Cornell University Library 
 
 LC 132.C2i 
 
 Vocational education, Compulsory part-ti 
 
 3 1924 013 400 639 
 
CALIFORNIA STATE BOARD OF EDUCATION 
 
 BULLETIN No. 23, P-T. E. 
 
 Vocational Education 
 
 COMPULSORY 
 PART-TIME EDUCATION 
 
 INFORMATION FOR THE USE OF TEACHERS, SCHOOL 
 
 AUTHORITIES, EMPLOYERS OF YOUTH, AND 
 
 THE GENERAL PUBLIC. 
 
 FEBRUARY, 1920. 
 
 CALIFOBNIA STATE PRINTTNQ OFFICE 
 SACRAMENTO 
 
 S(S76 
 
CALIFORNIA STATE BOARD OF EDUCATION 
 
 MEMBERS 
 E. P. Clarke, President 
 Mrs. O. Shepard Barnum Stanley B. Wilson 
 
 Mrs. Agnes Ray Geobqe W. Stone 
 
 Mrs. Elizabeth Phillips Vacancy 
 
 GENERAL EXECUTIVE STAFF 
 
 Will C. \^'ood, 
 fSiiperintciident of Pithlic Instruction and Hfcretanj of Boaid 
 
 Mrs. Margaret S. McNaxjqht, 
 Commissioner of Elementary Schools 
 
 Albert C. Olney, 
 Commissioner of Secondary Schools 
 
 Edwin R. Snydee, 
 Commissioner of Vocational Education 
 
 EXECUTIVE STAFF FOR VOCATIONAL EDUCATION 
 Committee of Board 
 
 Stanley B. ^^'ILSON, Chairman 
 Mrs. Agnes Ray George W. Stone 
 
 Executives 
 
 Edwin R. Snyder, 
 
 Commissioner of Vocational Education 
 
 J. B. Llllard, 
 
 Supervisor of Agricultural Instruction 
 
 John C. Beswick, 
 Supervisor of Trade and Industrial Instruction 
 
 Supervisors and Directors of Teacher-Training 
 Maude I. Murchie, Home Economics 
 
 F. L. Gritfin, Agriculture 
 
 Samuel H. Dadisman, Agriculture 
 
 Charles L. Jacobs, Trades and Industries 
 
 G. W. Galdbaith, Trades and Industries 
 
CONTENTS. 
 
 Page 
 
 Part I. Analysis Part-time Education Act 5-20 
 
 1. What persons are affected by the act? 5 
 
 2. Who may be exempted from compulsory attendance? 5 
 
 3. What high school boards may set up part-time classes? 6 
 
 4. What high school boards must set up these classes, and when? 6 
 
 6. Are persons residing outside of any high school district subject to com- 
 pulsory attendance upon part-time classes? 6 
 
 6. When and where may special classes be maintained? 6 
 
 7. Which classes must pupils attend: those maintained where they reside, or 
 
 those maintained where they work? 7 
 
 8. Must pupils residing within three miles of part-time classes maintained by 
 
 districts in other counties attend such classes? 7 
 
 9. For how many weelis per year must part-time classes be maintained? 8 
 
 10. Does the maintenance of a short term seasonal class exempt from the 
 
 maintenance of a weekly class? 8 
 
 11. When must Saturday afternoon classes be established? 9 
 
 12. Who has final jurisdiction as to the hours and days during which classes 
 
 are to be maintained? 9 
 
 13. When and for how long each year must pupils attend? 10 
 
 14. May pupils withdraw from part-time classes maintained during the year 
 
 1920-21 at the time that they become seventeen years of age? 10 
 
 15. Can the minimum four hours per week of compulsory part-time attendance 
 
 include study periods? 10 
 
 16. Will one hundred forty-four hours of attendance upon regular full-time 
 
 classes exempt from attendance upon part-time classes? 11 
 
 17. Can a part-time pupil be assigned to a subject in a regular full-time 
 
 course? 12 
 
 18. How must attendance upon part-time classes be kept? 13 
 
 19. How must part-time coures be financed? 13 
 
 20. Will compulsory part-time classes receive aid from the special state 
 
 vocational education fund? 14 
 
 21. Who must issue enrollment certificates and permits to work? 14 
 
 22. How many hours per day may a pupil be employed? 15 
 
 23. Who is responsible for checking up schooling and work of pupils? 15 
 
 24. What are the duties and responsibilities of parents in relation to the 
 
 attendance of minors? i 15 
 
 25. What penalty is imposed upon parents who fail to send their children to 
 
 part-time classes? 16 
 
 26. Who enforces the compulsory attendance features of the act? 16 
 
 27. What are the duties and responsibilities of employers? 16 
 
 28. What are the penalties on employers for violation of the act? 17 
 
 29. Who may bring actions against employers? 17 
 
 30. What duties and responsibilities relating to part-time work does the Cali- 
 
 fornia law place upon high school authorities? 17 
 
 31. How may clerks of high school boards and attendance officers be forced 
 
 to perform their duties? 18 
 
 32. Who is the judge as to whether a part-time class maintained by other 
 
 agencies is satisfactory? 18 
 
 33. Are any limitations placed upon the acceptance of part-time instruction 
 
 provided by other agencies? 18 
 
 34. What authority can exempt from attendance upon part-time classes? 19 
 
 35. What subjects -may be taught in part-time classes? 19 
 
 36. What subjects must be taught in part-time classes? 19 
 
 37. What subjects, if any, niu.st each pupil pursue? 19 
 
 38. How much time should be given to each subject? ;J0 
 
 39. May uniform scholarship standards be maintained? 20 
 
 Part II. Type of Instruction for Part-time Classes 21-24 
 
 1. What governs the selection of subjects? 21 
 
 2. What is included under each subject of instruction? 21 
 
 3. What is required in social and vocational counsel and guidance? 22 
 
 4. What instruction must be provided (or apprentices? 22 
 
 5. What instruction must be provided for those engaged in unskilled occu- 
 
 pations? 23 
 
 6. What instruction must be provided in home economics? 23 
 
 7. What instruction must be provided for those deficient in the English 
 
 language? 23 
 
 Part III. Main Purpose of the Act and Relative Importance of Subjects 
 
 OF Instbuction 25-32 
 
 Principal duties of the citizen 25 
 
 Content of education for complete citizenship 25-27 
 
 I. Education for obedience 25 
 
 II. Education for health 26 
 
 III. Education for work 26 
 
 rV. Education for defense 26 
 
 v. Education for tolerance 26 
 
 VI. Education for personal democracy 27 
 
 VIL Education for fBajichlse- duty 27 
 
 VIII. Education for official position 27 
 
CONTENTS— Continued. 
 
 Fage 
 
 Relative importance of different phases of instruction in citizensliip 27 
 
 Health and general citizenship instruction o? 
 
 Training for successful production q|^ 
 
 Relative value of common school branches „!: 
 
 Part-time pupils must be taught as individuals ''•'■ 
 
 Paet IV. Some Characteristics of Part-time Pupils 33-36 
 
 Characteristics 33 
 
 Reasons for leaving school 33 
 
 Classification of pupils . 35 
 
 Part V. Segregation of Pdpils and Methods of Instroction 36-43 
 
 1. What is the extent of the responsibility of high school authorities? 36 
 
 2. In general, what methods of instruction will best meet the needs of part- 
 
 time pupils? 36 
 
 3. What are some of the requisites of a project? 37 
 
 4. What should be the first step in the segregation of part-time pupils? 38 
 
 5. What are some of the requirements of the project method for part-time 
 
 pupils? 38 
 
 6. What type of course will best meet the constantly shifting membership in 
 
 part-time classes? 39 
 
 7. What are some of the advantages and disadvantages of uniform class 
 
 instruction? 39 
 
 8. What are some of the advantages and disadvantages of the individual or 
 
 small group method? 39 
 
 9. What factors should govern the grouping of part-time pupils for 
 
 instruction? 40 
 
 10. Why is a minimum uniform standard banned by law? 40 
 
 11. Into what groups do persons deficient in the English language fall? 41 
 
 12. What methods of instruction should be pursued with those who have 
 
 language deficiencies due to foreign birth or foreign parentage? 42 
 
 13. What order should be pursued in teaching citizenship to those with 
 
 language deficiencies? 42 
 
 Part VI. The Teacher 44-46 
 
 1. What are some of the characteristics of tlie ideal part-time teacher? 44 
 
 2. Who may legally act as a part-time teacher? 44 
 
 3. Under what conditions may the holder of a secondary certificate in a 
 
 special stibject qualify as a general teacher of compulsory part-time 
 
 classes maintained by a high school? 45 
 
 4. Under what conditions may the holder of an elementary school certificate 
 
 in a special subject qualify as a general teacher of compulsory part- 
 time classes maintained by a high school? 45 
 
 5. Under what conditions may the holder of a general elementary school 
 
 certificate qualify as a general teacher of compulsory part-time classes 
 
 maintained by a high school? 46 
 
 Part VII. Some General Problems of Administration 47^54 
 
 1. Why publicity, and how may the campaign be conducted? 47 
 
 2. Why is it necessary that part-time classes be organized and ready to open 
 
 on the first day of tlie regular school term? 47 
 
 3. In general, what equipment is necessary for part-time classes? 48 
 
 4. Why should there be a counselor for pupils, and what should be his 
 
 qualifications? 49 
 
 5. What type of person should the attendance officer be? 50 
 
 6. When should a study of prospective part-time pupils be made, and of what 
 
 should it consist? 51 
 
 7. Why should an industrial survey be made, and of what should it consist? 62 
 
 8. How many persons in the state will be subject to compulsory part-time 
 
 attendance? 52 
 
 Part VIII. Text of the Part-time Act 55-61 
 
 Certain high school boards must maintain day part-time classes 65 
 
 Certain high schools must maintain special evening classes for persons deficient 
 
 in the English language 55 
 
 Who must attend part-time classes? I 55 
 
 Who must attend evening classes? " 56 
 
 Course of instruction for part-time pupils 56 
 
 Course of instruction for evening school pupils 57 
 
 Parents must compel attendance 57 
 
 High school board must Investigate complaints against parents violating act 58 
 
 Clerk of board must brmg criminal complaints against offending parents 58 
 
 Employer of mmor must require certificate of enrollment 58 
 
 Penalty for illegal employment of minor 59 
 
 Attendance officers and clerks of boards must bring criminal actions against 
 
 offendmg employers _^_ 5g 
 
 Superintendents of schools and Superintendent of Public Instruction mav'be 
 
 appealed to in case of controversy 59 
 
 Enrollment certificates must be issued to full-time pupilsl 60 
 
 Provisions of earlier acts to prevail BO 
 
 Disposition of fines I S)J 
 
 Saturday classes 2 60 
 
 Dates upon which act goes into effect II I — gn 
 
 Classes need not be established if less than twelve prospective pupils" wfthlii 
 
 — — -._- « _ _ g2 
 
FOREWORD. 
 
 Since the field of compulsory part-time education is undeveloped, 
 experience has little to offer us in the solution of the problem. Much 
 of the material composing this bulletin has therefore been drawn from 
 the educational and general social experiences of the writers. 
 
 This bulletin has been hurriedly prepared; therefore, it may lack 
 many desired refinements of organization. 
 
 It is intended primarily for the use of those preparing to teach part- 
 time classes. It will, however, be useful to superintendents of schools, 
 boards of education, principals, teachers, and the employers of youth 
 who are subject to the compulsory Part-time Education Act. 
 
 The bulletin has been prepared by Maude I. Murchie, State Super- 
 visor of Home Economics Instruction; J. B. Lillard, State Supervisor 
 of Agricultural Instruction; and the Commissioner of Vocational 
 Education. 
 
 Edwin R. Sntdee, 
 Commissioner of Vocational Education. 
 
The original of tiiis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924013400639 
 
PART I. 
 ANALYSIS PART-TIME EDUCATION ACT. 
 
 School Law, 1919, page 250. 
 
 1. What persons are affected by the Act? 
 
 This law deals with two classes of persons as follows : 
 First — Those between sixteen and eighteen years of age who have 
 not had a four-year high school course or an equivalent, who are not 
 now attending either a full-time or a part-time day class, public or 
 private, and who are not exempt as specified below. Such persons can 
 not be exempted because of evening school attendance. (Sec. 1, P-T. 
 A<?t.) 
 
 Second — Those between the age.s of eighteen and twenty-one, who 
 can not speak, read, or write the English language with a degree of 
 proficiency equal to that required for the completion of the sixth grade 
 of the elementary school. This bulletin does not deal further with this 
 group of person.s. (Sec. 2.) 
 
 2. Who may be exempted from compulsory attendance? 
 
 Exemptions Under Subdivision First, Section 3, Part-time Act. 
 
 (a) Those who, because of physical or mental condition, are unable 
 to attend or to benefit by the instruction. 
 
 (b) Those who must render personal service to dependents, such as 
 their own children or invalids that can not be otherwise provided for. 
 
 (c) Those who reside more than three miles from a suitable class 
 maintained. While distance from place of employment does not legally 
 affect attendance, it should be the aim of high school boards to provide 
 suitable classes as near as possible to the places of employment of pupils. 
 
 Exemptions Under Section 14, Part-time Act. 
 
 Those whose interests would suffer if they were compelled to attend 
 special part-time classes under the provisions of the Act. 
 
 It is provided that a high school board may not exempt under this 
 section of the law a number of minors greater than three and in addition 
 thereto a number which shall exceed five per cent of the total number 
 of minors subject to compulsory attendance upon part-time classes in 
 its district. 
 
 Exemptions under this section are in addition to those provided for 
 under section 3. This means that not to exceed three pupils may for 
 good cause be exempted from the first group of nineteen pupils or 
 
fraction thereof ; and that an additional pupil may be exempted for each 
 additional twenty pupils or fraction thereof ; thus : if there are twenty 
 pupils subject to attendance, four may for good cause be exempted and 
 no more than four until the total number subject to attendance reaches 
 forty. 
 
 This section is drawn in the interests of those boys and girls only 
 whose moral, mental, or physical welfare might be injured if they 
 were required to attend these classes. High school boards should, 
 therefore, be very careful in the exercise of the authority vested in 
 them by this section. 
 
 3. What high school boards ma.y set up part-time classes? 
 
 Any high school board may set up special classes (part-time classes) 
 in connection with any of the day high schools of its district. (See 
 Par. 1, Sec. 1750c, Pol. C.) 
 
 4. What high school boards must set up these classes, and when? 
 
 Just as soon as, during any given year after that beginning July 1, 
 1919, the enrollment of full-time day pupils residing within three miles 
 of the high school reaches fifty, the high school board of the district 
 must at the opening of the first school term of the following year, 
 1920-21 and thereafter, establish part-time classes or show by a census 
 survey that the district is exempt because there are fewer than twelve 
 persons residing within three miles of the high school who would be 
 subject to compulsory attendance under the Act. 
 
 For the school year 1920-21 only persons who have reached the age 
 of sixteen and have not reached the age of seventeen will be subject to 
 compulsory attendance under the provisions of the Act; and thereafter 
 all persons who have reached the age of sixteen and have not reached 
 the age of eighteen will be subject to the same. (See Sees. 1 and 15, 
 P-T. Act.) 
 
 5. Are persons residing outside of any high school district subject to 
 
 compulsory attendance upon part-time classes? 
 
 No ! Pupils residing outside of any high school district are not sub- 
 ject to compulsory attendance upon part-time classes, even though they 
 may live within three miles of the place where such classes are main- 
 tained. If, however, they are residents of any high school district 
 whatever, they are subject to attendance. 
 
 6. When and where may special classes be maintained? 
 
 At any time and place within the district. Section 175Gc of the 
 Political Code provides that special day and evening classes may be 
 
— 7 — 
 
 established and maintained in connection with day high schools at such 
 hours and for such length of time during the school day and evening, 
 and at such period and for such length of time during the school year 
 as may be determined by the high school board. 
 
