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 liversity o! the State o! New York Bulletin 
 
 bed as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under tbe 
 act of August 24, 1912. Acceptance for mailing at special rate of postage provided 
 for in section i 103, act of October 3, 1917, authorized July 19, 1918 
 
 Published Fortnightly 
 
 No, 756 
 
 ALBANY, N. Y. 
 
 April 15, 1922 : 
 
 The Part-time School for the Working 
 
 Youth 
 
 A FORMULATION OF THE THEORY, 
 PRINCIPLES, PROBLEMS AND PRACTICES 
 INVOLVED IN THE NEW- YORK STATE 
 PROGRAM OP PART-TIME OR CONTIN- 
 UATION SCHOOL EDUCATION 
 
 ALBANY 
 
 THE UNIYERSITY OF THE STATE OF NEW YORK 
 
 1922 
 
 T87r-O23-3000 d-aiii) 
 

 •V-^->«<l 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Regents of tho University 
 
 With years when teryis expire 
 
 1926 Pliny T. Sexton LL.B., LL.D., Chancellor Emeritus Palmyra 
 1934 Chester S. Lord M.A., LL.D., Chancellor - - Brooldyn 
 
 1924 Adelbert Moot LL.D., Vice Chancellor - - - Buffalo 
 
 1927 Albert Vander Veer M.D.,M.A., Ph.D., LL.D. Albany 
 
 1925 Charles B. Alexander M.A., LL.B., LL.D., 
 
 Litt.D. ------------ Tuxedo 
 
 1928 Walter Guest Kellogg B.A., LL.D. - - - Ogdensburg 
 
 1932 James Byrne B.A., LL.B., LL.D. - - - - - New York 
 
 1929 Herbert L. Bridgman M.A., LL.D. - - - - Brooklyn 
 
 1 93 1 Thomas J. Mangan M.A. - ------ Binghamton 
 
 1933 William J. Wallin M.A,- ------ Yonkers 
 
 1923 William Bondy M.A., LL.B., Ph.D. - - - New York 
 
 1930 William P. Baker B.L., Litt.D.- - - - - Syracuse 
 
 President of the University and Commissioner of Education 
 
 Frank P. Graves Ph.D., Litt.D., L.H.D., LL.D. 
 
 Deputy Commissioner and Counsel 
 
 Frank B. Gilbert B.A., LL.D. 
 
 Assistant Commissioner and Director of Professional Education 
 
 Augustus S. Downing M.A., Pd.D., L.H.D., LL.D. 
 
 Assistant Commissioner for Secondary Education 
 
 Charles F. Wheelock B.S , Pd.D., LL.D. 
 
 . Assistant Commissioner for Elementary Education 
 
 George M. Wiley M.A., Pd.D., LL.D. 
 
 Director of State Library 
 
 James I. Wyer M.L.S., Pd D. 
 
 Director of Science and State Museum 
 
 John M. Clarke D.Sc, LL.D. 
 
 Chiefs and Directors of Divisions 
 
 Administration, 
 
 Archives and History, James Sullivan M.A., Ph.D. 
 
 Attendance, James D. Sullivan 
 
 Examinations and Inspections, Avery W. Skinner B.A. 
 
 Finance, Clark W. Halliday 
 
 Law, Frank B. Gilbert B.A., LL.D., Counsel 
 
 Library Extension, William R. Watson B.S. 
 
 Library School. Edna M. Sanderson B.A., B.L.S. 
 
 Publications, Lloyd L. Cheney B.A. 
 
 School Buildings and Grounds, Frank H. Wood M.A. 
 
 School Libraries, Sherman Williams Pd.D. v 
 
 Visual Instruction, Alfred W. Abrams Ph.B. 
 
 Vocational and Extension Education, Lewis A. Wilson 
 

 
 i-^n 
 
 Hi 
 
 ^5J 
 
 I""- 
 
 FOREWORD 
 
 This bulletin presents a definite formulation of the theory, prin- 
 ciples, problems and fundamental practices involved in a state 
 program of part-time or continuation school education. It was 
 prepared at a conference held in Ithaca, August 2, 3 and 4, 1922, 
 by a committee consisting of Charles A. Prosser, director of Dun- 
 woody Industrial Institute, Minneapolis, Minn. ; Franklin J. Keller, 
 principal of the East Side Continuation School, New York; Robert 
 H. Rodgers, specialist in industrial education and teacher training, 
 New York State Education Department; and Oakley Furney, 
 specialist in part-time schools, New York State Education 
 Department. 
 
