A study of the school newspaper as a factor in orientation

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A STUDY OF THE SCHOOL NEWSPAPER AS A FACTOR IN ORIENTATION

A p ro je c t P re s e n te d to th e F a c u lty o f th e s c h o o l o f E d u ca tio n The u n i v e r s i t y o f s o u th e r n C a l i f o r n i a

jn p a r t i a l F u lfillm e n t o f th e R equirem ents f o r th e Degree M aster o f s c ie n c e i n E d u catio n

hy W* A. Kamrath J u l y 1950

UMI Number: EP46393

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

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This p r o j e c t report, w ritten under the direction of the candidate1s ad vi ser a n d a p p r o v e d by him, has been p r es e nt e d to and a c ce pt e d by the F a cu lt y of the S c h o o l o f E d u c a ti o n in p a r t i a l f u lf ill m e nt of the requirements f o r the degree of M a s t e r of Science in Education.

Adviser

Dean

TABLE OF CONTENTS

CHAPTER I*

PAGE

THE PROBLEM AND DEFINITIONS OF TERMS USED * • • •

1

The problem • « • • • • • • • • • • * * • * • •

1

S tatem en t o f th e problem* • • • • • • • • • •

1

Im portance o f t h e s tu d y . . . . * . . . * • •

1

D e f i n i t i o n s o f term s u sed • * • • • • . • • • •

5

O rie n ta tio n • • * . . . *

* . . . *

3

Newspaper : * ........................................... . . . . . . .

4

........................................ •

4

O rg a n iz a tio n o f rem ainder o f the p r o je c t* . . *

5

School

* • • . * . . •

G eneral background of o r i e n t a t i o n ......................

5

p la n n in g th e o r i e n t a t i o n program* . . . . . .

6

im p o rta n t f e a t u r e s of th e o r i e n t a t i o n program . * • * , . ,

*

6

ac h ie v in g o r i e n t a t i o n g o a ls * . .......................

7

The r o l e of the s c h o o l newspaper in

II.

REVIEW OF THE LITERATURE..........................

10

L i t e r a t u r e on the o r i e n t a t i o n program in g e n e r a l ..........................................................................

III*

.

10

L i m ita tio n s of p re v io u s s t u d i e s * . . . . . . *

IS

GENERAL BACKGROUND OF ORIENTATION.................. .... * *

13

S p e c i a l problems o f th e s e n io r h ig h school* • •

17

C u r r i c u l a r and e x t r a c u r r i c u l a r c h o ic e s ..................

18

ii

CHAPTER

IV.

V.

PAGE V o ca tio n a l c b o ie e s . * .................. . . . . . .

X9

Encouragement to a t t e n d c o lle g e . . . . . .

20

P r e p a r a t io n f o r c o lle g e

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

SI

O u tside a c t i v i t i e s .....................................................

21

R e c r e a tio n a l f a c i l i t i e s . . . . . . . . . .

21

Changes

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

22

Summary . . . . . . . . . . . . . . . . . .

22

PLANNING THE ORIENTATION PROGRAM* . . . . . .

25

V isio n needed

26

One f a c i l i t y — the s t a f f . . . . . . . . . .

27

s t u d e n t a s s i s t a n c e and guidance • * • • • •

27

O ther f a c i l i t i e s . . * . . . .

28

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

IMPORTANT FEATURES OF THE ORIENTATION PROGRAM

30

Methods u t i l i z e d to a s s i s t In b r id g in g th e gap •

30

P a r e n ta l c o n t a c t . • • • • , « • • . . . • «

31

Other te c h n iq u e s i n b r id g in g the g ap , . . .

32

Records needed. . . . . . . . . . . . . . .

34

School v i s i t a t i o n , ......................

34

• « . . , •

F u rth e r v i s i t a t i o n fo r o rie n ta tio n . • • • • P u b lic a tio n s, .

3

I

36

6 -

'

The stu d e n t handbook. . , • • • • • . • • •

36

Yearbooks

37

B o o k le ts , p am p h lets, e t c .

42

iii

CHAPTER

PAGE The sch o o l new spaper, . . . . . . . . . . .

42

C a re e r day..............................

43

O ther v o c a tio n a l o p p o r t u n i t i e s , . . . . . .

45

C o lleg e day . . . . . . . . . . . . . . . .

45

P r e s e n t a t i o n of c u r r i c u l a r in fo rm a tio n , . ,

46

Course approach

46

Home room approach,

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

,. .

C onclusions V I.

48 50

THE ROLE OF THE SCHOOL NEWSPAPER IN ACHIEVING ORIENTATION GOALS

* .

C o n tr ib u tio n s . . . . . . . . . . . . . . .

51 52

Background and p o s s i b i l i t i e s of the p aper as a f a c t o r i n o r i e n t a t i o n . . . . . . . .

53

E x te n t of o r i e n t a t i o n d e fin e d

54

P apers can meet the o b j e c t i v e s o f g u id a n c e .

54

The need f o r o r i e n t a t i o n .

55

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

Campus, r u l e s , f a c i l i t i e s

55

The p ap er i t s e l f . . . . . . . . . . . . . .

57

In tro d u c tio n of le g a l a id s , stan d ard s, e tc .

58

R e c o g n itio n as a phase of th e o r i e n t a t i o n p ro c e ss

59

j o u r n a l i s m s tu d e n ts a id e d

59

The g e n e ra l s tu d e n t body a i d e d .

6Q

A p ro p e r b a la n c e o f news i s e s s e n t i a l . . .

61

iv

CHAPTER

PAGE O r i e n ta tio n toward b e t t e r t h i n k in g . . . . .

62

Columns can be improved . . . . . . . . . .

64

Supplem entary o r i e n t a t i o n a i d s .....................

V II.

•

64

Broadened views o f e d u c a tio n .

65

The f u t u r e of o r i e n t a t i o n by newspapers • .

66

P o s s i b i l i t i e s o f improving p u b lic r e l a t i o n s

66

CONCLUSIONS . . .................. . . . . . . . . . .

68

School p ap e rs a r e p r a c t i c a l f a c t o r s in o rie n ta tio n BIBLIOGRAPHY.

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

68 69

LIST OF TABLES

TABLE X*

PAGE

N ature o f c o n te n t in s tu d e n t handbooks o f n in e s o u th e r n C a l i f o r n i a sc h o o ls

II.

38

Number and p e rc e n ta g e of 163 sc h o o ls su p p ly in g in fo rm a tio n th ro u g h home rooms

. .

49

LIST OF FIGURES

FIGURE I.

RAGE

Ten f a c t o r s c o n t r i b u t i n g t o th e wholesomely in te g ra te d in d iv id u a l . . . . . . . . . . . . .

II.

84

Comparative p e rc e n ta g e s o f th e news so u rces o f s e v e n ty - fo u r le a d in g sc h o o l p ap ers i n th e u n it e d S t a t e s

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

63

CHAPTER I

THE PROBLEM AND DEFINITIONS OF TEEMS USED Many e f f e c t i v e d ev ice s have been u t i l i z e d by sch o o ls t o a s s i s t s tu d e n ts t o a d j u s t to new s i t u a t i o n s ,

i n the

m a jo r ity o f the r e p o r t s w r i t t e n , however, some o f th e s e d e v ic e s have been o v erloo ked w ith s u r p r i s i n g c o n s is te n c y . Among the f a c t o r s i n o r i e n t a t i o n which seems g r o s s l y neg­ l e c t e d i s th e sc h o o l newspaper* I.

THE PROBLEM

S ta te m e n t o f the prob lem * I t was th e purpose of t h i s stud y (1) t o determ ine th e e x t e n t , th e n e c e s s i t y f o r , and th e aims o f th e g e n e r a l o r i e n t a t i o n program; (2) t o p la n and ob serv e th e im p o rta n t f e a t u r e s o f such a program; and (3) to e v a lu a te the im portance of th e sc h o o l newspaper as i t assumes i t s r o l e i n the o r i e n t a t i o n p la n s of the school* Im portance of t h e s tu d y .

Modern concepts o f e d u c a tio n

i n c r e a s i n g l y tend to emphasize th e im portance o f a s s i s t i n g s tu d e n ts by g iv in g them r e c o g n i t i o n , s e c u r i t y , and o p p o rtu n ity f o r a d v e n tu r e , and by s a t i s f y i n g th e need f o r re sp o n se .

A

l a r g e measure o f th e f u l f i l l m e n t o f th e s e e d u c a tio n a l g o a ls l i e s in th e o r g a n iz a t io n of an e f f e c t i v e program o f o r i e n t a ­ tio n .

