The Office of Education coordinated the surveys in the several States and prepared reports concerning the findings for Congress, in addition to preparing news releases and testifying before Congress relative to public-school facilities. The four survey reports issued by the Office of Education are:

First Progress Report, School Facilities Survey. Office of Education, Federal Security Agency. Washington, U. S. Government Printing Office, 1952. Second Progress Report, School Facilities Survey. Office of Education, Federal Security Agency. Washington, U. S. Government Printing Office, 1952. Report of the Status Phase of the School Facilities Survey. Office of Education, Department of Health, Education, and Welfare. Washington, U. S. Government Printing Office, 1953.

Report of the Long Range Planning Phase of the School Facilities Survey. Office of Education, Department of Health, Education, and Welfare. Washington, U. S. Government Printing Office, 1955.

Data for 25 States were included in the first progress report, 37 States in the second progress report, 43 States in the statusphase report, and detailed information is presented in the longrange planning phase report for 38 States. The status report presented an inventory and indicated the need for public elementary and secondary school facilities as of September 1952. The long-range report summarized the projected plans of the States for a 5-year school construction program to accommodate the estimated 1959-60 public elementary and secondary school enrollment.

The Eighty-third Congress rescinded that part of the $3 million appropriation which remained unexpended from the Treasury of the United States on December 31, 1953; however, funds paid to the States by that date were available for use by the States through June 30, 1954. Unexpended balances of Federal funds in possession of the States on June 30, 1954, were returned to the United States Treasury.

Amounts allotted to the States are listed in column 2 of table 16. These allotments total $3 million. However, the funds were not accepted by all the States. Nebraska and the Virgin Islands participated in the survey, but did not use any Federal funds in the program. Eight States (Idaho, Missouri, New York, South Carolina, Utah, Virginia, Wyoming, and the District of Columbia) did not participate in the nationwide survey.

Title I of Public Law 815 required matching funds to be provided by the States to the extent of the amounts contributed from the Federal appropriation. State expenditures for personnel in State departments of education working on the survey were regarded as partially meeting this matching requirement. The

States participating in the survey reported a total expenditure of $1,800,262 of Federal funds, and a total expenditure of $2,187,802 of State funds and services in conducting the surveys. It is understood that additional State funds were expended on these surveys, but for purposes of making an adequate financial report to the Office of Education it was not necessary to give details concerning State expenditures that exceeded the amount of the Federal assistance. Amounts of Federal and State funds expended on these school facilities surveys are listed in columns 4 and 5 of table 16.

VOCATIONAL EDUCATION

The enactment of the Smith-Hughes Act of 1917 authorized the first Federal funds for vocational education of less-than-college grade. Additional funds were appropriated by the George-Reed Act of 1929, the George-Ellzey Act of 1934, the George-Deen Act of 1936, and the George-Barden Act of 1946. Public Law 462 (81st Cong.) extended the benefits of the George-Barden Act to the Virgin Islands. For this report, Federal funds distributed under these various authorizations have been grouped and reported under the Smith-Hughes and the George-Barden Acts.

The Smith-Hughes Act.-This act provides for Federal cooperation with the States in the promotion of vocational education in agriculture, trades and industries, home economics, and the preparation of teachers of vocational subjects. Allotments to the States are made in the proportions which the State populations bear to the total population of the United States, not including the outlying possessions. These appropriations include $3,000,000 for salaries of teachers, supervisors, and directors of agricultural subjects, allotted to the States in the proportion which the rural population of each State bears to the total rural population of the United States; $3,000,000 for salaries of teachers of trade, home economics and industrial subjects, allotted to the States in the proportion which the urban population of each State bears to the total urban population of the United States; and $1,000,000 for training teachers of vocational subjects, allotted to the States in the proportion which the total population of each State bears to the total population of the United States. The act also provides a minimum allotment of $10,000 annually to each State for each of the three purposes and appropriates additional sums of $27,000, $50,000, and $90,000, respectively, or as much thereof as may be needed, to guarantee the minimums. The maximum sum of the appropriations available to the States annually is $7,167,000.

Hawaii and Puerto Rico also participate in the benefits of the Smith-Hughes Act. The law of 1924 for Hawaii authorized that $30,000 be appropriated annually, and the law of 1931 authorized that $105,000 be appropriated annually for Puerto Rico to be used in accordance with the terms of the Smith-Hughes law.