 The Political Code is silent concerning the places that these classes 
 may be held so that evidently they may be held at any place within the 
 district. 
 
 Section 1 of the Part-time Act requires that certain high school 
 districts shall set up and maintain for persons between sixteen and 
 eighteen years of age special classes between the hows of 8 a.m. and 
 5 p.m. High school authorities should, as far as possible, maintain 
 these classes upon such days, during such hours, and at such places as 
 will be most convenient for attendance by the employed youth of the 
 eommunit}^ Undoubtedly, in some instances it will be found desirable 
 to maintain these classes in manufacturing and commercial institutions, 
 or other places of employment. 
 
 All pupils who reside within three miles of any class maintained 
 either voluntarily or by compulsion under the provisions of this Act by 
 a high school board must, if not exempted as specified above, attend 
 upon a class. (Subd. First, Sec. 3, P-T. Act.) Should it be agreed upon 
 between a pupil and the high school authorities, said pupil may attend 
 a class convenient to his place of employment instead of a class con- 
 venient to his place of residence. 
 
 7. Which classes must pupils attend: those maintained where they 
 
 reside, or those maintained where they work? 
 
 Pupils must attend classes, if the same are maintained, within three 
 miles of their place of residence, unless they attend satisfactory classes 
 maintained elsewhere. 
 
 All high school boards should maintain suitable courses of instruction 
 for all youth subject to the provisions of the Act who are employed in 
 their respective districts, even though these youth may reside in differ- 
 ent cities and in different counties. It is only just that they should do 
 this because their districts receive the benefit of the work of these minors. 
 (See Sec. 3, P-T. Act.) 
 
 8. Must pupils residing within three miles of part-time classes main- 
 
 tained by districts in other counties attend such classes? 
 
 If they reside within three miles of classes maintained by their own 
 district, they should attend these. If they do not reside within three 
 miles of such classes maintained by their own district, and are not in 
 attendance upon other satisfactory classes, they must attend other 
 
 2 — 2676. 
 
classes maintained within three miles of their place of residence, even 
 thoiigh these classes are maintained in a different county. (See Sec. 3, 
 r-T. Act.) 
 
 9. For how many weeks per year must part-time classes be main- 
 
 tained? 
 
 High school districts that are required by law to maintain part-time 
 classes must maintain, during each week of the regularly establisJied 
 school term, a sufficient number of these classes to provide a minimum 
 of at least four hours of instruction per week for all persons within the 
 district who are subject to compulsory attendance upon such classes. 
 (Sees. 1 and 3, P-T. Act.) 
 
 10. Does the maintenance of a short term seasonal class exempt from 
 
 the maintenance of a weekly class? 
 
 Not necessarily so. The law states, "that the local school authorities 
 may in their discretion arrange with the parents, guardian, or other 
 person responsible for any minor for his full-time attendance upon a 
 special class maintained for such minor at a convenient season, wherein 
 lie may secure the Hi hours of attendance required of him imder the 
 provisions of this Act." (See. 3, P-T. Act.) 
 
 A high school district is exempt from the requirement to maintain 
 weekly classes only when the parents, guardians, or other persons 
 responsible for each and all of the minors of the district subject to 
 compulsory part-time attendance have agreed to the attendance of said 
 minors upon the special full-time classes described above. 
 
 Seasonal full-time classes are provided for in order that the farm 
 boys and girls widely distributed throughout the rural communities of 
 the state may be given an opportunity to secure some schooling during 
 a part of each year. Besides minimizing the problem of pupil trans- 
 portation, the organization of these classes during the slack working 
 season of the year will interfere less with the usual farm work. 
 
 The law contemplates that a contract shall be made between the high 
 school board and the parents, guardian, or other person responsible for 
 each minor before he is exempted from attendance upon the usual 
 weekly part-time classes. After the sponsor for the minor so contracts, 
 he becomes responsible for the attendance of said minor upon the 
 special full-time classes for the period specified in the contract. (See 
 second proviso, Subd. First, Sec. 3, P-T. Act.) While the law does not 
 specify, it would be unwise for the school authorities to enter into any 
 other than a written contract. 
 
— 9 — 
 
 11. When must Saturday afternoon classes be established? 
 
 Section 14 of the Act states that, ' 'Any high school board may main- 
 tain special part-time classes on Saturdays and should it appear that 
 five or more minors residing within any high school district which 
 maintains such clsisses are unable to arrange with their employers for 
 attendance upon such classes maintained on other days and at other 
 hours, the high school board of said district must provide instruction 
 for them on Saturday afternoons." 
 
 The first paragraph of this section includes two provisions as follows : 
 
 First — ^It enables high school boards to maintain special classes on 
 Saturdays. 
 
 Second — In order that the interests of certain children may not suffer, 
 it compels high school boards under the conditions specified above to 
 set up part-time classes on Saturday afternoons. 
 
 It is recognized that there may be certain of the youth subject to 
 attendance under this Act who are engaged in a work which if inter- 
 rupted would derange the operation of an entire industrial plant. If 
 there can be secured for such pupils other suitable employment, no 
 attempt should be made to establish a special Saturday afternoon class 
 for their benefit. Certainly the law does not contemplate that the 
 recreation hours of a working boy or girl should be taken for compulsory 
 attendance upon school. If the five and one-half day working schedule 
 is in effect in any commercial or industrial institution, it is assumed 
 that the Saturday half-holiday is for recreation and that the child 
 worker is as much entitled to this period of recreation as the adult 
 worker. 
 
 Part-time education is education provided for during the usual 
 working hours of the employed. In general the Part-time Aet does not 
 contemplate that attendance upon these classes shall be required outside 
 of the usual working hours. (See Sec. 1 and proviso in Sec. 7, P-T. Act.) 
 
 12. Who has final jurisdiction as to the hours and days during which 
 
 classes are to be maintained? 
 
 The high school board, provided that they maintain a sufficient 
 number of classes to meet the needs of all persons in their district 
 subject to compulsory attendance upon the same. It should be the 
 policy of the high school board to maintain these classes when and 
 where they will be most convenient for the prospective pupils. (See 
 Sees. 1 and 14, P-T. Act.) 
 
— 10 — 
 
 13. When and for how long each year must pupils attend? 
 
 Section 3 states that pupils must attend special part-time classes "for 
 not less than four sixty -minute hours per week for the regularly estah- 
 hshed annual school term." This means the annual high school term 
 maintained by the local high school board. 
 
 Where high school boards arrange for the accumulation of attendance 
 upon classes that are maintained for more than four hours per week, 
 a minimum of 144 hours of attendance may be accepted. 
 
 High school boards may by arrangement with the pupils provide 
 part-time classes that will give any amount of time per week in excess 
 of four hours, provided that they may not permit a pupil other than 
 one pursuing a vocational course to attend classes for more than six 
 hours during any one day (see Sec. 1673, Pol. C.) ; nor may more than 
 four sixty-minute hours be returned for the attendance of any one 
 pupil during any day. 
 
 Pupils should be required to make up all time lost by their failure 
 to attend any of the sessions of the special classes to which they are 
 assigned, unless their absences are due to causes such as those specified 
 under 2 above. 
 
 14. May pupils withdraw from part-time classes maintained during 
 
 the year 1920-21 at the time that they become seventeen years 
 of age? 
 
 They may not. The Part-time Act contemplates that all persons 
 over sixteen and under eighteen years of age not specifically exempted 
 must attend part-time classes until they are eighteen years of age. 
 Section 3 provides that such persons must attend for not less than 
 four sixty-minute hours per week for the regularly established annual 
 school term. Section 15 provides that the Part-time Act shall be put 
 into effect gradually. This provision was included, in order that school 
 authorities could readily meet the financial obligations imposed upon 
 them. It certainly was not contemplated that pupils could be com- 
 pelled to enter classes and then withdraw immediately upon becoming 
 seventeen years of age. 
 
 15. Can the minimum four hours per week of compulsory part-time 
 
 attendance include study periods? 
 
 Only when the study periods are an instruction period. Section 1 of 
 the Part-time Act provides that certain high school boards must set up 
 special day part-time classes which shall provide at least four sixty- 
 minute hours of instruction per week for all persons within a district. 
 
— 11 — 
 
 A study period to be an instruction period must be administered 
 by an instructor who can, if necessary, give individual attention to 
 each and all of the pupils. 
 
 An unsupervised study period can not, therefore, be counted as a 
 part of the minimum four hours of attendance or of the minimum 144 
 hours of attendance. 
 
 16. Will one hundred forty-four hours of attendance upon regular 
 full-time classes exempt from attendance upon part-time classes? 
 
 No, it will not. The following provisos in section 3 deal with this 
 subject. They read as follows: 
 
 provided, that the local school authorities may accept in lieu thereof 
 not less than one hundred forty-four hours of attendance which, 
 beginning with the opening of the high schools of the district for 
 the year, shall he accumulated at the rate of not less than four 
 sixty -minute hours per week ; and provided, further, that the local 
 school authorities may, in their discretion, arrange with the parents, 
 guardian or other person responsible for any minor for his full- 
 time attendance upon a special class maintained for such minor at 
 a convenient season, wherein he may secure the one hundred fortj'- 
 four hours of attendance required of him under the provisions of 
 this act. When any such parent, guardian or other person respon- 
 sible for such minor agrees with the local school authorities that 
 said minor shall attend full-time classes for any given period, such 
 parent, guardian or other person becomes responsible for said 
 minor's compulsory attendance upon these classes for said period. 
 
 It will be noticed that the first proviso includes the words, ' ' shall be 
 accumulated." If this proviso means that attendance previsusly 
 secured may be substituted, the statement would be, "has been 
 accumulated. ' ' 
 
 This proviso makes it possible for the high school board to arrange 
 with pupils for part-time attendance for any number of hours per week 
 in excess of four hours up to and including thirty hours for nonvoca- 
 tional pupils, and forty hours for vocational pupils ; provided, that the 
 classes shall begin with the beginning of the school term and that the 
 hours of attendance shall have been previously agreed upon hy school 
 authorities and pupils. 
 
 The law clearly contemplates that this accumulated attendance shall 
 be in special classes because the regular classes of a full-time high school 
 course could not possibly provide instruction suitable to the needs of 
 the pupils as provided for under section 4 of the Act. 
 
 The only real difference between the first proviso and the second 
 proviso of this section is that the first, beginning with the opening of 
 the school term, permits the accumulation of attendance upon special 
 
— 12 — 
 
 part-time classes of more than four hours duration, while the second 
 permits the accumulation of attendance upon special full-time classes 
 that may be set up during any period of the school year. 
 
 The latter proviso requires the person in charge of the minor to enter 
 into a contract with the high school board for the attendance of said 
 minor. This is omitted in the first proviso because the pupil is required 
 to attend at least four hours per week beginning with the opening of 
 the school term. 
 
 Clearly, a pupil who falls within the age limit of the Act and starts 
 a regular full-time day course must, if he withdraws from the same 
 during the school year, immediately enroll himself for the remainder 
 of the year in a part-time class. 
 
 17. Can a part-time pupil be assigned to a subject in a regular full- 
 time course? 
 
 Technically, he can not. Section 3 requires that he must attend upon 
 a special part-time class. There is, however, nothing to prohibit a 
 teacher from giving instruction in a sub.ject in a regular full-time 
 course and at the same time giving instniction in the same subject in 
 a special part-time course. The special part-time course must, however, 
 be organized in such manner as to be suitable for the needs of the 
 persons attending it. (See Sec. 4, P-T. Act.) 
 
 This means that the course provided for the part-time pupils can in 
 no manner be modified to meet the needs of full-time pupils. High 
 school authorities should, in general, avoid attempting to instruct in 
 the same classes full-time and part-time pupils. There will, however, 
 be some instances where it will be impossible to completely separate the 
 pupils without entailing great economic waste. For instance, there wiU 
 be certain part-time pupils who will lack only one or two subjects for 
 the completion of their high school course. Certainly these persons 
 should be permitted to complete their courses. 
 
 If they are attending the school by compulsion under the provisions 
 of the Part-time Act, they are part-time pupils and they will be required 
 to take a course in citizenship and the high school authorities will have 
 to provide for them individual counsel and guidance in vocational and 
 social matters. If, however, they voluntarily attend the full-time high 
 school, and if their program for the year will graduate them when 
 completed, they need not be considered part-time pupils. 
 
 The smaller high schools will in some instances find it necessary to 
 assign to teachers the instruction of both part-time and regular full- 
 time pupils at the same hours. This will apply especially to the teachers 
 of home-economics, industrial, commercial, and pre-vocational laboratory 
 subjects. 
 
— 13 — 
 
 The small high school may have one or two pupils desiring instruction 
 in each of the ahovR-mentioned subjects. The teachers of these various 
 subjects should set up special courses of instruction for these pupils 
 and teach them as individuals. 
 
 Part-time pupils can not be satisfactorily taught in the same subjects, 
 with the same organization of subject matter, by the same methods, and 
 in the same classes with full-time pupils ; first, because they can not be 
 satisfactorily graded; second, because their school time being shorter 
 they must cover more ground during the same length of time; and 
 third, because their limited time must be divided between many sub- 
 jects, and many topics of instruction. 
 
 18. How must attendance upon paxt-time classes be kept? 
 
 Section 1858 of the Political Code provides that a full day's attend- 
 ance upon an evening school or a special day or evening class of a day 
 school shall be four sixty-mijiute hours. A special part-time class is 
 a special class of a day high school. 
 
 The State Board of Education has adopted a rule for keeping attend- 
 ance in evening schools and special classes. Interpreted, that part of 
 the rule which applies to part-time classes is as follows : 
 
 The attendance of each person upon part-time classes must be kept 
 by periods and reduced to sixty-minute hours. 
 
 The regulations of the State Board of Education do not mention 
 tardiness and set up no rules governing what shall constitute attendance 
 upon a period. The State Superintendent of Public Instruction 
 announces that until further notice he will accept the reports of school 
 officers where the attendance is kept as follows : 
 
 First — School authorities shall make every effort possible to 
 discourage tardiness on the part of the pupils. 
 
 Second — Where a pupil can give a good excuse for tardiness, 
 such tardiness shall not affect his attendance unless he is absent 
 for a major portion of a period. In ease he has no good excuse 
 for tardiness, or in case he is absent for more than one-half of the 
 period, no state or county attendance shall be returned for that 
 period. 
 
 19. How must part-time courses be financed? 
 
 The high school board must provide the funds for the maintenance 
 of these classes. 
 
 State and county aid upon the basis of units of average daily 
 attendance will be received by the district the year following their 
 maintenance. This state and county reimbursement will go far tosvarda 
 meeting the co.st of instruction in these classes. 
 
— 14 — 
 
 High school authorities should not fail to provide in their 1920-21 
 budget a sufficient amount to maintain these classes during that school 
 year. On the following school year it will also be necessary to provide 
 additional funds for the maintenance of classes for part-time pupils 
 between seventeen and eighteen years of age. Thereafter, the reim- 
 bursements from state and county on account of attendance will make 
 it possible for high school authorities to reduce the relative amount 
 raised locally for the maintenance of part-time classes. 
 
 A compulsory part-time class in which the average attendance for 
 four hours a week for one year is twenty pupils, will return an average 
 daily attendance of four, which will automatically raise from the state 
 $60 and from the county $240. 
 
 20. Will compulsory part-time classes receive aid from the special 
 
 state vocational education fund? 
 
 Certain compulsory part-time classes will receive aid from this fund. 
 The receipt of this aid will be conditioned upon certain regulations to 
 be set up under Division E of Bulletin No. 23, Vocational Education, 
 for the year 1920-21. This bulletin will not be ready for distribution 
 until July 1, 1920. 
 
 When the State Board of Education, with the approval of the 
 Federal Board, has determined how it will apply the funds to com- 
 pulsory part-time classes, supeiintendents of city schools and high 
 school principals will be immediately notified. 
 
