The full significance of the Smith-Hughes Bill, as it will always be known by those who worked for it, can hardly be appreciated. On the surface it merely creates a Federal Board of Vocational Education and provides that federal grants shall be made for the purpose of coöperating with the states in the promotion of industrial, agricultural, and home-making teaching. But if we scratch the surface we shall see that the federal money is not paid to local communities except after their work has been approved by a state board of control on the basis of this federal act, and the principles and policies which were adopted after conference between the Federal Board and the state boards of control. It furthermore limits federal aid to definite vocational training and eliminates all aid to any dilettante or superficial types of practical-arts education which do not meet the idea of preparing young persons over 14 years of age for useful and profitable employment in agriculture, in the trades, in industries, or in home economics. It has been stated in preceding chapters, and will be emphasized more than once in succeeding chapters, that the schools which are able to serve most effectively in time of war are the schools which are serving or may serve in times of peace. It has been and will again be shown that school methods usable in meeting a war emergency are the methods not only usable but desirable under normal conditions. There is absolutely nothing in the following discussion of the field for war service for industrial and trade-school education which does not have its direct application in promoting and administering a national system of vocational education. Definite suggestions are given for organizing day-industrial, trade, part-time and continuation schools, evening vocational schools, trade classes, and off-time courses; for transferring the teaching equipment into the factory; for transferring the technical-supervision equipment of the factory to the school; and for making commercial products. It will be seen that the service of our industrial and trade schools differs from the service of the industrial and household-arts courses in the regular schools. A comparison of what is suggested for war service with what is required by the terms of the federal grant shows that the two are in accord. For example, the latter requires that all-day industrial schools must have at least half the time given over to the actual practice of a vocation on a useful or productive basis; that agricultural schools shall arrange for directed or supervised practice in agriculture either on a farm provided by the school or on other farms for at least six months a year; that part-time schools or classes must be established if the state and the community expect to receive the full benefits of the federal grant for the salaries of teachers of the trade, home-economics, and industrial subjects; and finally, that evening