These g o a ls cannot be e f f e c t i v e l y ac h ie v ed by th e

guidance d i r e c t o r w ith o u t th e a s s i s t a n c e o f a d m i n i s t r a t o r s ,

z t e a c h e r s , and o th e rs a c t i v e i n th e school program . As new r e s o u r c e s f o r th e improvement o f th e o r i e n t a ­ t i o n program a re u t i l i z e d , th e program w i l l grow i n scope and i n v a lu e . p ic tu re .

This i s where the sch o o l newspaper e n t e r s th e

I t i s an in v a lu a b le re so u rc e i f p r o p e r ly u s e d .

Because e d u c a tio n a l l i t e r a t u r e g e n e r a l l y ig n o re s th e p a p e r e n t i r e l y o r a s s ig n s im po rtance to a s i n g l e g uidance i s s u e o n ly , i t i s th e b e l i e f of th e i n v e s t i g a t o r t h a t th e im p o rt­ ance o f th e sch o o l newspaper as a f a c t o r in guid ance has been g r o s s l y o v erlo o k e d . I f one o f the aims o f t h e school i s to g iv e r e c o g n i­ t i o n , c e r t a i n l y th e newspaper may assume a le a d in g r o l e i n t h i s en d eav o r.

I f s tu d e n ts need s e c u r i t y , th ey may r e c e iv e

v a lu a b le a s s i s t a n c e in g a in in g i t by means o f th e a i d which th e newspaper i s c a p ab le o f g i v i n g .

For example, th e be­

w ild e re d s t r a n g e r to th e campus may, on th e f i r s t day o f s c h o o l, f i n d h i s way among th e maze o f b u i l d in g s and peop le by r e f e r r i n g t o th e map p r i n t e d w i th in h i s new spaper, t h e r e ­ by g a in in g composure and s e c u r i t y a t th e same tim e .

A ssist­

ing s tu d e n ts t o l o c a t e them selves on campus, in s c h o o l, i n l i f e — t h i s i s th e f u n c ti o n o f th e o r i e n t a t i o n program; i t i s a f u n c ti o n which th e sch o o l new spaper, as a p a r t of t h a t program, i s w e ll equipped t o p erfo rm . In th e In form al s tu d y o f c o u n tle s s sch o o l newspapers which come t o h i s desk each week, th e i n v e s t i g a t o r has observed

3

th e l i m i t e d e x t e n t t o which many c l a s s e s i n jo u rn a lis m have u t i l i z e d t h e i r g a p e rs i n th e im p o rtan t r o l e o f o r i e n t a t i o n . I t i s h i s o p in io n t h a t they have n o t n e g le c te d t h i s im p o rta n t r o l e i n t e n t i o n a l l y , b u t have overlooked th e broad p o s s i b i l ­ i t i e s o f a s s i s t i n g th e s c h o o l which they r e p r e s e n t and th e i n d i v i d u a l s w it h i n t h a t s c h o o l. I n yiew o f t h e s u r p r i z i n g d e a r t h o f l i t e r a t u r e con­ c e rn in g th e means by which th e p a p e r may be u t i l i z e d i n t h i s endeavor, th e need f o r such s tu d y i s s u r e l y p r e s s i n g . II.

DEFINITIONS OF TERMS USED

O rie n ta tio n ,

w hile many d e f i n i t i o n s have been a s ­

sig n ed to th e term ’’o r i e n t a t i o n , ” p ro b a b ly one o f th e most commonly a c c e p te d i s ’’th e p ro c e ss o f a c q u a in tin g w ith th e e x is tin g situ a tio n .* ’ T h is d e f i n i t i o n w i l l apply th ro u g h o u t the i n v e s t i g a ­ tio n .

i t I s obvious t h a t th e f u n c ti o n of th e newspaper o r

t h a t o f any agency u t i l i z e d to d is se m in a te in fo rm a tio n i s i n harmony w ith t h e d e f i n i t i o n .

However, th e q u e s tio n o f how

th e new spaper’ s f u n c t i o n o f p ro v id in g r e c o g n i t i o n ca n be c l a s s i f i e d as ^ a c q u a in tin g w ith th e e x i s t i n g s i t u a t i o n ” m ight w e ll be ask e d .

An im p o rta n t f a c t o r i n th e p ro c e s s o f g iv in g

r e c o g n i t i o n i s t h a t o f a s s i s t i n g th e i n d i v id u a l to r e a l i z e h i s own s ta n d in g i n h i s p a r t i c u l a r s o c i e t y .

The i n d i v i d u a l

i s th e re b y a c q u a in te d w ith th e e x i s t i n g s i t u a t i o n .

4

S i m i l a r l y , th e d e f i n i t i o n a p p l i e s th ro u g h o u t th e s tu d y . O r i e n t a t i o n i s understood to he an e s s e n t i a l f u n c ti o n o f g u id a n c e . Newspaper*

Throughout t h i s r e p o r t , th e te rm ”news­

p a p e r” s h a j l be i n t e r p r e t e d as meaning t h a t organ o r p u b l i c a ­ t i o n p re p a re d by s tu d e n ts of th e s c h o o l, w hether they a r e o rg a n ise d as a c l a s s o r s e rv e i n an e x t r a - c u r r i c u l a r c a p a c i t y . While i t i s assumed t h a t a newspaper p u b lis h e d weekly can b e s t se rv e i n th e c a p a c i t y as a f a c t o r i n o r i e n t a t i o n , i t i s re c o g n iz e d t h a t p a p e rs which a r e c i r c u l a t e d b i-w e e k ly , m onth-l y , or even q u a r t e r l y , may p la y an e s s e n t i a l r o l e i n th e program und er d i s c u s s i o n . S c h o o l,

s c h o o l, as commonly r e f e r r e d t o in t h i s s tu d y ,

may be understood t o mean th e secondary b ran ch o f th e educa­ t i o n a l system .

:G hief c o n s i d e r a t i o n has been g iv e n th e s e n i o r

h ig h s c h o o l, alth o u g h the v a s t m a j o r i t y o f s u g g e s tio n s a r e a p p li c a b l e a l s o to th e j u n i o r h ig h s c h o o l.

Even ele m e n ta ry

sch o o l s tu d e n t s and t e a c h e r s may f i n d s u g g e s tio n s which ap p ly to t h e i r e f f o r t s o f e d i t i n g new spapers,

w h ile c o lle g e o r

u n i v e r s i t y l e v e l j o u r n a l i s t s may f i n d th e stu d y o f some v a lu e t o them, i t i s r e a l i z e d t h a t newspapers on t h e i r l e v e l have g e n e r a l l y a p p lie d them selves i n t h e f u n c ti o n of o r i e n t a t i o n and do n o t need a s s i s t a n c e to th e same e x t e n t as h ig h s c h o o ls need i t .

5 ORGANIZATION OF REMAINDER OF THE PROJECT

G en e ral background of o r i e n t a t i o n *

B efore th e r o l e

o f th e scho ol newspaper in th e f u n c tio n o f o r i e n t a t i o n can be e s t a b l i s h e d c l e a r l y , th e n e e d s, aim s, f u n c t i o n s , and s p e c i a l problems in v o lv ed in the p ro c e s s o f o r i e n t a t i o n must be understood*

F u rth erm o re , i t i s d e s i r a b l e t h a t th o se

concerned w ith th e problem s o f o r i e n t a t i o n be f a m i l i a r w ith some o f th e s p e c i a l problem s and te c h n iq u e s c e n te r in g about t h i s f u n c tio n o f g u id an ce . T y p ic a l o f s tu d e n t problems f o r which th e o r i e n t a t i o n program i s h e ld r e s p o n s i b l e a r e th o se o f " b r id g in g th e g a p ," making s e l e c t i o n s of e x t r a c u r r i c u l a r o p p o r t u n i t i e s , p a r t i ­ c i p a t i n g i n the a c t i v i t i e s o f sch o o l o r g a n iz a t io n s w ith in th e c u r r i c u l a r program , p r e p a r a t i o n f o r c o l l e g e , and making v o c a tio n a l c h o ic e s .

Each o f th e s e problems i s e l a b o r a t e d ,

f o r th e s c h o o l newspaper must be aware o f th e n a tu re o f o r i e n t a t i o n b e f o re i t can re n d e r s e r v i c e in t h a t f i e l d . W ithin th e s e n i o r high s c h o o l, many s p e c i a l problems not en co untered on o th e r l e v e l s a r i s e .