 21. Who must issue enrollment certificates and permits to work? 
 
 (a) The high school board must require the principal of the high 
 school to issue in his name a combined school enrollment certificate and 
 permit to work to each person enrolled in a part-iivie class, and all 
 necessary duplicates for his parents or other sponsors and his employers. 
 Said certificates must be issued within five days of the date of enroll- 
 ment. (See (70, First, Sec. 4, P-T. Act.) 
 
 (b) Each principal of a high school and each principal of an 
 elementary school located in a district wherein compulsory part-time 
 attendance is required of any age group of children shall issue to all 
 full-time day pupils of said age group combined school enrollment 
 certificates and permits to work, modified to meet the needs of full- 
 time day school pupils. (Sec. 11, P-T. Act.) 
 
 (c) The principals of all high schools located within a district 
 wherein reside persons between sixteen and seventeen (after July 1, 
 1921, eighteen) years of age who are exempt from attendance upon 
 part-time classes must upon request register such persons and issue to 
 
— 15 — 
 
 them enrollment certificates and permits to work which shall state the 
 causes of exemption. (Sec. 11, P-T. Act.) 
 
 The Act makes provision for the exemption of all persons between 
 sixteen and seventeen (after July 1, 1921, eighteen) years of age who 
 are not in attendance upon part-time classes; all of these persons are 
 entitled either to enrollment as students, or to registration as exempts. 
 
 Since the employers of a person between sixteen and seventeen (after 
 July 1, 1921, eighteen) and his parents may be subject to inconvenience 
 if he does not have on file the enrollment certificate and permit to work, 
 practically all persons between sixteen and eighteen years of age will 
 in time demand these permits. This is desirable, since it will enable 
 us to have a complete register of all minors of this age in the com- 
 munities. 
 
 22. How many hours per day may a pupil be employed? 
 
 A part-time pupil may work and attend school for not more than 
 eight hours per day. Section 7 of the Part-time Act provides : ' ' That, 
 except in agricultural and home-making occupations, it shall be illegal 
 for any one or more employers to employ a minor under eighteen 
 years of age for a greater number of hours each day than will, if added 
 to the number of hours that he is compelled to attend school under the 
 provisions of this Act, equal eight hours. ' ' 
 
 23. Who is responsible for checking up schooling and work of pupils? 
 
 The high school principal of the school where the pupil attends. 
 
 The proviso of section 7 of the Part-time Act makes it the duty of 
 the principal to add the hours of compulsory daily school attendance 
 and the daily employment for each part-time pupil under his charge, 
 and should the sum of the two exceed for any day of the week eight 
 hours, he must notify any employer who may be employing any sucli 
 pupil after he has already served eight hours in compulsory school 
 attendance and at employment for any such day. 
 
 24. What are the duties and responsibilities of parents in relation to 
 
 the attendance of minors? 
 
 Section 5 of the Act makes each parent, guardian, or other person 
 having control or charge of any minor required under the provisions ol' 
 the Act to attend special part-time classes responsible : 
 
 (a) For his attendance upon part-time classes. 
 
 (6) For the retention of a copy of his certificate of school enroll- 
 ment and permit to work which he must present upon the request 
 of any officer of the law or other person authorized to enforce the 
 provisions of the Act. 
 
 8—2676. 
 
— 16 — 
 
 25. What penalty is imposed upon parents who fail to send their 
 
 children to part-time classes? 
 
 Section 5 provides that failure on the part of any parent, guardian, 
 or other person having control or charge of a minor subject to the 
 provisions of the Act to perform any of the duties mentioned under 
 24 above shall be deemed guilty of a misdemeanor and upon conviction 
 shall be liable for the first offense to a fine of not more than ten dollars 
 or to imprisonment for not more than five days, and for each subsequent 
 offense to a fine of not less than ten dollars nor more than fifty dollars, 
 or to imprisonment foi' not less than five days nor more than twenty-five 
 days, or to both such fine and imprisonment. 
 
 26. Who enforces the compulsory attendance features of the Act? 
 
 Compulsion in attendance is enforced directly by local school 
 authorities and indirecthj by employers. 
 
 (a) The employer who is penalized if he employs persons subject 
 to the Act without a certificate of enrollment and permit to work 
 will, of course, refuse to employ a youth subject to the Act unless 
 he holds this document. 
 
 (&) Under section 6 of the Act, any person may make a com- 
 plaint against the person or persons having control over any minor 
 who has violated the attendance provisions of the Act. 
 
 The proviso of the Act makes it the dut.^' of attendance officers to 
 make such charges. Both the clerk of the high school board and 
 the attendance officer, if there be one, are charged with the respon- 
 sibility of making criminal complaints against such parents, 
 guardians, or other persons as fail to perform their duties in 
 relation to the attendance of minors under their respective control. 
 
 27. What are the duties and responsibilities of employers? (Sec. 7, 
 
 P-T. Act.) 
 
 (a) Five days after the opening of the fall term of the local high 
 school for the year 1920-21, and thereafter, no employer may safely 
 employ a youth between sixteen and seventeen (after July 1, 1921, 
 eighteen) years of age unless said youth has filed with him a certificate 
 of enrollment and permit to work bearing the name of the high school 
 principal of the district wherein the pupil resides, or in lieu thereof a 
 statement from said high school principal to the effect that the high 
 school of that district does not maintain special part-time classes suit- 
 able for the needs of persons between sixteen and seventeen years of 
 age. 
 
 (&) Within five days after said youth has filed his certificate of 
 enrollment and permit to work, said employer must on a blank issued 
 by the high school authorities and presented by said youth notify the 
 
— 17 — 
 
 high school principal issuing the certificate of enrollment and permit 
 to work of such employment. Said notification shall briefly describe 
 the character of the work performed by the minor and the time of the 
 day during which and the days of the week on which he is employed. 
 
 (o) Said employer must retain on file permanently the enrollment 
 certificate and permit to work mentioned above and a copy of the 
 notification of employment sent to the high school principal. Section 8 
 provides that failure upon the part of the employer to be able to present 
 the same upon demand shall be prima facie evidence of the illegal em- 
 ployment of any minor whose enrollment certificate and permit to work 
 is not produced. 
 
 {d) Should an employer be notified by the high school principal that 
 he is employing a youth after he has already served during any day 
 eight hours of time, he must forthwith desist from such excess 
 employment. 
 
 High school authorities should furnish the employer not only with 
 one blank notification of employment but with two, so that he may 
 retain one for his file. 
 
 28. What are the penalties o^n employers for violation of the Act? 
 
 Section 8 provides that any person, firm, corporation, agent or officer 
 of a firm or corporation that violates or omits to comply with any of the 
 provisions of the Act as enumerated under 27 above is guilty of a mis- 
 demeanor and upon conviction thereof be punished with a fine of not 
 less than fifty dollars or not more than two hundred dollars, or im- 
 prisoned in the county jail for not more than sixty days, or by "both 
 such fine and imprisonment for each and every offense. 
 
 29. Who may bring actions against employers? 
 
 Section 9 states that it shall be the duty of the clerk of the high 
 school board, a truant ofScer, or other person authorized by said board 
 to bring such action, to bring an action against any person, firm, corpo- 
 ration, agent or officer of a firm or corporation that employs a minor in 
 violation of the Act. 
 
 30. What duties and responsibilities relating to part-time work does 
 
 the California law place upou-high school authorities? 
 
 First — All high schools may establish special part-time classes and 
 certain high schools must establish the same. (See See. 1750c, Pol. C. 
 and Sec. 1, P-T. Act.) 
 
 Second — High school authorities having established the classes must 
 provide educational opportunities which shall be suitable for the differ- 
 
— 18 — 
 
 ent needs of the various persons attending the classes. (See First, See. 
 4, P-T. Act.) 
 
 Third — High school authorities maintaining the classes must provide 
 individual counsel and guidance in social and vocational matters for 
 each pupil enrolled in these classes. See (6), First, See. 4, P-T. Act.) 
 
 Fourth — High school authorities must enforce attendance' upon the 
 classes and if necessary must bring, or cause to be brought : 
 
 (a) criminal complaints against parents or other persons having 
 control or charge of a minor delinquent in school attendance ; or 
 
 ( b ) criminal actions against employers who violate the provisions 
 of the Act by illegally employing youths who are subject to its 
 provisions. 
 
 31. How may clerks of high school boards and attendance officers 
 
 be forced to perform their duties? 
 
 As officers of the law, these persons are subject to prosecution for 
 malfeasance in office if they fail to perform their duties. Any citizen, 
 or any organization through any citizen may bring an action against 
 said officers. 
 
 32. Who is the judge as to whether a part-time class maintained by 
 
 other agencies is satisfactory? 
 
 The high school principal who is authorized to exempt a youth on 
 account of such attendance. Should a controversy arise over the 
 decision of a high school principal, appeal may be made to the local 
 county superintendent and if his decision is unsatisfactory to either 
 party, further appeal may be made to the Superintendent of Public 
 Instruction. (See Sec. 10, P-T. Act.) 
 
 33. Are any limitations placed upon the acceptance of part-time 
 
 instruction provided by other agencies? 
 
 Yes ; no such instruction may be accepted in lieu of attendance upon 
 the public part-time classes unless the necessary instruction prescribed 
 by the Act is given in citizenship, and unless persons attending these 
 classes are given such opportunity to pursue elementary or secondary 
 school subjects as they or their parents or guardians may desire. 
 
 School authorities should insist that those who give instruction in 
 citizenship shall in every instance hold either regular high school 
 certificates or special certificates authorizing them to teach citizenship, 
 or authorizing them to instruct in compulsory part-time classes, or in 
 lieu thereof. State Board credentials that authorize such certification. 
 
— 19 — 
 
 In some instances, it will probably l)e desirable to have a high school 
 teacher visit places of employment and give the instruction in 
 citizenship. 
 
 34. What authority can exempt from attendance upon part-time 
 
 classes? 
 
 All exemptions must be made in the name of the high school principal, 
 by him or by his authorized agent ; but should a controversy arise over 
 decision in any case, the dissatisfied party may appeal to the local 
 county superintendent of schools, and if his decision is unsatisfactory 
 to either party, further appeal may be made to the Superintendent of 
 Public Instruction. (See See. 10 P-T. Act.) 
 
 35. What subjects MAY be taught in part-time classes? 
 
 Any subject suitable for the different needs of the various pupils 
 attending the classes. (See First, Sec. 4, P-T. Act.) 
 
 36. What subjects MUST be taught in part-time classes? (See sub- 
 
 division first, section 4, Part-time Act.) 
 
 (a) Civics, citizenship, must be taught to all pupils. 
 
 (b) Vocational subjects or subjects supplementing vocations must be 
 taught to those engaged in skilled occupations who need and desire such 
 instruction. 
 
 (c) Home economics must be taught to those who need and desire 
 such instruction. 
 
 (d) Pre-vocational or vocational subjects must be taught to those 
 engaged in unskilled occupations. 
 
 (e) English must be taught to those who can not speak, read, or 
 write the English language to a degree of proficiency equal to that 
 required for the completion of the sixth grade of the elementary schools 
 of this state. 
 
 (/) Social and vocational counsel and guidance must be provided for 
 all pupils. 
 
 37. What subjects, if any, must each pupil pursue? 
 
 (a) Each person, except those deficient in the English language, 
 must take a course in citizenship and a pre-vocational, a vocational, 
 or a supplemental vocational subject. 
 
 (6) Each person who is deficient in the English language must 
 take a course in citizenship and such courses in English as will remove 
 his language deficiency. 
 
— 20 — 
 
 38. How much time should be given to each subject? 
 
 The following time division of the four hours of compulsory attend- 
 ance is suggested : 
 
 Citizenship, minimum 40 minutes 
 
 Pre-vocational, vocational or supplemental vocational, 
 or for those deficient in the English language, 
 
 English, minimum 120 minutes 
 
 Other subjects, maximum 80 minutes 
 
 39. May uniform scholarship standards be maintained? 
 
 They may not, except in subjects designed to prepare for other 
 classes or other schools. (Sec. (g), First, Sec. 4, P-T. Act.) 
 
— 21 
 
 PART II. 
 TYPE OF INSTRUCTION FOR PART-TIME CLASSES. 
 
 (Subdivision First, Section 4, Part-time Act.) 
 
 In the following discussion direct quotations from the law are 
 printed in italics. 
 
 1. What governs the selection of subjects? 
 
 See. 4. First — It shall be the duty of the local school authorities to 
 provide, in so far as possible through the classes established under sec- 
 tion one of this Act, educational opportunities which shall be suitable 
 for the different needs of the various persons attending them. 
 
 Since the following paragraph of the Act enumerates the subjects that 
 shall be taught, and also carries a general proviso authorizing the giving 
 of instruction in any other subject, the sole purpose of the above para- 
 graph must be to convey the idea that the needs of the pupils shall be 
 consulted rather than the convenience of school authorities, employers, 
 or parents. The paragraph also carries with it, by indirection, the 
 assumption that the needs of the different pupils who will become sub- 
 ject to attendance will greatly vary. The paragraph also implies that 
 children rather than school subjects shall be taught. 
 
 2. What is included under each subject of instruction? 
 
 (a) They shall establish and maintain sJiort unit courses and give 
 instruction in civic and vocational subjects and subjects supplementing 
 home, farm, commercial, trade, industrial or other occupations; and they 
 may give instruction in any elementary, secondary or other school 
 subject. 
 
 The term "short unit course" in this paragraph means a course made 
 up of a series of complete short units of work. 
 
 The term "civic subject" evidently means any subject necessary for 
 the training of the individual for citizenship that are not covered by the 
 terms vocational subjects, subjects supplementing vocations, and the 
 common elementary and secondary school subjects. 
 
 The term "vocational subjects" means subjects that prepare directly 
 for a skilled wage earning or income producing occupation. The clause, 
 "subjects supplementing home, farm, 'commercial, trade, industrial, or 
 other occupations," undoubtedly means the English, mathematics, 
 science, or drawing necessary to make the individual an intelligent 
 worker in his occupational field. 
 
— 22 — 
 
 Siieli of the above subjects as are necessary for the best interests of 
 the pupils 7nust be taught. In addition, the local school authorities 
 may give instruction in any elementary, secondary, or other school sub- 
 ject. Thus, there is no limit to the number of subjects that may be 
 maintained by a local board of education. 
 
 3. What is required in social and vocational counsel and guidance? 
 
 (6) They shall provide for individual counsel and guidance in social 
 and vocational matters for each pupil enrolled in these classes. 
 
 The duties and responsibilities placed upon high school authorities by 
 this paragraph, by paragraph (7t) of this section, and by the proviso 
 in section 7 are very great ; but they offer an equally great opportunity 
 for the performance of a much-needed human service. 
 
 At the age of from sixteen to eighteen the average individual passes 
 from boyhood or girlhood into manhood or womanhood. This is the 
 period in which the ideals and the habits of childhood are broken down, 
 or transformed into the ideals and habits of adulthood. During this 
 period, the individual ceases to think and act as a child and begins to 
 think and act as an adult. It is the period during which the characters 
 of many are inevitably and unchangeably cast ; and yet we have been 
 permitting most of our youth of this age to drift away from the school, 
 in many instances to make their adjustment with life without parental, 
 religious, or other social guidance or control. 
 
 It is from this great group representing approximately four-fifths of 
 our population, and especially from that half that does not complete 
 the elementarj^ school course that most of those who go wrong are re- 
 cruited. It is this group that is an ever-ready prey for those who would 
 sow the seeds of social destruction. 
 
 Heretofore school authorities have been responsible for pupils only 
 during the time \\-hile on the way to school, while at school, and while 
 on the way home from school. Under the provisions of this act high 
 school authorities are made responsible not only for the above but they 
 are also made directly responsible for the choice of employment entered 
 into by part-time pupils ; and for the direction of their education and 
 training in all social as Avell as in all vocational matters. 
 
