determination to acquire knowledge, although it was clearly seen that
vague aspirations towards good citizenship without the harnessing of
all available knowledge to its cause would be futile. After exception
has been made for the body of young men and women who are determined
to acquire technical education for the laudable purpose of advancing
both their position in life and their utility to society, it is clear
that no educational appeal to working men and women will have the
least effect if it is not directed towards the purpose of enriching
their life, and through them the life of the community. The proof of
this lies in the fact that, after they have striven together for years
in Tutorial Classes, they ask for no recognition--in fact they have
declined it when it has been offered--and have devoted their powers to
voluntary civic work and the work of the associations or unions to
which they belong, as well as in very many instances, to the spreading
of education throughout the districts in which they live. It is
largely due to the leaven of educational enthusiasm which has thus
been generated that there is a unanimous movement on the part of
working people towards a complete educational system including within
it compulsory attendance at continuation schools during the day.

The problems that hedge about continuation schools are many, but it is
clear that they will be regarded by educationists and by at least some
employers as above all else training for citizenship based upon the
vocation to which the boy or girl may be devoting himself or herself
in working hours. The narrowness of the daily occupation, divorced as
it is from the whole spirit and intent of apprenticeship, will be
broadened directly the consideration of daily work is placed in the
continuation school both on a higher plane and in a complete setting.

The compulsory evening school will fail unless it induces a demand for