Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1912-03-30
Continuation Schools.

Continuation SCHOOLS.
What sort of bread and butter ef-
ffcency training does the educational
system of this country offer the young
workman who wants TO better himself
by going to an Industrial school out of
shophoursa This question is touched
on by Charles r. Richards, director of
Cooper Union for the advancement of
science and art, New York City. III Il
publication just issued for free distri-
button by the United States Bureau of
Education. Mr.. Richards finds that
just now evening schools have the most
pupils of this sort but points cut the
advantages which would accrue if
America should follow the example of
Germany in allowing workmen to get
off in the daytime without having their
wages locked, in order to raise their
efficiency by attendance at an industri-
al school.
DR.. Richards says in part:
Evening schools represent the first
form of industrial education in this
country, and they reach to-day by far
the largest number of individuals under
instruction in this field. AS q means of
supplementary instruction in mathe-
matieS science, drawing, and techni-
cal subjects they represent Il simple
and effective method of industrial edu-
cation, at least for young men above,
say Is years of age.
Evening continuation schools We're
for half Il century the backbone of the
German system of industrial education.
To-day that country is coming to
realization that for students between
II and is the evening is not the best
time for instruction, and she is bring
ing the work of her continuation
schools into the day period. 1t will nat
urally require a considerable time for
this country to reach the same point
and to bring about a general agree
ment among manufacturers to allow
learners in their establishments to st
tend industrial improvements schools
during working hours
1.-THE positive benefits that result
when such plan is followed, and the
close correlation that is made between
the work of the shop and that Of the
classroom, have. however, been 50
strikingly shown that this system OF
Industrial education deserves 10 be in
ereasingly studied by both employers
and schoolmen. When the time for at
tendance upon the school work is
granted to apprentices or other learn
ers by employers and the wages con-
tinued during this period, the economic
problem for the boy is solved. mas
much as the public school is not call
ed upon to supply the costly equip
ment for practical work, but only that
instruction specifically fitted to the
technical needs of the learners. the ad-
mnistration expense is reduced to
minimum.
In its beginning such a plan is evil
IDENTITY NEST readily applied n cities
and other localities where the concen-
tration of hgh-grade Industries gives
a large number OF apprentices or
learners in a comparatively few lines.
Other types of schools which occupy
important places in industrial training
in this country are the intermediate
Industrial or preparatory trade schools,
the trade schools, the evening school,
the part time school. and the corpora
ton or apprentice school. These are
also discussed by Mr.. Richards in the
Bureau of Education's report. DIR Rich
ards finds that the economic factors
involved in the conduct Of these schools
are of two kinds; first. the cost to the
community of running the schools; and
second, the cost to the pupils of at
tending the schools. "Of these" says
Mr. Richards, "the second is probably
the more important in determining
type"