 Responsibility for the conditions under which these youths may be 
 permitted to work -will ultimately result in high school authorities 
 bfcoming the sole agents for their employment. 
 
 4. What instruction must be provided for apprentices? 
 
 (c) Thcij shall f/ive all persons who arc engaged in skilled occupations 
 and who are enrolled in these classes opportunity to letter qualify them- 
 selves for said occupations. 
 
— 23 — 
 
 This para-graph is drawn in contrast with paragraphs (d) and (e). 
 The part-time act assumes that all youths that are not attending school 
 are engaged in some kind of productive work. It assumes that they are 
 engaged either in home-making occupations, or in skilled or unskilled 
 wage earning occupations. This paragraph requires high school boards 
 to provide either vocational instruction or instruction supplementing 
 vocations to those persons already engaged in skilled occupations that 
 offer opportunity for educational growth. 
 
 5. What iastruction must be provided for those engaged in unskilled 
 
 occupations? 
 
 (d) They shall give all persons who are engaged in unskilled occupa- 
 tions or in occupations that do not offer educational opportunities and 
 who are in attendance upon these classes opportunity to prepare them- 
 selves for skilled occupations or for occupations that offer opportunities 
 for promotion or further education. 
 
 This paragraph states that the persons engaged in unskilled occupa- 
 tions shall be given an opportunity to prepare themselves for skilled 
 occupations. Such preparation implies that they shall be given ar 
 opportunity to acquire a knowledge about all of the common occupations. 
 This knowledge can be secured through description, observation, and 
 participation ; through description by word of mouth and readings ; 
 through observation by studying photographs and pictures, and by 
 visiting and inspecting commercial, industrial, and agricultural plants; 
 and through participation by taking a well-organized general exposure 
 course in the processes of the most common commercial, trade, indus- 
 trial, and agricultural occupations. 
 
 6. What instruction must be provided in home economics? 
 
 (e) They 'shall provide instruction in home economics subjects for 
 those wJio desire and need ivork of this character. 
 
 This paragraph was undoubtedly inserted in order to make sure that 
 in interpreting (c) and {d) above the subject would not be omitted. 
 
 7. What instruction must be provided for those deficient in the 
 
 English language? 
 
 (/) They shall provide instruction in oral and ivritten English and 
 in the duties and responsibilities of citizenship for persons enrolled in 
 these classes who can not speak, read or write the English language to a 
 degree of proficiency equal to tJmt required for the completion of the 
 sixth grade of the elementary schools of this state. 
 
 This paragraph applies to persons of foreign or native birth who have 
 not a sufficient command of the English language to enable them to 
 
 4—2676. 
 
— 24 - 
 
 intelligently perform the duties and responsibilities of citizenship and 
 to continue their education and training for such duties and responsi- 
 bilities as may arise in the future. 
 
 Under no condition should the instruction for this group be limited to 
 a study of language. Instruction in the duties and responsibilities of 
 citizenship should go hand in hand with instruction in the language. 
 The phrase, "The duties and responsibilities of citizenship" used in 
 this paragraph should be interpreted in the same manner as the words 
 "civic subjects" under paragraph (a) above. 
 
— 25 
 
 PART III. 
 
 MAIN PITRPOSE OP THE ACT AND RELATIVE IMPORTANCE 
 OF SUBJECTS OF INSTRUCTION. 
 
 The underlying purpose of compulsory part-time education is to train 
 as far as may be possible in the short time allowed for the most im- 
 portant duties and responsibilities of citizenship. 
 
 As indicated above, this program carries with it the corollary of 
 placing in the hands of the individual those tools that are essential for 
 his use in the acquirement of his education for citizenship. 
 
 A complete program of education for citizenship would in detailed ap- 
 plication also carry with it instruction in subjects that would serve for 
 his spiritual, mental, and physical recreation. While these subjects are 
 very important for some, they are relatively of minor importance for 
 most part-time pupils. They contribute only indirectly to efficiency in 
 citzenship and should not, therefore, as a rule, be given a definite place 
 in the program of studies for part-time pupils. However, the teacher 
 should stimulate and guide pupils in their pursuit outside of school 
 hours. 
 
 THE PRINCIPAL DUTIES OF THE CITIZEN. 
 
 The principal duties of the citizen are: 
 
 1. To be obedient to social law and cu»'tom. 
 
 2. To develop and preserve a clean, strong body. 
 
 3. To contribute to the welfare of society by performing some 
 
 useful work. 
 
 4. To stand ready at all times to defend his country from its 
 
 foes, visible and invisible. 
 
 5. To be considerate of the privileges of others and tolerant of 
 
 their harmless variations. 
 
 6. To be a real democrat in ideal, in thought, and in action. 
 
 7. To intelligently exercise the franchise. 
 
 8. To be willing to accept public office if offered the same and 
 
 if competent to perform the service as well as, or better 
 than some other person. 
 
 CONTENT OF EDUCATION FOR COMPLETE CITIZENSHIP. 
 
 Education for complete citizenship must, therefore, include training 
 which will fit the individual for the performance of all of these duties. 
 Analysis of the above topics leads to the conclusion that: 
 
 I. Education for obedience includes: 
 
 1. The securing of a knowlege of the common laws and cus- 
 toms with which the individual in his everyday life may come 
 into contact or conflict. 
 
 2. The establishing of habits of right action. 
 
— 26 — 
 
 3. The establishing of ideals of right action. 
 
 4. The acquiring of a knowledge of the purpose underlying 
 each law and each custom. 
 
 II. Education for health includes: 
 
 1. The establishing of correct health habits. 
 
 2. The avoidance of intemperance, dissipation, and over- 
 exertion. 
 
 3. The regular and systematic exercise of the body. 
 
 4. The establishing of an ideal of bodily perfection. 
 
 5. The acquiring of such knowledge of self as is necessary to 
 achieve, as far as may be, this ideal. 
 
 III. Education for work includes : 
 
 1. The acquiring of a knowledge about all of the common 
 occupations. 
 
 2. The securing of the necessary skill to become a successful 
 producer in at lea.st one useful occupation. 
 
 3. The establishing of habits of industry. 
 
 4. The establishing of proper ideals of vocational success. 
 
 5. The securing of a knowlege of the place and importance 
 of useful work in the life of the individual and the state. 
 
 IV. Education for defense includes: 
 
 The acquiring of such knowledge and the securing of such 
 skill as may be necessary for the defense of society from the 
 objective or visible, as well as the subjective or invisible foe 
 
 This requires not only such military training as may be pre- 
 scribed, but it also requires a rationalization of the ideals and 
 the purposes of democracy to the end that the individual may 
 know and appreciate the facts ; that the ideals of democracy 
 are changing and that the practice of democracy can never 
 catch up with its ideals ; that while the main fiinction of de- 
 mocracy is to protect the weak from exploitation, it has failed 
 in many specific instances to do so; that the history of democ- 
 racy shows that the weak are being better protected as democ- 
 racy gains more experience; that futher protection of the weak 
 can be secured only by the lawful orderlj^ changing of the 
 democratic government now existing and that the destruction 
 of government means the annihilation of civilization. 
 
 v. Education for tolerance includes: 
 
 1. The disabusing of the mind of the notion that individuals 
 have inalienable rights, and the securing of a knowledge of 
 those pi-ivileges accorded the individual by society. 
 
 2. The securing of a knowledge of the social principles that 
 limit individual privileges. 
 
 3. The establishing of habits of action based upon proper 
 consideration for the privileges of other individuals and other 
 organizations. 
 
 4. The establishing of an attitude of tolerance toward differ- 
 ent beliefs held by others. 
 
— 27 — 
 
 VI. Education for personal democracy includes: 
 
 1. The securing of a knowledge of the autocracies which tend 
 to break down the spirit of democracy. A few of these are 
 birth, wealth, education, religion, sex, occupation, and position. 
 
 2. The practice of a democratic attitude toward all other 
 moral persons regardless of their race, nationality, birth, wealth, 
 education, religion, sex, occupation, or position; and toward 
 all legally constituted, moral, democratic institutions. 
 
 3. The establishing of the habit of looking squarely across 
 instead of up and down at all other moral persons. 
 
 4. Training in the' ability to distinguish between individual 
 traits that have no bearing upon personal democracy, and indi- 
 vidual traits that are enemies of personal democracy ; and train- 
 ing in the ability to avoid them. 
 
 Vn. Education for franchise duty includes: 
 
 1. The securing of a knowledge of the fabric of democratic 
 government. 
 
 2. The securing of a knowledge of the duties of ofBcers of 
 the law. 
 
 3. The securing of a knowledge of the human traits that 
 make for the highest type of public service. 
 
 4. The securing of a knowledge of the non-political institu- 
 tions of the average American community, with some informa- 
 tion as to their purposes and the methods of their administration. 
 
 5. The securing of a realization of the responsibility of 
 exercising the franchise or any other duty placed upon the 
 individual by society. 
 
 VIII. Education for official position includes: 
 
 1. The securing of a detailed knowledge of the duties and 
 responsibilities of the office which the individual expects to 
 fill. This is a type of vocational education. 
 
 RELATIVE IMPORTANCE OF DIFFERENT PHASES OF INSTRUCTION 
 
 IN CITIZENSHIP. 
 
 It should be quite evident that education for and training in all of 
 the above duties of citizenship can not be provided for in the course of 
 instruction for part-time pupils ; nor may education for and training in 
 any one of these duties be completed in such a course. 
 
 The above outline is intended as a basis for checking instruction 
 provided in part-time classes. It does not attempt to present details 
 or methods of instruction. It does, however, indicate that certain 
 diities and responsibilities of citizenship are more important than others. 
 It is clear that: 
 
 All must obey social law and custom; all must have clean, strong 
 bodies in order that they may be able to become successful workers or 
 competent defenders of society; all must be real democrats, if we are 
 to preserve a democratic society and a democratic form of government ; 
 
— 28 — 
 
 and all must be considerate of the privileges of others and tolerant of 
 differences of opinion if we are to have the cooperation necessary for 
 the establishment and maintenance of democratic institutions. 
 
 All that are capable must be taught that democracy is an ideal; that 
 while its main function is to protect the weak, no government conceived 
 by man has ever been able to do this fully : that though in operation it 
 has never completely met the ideals of democracy, it has more fully 
 approached these ideals than any other form of government. 
 
 A powerful and determined movement is on foot to destroy all exist- 
 ing government. The enemies of democratic government direct the 
 attention of the prospective convert to its failures to protect in all 
 instances and at all times the interests of the weak. 
 
 Unconscious of the real ideals of democratic government; unaware 
 of the fact that the ideals of democracy are ever changing and that the 
 practice of democracy can never reach its ideals but can only gradually 
 approach them through the slow, painful process of experience; 
 unfamiliar with the great problem involved in the protection of the 
 freedom of more than one hundred million people, a large part of whom 
 reside in cities that count population by hundreds of thousands or by 
 millions, and the remainder of whom are distributed over the mountains 
 and plains of nearly four million square miles of territory; unskilled 
 in that logic that would enable him to expose the fallacies in the argu- 
 ments of those who would destroy our government because it has in the 
 past been unable always to protect the weak from exploitation, it is 
 little wonder that the average citizen who perhaps has himself suffered 
 or who has observed the sufferings of others from wrong and injustice 
 and oppression inflicted by other individuals, or by circumstances is 
 unable to locate the fallacies in the arguments of those who would 
 destroy all existing government and thereby unleash upon society the 
 licll-hounds of destruction. 
 
 A sound and comprehensive program of instruction in Americaniza- 
 tion shouM give to the Republic citizens who know and completely and 
 joyfully perform all of the objective duties of citizenship; citizens who 
 understand and appreciate the ideals of democracy; citizens who are 
 clear-headed enough to recognize the failures as well as the successes of 
 democratic government ; citizens who are skilled enough to meet and 
 overcome the propaganda of those who would destroy all democratic 
 government; citizens who have the insight, wisdom, and courage to 
 fight special interests and other natural and artificial conditions that 
 cause life to weigh too heavily upon the weak ; citizens who will dedicate 
 their lives to the problem of making the practice of democracy and 
 democratic government square up with democratic ideals. 
 
— 29 — 
 
 The Part-time Act provides for instruction in vocational subjects, 
 instruction in the common branches, and instruction in the duties and 
 responsibilities of citizenship not covered by vocational training. 
 
 It is the function of the part-time class to provide for each indi- 
 vidual instruction which will remove any deficiency in knowledge of 
 the most important Eind immediate duties of citizenship. In general, 
 these duties are important in the order in which they are treated above. 
 
 In providing instruction in citizenship in the past, this order has 
 been almost completely reversed. The source for such instruction has 
 been largely confined to history and civics. These subjects place 
 emphasis upon the fabric of government and the duties of officers, 
 and upon the whole, train only for official service or for franchise duty. 
 While these are extremely important, they are of secondary importance 
 when compared with moral duties and the duties of being economically 
 independent and of contributing to society through successful work. 
 
 "While intelligent obedience to laM' and custom is of most importance, 
 health education is next in importance. These two topics should occupy 
 the bulk of the time of a recitation period covering not less than forty 
 minutes of the four hours per week of required attendance upon part- 
 time classes. During this period all of the other general duties of 
 citizenship should be considered. 
 
 HEALTH AND GENERAL CITIZENSHIP INSTRUCTION. 
 
 The instruction in the duties and responsibilities of citizenship and 
 in the control of health conditions should include the supervision of the 
 everyday activities of the pupils in all matters relating to their moral 
 and physical growth and development. It should also include a study 
 of the reasons underlying right moral and right physical action. 
 
 The study of the social purposes underlying law and custom, and 
 the setting up of ideals for the control of choice in forming proper 
 habits of action, can be secured best by using the case method of 
 instruction: that is, by having the pupils discuss the pros and cons 
 of a real or hypothetical infringement of social law or social custom 
 
 While ideals of action dogmatically given will in some instances 
 function, they are much less likely to do so than ideals established 
 through conscious right action participated in by the pupil. 
 
 This participation may be real or imaginary. Real participation 
 is, of course, most effective. This may be secured by the pupil in 
 his everyday life. Imaginary participation may be brought about 
 through fanciful participation in the action of real or fictitious char- 
 acters who act morally upon ethical principle. Biography and fiction 
 offer the best source of material for instruction in this subject. 
 
— 30— 
 
 For this purpose short stories and tales of incidents in real life 
 are much less effective than complete novels and biographies, because 
 the life of the child must be merged into the life of the character to 
 be imitated, if the best results are to be secured. 
 
 The school recitation period in this subject should be largely devoted 
 to guiding the pupils in their readings, and in other individual or 
 group projects in citizenship. 
 
 TRAINING FOR SUCCESSFUL PRODUCTION. 
 
 Next in importance is training for production which includes the 
 proper choice of an occupation and preliminary training in that occu- 
 pation or in such subjects of instruction as directly supplement it. 
 Approximately one-half of the four hours per week of the school time 
 of the pupils should be devoted to this field of study and work. 
 
 Training for an occupation should include a study about occupa- 
 tions. It should also include, for pupils who have already entered 
 upon occupations which offer opportunity for education and promo- 
 tion, instruction in the science, mathematics, drawing, or English 
 supplementing their daily work, or in any needed process in which 
 opportunity is not offered by their work. 
 
 For pupils engaged in non-educative occupations, a course should 
 be provided which will expose them to industrial, trade, commercial, 
 agricultural, and home-making occupations. The amount of time that 
 can be devoted to the education of these children will make it impossi- 
 ble to accomplish much unless the work can be connected up with 
 outside experience and outside study. 
 
 The recitation period for part-time pupils should be largely a clear- 
 ing hours for difficulties met in individual projects conducted outside 
 of school hours. For pupils of this class the laboratory should be 
 more a place of demonstration than a place of participation. Par- 
 ticipation in home economics, agricultural, industrial, trade, or com- 
 mercial projects should he required of most if not all of the pupils. 
 
