A proposed guidance program for a medium sized high school

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A PROPOSED GUIDANCE PROGRAM FOR A MEDIUM SIZED HIGH SCHOOL

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science In Education

by ClIften Nordgaard June 1950

UMI Number: EP45997

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T h i s p r o je c t r e p o r t, w r it t e n u n d e r the d ir e c t io n o f the candidate's a d v is e r a n d a p p r o v e d by h im , has been pre se n te d to a n d a ccep ted by the F a c u lt y o f the S c h o o l o f E d u c a t io n in p a r t i a l f u l f i l l m e n t o f the

re q u ire m e n ts f o r

the degree

of M a s te r of

S cience in E d u c a tio n .

D ate

......................

A d v is e r

Dean

TABLE OP CONTENTS CHAPTER I.

II.

PAGE

THE PROBLEM OF THE PROPOSED GUIDANCE PROGRAM .

1

Resume of factors ............................

1

Report of s u r v e y s ................

2

Statement of problem

2

. . . . .

.............

THE OBJECTIVE OF THE PROPOSED PROGRAM

. . . .

4

. . . .

4

Imperative Educational Needs of Youth . . . .

5

Work skills and attitudes .................

5

Definition of guidance

.............

Health and physical fitness ............... Rights and duties of citizens .............

6

Consumer problems .........................

6

Family and society

7

.......................

Science and human life

...........

Aesthetic appreciation

...................

8

.................

8

.....................

9

Use of leisure . . Ethics and etiquette

. .

Expression and rational thinking

III.

7

.........

9

Statement of o b j e c t i v e .....................

10

BACKGROUND INFORMATION

.......................

11

Administrative and teaching staff ...........

11

Director of guidance .

11

Teacher-eounselors ..........................

12

Freshmen orientation .

12

CHAPTER

IV.

PAGE Assembly programs .........................

13

Cumulative records

13

.......................

Testing p r o g r a m .....................

14

School concept of guidance- -

15

THE PROPOSED GUIDANCE PROGRAM ...............

17

Explanation of activity, method, and guidance value

17

.........................

Weekly topics and/or activities ...........

18

Beginning of school routine .............

18

Disciplinary system

...

20

F o o t b a l l .................................

22

English and Public Speaking departments .

24

Interests tests .........................

26

< Individual conferences

.................

^

28

Party and dance e t i q u e t t e ...............

29

Art d e p a r t m e n t ..........................

31

Personal health and hygiene .............

33

Family life .

35

.........................

Hobbies . ................................

37

Social Science department ...............

39

B a s k e t b a l l .................

41

Boy-girl relationships

43

.................

Consumer p r o b l e m s ...................... Home Economics department ...............

.

45 47

CHAPTER

PAGE Philosophy of l i f e ......................

49

Individual conferences .....................

51

Evaluation of pupils .......................

52

Mathematics and Science departments

53

. . . .

T r a c k ..........

56

American citizenship .......................

57

Personality inventories

.

.......... ..

.

6l

Individual conferences ..................... Music d e p a r t m e n t ........................ Carry-over sports

62

.................. 64 66

S e x ...................................... Commercial department

59

69

.....................

Banquet and prom e t i q u e t t e ..........'. . . . .71 . B a s e b a l l .................................

73

Industrial Arts department .................

75

Preparation for marriage ...................

77

* Schedule planning and credit evaluation

. .

Language department . . .

79 80

Closing of school routine and summer possi­

V.

bilities ..................................

82

Individual conferences .....................

84

THE PERSONNEL OF THE PROPOSED GUIDANCE PROGRAM .

86

Functions and training of guidance personnel .

86

The p r i n c i p a l ...........................

86

The Director of G u i d a n c e ................

87

CHAPTER

PAGE The Dean of Boys and the

Deanof Girls

. .

88

The attendance supervisor ................

89

The teacher-eounselor ....................

89

The parent or p a t r o n .................

90

The c l e r g y ............................

91

The doctor and/or social worker

The school n u r s e ..................... Professional people

91

. . . . .

.....................

92 92

Business m e n ..............

93

Foreigners and/or new citizens ...........

94

Student council

.........................

94

Majors in d e p a r t m e n t s ...................

95

A t h l e t e s ..................................

95

S t u d e n t s .............................

96

BIBLIOGRAPHY

..................

98

CHAPTER I THE PROBLEM OP THE PROPOSED GUIDANCE PROGRAM

As the school curriculum expands, the need for careful selection becomes more Important. As the adult society becomes more complex, the need for Information about that society becomes more acute. As teachers attempt to individualize instruction, they need more and more information about pupils. As we encourage youngsters to become more self­ directive, their need for information about them­ selves becomes more evident.1 Because of these and many similar factors, school administrators are recognizing the vital role of guidance in the present day high school, as well as all schools, for that matter.

For this purpose, specialists were

trained to carry on elaborate programs in schools where their services could be obtained and where the time and money were allotted to it.

In most such instances,

students were taken from the classroom teacher and ushered to a special office, room, or auditorium where guidance and counseling were carried on.

Thereby, larger high

>

schools and those with adequate finances inaugurated p r o — * grams of guidance and some medium sized and smaller high schools did what they could with their allotted means.

* Clifford E. Erickson, A Practical Handbook for School,Counselors, (New York: ’J^on'ald' Press Company, T 5 ^ T 7 P T T ! -----

2 "Recent surveys show that no schools In towns of over 10,000 population are without some form of organized guid­ ance.

Schools of all sizes are attempting to do something

along guidance lines."

2

These facts from authorities in

the field of guidance are gratifying and encouraging to all educators.

However

any careful observer of high school

students will notice that they invariably tend to gravitate to a teacher in their major field.

They tend to come to

him for encouragement and suggestions and many times advice on personal matters.

It is usually in this teacher's class

that the student makes his best grades erion.

if that is a crit­

Prom this sketchy survey, it becomes obvious that

"The vital problem today is apparently not the inaugura­ tion of guidance, but Its introduction into the classroom where it can assist in providing a vital integrated experience for every secondary school student." The problem of this proposed guidance program for a medium sized high school at which there is not a satis­ factory guidance program and for which there is felt an acute need is to present a program of activities to be carried on in the classroom by a teacher who becomes a

2

D. W. Lefeve^ A. M. Turrell, and H. I. Weitzel, Principles and Techniques of Guidance, (New York: Ronald

TreSs" JgWl-J— pr^T.— ---------3 Ibid.f p. 25.

teacher*counselor.

The methods suggested by which these

activities may be conducted should give the students a . "vital integrated experience."^

The proposed program

is not flawless but admits discrepancies.

The proposed

program should not be considered as a rigid curriculum but rather as a suggestive guide, welcoming changes and substitutions.

It is a program for the calendar school

year of 1950 to 19 51 .> but current dates can be substi­ tuted as the years pass.

It is a program for the first

year under the proposed set-up and the program would be expanded and intensified year after year.

*1

Loc. cit., p . 25•

CHAPTER II THE OBJECTIVE OP THE PROPOSED GUIDANCE.PROGRAM "The individual functions as a total organism, and his efficiency depends on this total adjustment to life. The guidance program is interested in his total adjust­ ment."1

It is obvious that a tenet as broad in scope as

this brings about divergent ideas and practices according to the needs of the individual school system.

But it

isn't the means to an end, but the end itself that is of major importance.

Therefore in the proposed guidance

program elsewhere described, a well rounded individual, well adjusted, is the ultimate ideal toward which we work. As a person develops in various areas, needs develop that cause the individual to surge forward and satisfy these needs.

When this satisfaction is not attained, a

maladjustment results that detracts from the person or even brings about retardation or catastrophe.

Many ob­

jectives or needs of youth have been outlined to satisfy educators and, of these, perhaps the best for guidance

1 Clifford E. Erickson, A Practical Handbook for School Counselors, (New York: "Ronald Press- Company,

1949)

pTT

5 personnel is the list of ten "Imperative Educational Needs of Youth/' as outlined by the Educational Policies Commission in 1944.

The significance of these and their

practicability have helped formulate the topics to be discussed in this proposed program.

These needs are (and

their applications to the proposed program include): 1. All youth need to develop salable skills and those understandings and attitudes that make the _ worker an intelligent and productive participant in economic life. To this end, most youths need supervised work experience as well as education in the skills and knowledge of their occupations. Because this program is proposed for a medium sized school, work experience for the first year possible.

would not be

But, by such activities as studying the Job

possibilities of^the majors in the various departments of the school

consumer education, and family life, this

need should be satisfied as much as is possible under the circumstances. 2. All youth need to develop and maintain good health and physical fitness.^ That this is one of the most significant needs is proved by the fact that it appears in all similar lists of needs .-s

of youth.

By such discussions as those built around sports,

2 Educational Policies Commission, Education for All American Youth, (Washington, N. E. A.,I9&4), p.~225. 3 Ibid., p. 225-

personal hygiene and sex, these needs should be satisfied to a satisfactory degree. 3* All youth need to understand the rights and duties of the citizen of a democratic society, and to be diligent and competent in the performance of their obligations as members of the community and citizens of the state and nation. With social groups struggling with and mistrusting each other as they are today and with the crime increasing in most localities, the lack of adjustment in this area is apparent.

Therefore, this proposed program includes such

topics as American citizenship, etiquette, philosophy of life, and boy-girl relationships so that the students will have help in making the desired adjustments in these areas. 4. All youth need to know how to purchase and use goods and services intelligently, understanding both the values received by the consumer and the ^ economic consequences of their acts . 5 One? topic, consumer education, was included in this program to help satisfy this need.

It is to be hoped, and perhaps

naively assumed, that the teachers themselves would in­ struct in this area in their individual classrooms.

