CONTINUATION SCHOOLS

BY ARTHUR J. JONES, PH.D.,

Assistant Professor of Secondary Education, School of Education, University of Pennsylvania, Philadelphia.

The term "continuation school" as used in this country is still indefinite and does not refer to any one type of school. It was first generally used as a translation of the German term Fortbildungsschulen which refers to a particular type of school established in Germany for the benefit of young people who have passed the compulsory school age and are at work, but who still need the help of the school. These schools, while primarily vocational, often give training along general lines. In this country the term has been used in an even more general sense. Roughly speaking, all schools of any type which offer to people, young or old, while they are at work, opportunity for further training or education may be considered continuation schools. The work offered may be in fundamentals; it may be cultural or it may be vocational, or all of these; the essential condition seems to be that those enrolled shall actually be at work during the major part of the time.

CLASSIFICATION

According to this definition there are many types of schools now offering continuation work. The following brief classification may serve to give a general idea of the scope of the movement in this country and of the several types of schools:

(1) Private and philanthropic schools.

(a) Classes in connection with the Young Men's and Young Women's Christian Associations and other organizations of a similar nature.

(b) Correspondence courses.

(c) University extension.

(d) Evening classes in colleges and universities.

(e) Special institutions, such as Cooper Union, Pratt Institute, Spring

Garden Institute, etc.

(2) Apprentice schools, such as those in connection with the General Electric

Company, etc.

(3) Schools in connection with various mercantile establishments.

(4) Public schools.

(a) Evening schools.

(b) Coöperative schools.

(c) Part time or "continuation schools."

More recently there has been a definite tendency to restrict the term "continuation schools" to those public schools established especially for minors between the ages of fourteen and sixteen years or older who are already at work.

DESCRIPTION OF TYPES OF SCHOOLS

The present article will attempt to give merely a general description of the work given in some private and philanthropic schools and in the apprenticeship schools and a more detailed account of that done under public auspices in the evening schools, the part-time schools, and the coöperative schools.

(1) PRIVATE AND PHILANTHROPIC AGENCIES

(a) Young Men's and Young Women's Christian Association classes. During the past twenty-five years there has been a tremendous development in the purely educational work of these two organizations. Rural associations emphasize the social features, while those in the large cities place special emphasis upon definite instruction in a wide variety of subjects.

By no means all associations have this work well organized. In those cities where the work is well organized the classes are conducted in the following general lines: (1) commercial, including arithmetic, bookkeeping, stenography, business law, typewriting, etc.; (2) political, including civil government, social economics, history, etc.; (3) industrial, including such subjects as drawing, carpentry, etc.; (4) scientific, including algebra, geometry, physics, chemistry, etc.; (5) language and miscellaneous, including English, German, French, music, first aid to the injured, etc.; (6) special courses, such as law, art, automobile, etc. In addition to these there is the boys' department, which offers various special courses to employed boys. These classes are, for the most part, in the evening and attract men of all ages from twelve to sixty. The teachers employed are usually strong in their special lines and the work is made very profitable. One of the most powerful factors in directing and unifying the educational activities of the various

associations is the educational department of the international committee. This occupies only an advisory relation, but has proved itself of great value in strengthening the work. An expert secretary is employed who gives his whole time to the study of the educational activities and to visiting the associations. Every year the international committee publishes a carefully prepared prospectus of all courses of study together with suggestions as to methods of improvement. In this way the efforts are unified, growth is promoted, weak associations are encouraged, and the whole work strengthened.

Another agency that strengthens and unifies the work is the system of international examinations. The questions are carefully prepared by a board of examiners composed of men eminent in their specialties, and are given to the students under very strict regulations. The international examiners also look over and pass upon all papers. There can be no question that the students passed in these examinations are as well prepared in the particular subjects as the majority of students in universities who pursue the same subjects. This is shown in the increasing recognition of the international certificates at their face value by the different colleges and universities. Inasmuch as all students are required to join the association and in addition to pay a fee for the course, the opportunities appeal only to those who have some ready money and do not reach the very poor. Nevertheless, the classes are of great importance especially in the larger cities.