 RELATIVE VALUE OF COMMON SCHOOL BRANCHES. 
 
 The part-time act by emphasizing literacy, recognizes the value of 
 certain of the common school branches. The speaking of the language 
 is most important of all. Reading is of next importance. Arithmetic 
 is of third importance, and written composition, including penman- 
 ship and spelling, is of fourth importance. These are important 
 because they are the tool subjects essential in .securing and manipulat- 
 ing the knowledge necessary to enable one to perform his duties as a 
 citizen producer. 
 
— 31 — 
 
 However, due to the fact that the individual, must live in society, 
 and thus maintain social contacts; and due to the fact that he must, 
 if he is to be economically independent, become a successful producer, 
 too much time can not be devoted to the common branches by the 
 majority of these pupils. Perhaps in most of these cases about eighty 
 minutes per week would be the correct time. 
 
 When the pupil enters a school for part-time work, the first step 
 should be to establish by simple test his knowledge of these subjects. 
 If he is familiar with the fundamental processes in arithmetic and 
 if he can get an accurate sum, difference, product, and quotient, if 
 he can secure the thought from a printed page written in simple, 
 everyday language, and if he can write legibly and spell passably, no 
 further work should be expected of him in the.se subjects. 
 
 In estimating the needs of these pupils, reading for thought should 
 not be confused with reading for expression. The latter has no place in 
 the part-time class save for the exceptional pupil who is personally inter- 
 ested in this subject and who can afford to give the time to it. Spell- 
 ing for these pupils is Of very little importance when compared with 
 reading, or when compared mth arithmetic. While written compo- 
 sition is important, again its importance is secondary to that of being 
 able to read intelligently. For the exceptional pupil who has had no 
 opportunity to learn the common branches, it might be desirable to 
 give all of his school time to these subjects. For the pupil who has 
 studied them for years in the elementary school without much success, 
 they should be given only in connection with his concrete experiences. 
 If pressure on accomplishment in these subjects has been largely 
 responsible for his leaving school or desiring to leave school, it might 
 be well to omit them temporarily. 
 
 If a child has demonstrated his inability to learn to spell well, or 
 to handle adequately the fiindamental processes in arithmetic, he 
 should not be worried further with them. It should be held in mind 
 however, that children that have found it impossible to advance in 
 these studies at a younger age may have developed to such an extent 
 that they can pursue them successfully in the part-time classes. 
 
 PART-TIME PUPILS MUST BE TAUGHT AS INDIVIDUALS. 
 
 The handling of the youth in the part-time class is an individ,ual 
 matter. The teacher in charge must constantly study him and try 
 to provide for him not that education which is good but that educa- 
 tion whdch is imperative, if he is to become a self-supporting, law- 
 abiding citizen. 
 
 Any attempt to handle a non-seleotive group of part-time children 
 in a single class by the class method would fail. In the larger centers 
 
— 32 — 
 
 where the pupils can be segregated according to needs and capacities, 
 class instruction may be more largely used. 
 
 The part-time act provides that no uniform minimum standard of 
 proficiency may be required of the pupils attending the part-time 
 classes. This is undoubtedly in recognition of the fact that part-time 
 education must be organized on the principle of dealing with indi- 
 viduals instead of classes. 
 
 The organization of the content of the subjects of instruction and 
 the methods usually employed in the full-time schools are especially 
 suited to that group of pupils capable of approaching the subjects 
 of instruction in a more or less abstract manner. 
 
 Upon the whole, the part-time pupils belong to the concrete minded 
 group. In most cases they have withdrawn from the regular schools 
 because they have been unable to make satisfactory progress in their 
 work. It follows, then, that the content of education and the method 
 of approach in instructing these part-time pupils must be different 
 from that usually employed in our full-time schools. 
 
 We must also bear in mind that we have but four hours per week 
 to devote to the education of these boys and girls and that we must 
 therefore confine instruction for each individual to those subjects 
 that are of first importance in his preparation for the duties and 
 responsibilities of citizenship. 
 
33 — 
 
 PART IV. 
 
 SOME CHARACTERISTICS OF PART-TIME PUPILS. 
 
 Probably more than half of the boys and girls who will be affected by 
 the act will not have completed the elementary school course. Many of 
 them will be out of school because they do not fit into the usual scheme of 
 education as provided by the full-time elementary and secondary school. 
 Undoubtedly, the uniform minimum standard of achievement main- 
 tained by each grade for each pupil of the school and the prevalence of 
 group instruction have had more to do with the withdrawal of pupils 
 from the school than any other factors. This being the case, it will be 
 necessary for the school to set up standards based upon individual 
 achievement and to instruct the pupils as individuals rather than as 
 groups. Of course, this does not imply that the pupils may not be 
 segregated in such manner as to enable the teacher to do a considerable 
 amount of group work. 
 
 Organization of the content of the subjects of instruction and the 
 methods usually employed in the schools are especially suited to that 
 group of pupils capable of approaching the subjects of instruction in 
 a more or less abstract manner. Upon the whole, the boys and girls of 
 this age who have left the schools belong to the concrete minded group. 
 It follows, then, that the method of approach in instruction of these 
 part-time pupils must be different from that usually employed in our 
 full-time day schools. 
 
 School authorities must al.so bear in mind that these-working children 
 have but four hours per week to devote to their education, and that 
 instruction for each individual must therefore be confined to the sub- 
 jects or parts of subjects that are of first importance in his preparation 
 for the main duties and responsibilities of citizenship. 
 
 While a few of them are out of school because of economic pressure, 
 most of them are out for other reasons that must be taken into consider- 
 ation in providing proper instruction for them in part-time classes. 
 The principal causes for their withdrawal from school are one or more 
 of the following: 
 
 1. A greater interest in adult life and occupations than in school 
 work. The boy longs for manhood when he can work Likewise, 
 the girl longs for womanhood with all of its obligations of wifehood 
 and motherhood. These are normal, natural ideals, but schools have 
 not always encouraged them, and because of lack of counsel and 
 direction concerning them, the pupil has left school and gone to 
 work. 
 
— 34 — 
 
 2. The desire to earn, have, and spend money. A very natural 
 human desire for which example is not lacking. 
 
 3. Recognition of the accepted theory (not necessarily the fact) 
 that they are failures as students of school work. Failure, if it 
 is such, may be due to a number of causes, the most important of 
 which are : 
 
 (a) The uniform standard of achievement maintained in 
 the schools. This standard for advancement in the various 
 grades serves two purposes : it stimulates the successful and 
 discourages the unsuccessful. The latter group is very much 
 greater than the former, if we consider the entire high school 
 span of time. It is also the group that needs encouragement 
 instead of discouragement. 
 
 (&) Lack of a recognition of the value of education, or 
 other motive for study. 
 
 (c) Lack of interest in school work. 
 
 (d) Inability to accomplish a part or all of the work 
 prescribed. 
 
 (e) Lack of ability to successfully handle the language. 
 (Tlae foreign group.) 
 
 (/) Neglect due to their own timidness. 
 
 (g) Necessity to become producers. 
 
 (h) The class method of instruction which demands uni- 
 formity whether it exist.? or not. 
 
 (?) Antipathy to teachers. (Usually caused by dislike of 
 school and school work in general.) 
 
 (j) Under age mentally or below standard in native mental 
 ability. 
 
 (Jc) Over age physically. 
 
 (l) Without uniform ability in the common mental traits. 
 
 (m) Generally worthless. We are of those who believe that 
 the number of such persons is relatively very small indeed. 
 
 It is a common belief among high school teachers that the persons 
 who do not complete a high school edtication are generally mentally 
 deficient. Acceptance of this view is acceptance of the belief that 
 80 per cent of the American citizens are mentally deficient. 
 
 There is no doubt but that most (certainly not all) of the mentally 
 deficient belong to this group of persons who have not completed a high 
 school course. On the other hand, most of those who have not com- 
 pleted a high school course are not mentally deficient. In this group 
 are some of the brightest, as well as some of the dullest, prospective 
 citizens of the state. 
 
 The main characteristic of the pupils that will be affected by the 
 compulsory Part-time Act is that they all differ more one from another 
 than do the persons who are in attendance upon the high schools. For 
 this reason, uniform courses and group instruction will be very much 
 more likely to fail with them than with the usual full-time type of pupil. 
 
— 35 — 
 
 Bach of the persons affected by the compulsory Part-time Act will 
 need instruction as specified in one of the following groups : 
 
 (a) General group: 
 
 1. Citizenship. 
 
 2. Removal general deficiencies (common school branches). 
 
 3. Occupational exposure. 
 
 (6) Occupational group : 
 
 1. Citizenship. 
 
 2. Occupational extension. 
 
 (c) Academic group : 
 
 1. Citizenship. 
 
 2. Removal deficiencies (common school branches.) 
 
 (d) Occupational preparatory group : 
 
 1. Citizenship. 
 
 2. Training in and for a vocation. 
 
— 36 — 
 
 PART V. 
 SEGREGATION OF PUPILS AND METHODS OF INSTRUCTION. 
 
 1. What is the extent of the responsibility of high school authorities? 
 
 Besides providing for schooling, high school boards must provide 
 for the individual counsel and guidance of each pupil in social as well 
 as in vocational matters. 
 
 The Part-time Act makes high school authorities responsible for the 
 conditions under which persons between sixteen and eighteen years of 
 age accept employment. This means that said authorities will ulti- 
 mately have to act as agents for the employment of all minors of 
 this age. 
 
 Heretofore, school authorities have been made responsible for pupils 
 only during the time while on the way to school, while in school, and 
 while on the way home. 
 
 The responsibilities of school authorities are by the Part-time Act 
 extended in such manner as to include a certain amount of supervison 
 over the social and vocational activities of the pupil. Thus the people 
 of the State of California have placed upon high school authorities a 
 great duty and a great responsibility. At the same time, they have 
 opened up to them a wonderful opportunity for human service. 
 
 2. In general, what methods of instruction will best meet the needs 
 
 of part-time pupils? 
 
 (a) The law provides that the pupils must be taught in classes 
 separate from full-time pupils. It also provides that no uniform 
 minimum standard of proficiency may be maintained, except in sub- 
 jects designed to prepare for other classes or other schools. 
 
 (6) Since the part-time pupils are highly individual and differ 
 greatly from one another, the ' individual method of instruction will 
 have to prevail in most classes. However, in large centers segregations 
 of pupils may be made which will permit of a considerable amount of 
 class instruction. 
 
 (c) It should be clear to all that four hours per week is too short a 
 time for a pupil to receive an education. Therefore, said four hours 
 should be largely used for the organization and direction of the pupils' 
 interests outside of school. To this end, the project or task method of 
 instruction should prevail. It. will be useless, however, for teachers to 
 prescribe outside work for pupils. At the same time much outside 
 work may be secured if the si-hool instruction follows the interests of 
 the pupils.. 
 
— 37 — 
 
 {d) As far as possible, the school class period of the part-time pupil 
 should be a clearing house for experiences gained outside, whether 
 these experiences be in connection with the common tool subjects of 
 instruction, general reading, vocations, or other social contacts. 
 
 (e) It is one of the duties of the teacher to discover and develop any 
 interests that may serve as a basis for the development of the pupil. 
 Some pupils will have many interests, some of which are permanent, 
 others of which are merely transient. Where permanent interests exist, 
 they should be appealed to; where no interests exist, it is the duty of 
 the teacher to arouse one or more that may become a basis for the 
 development of the child. 
 
 (/) During the class period, individual conferences with pupils 
 should provide for the following : 
 
 1. The selection of a project. 
 
 2. The consideration of methods of procedure in developing or 
 working upon the project. 
 
 3. The direction for the reading necessary for the intelligent 
 pursuit of the project. 
 
 4. The experimentation and demonstration necessary in securing 
 information needed in carrying out the project. 
 
 (g) Provision should be made for the teacher of the pupil or a 
 special coordinator to periodically visit the pupil while he is at work; 
 also, to visit him at his home and confer with his parents. 
 
 3. What are some of the requisites of a project? 
 
 (a) A project must not be thought of merely as the production of 
 something with the hands. It should be interpreted as any complete or 
 finished, material, representative, dramatic, musical, linguistic, or mental 
 expression. 
 
 (b) A project must be a complete unity, it must be purposeful, it 
 must have interest, and it must be a part of, or related to, a real situa- 
 tion in life. 
 
 (c) The pursuer of a project must have in mind a more or less clearly 
 defined plan of procedure before beginning action. This plan may 
 change from time to time, but it should always remain an ideal to be 
 sought. 
 
 (d) A project is a plan of work covering a more or less definite period 
 of time. 
 
 (e) The work of the project must be organized in such manner as to 
 naturally lead from the known to the unknown. 
 
 (/) The pursuer of a project must be conscious of the end in view and 
 work to that end. 
 
— 38 — 
 
 (gr) A manual activity that does not result in the completion of a 
 unit or a useful object, or a clearly defined differentiated whole to be 
 applied to a useful object is not a project ; nor is an activity that only 
 illustrates an idea a project. 
 
 4. What should be the first step in the segregation of part-time pupils? 
 
 Paragraph (/) of subdivision First of section 4 requires that instruc- 
 tion in oral and written English and in the duties and responsibilities 
 of citizenship for persons enrolled in these classes who can not speak, 
 read, or write the English language to a degree of proficiency equal to 
 that required for the completion of the sixth grade of the elementary 
 schools of this state shall be given. 
 
 Compliance with this legal requirement makes it necessary that school 
 authorities shall examine immediately upon their entrance all pupils in 
 order to find whether or not they are illiterate. In giving this test and 
 in arriving at their conclusions, school authorities should handle the 
 pupils individually and should take into consideration language diffi- 
 culties and the factors of lapse of time since the pupils left the public 
 schools and the number of years of attendance upon the same. 
 
 While the Part-time Act provides that instruction in language must be 
 provided for persons deficient in the same, the Part-time Act also provides 
 that no minimum uniform standard shall be maintained in any subjects 
 other than those that are preparatory to entrance upon other subjects 
 of study. In this instance this should be interpreted to mean that if 
 there are inherent language impediments, or other difficulties that will 
 make it impossible for these pupils ever to become proficient in the 
 English language, they must not be hindered from securing instruction 
 in other lines of study which will profit them more than extended study 
 in the language. 
 
 5. What are some of the requirements of the project method for part- 
 
 time pupils? 
 
 (a) Some work or study on the project should be made a part of the 
 school program, or instruction relating to the project should be given 
 at school. 
 
 (&) The out-of -school work of the pupil on the project should be 
 supervised. 
 
 (c) Records should be kept and periodical reports should be sub- 
 mitted to the teacher. 
 
 (d) No artifical system of credit such as would displace a real and 
 desirable motive for work should be maintained by the school. Such 
 devices merely tend to destroy real interest and honest love of work for 
 work's sake. There should be full cooperation between parents and 
 teachers. 
 
— 39 — 
 
 6. What type of course will best meet the constantly shifting mem- 
 
 bership in part-time classes? 
 
 The most satisfactory course for a shifting class enrollment is one 
 that is composed of short units, each as independent of all others as 
 possible. Each unit should be a series of lessons. Each lesson should, 
 also, be organized as a complete whole so that students entering or 
 dropping out of class may not be inconvenienced, nor the class group 
 disturbed any more than necessary. A characteristic of a short unit is 
 that it calls for definite intensive work. Its accomplishment is its main 
 incentive for further study or work. 
 
 7. What are some of the advantages and disadvantages of uniform 
 
 class instruction? 
 
 (a) The class method offers stimulation to the bright pupil who can 
 direct himself and who has initiative. He is stimulated because he is 
 always winning over his competitors. 
 
 (&) The uniform class method is deadening to the pupil who is not 
 bright, even though he may not be dull, because he is placed in competi- 
 tion with persons who are always beating him. If he retains the self- 
 confidence that all should have, he must gain it by a recognition of his 
 own accomplishments and his own development. The tendency of 
 uniform class instruction is to discourage the slower and the average 
 pupils. 
 