As

a program such as this would be expanded year after year, more time and effort could be concentrated on this need.

* Ibid., p. 2 2 5 . 5 Ibid., p. 225.

5 . All youth need to understand the significance of the family for the individual and society and the conditions conducive to successful family life.

Because the home fails to satisfy this need in so many instances and because it is impossible for the church to do so in so many eases, the school has assumed more and more responsibility in this field.

However, because

of a lack of facilities and trained personnel in small and medium sized schools, guidance workers are handicapped in attempting to satisfy completely these needs.

Never­

theless, the proposed program includes family life and sex in its schedule of discussions. 6. All youth need to understand the methods of science, the influence of science on human life, and the main scientific facts concerning the nature of the world and of man.' Because of the lack of time and qualified personnel, this will perhaps be the most neglected of all the needs as far as this program is concerned.

Only when the math­

ematics and science departments indicate their offerings, etc., will this topic be discussed as per schedule.

How­

ever, it is questionable whether or not this is entirely a guidance responsibility.

Therefore, it is reasonably

safe to assume that the curriculum will take care of this 6 Ibid., p. 225. 7 Ibid., p. 225.

8 need adequately. ?. All youth need opportunities to develop their capacities to appreciateftbeauty in liter­ ature, art, music, and nature. In the ideal guidance program, the satisfaction of these needs would definitely be stressed.

But because of the

limitations of the proposed program, these needs will have to be taken care of by the school curriculum although in the discussions centering around the English, Art, Music and Science departments, these needs are met rather casually.

Undoubtedly after the proposed program has

exhausted the subjects outlined, this seventh need will provide a wealth of material for other schedules of topics. 8. All youth need to be able to use their leisure time well and to budget it wisely, bal­ ancing activities that yield satisfactions to the ^ndividual with those that are socially use-

It is impossible to indicate a specific department of the school as being responsible over any others in this respect.

The class-room teacher as well as the guidance

personnel have to put forth all their efforts to satisfy this need.

Such topics of this proposed program as

8 Ibld-' P* 225* 9 Ibid., p. 225-

9 athletic games, recreational possibilities of subject fields, hobbies, and carry-over sports should aid in the solution of this problem. 9. All youth need to develop respect for other persons, to grow in their insight into ethical values and principles, and to beQable to live and work cooperatively with others. In all the activities of the school, these aspects of behavior have to be stressed more than any others and at all times; and even then they are not entirely mast­ ered.

All the activities suggested in this program would

help satisfy these needs but perhaps it would be the dis­ cussion on philosophy of life that would be the capstone. 10. All youth need to grow In their ability to think rationally, to express their thoughts clearly, and to read and listen with understanding.11 "To express their thoughts clearly, and to read and listen with understanding" would undoubtedly be the objectives to be attained by the English and Public Speaking depart­ ments but where to place the responsibility of helping youth "to grow in their ability to think rationally" is problematical.

Actually, that is a duty of every agency

and department in which the youth comes in contact.

There­

fore, it would be a need that all teacher-counselors would 10 Ibid., p. 225. 11 Ibid., p. 225.

have to stress In all of their activities both during the guidance period and during the regular class sessions. Simply stated In the light of these prescribed needs, the objectives of the proposed guidance program is to satisfy the needs of youth so they will be well rounded individuals— well adjusted to the world in which they find themselves.

CHAPTER III BACKGROUND

INFORMATION

By a medium sized high school is meant one with an enrollment of about one thousand students and with a fac­ ulty of about thirty-five teachers.

There are the prin­

cipal, the vice-principal, the dean of boys, and the dean of girls on the administrative staff.

Usually in a school

of this size, there is an attempt at departmentalization with these departments recognized:

English and Public

Speaking, Mathematics and Science, Language, Music, Art, Industrial Arts, Physical Education, Home Economics, and Social Science.

One teacher is usually designated as

head of the department with his compensation being a few extra dollars and one less class to teach.

A non-eert-

ified man is usually employed as Attendance Supervisor with the usually prescribed duties.

Clerical help should

include a full-time secretary for the principal, viceprincipal and attendance supervisor, with perhaps one secretary dividing her time between the two offices of the deans. b

In a four year-high school of this size, the guid­ ance program may be under the supervision of one individ­ ual designated as the Director of Guidance.

It is his

12 duty to formulate, inaugurate, and supervise the guidance program, to correct the tests given and make the profiles, etc., to take care of the referrals, and to conduct some program of in-service training for the teacher-counselors. Every teacher is in reality a teacher-counselor, as he has a group of students for whom he is responsible for guidance and counseling, in addition to teaching subject matter.

The school day in most medium sized high schools

consists of six fifty-five minute periods.

In the proposed

guidance program, period one would be designated as the Guidance Period, and the entire period would be devoted to guidance.

Period two would be the first class session

and students would remain in the same room for this per­ iod.

The same teacher would be in charge during both

periods, would be a teacher in the student's major field, and would be responsible for the guidance and counseling prescribed by the school for each student.

The counselee

may or may not have the same teacher-counselor during his entire high sehool career. /Freshmen are not included in the proposed guidance program because it is a recognized necessity for them to have orientation of a more elementary and detailed nature. Therefore, it will be assumed in this project that all freshmen in this medium sized high sehool will..have one

13 fifty-five minute period of orientation the first period of every day.

The dean of boys, the dean of girls, and

two other teachers with expressed interest and perhaps some training in guidance will have charge of this prog­ ram of orientation. An assembly period will be held once each week and a Faculty Assembly Committee will have charge of eleven of the assemblies.

Perhaps they will have some

professional programs such as the National Assemblies Programs which are popular with smaller institutions in Southern California.

The remaining assembly programs

will be in conjunction with the guidance program and allied with the topic under consideration for that week and will be in charge of those designated each week. Such a practice will give a unity to the guidance program when the entire student body comes together regularly to enjoy a common experience along the same lines they've been delving into in their separate class rooms. Provision has not been made in the proposed pro­ gram for time and personnel required to fill in the re­ quired data on cumulative records which would be kept for all students.

This has been omitted purposely because

many times sufficient forms are not available at a speci­ fied time, all data are not immediately accessible to

14 the students, etc.

Therefore, it would seem advisable

that the Director of Guidance and the teacher-counselors will schedule this activity at different times for each room as time and materials permit.

Perhaps the Fridays

of the fifth and sixth weeks which are devoted to informal discussions could be used for this purpose.

Regardless,

it would be the responsibility of the Director of Guid­ ance to schedule this. Because of limited personnel, the testing program of a medium sized high school would be as limited as pre­ scribed in the program proposed.

However, it would be

the responsibility of the Director of Guidance to have at his disposal other interest and personality tests, in addition to achievement, aptitude, abilities, and in­ telligence tests so that when the teacher-counselors made referrals of exceptional students, the Director of Guid­ ance could, if desired, extend the testing program.

He

would also be required to know where psychometrists and psychologists and psychiatrists could be consulted should specialized services be necessary. Obviously, all of these factors enumerated under background information are absolute necessities if the program proposed is to be successful in satisfying many of the guidance needs of adolescents.

But without a prac­

tical and commonly accepted concept of guidance, this

program could not hope to achieve success.

Guidance Is

an educational service designed to help students make the most effective use

of^ the training programs, whether org­

anized or unorganized, whether offered by the home, the church, the community, or the school.

Guidance thereby

enables each individual to understand his abilities and interests, his deficiencies and handicaps; to appreciate the privileges and responsibilities of society; and to realize the possibilities and duties of vocations in which the individual has interest and contact.

In the final

analysis, guidance should enable the individual to reach a state of complete and mature self-guidance as a desir*

able and effective .citizen of a democratic social order. !

Is it the administrative staff; is it the Director of Guidance; is it the individual teacher-counselor; is it an outside agency; or is it through the close cooperation of all of these that the above coneept of guidance is going to become a real force?

For a high school of med­

ium size and with the personnel prescribed, guidance must become an activity for all working with the students. Even though a period has been suggested during which to dfseuss prescribed topics and choose others, the teacher must cat*ry these over into all activities during the day and add many more as needs arise.

Therefore, these ap-

16 proxiraately thirty-five teachers will have to be coun­ selors as well as teachers all of the time they are work ing with their students.

They must accept the fact that

guidance is a part of the total educative process and because more trained specialists are not available, they must do all in their power to be successful in all of their endeavors.

CHAPTER IV THE PROPOSED GUIDANCE PROGRAM The proposed guidance program for a medium-sized high school is outlined on the following pages of this chapter.

Each week of the school year is designated as

"1st," "2nd,11 etc.

Dates are placed after such designa­

tions for the calendar school year of 1950-1951.

At

the discretion of an administrator or director of guid­ ance, the outlines for the weeks could be changed as desired.

The legal and customary holidays have been

indicated in the program and allowance made for them. For each day, ah activity, a method, and the guidance value have been indicated.

By "activity" is meant the

subject to be studied, the topic to be discussed, or the work to be accomplished.

The activities for each

week are related or subsequent.

By "method" is meant

the manner in which the activity is to be carried out. The methods are merely suggestive and it would be the responsibility of the teacher-counselor to work out the details as his peculiar situation would demand.

By

"guidance value" is meant the need that is satisfied so that the student is a better adjusted member of his so­ ciety.

For the assembly periods carrying on the guidance

topic of the week, no activity, method or guidance value is indicated.

This has been purposely omitted to allow

the maximum freedom in choice of activity and method.

The

guidance values are similar in that the assemblies should unify the proposed program for the entire school and at the same time furnish purposeful entertainment.

)kost of

the Fridays have been left open so that the students can choose their activity but it would be desirable if they could be encouraged to continue some phase of the activity of the week. It is hoped that the following program will satis­ factorily attain the objectives indicated in Chapter II.

