Greenfield High School - Evergreen / Exponent Yearbook (Greenfield, MA)

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.' 5- . .' - nw sy. 1 W 4 .W 'rv' i 2 ' W Alai! . -'Y i F ' if eau., . i . ' . ' 'r . ..i - ' i ' 17 , 'a 7 'f ' .N -. tag . B -new . . ,,, l . . Q . as o V Y .C -.v sl 0 ,, b . K as , Q b ., , L ' 'Q t ,Ei O QQ . . , . R :V . . - xx s, . Vocational Training for American Youth VERY year, industry becomes more exact- ing in its requirements for workers. Years ago, before the advent of complicated machinery, there was room in the workshop for many laborers. Today, the demand is for skill and technical knowledge, and with further develop- ment of machinery the requirements will continue to he raised. So, as industry expands and grows, education must expand and grow to provide more opportunities and wider fields of training to pre- pare youth for the competition of the labor market. The old type of formal education is no longer sufhcient to meet the needs of a mechanized world. Though the general public looks upon education as a process by which the mind is disciplined to logical reasoning and hopes that such orderly thinking will carry over into solving the problems of life, educators have come to realize that the combination of thinking and doing is the best education for those who are to enter industry. Building along this line, the vocational student at Greenfield High School starts in the shops on simple jobs of a real commercial value. He is thus thinking and reasoning on the why and how, and how much. All his thinking is not in the mechanical field, however, as there is a cultural side to life, even the life of the lowliest worker. Our vocational school builds along that line too. So we build-learning to do, learning to think, learning to appreciate. i To strengthen the tie with industry, close con- tact is maintained with the establishments in our town. Real jobs for industry are carried to completiong our boys work in the local plants after school hours and during vacations, our instruc- tors, to keep abreast of the ever-changing trends in industry, aline themselves with other artisans in the designing room, in the tool room, on the production line, in the repair shop. Thus, we become a part of the industrial development of Grecnlicld. The contribution of the school to the industries of tl1e town can not be over-estimated. The shock of the transition from schoolboy to worker is lessened by the gradual adjustment that our school shops provide. The discouragement of failure that means dollars and cents when it happens in industry is eliminated. Rather, in the sympa- thetic atmosphere of the school, mistakes are cor- rected and failures made the foundation upon which to build success. At the end of our course we leave the school and feel confident that we can meet the stiff requirements of industry, for we know we can do, because we have been doing. The household appliances in our homes, the means of transportation - on land, on sea, or in the air, the food we eat, the books we read, the radio that brings us entertainment from remote distances- all these are ours to have and enjoy because some men dream and can make those dreams come true while others have the skill to make the dreams workable. We have laid the foundation in our school. Now we go out to build on this foundation, to produce bigger and better machines, more confortable and beautiful homes, to service the automobiles ofthe future-to make the world a better place in which to live. NICHOLAS PROKOWICH V i L A