 (c) Many of the brighter pupils get tired of winning a race which 
 demands no special effort and like the hare of old, they repose in bliss- 
 ful slumber. 
 
 (d) The class is a socializing institution. It is no more socializing 
 when the class method is used than when the individual method is used 
 in the class. 
 
 (e) There is no question but that the teacher can teach or appear 
 to teach more pupils by the class than by the individual method. 
 
 (/) The class method stimulates the teacher to do all of the talking, 
 thus limiting opportunity for expression on the part of the pupils. 
 
 (g) The class method assumes a uniformity in the part-time group 
 that will rarely exist except in the larger cities. 
 
 8. Wha,t are some of the advantages and disadvantages of the indi- 
 
 vidual or small group method? 
 
 (a) The individual method establishes a social relationship between 
 teacher and pupil that can not be established by the class method. 
 
 (6) It requires a teacher of greater intelligence, versatility, and 
 ability. (Can not "bone up" for the lesson the night before.) 
 
— 40 — 
 
 (c) Under an unskilled teacher, the individual method offers a splen- 
 did opportunity for the waste of a pupil's time. However, a pupil who 
 would v/aste his time under the individual method would probably- 
 waste it under any method, although this waste might not be recognized 
 in a class following the class method of instruction. 
 
 (f?) The individual method of instruction may appear slow, but be- 
 cause of its thoroughness, it is for most pupils more rapid than the other 
 method. 
 
 (e) It is the only method that will work with pupils with different 
 contents, different interests, and different speeds. 
 
 9. What factors should govern the grouping of part-time pupils for 
 
 instruction? 
 
 The occupational interests of the pupils should govern in grouping 
 for purposes of instruction. Likewise, natural community social group- 
 ings should govern for purposes of instruction in the general duties 
 and responsibilities of citizenship. Academic scholarship should govern 
 in grouping for purposes of instruction in the common school branches. 
 In general, it is more important that the group be of equal physical 
 than of equal mental development. Except in hygiene, physical edu- 
 cation and home economics, sex should not be considered a governing 
 factor in class groupings. 
 
 10. Why is a minimum unform standard banned by law? 
 
 A minimum uniform standard attempts to level all persons up to an 
 artificially equal achievement. It follows that a group of persons must 
 fail. Otherwise, it would not be a minimum standard. 
 
 A common system of edvication should recognize no such thing as 
 complete failure. 
 
 All persons are created not alike, hut different and it takes persons 
 of all sorts of interests and abilities to make up a cosmopolitan, demo- 
 cratic society. 
 
 Why then should the scliool try to make all of the different children 
 measure up to a common standard of achievement wheu society neither 
 demands, nor desires equality upon their part ? "Why should it do this, 
 when in the process it must brand a large proportion of the children 
 as failures and thus diseourau;" them in the pursuit of learning almost 
 before they have entered the lists ? 
 
 The strongest and best motive for educational development is the 
 successful acccmplishment of a task. To work in order that you may 
 surpass the other fellow is a low motive. To work in order that you 
 may surpass your previous accomplishment is a high motive, 
 
— 41 — 
 
 A comparative system of grading with a minimum uniform standard 
 tends to develop the former trait. An individual standard of achieve- 
 ment tends to develop the latter trait. 
 
 The Part-time Act contemplates that there shall be no failures. It 
 contemplates that each individual shall have an opportunity to better 
 his educational qualifications. The part-time classes are not organized 
 for selective purposes. They are organized purely for educational 
 purposes. 
 
 A certain minimum standard of accomplishment in the common 
 school branches is desirable because a minimum accomplishment is 
 necessary in order that the individual may pursue the literature neces- 
 sary for his education, but even a minimum standard of achievement in 
 these subjects may be secured at too great a, cost. Undoubtedly many 
 will pass through the part-time classes who will be unable to meet even 
 a low standard of uniform efficiency in these subjects. 
 
 11. Into what groups do persons deficient in the English language 
 fall? 
 
 In general, those between sixteen and eighteen years of age who are 
 deficient in the English language and who will be subject to attendance 
 under the compulsory part-time education act will be either of foreign 
 birth or of foreign parentage. There will, of course, also be some per- 
 sons of American birth who can not qualify to speak, read, or write the 
 English language to a degree of proficiency equal to that required for 
 the completion of the sixth grade of the elementary schools of this 
 state. 
 
 The illiterate youth born of American parentage can not be pre- 
 elassified. A study of each individual case will have to be made in order 
 to reveal the causes of illiteracy and to enable the school authorities to 
 establish a method which will remove these deficiencies. 
 
 In general, the persons who are deficient in the English language will 
 fall into three groups: 
 
 (a) Those who can neither speak, read, nor write the English 
 language. 
 
 (b) Those who can speak, but who can not read nor write the 
 English language. 
 
 (c) Those who can speak and read, but who can not write the 
 English language. c i- x. 
 
 All of these persons can speak some language, bome ot them 
 can fluently read and write their own language, while others are 
 unable to read and write any language. 
 
— 42 — 
 
 12. What methods of instruction should be pursued with those who 
 have language deficiencies due to foreign birth or foreign, 
 parentage? 
 
 The methods of instruction for each of the groups mentioned above 
 will vary. 
 
 Teachers should be warned against the use of books prepared for 
 English speaking infants. The vocabulary selected for the beginning 
 of this work should be representative of the experiences of adult' 
 students engaged in adult activities. Naturally this vocabulary will be 
 different for the pupils engaged in different occupations. 
 
 (a) Those who are illiterate in their own as well as in the 
 English language and who can not speak the English language will 
 have to be taught largely by the objective method. Teachers have 
 frequently made the mistake of attempting to teach persons who 
 can not speak the English language and who can not read any 
 language in the same manner that they would instruct English 
 speaking children to read English, or English speaking children 
 who can read English to read a foreign language. Either of these 
 methods will fail with the completely illiterate non-English 
 speaking foreigner. In teaching such persons it will be necessary 
 for the teacher to build up an oral and written vocabulary of words 
 that have a content that can be concretely illustrated by the use of 
 objects, familiar pictures, or actions. The more closely this vocabu- 
 lary relates to the daily occupation and other objective exposure of 
 the pupil the more easily will he grasp the subject. 
 
 (b) Those who can not read or write any language, but who can 
 speak the English language, can be taught by a method similar to 
 that used for the primary pupils in the elementary schools. Here 
 again, however, the use of the books prepared for infants should 
 be avoided. Books that deal with matters of adult interest and 
 contain an adult vocabulary should be used. 
 
 (c) Foreigners who are educated in their own language can be 
 taught by the translation method. In other words, having a spoken 
 and written vocabulary to begin with, the problem resolves itself 
 into that of acquiring the vocabulary and the sentence construction 
 of a new language. 
 
 13., What order should be pursued in teaching citizenship to those 
 with lajiguage deficiencies? 
 
 The first step in education for citizenship is that of removing lan- 
 guage deficiencies. This is, however, only a relative matter, and when 
 a person of foreign birth can understand oral English his instruction in 
 citizenship proper should begin. Where teachers are available who can 
 fluently speak the native language of the pupil, instruction in citizen- 
 ship proper should be carried on parallel with the language instruction, 
 
— 43 — 
 
 In order that the real end of citizenship education may not be 
 lost, instruction in citizenship proper should be started just as soon as 
 conditions will enable the instructor to get into communication with 
 his pupils. In no case should technical language instruction be allowed 
 to usurp all of the school time of part-time pupils. 
 
 While reading and writing are extremely important for all, the duties 
 and responsibilities of the individual to society, as expressed in the laws 
 and customs of America, are even more important. However, the indi- 
 vidual will not be equipped to extend his knowledge of these duties and 
 responsibilities unless he has acquired the ability to read. 
 
 The order of importance in language instruction for citizenship is: 
 
 (a) The ability to understand the language. 
 
 (6) The ability to speali the language. 
 
 (c) The ability to read the language. 
 
 (d) The ability to write the language. 
 
 The order of importance for instruction in real- citizenship is covered 
 in Part III of this Bulletin. 
 
44 
 
 PART VI. 
 THE TEACHEE. 
 
 1. What are some of the characteristics of the ideal part-time teacher? 
 
 (a) Each part-time pupil will present to the teacher a different 
 problem. It is essential that said teacher shall have the intelligence 
 and skill to diagnose the case and prescribe the necessary educational 
 remedj^ The teachers for part-time classes should, therefore, be very 
 carefully selected. 
 
 (6) Due to the fact that the field is a new one, and that teachers 
 have had little or no previous preparation for the work, it will probably 
 be wise to select only experienced teachers for this service; but too 
 often the experience of the average teacher has emphasized class instruc- 
 tion and the teaching of "subjects" to such an extent that he has 
 frequently lost track of the fact that he is supposed to be teaching 
 "children." In most cases it will, therefore, be necessary for him to 
 secure special training for the new work. 
 
 (c) The teachers selected must believe thoroughly in the necessity, 
 dignity, and social value of work, and the application of democracy to 
 education as well as to all other aspects of life; they must be sympa- 
 thetic towards those who are weak or unfortunate ; they must be ener- 
 getic and enthusiastic ; and they must possess in an unusual degree the 
 spirit of human service. 
 
 (d) Intelligence upon the part of the teacher is necessary not only 
 because he has to be able to examine each pupil individually and apply 
 the necessary educational remedy, but because he must also be able to 
 go through the great mass of educational subject matter and select just 
 that part of the content of each subject that is necessary to meet the 
 needs of said pupil. 
 
 2. Who may legally act as a part-time teacher? 
 
 (a) Only the possessor of a general high school certificate; or 
 
 (&) The possessor of a special certificate authorizing the holder 
 
 thereof to teach in compulsory part-time classes maintained by high 
 
 schools; or 
 
 (c) The holder of a special certificate of secondary grade, who is 
 
 limited in the subjects he can teach to the subjects mentioned in his 
 
 certificate. 
 
— 45 — 
 
 3. Under what conditions may the holder of a secondary certificate 
 
 in a special subject qualify as a general teacher of compulsory 
 part-time classes maintained by a high school? 
 
 He must meet all of the following conditions: 
 
 (a) He must have general educational qualifications equivalent to 
 the average general qualifications of an elementary school teacher in 
 the State of California, as determined by the State Board of Education. 
 
 (b) He must submit evidence of having had the special training 
 necessary to qualify him for the work as determined by the State Board 
 of Education. 
 
 4. Under what conditions may the holder of an elementary school 
 
 certificate in a special subject qualify as a general teacher of 
 compulsory part-time classes maintained by a high school? 
 
 He must meet the following conditions : 
 
 (a) He must have had four years of schooling beyond a full ele- 
 mentary school course, or an equivalent amount of schooling, and in 
 addition thereto he must have had at least eight years of educative, 
 practical experience or teaching experience and satisfactory special 
 training for the work, all as determined by the State Board of Educa- 
 tion; or 
 
 (6) He must have had five years of schooling beyond a full elementary 
 school course, or an equivalent amount of schooling, and in addition 
 thereto he must have had at least six years of educative, practical expe- 
 rience or teaching experience and satisfactory special training for the 
 work, all as determined by the State Board of Education; or 
 
 (c) He must have had six years of schooling beyond a full elementary 
 school course, or an equivalent amount of schooling, and in addition 
 thereto he must have had at least four years of educative, practical 
 experience or teaching experience and satisfactory special training 
 for the work, all as determined by the State Board of Education; or 
 
 (d) He must have had seven years of schooling beyond a fiill ele- 
 mentary school course, or an equivalent amount of schooling, and in 
 addition thereto he mu^t have had at least two years of educative, 
 practical experience or teaching experience and satisfactory special 
 training for the work, all as determined by the State Board of Educa- 
 tion; or 
 
 (e) He must have had eight years of schooling beyond a full ele- 
 mentary school course, or an equivalent amount of schooling, and 
 satisfactory special training for the work, all as determined by the 
 State Board of Education. 
 
— 46 — 
 
 5. Under what conditions may the holder of a general elementary 
 school certificate qualify as a general teacher of compulsory 
 part-time classes maintained by a high school? 
 
 {a) He must have had at least six years of teaching experience, 
 part of which must have been with children of the upper grades, 
 and special training for the new work as determined by the State 
 Board of Education; or 
 
 (6) He must have had at least two years of training beyond the 
 high school course, at least four years of teaching experience, and 
 special training for the new work as determined by the State Board 
 of Education; or 
 
 (c) He must have had at least three years of training beyond the 
 high school course, at least two years of teaching experience, and 
 • special training for the new work as determined by the State Board 
 of Education ; or 
 
 {d) He must have had at least four years of training beyond the 
 high school course, and special training for the new work as determined 
 by the State Board of Education. 
 
47 — 
 
 PART VII. 
 
 SOME GENERAL PROBLEMS OF ADMINISTRATION. 
 
 1. Why publicity, and how may the campaign be conducted? 
 
 (a) It is necessary that all of the people of the community under- 
 stand, at least in a general way, the provisions of the part-time edu- 
 cation act and its social purposes. It is also necessary that employers 
 and parents should understand the duties and responsibilities placed 
 upon them by the act. 
 
 (6) The local school authority should conduct its campaign through 
 systematic publicity in the press, by the free distribution of litera- 
 ture, and by the display of posters. It should organize a campaign 
 of public addresses to be delivered to civic, agricultural, industrial, 
 commercial, social, fraternal, educational, religious, and other organ- 
 izations. It should also utilize the opportunities offered by places of 
 amusement, such as moving picture establishments. 
 
 (c) A corps of workers for publicity should be trained by having 
 a group of interested persons from different walks of life meet in 
 conference for a study of the problem. 
 
 2. Why is it necessary that part-time classes be organized and ready 
 
 to open on the first day of the regular school term? 
 
 (a) The part-time act penalizes heavily any employer who employs 
 a minor five days after the local Mgh school term has opened unless 
 said minor presents a certificate of enrollment and permit to work 
 issued by the local high school principal. 
 
 This certificate of enrollment and permit to work must state the 
 place at which and the hours of the day and the days of the week 
 on which said minor is in attendance upon school. Failure on the 
 part of a minor to present this certificate of enrollment and permit 
 to work will in most ' cases result in his immediate dismissal from 
 employment. 
 
 School authorities will be in an embarrassing position if it becomes 
 necessary for them to explain to parents and employers why they 
 are not ready to meet their part of the provisions of the law, par- 
 ticularly since they were given more than a year to get ready for the 
 work. 
 
 (6) Section 3 of the Part-time Act requires that each pupil shall 
 attend a part-time class for not less than four hours/ per week for 
 the regularly established annual high school term. Failure to begin 
 the work promptly will constitute disobedience of law. 
 
— 48 — 
 
 3. In general, what equipment is necessary for part-time classes? 
 
 (a) In the smaller high schools where provision is made for manual 
 arts, home economics, commercial, and agricultural instruction, no 
 additional equipment will he necessary to satisfactorily handle the 
 work. Since the courses of instruction for part-time pupils in subjects 
 that relate to present or future occupations should be conducted on the 
 project plan, a modification of laboratories for this type of student 
 may in the larger centers be necessary. 
 
 In general, the laboratories provided for manual arts subjects by 
 high schools are not properly equipped. To be really prevocataonal, 
 the usual manual arts courses in high schools should be greatly ex- 
 panded in scope. This in turn will require an expansion of equipment. 
 
 (&) Such a laboratory should be equipped with combination wood- 
 working, iron working, and electrical working benches, or a few benches 
 for each of the three types of work. In addition, there should be 
 provided for experimental purposes steam and gas engines, pumps, 
 dynamos, transformers, motors, carburetors, storage batteries, tele- 
 phones, buzzers, and such other power machinery and additional 
 equipment as may be necessary to maintain a thorough-going course 
 of instruction in general industrial lines. The course contemplated 
 and the equipment needed are described in an article on "Manual 
 Training in Elementary Schools," in No. 2, Vol. 5, California Blue 
 Bulletin, for June, 1919. 
 
