a use- 
 ful or productive basis. 
 
 (h) The length of the school year shall be nine months except 
 
 in those cases where the State Board may permit a shorter 
 
 term, 
 (i) Not less than twenty-five hours of instruction shall be given 
 
 each week, 
 (j) The qualifications of teachers shall be the same as tho?e 
 
 required for the day unit trade school. 
 
 3. Home Economics FJclucation. 
 
 A. (a) The State Board intends to aid from the Federal funds 
 
 home economics in evening schools for the benefit of 
 Avomen employed in home making or occupied during the 
 day m similar or related duties. 
 
 (b) In part time schools or classes home economics will be 
 offered wherever practicable to persons who have entered 
 upon employment. 
 
 (c) In schools in citie- with a po'pulation over 25,000 home eco- 
 nomics departments Avill be established in conformity with 
 the condition ft?t forth in a followingg seiction. 
 
 (d) In cities and communities of less than 25,000 popula- 
 tion home economics departments will be conducted in 
 day schools with such variations as conform to the gen- 
 eral purposes of the act. 
 
 B. For evening home economics schools or classes. 
 
 (a) The age of entrance shall be a minimum of 16 years. 
 
 (b) The i:»lant and equipment shall be of the same general 
 character and of about equal cost to that stipulated fop 
 the regular day school. 
 
 (c) A minimum for maintenance sufficient to employ the re- 
 quisite number of qualified teachers is required. 
 
 (d) The course of studv shall be such as to help the 
 woi'ker in her present or future occupation of home mak- 
 
Vocational Ed'ucation 25 
 
 iiig. Tl.e contents of the specific subjects and the method 
 of instruction shall approximate those for the regular 
 full time .'•chool. The following type of course is illustra- 
 tive of the kind of work which may be ottered to each. 
 
 Ol TLIXE or MlLLIXEItY Coi-RSE. 
 
 (1) Drafting of paper patterns. 
 
 (2) Crinoline models. 
 
 (3) Making of buckram frames from patterns. 
 (-J:) Hat trimmings. 
 
 (5) Wire frames — one and two pieces. 
 
 (6) Reshaping and retrimming — general renovation of 
 hats, etc. 
 
 (e-f) Character of school work and methods of instruction 
 shall be sucli as to encourage skill or knowledge in direct 
 relationship with the employment of home making. Prac- 
 tical lessons in nearly every phase of home making shall 
 be brought out in such way as to show what contribu- 
 tion can be made to the economy and general efficiency 
 of the employment. Teachers are supposed to have a sym- 
 pathetic contact with home occupations and practically in 
 every lesson they should emphasize the individual and 
 social importance of the work. 
 
 (g) The qualifications of teachers shall be the same as those 
 required for the day school or in lieu of professional train- 
 ing and experience, trade experience of at least one year 
 with academic training equivalent to the completion of 
 the elementary course may be accepted. 
 
 Vj. Home economics may be offered in part time schools and 
 classes to persons. 
 
 (a) BetAveen the ages of fourteen and eighteen. 
 
 (b) The re(iuirements for plant and equipment shall be the 
 same or equivalent to that required for the all day school. 
 
 (c) The minimum for maintenance is required sufficient to 
 employ an adequate force of qualified teachers. 
 
 (d) The character and content of course of study shall be 
 such as to develop the worker in her regular employment 
 or such as to contribute to her vocational and social effi- 
 ciency. , Wherever practicable part time courses in sew- 
 ing, cooking, and in related subjects will be offered. 
 
 ie) The metluKls of instruction shall be such as to carry out 
 the general purposes of the act. 
 
^6 
 
 Mrginia: BuUetin State Board of Education 
 
 (f) At least 144 sixty-minute hours of instruction per year 
 shall be given. On the basis of the nine months' session 
 the minimum requirements would be four hours per week. 
 
 (g) The qualification of teachers shall be the same as those 
 required for the day schools or in lieu of such professional 
 training and experience, trade experience of at least one 
 year with academic training thru the elementar}^ grades 
 may be required. 
 