 L. A. Wilson 
 Director of Vocational and Extension Education 
 
Dniversity ol the State of New York Bulletin 
 
 Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the 
 
 act of August 24, 1912. Acceptance for mailing at special rate of postage provided 
 
 for in section 1103, act of October 3, 1917, authorized July 19, 1918 
 
 Published Fortnightly 
 
 No. 756 
 
 ALBANY, N. Y. 
 
 April 15, 1922 
 
 THE PART-TIME SCHOOL FOR THE WORKING 
 
 YOUTH 
 
 THE STEP TAKEN 
 
 Within the last 4 years twenty-one states have passed compulsory 
 part-time school laws for the furtherance of the interests of working 
 youths through continued education adjusted to meet their peculiar 
 needs. Two states, Wisconsin and Pennsylvania, have had such 
 laws since 191 1 and 191 5 respectively. There are not wanting signs 
 to indicate that the time is not far distant when all states in the 
 Union will adopt the same sort of legislation. New York is one 
 of the tzventy-three states that have already taken this step for the 
 benefit of employed minors. The eyes of the country are fastened 
 
 Provisions of part-time compulsory education laws 
 
 
 MINIMUM 
 
 
 
 
 NUMBER 
 
 AGE OF 
 
 HOURS OF 
 
 LAW IN 
 
 OF MINORS 
 
 REQUIRED 
 
 REQUIRED 
 
 EFFECT 
 
 REQUIRED 
 
 ATTEND- 
 
 
 
 TO 
 
 ANCE 
 
 
 
 ESTABLISH 
 
 
 WEEK 
 
 
 CLASSES 
 
 
 
 I9I9 
 
 15 
 
 14-16 
 
 S 
 
 1920 
 
 1X2 
 
 14-18 
 
 4 
 
 I92I 
 
 20 
 
 14-18 
 
 8 
 
 I9I9 
 
 15 
 
 14-16 
 
 8 
 
 1920 
 
 2 200 
 
 14-16 
 
 4 
 
 1920 
 
 SO 
 
 14-18 
 
 8 
 
 I919 
 
 25 
 
 14-16 
 
 4 
 
 I919 
 
 IS 
 
 14-18 
 
 4 
 
 I919 
 
 IS 
 
 14-16 
 
 8 
 
 I919 
 
 IS 
 
 ■:4-i8 
 
 4 
 
 1920 
 
 20 
 
 14-16 
 
 6 
 
 I919 
 
 IS 
 
 14-16 
 
 5 
 
 1920 
 
 3 20 
 
 14-18 
 
 4-8 
 
 I919 
 
 20 
 
 16-18 
 
 
 I919 
 
 «I5 
 
 14-18 
 
 S 
 
 I9I5 
 
 30 
 
 14-16 
 
 8 
 
 I919 
 
 IS 
 
 14-18 
 
 4 
 
 1920 
 
 5iS 
 
 14-18 
 
 4 
 
 I9II 
 
 (') 
 
 14-18 
 
 C) 
 
 I92I 
 
 15 
 
 12-16 
 
 4 
 
 I92I 
 
 ^IS 
 
 14-16 
 
 
 I92I 
 
 (') 
 
 16-18 
 
 4 
 
 I92I 
 
 50 
 
 14-16 
 
 4-8 
 
 LENGTH OF SCHOOL YEAR 
 
 Arizona 
 
 California 
 
 Illinois 
 
 Iowa 
 
 Massachusetts 
 
 Michigan 
 
 Missouri 
 
 Montana 
 
 Nebraska 
 
 Nevada 
 
 New Jersey . . . 
 New Mexico . . 
 New York . . . . 
 Oklahoma . . . . 
 
 Oregon 
 
 Pennsylvania . 
 
 Utah 
 
 Washington . . . 
 Wisconsin . . . . 
 
 Delaware 
 
 Florida 
 
 Ohio 
 
 West Virginia . 
 