FIRST WEEK— SEPTEMBER 11 THROUGH 15 MONDAY Activity.

Become acquainted with or renew ac­

quaintanceship of members of the class and the teachercounselor.

Check schedule of classes and check supplies /

needed to start school. Method.

^ ic

Teacher-counselor will have full charge

but will have class members introduce themselves, help check supplies, obtain needed supplies, and will make necessary referrals.

19 Guidance value♦

Helps students to fit themselves

into the school society and to he ready for their work. TUESDAY Activity.

Learn how to care for textbooks and how

to organize notebooks.

Review the school calendar of e-

vents and the"location of buildings on the campus. Method.

Teacher-counselor will have full charge

but will encourage class participation as much as practical. Guidance value♦

Helps students become diligent and

competent in the performance of their duties. WEDNESDAY Assembly program.

Under auspices of Faculty As­

sembly Committee. THURSDAY Activity.

Study the functions of the Attendance

Supervisor and learn the proper procedures with respect to various phases of attendance. Method.

Teacher-counselor will explain this, but I

if Attendance Office assistants are available they could do the task and show samples of forms to be filled in, time

20 to report to the office, and reasons for the prescribed procedure. Guidance value.

Informs the students so they know

the proper procedures to follow. FRIDAY Activity. nificance.

Learn the school traditions of most sig­

Become acquainted with the members of the ad-

ministrative and teaching staffs. Method.

iJ-i

ZZV

,r' 7?

'■

i/

- ■

/

f

■■

J'r

t'

Members of the Student Council and/or

assistants chosen by the council could give talks, show pic­ tures, give demonstrations, and conduct tours. Guidance value.

Develops school spirit and helps

students know those who direct or can help them. SECOND WEEK— SEPTEMBER 18 THROUGH 22 MONDAY Activity.

Review and/or learn about the Merit

System or other disciplinary system that operates in the school. Method.

Teacher-counselor will read the regula­

tions from the school administrative handbook and explain

21 as he goes along.

Discussion and questions will be en­

couraged . Guidance value.

Increases understanding of the

rights and duties of citizens in a democratic soeiety such as the school. TUESDAY Activity.

Continuation and conclusion of the above

discussion with question time. Method.

Same as for previous day.

Guidance value.

Same as for previous day. WEDNESDAY

Assembly program.

Under auspices of Faculty Assem­

bly Committee. THURSDAY Activity.

Learn the functions of the Dean of Boys

and how'lie can help individual boys. Method.

Teacher-counselor will explain these and

give other information that the dean may desire distributed. Guidance value.

Establishes confidence in the Dean

of Boys and advertises his function. FRIDAY Activity.

Learn the functions of the Dean of Girls

and how she can help individual girls. Method.

Teacher-counselor will explain these and

give other information that the dean may desire distributed. Guidance value.

Establishes confidence in the Dean

of Girls and advertises her functions. THIRD WEEK— SEPTEMBER 25 THROUGH 29 MONDAY Activity.

Review the history of football in Amer­

ica and study the significance of the game to America as a country and to the individuals participating. Method.

A boy out for football will be in charge

and will give a talk and answer questions. Guidance value.

Acquaints the students with a

popular, leisure time sport. TUESDAY Activity.

Learn the various positions on a team

and the duties of those assuming those positions.

Learn

23 the probable players on the local team and their respect­ ive abilities. Method.

The same boy as above will explain this

phase of the subject and answer questions.

If possible,

he will show photos and newspaper clippings. Guidance value♦

Informs students about the players

on a team and Increases their interest in and knowledge of the local team. WEDNESDAY Assembly program.

Probably a Pep Assembly under the

auspices of the football section of the Physical Education department. THURSDAY Activity.

Study the various football plays and at­

tempt to learn them so they can be identified at a game. Method.

Same boy as above will explain these,

using the blackboard, diagrams, pictures, and movies. Guidance value.

Makes the students more capable of

enjoying either watching or participating in this particu­ lar sport.

24 FRIDAY Activity.

Become acquainted with the local league

and the teams of the league.

Learn a little about the main

college teams. Method.

Same boy as above will discuss these topics

and use news items, etc., to enliven his discussion. Guidance value♦

Develops more interest in the local

team and in the league organization. FOURTH WEEK— OCTOBER 2 THROUGH 6 MONDAY Activity.

Review the offerings in the English and

Public Speaking departments and study the requirements and benefits of each. Method.

A panel of two or three majors in the de­

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions. Guidance value.

Creates an intelligent understand­

ing of and an appreciative attitude toward the English and Public Speaking departments and their possibilities. TUESDAY

25 Activity.

Study the Job possibilities for those

majoring in the English and Public Speaking departments. Method.

A person engaged in a related profession

will talk on some phase of the subject and will answer questions that may arise. Guidance value♦

Reveals the vocational possibilities

for those studying in the English and Public Speaking de­ partments . WEDNESDAY Assembly program.

Under auspices of the English and

Public Speaking departments. THURSDAY Activity.

Enumerate the recreational possibilities

for those studying in the English and Public Speaking de­ partments . Method.

The panel which had charge on Monday will

eonduct this discussion and will answer questions on any­ thing pertaining to the department. Guidance value♦

Reveals possible leisure time act­

ivities for those studying in the English and Public Speak­ ing departments.

26 FRIDAY Activity.

Conduct an informal diseussion on any

subject chosen by the class on a previous day. Method.

A member of the class will act as chair­

man and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud­ ents and encourages the students to think rationally and to express their thoughts clearly. FIFTH WEEK— OCTOBER 9 THROUGH 13 MONDAY Activity.

Learn the meaning of "interests” and

how the representative interests are classified.

Learn

how far tests can measure interests and of what predictive value they are. Method.

Teacher-counselor will explain all the

above and encourage contributions and questions from the class. Guidance value.

Develops knowledge of and respect

for themselves and for others in the light of human in­ terests .

27 TUESDAY Activity.

Determine how a testee should cooperate

with the tester and why the testee should carefully follow instructions of the test. Method.

Teacher-counselor will lecture and, if

possible, use another Interest test and actually go through parts or all of it. Guidance value.

Helps the students become more

adept when being tested. WEDNESDAY Testing period.

Teacher-counselor will administer

the Kuder Preference Record and turn it in to the Director of Guidance for scoring. Guidance value.

Provides the experience of being

measured and of analyzing themselves as they respond to various situations. THURSDAY Activity.

Distribute unused copies of the Kuder

Preference and go over the questions so that the students will thoroughly understand their significance.

Method.

Teacher-counselor will conduct the dis­

cussion and answer all questions or make proper referrals. Guidance value.

Provides the opportunity of going

over the test and of ascertaining probable results. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will act

as chairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud­ ents and encourages the students to think rationally and to express their thoughts clearly. SIXTH WEEK— OCTOBER 16 THROUGH 20 MONDAY

TUESDAY

THURSDAY

FRIDAY

Activity.

Learn the scores earned on the interest

test and study profiles.

Determine the significance to

the individual in the light of his expressed interests, his objectives, and his achievements.

29 Method.

Teacher-counselor will conduct an indi­

vidual conference with each student and accomplish the above. Guidance value.

Reveals the scores made on the

interest test taken the previous week and helps the stud­ ents to come to a better understanding of their personal interests and the significance to them, particularly in choosing vocations, avocations, leisure activities, and friends. WEDNESDAY Assembly program.

Under auspices of Faculty Assem­

bly Committee. SEVENTH WEEK— OCTOBER 23 THROUGH 27 MONDAY Activity. party.

Review etiquette at a dance and at a

Study the responsibilities of boys and the respon­

sibilities of girls.

Proper clothes, gifts, conversation,

payment of bills, and leave-taking will be included in the discussion. Method.

Teacher-counselor will lead the discus­

sions and help bring out the desired points from the

30 students themselves. Guidance value.

Develops respect for others and

encourages growth in Insight into ethical values and prin­ ciples. TUESDAY Activity.

Learn what girls expect, like and dis­

like in the conduct of boys at a party or at a dance. Method.

A panel of girls elected by the girls in

the room will carry on the discussion. Guidance value.

Instils respeet for feminine atti­

tudes, qualities and abilities. WEDNESDAY Assembly program.

Under auspices of the Student

Council. THURSDAY Activity.

Learn what boys expect, like and dis­

like in the conduct of girls at a party or at a dance. Method.

A panel of boys elected by the boys in the

room will carry on the discussion.

>31 Guidance value.

Increases the understanding of

masculine traits and activities. FRIDAY Activity.

Learn about the part of chaperons at a

'i

party or a dance and what courtesies they appreciate. Method. or

can bring in

Teacher-counselor will discuss this topic a qualified parent to assist.

Guidance value.

Encourages proper respect for

superiors. EIGHTH WEEK— OCTOBER 30 THROUGH NOVEMBER 3 MONDAY Activity.

Review the offerings of the Art Depart­

ment and study the requirements and benefits of each. Method.

A panel of two or three majors in the de­

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions. Guidance value. of

Creates an Intelligent understanding

and an appreciative attitude toward the Art Department

and its possibilities.

32 TUESDAY Activity.

Study the Job possibilities for those

majoring in the Art department. Method.

A person engaged in a related profession

will speak on some phase of the subject and will answer questions that may arise. Guidance value.

Reveals the vocational possibilities

for those studying the subject of Art. WEDNESDAY Assembly program♦

Under auspices of the Art depart­

ment. THURSDAY Activity.

Enumerate the recreational possibilities

for those studying in the Art department. Method.

The panel which had charge on Monday will

conduct this discussion and will answer questions on any­ thing pertaining to the department. Guidance value.