 D. The State Board prpposes to provide for home economics im 
 cities of more than 25,000 population. 
 
 (a) The age of admission shall be not less than 14 A'ears. 
 
 (b) The minimum for plant and equipment shall be 
 
 (1) YoY food study, $250. 
 
 (2) For garment making and dressmaking, $150. 
 
 (3) For home nursing, $50. 
 
 (4) For laundry work, $50. The State Board urges that 
 for laundry work the pattern laundry and steam 
 dryer be used. 
 
 (c) The minimum for maintenance is required which will be 
 sufficient to secure an adequate number of qualified teach- 
 ers and to provide the material necessary for the course. 
 
 (d) The following course of study is proposed for cities with- 
 population over 25,000. 
 
 For Cities Over 25,000. 
 
 First Year. 
 
 English 5 periods 
 
 General Science 7-S periods (45 m.) 
 
 Drawing and Design 5 periods (90 m.) 
 
 Garment ^Making — Textiles 5 periods (90 m.) 
 
 Cooking and Pood Study 5 periods (90 m. ) 
 
 (Production, distribution, marketing.) 
 
 Second Year. 
 
 English ■ 5 periods 
 
 Household Chemistry and Physics ...7-8 periods (45 m.) 
 
 Civics and Citizenship 5 periods 
 
 Home Management 5 periods (90 m.) 
 
 (Housekeeping, planning and serving meals, 
 
 laundry, accounts.) 
 
 Dress design, house planning and furnishing. 5 periods (90 m.) 
 
 Sanitation, Hygiene 7-8 period's (45 m.) 
 
 Home Nursing 
 
 Dressmaking, Millinery 5 periods (90 m.) 
 
 Home Projects . ■. 3 periods (45 m.) 
 
 1 unit 
 J unit 
 J unit 
 1 unit 
 1 unit 
 
 unit 
 unit 
 unit 
 unit 
 
 i unit 
 2 unit 
 
 J unit 
 
Vocaii&nal Edm^ation 27 
 
 (e) .Methods of instruction shall he such as to provide knowl- 
 edge and skill in the household arts and to arouse a proper 
 conception of the importance of this training'. The in- 
 struction must be intensely practical in nature. 
 
 (f ) Half of the time required for home economics instruction 
 shall be gi^'en to practical work on a usefid or productive 
 basis. This practical work may consist in i)rej)aring and 
 serving school lunches, in garnient making on a produc- 
 tive basis, etc. 
 
 (g) The length of the school year must l)e at least nine months. 
 (h) Thirty hours of instruction shall l)e provided each week, 
 
 one-half of which time, namely, fifteen hours per week, 
 or three hours per day must be deA'oted to home economics. 
 (i) Qualifications of teachers shall be as follows: 
 
 (1) Practical experience of at least one year before or 
 after entering upon the course in special training. 
 Such experience may be secured as a helper in the 
 home with some responsibility for management. Ac- 
 tual work under supervisor in the dormitory, cafe- 
 teria, etc.; can be accepted as a part of this require- 
 ment. 
 
 (2) Professional training of at least four years based upon 
 graduation from a standard four year high school. 
 
 (:i) .")() per cent, of the four year course shall be devoted 
 to practical and related technical subjects in home 
 economics and the remaining 50 per cent, to scientific 
 and academic branches and to educational subjects. 
 At least 15 per cent, of the four year course shall be 
 given to educational subjects such as psychology, 
 school management, methods in vocational education, 
 and practice teaching. In the senior year at least four 
 weeks should be devoted to practical house keeping 
 and house management under a supervisor. Home pro- 
 jects assigned by the instructor to be undertaken dur- 
 ing vacation with written reports must form a part 
 of the course. 
 