 ISO hours 
 
 Same as public schools 
 
 144 hours 
 
 Same as public schools 
 
 36 weeks 
 
 150 hours 
 
 Same as public schools 
 
 144 hours 
 
 Same as public schools 
 
 144 hours 
 
 Same as public schools 
 
 8 months 
 
 36 weeks 
 
 144 hours a year 
 
 144 hours 
 
 1 High school districts having 50 or more pupils must establish part-time classes. 
 
 - Referendum law adopted by all towns affected except one. 
 
 3 Establishment required only in cities of over 5000 population. 
 
 * Attendance upon evening school may be substituted. 
 
 5 Districts may organize schools upon written request of 23 students. 
 
 ^ Permissive, mandatorv. 
 
 '14 and IS year old children half-time; 16 and 17 year old children 8 hours a .vsek. 
 
 [5] 
 
b THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 on the Empire State because she contains the greatest number of 
 wage-earning boys and girls under i8 years of age who need this 
 help, and because the problem must be worked out here under the 
 widest variety of conditions. There is scarcely a condition to be 
 found in any other state not duplicated, not presented by the com- 
 munities and industries of New York, and many are found here 
 not encountered elsewhere. 
 
 After 2 years of experience in the administering of the part-time 
 law under such varied conditions ■ there begin to emerge definite 
 principles together with the resultant standards of practice required 
 by the New York conditions and problems. In the belief that 
 knowledge of these will be of value to those striving to carry out 
 successful part-time programs, an attempt is made to state them 
 in this document. 
 
 Briefly, the New York State compulsory part-time school law 
 requires that all minors between the ages of 14 and 18, not high 
 school graduates and not in attendance upon the regular full-time 
 schools, if resident or employed in cities or districts having a popu-- 
 lation of 5000 or more inhabitants, shall attend day part-time or 
 continuation schools for not less than 4 hours each week during 
 the regular school year, except that such minors without regular 
 employment shall attend for 20 hours each week. 
 
 This legislation supported by many social agencies and interests 
 was passed by the Legislature of New York for the same under- 
 lying reasons that brought its hearty adoption in the other states. 
 What are these reasons? 
 
 The safety and progress of the democratic state requires an 
 intelligent and efficient citizenship to meet the rising demands of 
 opportunity for all. The wage-earning youth, leaving full-time 
 school to go to work prematurely, is deprived of this opportunity. 
 It therefore becomes the duty of the State to follow him, so that he 
 may have a chance to learn as well as earn. This is only simple 
 justice. 
 
 At large expense to the State the full-time school gave the wage- 
 earning youth, before he took up wage-earning, certain social values. 
 The only sure way to fix these so thev will become permanent is to 
 maintain contact with him through his adolescent years as a wage- 
 worker. 
 
PART-TIME SCHOOL FOR THE WORKING YOUTH 
 
 Many of the youths of New York State leave full-time school to 
 go to work prematurely. 
 
 18 yaar 
 
 A diagram showing the per cent of i6, 17 and 18 year old boys in and out of 
 full-time school in New York State. Taken from Our Boys, the report of the 
 State Military Training Commission. 
 
THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 ■..■■■■.JM m 
 
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PART-TIME SCHOOL FOR THE WORKING YOUTH Q 
 
 A PROBLEM IN COORDINATION 
 
 Under the broad aims defined in the law for the New York State 
 part-time schools it is clear that the Legislature intended that such 
 schools should minister to the individual economic and social needs 
 of the wage-working youth of the State. These needs vary as 
 widely as the conditions and characteristics of the youths them- 
 selves. Part-time education consequently becomes the social treat- 
 ment of the individual youth, each according to his circumstances, 
 needs and possibilities. In effect therefore, the New York State 
 compulsory part-time law places upon those in charge of part-time 
 schools the responsibility for coordinating the efforts of the school 
 with the employer and all legal agencies charged in any way with 
 responsibility for minors ; and with all voluntary social agencies that 
 have anything to contribute to the welfare of youth under i8 years 
 of age. 
 
 This calls for leadership on the part of the part-time authorities 
 in the social treatment of the wage-earning youth of the community, 
 a leadership that will coordinate all the agencies of the community 
 so that all available facilities established or that can be established, 
 can be used better to prepare them to meet the social demands of 
 life. Certain it is that the task will never be discharged by group 
 treatment, by uniform courses of study, by formalized instruction 
 or without the active aid and cooperation of the employer, asso- 
 ciations of workers, and other social agencies of the community. 
 
