classes on Saturday and also on other days of the week, the Saturday classes are exceedingly popular with the students. This is perhaps partly due to the fact that most of them are granted Saturday afternoon half holidays, but the school authorities believe that the pupils like to be in the school when there are large numbers of others in the school; that they like to be there for athletic and other school events, and that they enjoy the enthusiasm of a large attendance. In this system it has been found difficult to enthuse students over attendance on other half days, a general effort being made on the part of the pupils to avoid such attendance in favor of Saturday classes.

Right to the contrary, it is reported from another large city that they are gradually getting away from Saturday work; that employers object to releasing all of their boys at one time, and that by distributing the pupils throughout the week they are able to handle 220 pupils in the same shops that would only care for 80 if the Saturday classes predominated. Again, while one city finds it an advantage on Saturday to be able to use the best of the regular day teachers, the other one desires to employ full-time continuationschool teachers in smaller numbers rather than to employ a large number for Saturday only.

The two viewpoints of those in charge of these schools are by no means controversial, even though they may appear so. Attention is called to them for the purpose of showing that in almost every instance different arrangements in different cities must be made in order to produce the same result, and that the proper procedure is not to accept unchallenged the statements made by those in some other community, but to study the local problem with all points in mind and then adopt whichever method seems to offer the best chances of success.

HOURS PER WEEK.

Passing on now to consideration of how many hours per week. pupils spend in the part-time schools, and approximately how these hours are divided between the various subjects offered, one finds that of 22 answers 15 require 4 hours a week attendance; 5 require 8 hours; 1 requires from 4 to 7 hours; and 1 requires 3 hours a day, or 15 hours for the week. In cases requiring 4 hours per week, 2 hours are devoted to shop instruction, and 2 hours to related instruction in 9 different schools. There are, however, some variations in this. For example, 2 hours is devoted to shop and 30 minutes each to 4 classroom subjects. Again, one finds 2 hours of shop and 2 hours of academic work or 3 or 4 hours of practical and related work together, no fixed plan having been finally adopted. Another city gives 1 hour of related work, 1 hour of cultural work, with 2 hours of academic work, or 2 hours of shop work, while another allows along with 2

hours of shop work either 2 hours of academic work or 2 hours of related work. A school given over entirely to girls permits 2 hours of home economics or 2 hours of commercial training, together with 2 hours of academic work. Other divisions of the 4-hour period are given, as follows:

The 4 hours work is all under one teacher; the shop work and the class work are usually given on alternate weeks, a half hour being deducted from each for assembly purposes. Shop and related work, 3 hours; citizenship and health, 1 hour; home economics, 4 hours, including work in citizenship, English, health, etc. In the commercial course, 1 hour of typewriting, 1 hour of stenography, and 2 hours of general work. There is also given one instance where shop occupies 3 hours, while recitational work receives but 1 hour's attention, or 40 minutes is devoted to English and 40 minutes to civics, with commercial and other work making up the balance of the 4-hour period. Those schools that have 8 hours to distribute seem to have no fixed method, or at least not as uniform a method as those having 4 hours. One school reports no fixed schedules; another devotes 2 hours to manual training or sewing, and adds various academic work ranging from 20 minutes to 1 hour per class; while another with more regularly distributed work devotes 4 hours to academic work and 4 hours to either shop, commercial, or home economics instruction.

TABLE XC.-HOURS PER WEEK OF SCHOOL ATTENDANCE..

To give some idea of the complexity of some part-time schedules the following cases may be noted: In one community where a total of 8 hours a week is required of each student, the shopwork requires 4 hours per week, the related work 14 hours per week, the academic work 2 hours per week. Commercial work is given for 2 hours each week; home economics from 2 to 4 hours per week; retail selling, 45 minutes a day; telephone, 45 minutes per day; and English, social science, hygiene, and gymnasium, 4 hours each week. Of course, a considerable portion of this work is on an elective basis. Again, one finds a program almost identical with the type of program given in day schools: English, 80 minutes; industrial geog raphy, current events, and hygiene, 40 minutes; music, 15 minutes:

civics, 25 minutes; mathematics and drawing, typewriting and bookkeeping, 1 hour; shopwork, cooking, and sewing, 2 hours. This program is that of a cooperative part-time school in the South in which pupils attend 3 hours a day for 5 days a week for general continuation-school instruction. The work is divided up by each teacher to suit her individual needs, covering almost entirely the elementary common-school subjects, and no set program is provided.

Very little helpful criticism can be given regarding the above statements. A division of the 4 or 8 hour compulsory period is so wholly dependent upon the needs of the pupils and the facilities of the school that to attack it from an academic standpoint is entirely foolish. Three general suggestions, however, may be helpful.

(1) Do not divide the part-time periods, especially in 4-hour classes, into such small divisions that the subject is hardly under way when it is time to stop. A better plan is to alternate the work in different weeks, devoting a longer time to each lesson, using unit lesson sheets where each period is complete in itself.