Reveals possible leisure time

activities for those studying in the Art department.

33 FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will act

as chairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud­ ents and encourages the students to think rationally and to express their thoughts clearly. NINTH WEEK— NOVEMBER 6 THROUGH 10 MONDAY Activity.

Review popularly prescribed health

habits and stress the significance of each. Method.

A panel of two girls who work in the

nurse's office will lead the discussions and help give direction to the discussions. Guidance value♦

Aids students to develop and

maintain good health habits. TUESDAY

3% Activity.

Study diet and its significance to good

health. Method.

A panel of two or three students from

the Home Economics department will put forth desired facts and lead the discussion. Guidance value.

Same as for previous day. WEDNESDAY

Assembly program.

Under auspices of the School

Nurse and/or Doctor. THURSDAY Activity.

Emphasize the importance of exercise on

health and prevention of disease. Method.

A girl who is majoring in Physical Educa­

tion will give a talk, show pictures, or do whatever is best suited to the situation. Guidance value.

Aids students to develop and main­

tain good physical fitness. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day.

35 Method.

A different member of the class will act

as chairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud­ ents and encourages the students to think rationally and to express their thoughts clearly. TENTH WEEK— NOVEMBER 13 THROUGH 17 MONDAY Activity.

Outline and briefly discuss the respon­

sibilities and privileges of father, mother, son and daughter in the family eircle.

Determine benefits to be

derived when all members cooperate. Method.

Teacher-counselor will act as chairman

and solicit facts and ideas.

Questions will be encouraged

and answered. Guidance value.

Increases an understanding of the

significance of the family for the Individual. TUESDAY Activity.

Outline and briefly discuss the respon­

sibilities and privileges of the family in society.

Determine benefits to be derived when the family functions normally as far as society is concerned. Method.

A parent or aschool patron

who is quali­

fied will speak on the subject and guide the discussion. Guidance value.

Increases an understanding of the

significance of the family for society. WEDNESDAY Assembly program.

Under auspices of the Ministerial

Association or Social Welfare

Department in the community.

THURSDAY Activity.

Study the social and economic conditions

conducive to a healthy family and then a healthy social group. Method.

A student majoring in social science will

discuss the topic and lead the discussion which should follow or accompany the presentation of facts. Guidance value♦

Increases an understanding of the

conditions conducive to successful or-healthy family life. FRIDAY Activity.

Conduet an informal discussion on any

37 subject chosen by the class on a previous day. Method.

A different member of the class will act

as chairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud­ ents and encourages the students to think rationally and to express their thoughts clearly. ELEVENTH WEEK— NOVEMBER 20 THROUGH 24 MONDAY Activity. in the class. Method.

Investigate the hobbies of the girls

Analyze the various features of each hobby. Each girl will report on her hobby or the

hobby of a girl friend and demonstrate, show samples, and explain. Guidance value♦

Shows students how other Individuals

make use of their leisure time. .TUESDAY Activity. the class.

Investigate the hobbies of the boys in

Analyze the various features of each hobby.

38 Method.

Each boy will report on his hobby or the

hobby of a boy friend and demonstrate, show samples, and explain. Guidance value.

Same as for previous day. WEDNESDAY

Assembly program.

Under auspices of the Faculty

Assembly Committee. THURSDAY Activity.

Investigate the possibilities of the

hobbies of several parents of the students or patrons of the school. Method.

Parents and/or patrons could explain their

hobbies, conduct demonstrations, show samples, and show pictures or movies. Guidance value.

Encourages the students to choose

hobbies suitable for adult life as well as for the immed­ iate present. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the elass on a previous day.

39 Method.

A different member of the class will act

as chairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud­ ents and encourages the students to think rationally and to express their thoughts clearly. TWELFTH WEEK— NOVEMBER 27 THROUGH DECEMBER 1 MONDAY Activity.

Review the offerings in the Social Science

department and study the requirements and benefits of each. Method.

A panel of two or three majors in the de­

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions. Guidance value♦

Creates an Intelligent understand­

ing of and an appreciative attitude toward the Social Science department and its possibilities. TUESDAY Activity.

Study the Job possibilities for those

majoring in the Social Science department.

40 Method.

A person engaged in a related profession

will speak on some phase of the subject and will answer questions that may arise. Guidance value♦

Teaches the vocational possibili­

ties of those studying in the Social Scienee department. WEDNESDAY Assembly program.

Under auspices of the Social

Science department. THURSDAY Holiday.

Thanksgiving Day. FRIDAY

Activity.

Enumerate the recreational possibilities

for those studying in the Social Science department. Method.

The panel which had charge on Monday will

conduct this discussion and will answer questions on any­ thing pertaining to the department. Guidance value♦

Teaches about the possible leisure

time activities for those studying in the Social Science department.

41 THIRTEENTH WEEK— DECEMBER 4 THROUGH 8 MONDAY Activity.

Review the history of basketball in

America and study the significance of the game to America as a country and to the individuals participating. Method.

A boy out for basketball will be in charge

and will talk and answer questions. Guidance value.

Acquaints the students with an­

other popular leisure time sport. TUESDAY Activity.

Learn the various positions on a team

and the duties of those assuming those 'positions.

Learn

the probable players on the local team and their respect­ ive abilities and possibilities. Method.

The same boy as above will explain this

phase of the subject and answer questions.

If possible,

he will show photos and newspaper clippings. Guidance value♦

Informs the students about the

players on a team and increases interest and knowledge of the local team.

42 WEDNESDAY Assembly program.

Probably a Pep Assembly under

the auspices of the basketbal

section of the Physical

Education department. THURSDAY Activity.

Study the various basketball plays and

attempt to learn them s© they can be identified at a game. Method.

Same boy as above will explain these,

using the blackboard, diagrams, pictures, and movies. Guidance value.

Makes the students more capable

of enjoying, watching and participating in this particular sport. FRIDAY Activity.

Become acquainted with the local league

and the teams of the league.

Learn a little about the

main college teams. Method.

Same boy as above will discuss these

topics and use news items, pictures, and movies to enliven his discussion. Guidance value.

Develops more interest in the

43 local team and in the league set-up. FOURTEENTH WEEK— DECEMBER 11 THROUGH 15 MONDAY Activity.

Discuss the common qualities and char­

acteristics of boys.

Discuss their habits of dress,

recreation, work and ideas. Method. the

A round-table discussion of

class will touch on these subjects with

the boys in the teacher-

counselor acting as chairman. Guidance value.

Helps encourage respect for other

persons and helps the-students live and work more coop­ eratively with others. TUESDAY Activity.

Discuss the common qualities and char­

acteristics of girls.

Discuss their habits of dress,

recreation, work and ideas. Method. the

A round-table discussion of

the girls in

class will touch on these subjects with

the teacher-

counselor acting as chairman. Guidance value.

Same as for previous day.

44 WEDNESDAY Assembly program.

Under auspices of the Faculty

Assembly Committee. THURSDAY Activity.

Discuss 3uch phases of boy-girl rela­

tionships as Dutch-treating, petting, kissing, goingsteady, week-day dating, and gifts. Method.

Teaeher-counselor will lead the discussion

and guide the direction of the thinking so that it is con­ structive. Guidance value.

Increases insight into ethical

values and principles. FRIDAY Activity.

Continue and conclude the discussion

of the above topics under consideration. Method.

A panel of two boys and two girls could

have charge, putting forth their ideas and soliciting contributions from the class. Guidance value.

Same as for previous day.

45 FIFTEENTH WEEK— DECEMBER 18 THROUGH 22 MONDAY Activity.

Learn how to select an article to be ‘'j

purchased and how to evaluate it. Method.

A business man can give a talk on the

subject and conduct a demonstration of some sort to put across his points. Guidance value.

Teaches how to evaluate and pur­

chase goods. TUESDAY Activity.

Learn how to deal with sales personnel

for individual protection and better service. Method.

A clerk from a store should be made

available to answer questions and give advice in this direction.

Perhaps Christmas Shopping could be stressed.

Guidance value.

Teaches how to use the services

of others intelligently and profitably. . WEDNESDAY Assembly program.

Under auspices of the Music

department, featuring Christmas music of sacred and/or

46 secular varieties. THURSDAY Activity.

Review and learn about the customs of

many lands as their inhabitants observe Christmas. Method.

If foreigners are available, they can

talk to the students on how they observed Christmas in their native lands.

If none are available, reports can be

made by class members and pictures or even movies can be shown. Guidance value.

Provides opportunity to develop

capacities of appreciating customs of other lands and peoples. FRIDAY Activity.

Exchange cards, gifts, and other greet­

ings; or enjoy a treat; or enjoy a period of entertainment of some sort. Method.

The class should decide their activity

and should make the necessary preparations for it. Guidance value. liness .

Encourages sociability and friend­

47 SIXTEENTH WEEK— JANUARY 8 THROUGH 12 MONDAY Activity.

Review the offerings in the Home Econ­

omics department and study the requirements and benefits of each. Method.

A panel of two or three majors in the

department will discuss the offerings, enumerate the re­ quirements and benefits, and answer questions. Guidance vaLue.

Creates an intelligent understand­

ing of and an appreciative attitude toward the Home Econ­ omics department and its possibilities. TUESDAY Activity.

Study the job possibilities for those

majoring in the Home Economies department. Method.

A person engaged in a related profession

will lecture on some phase of the subject and will answer questions that may arise. Guidance value.

Reveals the vocational possibilities

for those studying in the Horae Economies department.

48

WEDNESDAY Assembly program.

Under auspices of the Home Econ­

omies department. THURSDAY Activity*

Enumerate the recreational possibilities

for those studying in the department. Method.

