Sherman Indian High School - Braves Yearbook (Riverside, CA)

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EmPl0Yment For Sherman Boys . Placement - Ouiing EARNING to earn, not forget- ting the other values of life, is the goal of the student and graduate trained and inspired by Shep- man Institute. Vocational training at Sherman is conducted under em- ployment conditions in so far as the school can duplicate. As a conse- quence Sherman students have won a reputation as good workers. The Boys' Placement Department has charge of visiting places of employ- ment in Southern California and in placing students in work for which they are best qualified. The Placement Department was organized in September, 1909 by H.H. Fiske, formerly financial clerk at San Carlos Agency, Arizona, who spent four months getting the work estab- lished. loseph F. Singleton was then named head of the department. By 1912 this department's work had grown to require a matron to take charge of the girls' division, and at that time Fred S. Long assumed the duties as agent for the boys in addi- tion to his work as an instructor. ln lune, 1915, he was appointed outing Vocational GuL'a'ance C0l7Zl7ZLiff66.' Herman G. Snodgrass, head of department, K. Marmon, acting placement A agent, R. F. Sneddon and Frank Smith. agent, a position which he held until retirement August 1, 1950 after 55 years' service at Perris lndian School and at Sherman. Kenneth A. M ar - mon was then named acting placement agent, a position which he holds at pres- ent in addition to having charge of the print shop. Outing has played a very important part in the success of the school and the education of her students. Through employment outside the school Satur- days and vacation time reservation students are given valuable contacts with working conditions in white communities, industries and homes-conditions which they will encounter on leaving school. These contacts and the informa- tion gained thereby help to develop confidence and. are important in making for success in permanent employment after graduation. As a means of teach- ing thrift and the value of savings 75 per cent of the student's earnmgs areupaid by the employer direct to the school and are placed in trust for the individual to be drawn out as needed or at graduation. The other 25 per cent 1S paid di- rectly to the student to be spent as desired.. i ' u The following representative figures indicate how important the out1ng department has been in helping students to help themselves financially. These are total earnings for both boys and girls for the fiscal years as indicatedz 1909-10-310,000.00 1916-17-516,005.51 1925-27-851,294.00 1912-15- 14,252.99 1917-18- 29,415.28 1927-28- 59,594.58 1914-15- 12,950.75 1920-21- 55,890.44 1950-51M 25,455.51 1915-15- 12,758.05 1922-25- 55,084.19 1955-544 20,978.79 The effect of the depression is strikingly indicafed by the drop in tdtal earnings since 1929. -FQfiy-.rever1-

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in Q a t f t ' .f- 1------.nn-nv 'i'Z ' Q - i POST-GRAD UATE V0Cf1T10Nf1L STUDEN1's SfandZng.' Ben Custer, Leo Matheson, Lawrence Golsh, Alvey Hicks, Ray Mills, Harry Yazzie, Harry Montero, Ben Williams. Seaied: Harlow Uqualla, Torn Turner, Herman Townsend. HE post-graduate course is given to any Indian high school graduate who has a commendable record and desires to continue his training. , There are 15 boys taking the course this year. Four of these are grad- uates of Sherman. The rest were graduated from other schools. The Federal Board of Vocational Training requires 2,000 hours of prac- tice and training before an award can be made, while Sherman requires stu- dents to spend 24,000 hours in training. The post-graduate spends enough or more time in his trade to make the required hours for a Sherman post-graduate award. ' The most important advantage of the course is that the student devotes full time to his trade whereas the regular high school student spends only half of his time. The post-graduate can start a job and push it through to the finish while the high school student's work is interrupted by his academic studies. Statistics show that approximately 50 per cent of all post-graduates find work in their trades outside of Sherman, only about 25 per cent of the regular high school graduates receive employment in their trades. 2 Student Hscripn HERMAN students not only learn to earn, but they learn also to spend, to live within their incomes. Training in earning and in spending are ac- complished at one and the same time through the institution two years ago of a system of scrip payment for all vocational work done as a part of their studies. As an incentive to improvement, to advancement, pay in scrip is based not only on length of training but on skill and proficiency-the better the work, the better the pay. The students are classified as helpers, apprentices, journeymen, and fore- men. The hourly pay .for these ratings is 22 cents, 24 cents, 26 cents, and 27 cents respectively. Th1s 'scr1p buys for the students every service received on the grounds-haircuts, laundry, shoe repairs, clothing, board and room enter- tainment and what not. This svstem has proven both effective and popular. The weeklyspay-day is looked foirward to by the students with the same interest as prevails in the actual work-day world. -FQfiy-e4q!1f-