After he had visited the boys in their homes and was ready to organize the group, he sent out a notice to each boy and invited him to attend a meeting on the Saturday evening before the work began. Twelve boys came to the meeting and his first question to the group. was: "Are you satisfied with your education?" The boys all said. that they were not. Then he asked them what they were interested in. Some said poultry, some said hogs, and others said crops. He then discussed with them the time of day they could best attend classes, and finally succeeded in organizing an excellent class of nine. part-time pupils.

At Pontiac, Ill., the teacher of agriculture used a different method. He set up a six weeks' course of study in agriculture, rural civics, farm arithmetic, and English, and sent it out to the 134 boys whom he had located in his survey, asking for the enrollment of all those who had completed the eighth grade and who desired to take the course as outlined. The result without personal solicitation was that 17 boys came into the class.

At Geneseo, Ill., they have had a part-time class in agriculture going for 12 years. They no longer need to solicit attendance. All they do is to send out a notice as to when the course begins and the boys enroll of their own accord. Last year 13 farm boys were enrolled in the work.

Other means of selling the idea and getting part-time classes organized are through the press, farmers' organizations, banks, the telephone, and personal letters to prospective pupils. At Albert Lea, Minn., the banks helped materially in enrolling boys in parttime classes. In New York State members of the grange were very active in places and assisted in a personal canvass of the farm homes for part-time students.

ARRANGING SCHEDULES

The question of time for part-time work is a difficult one with busy teachers. There are three ways in which groups are being served in States where part-time work is being undertaken, as follows:

1. An extra teacher is employed to take charge of the part-time group while they are in attendance at school. This teacher teaches all subjects taken by part-time pupils. This plan was used in Iowa. They employed a teacher for each group organized during the three months when classes were in session and the regular teacher or county supervisor supervised the farm practice during the remainder of the year.

At Hooper, Nebr., the teacher is employed to teach the parttime class for three months and then stay on the job the rest of the year to supervise the farm practice of these boys.

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In three different counties of Wisconsin a man is employed for the entire year. During the fall he organizes several part-time groups in the county. In the winter months he teaches these classes and during the spring and summer he supervises the farm practice. 2. The regular teacher of agriculture in the high school arranges his work with all-day classes so as to teach the part-time class as a separate group while they are in school. Other teachers in the high school are often persuaded to teach English, farm arithmetic, and civics in addition to their regular work. At Pontiac, Ill., the superintendent of schools taught the practical arithmetic, the English teacher in the high school taught the English, and the agricultural teacher taught the agriculture and also the civics with the assistance of practical men in the community, such as county officials, bankers, and business men.

3. The regular teacher of agriculture takes the part-time group into his regular agricultural classes, but arranges his work so that the part-time students can secure the particular units of instruction which they desire during the period that they are in school. Suppose the regular class were studying crop enterprises for the year. While the part-time group is in school the course could be arranged so that they would be studying jobs, such as the testing of seed corn. This would be giving the part-time boys some valuable help for the next corn crop. This plan has been followed for the past two years in South Dakota with some degree of success. As a general rule, however, this plan is not to be recommended.

The length of daily sessions of part-time classes in agriculture varies from a portion to the whole of the school day, depending both on the basis of employment of the teacher and on the content of instruction given. If they are taking only agriculture there is not much need for them to remain longer than a half day. If they are taking agriculture and other subjects they may remain the entire school day. In one community in Nebraska the class was in school during the entire day. In the forenoon they were taking agriculture and in the afternoon they were taking other subjects in the course outlined for them. Some part-time classes in agriculture meet in the evening when it is the desire of those concerned to do so.

It is always advisable where feasible to have consecutive daily sessions for part-time classes rather than meetings at intervals of several days or a week. Pupils should be encouraged to enter whole-heartedly into the part-time program. Experience has shown that interest and attendance are better where consecutive daily meetings are held than in cases of meetings at intervals. If it should appear necessary to leave one or two days in a week open it would be best to have these two days come together or one at either end of the week.

The length of term has varied in the different States from two weeks of intensive full-day sessions, as in New York, to five months, as in Minnesota. Two weeks should be regarded as the minimum length of term, since the time and effort required for assembling a part-time group can hardly be justified for a shorter term of instruction of this type. As a rule, a one to three months' term would be a desirable goal, since a term within these limits would not usually interfere seriously with farm work.

The possibilities in respect to the distribution of time on the part of an agricultural teacher, as between the day department of agriculture and part-time and evening classes, are shown graphically in Charts Nos. 1 and 2.