The panel which had charge on Monday will

conduct this discussion and will answer questions on any*thing pertaining to the department. Guidance value♦

Reveals the possible leisure time

activities for those studying in the Home Economics de­ partment . FRIDAY Activity.

Conduct an Informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will act

as ehairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud-

49 ents and encourages the students to think rationally and to express their thoughts clearly. SEVENTEENTH WEEK— JANUARY 15 THROUGH 19 MONDAY Activity.

Arrive at a definition of "philosophy"

and learn a little about the beginnings and history of philosophy in the progress of man. Method.

Teaeher-eounselor will leeture and explain

and inform the students generally. Guidance value♦

Gives the students some ideas of

philosophy and at least makes them aware of the possibi­ lities. TUESDAY Activity. •Briefly summarize the philosophies of representative philosophers in a few fields. Method.

Teacher counselor will lecture and explain

these in simple, everyday language so the students will understand. Guidance value.

Familiarizes the students with a

few philosophers in whom they possibly could become in­ terested.

50

WEDNESDAY Assembly program.

Under auspices of the Faculty

Assembly Committee. THURSDAY Activity.

Analyze the various phases that make

up a philosophy of life for an individual. Method.

Teaeher-eounselor will help the students

outline these and evaluate them.

Teaeher-eounselor will

encourage students to formulate philosophies of life, human relationships and religion. Guidance value.

Encourages the students to form

philosophies of their own. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will act

as chairman and wilt be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stud

51 ents and encourages the students to think rationally and to express their thoughts clearly. EIGHTEENTH WEEK— JANUARY 22 THROUGH 26 MONDAY

TUESDAY

WEDNESDAY

THURSDAY FRIDAY

Activity.

Present problems that have arisen; ask

questions pertaining to future activities; and check schedules for the second semester.

Evaluate work and

accomplishments of the semester Just ending. Method.

Teaeher-eounselor will conduct an indivi­

dual conference with each student to accomplish the above. The length of each conference will be determined by indi­ vidual problems and available time beyond the five periods. Guidance value.

Gives the students an opportunity

to check their schedules, determine any weakness or short­ comings in their previous activities, and present any problems with which they need or desire assistance.

52 S E C O N D

S E M E S T E R

NINETEENTH WEEK— JANUARY 29 THROUGH FEBRUARY 2 MONDAY Activity.

Review the marking system of the school

and discuss Jthe significance of the marks.

Study the re­

port card system used in the school and how it is intended to benefit the student as well as the parents. Method.

Teaeher-eounselor will guide the discus­

sions and give out the information necessary.

Any and

all questions will be answered or referrals will be made. I

Guidance value. - Causes the students to be more understandlng of and to realize the significance of marks. TUESDAY Activity.

Dist the various things that go into

the determining of a mark for a student in a class.

Dis­

cuss the part that cooperation plays in this aspect of the school life. Method.

Teaeher-eounselor will aid the students

to outline the various things involved and will encourage questions and discussion pertaining to individual problems

53 that may have arisen during the previous semester. Guidance value.

Same as for the previous day and

emphasizes the values of cooperation in human relation­ ships. WEDNESDAY Assembly program.

Under auspices of the Faculty

Assembly Committee. THURSDAY--FRIDAY Activity.

Distribute grade cards and go over the

marks received and recognize deficiencies if any exist. Method.

Teaeher-eounselor will hold an individual

conference with each student to accomplish the above. Guidance value.

Helps the students analyze their

marks and realize needs and areas for improvement. TWENTIETH WEEK— FEBRUARY 5 THROUGH 9 MONDAY Activity.

Review the offerings in the Mathematics

and Science departments and study the requirements and benefits of each.

54 Method.

A panel of two or three majors in the de­

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions. guidance value.

Develops an intelligent understand­

ing of and an appreciative attitude toward the Mathematics and Science departments and develops an understanding of the possibilities of those departments. TUESDAY Activity.

Study the Job possibilities for those

majoring in the Mathematics and Science departments. Method.

A person engaged in a related profession

will talk on some phase of the subject and will answer questions that may arise. guidance value♦

Teaches the vocational possibilities

of those studying in the Mathematics and Science departments. WEDNESDAY Assembly program.

Under auspices of the Mathematics

and Science departments. THURSDAY Activity.

Enumerate the recreational possibilities

55 for those studying in the Mathematics and Science depart­ ments . Method.

The panel which had charge on Monday will

conduct the discussion and will answer questions on any­ thing pertaining to the department. Guidance value.

Teaches about the possible leisure

time activities for those studying in the Mathematics and Science departments. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will act

as ehairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of'pertinent problems to be chosen by the stud­ ents and encourages the students to think rationally and to express their thoughts clearly. TWENTY-FIRST WEEK— FEBRUARY 12 THROUGH 16 MONDAY

56 Legal Holiday— Lincoln’s Birthday. TUESDAY Activity.

Review the iiistory of track events and

study the significance of the sport to society and to the individuals participating. Method.

A boy who is out for track will be in charge

and will talk on the subject and answer questions. guidance value♦

Acquaints the students with other

'popular leisure time activities In athletics. WEDNESDAY Assembly program.

Probably a Pep Assembly under ,

/

the auspices of the track section of the Physical Educa­ tion department. THURSDAY Activity.

Learn the various track events and the

qualifications of the participants in each.

Learn the

probable track team members and their possibilities and abilities. Method.

Same boy as scheduled on Tuesday will

explain and give the information.

He will show photos,

57 show movies if possible, and read hews clippings. Guidance value.

Informs the students about the

various track events and the qualities needed to parti­ cipate / FRIDAY Activity.

Become acquainted with the local league

and the teams of the league.

Learn about the main college

track teams. Method.

Same boy as above will discuss these

topies and use news items, etc., to enliven his discussion. Guidance value.

Makes the students more capable

of enjoying watching and participating in track meets and develops local interest and enthusiasm. TWENTY-SECOND WEEK— FEBRUARY 19 THROUGH 23 MONDAY Activity.

Review the privileges of American

Citizenship. Method.

A panel of two Social Science majors will

discuss the topic and then conduct a general discussion. Guidance value.

Increases the understanding and

58 appreciation of the privileges of a citizen in the United States. TUESDAY Activity.

Review the responsibilities of American

Citizenship. Method.

The same panel of two Social Science

majors will discuss the topic and then conduct a general discussion. guidance value.

Increases the understanding of

the duties and responsibilities of an American Citizen and encourages the students to be diligent and competent in the performance of their obligations as citizens in the community, state, and nation. WEDNESDAY Assembly program.

Of a patriotic nature, under the

auspices of the Public Speaking department. THURSDAY Legal Holiday— Washington's Birthday. FRIDAY Activity.

Conduct an informal discussion on any

59 subject chosen by the class on a previous day. Method.

A different member of the class will act

as chairman and will be responsible for the devices to be fused. guidance value.

Provides opportunity for study

or discussion of pertinent problems to be chosen by the students and encourages the students to think rationally and to express their thoughts clearly. TWENTY-THIRD WEEK— FEBRUARY 26 THROUGH MARCH 2 MONDAY Activity.

Study about "personality" and learn

what various aspects of a person's being are classified under personality.

Learn to what extent tests can meas­

ure personality and what they could possibly indicate. Method.

Teaeher-eounselor will explain and lec­

ture on these topics and will encourage and answer ques­ tions . Guidance value.

Develops knowledge of and respect

for themselves and for others through increased knowledge of personality. TUESDAY

60 Activity.

Determine how a testee should cooperate

with the testor and why the testee should carefully follow instructions of the test. Method.

Teaeher-eounselor will lecture and, if

possible, use another personality test and actually go through parts or all of it. Guidance vaLue.,

Helps the students become more

adept when being tested. WEDNESDAY Testing period.

Teaeher-eounselor will administer

the California Test of Personality and turn it in to the Director of Guidance for scoring. Guidance values♦

Provides the experience of being

measured and of analyzing themselves as they respond to various situations. THURSDAY Activity.

Distribute unused copies of the California

Test of Personality and go over the questions so that the students will thoroughly understand their significance. Method.

Teaeher-eounselor will conduct the discus­

sion and will answer all questions or make proper referrals.

61 Guidance value.

Provides the opportunity of going

over the test and of ascertaining probable results. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will act

as chairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the students and encourages the students to think rationally and to express their thoughts clearly. TWENTY-FOURTH WEEK— MARCH 5 THROUGH 9 MONDAY'

TUESDAY

THURSDAY

FRIDAY

Activity.

Learn the scores earned on the person­

ality test and study chart of percentile rank.

Determine

the significance to the individual in the light of his ambitions, social status, achievements, and financial status.

Present any problems of educational, vocational,

social or personal nature that confront,

the counselee.

Method.

Teaeher-eounselor will conduct an indivi­

dual conference with each student and accomplish the above. Guidance value.

Reveals the scores made on the

personality test taken the previous week and shows chart of percentile rank.

Helps the students to come to a better

understanding of their personalities and the part that per­ sonality plays in social and economic success.

Provides

opportunity for students to present personal problems. WEDNESDAY Assembly program. Assembly

Under auspices of the Faculty

Committee. TWENTY-FIFTH WEEK--MARCH 12 THROUGH 16 MONDAY

.

Activity.

Review the offerings in the Music de­

partment and study the requirements and benefits of each. Method.

A panel of two or three majors in the de-

\

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions. Guidance Value.

Creates an intelligent understand­

ing of and an appreciative attitude toward the Music de­ partment and its possibilities.

63 TUESDAY Activity.

Study the Job possibilities for those

majoring in the Music department. Method.

A person engaged in a related profession

will talk on some phase of the subject and will answer questions that may arise. Guidance value.