 HOW IS THIS SOCIAL RESPONSIBILITY TO BE 
 DISCHARGED? 
 
 The first task before the part-time school is to set up a standard, 
 or a minimum of things which a youth ought to have to become a 
 desirable citizen, what status he should reach in physical condition, 
 what command he should have of the fundamental arts of reading, 
 writing and arithmetic, what racial facts he should have mastered 
 which are essential, leaving free play for anything above this which 
 may be attained by all through various agencies. What interests 
 and appreciations should he acquire? How can he be helped to 
 more successful wage-earning and to more successful selection and 
 pursuit of an occupation ? How shall he be taught to think straight 
 in regard to the various situations, economic, social and political 
 which he must face? What knowledge of social procedure should 
 he have? What social habits should be inculcated? What social 
 ideals should he gain? How shall he be helped to develop social 
 initiative ? 
 
 What are the experiences, training and education, organized and 
 unorganized, which the youth needs to get, if he is under i8 years 
 of age, in order to meet these social demands, these minimum 
 requirements for citizenship? These social demands need to be 
 analyzed completely and the desirable treatment and training for 
 the youth worked out by the part-time school even if it is not to 
 give all the treatment and training to meet them. The part-time 
 
lO THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 school will never be in a position to deal as a clinic with the social 
 deficiencies of youth until it has set up minimums all along the line 
 to measure his deficiencies and thus to determine his vital needs. 
 Nor will it serve its mission until it forgets the mass and begins to 
 deal with each youth as a social unit with special need, requiring 
 special treatment. 
 
 SOCIAL RESPONSIBILITY OF ALL SCHOOLS 
 
 The school, whether full-time or part-time, is after all only a 
 special agency set up by society for the social treatment and the 
 social preparation of young people better to meet the requirements 
 of desirable citizenship. It gives them organized social experience 
 which they need for proper social adjustment. This responsibility 
 of the school for the youth of the Nation has been phrased in such 
 ways as these : " To help young people to live." " To aid them to 
 realize themselves personally." " To set their feet on the road to 
 somewhere." " To prepare them for desirable citizenship." " To 
 help them to play their part right in the world." In short, to bring 
 about a better conservation of that most priceless of human resources, 
 the children of this generation. 
 
 SOCIAL RESPONSIBILITY OF THE PART-TIME SCHOOL 
 
 The social responsibility of the part-time school is exactly the same 
 as that set forth for all schools above. The only difiference is that 
 the part-time school deals with a special group, those that have gone 
 to work, and it can have only a short portion of their time. Life 
 makes many demands of these children as they enter upon a strange 
 career. They are not prepared to meet these demands when they 
 leave the regular schools. 
 
 The time is short which the part-time school has at its command 
 to help them. The question is how can the part-time school make the 
 best use of its time to help them get what they need and want. 
 Furthermore, it must be remembered that all the conditions under 
 which the part-time school must work are different from those of 
 the full-time school and therefore require a different organization, 
 different teachers, different facilities, different methods and dif- 
 ferent policies. 
 
 This wide difference between the problem of the training of youth 
 as it presents itself to the part-time school and that before the full- 
 time school can be well described by stating the task before the 
 part-time school as follows: given a wage-earning youth under i8 
 years of age with all his conditions; given 144 hours scattered 
 through the year for his social treatment; how shall the part-time 
 school, through its own work and with the cooperation of other 
 agencies, use this time so as to meet the greatest needs of this youth? 
 
 HOW IS THIS RESPONSIBILITY TO BE MET? 
 
 Clinic the pupil. Having determined what are the minimum 
 social demands that society makes upon an individual, the first step 
 
Personal Hygiene Work in Buffalo, N. Y., Part-time School 
 
 The physical condition of the wage-earning youth and the necessary treatment 
 to improve it should receive first attention in the part-time school 
 
 A Part-time Class in Electrical Work, Niagara Falls, N. Y. 
 
 The part-time school should set the feet of these young people on the roa4 
 
 to somewhere 
 
PART-TIME SCHOOL FOR THE WORKING YOUTH II 
 
 is to learn what each part-time student as a social unit possesses, 
 and what he lacks, as social needs to be met in some way by society. 
 In a sense he is socially ill because of certain deficiencies and a 
 clinic must be established to determine what social treatment he 
 requires. 
 