These a r e o u t l in e d

b rie fly . Any worker i n th e f i e l d of guidance should be aware o f th e c h a r a c t e r i s t i c s o r t r a i t s which c o n t r i b u t e to th e wholesomely i n t e g r a t e d i n d i v i d u a l .

F ig u re 1 on page 24

o u t l i n e s th e se f a c t o r s by g r a p h ic a l r e p r e s e n t a t i o n .

P lan n in g the o r i e n t a t i o n program .

Many problem s in

th e fo rm a tio n o r improvement o f an o r i e n t a t i o n program a r e common to a l l f a c t o r s which a re u t i l i z e d i n th e development o f t h a t program .

To enable each f a c t o r to view g e n e r a l

problem s c l e a r l y , o v e r a l l p la n n in g i s d is c u s s e d . The p la n s as o u t lin e d b egin w ith th o se f a c i l i t i e s a v a ila b le .

These in c lu d e s t u d e n t a s s i s t a n c e as w e ll as t h a t

o f f a c u l t y members, t r a i n e d and u n tr a in e d a l i k e . Im p o rta n t f e a tu r e s o f th e o r i e n t a t i o n program .

Having

p r e s e n te d a g e n e r a l overview o f t h e background o f o r i e n t a t i o n and th e groundwork which must be perform ed t o i n i t i a t e th e p l a n , th e stu d y b r i e f l y d e s c r ib e s th e r e s p o n s i b i l i t i e s and o p p o r t u n i t i e s which a r e p r e s e n te d t o th o se who w i l l a s s i s t in h e lp in g s tu d e n ts to lo c a t e th e m se lv e s. While i t i s n o t e s s e n t i a l f o r s tu d e n ts producing th e s ch o o l newspaper to be aware o f each s t e p taken in th e o v e r­ a l l p l a n , i t i s w e ll f o r th e a d v i s e r , a t l e a s t , to be cog­ n i z a n t o f th e p la n .

Methods and te c h n iq u e s which may be

employed a re t h e r e f o r e o u t lin e d f o r h i s b e n e f i t . In a d d i t i o n t o t h e new spaper, o th e r sch o o l p u b l i c a ­ t i o n s may be drawn in to th e program .

These in c lu d e th e

s tu d e n t handbook, the yearbook, b o o k le ts and p am p h lets,

in

o rd e r t o fo rm u la te i t s p o l i c i e s , th e newspaper s t a f f sho u ld be aware o f th e e x te n t o f coverage g iv e n th e v a r io u s a s p e c ts o f o r i e n t a t i o n by th e s e p u b l i c a t i o n s .

7

O utside i t s own sp h ere of p o s s i b i l i t i e s f o r th e im­ provement o f th e g e n e r a l program , th e newspaper has ample o p p o r tu n ity f o r th e a s s i s t a n c e o f o t h e r a g e n c ie s and ty p e s o f o r i e n t a t i o n work*

p u b l i c i t y s u p p o rtin g c a r e e r d ays, job

o p p o r t u n i t i e s , c o lle g e d a y s , and o th e r p r o j e c t s and e v e n ts o f news v alu e i s im p o rta n t.

Such f e a t u r e s a r e d e s c rib e d to

e n a b le th e school j o u r n a l i s t t o r e a l i z e th e s i g n i f i c a n c e o f such endeavors in th e f i e l d o f o r i e n t a t i o n . To d em o n strate th e u se made of th e s tu d e n t handbook i n th e o r i e n t a t i o n program, T able IX on page 49 i s p r e s e n te d . The r o l e o f th e sch o o l newspaper i n a c h ie v in g o r i e n t a ­ tio n g o als. cussed.

F i n a l l y , th e d i r e c t r o l e o f th e p ap e r i s d i s ­

O b je c tiv e s from th e p o in t of view o f th e newspaper

a re d e f in e d . Although t h e r e i s very l i t t l e d a t a r e l a t i n g to th e use o f the school p a p e r as a f a c t o r i n o r i e n t a t i o n , one stu d y i n d i c a t e s t h a t the s p e c i a l guidance i s s u e i s th e predom inate means by which th e o b j e c t iv e s a re now a c h ie v e d . Even t h i s method was used by only one of ev ery tw enty sc h o o ls in te rv ie w e d . Because th e u se o f s p e c i a l i s s u e s to c a r r y out th e f u n c tio n s o f o r i e n t a t i o n m erely s c r a t c h e s th e s u r f a c e o f what can and should be accom plished by sch o o l new spapers, v a r io u s te c h n iq u e s which may be used t o am p lify th e program

are o u tlin e d .

A reas of guidance to which th e p a p e r may con­

t r i b u t e a r e f i r s t d is c u s s e d . As in fo rm a tio n a p p e a rs to he th e k eynote o f th e o r i e n ­ t a t i o n a l a s p e c ts of the guidance program , th e newspaper f i l l s an im p o rta n t r o le *

one o f th e o b j e c t i v e s of th e newspaper i s

to in tro d u c e the s c h o o l and i t s program to t h e incoming s t u ­ dent*

Among th e means by which t h i s may be accom plished i s

th e p r e s e n t a t i o n o f such a r t i c l e s a s th o s e which r e l a t e to the p l a n s , r e g u l a t i o n s , and l i m i t a t i o n s o f the campus i t s e l f . F a c i l i t i e s should be enum erated, and r u l e s which a r e immed­ i a t e l y en fo rced should be s e t f o rth * L o c a tio n of key o f f i c e s should be g iv e n to a s s i s t s tu d e n t s in s o lv in g problem s which a r e a p t to a r i s e on the f i r s t days of school* A l l o f th e se item s ©re o u t l i n e d , and recommendations concerning the d e s c r i p t i o n , f u n c t i o n , freq u en cy o f p u b li c a ­ t i o n , and o t h e r p e r t i n e n t d a ta co n c ern in g the newspaper i t s e l f are given* Other s u g g e s tio n s r e g a r d in g the r o l e o f th e newspaper in the o r i e n t a t i o n p ro g ra a concern th e problem s of i n tr o d u c ­ in g l e g a l a i d s , s t a n d a r d s , e x t r a c u r r i c u l a r a c t i v i t i e s , and s o c i a l customs and t r a d i t i o n s . What newspapers can and should do to g iv e r e c o g n i ti o n to s tu d e n ts i s d is c u s s e d , as are some o f th e u n f o r tu n a te examples o f what some p a p e rs now p u b l i c i z e in t h i s connec-

tio n *

Those p ap ers w hich make a p r a c t i c e of p u b li c i z i n g

and, a t th e same time* g l o r i f y i n g th e q u e s tio n a b le perform ­ ances o f s tu d e n ts via g o s s ip columns and o t h e r a g e n c ie s c r e a t e guidance problem s, the d is c u s s io n contends* R e s u lts o f a n a t i o n a l survey which i n d i c a t e s the b a l ­ ance of news p u b lis h e d in le a d in g s c h o o l p a p e rs throughout the U nited S t a t e s a r e reviewed* F i n a l l y , th e f u t u r e o f o r i e n t a t i o n as a id e d by schoo l newspapers and r e s u l t i n g p u b l i c r e l a t i o n s programs i s ex­ p lo r e d ; and r e s u l t s o f e f f o r t s made i n t h i s d i r e c t i o n th us f a r a re ev a lu ated *

CHAPTER XI

REVIEW OF THE LITERATURE While t h e r e a re many r e f e r e n c e s i n the f i e l d of g u id ­ ance which d ev o te some d is c u s s i o n t o th e s u b j e c t of o r i e n t a ­ t i o n , on ly an o c c a s io n a l tre a tm e n t g iv e s more th an p a s s in g comment co n cernin g the f u n c ti o n of the s c h o o l newspaper in the program.

The m a jo r ity of r e f e r e n c e s , in f a c t , g iv e only

a l i n e or two to t h i s im p o rta n t phase of th e work. L i t e r a t u r e on th e o r i e n t a t i o n program in g e n e r a l . What i s p ro b ab ly the b e s t o v e r a l l d i s c u s s i o n of th e g e n e r a l o r i e n t a t i o n program i s Chisholm’ s (5:86-1 40) t h r e e - c h a p t e r coverage i n h i s guidance te x tb o o k , "Guiding y o u th i n the Secondary S c h o o ls ." O u tlin in g the e s s e n t i a l s of the o r i e n t a t i o n program, Chisholm contends t h a t i t must c r e a t e an u n d e rsta n d in g of the g o als which c o n s t i t u t e a b a la n c e d , s u c c e s s f u l l i f e and t h a t i t d e a l s w ith th e o p p o r t u n i t i e s a f f o r d e d s t u d e n t s . He then o u t l i n e s means of o r i e n t i n g s t u d e n t s to r e c ­ ognize th e s e u n d e rsta n d in g s and o p p o r t u n i t i e s . Under the heading o f " I n fo rm a tio n a l S e r v i c e s ," E r ic k ­ son (4 :8 1 ) t a b u l a t e s an Ite m iz e d l i s t o f f u n c tio n s o f th e o r i e n t a t i o n a l program .