Reveals the vocational possibilities

for those studying in the Music department. WEDNESDAY Assembly program.

Under auspices of the Music

department. THURSDAY Activity.

Enumerate the recreational possibilities

for those studying in the Music department. Method.

The panel which had charge on Monday will

conduct this discussion and will answer questions on anyr . thing pertaining to the department. Guidance value.

Reveals possible leisure time

activities for those studying in the Music department.

64

FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will aet

as chairman and will be responsible for the devices to be used. guidance value.

Provides opportunity for study

or discussion of pertinent problems to be chosen by the students and encourages the students to think rationally and to express their thoughts clearly. TWENTY-SIXTH WEEK— MARCH 26 THROUGH 30 MONDAY Activity.

Learn how to bowl and play volleyball.

Discuss the benefits, costs involved, and problems per­ taining to the games. Method.

A boy and a girl majoring in Physical

Education can explain these two sports and answer ques­ tions that may arise. Guidance value.

Encourages knowledge of and parti

icipation in carry-over sports that are good for leisure time all through life.

65 TUESDAY Activity.

Learn the outstanding facts about play­

ing tennis, badminton, and golf.

Discuss the benefits,

costs involved, and special problems pertaining to the games. Method.

A different boy and a different girl major­

ing in Physical Education can explain these sports and answer the question that arise.

Showing movies would be

an excellent device. Guidance value.

Same as for previous day. WEDNESDAY

Assembly program.

Under auspices of the tennis

section of the Physical Education department. THURSDAY Activity. and hiking.

Learn the important facts about swimming

Discuss the benefits, costs involved, and

special problems. Method.

A different boy and a different girl

majoring in Physical Education can briefly discuss these topics and~then show movies, slides, and news clippings to put over the ideas.

66 Guidance value.

Same as for previous day. FRIDAY

Activity.

Learn about any other carry-over sports

that may be popular in the community or in which the students may have an interest. Method.

Two or three students who are capable in

some other .carry-over sports can be on a panel to carry on the discussion and answer questions. Guidance value.

Same as for previous day.

TWENTY-SEVENTH WEEK— APRIL 2 THROUGH 6 MONDAY Activity.

Boys— a film will be shown pertaining

to sex, reproduction and related subjects. Method.

A doctor or trained social worker will

show the film and do whatever explaining or commenting there is necessary. Activity.

Girls— read some prescribed literature

on the subjeet of sex, reproduction and related subjects. Method.

Material will be obtained through the

library and will be read during the period.

i/

67 Guidance value.

Gives the students an opportunity

to learn about sex and do extended reading on the subject. Provides opportunity for discussion to elarify question­ able points. TUESDAY Activity.

Boys— a question period and discussion

period will be conducted to clarify any points presented by the film shown on the previous day. Method.

The same,doctor or trained social worker

will have charge and conduct the meeting or break the group up into smaller discussion groups as qualified per­ sonnel are available. Activity.

Girls— continue and conclude reading

begun the previous day. Method.

Same as for previous day.

Guidance value.

Same as for previous day. WEDNESDAY

Assembly program. Nurse or Doetor.

Under auspices of the School

(Perhaps the legal aspects of sex could

be discussed by a Judge or similarly qualified person.)

68 THURSDAY Activity.

Girls— a film will be shown pertaining

to sex, reproduction, and related subjects. Method.

A doctor or trained social worker will

show the film and do whatever explaining or commenting there is necessary.

(Perhaps the same person who worked

with the boys the previous days could do the job.) Activity.

Boys— read some prescribed literature

on the subject of sex, reproduction and related subjects. Method.

Materials will be obtained through the

library and will be redd during the period. Guidance value.

Gives the students an opportunity

to learn about sex and do extended reading on the subject. Provides opportunity for discussion to clarify question­ able points. FRIDAY Activity.

Girls— a question period and discussion

period will be conducted to clarify any points presented by the film shown the previous day. Method.

The same doctor or trained social worker

69 will have charge and conduct the meeting or break the group into smaller discussion g*roups as qualified per­ sonnel are available. Activity.

Boys--continue and conclude reading

begun the previous day. Method.

Same as for previous day.

Guidance value.

Same as for previous day.

TWENTY-EIGHTH WEEK— APRIL 9 THROUGH 13 MONDAY Activity.

Review the offerings in the Commercial

department and study the requirements and benefits of each. Method.

A panel of two or three majors in the de­

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions. Guidance value.

Creates an intelligent understand­

ing of and an appreciative attitude toward the Commercial department and its possibilities. TUESDAY Activity.

Study the job possibilities for those

70 majoring in the Commercial department. Method.

A person engaged in a related profession

will speak on some phase of the subject and will answer questions that may arise. Guidance value.

Reveals the vocational possibili­

ties for those studying in the Commercial department. WEDNESDAY Assembly program.

Under auspices of the Commercial

department. THURSDAY Activity.

Enumerate the recreational possibilities

for those studying in the Commercial department. Method.

The panel which had charge on Monday will

conduct this discussion and will answer questions on any­ thing pertaining to the department. Guidance value.

Reveals the possible leisure time

activities for those studying in the Commercial department. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day.

71 Method.

A different member of the class will act

as chairman and will be responsible for the devices to be used. Quldance value.

Provides opportunity Tor study

or discussion of pertinent problems to be chosen by the students and encourages the students to think rationally and to express their thoughts clearly. TWENTY-NINTH WEEK— APRIL 16 THROUGH 20 MONDAY Activity.

Learn the prescribed etiquette for

formal meals, banquets, parties, and dances. Method.

A panel of three or four majors in the

Home Economics department will put forth facts about each of the above and conduct demonstrations. Guidance value.

,

Provides opportunity to improve

manners or learn prescribed practices that give social prestige. TUESDAY Activity.

Practice the prescribed procedures at

formal meals, banquets ^parties and dances.

72 Method.

A panel of three or four (the same as

above) will have charge and supervise activities. Guidance value.

Same as for previous day. WEDNESDAY

Assembly program.

Under auspices of the Faculty

Assembly Committee. THURSDAY Activity.

Discuss and learn about any phases of

etiquette that may be brought up by the members of the class. Method.

Teacher-counselor will lead the discussion

and help give direction to the thinking. Guidance value. - Same as for Monday of this week. AJso permits the students to present their own problems, FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of the class will act

as chairman and will be responsible for the devlced to be used.

73 Guidance value.

Provides opportunity for study

or discussion of pertinent problems to be chosen by the students and encourages the students to think rationally and to express their thoughts clearly. THIRTIETH WEEK— APRIL 23 THROUGH 27 MONDAY Activity.

Review the history of baseball in

America and study the significance of the game to America as a country and to the individuals participating. Method.

A boy out for baseball will be in charge

and will talk on the subject and will answer questions. Guidance value.

Acquaints the students with

another popular leisure time sport. TUESDAY Activity.

Learn the various positions on a base­

ball team and the duties of those assuming those positions. Learn the probable players on the local team and their respective abilities and possibilities. Method. all questions.

Same boy as above will explain and answer He will show photos if possible.

74 Guidance value.

Informs the students about the I

players on a team and Increases interest and knowledge of the local team. WEDNESDAY Assembly program.

Probably a Pep Assembly under

the auspices of the baseball section of the Physical Education department. THURSDAY Activity.

Become acquainted with the local league

and teams of the league.

Learn about the main college and

professional teams. Method.

Same boy as above will discuss these

topics and use news items, photos, and movies to enliven i

his discussion. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A panel of two or three majors in the de­

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions.

75 Guidance value♦

Provides opportunity for study

or discussion of pertinent problems to be chosen by the students and encourages the students to think rationally and to express their thoughts clearly. THIRTY-FIRST WEEK— APRIL 30 THROUGH MAY 4 MONDAY Activity.

Review the offerings in the Industrial

Arts department and study the requirements and benefits of each. Method.

A panel of two or three majors In the de­

partment will discuss the offerings, enumerate the require­ ments and benefits, and answer questions. Guidance value.

Creates an intelligent understand­

ing of and an appreciative attitude toward the Industrial Arts department and its possibilities. TUESDAY Activity.

Study the job possibilities for those

majoring in the field. Method.

A person engaged in a related profession

will talk on some phase of the subject and will answer

76 questions that may arise. Guidance value.

Reveals the vocational possibili­

ties for those studying in the Industrial Arts department. WEDNESDAY Assembly program.

Under auspices of the Industrial

Arts department. THURSDAY Activity.

Enumerate the recreational possibilities

for those studying in the Industrial Arts department. Method.

The panel which had charge on Monday will

conduet this discussion and will answer questions on any­ thing pertaining to the department. Guidance value.

Reveals the possible leisure time

activities for those studying in the Industrial Arts de­ partment . FRIDAY Activity.

Learn the proper procedure in applying

for a job, including such phases as speech, dress, inform­ ation to volunteer, and making of appointments.

Method.

Teacher-counselor will direct the activities

77 and present samples and give sources of Information. Guidance value.

Provides practical Information

needed when applying for a Job. THIRTY-SECOND WEEK— MAY 7 THROUGH 11 MONDAY Activity.

Enumerate and discuss the qualities,

abilities, assets and possibilities of a man about to be married. Method.

A panel of about two boys and two girls

should carry on this activity with the class contributing and asking questions. Guidance value.

Helps prepare for'marriage and

at least.creates an awareness of certain factors to be considered. TUESDAY Activity.

Enumerate and discuss the qualities,

abilities and training of a girl about to be married. Method.

The same panel of about: two boys and two

girls as above should carry on this activity with the class contributing and asking questions.

78 Guidance value♦

Same as for the previous day. WEDNESDAY

Assembly program.

