without any ventilation-a condition which was deplored by the director. This class, however, was located in a large city which could offer no legitimate excuse for accepting such space. Having secured space, however, there are many reasons to believe that it is a mistake to equip it with regular school desks whether old or new. Tables which may be arranged in different order and with movable chairs are better adapted to part-time instruction than the fixed schoolroom furniture. Tables and chairs are better adapted, also, for evening work where the same room is used for both purposes. For the part-time school the advantages of such furniture are obvious. It permits pupils to come and go without disturbing their classmates, and it is to be noted further that medium-sized tables and chairs are adapted to all sizes of pupils; and that it may be rearranged so as to provide for individual-group instruction, for individual-pupil instruction, or for class instruction, which, it will be found, are effective methods of teaching in part-time work.

That the person directly in charge of part-time instruction should decide upon the suitability of space and equipment is self-evident. However, there is much to be gained by having some authority in direct charge of health conditions in the schools approve the selection of space as being suitable in every way from a health standpoint.

Equipment as nearly like that employed in commercial production as can be installed in a school should be used in all cases in giving part-time trade extension work, which has to do with the manipulation and operation of machinery. Especially it should be used in trade preparatory and in trade finding classes, where the student's total experience with machine operations is derived from setting up and operating the machinery in the school shop. Manual-training equipment such as that used in ordinary grammar-school bench work in wood and metal, electrical wiring boards for bells, buzzers, and telegraph instruments, small job presses for printing, and the usual cooking and home-nursing equipment in the grammar school are of practical use in providing pupils with handwork, in giving elementary instruction, and in illustrating processes under a general continuation part-time school program, but for the purposes of vocational instruction and vocational guidance the use of such equipment can not be recommended. This is especially true where pupils spend four hours a week in continuation school classes and devote half of the time to manipulative work in these shops. A bright boy would learn more about his liking and aptitude for the plumbing trade by working two or three half days with a journeyman plumber, who was willing to take him on for that time, than he could in six months in a try-out course which included four hours of such plumbing as could be given in a shop where plumbing, sheet-metal work,

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electrical wiring, wood benchwork, and mechanical drawing were all being taught by one teacher.

Is there any equipment or opportunity for vocational instruction not open to the continuation school pupils?

Is there equipment for physical education?

Are supplies and materials ample and promptly delivered?

The first of the above questions was prompted by a condition in a large city not visited during this study where a magnificent publicschool equipment was for a number of years closed to all part-time and evening-school students, although the shops were idle for many hours when part-time and evening classes could have used them.

The second question was prompted by the fact that physical education has been woefully neglected in the United States and that it was desirable to know whether the part-time schools which were supposed to be awake to every need of the individual pupil had accepted this as one of their problems.

It appears from answers given that it is a rare occasion where the part-time authorities are not permitted to use any equipment whatever which is available for their use.

TABLE XL.-ANSWERS TO INQUIRY "ARE ALL SCHOOL SHOPS OPEN TO PART-TIME PUPILS?''

In 20 places the chief executive official of the part-time work reported that there were no shops or other vocational facilities owned by the public schools which were closed to him for any other reason except that they were being occupied by the day-school pupils, for whom they were primarily established. In this connection, however, it was evident in more than one instance that the part-time school had not made a systematic study of the program of the public school to determine exactly what educational opportunities the schools had, which could be used by the part-time classes, and whether or not time arrangements could be made so as to use such equipment. It was not uncommon to get such answers as "We are now working toward the use of technical high-school equipment for students in our mechanical trades," "We have not investigated this particularly, but are certain that we could use anything which we desire," "None being used but all open if desired," "As far as known, no." In two

instances it was admitted that objection was raised to using the allday equipment. In one place the high-school wood shop was available, but no other shops could be used. In this place it was highly desirable in the interests of trade-finding instruction to have access to some other lines of shop work. In the other place wood shops and metal shops in the senior high school were not being used because of some objection which had been raised, but it was evident also that the teacher was not familiar with these shops or with the opportunities which they presented for part-time instruction.