Having o u tlin e d th e program as a

whole* he p r o g r e s s e s to enum erate those t h i n g s which shou ld

11

lie covered, in an. o r i e n t a t i o n c o u r s e , to l i s t m a t e r i a l s which would be h e l p f u l in an o r i e n t a t i o n co u rse , and to a s s i g n r e s p o n s i b i l i t y f o r the e n t i r e program.

M a te r ia l i s

p r e s e n te d i n an u n u s u a lly c o n c ise form, Koos, Hughes, H utson, and E eavis su p p o rt th e prem ise concerning th e im portance o f schoo l p u b l i c a t i o n s in the o r i e n t a t i o n program by s t a t i n g , "The purpose of such p u b lic * a t i o n s i s to p la c e e s s e n t i a l in fo rm a tio n b e f o re p u p i l s more e c o n o m ic a lly , c o m p le te ly , and a c c u r a t e l y than i s p o s s ib le throug h o r a l p r e s e n t a t io n * (1 1 :8 1 ), Jn t h e i r d i s c u s s i o n , th e y su p p o rt the id e a which some sch o o ls have adopted o f u s in g th e s t u d e n t handbook a s a u n i t of stu d y e a r l y i n th e y e a r ,

E n g lis h or c i v i c s c l a s s e s have

been u t i l i z e d f o r t h i s purpose in some system s, Adding to th e l i t e r a t u r e which s u b s t a n t i a l l y co v ers th e g o a ls of th e h ig h sch o o l o r i e n t a t i o n program , E ric k s o n and Happ (5 :4 9 ) ite m iz e tw elve a re a s in which s tu d e n ts may w e ll be a s s i s t e d in t h e i r a d a p ta tio n to new environm ents and c o n d i t i o n s . A ll o f th e fo re g o in g t e x t s in guidance p ro c ed u res cover phases o f the o r i e n t a t i o n program p a r t i c u l a r l y w e l l , Chisholm goes beyond th e o th e r s i n th e amount and q u a l i t y of m a t e r i a l which he has devoted to th e s u b j e c t .

The s h o r t ­

coming of a l l , however, i s t h a t th e y have not f u l l y re c o g ­ n iz e d th e c o n t r i b u t i o n s which p u b l i c a t i o n s , p a r t i c u l a r l y

12

t h e school new spaper, a r e capable of making. A side from th e l i t e r a t u r e of books, a few magazine a r t i c l e s have touched upon th e im portance o f th e sc h o o l news* p ap er i n t h i s f i e l d .

A lthough most of th e s e seemed unaware

of the s i g n i f i c a n c e o f t h e i r id e a s t o th e o r i e n t a t i o n p ro ­ gram, t h e i r c o n t r i b u t i o n s , s l a n t e d tow ard th e improvement o f new spapers, a r e of s i g n i f i c a n t v a lu e . H.

M. L a f f e r t y (!Ss4S) p r e s e n t s a p e r t i n e n t p o in t

when he con cludes t h a t r e c o g n i t i o n i s g iv en a s tu d e n t when h i s name i s p u b lis h e d f o r commendable perform ance, and s t a n ­ d ard s f o r o t h e r s tu d e n ts a r e th e re b y e s t a b l i s h e d ,

R a ffe rty

s u p p o rts th e cause o f th e ’♦ fo rg o tte n " man, r e a l i z i n g th e v a lu e of g iv in g r e c o g n i ti o n where i t i s due. B e fe re n c e s and examples have been drawn from approx­ im a te ly tw e n ty -f iv e s o u r c e s .

While m a t e r i a l drawn upon was

p e r t i n e n t to a p a r t i c u l a r phase of the d i s c u s s i o n , l i t t l e had r e l a t i v e b e a rin g to t h e d is c u s s io n as a w hole.

In n o t

more th a n the two or t h r e e in s ta n c e s c i t e d , did a u th o rs seem t o acknowledge the e n t i r e problem .

I n th e s e c a s e s , d i s c u s ­

sio n s were l i m i t e d and f a i l e d to encompass, even i n sm all m easure, th e f i e l d covered i n th e p r e s e n t d i s c u s s i o n . I t i s due to th e in a d e q u a te coverage o f p re ced in g d i s ­ c u s s io n s t h a t the p r e s e n t i n v e s t i g a t i o n i s s u b m itte d .

CHAPTER I I I

GENERAL BACKGROUND OF ORIENTATION E f f e c t i v e sch o o l gu idance programs g e n e r a l l y f i n d t h e i r i n i t i a l o b j e c t i v e s c e n te re d ab out the program o f a c ­ q u a in tin g s tu d e n ts w ith th e e x i s t i n g s i t u a t i o n *

H e re in l i e

the problem s and c h a lle n g e s of th e o r i e n t a t i o n program.

The

purpose of th e p r e s e n t c h a p te r i s t o o u t l i n e c l e a r l y the f a c t o r s in v o lv ed i n , th e need f o r , and th e aims o f programs fo r o rie n ta tio n . To i n d i c a t e th e scope of t h e s e program s, s p e c i a l problems and t y p i c a l s i t u a t i o n s in v o lv ed a r e o u t l i n e d .

Among

th e s e problem s a r e th o s e which a r e (a) p e c u l i a r to th e s e n io r h ig h s c h o o l, (b) concerned w ith " b rid g in g th e g a p ," (e) e s ­ s e n t i a l in making e x t r a c u r r i c u l a r c h o ic e s , (d) p e r t a i n i n g to sch o o l o r g a n i z a t i o n , (e) in v o lv ed in making p r e p a r a t i o n s f o r c o lle g e , and ( f ) b a s ic to making v o c a tio n a l c h o ic e s . Each of th e s e is t r e a t e d b r i e f l y . O r i e n ta ti o n needed,

s o p h i s t i c a t e d as th e y might

app ear o u tw ard ly , freshman boys and g i r l s e n t e r i n g h ig h sch o o l classroom s t h i s f a l l w i l l p ro b a b ly be s t r i c k e n w ith th e same in n e r f r i g h t which plagued s tu d e n ts t e n , f i f t e e n , o r f i f t y y e a rs ago.

They w i l l , t h a t i s , u n le s s adequate

means of o r i e n t a t i o n a r e p ro v id ed by t h e i r s c h o o ls .

14

Look a t any a re a i n which modern s t u d e n t s f a i l and th e r e w i l l appear a f i e l d i n which p ro p e r g u id an ce, s t a r t i n g w ith o r i e n t a t i o n , might have c o n s t i t u t e d the needed remedy. Guidance and o r i e n t a t i o n , even a t t h e i r b e s t , a r e n o t c u r e - a l l s ; they do, however, have a h ig h ly b e n e f i c i a l e f f e c t in a s s i s t i n g s tu d e n t s to make t h e i r m any-faceted a d ju s tm e n ts , O r i e n t a t i o n , as r e l a t e d t o th e e n t e r in g hig h sch o o l s t u d e n t , i s a f i r s t r e q u i s i t e to h is ad justm ent to h i s new environment*

The s c h o o l’ s r e s p o n s i b i l i t y in o r i e n t a t i o n

goes beyond t h i s i n i t i a l a d ju s tm e n t, however* I n d e te rm in in g i t s r e s p o n s i b i l i t i e s to th e i n d i v i d u a l , the sch o o l m ight w e ll a sk i t s e l f fo u r p e r t i n e n t q u e s tio n s : Are we d eveloping the in d iv id u a l as f a r a s he i s cap ab le of b ein g developed and i n acco rd an ce w ith h is p o t e n t i a l i t i e s ? I s t h e r e com plete harmony between the p u p i l ’ s a b i l i t i e s and the work which he a tte m p ts i n th e s c h o o l:

Are t h e r e im pedi­

ments in h is p e r s o n a l i t y , o h a r a c t e r , p h y siq u e , or in h is home su rro u n d in g s which o p e ra te to hamper h is optimum d e v e l­ opment?

