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November 26, 2006

Jones, A. (1916). Continuation Schools. Annals of the American Academy of Political and Social Science, 67(New Possibilities in Education), 170-181.

Jones makes the argument that continuation schools encompass "all schools of any type which offer to people, young or old, while they are at work, opportunity for further training or education..." (170). Term "continuation school" derived from German school system which serves as a model, "Fortbildungsschulen." He goes on to classify the types of schools as follows - 1) Private and Philanthropic schools, including YMCA/YWCA, Correspondence courses, University extension, Evening classes in colleges and universities, and special institutions; 2) Apprentice schools (established in connection to a corporation or industry); 3) Schools connected to mercantile establishments; and, 4) Public Schools (Evening schools, Cooperative schools, Part time or "continuation schools). (170-171)

  • YMCA for men ages 12-60, included commercial, political, industrial, scientific, language, and special courses (171)

  • YMCA did charge a fee and was affiliated with national organization that had formal exams and courses (172)

  • Apprenticeship Schools were "all under the direct control of the corporations concerned," e.g. GE (174) Company School Model?

  • Jones relabels the fourth school grouping as "Public Continuation Schools" when he begins writing about them (175)

PUBLIC CONTINUATION SCHOOLS Evening Schools: - Public evening schools began in mid 19th century, grew in the last 10-15 years. Enrollment in evening schools in 1890 was 150,770, but in 1914 was 614,068 (175)\

  • In some sates (WHICH?) "cities of a certain size are compelled by law to establish evening schools, while in the majority of states the establisment of such schools is permissive or compulsory on the petition of a certain number of parents or citizens." (176) Was the public demanding these schools be set up? What was the role of parental involvement?

  • Evening school students included "those who are deficient in the rudiments" (85% native Amercians and foreigners), youth who have finished high school but want more education and demand more for technical/vocational work, and business men who want specific training. (176)

  • "For foreigners who need to learn to use the English language as quickly as possible special text books and a special technique have been developed in some of our cities . . ." (176)

  • classes 2 hrs/evening, 4 evenings/wk., 20 wks/yr. ~ 160 hours (177)

  • "Two of the principal difficulties met with in the administration of evening schools are irregular attendance and lack of proper teachers." (177)

  • Some charged $1 per term, etc., to be refunded at end of term as a way to increase attendance (177)

  • "Before the evening school can be truly successful we shall need to have teachers specially adapted to this particular kind of work and specially trained for it." (177)

  • tried out camp schools similar to evening schools, mostly for teaching English to immigrants (178)

Cooperative Schools: - Partnership btwn business and schools, used PUBLIC $ "These schools are merely modifications of apprenticeship schools where the school is operated and financed by the public and the shop work is under the charge of the factory or other industrial establishment." (178)

  • alternate weekly attendance - one week at work, one in class (178) Appears to be tied to universities? Example if U of Cincinnati

  • "The aim is to make the enitre class work as practical as possible and at the same time give cultural elements and so to broadent the horizon of the young apprentice." (179)

  • advantages: "1) close correlation between shop work and class work; 2) more favorable time for study; 3) possibility of self-support; 4) wider and more general training." (179)

  • similar problem trying to find qualified teachers who know about the "shop" component and can tie into curriculum (179)

Part time or "continuation schools": - Most similar to German plan (179)

  • "These schools are in the experimental stage in this country as yet and vary greatly in their organization." (179)

  • Common features: 1) boys and girls 14-16 yrs. old; 2) 4-8 hours per week, btwn 8am and 6pm. (179)

  • 9 states with laws for CS, states include when they have a compulsory attendance law, lets 14-16 year olds work while also attending school (179) CS becoming compulsory for working youth...

  • PA in 1916 passed law making it illegal to employ 14-16 yr. old unless enrolled in CS (180)

  • "These schools are as yet in the experimental stage and, in consequence, have no well defined aim nor course of study, nor have they developed any methods specially adapted to the needs of the pupils. They have been established because of a conviction that the boys and the girls between fourteen and sixteen or older who are at work stil need further school training." (180)

  • Obstacles: 1) qualified teachers; 2) less class time, 8 hrs/wk.; 3) variability in student needs. (180)

  • Dual Purpose of CS: "These varying types fo continuation schools ilustrate clearly the double purpose of educaiton as it is seen in this country: 1) to give every individual that educaiton and training which will furnish him equality and opportunity; 2) to educate and train every individual in such a way as to provide for the safety and for the development of the state. The gradual assumption by the state of the organization and support of such work shows the development and enlargement or our edcuational ideal and the widening of our educational horizon." (180-181)

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