Clergy of the Protestant,

Jewish and Catholic, Churches will be assigned rooms and members of the respective faiths will report to the cler­ gymen in charge to be instructed on marriage.

The Direc­

tor of Guidance could speak to the non-church members. f

THURSDAY Activity. "career wife."

Study the problems evolving around the

Study the child in the marriage relation­

ship. Method.

Teacher-counselor will discuss these

problems and solicit contributions from the class. Guidance value.

Causes the students to consider

and to become aware of some of the various factors that play an important part in marriage. FRIDAY Activity.

Conduct an informal discussion on some

phase of the subject, "Preparation for Marriage."

Method.

The teacher-counselor will act as chairman

79 and will help to structure the discussions if necessary or at least give them direction. Guidance value.

Provides an opportunity for the

students to present problems that arise in their minds or from their experience and provides an opportunity for them to think out and discuss these problems. THIRTY-THIRD WEEK— MAY 14 THROUGH 18 MONDAY Activity.

Go over the mimeographed manual on

courses offered and schedule making.

Review the require­

ments for graduation and college entrance requirements. Method.

Teacher-counselor will read the manual

and explain and elaborate as he progresses.

Questions

will be answered or referrals made. Guidance value.

Aids students to make schedules

and to establish definite objectives toward which to work. TUESDAY Activity.

Check units earned and study the proposed

schedule for next year so that requirements are being met and objectives attained.

80 Method.

Teacher-counselor will answer questions

and check any transcripts, schedules, etc., as is neces­ sary. guidance value.

Same as for previous day and helps / straighten out difficulties. WEDNESDAY Assembly program.

Under auspices of the Faculty

Assembly Committee. THURSDAY— FRIDAY Activity.

Continuation and conclusion of Tuesday’s

activity. Method.

Same as for Tuesday with individual con­

ferences as advisable. Guidance value.

Same as for Monday and Tuesday.

THIRTY-FOURTH WEEK— MAY 21 THROUGH 25 MONDAY Activity.

Review the offerings in the Language

department and study the requirements and benefits of each.

81 Method.

A panel of two or three majors In the

department will discuss the offerings, enumerate the re­ quirements and benefits, and answer questions. guidance value.

Creates an intelligent understand­

ing of and an appreciative attitude toward the Language department and its possibilities. TUESDAY Activity.

Study the job possibilities for those

majoring in the Language department. Method.

A person engaged in a related profession

will speak on some phase of the subject and will answer questions that may arise. guidance value.

Reveals the vocational possibilities

for those studying in the department. WEDNESDAY Assembly program.

Under auspices of the Language

department. THURSDAY Activity.

Enumerate the recreational possibilities

for those studying in the Language department.

82 Method.

The panel which had charge on Monday wili-

conduet this discussion and will answer questions on any­ thing pertaining to the department. Guidance value.

Reveals the possible leisure time

activities for those studying in the Language department. FRIDAY Activity.

Conduct an informal discussion on any

subject chosen by the class on a previous day. Method.

A different member of^the class will act

as chairman and will be responsible for the devices to be used. Guidance value.

Provides opportunity for study or

discussion of pertinent problems to be chosen by the stui

dents and

-*

encourages the students to think rationally and

to express their thoughts clearly. THIRTY-FIFTH WEEK— MAY 28 THROUGH JUNE 1 MONDAY Activity. be followed.

Method.

Reveal closing of school procedure to

Hand out materials prepared for the purpose.

Teacher-counselor will do the explaining

83 and distributing of materials. Guidance value.

Gives the students the necessary

information and materials so that they may-

consummate

the year's activities. TUESDAY Activity. Method.

Continuation and conclusion of above.

Teacher-counselor will be in full charge v

so that time may be saved and errors minimized. Guidance value.

Same as for previous day. WEDNESDAY

Legal Holiday.

Memorial Day. THURSDAY

Activity.

Discuss and learn about the job opportu­

nities for the vacation period. Method.

Teacher-counselor will present any and all

available information for the benefit of the students. Guidance value.

Informs the students of Job possi­

bilities and causes them to start planning, if this has not been done previously.

84

FRIDAY Activity.

Discuss and learn about the recreational

activities for the vacation period. Method.

Teacher-counselor with the help of the

students will discuss and outline all the possibilities and will evaluate them. guidance value.

Informs the students of the possi­

bilities for recreation in their community and encourages more wholesome use of vacation time. f

THIRTY-SIXTH WEEK— JUNE 4 THROUGH 8 MONDAY

TUESDAY

WEDNESDAY

THURSDAY FRIDAY

Activity.

Evaluate work and accomplishments of

the semester just ending and of the entire school year. Announce plans for the summer and present problems per­ taining thereto that are of concern. Method.

Teacher-counselor will conduct an indi­

vidual conference with each student to accomplish the above.

The length of the conference will be determined

by the individual's problems and the schedule of events

85 as well as the time available. Guidance value.

Provides an opportunity for self-

evaluation and self-criticism of the semester's and year's accomplishments.

Encourages planning for the vacation

period and provides a period for advisement.

CHAPTER V THE PERSONNEL OP THE PROPOSED GUIDANCE PROGRAM A guidance program in a small or medium sized high school is dependent upon every single individual in the school plant— from student through custodial staff to the administrator.

In a large institution, specialists

conduct the guidance program or various phases of it and, as a result, the least trained wield little influence.

In

the schedule of activities as outlined in the preceding ' chapter, it will be noted that a variety of people had important parts in the program.

The functions and train­

ing of these individuals will now be briefly outlined. The principal.

"One of the tasks that the prin­

cipal may encounter in the organization of the guidance program is that of arranging the school schedule to allow time for carrying on guidance activities."^

In the case

of the program proposed, the principal will see to it that the schedule is respected by all and that the Di» rector of Guidance performs his duties.

The principal's

1 C. E. Erickson and G. E. Smith, Organization and Administration of Guidance Services, (New York and London: McGraw-Hill Book Company, Inc., P- 55-

87 task is also supervisory in this field and more than that, he will be responsible for a sincere interest in the program and have enthusiasm for it.

All the faculty

look to the head o f :the institution for inspiration and its ultimate guidance,— therefore the principal will have to be exemplary in his use of guidance and counseling. The director of guidance.

"It is his job to assist

in organizing and supervising the program and to weave its services into the total educational program of the school." In addition, the Director of Guidance will be responsible for the in-service training of the teacher-counselors. The routine work entailed with the execution of the pro­ posed program is unquestionably the thing that will occupy the Director of Guidance for the major portion of his time. He will be responsible for the exceptional cases which may or may not be numerous in a medium sized high school. Their number and the success of the treatment of them by himself and his assistants will be an important criterion for judging the success of the proposed program.

Another

important task of the director is that of having materials at hand, and in being able to refer to sources of materials so that the teacher-counselors may be assisted quickly and

2 Ibid., p. 55-

p

88 adequately.

Needless to say, the Director of Guidance

would be expected to be a trained person in the field of guidance and would also be expected to hold a teaching credential. The Dean of Boys and the Dean of Girls.

As pre­

viously indicated, the deans would be responsible for the orientation of the freshmen and their guidance and counseling.

However, they would also be responsible for

the usual activities pertaining to the boys and girls of the tenth, eleventh and twelfth grades.

Theirs would be

largely a social obligation and they would of necessity work in close harmony with the Director of Guidance and the teacher-counselors.

By so doing, many viewpoints

pertaining to the students would be obtained and, with concerted action, desired results could be more nearly possible of realization.

The deans would, perhaps, as­

sume almost entire responsibility for home contacts and parental conferences, since the teacher-counselors would not have the necessary time.

They would also be respon­

sible for keeping certain records for each student and for contributing to the information on the cumulative records.

The training of the deans would approximate that

of the Director of Guidance and the deans would be certi­ fied teachers.

89 The attendance supervisor.

The attendance super­

visor would he a non-certified man whose sole responsi­ bility would be that of attendance.

However, he would be

expected to cooperate with the members of the guidance staff and would from time to time contribute valuable in­ formation.

He would be expected to undergo the same in-

service training as the teachers so that he would be more thoroughly in sympathy with the guidance program.

He,

too, would keep records and would contribute information that would find a place on the cumulative records. The teacher-counselor.

Although many procedures

could be followed as to the scheduling of in-service train­ ing periods, a suggested procedure could be similar to the following.

For one hour every other week, a meeting could

be held with the Director of Guidance, in charge.

Assuming

that the student government is strong enough, these meetings could be held during assembly periods under the auspices of the Faculty Assembly Committee and/or during the assemblied under the auspices of the Physical Education de­ partment.

Be that as agreed upon or decreed, at the in-

service training sessions, the Director of Guidance would go over forthcoming topics and activities-for the succeed­ ing weeks.

He would give information, help organize,

make suggestions, give sources of materials or materials

90 themselves, etc.

In other words, through the In-service

training program, the teacher-counselor would he thorough­ ly informed as to what was expected of him, what was to follow on the program, and where he could get help.

Perhaps

the most significant obligation of the teacher-counselor is that of establishing rapport between himself and his counselees.

He should have the complete confidence of his

counselees and should have a personal interest in them and be as thoroughly Informed about them as possible. Teacher-counselors will carry on placement functions in the school and conduct follow-up studies of each case. In other words, the teacher-counselor should do his ut­ most to be what his title designates so that all of his first and second period students will use his room and seek him out many other periods of the day. The parent or patron.

The method of accomplishing

the activities listed in the proposed guidance program frequently call for the cooperation of the parents or patrons of the school.

By having them talk or give demon­

strations or show samples, the school gets them into the program and helps inform them.

Students are always en­

couraged and challenged by the entrance of their parents— fathers, too— into the school picture to take an active part.