I s th e g u l f between schoo l and v o c a tio n so b rid g e d

t h a t th e passag e i s e a s y and p erso n s a r e p la c e d v o c a t i o n a l l y t o the advantage o f s o c i e t y and them selv es (1 1 :1 8 0 )? Evidence d em o n stra tin g shortcom ings of our sc h o o ls i n a t l e a s t one of th e s e fo u r r e s p e c t s i s th e f a c t t h a t i n 304 w id ely s c a t t e r e d h ig h s c h o o ls , one of fo u r p u p ils was g e t t i n g a re c o rd pf f a i l u r e (1 1 ;1 8 0 ),

H e re in we se e the need f o r f u r t h e r in fo rm a tio n con­ c e rn in g each p u p il as w e ll a s th e need f o r immediate a c t i o n along l i n e s s u g g e s te d ,

such a c ti o n w i l l be c o n s id e re d i n a

l a t e r s e c tio n * I t i s obvious t h a t b e fo re the sc h o o l can endeavor to h e lp the i n d i v id u a l c h i l d t o a d j u s t to v o c a ti o n a l and o th e r e x p e rie n c e s su g g e ste d by th e s e q u e s ti o n s , th e c h i l d must be a d ju s te d to th e schoo l and i t s program. Among th e d i f f i c u l t t a s k s of secondary sc h o o l te a c h e r s i s a r o u s in g the i n t e r e s t s o f th e a p a t h e t i c s t u d e n t . s u r e l y , i s a problem of o r i e n t a t i o n ,

Here,

i f the s tu d e n t can be

met i n a new s i t u a t i o n w ith the p ro p e r appro ach, th e r e i s hope t h a t h is a p a th y may v a n is h .

I t i s th e approach t h a t

c o u n ts , and o r i e n t a t i o n c o n s t i t u t e s the approach* O ther problems which emphasize the need f o r e f f e c t i v e guidance and o r i e n t a t i o n programs a r e o u t l in e d in a stu d y made w ith in the j u n io r high sc h o o ls of Pasadena (18*14), Among the problem s i s t h a t o f d em o n stra tin g t o s t u d e n t s the v a lu e o f the school o ffe rin g *

Here is a problem which could

and shou ld p r o p e r ly be so lv ed b e fo re th e s tu d e n t f i r s t s te p s on secondary s o i l *

T h is does n o t mean, however, t h a t h ig h

sc h o o ls can a f f o r d to n e g l e c t f u r t h e r e d u c a tio n in t h i s d i r ­ ec tio n * What, th e n , should be th e g o a ls of the w e ll-p la n n e d hig h scho ol o r i e n t a t i o n program?

As th e " f i r s t o p p o rtu n ity

16

f o r c o n s tr u c tiv e g uidance by th e second ary s c h o o l , ” (5*48) th e o r i e n t a t i o n program may w e ll se rv e to ©id s tu d e n t s i n th e problem s o f ; 1.

L earn in g th e p h y s i c a l s e tu p of new b u i l d i n g s .

2.

A d ju s tin g them selves to many te a c h e r s fo llo w in g e x p e rie n c e s i n th e e le m e n ta ry sch o o l w ith o n ly a few t e a c h e r s .

3.

Accustoming th em selv es to more freedom i n p a s s in g from c l a s s to c l a s s .

4.

L earning t o stu d y i n a l a r g e study h a ll#

5.

L earnin g s ta n d a r d s of p e r s o n a l c o n d u c t.

6.

Choosing s u b j e c t s and e x t r a c u r r i c u l a r a c t i v i t i e s w is e ly .

7.

p a r t i c i p a t i n g i n a t h l e t i c and i n t r a - m u r a l program s.

8.

L earning how to o rg a n iz e and u se time w i s e l y ,

9.

D eveloping i n i t i a t i v e and r e s p o n s i b i l i t y .

10.

Becoming dependable i n working on t h e i r own.

11.

L o catin g ”b ig b r o t h e r s ” or ”b ig s i s t e r s ” among th e p u p ils.

12.

Learning a b o u t s o u rc e s o f in fo rm a tio n and h e l p . (

5 : 49).

-

-

i n th e d i s c u s s i o n so f a r , most a r e a s f o r which th e o r i e n t a t i o n program p ro v id e s have had a n e g a tiv e ap p ro ach . They were Intend ed l a r g e l y to p re v e n t t r o u b l e o r to make work somewhat more sim ple th an i t might o th e rw is e prove to b e . Swinging t o the o t h e r s i d e , a more o p t i m i s t i c view o f th e f u n c tio n s of th e program may be see n , opened to s tu d e n t eyes th ro u g h o r i e n t a t i o n .

o p p o rtu n itie s are Among th e s e a r e

X?

o p p o r t u n i t i e s a f f o r d e d by th e s c h o o l, o p p o r t u n i t i e s f o r con­ tin u in g e d u c a tio n , and o p p o r t u n i t i e s f o r e d u c a tio n and r e c ­ r e a t i o n beyond th e f a c i l i t i e s o f f e r e d by th e s c h o o l- ( 3 : 8 8 ) . Summarizing, th e problem s o f o r i e n t a t i o n c e n te r i n opening v a s t a r e a s o f o p p o r t u n i t i e s to s t u d e n t s , h e lp in g s tu d e n ts to u n d e rsta n d t h e i r p e r s o n a l a b i l i t i e s a s w e ll as t h e i r l i m i t a t i o n s , and s t i m u l a t i n g s t u d e n t s to make ch o ice s re g a rd in g f u t u r e advances* S p e c ia l been i n d i c a t e d

problem s o f th e s e n i o r

h ig h s c h o o l*

as

has

e a r l i e r , s t u d e n t s , d e s p i t e b o ld f r o n t s , a re

e m o tio n a lly d i s t u r b e d by changes In e u r r i e u l a r and o th e r d e v i a t i o n s from form er p a t t e r n s ,

a

deminent problem con­

f r o n t i n g th e h ig h s c h o o l under th e 8-4 p la n p a r t i c u l a r l y , and th e 6 -3 -3 p la n to a somewhat l e s s e r e x t e n t , i s t h a t of " b rid g in g the g a p . ” Accustomed to th e s in g le -ro o m s i n g l e - t e a c h e r p l a n , s tu d e n t s may suddenly f i n d them selves t h r u s t i n t o th e m id st o f teeming s o c i e t y w ith o u t th e p ro p e r

sen se o f b a la n c e u n le s s

they have been g iv e n p r i o r a s s i s t a n c e

in o rie n ta tio n .

There a r e many means o f a s s i s t i n g th e s tu d e n t to b rid g e th e gap between th e elem en tary sc h o o l o r th e j u n i o r h ig h sch o o l to th e s e n i o r h ig h w ith co n fid e n c e and s e l f assurance.

i n most c a s e s , a co m bin atio n o f th e s e d e v ic e s

must be used to meet th e subsequent d i f f i c u l t s i t u a t i o n *

These d e v ic e s w i l l be d e a l t with, in a n o th e r s e c t i o n of th e d i s o n s s io n . C u r r i c u l a r and e x t r a c u r r i c u l a r c h o i c e s .

With th e

b ro a d en in g of th e s c h o o l* s program, both th e c u r r i c u l a r and e x t r a c u r r i c u l a r a c t i v i t i e s have m u l t i p l i e d i n number,

w here­

as s t u d e n t s had r e l a t i v e l y few c h o ic e s in s e l e c t i n g t h e i r programs tw e n ty - f iv e y e a r s ago , th e y now have dozens o f co u rse s i n the l a r g e r s c h o o ls from which t o choose t h e i r e le c tiv e s,

Even sm a ll r u r a l sch o o ls have g e n e r a l l y expanded

and e n la rg e d t h e i r c u r r i c u l a r program s. O bviously, w ith t h i s v a s t change, s tu d e n ts must be o r i e n t e d b e fo re th e y can make wise s e l e c t i o n s t o f i t t h e i r n e e d s , a b i l i t i e s , and a m b itio n s .

I t i s j u s t as obvious t h a t

each p e r s o n a l i t y b r i n g s d i f f e r e n t problem s which may be so lv ed i n many d i f f e r e n t ways. As c u r r i c u l a tend to o f f e r more and more v o c a tio n a l co u rses b u i l t upon f u n c ti o n a l l i n e s , th e o p p o r t u n i t i e s o f th e sch o o l program I t s e l f should become e v id e n t to every stu d e n t.