 Prescribe the social treatment. Having found the social needs 
 of the youth it becomes necessary for the part-time school as the 
 main agent to prescribe for the case. It may be treatment for the 
 improvement of physical shortcomings, it may be additional edu- 
 cation in the three R's, or for intelligent or successful wage-earning, 
 thrift, savings, removal of objectionable social habits or for a number 
 of these things. The two steps of clinic and prescription involve 
 a charting of his needs and a determining of the remedies therefor. 
 
 Enlisting of the social agencies. In the 144 hours at its com- 
 mand the part-time school can do very little directly or indirectly 
 of the many things to be done. Many communities have other 
 social agencies that can or should perform social service. They 
 need to be listed, investigated and coordinated into a comprehensive 
 scheme for a social assistance service. Under the leadership of the 
 part-time school they become a device for use in the individual treat- 
 ment of those needing their respective services. It goes without 
 saying that such a program as is contemplated involves in many 
 cases the enlargement and improvement of many agencies to assist 
 the part-time school in the discharge of its duties. 
 
 Selection of service to be rendered or to be emphasized in 
 treatment. The social needs of American working youth are many ; 
 obviously they can not all be taken care of at once, or given adequate 
 attention. It becomes necessary therefore for the part-time school 
 to determine the deficiencies upon which it will lay its emphasis in 
 its treatment. 
 
 As the physical machine, the health and strength of the wage- 
 earning youth, are the most vital of all assets to him, it is believed 
 that his physical condition and the necessary treatment to improve 
 it should receive first attention. As the part-time school is seldom 
 equipped to provide the adequate medical or physical work required, 
 the place of the part-time school would seem to be that of holding 
 a vestibule, securing an examination, determining physical short- 
 comings, and getting expert recommendation as to what should be 
 done. As the leader of social agencies for the youth the next step 
 would be to secure from other agencies, from home and dispensary, 
 adequate facilities to meet the needs of the individual. It is con- 
 ceivable that the part-time school might secure this examination 
 through other agencies. In any case its large province is to provide 
 through supervision the following steps : examination, definition of 
 deficiencies, prescription of remedies, assignment of treatment, 
 follow-up and the checking to learn results. 
 
 Economic efficiency. The next most important thing in the life 
 of the wage-earning boy or girl is the ability to become economically 
 independent. Here the part-time school should lay considerable 
 
12 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 emphasis in its organized courses of instruction. Engaged for the 
 most part in juvenile or temporary employment the youth needs 
 to find himself, as the basis for the intelligent selection of more 
 permanent employment to follow, either in the line in which he is 
 engaged or through shifting to another line. This involves all such 
 things as prevocational experiences in the part-time school to uncover 
 interests and capacities, advisement and placement in positions, 
 friendly counsel by the part-time teacher, big brother or big sister 
 help in straightening out difficulties encountered in employment, 
 assistance in getting the right kind of a job, thrift and economy in 
 the use of the pay envelop, the habit of systematic saving, the safe 
 and intelligent investment of savings, and insurance protection 
 against the risks of life. Here again the part-time school needs the 
 cooperating help of other agencies, including employers and employ- 
 ment managers, banks and savings associations, but it must lead, 
 and for the most part organize and give these experiences and this 
 knowledge. 
 
 The fundamental arts of reading, writing, ciphering and oral 
 speech come next in importance as social needs ; in fact the first three 
 here given, physical condition, economic success, and the three R's 
 constitute the minimum of things with which in any event the part- 
 time school must deal. These fundamental arts are the means of 
 communication between people and a minimum degree of ability to 
 write, to get the thought from the printed page, to handle figures, 
 and to speak distinctly in words which carry the meaning, are 
 undoubtedly absolutely necessary to any proper performance of the 
 social job called life. 
 
