Maple Avenue Evening High School - Progress Yearbook (Los Angeles, CA)

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receive tangible results in increased productivity to the individual Which, of course, means increased productivity to society. In this day and age there is positively no excuse for ignorance on the part of anyone. Text- books are even furnished to the student by the community. This com- munity has been generous in meeting its educational needs.. It is hoped that those who are in a position to take advantage of these educational op- portunities will make the best possible use of them. Enrollment for Day Classes D a y Cla s s e sg Day Classes for Plumbers, Bricklayers, Tile and Marble Workers, Plasterers and Detail Plan Interpretation and Making for the various trades, are in process of formation and are open for enrollment. B ull e t i n sg Bulletins will be issued from time to time announcing additional classes, their time and places of meeting, with their courses of study. S t u d e n t sg All persons with previous trade training or experience or those who are at present employed in the trades, are eligible for enroll- ment in these classes. I n f o r m a t i o ng For information concerning day or night classes in any department, call 823111 and get in touch with the Co-ordinating Principal, Sadie C. Atherton, 540 Maple Ave. Page Thirty-one

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ample, if there are 200 school days in the school year and a student is present all of these days, the district will receive 5530. If the sudent is present only three-fourths of the time, or 150 days, the district will receive but three-fourths of S30 or 52250. Inasmuch as it costs no more in salary for a teacher to teach a class of thirty than it does a class of fifteeng and, as the amount of revenue from the state is twice as large for a class of thirty as for a class of fifteen, it is readily recognizable why teachers try so hard to keep up the attendance in classes. The method of computing the attendance for evening schools is slightly different, but it amounts to about the same thing in the long run. It is a well established principle of business that large scale production is more economical per unit than small scale. While it is more desirable from an educational standpoint to have small classes, it is a necessity from a financial standpoint to conduct classes of a reasonable size. It is, there- fore, most important that students who enroll in evening classes maintain a regular attendance. The second political unit is the county, from which the elementary and high school districts receive not less than a certain minimum which is fixed by law and any additional amount that may be necessary. Inasmuch as there is a legal maximum district tax, and as the revenue from this district tax is often insufficient to meet the requirements, the county is called upon to make up the difference. In other words, the amount of money received from the state is limited: the amount of money receivable from the school districts is limited, hence the county must furnish what is needed in excess of these amounts in addition to the minimum required of them by law. The third political unit is the school district. The money receivable from this unit may be used for the operation of schools. Schools may be built from funds raised by a special building tax. However, inasmuch as the funds necessary to carry on an extensive building program would necessitate a prohibitive tax rate, schools are built ordinarily out of the money received from the sale of bonds which are levied against taxable property in the school districts. The maximum legal bonded indebtedness of either elementary or high school districts may not in any case exceed five per cent of the assessed valuation of the property in the district. This provision is the protection against a possible over-bonding of the district. That education pays a greater dividend on the money invested than any other investment in the community is a well established fact. The com- munity that invests its money wisely in educational activities is bound to ' Page Thirty

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Problems of the Vocational School N O one can come in contact with employers in many cities, in dealing with apprentices particularly, without observing how badly informed they are on the functions of the Vocational School. Of this the average employer, superintendent, or foreman, has only a hazy idea. Usually he is prejudiced against them and this prejudice is often strengthened when he asks a vocational school pupil what is being taught him and receives an unsatisfactory reply. Here again Los Angeles has come to the front, and in her Part-Time Vocational classes has given to the average employer an excellent chance to find out to just what extent the public school can be of service to him. Vocational schools and vocational departments of our public schools are still in their infancy. Few realize what a multitude of problems the director has to face. His is a big job. There is as much difference in handling vocational students and students of the regular High School as there is between day and night. Results call for assistance from employer and employee, and one of the greatest problems lies here. Vocational classes in the public schools are for the purpose of furnish- ing employees with more or less general and less specific training than say-a corporation school, and in this way they lay the foundation for that later specialization. Preparatory vocational classes in industrial, trade and commercial work give elementary preparation to young people before they go to work. These classes have certain distinct and well-recognized values. They serve as a selective process, helping young people to find out before they go to work what are the things in which they are interested, and what are the things at which they are likely to be most proficient. This is helping a great deal in the more intelligent choice of a career and better fitting of employes to their work. These schools are rescuing from the scrap pile many boys and girls who are not interested in the re- gular public school work of the high school type-who find their best ex- pression in dealing with things concretely and learn best by doing-and who see things better when they are related to what they are doing. This is distinct salvage. Such schools are laying the ground work for a broader understandingand an appreciation of quantities, of problems, and of ap- plication of knowledge to industrial fields. Page Thirty-two