The problem o f c l a r i f y i n g th e s e o p p o r t u n i t ie s f o r

th o se whose i n s i g h t i s weak l i e s w it h i n a zone in which c u r ­ ric u lu m c o n s t r u c ti o n and gu idan ce a r e f u s e d . H ere, t o o , th e r e i s f u s io n w ith c u rric u lu m and voca­ t i o n a l a s p e c ts o f o r i e n t a t i o n ,

i n s e e in g th e v a lu e s o f th e

*

s u b j e c t c o n te n t which they s tu d y from day to day, s tu d e n ts

19

must f r e q u e n t l y be exposed to the v o c a tio n a l plums o f the f u tu r e *

In some c a s e s , th e s e rew ards f o r d i l i g e n t work must

be exposed r e l a t i v e l y o ften * V o c a tio n a l c h o i c e s .

J u s t as th e v o c a ti o n a l w orld p r e ­

s e n te d many o f the e a r l y demands f o r guidance i n th e s c h o o ls , i t i s th e v o c a tio n a l w orld which makes g r e a t and im p o rta n t demands upon th e guidance program to d a y .

Again th e problem

o f o r i e n t a t i o n looms g r e a t , f o r s tu d e n ts must equip them­ s e l v e s in th e s e l e c t i o n and e n t r y o f a v o c a tio n .

The p ro b ­

lem i s m any-faceted* An i n t e r e s t i n g d i s c u s s i o n o f i t i s advanced by jo n e s (10:SI) ;

E d u ca tio n i s n o t concerned m erely w ith th e t r a i n i n g n e c e s s a ry f o r an o c c u p a tio n ; i t i s concerned w ith th e development o f i n d i v i d u a l s from an a l l - a r o u n d p o in t o f view; and g u id a n c e , a s a d e f i n i t e p a r t o f th e e d u c a tio n ­ a l p ro c e s s , i s a l s o concerned with th e e n t i r e i n d i v i d u a l . We m ight as w e ll say t h a t a l l e d u c a tio n sh o u ld be con­ s id e r e d a p a r t of v o c a ti o n a l e d u c a tio n as say t h a t a l l guidance should be c o n sid e re d as a p a r t o f v o c a tio n a l g u id a n c e . In c lu d e d i n th e r e s p o n s i b i l i t y of v o c a ti o n a l o r i e n t a ­ t i o n i s th e n e c e s s i t y o f in fo rm in g s tu d e n ts of com pensation of t h e i r in te n d e d o c c u p a tio n , o f working c o n d i t i o n s , sup p ly and demand o f w orkers in the given f i e l d , n a tu r e and amount o f t r a i n i n g needed, n eed s i n g e t t i n g s t a r t e d in t h e v o c a tio n , o p p o r tu n ity f o r advancem ent, c o n d itio n s i*hich determ in e ad­ vancem ent, n a tu r e and e x t e n t o f s p e c i a l i z a t i o n w ith in th e

20

v o c a tio n , p ro b a b le permanency of t h i s type o f work, s e a s o n a l n a tu r e o f th e work, o p p o r t u n i t i e s f o r p a r t - t i m e work, i n c e r ­ t a i n c a s e s , and s o c i a l and b u s in e s s a s s o c i a t e s , c o n d itio n e d by th e ty p e o f v o c a tio n under c o n s i d e r a t io n (3:108)* When th e s e f a e t o r s i n v o c a tio n a l o r i e n t a t i o n a r e a d e q u a te ly co v ered , a new g uidance problem e x i s t s —t o h e lp s tu d e n ts u n d e rsta n d th e n e c e s s i t y f o r co n tin u o u s stu d y o f problem s a f f e c t i n g t h e i r v o c a tio n a l l i f e a f t e r fo rm al edu­ c a t i o n has been com pleted. Encouragement to a t te n d c o l l e g e .

**A” cod "BM s tu d e n ts

may a l s o g e t l o s t i n t h e i r work and f a i l to see th e f u t u r e c le a rly .

In such c a s e s , th e v a lu e o f f u r t h e r e d u c a tio n must

sometimes be review ed f o r them to a i d them in making t h e i r d e c is i o n s c o n c ern in g f u r t h e r s c h o o l work. Where f i n a n c i a l c o n s i d e r a t io n s must be ta k e n i n t o a c c o u n t, s tu d e n ts sh o u ld be i n s t r u c t e d con cern ing o p p o rtu ­ n i t i e s o f w a itin g on t a b l e f o r room and board and o t h e r such r e s o u r c e s which f r e q u e n t ly a s s i s t y o u n g ste rs o th e rw ise un­ a b le to c o n tin u e t h e i r s t u d i e s . C ontinuance o f e d u c a tio n i s s t i l l im p o ssib le i n some cases.

I n t h i s e v e n t, the c a p a b le s t u d e n t , r e g a r d l e s s o f

g rade a v e ra g e , sh o u ld be made aware o f e d u c a t io n a l o p p o rtu ­ n i t i e s o f f e r e d by a d u l t - e d u c a t i o n c l a s s e s , th e Y«M*C.A., c o n t in u a t io n c o u r s e s , n ig h t s c h o o l, and o th e r such means.

21

P r e p a r a t i o n f o r £ © lle g a .

While n o t more th a n 20 p e r

c e n t o f th e av erag e schoo l*s g ra d u a te s c o n tin u e t h e i r educa­ t i o n s to th e c o lle g e l e v e l , a v a s t l y l a r g e r number o f te n J

p rep ares to e n te r co lle g e .

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

To meet th e e n tra n c e r e q u i r e ­

ments o f th e c o l l e g e s , p u p i l s r e q u ir e g u id a n c e .

To p re p a re

them selves s o c i a l l y and m e n ta lly f o r the v a s t change from h ig h sch o o l to c o l l e g e l i f e , s tu d e n t s must have o r i e n t a t i o n to b rid g e t h i s new gap . Here a g a in th e sc h o o l f a c e s o r i e n t a t i o n r e s p o n s i b i l i ­ t i e s of a h ig h ly im p o rta n t n a tu re * O utside a c t i v i t i e s .

Most h ig h s c h o o l f a c u l t i e s now

ag ree t h a t th e e x t r a c u r r i c u l a r program o f a sc h o o l f i t s many o f th e p u p il needs n o t acco u n ted f o r in th e t r a d i t i o n a l sch o o l work.

T his r e a l i z a t i o n has le d t o many new s tu d e n t

a c t i v i t i e s — c lu b s , c o u n c i l s , c a b i n e t s , t o name a few. to o have posed new problem s.

These

Each p u p i l must s e l e c t h i s

a c t i v i t i e s w is e ly ; i n some cases he must e x e r t more c a re in th e s e s e l e c t i o n s th a n i s n e c e s s a ry i n th e c u r r i c u l a r f i e l d * R e c r e a tio n a l f a c i l i t i e s .

In l a r g e a r e a s , most s t u ­

d e n ts a r e f a m i l i a r with such r e c r e a t i o n a l advantages a s th o se o f f e r e d by l o c a l o r g a n i z a t i o n s , p a r k s , ch u rch es, and o t h e r a g e n c ie s ,

in fo rm a tio n along th e s e l i n e s should be g iv e n

whenever th e r e i s doubt t h a t s tu d e n ts a r e a v a i l i n g them selves f u l l y o f th e s e o p p o r t u n i t i e s .

Changes.

Growing e n ro llm e n ts i n s c h o o ls and growing

communities o u t s id e o f sc h o o l l i f e have r e s u l t e d i n added f a c i l i t i e s , in c re a s e d a c t i v i t i e s , and c o n s t a n t a d d i t i o n s and changes i n l i f e .

S tu d e n ts must he p re p a re d f o r th e s e changes

bo th i n and out o f s c h o o l,

o r i e n t a t i o n i s a g a in th e medium

which must be c a l l e d upon tp g iv e s tu d e n ts th e r e q u ir e d i n ­ fo rm a tio n . . S u g g e stio n s co n c ern in g th e s e problem s and o t h e r s to be posed w i l l be g iv en i n th e fo llo w in g s e c t i o n s . Summary.

In a r e c e n t bools, C l i f f o r d s . E ric k so n

b r i e f l y summarizes th e o r i e n t a t i o n a c t i v i t i e s of th e modern h ig h sch o o l i n seven s t e p s . 1*

C oun selo r from ^ r e c e iv in g " sch o o l c o n t a c ts p u p ils and te a c h e r i n " se n d in g 0 schools*

2.