 As the range of possibilities in the higher flights or levels of 
 penmanship, literature, abstract mathematics and oratory have no 
 limit, the question before the part-time school is that of setting up 
 niinimums of what is to be required of the pupil in penmanship, in 
 ability to read, in the use of numbers and in oral speech. These 
 minimums should be very reasonable; in penmanship, for example, 
 there should be no more than the ability to write legibly, that is, so 
 that it can be read. In reading, the requirements should be no 
 more than the ability to understand the word on the printed page 
 about things that lie within the experience and grasp of the pupil 
 at his then stage of knowledge and intelligence. In arithmetic, the 
 requirements should go no further than the ability to add, subtract, 
 multiply and divide, the use of very simple numbers, a very elemen- 
 tary knowledge of fractions, the use of the four processes in simple 
 decimal numbers, and a knowledge of the more commonly used 
 tables of denominate numbers. If he does not meet these standards 
 the emphasis needs to be laid upon his deficiencies. Every pupil who 
 does meet them should be passed on general education and not be 
 required to take the general or fundamental subjects. His advance- 
 ment in the general subjects from this point comes indirectly through 
 his necessary use of writing, reading, arithmetic and oral speech 
 in the special work of the part-time school. 
 
PART-TIME SCHOOL FOR THE WORKING YOUTH I3 
 
 OTHER SOCIAL SERVICES TO BE DEALT WITH 
 INCIDENTALLY 
 
 Beyond these three services to physical well-being, literacy and 
 economic independence, lie a number of very distinct social demands 
 or calls upon the desirable citizen. The youth needs to know a 
 certain minimum body of racial facts to meet intelligently life 
 situations, such as religious, economic, historic and scientific, includ- 
 ing the simple biology of inherited traits and the simple teachings 
 of social hygiene. He needs to have the mental appreciations that 
 will give him interest and enthusiasm for nature, work, great 
 achievements, great character, great inventions, the scientific wonders 
 of the world, and an interest in an avocation or a hobby. He needs 
 to be trained to think accurately with regard to the social and civic 
 situations and problems of life. He needs a knowledsre of standard- 
 ized social procedure most of which he gets and always will get, 
 from the unorganized and chance experiences of life. He needs 
 correct social habits and right social ideals. He needs to develop 
 social initiative so that he may make a contribution to social well- 
 being in the after years. 
 
 All these things are vital, some of them are matters of slow growth, 
 some of them can be acquired by mere information alone. Some 
 are little affected by preachment. For all of them as a social agency 
 the part-time school is in a way responsible. What is it going to 
 do about it? 
 
 ESSENTIALS OF PART-TIME SCHOOL ORGANIZATION 
 
 As has been definitely indicated above, these boys and girls of 
 part-time school age can not be dealt with in the mass; they differ 
 as to age, previous condition, economic condition, previous educa- 
 tion, ability, interest and ambition. This makes necessary certainly 
 two things in planning the organization of a school. First, a group- 
 ing of boys and girls on some basis for instruction. It would seem 
 that a departmental system of instruction should be more effective 
 than any other one. Second, there should be a definite plan for 
 the giving of a great deal of individual instruction. What the basis 
 of groupings shall be will vary greatly according to the size of the 
 community, the number to be instructed and the facilities available. 
 It is also implied that there will be the necessary cooperation of 
 every available social agency. From a pedagogical standpoint it 
 should be realized that a great deal of background for teaching is 
 furnished by the work in which these children are or may be engaged. 
 This means that one basis and undoubtedly the best one, for the 
 classification of these children is by occupation. Certainly the 
 experiences and incidents of employment should be used in teaching 
 them. Where grouping according to occupation does not seem to 
 be desirable the basis of division may be that of age, grade and 
 ability, or of interest, and the last should always be employed when 
 feasible. Considering the kind of facts which the part-time school 
 
14 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 has to teach there is no reason why individuals of less ability from 
 the standpoint of power to master the abstract, should not be 
 grouped with those of more ability. The essential things to be con- 
 sidered in grouping are sex and need. 
 
 What standard of qualifications should be set up for part-time 
 school teachers? It is of major importance tliat the part-time school 
 have teachers who are interested in and who have the power of 
 interesting boys and girls. Such teachers have poise, personality, 
 character and other qualities which will enable them to gam a leader- 
 ship over boys and girls. All this means that they must have 
 humanness. It is obvious that the part-time teacher must have 
 had real experience in life, living and wage-earning. The cloister- 
 bred and trained can not hope to cope with situations that demand 
 experience as a key to the solution. 
 
