This study is an outgrowth of the cooperative efforts of the instructors at the Utah State Agricultural College Elementary Training School (Whittier). An attempt was made to show that the parent teacher conference is one of the best possible means of reporting pupil progress and growth.

Since its beginning well over a quarter of a century ago, the Vocational Agriculture program has become an integral part of the American school system. The legislative groundwork for Vocational Agriculture, as well as all other vocational programs, was set in 1917 with the passing of the Smith-Hughes Act. Further related legislation was passed in 1929 and 1934, but the program received its greatest federal boost with the passing of the George-Deen Act in 1936 and the George-Barden Act in 1946, both of which provided for the annual expenditure of federal funds in support of vocational education. The George-Barden Law, although it includes appropriations from the former bill, provides a total of approximately $29,000,000 for the support of vocational education. This is the maximum. allowance, however, am all of it will not be expended unless an actual need exists. With the $7,200,000 appropriated under the original Smith-Hughes Law, the total authorization available now reaches approximately $36,050,000 with agriculture being allocated $13,000,000 of this amount. This includes only the federal provisions. In agriculture alone the total expenditures from federal, state, and local sources increased from $21,293,343 in 1946 to $47,490,397 in 1953. (3, p. 10)

Teacher training for physical education majors at the Utah State Agricultural College was instituted in 1923-24.