 (c) It is quite clear that the home economics instruction for part- 
 time pupils should be conducted largely as project work. The pro- 
 jects in sewing and millinery should be worked upon both at school 
 and at home. Thus a complete sewing laboratory is desirable. On 
 the other hand, the project in the cooking line should be carried on 
 at home and the school should be a place for demonstration and illustra- 
 tion. The laboratory for part-time pupils in this subject should then 
 consist of a demonstration cooking outfit and equipment where the 
 pupils can make the necessary notes for future reference. In rare 
 cases, pupils may not have an opportunity to cook at home. For 
 these persons, school opportunity should be provided. 
 
 {d) Proper instruction in mathematics and science supplementing 
 trades and industries will require a laboratory. Where available, the 
 general industrial shop mentioned above can be utilized for this 
 purpose. Where such a shop is not available for the work, the school 
 should establish a laboratory equipped with machines, tools, etc., that 
 may be used as a basis for the work. 
 
— 49 — 
 
 4. Why should there be a counselor for pupils, and what should be 
 his qualifications? 
 
 (a) The part-time law charges high school authorities with the 
 responsibility of providing individual counsel and guidance in social 
 and vocational matters for each pupil enrolled in part-time classes. 
 This is one of the most difficult provisions of the act to administer. 
 It places upon school authorities a great responsibility. Counsel and 
 guidance for the young have always existed. Sometimes this counsel 
 has been good, sometimes bad, sometimes intelligent, and sometimes 
 ignorant. It is the duty of the school authorities to provide as good 
 and as intelligent advice and counsel for these children as is possible. 
 
 Of course, one feels that no one knows enough to properly perform 
 this function. However, it is not a question of absolute perfection on 
 the part of the counselor. It is a question of relative qualification. 
 Certainly an intelligent human being who makes a specialty of the 
 problem can perform better service than is now vicariously provided 
 for these children who leave the school before the age of eighteen. 
 It should be evident that the demands upon a counselor are such as 
 to warrant the development of specialists along this line. 
 
 (6) The counselor should possess a good personality, should be 
 tactful, should have common sense, should be democratic, sympathetic, 
 unbiased, and tolerant in his views toward life and toward education. 
 Education should mean for him preparation for human service and 
 not an acquirement of a knowledge of school subjects. He should be 
 a successful teacher, should know something of agricultural, indus- 
 trial, commercial, and all other common occupations. He should be 
 a student of social life, capable of organizing and conducting the nec- 
 eessary surveys, and analyzing and classifying the experiences of 
 children and prescribing for them the educational program that will 
 fit them best for their present and future social duties. 
 
 (c) In a small high school the counselor will probably be the princi- 
 pal or vice-principal, or the teacher in general charge of the part-time 
 classes. In a large high school, the person placed in general charge 
 of the part-time classes should act as counselor and as coordinator of 
 the school and outside activities of the pupils. In large city systems, 
 organizations should be set up for the general administration of part- 
 time classes and for providing counsel and guidance. If these two 
 departments are separately maintained, they should be subject to one 
 general head, since counsel, guidance, education, and supervision of 
 outside activities must be closely tied together. 
 
 (d) The department for counsel and guidance should provide for. 
 the supervision and inspection of the outside activities of the pupils 
 
— 50 — 
 
 while at employment, at their homes, and in other general social activi- 
 ties. In a small high school the coordinator should be the teacher in 
 general charge of the classes. In larger systems one person may act 
 as counselor and coordinator of the school and outside activities of 
 the pupils. 
 
 (e) The counselor should secure information concerning occupa- 
 tional opportunities in the community through surveys; and informa- 
 tion concerning pupils by visiting them at their places of employment, 
 at their homes, and at their places of amusement and recreation. 
 He should secure through application for enrollment in the part-time 
 classes information concerning the pupil's previous educational, voca- 
 tional, home, and other experionces that will enable him to plan for 
 his proper education. 
 
 5. What type of person should the attendance officer te? 
 
 While compulsory school attendance applies to all children within 
 certain age limits, and while the law places the responsibility for the 
 attendance of children upon parents and guardians and provides 
 heavy penalties for their failure to perform their duties in this respect, 
 the law does not contemplate that it will be necessary to use force on 
 many children or upon many parents in order to secure this attendance. 
 
 In a democracy, law expresses the desire as well as determination 
 of the people, and it should be the business of officers of the law to 
 get obedience wherever possible without using force. This is especially 
 true of attendance officers, since a child may be forced into school, 
 but he can not be forced to educate himself. If he is to benefit even 
 in a reasonable measure by his schooling, the child must accept the 
 principle that education will pay him.. 
 
 If attendance officers and teachers properly perform their duties, 
 they must then become salesmen of education. In fact, the main duty 
 of the attendance officer is that of selling education to the children 
 and to their parents. 
 
 It is necessary that the parent comprehend the individual and social 
 value of an education in order that his full cooperation may be secured 
 in keeping the child in school and in order that he may assist in selling 
 the idea to his offspring. 
 
 In order that he may efficiently perform these duties, the attendance 
 officer must have a thorough grasp of educational values. He must be 
 a good mixer, he must be able to express his ideas in the language of 
 the people, and above all, he must be socially minded and sympathetic 
 towards childhood. However, this does not mean that he shall lack 
 any of the firmness and determination of character essential to a good 
 officer who must occa.sionally enforce the law. 
 
— 51 — 
 
 The attendance officer should spend most of his time among the 
 patrons of the school, visiting and getting acquainted with them and 
 keeping them in touch with the educational progress of their children. 
 Such an attendance officer will have little difficulty in securing the 
 attendance of the children of his community upon the schools without 
 recourse to legal proceedings. 
 
 6. When should a study of prospective part-time pupils be made, 
 and of what should it consist? 
 
 (a) The importance of starting part-time classes immediately at 
 the opening of the fall term of the high school was pointed out under 
 question and answer "2" above. If the high school authorities are 
 to intelligently provide the equipment, the teaching staff, and the 
 necessary outlines for courses of instruction for part-time pupils in 
 time to enable them to promptly begin the work with the opening of 
 the school term, they must at once make a preliminary survey. After 
 the classes have once been established in the community, the survey 
 may be made through the applications for enrollment to be made a 
 part of the requirement of all pupils enrolling in part-time classes. 
 
 (&) Local school authorities that have not already done so should 
 at once begin a survey such as will enable them to promptly start 
 work at the beginning of the fall term of the high school. To this 
 end they should appoint the necessary person or persons to make 
 this survey. For the present, a sample study of the persons between 
 sixteen and seventeen as shown by the late school census to be out 
 of school should be made. In large centers a study of from ten to 
 twenty per cent of these persons will, if they are selected at random, 
 give the necessary information upon which an intelligent estimate of 
 the needs for the coming term may be arrived at. 
 
 (c) This individual study should include: 
 
 First — A visit with the pupil at his place of employment; and 
 Second — A visit with the pupil at his home, where home con- 
 ditions may be observed, and where time may be afforded for a 
 conference during which the necessary personal information may 
 be secured. 
 
 Information as follows should be secured while visiting the pupil 
 at his place of employment : 
 
 (1) A description of the employment. 
 
 (2) Fitness of the employment for the youth. 
 
 (3) Fitness of the youth for the employment. 
 
 (4) Opportunity afforded by the employment for educational 
 growth and promotion. 
 
 (5) The attitude of the employer toward his employees and 
 . toward part-time education. 
 
— 52 — 
 
 Information as follows should be secured while visiting the pupil 
 at his home : 
 
 (1) Home conditions. 
 
 (2) Attitude of parents toward further education for the child. 
 
 (3) Further information concerning the employment as speci- 
 fied above. 
 
 (4) "Whether the youth is ambitious for promotion; whether 
 he feels that he is already properly equipped for promotion; 
 whether he thinks that he needs education for further promo- 
 tion; whether his real interests are in the work that he is doing 
 and if not, what work would interest him more. 
 
 (5) His school training to date, with a preliminary examination 
 of his ability to speak, read, and write the English language. 
 
 With this information as a basis, the pupils investigated can be 
 grouped and courses can be planned for the entire group of persons 
 subject to the compulsory part-time education act. 
 
 7. Why should an industrial survey be made and of what should it 
 
 consist? 
 
 (a) Without making a survey of the community occupations, it 
 will be impossible to plan profitable courses of instruction for the 
 youth compelled to attend the part-time classes. The courses of in- 
 struction provided govern the teachers employed, the equipment pro- 
 vided, the location of centers, a suitable time for the instruction, and 
 the preparation of the necessary budget to properly maintain the work. 
 
 (6) The first step necessary in making a survey is to place the 
 work in the hands of some qualified person who should upon the 
 basis of the need of the data determine that which is to be secured. 
 
 (c) Some of the most important facts to be ascertained are classified 
 lists of the various occupations, giving information as follows : 
 
 1. Number of uJiskilled persons employed and whether their 
 exposure offers opportunity for education that will lead to promo- 
 tion in skilled occupations. 
 
 2. Number engaged in each clearly defined skilled occupation, 
 and opportunities provided for advancement and promotion in 
 that occupation and in more advanced skilled occupations. 
 
 3. Hours of employment, wage scales, social conditions, surround- 
 ings, placement bureaus maintained, labor turnovers in the vari- 
 ous occupations, previous training and experience required for 
 entrance upon these occupations, length of apprenticeship, possi- 
 bilities for cooperative vocational courses, etc. 
 
 8. How many persons in the state will be subject to compulsory part- 
 
 time attendance? 
 
 (a) It is difficult to get an accurate estimate of the number of 
 persons between sixteen and eighteen years of age that are not now 
 
— 53 — 
 
 in attendance upon public and private full-time schools. The census 
 of minors just taken gives some indication, but evidently it is not 
 entirely reliable, since the figures for the state show that the number 
 of persons of each year age under six is much smaller than the number 
 for each of the year ages between six and fifteen; also, the census 
 shows a tremendous falling off in the number of persons for each 
 year age between fifteen and eighteen for females and fifteen and 
 twenty-one for males. It is safe to assume from these figures that 
 approximately all of the persons now enrolled in the schools were 
 found, and that a great many not enrolled in the schools were not 
 found. 
 
 (b) The average number of persons of each year age between twenty- 
 one and thirty-one, as shown by the draft, exceeded one percent of 
 the population. Of course, the number of persons of each year age 
 under twenty-one would exceed the number of such persons over 
 twenty-one. The use of these figures for male and female produce 
 the following results: 
 
 The estimated population of California is 3,000,000. 
 
 The number of persons between 14 and 18 years of age should be 
 8 per cent of this number, or 240,000. 
 
 The estimated number of persons between 16 and 18 should be 4 
 per cent of this number, or 120,000. 
 
 The estimated total number of persons under 18 years of age in 
 the private and public high and elementary schools of this state is 
 80,000. This leaves a total of 160,000 persons not in attendance upon 
 private and public schools. Based upon the general figures of the 
 state, the high school enroUment falls into the following groups: 
 
 In the ninth year 30,000 
 
 In the tenth year ■ 20,000 
 
 In the eleventh year 15,000 
 
 In the twelfth year 10,000 
 
 Persons from 16 to 18 years of age in attendance upon secondary 
 schools not to exceed 30,000. 
 
 120,000 less 30,000 leaves approximately 90,000 persons between 
 sixteen and eighteen years of age. 
 
 Of the above number approximately 42,500 persons are between 
 16 and 17 years of age, and 47,500 between 17 and 18 years of age. 
 Based upon state enrollment in the high schools, there are approxi- 
 mately 23,250 boys and 19,250 girls, a total of 42,500 persons between 
 the ages of 16 and 17, and approximately 24,750 boys and 22,750 
 girls, a total of 47,500 persons between the ages of 17 and 18 not in 
 attendance upon any school. 
 
— 54 — 
 
 The approximate number of boys between 16 and 18 years of age 
 affected by the law is 48,000, and the approximate number of girls 
 is 42,000. It is estimated that nine-tenths of the minors subject to 
 the Part-time Act reside within three miles of high schools that will 
 be required to maintain the classes. 
 
 These figures are submitted not because of any claim for accuracy 
 but in order that local communities may have some basis for estimat- 
 ing the possible number of persons in their communities subject to 
 the provisions of the Act. If the number of persons of each year age 
 in private and public day schools is subtracted from the number of 
 such persons in the community, the remainder should approximate the 
 number of persons that should be subject to the provisions of said Act. 
 
— 55 - 
 
 PART VIII. 
 
 TEXT OF PART-TIME ACT. 
 
 PART-TIME EDUCATION. 
 
 An act to require certain high school districts to provide part-time 
 educational opportunities in civic and vocational subjects for persons 
 under eighteen years of age, who are not in attendance upon full- 
 time day schools^ and part-time educational opportunities in citizen- 
 ship for persons under twenty-one years of age who can not ade- 
 quately speak, read or write the English language; to enforce attend- 
 ance upon such part-time classes where established, and providing 
 penalties for violation of the provisions of this act. 
 
 [Approved May 27, 1919; Stats. 1919, p. 1047.] 
 
 Certain high school boards must maintain day part-time classes. 
 
 § 1. The high school board of each high school district wherein there 
 were enrolled, in the regular day classes of the high schools of said 
 district during the school year next preceding, fifty or more persons 
 living within a radius of three miles of a high school located in said 
 district, must establish and maintain, under the provisions of section 
 one thousand seven hundred fifty c of the Political Code, special day 
 part-time classes which shall provide at least four sixty-minute hours 
 of instruction per week for all persons within the district who are over 
 fourteen and under eighteen years of age who are not in attendance 
 upon full-time public or. private day schools for four or more sixty- 
 minute hours per week, and who are not subject to the provisions of 
 an act entitled "An act to enforce the educational rights of children 
 and providing penalties for the violation of the act," approved March 24, 
 1903, as amended. Said classes must be maintained between the hours 
 of eight a.m. and five p.m. and must -provide suitable instruction for 
 the various individuals for whose benefit they are established. 
 
 Certain high schools must maintain special evening classes for 
 persons deficient in the English language. 
 
 § 2. The high school board of each high school district wherein there 
 are living, within a radius of three miles of any high school located in 
 said district, twenty or more persons over eighteen and under twenty- 
 one years of age who expect to remain in the district for a period of 
 two or more months, who are not in attendance for at least four sixty- 
 minute hours per week upon regular full-time public or private day 
 schools, or suitable part-time day classes such as those specified_ under 
 section one of this act, and who can not speak, read or write the 
 English language, to a degree of proficiency equal to that required for 
 the completion of the sixth grade of the elementary schools of this 
 state, must estabHsh and maintain special classes in evening schools or 
 special evening classes under the administration of day schools, _ as 
 authorized by section one thousand seven hundred fifty c of the Political 
 Code. Said classes shall provide instruction in citizenship for such 
 persons for at least four sixty-minute hours per week for at least thirty- 
 six weeks of the school year. 
 
 Who must attend part-time classes? 
 