(2) An arbitrary division of half time in the shop and half time in the classroom is not justifiable in the opinion of a majority of the people consulted. This may be a good standard to start with, but it should be very readily changed so as to include more shop and less classroom work, or more classroom work and less shop, according to the nature of the trade, the qualifications of the teachers, and the needs of students.

(3) In dividing the pupil's time consideration should be given to a study of the occupation which dominates the pupil's purpose in attending the part-time school. Some mechanical occupations can not be thoroughly mastered without a considerable basis of general education, especially in mathematics, mechanics, and drawing, while others apparently of the same technical content make no such demand upon the employed worker, the job itself being almost exclusively the application of science, mathematics, and elementary engineering worked out exclusively by other employees than mechanics. A few hours devoted to this sort of study would very likely cause decided changes in some of the programs which have been presented in the foregoing material.

Are teachers' hours fixed?

TEACHERS' HOURS.

An investigation of teachers' hours was made to determine rather specifically how many hours of work were expected of part-time teachers and how such hours were distributed between the various

activities of the school. It will not be surprising that answers show a wide range of variation and that while certain general conclusions may be stated, it may be necessary to give a large number of individual cases as examples.

TABLE XCI.-TEACHERS' HOURS FOR INSTRUCTION AND FOLLOW UP.

Twenty-two cities gave statistics in these matters. In 9 of these cities the hours of work expected of teachers was approximately 30 per week, although the time devoted to teaching varied all the way from 2 hours per week for people hired on an hourly basis to 40 hours per week in some shop work. In 7 cases specific time was set aside for follow-up work and visitation. This time varied all the way from no specific number of hours to 12 hours per week. In the latter case the 12 hours was considered excessive, and it was stated that the teachers in general devoted only about 6 hours to follow-up of pupils. The use of regular teachers on an hourly or part-time basis for instruction in part-time continuation classes was apparent in a number of instances. Occasionally these teachers were used after having completed a full day's work in the public schools.

Before presenting individual cases it seems desirable to emphasize the fact that the employment of regular day-school teachers after hours, and in addition to the completion of the amount of work which other day-school teachers consider a full day, is inadvisable from every point of view. Such teachers have a tendency to be weary when the part-time instruction begins. They are obliged to step suddenly from the environment and problems of one group of pupils to the environment and problems of another group quite different in many ways, and there may be a tendency to work only for the extra pay offered. The use of regular day teachers, especially shop instructors, when the part-time pupils must be trained in the shops of the day school, has already been pointed out as a successful arrangement under certain conditions. These teachers, however, should be excused from a sufficient amount of day-school work to make the entire number of hours devoted to teaching not greater than six per day, which, in general, has been determined as the maxi

mum efficient hours of instruction for shop teachers devoting themselves wholly to part-time work. Holding part-time classes in periods alternating with those of all-day classes, while the arrangement is open to the objection that it necessitates sudden changes of objectives on the part of teachers, is preferable to tacking such classes on at the close of the school day; and where numbers of part-time pupils are small and teachers are efficient and will run shops and practical work classes on an individual basis, part-time pupils may better be provided for in the regular class than be formed into a separate class late in the afternoon. It is not to be assumed that these last two methods are recommended, except as preferable to using the day teacher after his day's work is over.

EMPLOYERS' PREFERENCES AND POWERS.

The next summary has to do with the provision made for permitting employers to select the days of the week on which their employees shall attend school, and the hour of the day on which they shall be released. That part-time school administrators have accepted this problem as one needing careful attention is very plainly evident.

Some provision for choice on the part of the employer has been made in 20 of the 22 places recorded, while in only 2 has no choice been offered.

It is rather difficult to make a further summary, because there is naturally a difference of opinion as to what constitutes an unlimited or a limited choice within the range of administrative possibility, but it appears to the writer that in 5 of the 20 places the choice of the employer is practically unlimited, while in 6 it is decidedly limited, and in 9 falls somewhere between these extremes. Choice as to days of the week appears to be limited and as to time of day not limited in four instances; while choice as to time of day is limited and as to day of the week not limited in only one case. This is rather surprising, since it would have been assumed that more limitation would have been placed upon the time of day than upon the day of the week.

Special examples of the foregoing points are given below:

Case 1.-Teachers report at the school at 7.50 a. m. and remain until 5 p. m. on five days of the week. The employer is allowed to pick the two half days for the employee's attendance, except when the school is filled on certain half days, when these are closed to his election. Pupils here attend eight hours a day.

Case 2.-Teachers in general continuation classes teach 30 hours per week. In sales classes they teach 12 hours per week and supervise in the store 24 hours per week. A few teachers are on an hourly basis. For general continuation classes the employer can choose either the morning or the afternoon of any day.

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