Community civics and rural life . s for himselfand contribute his full share to the communitys work. Thewar emphasized strongly the nations dependence upon trainedworkers in every field of industry. One of the direct results of war needs was the passage byCongress, in 1917, of the Smith-Hughes Act, providing for 1 Adapted from Dr. Thomas D. Wood, in New York Times Magazine, April 2,1916. 3°° COMMUNITY CIVICS nationalyears of Nationalaid forvocationaleducation aid for vocational instruction for persons over 14age who have already entered upon, or are preparingto enter, some trade. The instructi
Community civics and rural life . s for himselfand contribute his full share to the communitys work. Thewar emphasized strongly the nations dependence upon trainedworkers in every field of industry. One of the direct results of war needs was the passage byCongress, in 1917, of the Smith-Hughes Act, providing for 1 Adapted from Dr. Thomas D. Wood, in New York Times Magazine, April 2,1916. 3°° COMMUNITY CIVICS nationalyears of Nationalaid forvocationaleducation aid for vocational instruction for persons over 14age who have already entered upon, or are preparingto enter, some trade. The instruction given underthe terms of this act must be of less than collegegrade. Every state in the Union has met theconditions imposed by this law. The Smith-Hughes Act created a Federal Board for Vocational Educationto consist of the Secretaries of the Departments of Agriculture, Commerceand Labor, the United States Commissioner of Education, and three citizensappointed by the President, one to represent labor interests, one commercial. Domestic Science in the Jordan High School and manufacturing interests, and the third agricultural interests. The lawappropriates national funds to be given to the state for the establishmentof vocational schools and for the training of teachers for these schools;but each state must appropriate an amount equal to that received from thenational government. Each state must also have a board for vocationaleducation, through which the national board has its dealings with the state. The duty of the regular elementary and high schools is not to cultivate special vocational skills; not to turn outBreadth of . preparation trained farmers, or mechanics, and so on. But for vocational the work of these schools should be such that theirlife graduates will be better farmers, or mechanics, or lawyers, or doctors, or engineers, or teachers, than they would EDUCATION 301 be without it. First of all these schools should produce workerswho are physically fit for the wo
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