Developing the English Course in an Italian Science in the Chicago Course of Study Suggestive Outlines for Project Problem Teaching News Periodicals t THE CHICAGO SCHOOLS JOURNAL LLINOIS has finally adopted legislation providing for vocational education. With the passage of the laws to be commented on, it may be fairly said that a period of agitation and discussion has come to an end and one of experimentation and action has begun. The results of the closing period and its outstanding features ought to be noted by everyone interested in public education in America. They are embodied in the laws enacted by the fifty-first general assembly and are now the basis for our state policy with regard to vocational education. Illinois deserves the credit of recognizing early the issue of establishing its system of vocational education by expanding its existing public school system, or by erecting an entirely new one. The unit and dual systems of organization were here accurately and clearly discriminated before legislation deciding the issue could be enacted. The social, economic, educational, and administrative questions involved were brought out, discussed, and settled in the minds of the school teachers, the legislators, and the general public. The legislature for three successive sessions considered different bills providing systems of vocational legislation. The advocates of the two systems discussed the merits of each before the committees at public hearings. Never was an educational subject more thoroughly considered. The public interested itself and took a decided stand. Finally it became evident that vocational education would come, if ever, in Illinois as an integral part of the public school system. The enactment by Congress in 1917 of the Smith-Hughes Act providing for national aid to the states for vocational education was the first step in the direction of removing the obstacles to state leg islation. This act was accepted in 1917 by the governor of the state, who appointed the State Board for Vocational Education. This action could hold good, according to the federal law, only until such time as the state legislature should be in session and have time to pass a law accepting the provisions of the Smith-Hughes Act. The last legislature acted promptly and on March 6th, 1919, the necessary law was passed. Illinois has now a Board of Vocational Education created by statute. It it worth noting that in 1919 this board was established without opposition, although it had been one of the stumbling blocks in previous attempts to secure legislation. The board is given power to co-operate with the Federal Board for Vocational Education, to promote and aid in the establishment of vocational schools, and to conduct investigations in relation to vocational education. In the autumn of 1918 there was an effort made to organize those interested in the establishment of vocational education to secure the enactment of suitable legislation. For a time it seemed not unlikely that the old contest between the two parties would be revived. The school teachers, represented by the Illinois State Teachers' Association, declared for a definite policy based on the experience of the past six years. This policy called for the enactment of the law accepting the provisions of the Smith-Hughes Act, for an appropriation for vocational education by the state, and for laws enabling local districts to establish continuation schools and compel pupils to attend them when established. This policy was sharply criticised. by certain persons interested in promoting legislation for vocational education.. Despite this violent and personal criticism the policy was adhered to. The result is |