In the introduction the author refers to the necessity of extending a systematic after school care for pupils so as to cover all children irrespective of their social standing. It is an important requirement of the socialist educational system. The existing system of after school care for children of working mothers in school clubs does not meet this requirement, because it covers only a small minority of children (16 per cent of children from the 1st to 5th year; 1,1 per cent of pupils from 6th to 9th year at school) out of the total number of pupils attending the Basic Nine-Year School. The author pays attention to experimental schools with all-day care, dealing with their origin and development in our country as well as abroad, and recording their first experiences. He deals with the question of social environment and the pedagogical staff of the new schools, the proportion of time devoted to teaching and to out of school activities, he examines the educational work with pupils after school, their preparation for their lessons, the work of the Pioneer (children’s) Organisation, the extent and the standard of the pupils’ hobby activities, their socially useful work for the public within the framework of work education. He informs readers about the results of all day care for pupils, as reflected in their attainment, behaviour and state of health. In conclusion of his articles the author deals with theoretical problems concerning out-of-school education of pupils and experimental research work at schools with all day care. He points out that schools providing all-day care have arisen as a result of changed social and economic conditions and will have to be given more and more attention in the socialist educational system.