VOCATIONAL EDUCATION DEPARTMENT SALIENT POINTS IN REHABILITATION Rehabilitation Act Amended. The Vocational Rehabilitation Act, modified by the amendment of July 11, 1919, charges the Federal Board for Vocational Education with the responsibility of advising, training, and placing in suitable employment only those who cannot return successfully to civil employment on account of disability sustained in or traceable to service in the Army, Navy, or Marine Corps. Support During Training. The Act also provides that the Federal Board pay the costs of education for each person granted training, and it may in addition allow a monthly sum necessary for his maintenance and support, and for the maintenance and support of persons dependent upon him. Payments will be according to the following schedule. The amounts of monthly maintenance as shown below are due on the Pacific Coast between the 5th and 10th of each month and are applicable alike to officers and enlisted men. $80.00 Man with no dependents receives.. (NOTE-TO men totally blinded, bedridden, or with both arms or both legs lost from service, this amount is increased to $100 by addition of $20 from the Bureau of War Risk. All other payments from the Bureau of War Risk Insurance are suspended during the period of training.) The amounts specified in the foregoing table will be reduced by any amounts of pay that may be received as wages while training "on the job." The amendment effective July 11, 1919, enables the board to issue from Washington at the close of each calendar month at least $80 of the amounts specified in the table as due men who are reported, in writing, at Washington by the 25th of the month as in training. This reporting requires careful cooperation of the training institution. Prompt further action in securing and delivering in Washington affidavits of dependency, if any, will expedite the payment of the balance of the sum listed in the table as due. Offices of the Federal Board. Each soldier, sailor, and marine who has a vocational disability and wishes to take advantage of the Government's offer to retrain him is urged to communicate with or visit the office of the Federal Board for Vocational Education, Rehabilitation Division, District No. 12, at 997 Monadnock Building, San Francisco, or he may write to the State Director of Vocational Education, Carson City, Nevada. RELATION OF VOCATIONAL TEACHERS TO SCHOOL OFFICIALS In order that the Smith-Hughes plan for the promotion of Vocational Education may attain a high degree of success, the following relationships between teachers of vocational subjects and the school authorities should be noted carefully: 1. All business matters, such as contracts, agreements, and reimbursements, are transactions between the State Board for Vocational Education and the State Board. 2. The State Director represents the State Board for Vocational Education, and the City Superintendent of Schools the School Board. 3. The State Director and his associates will always recognize the Superintendent of Schools as head of the system of schools, including departments or classes approved for aid from Smith-Hughes funds. Such departments or classes are under the jurisdiction and supervision of the Superintendent of Schools the same as any other departments or classes. 4. The teacher of vocational subjects is employed by the School Board under the same conditions as other teachers in the corps, except that his qualifications and salary must be approved by the State Board for Vocational Education. In order to draw school money, he must be properly certificated. 5. The teacher's relations to the Superintendent, Principal, other officials, and the community are the same as those of any other teacher in the corps except as stated in the following paragraph. 6. The teacher is subject to certain requirements of the State Board of Vocational Education as to the use of his time, the subjects he teachers, personal reports to the State Board, methods of instruction, etc., but these requirements in no way conflict with the requirements of the local officials. Some correspondence with state officials concerning details of work will be necessary. 7. The teacher does a special work for the school according to certain plans and policies agreed upon by the state and local school authorities. 8. The Superintendent and Principal will, of course, cooperate with the special teacher in every way to make the work successful. 9. The special teacher will, of course, cooperate with his superiors in office and his associates in every way possible in order to upbuild his own department and the entire school system. 10. The loyalty of the teacher to school officials, the esteem and good-will of all concerned which he is able to win, will measure his success as a vocational teacher. EDUCATIONAL BULLETIN PUBLISHED MONTHLY EXCEPT JULY AND AUGUST BY THE STATE DEPARTMENT OF EDUCATION CARSON CITY, NEVADA Entered as second-class matter May 22, 1919, at the postoffice at Carson City, Nevada, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized August 21, 1919. By holding the Institutes on the above dates, the State Department. of Education has been able to secure lecturers and instructors and still keep within the appropriation allowed by the State, with a little help from the counties in which the Institute is held. Each lecturer and instructor will spend two days in each place, the other two days being handled by the educational forces of the districts. Professor C. E. Rugh, of the Department of Education of the University of California, will deliver four addresses before the general sessions: "Teachers and Teaching"; "High Spots in Educational Progress"; "Punishment-Its Place and Purpose"; and "Character Education." He will also have charge of two high-school sections on "Educational Guidance" and "Methods in High-School Education.” Professor Abbie Louise Day, University of Nevada, Department