First of all, it must be recognized that such work is a big job in
itself and cannot be successfully conducted as an appendix of the day
school. It is worth doing well, or it is not worth doing. It needs an
organization sufficiently elastic and adaptable to quickly make
adjustments to unusual and unexpected conditions. It needs the
supervision of a competent director who can devote to it all his time
and energy, and a corps of teachers who not only know how and what to
teach, but who possess a firm conviction of the value and utility of
this kind of instruction. In the hands of teachers who bring to it
only the margin of interest and energy remaining after a hard day's
work in the high school, or who are unable to comprehend the radical
difference between teaching a boy in the day school 35 hours a week
and teaching a boy four hours a week in the continuation school or
evening class, the full measure of success cannot be expected. The
employment of day teachers for night school work has never been other
than a makeshift, and the insignificant results attained in night
schools throughout the country have been due in great measure to this
cause.

Apart from the fact that the interests of adolescent workers
imperatively demand the establishment of day continuation schools, an
additional argument in favor of such schools is that they would
provide a means for making the night trade-extension work effective,
through the use of continuation day school teachers for night school
work. Such a plan would mean that teachers employed on this basis
would have charge of a day continuation class during one session of
four hours, and a night class of two hours, making a total of six
hours' work per day. A plan of this kind would make possible the
establishment of the fundamental conditions for successful