A State or Territory desiring to participate in the benefits of the Smith-Hughes Act is required to accept by an act of its legislature the provisions of the act, to appoint the State Treasurer as custodian of the Federal appropriations, and to designate or create a State board for vocational education. The State board is required to prepare plans for vocational education to be submitted to the Office of Education showing how the Federal, State and local funds for this program will be expended in the State. The State board is also required to prepare and submit an annual report showing how funds were used and what work was accomplished. All States, the District of Columbia, Alaska, Hawaii, Puerto Rico, and the Virgin Islands are now operating programs in vocational education.

The George-Barden Act.-Annual appropriations for the further development of vocational education in the several States and Territories are authorized in this act. These funds are made available for administration, supervision, teacher training, vocational instruction and guidance, establishing programs for apprentices, and for the purchase or rent of equipment and the purchase of supplies for vocational instruction.

The George-Barden Act authorizes maximum amounts which may be appropriated and allocated to the States and Territories for each field of vocational education. These include (1) $10,000,000 for vocational agriculture to be allotted on the basis of farm population, (2) $8,000,000 for home economics to be allotted on the basis of rural population, (3) $8,000,000 for trade and industrial education to be allotted on the basis of nonfarm population, and (4) $2,500,000 for vocational education in distributive occupations to be allotted on the basis of total population. This act also provides that no State or Territory shall receive less than $40,000 per year for the first three fields of vocational education, nor less than $15,000 for the fourth one.

The 1946 law does not provide for a special allocation for teacher training. However, the funds may be used for teacher training, as well as for various other items associated with the vocational education program in the act provided they are incorporated in the approved State plan.

Allotments under both acts.-Federal funds expended during the 1954-55 school year and allotted for the 1955-56 school year are presented in table 17. Detailed amounts expended by the States and Territories in 1954-55 are included in column 6 of the summary table 4 and amounts allotted for the 1955-56 school year are listed in table 19. A summary of the amounts allotted to the States and Territories over the past 10 years is shown in table 18. Further details concerning the amounts expended under the several authorizations can be obtained from the Division of Vocational Education of the Office of Education.

Since these programs of vocational education are encouraged and promoted by Federal appropriations, it is interesting to note the total amount expended annually for vocational education. Public laws require dollar-for-dollar matching of Federal funds with State or local funds. This implies that at least $33,638,330 of State and local funds will be expended in the 1955-56 school year on vocational education programs that receive this amount of Federal assistance. The Division of Vocational Education reports that more than $134 million of State and local funds were expended in the 1954-55 school year on the vocational education programs which are supported in part through Federal funds. This would make a total expenditure of over $164 million for these vocational education programs in 1954-55 school year, of which about 18.5 percent was provided from the Federal appropriation. The proportion supplied from State and local sources has been increasing through the years.

Table 17.-FEDERAL FUNDS FOR VOCATIONAL EDUCATION OF LESS-THAN-COLLEGE GRADE: 1954-55 AND 1955-56

* Amount of $40,000 for each year for the Virgin Islands is distributed in columns 2 and 3 among the four George-Barden programs.

Table 18.-FEDERAL FUNDS ALLOTTED FOR VOCATIONAL EDUCATION OF LESSTHAN-COLLEGE GRADE: 1946-47 TO 1955-56

Table 19.-FEDERAL FUNDS ALLOTTED TO THE STATES AND TERRITORIES FOR VOCATIONAL EDUCATION OF LESS-THAN-COLLEGE GRADE: 1955-56

PROGRAMS AT EDUCATIONAL INSTITUTIONS

The American Printing House for the Blind, Gallaudet College, and Howard University are three educational institutions which receive assistance from congressional appropriations. The funds are administered by the Department of Health, Education, and Welfare, and reports of operation are made annually to the Secretary. However, these three educational enterprises are operated as semipublic institutions under the direct control of private corporations, and the Federal appropriations should be regarded as payments for services rendered to the Federal Government.

AMERICAN PRINTING HOUSE FOR THE BLIND

The American Printing House for the Blind is a national, nonprofit institution located at Louisville, Ky. Its primary purpose is