Glasgow, and
Nottingham are all willing to lend their schools for evening use. For
there is but one thing possible or practical--the evening school, In
Germany, Switzerland, Holland, and Belgium, children are by law
compelled to attend 'continuation' schools until the age of sixteen.
In some places the zeal of the people for education outstrips even the
Government regulations. At the town of Chemnitz, in Saxony, for
example, with a population of 92,000 inhabitants, the Workmen's Union
have started a Continuation school with a far more comprehensive
system of subjects and classes than that provided by legislation. It
is attended by over 2,000 scholars, a very large proportion of the
inhabitants between thirteen and eighteen years of age. There is
nothing possible but the evening school. The children _must_ be sent
to work at thirteen or fourteen; they _must_ work all day; it is only
in the evening school that this education can be carried on, and that
they can be rescued from the contaminations and dangers of the
streets. But two difficulties present themselves. There is no law by
which the children can be compelled to attend the evening school. How,
then, can they be made to come in? And if the rate is now ninepence,
what will it be when to the burden of the elementary school is added
that of the Continuation school?

A scheme has been proposed which has so far met with favour that a
committee, including persons of every class, has been formed to
promote it. Briefly it is as follows:

The Continuation school is to be established in this country. The
difficulties of the situation will be met, not by compelling the
children to attend, but by persuading and attracting them. Much is
hoped from parents' influence now that working men understand the
situation; much may be hoped from the children themselves being
interested, and from others' example. The Continuation school will
have two branches--the recreative and the instructive. And since after
a hard day's work the children must have amusement, play will be found
for them in the shape of 'Rhythmic Drill,' which is defined as
'pleasant orderly movement accompanied by music,' and the instruction
is promised to be conveyed in a more attractive and pleasing manner
than that of the elementary schools. The latter announcement is at
first discouraging, because effective teaching must require
intellectual exercise and application, which may not always prove
attractive. As reg