C ounselor p ro v id e s needed In fo rm a tio n to p u p ils and c o - o p e r a te s w ith "se n d in g " sch o o l r e p r e s e n t a t i v e s i n h e lp in g p u p i l s p la n t h e i r f u t u r e program .

3.

T eachers In "se n d in g s sch o o l spend a day v i s i t i n g th e " r e c e iv in g " s c h o o l.

4.

p u p i l s from "se n d in g " sch o o l spend a day v i s i t i n g th e " r e c e iv in g " s c h o o l.

5.

P u p i l s meet t h e i r new co u n se lo rs and l e a r n ab out th e s c h o o l.

6.

P u p i ls have an o p p o r tu n ity f o r i n d i v id u a l c o u n s e lin g on problem s t h a t develop d u rin g th e f i r s t s e m e s te r.

7.

The SchOol b e g in s to c o l l e c t much In fo rm a tio n ab o u t th e p u p i l s , (6 :1 1 -1 2 )

23

The p a r t i c u l a r v i r t u e in E r i c k s o n 's p la n i s t h a t p r o ­ v i s i o n i s Blade f o r "sending" te a c h e r s t o l e a r n th e l a t e s t d e t a i l s and developm ents concerning th e " r e c e iv in g " s c h o o l. F re q u e n tly te a c h e r s a r e to o engrossed i n t h e i r own immediate problems t o have th e f o r e s i g h t or to ta k e th e i n i t i a t i v e to i n v e s t i g a t e th e problems which t h e i r p u p ils a r e about to face* Because of t h i s , many s tu d e n ts a r e d isc o u ra g e d i n a tte m p tin g to b r in g t h e i r problems t o t h e i r te a c h e rs *

Faced

w ith th e p r o b a b i l i t y of an u n s a t i s f a c t o r y answ er, th ey ta k e t h e i r problems elsew here o r n e g l e c t to f i n d s a t i s f a c t o r y s o l u t i o n s t o t h e i r problem s. I t i s e v id e n t t h a t E r i c k s o n 's summary of o r i e n t a t i o n d e a ls w ith th e e a r l y s ta g e s r e l a t i n g p r i m a r i l y w ith " b r id g ­ in g th e g a p ."

The whole p ro c e ss o f o r i e n t a t i o n may be p u t

i n t o more c o n c ise te rm s:

the problem o f o r i e n t a t i o n i s one

o f " d is c o v e ry and developm ent" i n w hich th e sch o o l must h e lp each s tu d e n t to make s a t i s f a c t o r y a d ju s tm e n ts t o l i f e a f t e r f i r s t o b ta in in g p e r t i n e n t d a ta about him ( 7 :1 8 ) . G ra p h ic a lly * Germane and Germane summarize th e e s s e n ­ t i a l s of th e o r i e n t a t i o n program which c o n t r i b u t e t o th e m olding o f th e wholesomely i n t e g r a t e d i n d i v i d u a l .

T his graph

g iv e s evidence o f th e w idespread n a t u r e o f th e problem s o f o r i e n t a t i o n and g u id a n c e . fo llo w in g page.

A r e p r o d u c tio n ap p e ars on th e

24

AESTHETIC CULTURE CHARM

PHILOSOPHY OF LIFE

HUMAN RELATIONSHIPS

WORK AND STUDY

THE WHOLESOMELY INTEGRATED WHOLE PHYSICAL HEALTH

VOCATIONAL PREFERENCES

MENTAL HEALTH

WORLD RELATIONSHIPS

f

FAMILY RELATIONSHIPS

FIGURE 1 TEN FACTORS CONTRIBUTING TO THE WHOLESOMELY INTEGRATED INDIVIDUAL (7:30)

CHAPTER IV

PLANNING THE ORIENTATION PROGRAM While i t i s th e p rim ary purpose o f th e t o t a l d i s c u s ­ s io n to p o i n t o u t the r o l e o f th e sc h o o l newspaper i n o r i e n ­ t a t i o n , seme comment must he made on th e approach to th e g e n e r a l problem*

s u r e l y n o t th e new spaper, n o r th e p r i n c i p a l ,

n o r th e c o u n s e lo r , nor any in d i v id u a l o r i n d i v i d u a l group can p la n and s u p e r v is e a s u c c e s s f u l program o f o r i e n t a t i o n . Only w ith th e c o - o p e r a ti o n o f th e e n t i r e s t a f f can such a program succeed*

i t s s u c c e s s i s more h ig h ly p ro b a b le i f

p la n n in g i s a group endeavor* I t i s th e p u rp o s e , th e n , of t h i s c h a p te r to d is c u s s th e e s s e n t i a l s r e q u ir e d i n the endeavor to o rg a n iz e an o r i ­ e n t a t i o n program .

The s t a r t i n g p o i n t i n such o r g a n iz a t io n

can only be th e s i t u a t i o n as i t e x i s t s ,

some p e rso n n e l and

some m a t e r i a l a r e c e r t a i n l y a v a i l a b l e i n any g iv e n sc h o o l. The c h a p te r endeavors t o o u t l i n e means by which th e s e may be u t i l i z e d to e n r ic h s t u d e n t ex perien ce* I n a d d i t i o n to a v a i l a b l e m a t e r i a l s and f a c u l t y p e r ­ s o n n e l, each sc h o o l may f i n d s tu d e n t a s s i s t a n t s v a lu a b le In th e fo rm a tio n o f an o r i e n t a t i o n program ; a g re e d , c o n s t i t u t e th e s t a r t i n g p o i n t .

These, i t w i l l be

26

V is io n needed, task is g r e a te s t.

v i s i o n i s g e n e r a l l y s h o r t e s t when th e

Many may f e e l unequal t o th e t a s k .

With a

n u c le u s o f guidance-m inded p e r s o n n e l, however, and an e n th u ­ s i a s t i c endeavor to s t a r t , a program can soon be e s t a b l i s h e d . What m a t e r i a l s a re n e c e s sa ry to e s t a b l i s h th e o r i e n t a ­ t i o n program?

The answer i s sim ply " th o s e m a t e r i a l s which

a r e a lr e a d y on h a n d ."

I t i s n o t n e c e s s a ry t o launch immedi­

a t e l y i n t o a g i g a n t i c spending s p r e e .

A s lo w e r, a n a l y t i c a l

approach u t i l i z i n g a l l c u r r e n t l y a v a i l a b l e f a c i l i t i e s i s p referred . H e g le c t o f e x i s t i n g f a c i l i t i e s c o n s t i t u t e s d e f i n i t e n e g l e c t o f th e program. Hot u n t i l e x i s t i n g f a c i l i t i e. .s. . have been c. a r• e• f.u♦ l l y de« . . term ined and f u l l y u t i l i z e d i n th e o r i e n t a t i o n program should broad s c a le expansion be a tte m p te d . How do we determ ine th e s e f a c i l i t i e s ?

How can te a c h ­

e r s c o n t r i b u t e to th e program through t h e i r norm al classro o m p ro c e d u re s?

What changes should be made?

s i t u a t i o n s be improved?

How can e x i s t i n g

Where can a d d i t i o n a l a i d be re c e iv e d ?

Who can t e a c h e r s c o n ta c t f o r f u r t h e r a s s i s t a n c e ? o r i e n t a t i o n ta k e p la c e ? s tu d e n t?

how

how

when should

f a r s h a l l we t r y to o r i e n t th e

can we av o id d u p l i c a t i o n of work b ein g accom­

p l i s h e d by o th e r te a c h e r s ?

A l l th e s e a r e q u e s tio n s which can

and must be answered i f t e a c h e r s a r e to c o n t r i b u t e e f f e c t i v e ­ l y to an o r i e n t a t i o n program .

27

One f a c i l i t y — the s t a f f s th e s t a f f i t s e l f .

A m ajor f a c i l i t y e x i s t s i n

W ithout th e warm re sp o n se o f classroom

t e a c h e r s , no program would be co m plete,

in -s e rv ic e tra in in g

might w e ll be u t i l i z e d to aid t e a c h e r s i n becoming i n c r e a s ­ i n g ly ”guidance c o n s c io u s .tt S tu d en t a s s i s t a n c e and g u id a n c e .