Perhaps a brief In-service training program

91 would have to he put into effect to obtain the desired results but it would do all the more to create the schoolconsciousness that is so much desired in the general public. P

The clergy.

Almost as difficult as getting many

fathers to a school function is getting the clergy of the community to take an active part in the school.

In the

proposed program, the clergy of all faiths would be in­ vited to instruct and guide in a field that is their specialty, or at least should be.

They would have their

own rooms and therefore would not be offended by having to participate in the same program as clergy of differing faiths.

The Director of Guidance would have to indicate

what is expected of each for the success of the total pro­ gram and, on the side, could perhaps inform the clergy what actually is taking place in the medium sized high school. p

doctor and/or trained social worker.

It is tra­

gic that doctors and social workers are not given more opportunity to participate actively in the educating of youth.

In spite of their busy schedules, if given pro­

per warning, they usually cooperate to the fullest.

In

the program proposed, they are put to work in fields that

are their specialties and, although it has been indicated as "and/or," it would perhaps be better to include both together if such a program could be worked out.

Because

of the technical nature of their subject and ibut of re­ spect for their superior training, little instructing or in-service training would be required for them. The school nurse.

The school nurse would do as

proposed and with little concern on the part of the Guid­ ance Director.

In addition to performing her activity,

she should be consulted more often and problems should be referred to her because many times she can see the rela­ tion of health or disease to the problem, where the layman would not immediately recognize it.

The part of the nurse

in the making of cumulative and other school records is important because of her viewpoint and her objectivity. Professional people.

When each department of the

school puts on its program for the week, professional people play an important part.

Here, again, public rela­

tions will be improved as professional people enter the school program and,.by so doing, actually see what tran­ spires in each room.

At the discretion of the Director

of Guidance, these professional people could undergo a briefing as to the objectives of their talks, etc., and at the same time school problems could be aired.

93 Counselees will be more impressed and will remember facts better if presented by a professional person, therefore this group of guidance personnel has to be dealt with as the community policies would dictate so that full cooper­ ation and understanding may be achieved. Business men.

Business men sometimes have occa­

sion to complain about the adolescents with whom they deal or the adolescents whom they observe in the community.

If

these business people are not acquainted with their high schools, the usual procedure is to direct criticism toward the schools in which the youth are enrolled.

On the other

hand, where schools seek the assistance of this group, relations usually improve and full cooperation is received. Most business men like to discuss their business and in­ form the public.

In the proposed program, they have a

part that should help establish a better working relation­ ship between adolescents and themselves and at the same time inform the business men about what actually is at­ tempted In the school and to what degree it is achieved. With this group of individuals, the Director of Guidance would have to conduct some sort of program to inform the men and women what is desired of them and what the guidance program is attempting and striving toward. Incidentally, other problems may be discussed to improve

9^ public relations with perhaps the most important and most influential community group— business people. ^-Foreigners and/or new citizens.

This group of

individuals can do much for the proposed guidance program. They can give talks on their native customs and tell about interesting places.

They can show native costumes and

explain habits of their people.

They can compare America

with their homelands and point out the advantages of Americans over other peoples and also their responsibili­ ties.

As to the training of these persons, circumstances

would have to dictate practices.

In some eases, little

training would be neeessary, whereas in other eases the Director of Guidance would have to do a great deal so that these foreigners and/or new citizens could contrib­ ute to their fullest ability to the program. ~AThe student council.

The Student Council of a

school is usually made up of the better students and those with influence in the student body.

Their train­

ing would be derived from their activities as leaders in the government of the student body.

The>Direetor of

Guidance would have to explain to them their part in the schedule of activities and make sure all understood and appreciated what was being done.

As to their function,

95 the Student Council would lecture and explain as directed, and by their example and their spirit of cooperation, etc., would Inspire the students with whom they come in contact. tHMajors in departments.

Students majoring in a

department are usually those who are the most vitally in­ terested in the department and its functions.

The teachers

in the departments would have to instruct carefully their majors so they would thoroughly understand the department and appreciate its possibilities.

These students would

have to be trained to explain to others what they know or have learned.

It would be wonderful training for the

majors themselves for it would cause them to think and analyze and compare more than a high school student usu­ ally does.

Their function would be to "sell" the depart­

ment, so to speak, and by their example as well as by what they say, the other departments would judge their department.

Thereby this program would be a real chal­

lenge to students majoring in the department.

Actually,

the benefit would be reciprocal because this program would indirectly strengthen eaeh department_and would tend to unify its members. f-Athletes.

Those boys out for football/ basket­

ball, track, and baseball would have the responsibility

96 of understanding thoroughly the history and all phases of their sport.

They would have to appear before their

assigned groups and explain everything and answer ques­ tions or get answers to questions they were unable to answer.

Their training would be in charge of their de­

partment and it would tend to raise standards and create better understanding within the Physical Education de­ partment itself.

Such an activity perhaps would teid to

put those athletes somewhat "on the spot," as it were, for it would challenge them to think through the entire situation rather than just try to get on the team and win. Students.

The students, themselves, constitute

a part of the personnel of the proposed guidance program. Various panels have been prescribed.

Student chairmen

have been suggested to take charge of discussions. i

The



class is privileged to choose topics for many Friday discussions and then carry on the activity desired.

As

the students of a class come to contribute of themselves for the benefit of the group, and as they come to receive of that group what they can, they become ..better rounded individuals and better adjusted to their environment. Their function would be to speak up and share; to do re­ search work and to report; and to be observant.

Their

97 training would be the ultimate goal of the entire pro­ posed guidance program.

A further part of their train­

ing would be in the class conducted by their teachercounselor, as well as all their other teachers.

There­

fore, in the final analysis, the success of their train­ ing would be obvious in the manner in which they parti­ cipate in the guidance program. All of these Individuals play a direct part in the proposed program and many other employees of the school play an indirect part.

Therefore, it becomes more appar­

ent that guidance in the medium sized high school has to be a part of the entire educative process and that all the school personnel in reality are personnel of the guidance program.

B I B L I O G R A P H Y

BIBLIOGRAPHY A.

BOOKS

Buros, Oscar K . ,. The Third Mental Measurements Year­ book. New Brunswick: Rutgers University Press, T§¥ 9 . ,/Division of Research and Guidance, Office of Los Angeles County Superintendent of Schools, Guid­ ance Handbook for Secondary Schools, Section B. Los”Angeles: Los Angeles County Schools. , Revised Statement of Suggested Functions, Qualifications and Preparation of Guidance Per­ sonnel. Los Angeles: Los Angeles County Schools. yt/ Erickson, Clifford E . , A Practical Handbook for School Counselors. New York! The Ronald Press Company, 1049224 pp. y v

Erickson, Clifford E . , and Marion C. Happ, Guidance Practices at Work. New York: McGraw Hill Book Company, Inc., 1946. 325 PP*

/v Erickson, Clifford E . , and Glenn E. Smith, Organization and Administration of Guidance Services♦ New YorSc: McGraw-Hill Book Company, Inc., 1947* 276 pp. ,/ Federal Security Agency, Office of Education, Guldance Workers’ Preparation. July, 1949, Misc. 1333 ~ 45 pp . J Forrester, Gertrude, Methods of Vocational Guidance.

Boston:

D. C. Heath and (Company, 1944.

460 pp.

s Hamrin, Shirley A., and Clifford E. Erickson, Guid­ ance in the Secondary School. New York: D. Appleton-Century Company, 1039• 465 PPX/Jones, Arthur J., Principles of Guidance. New York: McGraw-Hill Book Company,-T n c . , Second Edition, 1934. 456 pp.

/v^Lefever, D. Welty, Arehie M. Turrell, and Henry I.’ Weitzel, Principles and Techniques of Guidance. New York: The Ronald Press Company, 1^41. ^22 pp Myers, George E., Principles and Techniques of Voca­ tional Guidance. New York; McGraw-Hill~l3ook Company7 X n e ., 1941. 419 PPRogers, Carl R., Counseling and Psychotherapy. Houghton Mifflin Company, 1942. 450 pp. y / T r a x l e r , Arthur E., Techniques of Guidance. Harper Brothers,~I 9 4 5 . 394 pp.

Boston

New York:

/t/Warters, Jane, High School Personnel Work Today. York: McGraw-Hill Book Company, Inc., 1946. 277 PP-

New

*

Williamson, E. G., and.M. E. Hahn, Introduction to High School Counseling. New York: McGraw-Hill Book Company, Inc., 1940. 314 pp. B.

PERIODICAL ARTICLES

Froehlich, Clifford, ’’Fargo Selects and Trains Teachers for Individual Guidance,” The Clearing House, 17:290, January, 1943* _, ’’Teacher-Counselors versus Homeroom Guidance, The Clearing House, 21:41, September, 1946. Jager, Harry A . , ’’Training in Guidance Work for Teacher and Counselor," Occupations, 24:151, December, 1945Jones, Arthur J., "Preparation of Personnel Workers,” Review of Educational Research, 1 5 :1 8 5 , April, 1945: ' _______ , "Preparation of Teachers and Specialists for Guidance Work , 11 Review of Educational Re­ search, 12:124, Februai^r7~r9'4^. Peterson, Anne N . , "In-Service Training of the Home­ room Teacher," Sierra Educational News, 42: 1 8 , October, 1946.

101 Schettler, Clarence, "Objective Measurements of Per­ sonality Traits," Journal of Personality, 15: 292, June, 1947. Super, D. E., "Basic Problems in the Training of High School Counselors,11 Teachers College Record, 48:384, March, 1947. ' Traxler, Arthur E., "Measurement in the Field of Per­ sonality," Education, 66:424, March, 1946.