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

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ing to the demand of the students has, in vocational lines, been equivalent to yielding to the educational demands of the craft. This, and the modi- fication of the methods of instruction in language, for adult immigrants, has established a confidence on the part of the public that the schools can, and actually will, provide instruction that can be fully applied to a solution of every day problems. Adult Education meets the Demands of Life Less than a generation ago the school and education were looked upon as something apart from the common affairs of life. At that time the adult would not have thought of turning to his local public school for help in securing instruction relative to his occupation. Today he turns to it with full confidence that he can secure the help needed in better qualify- ing himself as a citizen worker. Relative Values of Subjects of Instruction in Adult Schools Part ll of Statistical Table XXVII shows that an average of 20 per cent of the persons attending the adult classes and schools had no special aim in mind other than a desire to satisfy the inner urge for more school- ing. If funds are available for the purpose, the local school is justified in maintainning instruction for such persons. If, on the other hand, the funds of the district are limited to the extent that the opporunities for adults to secure further education must be curtailed, then this group of persons should be the first to be refused service . The subjects of instruction that may be maintained by adult schools and classes are not of equal importance. All will agree that illiteracy is intolerable on the part of either an American or a foreign born person. Therefore, Whether or not opportunity is offered to adults to secure instruc- tion in other subjects, every high school district in the state ought to pro- vide the instruction necessary to completely eliminate, within its confines, illiteracy. Most persons will also agree that the employed adult who finds himself handicapped because of a lack of knowledge of the English, mathematics, science, and drawing necessary to enable him to advance in his chosen occupation, should be given an opportunity to remove these deficiencies. Likewise, any resident of the community who feels that further schooling would better qualify him as a homemaker and citizen of the community, the state, and the nation, should be given an opportunity for further study. Page Eighty-two

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Adult Schools Responsive To the Needs of the People From report of the California Commissioner of Industrial and Vocational Education for the biennial period ending June 30, 1922: In general, the school authorities do not attempt to decide beforehand, and finally, just what subjects will be offered, and just what the exact content of these subjects will be. In this type of school and class, such matters are usually decided by the students themselves after advising with school authorities. If they were otherwise decided, no one would attend the classes. After a school has once established one or more adult classes it usually adopts the policy of providing instruction in any subject, if a certain number of persons desire the same. The local school district must bear the entire expense of maintaining such instruction during the current school year. However, during the fol- lowing year it is partly or fully reimbursed by state or county for the cost of such instruction. Thus, any expansion of the program for adult education must depend upon the balance of local funds that may be legiti- mately applied to the work. As a matter of fact, few, if any, high school districts of the state have been able to meet all of the legitimate demands made for adult classes. Subject to financial limitations, some of the high schools have adopted the policy of setting up, at any time and for any period, instruction in any subject desired by at least fifteen residents of the district qualified for the work. These schools also follow the policy of discontinuing any class maintained, if the number of persons belonging to it falls below the num- ber mentioned above. s Without doubt, one of the greatest factors leading to the rapid devel- opment of adult education has been the policy of consulting the wishes of the prospective students as to the type of work to be maintained. Yield- Page Eighty-one

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It appears that the order of importance of the fields of instruction for adult schools and classes is as follows: First, the removal of illiteracy. Second, vocational extension. Third, naturalization and civic instruction. Fourth, and least important, education for leisure. In our opinion there is no place whatever in evening schools for per- sons who desire merely to be entertained at public expense. A Friend What is a friend? I will tell you: A person with whom you dare to be yourself. Your soul can go naked with him. He seems to ask of you to put on nothing-only to be what you are. He does not want you to be better or worse. When you are with him you feel as a prisoner feels who has been declared inocent. You do not have to be on your guard. You can say what you think so long as it is genuinely you. He understands those contradictions in your nature that lead others to misjudge you. With him you can breathe free, you can take off your coat and loosen your collar. You can show your little Vanities and envies, your hates and vicious sparks, your meannesses and absurdities and in opening them up to him they are lost-dissolved on the white ocean of his loyalty. He understands. You do not have to be careful. You can abuse him, neglect him, to- lerate him. Best of all you can keep still with him. It makes no matter, he likes you. He is like fire that-purifies all you do. He is like water that cleanses all you say. He is like wine that warms you to the bone. He understands. He understands. You can weep with him, laugh with him, pray with him. Through and underneath it all he sees, knows and loves you. A Friend, I repeat, is one with whom you dare to be yourself. Page Eighty-three