of Education, will be the other main instructor. She will address the general sessions on "Professional Improvement of Teachers in Service" and "Project Teaching," and will conduct three or four Round Table discussions for the Primary and Grammar sections. Dr. Walter E. Clark, President of the University of Nevada, will give the evening address, his subject being "Americanism.” State Superintendent W. J. Hunting will preside two days at each Institute, with an address on "Nevada Opportunities." He will also take part in the section Round Tables. On the days when Mr. Hunting is not present the Deputy Superintendents will have charge of the meetings, give one or two talks, and assist in keeping things moving. Mr. Homer Derr, State Director of Vocational Education, will have a place on the program to present the plans and problems of his department. Miss Margaret Johnson, Leader of Boys and Girls Club Work, Extension Department of the University of Nevada, will take up that phase of school activity. All teachers of the State will have an excellent chance to brush up on Palmer penmanship through the instruction and Round Table discussions of Mr. J. M. Tice, the A. N. Palmer Company representative. Each of the three sections for Round Table (Primary, Grammar, and High School) will have its own chairman and secretary selected from the teachers of each district; these officers will also serve as a standing committee to keep alive such ideas and activities as will be of interest at the State Institute the next year. There will be a separate Round Table for high-school commercial teachers on at least one day of the meetings. The general plan of the Institute includes for each half-day music or other entertaining features to open the session, with all teachers in attendance at a general session for the first part of the half-day, and the section meetings following a short address. The evening receptions to visiting teachers are being planned, not so much for merely a personal good time for the teachers as a gettogether-and-get-acquainted meeting, such as shall result in a decidedly good time for all concerned and a fellow acquaintanceship. TEACHERS' INSTITUTE ATTENDANCE In accordance with the law approved March, 1917, teachers shall have their transportation paid to and from the District Institute. Attendance upon the District Institute is compulsory. The State Superintendent may excuse for good cause. On account of the lack of railroad transportation in Nevada between Goldfield and Tonopah and Las Vegas, the teachers of Esmeralda and Nye Counties have been excused from attendance at the Institute to be held at Las Vegas. In order that teachers may secure transportation, their attendance must be for the entire session of the Institute. Teachers must also avail themselves of reduced rates where such are given by railroad or stage companies. Teachers should take receipts for all transportation money which they pay out, and these receipts should be submitted by them to their school boards when they present their claims for transportation. Transportation will be paid after the attendance record of the teacher has been approved by the Deputy State Superintendent and sent to the respective school boards for their records. There will be no "roll-calls" of teachers at the Institutes. Each teacher will keep his or her own record of attendance. Attendancerecord sheets, printed in two sections, will be given each teacher at the opening of the Institute and should be returned intact by the teacher at the end of the Institute accurately filled out and attendance certified to. The Deputy Superintendent will approve or disapprove, according to section 1, page 155, 1919 School Code, and forward record to the school boards for their information and guidance. TEACHING RECORD OF NEVADA TEACHERS TO BE COLLECTED STATE OF NEVADA PUBLIC SCHOOL TEACHERS' RETIREMENT SALARY FUND BOARD To the Teachers of Nevada: There are more than eighty teachers' pension systems in the United States, most of them having been inaugurated within the past decade. In their application some of these, like the Nevada plan, are state-wide; others, like the New York City plan, are local. In nearly every case, however, the plans for pensioning teachers were adopted without first having collected necessary data upon which to work out a financially sound system. And, like many of the other States, Nevada has found it necessary to amend her plan so as to insure adequate funds for her teachers upon retirement. At the last session of the Legislature the Teachers' Retirement Salary Act was amended by abolishing the $9 annual contribution from the teachers to the fund. Governor Boyle allowed the amendment to become a law without his signature (although he believed that the contributions from teachers especially the teachers who expected to derive benefit from the Act should not be abolished) upon being assured that adequate data would be collected as a basis upon which to work out a scientific, safe, and equitable plan. Accordingly it is contemplated passing at the next session of the Legislature a law that will be found fair and just to all teachers, and at the same time will afford sufficient income to insure the solvency of the pension system. A law must be worked out providing as definitely as possible for a sound relationship of equality between the costs of the benefits payable to teachers and the income accruing to the pension fund. Among the systems that have been reorganized and placed on an actuarial basis, thereby insuring financial stability for the future, are those of New York City, New Jersey, Pennsylvania, and Ohio. In order to devise for the teachers of Nevada a system of pensions that will be both equitable and sound financially, it will be necessary to have at hand certain data, such as the age of the teachers, length of service, salary, etc. The teachers should bear in mind that it was in |