priations for the salaries of teachers, supervisors, or directors of agricultural subjects, or for the salaries of teachers of trade and industrial subjects, or for the training of teachers as herein provided, any State shall, through the legislative authority thereof, appoint the State treasurer as custodian for vocational education, who shall receive and provide for the proper custody and disbursement of moneys paid to the State from said appropriations.

SEC. 14. That the Federal Board for Vocational Education shall annually ascertain whether the States are using or are prepared to use the moneys received by them in accordance with the provisions of this Act. On or before the first day of January of each year the Federal Board for Vocational Education shall certify to the Secretary of the Treasury as to each State which has accepted the provisions of this Act and complied therewith, certifying the amounts which each State is entitled to receive under the provisions of this Act. Upon such certification the Secretary of the Treasury shall pay quarterly to the custodian for vocational education of each State the moneys to which it is entitled under the provisions of this Act. The moneys so received by the custodian for vocational education for any State shall be paid out on the requisition of the State board as reimbursement for expenditures already incurred to such schools as are approved by said State board and are entitled to receive such moneys under the provisions of this Act.

SEC. 15. That whenever any portion of the fund annually allotted to any State has not been expended for the purpose provided for in this Act, a sum equal to such portion shall be deducted by the Federal board from the next succeeding annual allotment from such fund to such State.

SEC. 16. That the Federal Board for Vocational Education may withhold the allotment of moneys to any State whenever it shall appear that such moneys are not being expended for the purposes and under the conditions of this Act. If any allotment is withheld from any State, the State board of such State may appeal to the Congress of the United States, and if the Congress shall not direct such sum to be paid it shall be covered into the Treasury. SEC. 17. That if any portion of the moneys received by the custodian for vocational education of any State under this Act, for any given purpose named in this Act, shall, by any action or contingency, be diminished or lost, it shall be replaced by such State, and until so replaced no subsequent appropriation for such education shall be paid to such State. No portion of any moneys appropriated under this Act for the benefit of the States shall be applied, directly or indirectly, to the purchase, erection, preserva

tion, or repair of any building or buildings or equipment, or for the purchase or rental of lands.

SEC. 18. That the Federal Board for Vocational Education shall make an annual report to Congress, on or before December first, on the administration of this Act, and shall include in such report the reports made by the State boards on the administration of this Act by each State and the expenditure of the money allotted to each State.

DIVISION II

STATE ADMINISTRATIVE ORGANIZATION

CHAPTERS V-XI

CHAPTER V

THE STATE THE UNIT IN EDUCATION

As was indicated in Chapter I, education in America was left to the states, and the state has become the unit of administration. The development of state oversight and control has come gradually, and may be traced in the state constitutions, the laws, and the decisions of the courts.

I. THE STATE CONSTITUTIONS

The constitutions of the different states offer an interesting study of this growth of state oversight and control. Space forbids the giving of selections here but a few illustrative examples will be given in the Source Book in the History of Education in the United States.1

II. THE SCHOOL LAWS

The development of state oversight and control could be illustrated from the educational history of any of our American states.2 The following description for New York State is illustrative of the development.

THE DEVELOPMENT OF STATE CONTROL IN NEW YORK [From FAIRLIE, J. A., The Centralization of Administration in New York State, Chap. II, pp. 22-33.]

The early history of education in New York gives little promise of the high degree of central control which has come to be estab

1 Extracts taken from POORE, B. F., Federal and State Constitutions, and later official documents issued by the states.

* In the historical portion of the different articles on the state school systems in Monroe's Cyclopedia of Education the development of centralized control has been traced (see articles on ALABAMA, CALIFORNIA, IOWA, etc.).