 Some provision must be made in the school for placement work 
 and employment service. Since so many of these children working 
 under 18 are engaged in temporary employments from which they 
 will shift as maturity advances into other lines of work, the part- 
 time school must lay emphasis upon the help it can give these 
 young people in respect to the selection of jobs, the getting of jobs, 
 the learning of jobs, the becoming of competent workers, the study- 
 ing of employment, the following up of difficulties, the adjusting of 
 difficulties, the helping of these children to get experiences necessary 
 to wise changing of employment — all of which will serve to set 
 their feet on the road to somewhere. 
 
 Differing situations in different communities imply different 
 problems in the organization of the part-time school. In the large 
 places the school will have a large number of groupings, and a large 
 number of boys and girls. In the small places there will be only a 
 small number of groups and few boys and girls. The large place 
 has advantages and disadvantages. It can get a homogeneous group 
 for instruction. It can have more facilities for differentiation. It 
 has more social agencies which may be used. At the same time it 
 has the disadvantage of having a large problem in coordinating 
 social agencies. Its departmental scheme tends toward less of the 
 personal touch, thus reauiriuis: the building up of responsible special 
 agents of representation of the big brother and big sister type. 
 
 The part-time school in the small place has many advantages. 
 The responsibilitv is centered in one or two teachers. This makes 
 possible the having- of a personal touch with every pupil. The 
 problems of correlation are fewer and the problem of cooperating 
 with social agencies simpler. The disadvantages in the small place 
 are to be found in the difficulty in getting homogeneous groups for 
 instruction, the greater variations in the eroup. the meagerness of 
 facilities, and in the fewer number of available social ap'encies. 
 
 The part-time teacher should serve not only as instructor and 
 confidant but -as vocational adviser and trouble adjuster. He is the 
 loo'ical follow-up ap"ent and the first oerson to know the troubles of 
 wage-earning youth. Absent treatment bv a separate department 
 of vocational jjuidance and advisement will not meet the situation. 
 
HOMEMAKING WORK IN THE BaTAVIA, N. Y., ParT-TIME ScHOOL 
 
 The essential things to be considered in grouping part-time children for 
 instruction are sex and need 
 
 A Class in Elementary Vocational Business Practice, Mount Vernon, 
 N. Y., Part-time School 
 
 The part-time school should assist the wage-earning boy or girl to become 
 economically independent 
 
PART-TIME SCHOOL FOR THE WORKING YOUTH 1 5 
 
 Each part-time department should operate its own system of advise- 
 ment and follow-up through the teacher as the agent on the firing 
 line or possibly by cooperation with a separate department of advise- 
 ment and placement. The part-time authorities should call on such 
 a separate department only when help is needed in special cases or 
 after the part-time teachers have exhausted their efforts. The 
 immediate touch with the pupil about everything should be through 
 the teacher primarily responsible for him. These teachers should 
 be expected to rise to the full in their responsibility for the wards 
 committed to their care. 
 
 The enforcement of the compulsory attendance provisions of the 
 part-time school law requires a definite and carefully organized 
 procedure. Certain it is that not until the teacher through follow-up 
 visiting has exhausted the possibility of securing the regular and 
 satisfactory attendance of a given pupil should the case be given over 
 to a special attendance officer. Threat of revokement of work per- 
 mit, or loss of employment, or court action, should never be resorted 
 to except in cases of the most flagrant violation of the law and 
 continued disregard of the constituted authorities. The teacher in 
 the vast maiority of cases should be able to effect the desirable 
 adjustment through follow-up work. 
 
 The proper planning and organization of instructional material 
 calls for a definite plan of preparation. This plan will include the 
 well-recognized steps of job or occupational analysis, selection of 
 significant units to accomplish the required objectives, preparation of 
 unit instruction sheets, and proper lesson planning. Each unit 
 lesson, which is in reality only a social treatment prescription, should 
 be organized around the social demands for (i) physical well-being. 
 (2) economic independence, and ( ^) knowledge of the fundamental 
 arts of reading, writing and arithmetic. The whole lesson should 
 be filled with situations or topics which will make possible the teach- 
 ing of racial facts, mental appreciations, standardized social pro- 
 cedure, correct social habits and right social ideals. The school 
 must have a suitable organization for the control of classroom 
 instruction.