CHART 1.-Pupils' time available for part-time and evening classes under actual working conditions

CHART 2.-Possibilities of utilization of time by agricultural instructors In Chart 1 the distribution of time is based on the amount of time which part-time and evening class pupils can ordinarily spare to attend upon instruction. In most sections of the country this period. will come in the winter. In some sections there is a slack period in farming during the late summer, but it has been found difficult to persuade farmers, either old or young, to come to school in the summer time. Hence, the winter season ranging anywhere from late fall. to early spring may be considered as the only time available for instruction of out-of-school groups.

Chart 2 shows a possible adjustment of an agricultural teacher's program in which class instruction and supervision of the farm practice of the three groups of pupils are well balanced.

PROVIDING A MEETING PLACE AND EQUIPMENT

Part-time classes are, in most cases, held in the regular high-school building, where rooms can be provided for them. In a few instances they are held in places separate from the school in case rooms can not be provided in the regular high-school building or in case the pupils prefer to meet in a place separate from the regular school group. However, the place preferable and usually the most convenient is in the high-school rooms, where the regular all-day classes meet, because these rooms are already equipped for the work.

Where part-time classes are held at places other than the agricultural department, it will usually be possible to borrow sufficient equipment from an agricultural department or from a high-school science laboratory to enable the teacher to give demonstrations in related science. The equipment necessary for demonstration and practice of farm-job activities may usually be secured from local farms and used either on the farms or at any place where the class meets for instruction as may be most convenient.

For reference material bulletins may be used freely. Books from the library of a high-school department of agriculture may be borrowed. Different members of the class may be urged to purchase different books, and all of these may be made available for the use of any member during the period of the course, thus giving a wide range of reference material. A number of farm papers suitable to the locality and type of farming should be made available for reference use and for the purpose of encouraging the habit of reading such current publications regularly.

QUALIFICATIONS OF TEACHERS

Up to the present time most of the part-time instruction in agriculture has been given by the regular teachers of agriculture employed for the day-school program. Where this is the case, no further practical, technical, or professional qualifications for part-time teachers should be required beyond those possessed by approved day-school teachers. However, in promoting the establishment of part-time schools or classes particular consideration should be given to the personal qualifications and the amount of successful teaching experience of the teachers who are likely to be available for this work, and the availability of a strong teacher should be one of the limiting factors in establishing a part-time school. The reason for this is that the instruction must be given to persons who have left school and who are not subject to many of the provisions of the public-school system; hence the organization and conduct of such classes demands more personal administrative ability on the part of the teacher than is the case in the day-school program.

Where special teachers are employed for the work, practical farm experience and personality should be emphasized in the teachers' qualifications, even though certain professional qualifications may be partially waived.

ORGANIZING COURSES

FACTORS TO BE CONSIDERED

The organization of courses of study for part-time pupils should be based on a consideration of the following factors:

1. The controlling objective.-Since part-time pupils are immature and vocationally dependent, the controlling objective of the instruction should be to get them established in farming on an independent basis as soon as possible. Hence all part-time courses should be not only directly related to but also directly functional in the type of farming in which the pupils are engaged. In order to accomplish this, part-time courses should be organized either on the basis of a major farm enterprise in the local type of farming or around one or more of the more vital jobs in a major enterprise, or in the business of the whole farm. This requirement, of course, does not preclude the inclusion of work with contributory enterprises and related jobs, so far as time and facilities permit.

2. The time available for instruction.-Since part-time pupils can attend upon instruction for but relatively short periods of time, ranging from several weeks to a few months, the courses given should be organized on a unit basis so as to fit the particular needs and opportunities of different groups. This gives not only an effective but also a flexible organization, since the work taken at any one time is a functional unit and other similar units can be pursued when opportunity offers.

With the flexible unit-course organization there is less temptation for the teacher to crowd courses of instruction with general subject matter for the sake of making his teaching comprehensive or "well rounded." Instead, the teacher should look ahead in anticipation of future needs and opportunities for instruction and should plan to meet these needs by offering other units in succeeding years.

Agricultural unit courses should be organized on the basis of one of the following types: (1) A course consisting of all or part (in some cases only one) of the jobs of a farm enterprise (examples, producing market milk, feeding dairy cows); (2) a course consisting of one or more of the jobs of a farm business as a whole and not identified with any one particular enterprise (examples, installing a drainage system, rearranging a farm layout).

3. The common experiences and working conditions of the group.It is assumed that the members of a properly selected part-time group will have many common experiences and will be pursuing