 The State Board, in its discretion, may accept as 
 teachers of home economics graduates of the two-year 
 course in the State Normals, based upon the same con- 
 ditions of entrance as the four-year course. Such grad- 
 uates mav be considered eligible for teaching home 
 economics in part time schools, in evening schools, and 
 in regular all day schools, provided, that after 1920 
 graduation from "the four years' course, as above out- 
 
■28 
 
 "irg'mia: Bulletin^ State Board of Education 
 
 lined, shall be required for teiachers in the all clay 
 school. 
 
 E. In cities, towns, and communties of less than 25,000 popula- 
 tion, home economics classes may be offered. 
 
 (a) Age of admission is not less than fourteen years. 
 
 (b) The requirement for plant and equipment shall be a room 
 of about 22x28x13, with equipment costing not less than 
 $250. 
 
 (c) A minimum for maintenance is required sufficient to em- 
 , ploy properly trained teachers and to provide an amount 
 
 for material of not less than $5 per pupil per session. 
 
 (d) The course of study shall conform to the following out- 
 line. 
 
 Poi* Cities, Towns, and Communities of Less Than 25,000. 
 
 First Year. 
 
 lEnglish 5 periods 
 
 History 5 periods 
 
 Drawing and Design 5 periods (90 m.) 
 
 Garment Making 5 periods (90 m.) 
 
 General Science (Household) 7-8 periods (45 m.) 
 
 Food Study and Cooking 5 periods (90 m.) 
 
 Second Year. 
 
 English 5 periods 
 
 Civics and Citizenship 5 periods 
 
 General Science 7-8 periods (45 m.) 
 
 Elementary Dressmaking 5 periods (90 m.) 
 
 Home Management 5 periods (90 m.) 
 
 Sanitation, Hygiene, Home Nursing 7-8 periods (45 m. ). 
 
 Third Year. 
 
 English 5 periods 
 
 Elective 5 periods 
 
 Clothing design, house planning and fur- 
 nishing 5 periods (90 m.) 
 
 Textiles, Millinery, Dressmaking 5 periods (90 m.) 
 
 Household Chemistry 7-8 periods (45 m. ) 
 
 or 
 "Electives from regular high school course. . . 10 periods 
 
 Fourth Year. 
 
 English 5 periods 
 
 Elective 5 periods 
 
 Household Physics 7-8 periods (45 m.) 
 
 Textiles, Millinery, Dressmaking 5 periods (90 m.) 
 
 Elementary Dietetics, Home Management. . . 5 periods (90 m.) 
 
 or 
 Electives from regular high school course. . . 10 periods 
 
 1 unit 
 1 unit 
 J unit 
 i unit 
 i unit 
 i unit 
 
 1 unit 
 
 1 unit 
 i unit 
 
 2 unit 
 J unit 
 5 unit 
 
 1 unit 
 1 unit 
 
 J unit 
 i unit 
 
 1 unit 
 
 2 unit 
 
 unit 
 unit 
 unit 
 unit 
 unit 
 
 2 unit 
 
Vocational Edhcation 20 
 
 (e) Methods of instruction shall be such tis to encourage 
 knoAvledge and skill in home making. The related sub- 
 jects must be taught as furnishing a scientific basis for the 
 practical work. Academic branches shall be presented in. 
 such w^y as to develop an appreciation of citizenshi]) and 
 to encourage social ideals. 
 
 (f) At least one-half tlie time should be devoted to practical 
 and related subjects in home economics, such as garment 
 making, food, cooker}', house planning, budget making, etc. 
 
 (g) The length of the school year shall not be less than nine 
 months. 
 
 (h) At least 2 l-'l hours per day, or 12 1-2 hours per week 
 shall be given to practical and related subjects. 
 
 (i) Qualifications of teachei's shall be the same as those re- 
 (juired for the cities of over 25,000 population. 
 
 HAERIS HART, 
 
 Chief Exeoutirc Officer^ 
 State Board for Vocationrd Education. 
 
 \\M. K. SMITHEY, 
 
 Secretary. 
 
LIBRARY OF CONGRESS 
 
 019 593 047 8