 § 3. Pirst — All persons under eighteen years of age who are too old 
 to be subject to the provisions of an act entitled, "An act to enforce 
 the educational rights of children, and oroviding penahies for the vio- 
 lation of the act," approved March 24, 1903, as amended, who have not 
 
- 56 — 
 
 graduated from a high school mahitaining a four-year course above the 
 eighth grade of the elementary school, or who have not had an equal 
 amount of education in a private school or by private tuition, who are 
 not disqualified for attendance upon these classes because of their 
 physical or mental condition, or because of personal service that must 
 be rendered to their dependents, who reside within three miles of a 
 suitable class maintained, either voluntarily or under the provisions of 
 this act by a high school district, and who are not in attendance upon a 
 public or a private full-time day school or satisfactory oart-time classes 
 maintained by other agencies, shall be, and hereby are, required to 
 attend upon a special part-time class maintained by the high school 
 board of the district wherein they reside, or by the high school board 
 of an adjoining district, for not less than four sixty-minute hours per 
 week for the regularly established annual school term; provided, that 
 the local school authorities may accept in lieu thereof not less than one 
 hundred forty-four hours of attendance which, beginning with the 
 opening of the high schools of the district for the year, shall be 
 accumulated at the rate of not less than four sixty-minute hours per 
 week; and provided, further, that the local school authorities may, in 
 their discretion, arrange with the parents, guardian or other person 
 responsible for any minor for his full-time attendance upon a special 
 class maintained for such minor at a convenient season, wherein he 
 may secure the one hundred forty-four hours of attendance required of 
 him under the provisions of this act. When any such parent, guardian 
 or other person responsible for such minor agrees with the local school 
 authorities that said minor shall attend full-time classes for any given 
 period, such parent, guardian or other person becomes responsible for 
 said minor's compulsory attendance upon these classes for said period. 
 
 Who must attend evening classes? 
 
 Second — All persons over eighteen and under twenty-one years of 
 age who can not speak, read or write the English language to a degree 
 of proficiency equal to that required for the completion of the sixth 
 grade of the elementary schools of this state ; who live within a radius 
 of three miles of an evening class maintained by a high school district, 
 either voluntarily or under the provisions of this act, for the instruction 
 of such persons ; who expect to remain in the district for a period of 
 two or more months ; who are not disqualified for attendance upon 
 these classes because of their physical or mental condition, or because 
 of personal service that must be rendered to their dependents ; and who 
 are not in attendance upon a public or private full-time day school or 
 upon a class established under the provisions of section one of this 
 act for such persons under eighteen years of age, shall be, and hereby 
 are, required to attend, for at least four sixty-minute hours per week, 
 upon a special day or evening class maintained by a high school district 
 for persons who can not speak, read or write the English language. 
 
 Course of instruction for part-time pupils. 
 
 § 4. First — It shall be the duty of the local school authorities to 
 provide, in so far as possible through the classes established under sec- 
 tion one of this act, educational opportunities which shall be suitable 
 for the different needs of the various persons attending them. In 
 carrying out the provisions of this act : 
 
 (o) They shall establish and maintain short unit courses and give 
 instruction in civic and vocational subjects and subjects supplementing 
 home, farm, commercial, trade, industrial or other occupations ; and 
 they may give instruction in any elementary, secondary or other school 
 subject. 
 
 (&) They shall provide for individual counsel and guidance in social 
 and vocational matters for each pupil enrolled in these classes. 
 
— 57 — 
 
 _ (c) They shall give all persons who are engaged in skilled occupa- 
 tions and who are enrolled in these classes opportunity to better qualify 
 themselves for said occupations. 
 
 (d) They_ shall give all persons who are engaged in unskilled occu- 
 pations or in occupations that do not offer educational opportunities 
 and who are in attendance upon these classes opportunity to prepare 
 themselves for skilled occupations or for occupations that offer oppor- 
 tunities for promotion or further education. 
 
 (e) They shall provide instruction in home economics subjects for 
 those who desire and need work of this character. 
 
 (f) They shall provide instruction in oral and written English and 
 in the duties and responsibilities of citizenship for persons enrolled in 
 these- classes who can not speak, read or write the English language to 
 a degree of proficiency equal to that required for the completion of the 
 sixth grade of the elementary schools of this state. 
 
 (g) They shall not require of pupils a minimum uniform standard of 
 proficiency in any subjects maintained in these classes, except in those 
 subjects designed to prepare for other classes or other schools. 
 
 (h) They shall require the principal of the school to issue in his 
 name a combined school enrollment certificate and permit to work to 
 each person enrolled in these classes, and a duplicate of said certificate 
 for his parents, guardian or other person having control or charge of 
 him, and from time to time such duplicates of said certificate as are 
 necessary for filing with his employers, together with such other blanks 
 as may be necessary for the use of employers in reporting to the prin- 
 cipal information concerning the employment of said person. Said cer- 
 tificate shall give the name, age and residence of the pupil, the name 
 and residence of his parents, guardian or other person having control 
 or charge of him, the time of day during which and the days on which 
 he is in attendance upon the classes, and the character of work that he 
 is pursuing. Said certificate shall also state any physical or other con- 
 dition that should limit the employment of said pupil and shall state the 
 date of issuance and the date of expiration. Said certificate shall be 
 issued to persons enrolling in these classes within five days after their 
 enrollment. Certificates issued during the first school term shall expire 
 five days after the opening of the next succeeding school term of the 
 year, and certificates issued during the last term of the school year 
 shall remain valid until five days after the opening of the first school 
 term of the succeeding year. 
 
 Course of instruction for evening school pupils. 
 
 Second— It shall be the duty of local school authorities that main- 
 tain classes under the provisions of section two of this act to provide, 
 for persons who can not speak, read or write the English language, to 
 a degree of oroficiency equal to that required for the completion of 
 the sixth grade of the elementary schools of this state, _ instruction in 
 such subjects and in the duties and responsibilities of citizenship. 
 
 Parents must compel attendance. 
 
 § 5. Each parent, guardian or other person having control or charge 
 of any minor required under the provisions of section three of this act 
 to attend special part-time classes, must compel the attendance of such 
 minor upon the same. He must retain a copy of the certificate of 
 school enrollment and permit to work provided for under section four 
 of this act, and must present the same upon request of any officer of 
 the law or other person authorized to enforce the provisions of this act. 
 
 Should any such parent, guardian or other person having control or 
 charge of any such minor fail to perform any of the above duties, he 
 shall be deemed guilty of a misdemeanor and, upon conviction, shall be 
 liable, for the first offense, to a fine of not more than ten dollars or to 
 imprisonment for not more than five days, and for each subsequent 
 
— 58 — 
 
 offense he shall be liable to a fine of not less than ten dollars nor more 
 than fifty dollars, or to imprisonment for not less than five days nor 
 more than twenty-five days, or to both such fine and imprisonment. 
 
 High school board must investigate complaints against parents 
 violating act. 
 
 §6. The high school board of any high school _ district wherein a 
 minor resides who has violated section three of this act shall, on the 
 complaint of any person, make full and impartial investigation of all 
 charges against any parent, guardian or other person having control or 
 charge of any such minor for violation of section five of this act. 
 
 Clerk of board must bring criminal complaints against offending 
 parents. 
 
 If it shall appear upon such investigation that any such parent, 
 guardian or other person having control or charge of any such minor 
 has violated the provisions of section five of this act, it is hereby made 
 the duty of the clerk of said board, or other person authorized by said 
 board to bring such actions, to make and file in the prooer court a 
 criminal complaint against such parent, guardian or other person having 
 control or charge of any such minor, charging such violation and to 
 see that such charge is prosecuted by the proper authorities; provided, 
 that in cities, and in cities and counties, and in school districts having 
 an attendance officer or officers, such officer or officers shall have power, 
 and it shall be their duty, to make and file such complaint and see that 
 said charge is presented by the proper authorities. 
 
 Employer of minor must require certificate of enrollment. 
 
 § 7. The employer of any minor under eighteen years of age who is 
 too old to be subject to compulsory full-time school attendance under 
 the provisions of an act entitled "An act to enforce the educational 
 rights of children and providing penalties for the violation of the act," 
 approved March 24, 1903, as amended, and who resides in a high school 
 district wherein section three of this act has become operative, shall 
 require of said minor a school enrollment certificate and permit to work 
 issued by a high school or elementary school principal of a school in 
 the district. Said certificate shall be the authorization of the employer 
 to employ said minor for the period between the date of the issuance 
 of the certificate and the date of its expiration. Under no conditions 
 shall any person employ a minor under eighteen years of age who is 
 too old to be subject t6 compulsory full-time school attendance under 
 the provisions of an act entitled "An act to enforce the educational 
 rights of children and providing penalties for the violation of the act," 
 approved March 24, 1903, as amended, and who does not present such 
 a school enrollment certificate and permit to work. The employer shall 
 file and retain permanently said school enrollment certificate and permit 
 to work. Within five days after the beginning of employment he shall 
 send to the principal of the school issuing said enrollment card and 
 permit to work a written notification of such employment. In said 
 notification he shall briefly describe the character of the work per- 
 formed by the minor and- the time of day during which and the days 
 of the week on which he is employed. Said employer shall retain and 
 file, with the enrollment certificate and permit to work mentioned above, 
 a copy of this notification; provided, that, except in agricultural and 
 home-making occupations, it shall be illegal for any one or more em- 
 ployers to employ a minor under eighteen years of age for a greater 
 number of hours each day than will, if added to the number of hours 
 thait he is compelled to attend school under the provisons of this act, 
 equal eight hours. It is hereby made the duty of the principal of the 
 school which any pupil subject to the provisions of this act att"nds, to 
 
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 add his hours of compulsory daily school attendance and employment, 
 and should the sum of such school attendance and employment exceed 
 eight hours for any day of the week, said principal shall give notifica- 
 tion to this effect to any employer who may be employing any such 
 pupil after he has already served eight hours in compulsory school 
 attendance and at employment for any such day. Except in agricul- 
 tural or home-making occupations, it shall be illegal for any employer 
 knowingly to employ on any day a minor under eighteen years of age 
 who is subject to the provisions of this act, and who has already served 
 during said day eight hours of time in compulsory school attendance 
 and at employment combined. 
 
 Penalty for illegal employment of minor. 
 
 §8. Any person, firm, corporation, agent or officer of a firm or corpo- 
 ration that violates or omits to comply with any of the prov'sions of 
 this act, or that employs or suffers any minor under eighteen years of 
 age who is too old to be subject to compulsory full-time school attend- 
 ance under the provisions of an act entitled "An act to enforce the 
 educational rights of children and providing penalties for the violation 
 of the act," approved March 24, 1903, as amended, to be employed in 
 violation thereof, is guilty of a misdemeanor and shall, upon conviction 
 thereof, be punished by a fine of not less than fifty dollars nor more 
 than two hundred dollars, or by imprisonment in the county jail for not 
 more than sixty days, or by both such fine and imprisonment for each 
 and every offense. Failure to produce an enrollment certificate and 
 permit to work, such as that provided for in section four of this act, and 
 a duplicate of the written notification of employment sent to the high 
 school board, as provided for in section seven of this act, shall be prima 
 facie evidence of the illegal employment of any minor whose enrollment 
 certificate and permit to work is not produced. 
 
 Attendiance officers and clerks of boards must bring crimifial 
 actions against offending employers. 
 
 § 9. It shall be the duty of the clerk of the high school board, a truant 
 officer or other person authorized by said board to bring such actions, to 
 bring an action against any person, firm, corporation, agent or officer of 
 a firm or corporation that employs a minor in violation of the provisions 
 of this act. 
 
 Superintendents of schools and Superintendent of Public Instruc- 
 tion may be appealed to in case of controversy. 
 
 § 10 Should any controversy arise in any high school dis'rict in this 
 state over the question as to whether any person is exempt from the 
 compulsory attendance features of this act, or ,over the question as to 
 whether attendance on part-time classes mamtamed fay other agencies 
 may be accepted in lieu of attendance upon the classes contemplated by 
 this act, the school- superintendent having jurisdiction over said district 
 shall provide for an investigation and he- shall render a decision ; pro- 
 vided, that should any of the parties to any such controversy , not be 
 satisfied with the decision of the superintendent of schools they may 
 appeal from his decision to the superintendent of pubUc instruction who 
 shall provide for a further investigation, upon the findings of which he 
 shall decide the matter ; and provided, further, that no such instruction 
 by other agencies shall be accepted in lieu of the instruction provided by 
 part-time classes under the provisions of this act unless the necessary 
 instruction is given in citizenship and in addition thereto such elemen- 
 tary and secondary school subjects as may be desired by .the persons 
 attending these classes or by their parents or guardians. 
 
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 Enrollment certificates must be issued to full-time pupils. 
 
 §11. All nrincipals of high schools and elementary schools located in 
 high school districts, wherein the provisions of section three of this act 
 have become operative, shall issue to all pupils enrolled in their respec- 
 tive schools, who are not otherwise subject to the provisions of this act, 
 who are too old to be subject to compulsory full-time school attend- 
 ance under the provisions of an act entitled "An act to enforce the 
 educational rights of children and providing penalties for the violation 
 of the act," approved March 24, 1903, as amended, and who are under 
 the age of eighteen years, a combined school enrollment certificate and 
 permit to work, similar to that provided in subdivision first of section 
 four of this act, but modified to meet the needs of full-time day schools ; 
 and the principals of all high schools wherein reside persons under 
 eighteen years of age who are exempt under the provisions of section 
 three of this act shall, upon request, register such persons and shall issue 
 to them enrollment certificates and permits to work, which shall state the 
 causes of exemption. 
 
 Provisions of earlier acts to prevail. 
 
 § 12. Should any of the provisions of this act be in conflict with any 
 of the provisions of an act entitled "An act to enforce the educational 
 rights of children and providing penalties for the violation of the act," 
 approved March 24, 1903, as amended, or with any of the provisions of 
 an act entitled "An act relating to the employment and hours of labor of 
 children ; prohibiting the employment of minors under certain ages ; pro- 
 hibiting the employment of certain illiterate minors ; providing for the 
 enforcement hereof by the commissioner of the bureau of labor statistics, 
 and providing penalties for the violation hereof," approved February 20, 
 1905, as amended, said conflicting provisions of this act shall be null and 
 void. 
 
 Disposition of fines. 
 
 § 13. Any fine coUecled under the provisions of this act shah be paid 
 into the high school fund of the high school district wherein the minor 
 resides. 
 
 Saturday classes. 
 
 § 14. Any high school board may maintain special part-time classes on 
 Saturdays, and should it appear that five or more minors residing in any 
 high school district which maintains such classes are unable to arrange 
 with their employers for attendance upon such classes maintained on 
 other days and other hours, the high school board of said district must 
 provide instruction for them on Saturday afternoons. 
 
 Should it appear that the interest of any minor would suffer if he 
 were compelled to attend a special part-time class under the provisions 
 of this act, the high school board of the high school district in which 
 said minor resides may exempt him from compulsory attendance upon 
 any such class ; provided, that any such high school board may not 
 exempt, by authority of this section, a number of minors greater than 
 three and in addition thereto a number which shall exceed five per 
 cent of the total number of minors subject to compulsory attendance 
 upon part-time classes in its district under the provisions of this act. 
 
 Said board shall cause to be issued to any such exempted minor a 
 combined school enrollment certificate and permit to work which shall 
 contain a statement of the cause of, and the time covered by, such 
 exemption. 
 
 Dates upon which act goes into effect. 
 
 § 15. The compulsory attendance features of this act, the restrictions 
 relating to the employment of minors under eighteen years of age, and 
 all penalties relating thereto, shall become operative as follows : During 
 
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 the school year 1919-20 and thereafter they shall apply to all persons 
 under twenty-one years of age who are subject to the provisions of this 
 act and who can not speak, read or write the English language to a 
 degree of proficiency equal to that required for the completion of the 
 sixth grade of the elementary schools of this state, and they shall apply 
 also to all other persons subject to the provisions of this act who are 
 less than sixteen years of age. During the school year 1920-21 they 
 shall apply also to all persons subject to the provisions of this act who 
 are less than seventeen years of age, and during the school year 1921-22 
 and thereafter they shall apply also to all persons subject to the pro- 
 visions of this act vifho are less than eighteen years of age. 
 
 Classes need not be established if less than twelve prospective 
 pupils within three miles. 
 
 No high school board may be required to establish special part-time 
 classes under the provisions of this act unless there are in the district 
 twelve or more minors under eighteen years of age who reside within 
 three miles of a high school in the district and who would become sub- 
 ject, under the provisions of this act, to compulsory attendance upon 
 said classes.