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

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Types of Trade Schools HEN trade schools are mentioned the average person thinks of the trade school of a few years ago - 'a splendidly equipped institution where a man, in the course of three or four years, finished a scien- tific study of his complete trade, comprising all theoretical and supple- mental lines and also becoming skilled in mechanical processes and mani- pulation. - This type of school is still functioning in some of the eastern cities and turns out very excellent j ourneymen in the various trades. A course in one of those schools means, of course, a devotion of several years time and a considerable expenditure of money which at once eliminates the young person whom economic necessity compels to help provide a living for himself or family but who at the same time is ambitious to acquire a thor- ough knowledge of some chosen trade before he becomes advanced in years. Next in importance to this type is, perhaps, the corporation school. Practically all large corporations now conduct, as a part of their institu- tions, a system of instruction whereby their skilled employes may still further improve themselves and the unskilled ones become finished me- chanics. Then there is the vestibule school. In various industrial institutions, both large and small, the superintendents, foremen and maintenance men, conduct what are called Vestibule Schools , where one or more learners are taught the operation of one particular machine. Again, all large industrial plants employing the foreign element have regular classes for the teaching of English, writing and elemental mathe- matics. These schools are conducted and maintained at the expense of the em- ploying corporation. Trade Extension the Latest and Best Perhaps the newest feature in trade instruction is in the line of trade extension and is a cooperative system embracing the three agencies - employer, employe and the public school system. Page Forty

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All such instruction should be by teachers who, from practical exper- ience, know what is required from the man on the job and who also have the necessary academic training to enable them to successfully impart that knowledge to others. Such a system of trade-extension work would undoubtedly receive the enthusiastic support of employers in shops and on construction work and no intelligent mechanic could reasonably oppose it. The work as carried on in the Maple Avenue Evening School seems to be more nearly along the lines of practical trade-extension work than is generally found elsewhere. One is impressed that the effort is to put into practical effect and extend to the members of the various classes the knowledge of the value of skilled training. e Should the system of trade-extension work expand until a comprehen- sive and thoroughly organized institution for the teaching of it becomes a reality, I am sure it will be welcomed and supported by the building in- dustry of not only this city but the entire country as well. Five Features of Trade Extension 1.-Definite co-operative arrangement between an educational institu- tion and industrial plants, by which instruction is given in supplemental and related work by the institution and the practical experience is given by the industry, and both are co-ordinated in a systematic and progressive educational program. 'i 2.-Willingness on the part of industrial plants to make such adjust- ments in equipment, processes, and methods as are necessary for the pro- motion of educational aims. 3.-Willingness of the educational institution to eliminate non-essen- tials and to base theoretical instruction on what actually happens, and suf- ficient skill in organization to secure realization of theory through its practical application . S l - 4.-Careful selection of employes, instructors, and student workers who are capable of being inspired with a vision of the responsibilities as well as the possibilities of the plan. e ' 5.-Administration of the devices of alternating periods in such a way as to secure continuous and progressive action on the process or job in the factory, as well as in the work of the student and the instructor in the school. Page Thirty-nine

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Under this system those confronted with the necessity of earning some money and at the same time anxious to improve and advance in their chosen trade until they become a thoroughly rounded out mechanic before the best years of their lives have passed, attend school a certain number of hours each week on full pay. Courses of study are drawn up jointly by the three agencies. Theoretical, supplemental and some process work, the trade science, applied mathematics - in fact all the work pertaining to the trades of the students that cannot be readily obtained on the job, is taught in the school. No work is duplicated in the school that can be better learned in the atmosphere of the trade. The aim is not to do away with the apprentice- ship system but to shorten it and to give the learner a complete and scien- tific knowledge of the entire trade with specialization in some one line. The expense of equipment is borne by the industry while the sch-ool supplies a place to house the classes and pays the instructor, also sees to it that only those things essential to the trades are taught. Heretofore night schools have conducted various types of supplemental work in trade extension, such as drawing, blue prints and mathematics. Although good results have been obtained, this system has the serious drawback of working against the fatigue of the day and being aside and apart from the real trade atmosphere such as is found in the day trade extension school. EXCERPTS FROM SAMUEL GOMPERS' SPEECH ON AMERICAN SCHOOLS AND THE WORKING MAN In order to be consistent with democratic ideals, public schools must meet the needs of all. They must fit not only for the administrative, di- rective positions in life, but they also must meet the needs of those, who by their creative labor powers and the coordination of their minds and muscles give existence to the ideals and purposes that are in the minds of those who control industry and commerce . An appreciation of education has resulted in the demand for a wider use of the schools in order that fuller and better opportunities for learning, culture, and sociability may be brought into the common life. Education is an attitude toward life - an ability to see and understand problems and to utilize information -and forces for the best solution of these problems. Page Forty-one in