From the standpoint of physical education, a very decided neglect is apparent. In almost no instances was any physical training given, even where there was equipment for physical instruction in the public schools not constantly in use. The usual reason given for this is lack of time, on the assumption that in classes running only some four or eight hours a week it is not possible to devote any time to physical education. In more than one case, however, it was frankly admitted that this work should and could be given much more consideration than it had received. Not infrequently the regular gymnasium was open to part-time pupils, but no concerted effort had been made to have them use it. In one place there was a room in which girls might take physical exercises, but no apparatus whatever was provided. One school which was at the time building a gymnasium for the use of part-time pupils had made use of the roof for physical exercise without apparatus. In this school also the attention of students was drawn particularly to all sorts of opportunities for physical and recreational work which the town provided, and to the use of which they were entitled free of charge. The auditorium is sometimes used for giving light physical exercise, especially for girls, and girls' gymnasiums are frequently used by unorganized parties of students.

As regards the securing of supplies, answers were in almost every case satisfactory. Apparently the schools that used textbooks were amply supplied with copies, and all the schools received whatever they needed in the way of supplies for general instruction purposes. In no case was the lack of supplies particularly mentioned, and in only two cases was complaint made of slowness in delivery. It would appear that the part-time classes are in general as well provided for in this respect as are the regular day-school classes or better provided for.

The attention of directors, supervisors, and teachers in part-time classes, especially those located in cities of fairly good size, should be drawn to the possibility of making a systematic study of all educational opportunities presented by the public schools and to the possibility of utilization of these opportunities by the part-time pupils. High-school and grammar-school shops, vocational or trade school

shops, drafting rooms, even laboratories, and certain gymnasiums may be vacant at hours when they could be used to good advantage. Opportunities for physical education should be studied not only in the schools, but on the outside. Bathing pools, public or semipublic gymnasiums, properly safeguarded athletic clubs, fields for baseball and other games in season are just as available to the part-time pupil as to any other pupil. The statement that there is not time for physi cal training in a 4-hour or 8-hour course can not be justified by the ideal of the part-time school, which is to provide for the greatest and most immediate needs of its pupils. Where no physical examination is made and no attention is given to corrective physical exercises. at least for those who show a need for them, a part-time school can not claim to have lived up to this ideal.

SECTION V.

TYPES OF CLASSES.

In this section some account is given of the general distribution of groups or classes according to the type of work which represents the principal purpose. Attention should be called to the fact that the total number of classes reported is not the sum of the numbers of classes reported under the several types of work, because, for example, a trade-finding class, or a home-making or a commercial class, may be also a general continuation class.

According to the method of interpretation here used, where less than one-half of the pupil's time is given to any one subject, such as home making, salesmanship, machine-shop instruction, or other special work, that student is rated as a general continuation-school student, and all the work which he pursues is classified as general continuation-school work, whatever be the nature of the subject

matter.

Almost at the outset of the investigation it was found impossible to maintain any differentiation between home-making groups that were to be classified as doing general continuation work and those that might be specially termed part-time trade-preparatory, or tradeextension classes. Similar difficulty was experienced with regard to commercial work and salesmanship work, which have here been recorded together, and in many instances it was practically impossible to differentiate between trade-preparatory and trade-extension classes of all kinds, since different pupils were taking the same work from different motives, some as trade finding, some as trade preparatory, and some as trade extension. Taken as a whole, the parttime continuation-school courses, very happily perhaps, have not crystallized into definite lines, but are very largely overlapping, so that whenever the instruction offered in a certain class is the work most needed by a pupil he is entered in that class regardless of his object in taking the work.

It should be noted further that groups and classes are here given together, which is to be explained by the fact that where an entire group could be classified in all subjects alike the group was counted rather than the number of classes. Where a group split up into classes of different types, the separate classes were counted. Since it is the proportional distribution of work that is to be indicated,