The educational work of the Y. W. C. A. has been organized more recently than that of the Y. M. C. A., and is not yet so varied in character. Courses are offered in typewriting, stenography, commercial branches, languages, salesmanship, cooking and sewing, dressmaking, millinery, domestic science, and other related subjects. While much of the work is given in the evening, a considerable part is offered during the day.

(b) Correspondence schools. Correspondence schools are conducted in connection with various educational institutions and as purely commercial enterprises. The former types are described in the article by Dean Reber on page 182 and the latter in the article by Professor Galloway on page 202. The experience of educational institutions with regard to correspondence courses is varied. Many have found them unsatisfactory and unprofitable, while

others, as the University of Chicago, are now operating them successfully. In no case, however, are they accepted as an entire substitute for resident work. The plan is undoubtedly meeting with considerable success, and many are reached who would not or could not take regular work in residence. The correspondence schools established for commercial reasons are in many cases entirely successful as financial enterprises. It is somewhat more difficult to estimate their value as educational institutions. In spite of the evident commercial element there can be no doubt that this type of school is doing a needed service in the education of the more ambitious of the working people. The very energy of the solicitors brings the opportunity to many a man and to many a woman who otherwise would not think such a thing possible for them.

(c) University extension. A complete account of this work is given in the article by Dean Reber found on page 182 of this volume and need not be described here.

(d) Evening classes in colleges and universities. The gradual enlargement of the idea of public service by colleges and universities is still further represented by the introduction of special evening classes to meet the needs of those who are at work. There are many institutions throughout the country now conducting such classes. Among them may be mentioned the University of Pennsylvania and Temple University, of Philadelphia, Northwestern University and New York University.

While nearly every type of work is offered in various institutions, the work in the Evening School of Accounts and Finance at the University of Pennsylvania represents fairly well the aim and purpose of such work in general. Courses are now offered in Preparation for Business, Accounting, Advertising, Salesmanship, Business Correspondence, Brokerage, Insurance, Economics and Real Estate. The work is given by the regular staff of the Wharton School of Finance and Commerce, supplemented by special lectures by business men and technical experts. Applicants must be at least eighteen years of age and have had the equivalent of at least three years in a standard secondary school or have had extended business experience. Upon the completion of twenty-four units of prescribed work, a certificate of proficiency is granted to the student.

(e) Special schools. There are various educational institutions,

philanthropic and semi-philanthropic in their character, which reach the working classes to a greater or less degree. Some of them such as the Franklin Institute in Philadelphia, the People's Institute in Boston, and Cooper Union and the Mechanics' Institute in New York City, have been established expressly for the training and instruction of young men and women who are at work. Others, like the Lewis Institute in Chicago, the Drexel Institute in Philadelphia, and the Pratt Institute in Brooklyn, are more distinctly scientific or technical schools of high grade, and aim to give thorough courses leading to a degree or certificate. Nearly all the institutions of this kind also have evening classes for the benefit of those who are at work. The great variety of courses offered and the diversity of organization make it impossible to give anything like an adequate description of the work done. There can be no doubt, however, that the service rendered by these institutions to young men and women who are at work and who can avail themselves of the opportunities is very great indeed, notwithstanding they can reach only a comparatively small part of those who need help.

(2) APPRENTICESHIP SCHOOLS

For many years employers have realized that there must be some plan devised by which the deficiencies in the training of apprentices could be overcome. Many factories and business houses have attempted to solve the problem by organizing within their own establishments schools which have for their purpose the training of the apprentice. Sometimes, in addition to the training along specific lines, a general training is given. There are many of these schools throughout the country, among them such well known ones as those of the General Electric Company of Lynn, Massachusetts; the New York Central Lines and other railways; Southern Bell Telephone Company of Atlanta, Georgia; the Yale and Towne Manufacturing Company of Hartford, Connecticut; and the National Cash Register Company of Dayton, Ohio. These schools are all under the direct control of the corporations concerned, and the type of training given, while extremely varied, is all in the direction of a definite training along the specific lines of the industry concerned. The instruction is usually given by master-workmen, by engineers, foremen, etc., chosen from the regular staff of workmen, and is narrowly vocational, supplementing and amplifying the