S tu d e n ts them selves

a r e im p o rtan t f a c i l i t i e s i n the p r o s p e c tiv e program ,

o rie n ta ­

t i o n cannot succeed w ith o u t t h e i r i n t e r e s t and c o o p e r a tio n . They must be p re p a re d f o r i t . T u rth e r than t h i s , however, s tu d e n ts may be employed i n a s s i s t i n g w ith work in v o lv ed in th e s u c c e s s f u l program. I f the s u p p o rt of upperclassm en is e n l i s t e d f o r a s s i s t a n c e i n h e lp in g new s tu d e n ts f i n d t h e i r way to classro o m s and b u i l d in g s on th e f i r s t day o f s c h o o l, t h e s e same u p p e r c l a s s ­ men a re l e s s l i k e l y to occupy them selves i n h a z in g the new­ com ers. S tu d e n t h e lp i n con d u ctin g campus t o u r s f o r t r a n s f e r s tu d e n t s th ro u g h o u t th e y e a r f a c i l i t a t e s o r i e n t a t i o n f o r th e e n r o l l e e s , saves much v a lu a b le s t a f f tim e , and promotes a d e s i r a b l e e f f e c t on th e p a r t of th e s t u d e n t a i d e . M usical and d ra m a tic groups might w e ll be re q u e s te d to perform b e fo re p r o s p e c t iv e freshmen both a t the e lem en tary sch o o l and d u rin g v i s i t i n g days a t th e h ig h s c h o o l.

Such

s k i l l e d groups c o n t r i b u t e much to m orale o f incoming s t u d e n t s .

28

I n a d d i t i o n to th e p le a s u r e s which the newcomers d e r iv e from th e perform ance i t s e l f , th e y s u b s e q u e n tly a r e b e n e f i t t e d by "knowing” high s c h o o l campus l e a d e r s on f i r s t re a c h in g th e campus • S i m il a r b e n e f i t s a r e d e r iv e d when s tu d e n t a t h l e t e s a s s i s t in coaching younger teams and when o th e r s tu d e n t groups a r e brought i n to c o n t a c t w ith th e younger s t u d e n t s . ©n v i s i t a t i o n d ays, s tu d e n t e s c o r t s may be employed. C o u n tle ss o th e r d e v ic e s i n which s t u d e n t s a re i n th e f o c a l p o i n t may be u n d e rta k e n f o r the enrichm ent o f the o r i e n t a t i o n program . O ther f a c i l i t i e s .

In a d d i t i o n to a v a i l a b l e p e r s o n n e l,

some o th e r e x i s t i n g f a c i l i t i e s a re undoubtedly a v a il a b l e w ith in the s c h o o l.

I f maps o f th e campus a r e n o t r e a d i l y

a c c e s s i b l e , a r t s tu d e n ts might w e ll be employed to d e s ig n and make lin o le u m b lo c k s ; p r i n t i n g s tu d e n ts may a s s i s t in the a c t u a l p ro d u c tio n o f the maps.

S e n io r problem s, E n g lis h , o r

s o c i a l s t u d i e s groups may be i n t e r e s t e d in a s s i s t i n g in th e p r e p a r a t i o n o f b ro c h u re s and s i m i l a r o r i e n t a t i o n a l a i d s .

An

i n d i v i d u a l , c l a s s , s e v e r a l c l a s s e s , or v o lu n te e r s may wish to h e lp i n the p r e p a r a t i o n o f th e s tu d e n t handbook. I n c i d e n t a l l y , the sch o o l p a p e r can be o f value in a l l o f t h e s e fu n c tio n s perform ed by o th e r s t u d e n t s —by g iv in g r e c o g n i ti o n where i t i s due.

29

Many ty p e s of v i s u a l a i d s might be p re p a re d w ith a s s i s t a n c e o f th e a r t departm ent and s tu d e n ts w ith in t h a t fie ld .

S tu d e n ts in th e f i e l d of a r c h i t e c t u r e may wish to

p re p a re models o f b u i l d in g s on the campus f o r d is p la y in M ,sending” sc h o o ls and l a t e r a t a prom inent p o s i t i o n on the campus i t s e l f .

The l i b r a r y o r fo y e r of th e main au d ito riu m

a r e perhaps the most l o g i c a l p o s i t i o n s , though t h i s may vary from, schoo l to s c h o o l, The above s u g g e s tio n s a r e only a few g iv e n f o r two r e a s o n s —to d em o n strate t h a t ev ery s c h o o l does have th e fo u n d a tio n f o r a growing o r i e n t a t i o n program and to stim u« l a t e f u r t h e r th in k in g a lo n g th e l i n e s s u g g e s te d . When e x i s t i n g f a c i l i t i e s have been d is c o v e re d and u t i l i z e d w isely ^ exp an sio n sho uld r e s u l t w ith o u t need f o r an extended campaign.

R e s u lts should speak f o r th em selv es.

A reas f o r expan sion w i l l be su g g e ste d i n th e s e c t i o n fo llo w ­ in g im m ed iately .

CHARTER V

IMPORTANT FEATURES OF THE ORIENTATION PROGRAM With th e o r i e n t a t i o n program, o u t l i n e d , th e o b j e c t i v e o f th e p r e s e n t c h a p te r i s t o d i s c u s s p r i n c i p l e f e a t u r e s which prom ise to v i t a l i z e t h a t program . I l l u s t r a t i n g a means of s o l i c i t i n g a s s i s t a n c e from p a r e n t s i n th e a tte m p t t o h e lp s tu d e n ts b rid g e th e g ap , a sample l e t t e r used i n N i l e s , Ohio, i s rep ro d u ced ,

what s tu ~

d en t handbooks len d to th e o r i e n t a t i o n program i s i n d i c a t e d in T able I on page 3 8 , which was com piled by a c a n d id a te f o r th e m a s t e r ’ s d eg ree a t th e u n i v e r s i t y o f S o u th ern C a l i f o r n i a Table I I on page 49 i n d i c a t e s th e use of home rooms i n th e o r i e n t a t i o n program. F e a tu r e s which a r e d e s c r ib e d a r e :

p a re n ta l co n fer­

e n c e s , r e c o r d s , sch o o l v i s i t a t i o n , p u b l i c a t i o n s , c a r e e r days c o lle g e d ay s, and co u rse and home room a p p ro ach es. Not a l l o f th e many approaches t o th e problem can be c o n sid e re d h e r e .

An a tte m p t w i l l be made, however, to

review b r i e f l y s e v e r a l o f th e most workable and most p r a c ­ t i c a l p la n s u t i l i z e d t o t h i s p o i n t . Methods u t i l i z e d to a s s i s t in b r id g in g th e g a p .

In

th e p re c e d in g s e c t i o n , th e problem o f b r id g in g th e gap from e lem en tary to secondary sc h o o l o r from ju n i o r high to s e n i o r

31

h ig h was d is c u s s e d b r i e f l y .

Techniques which have been used

i n s e v e r a l sc h o o ls s u c c e s s f u l in th e endeavor to e a s e th e s t r a i n o f t r a n s f e r fro® sc h o o l to scho ol w i l l be o u t l i n e d in th e fo llo w in g p a r a g ra p h s . P a re n ta l c o n ta c t.

As s t u d e n t programs a r e b e in g

com pleted f o r th e coming t e r n i n N iles* Ohio, p a r e n t s of y o u n g s te rs about to s t a r t i n h ig h school a r e c o n ta c te d . An example o f th e f i r s t l e t t e r a d d re sse d t o p a r e n ts f o llo w s : McKinley High s c h o o l N i l e s , Ohio To P a r e n t s : W ithin th e n e x t weeks your c h i l d w i l l be choosing h i s s u b j e c t s f o r th e f i r s t y e a r o f h ig h s c h o o l. He w i l l a ls o be asked t o p la n a f o u r - y e a r co u rse le a d in g toward g r a d u a t io n . At s c h o o l he w i l l be g iv e n i n f o r ­ m ation co n c ern in g th e co u rse s and s u b j e c t s o f f e r e d i n th e h ig h s c h o o l.

we a r e p a r t i c u l a r l y anxiou s t h a t every p u p il e l e c t th e co u rse and s u b j e c t s b e s t f i t t e d to h i s d e s i r e s and needs so t h a t he can be happy and c o n te n te d i n h i s h ig h -s c h o o l work, we a r e ask in g you t o d i s c u s s th e problem w ith y o u r c h i l d so t h a t he may be b e t t e r a b le to make s a t i s f a c t o r y s e l e c t i o n s . Although he i s b u t an e ig h th -g ra d e p u p i l , we f e e l t h a t he sh ould be p l a n ­ n in g and lo o k in g ahead i n o r d e r t h a t h i s work may have some d i r e c t i o n , we hope t h a t th e home and sch o o l can work t o g e t h e r i n a i d i n g him to f i n d h i s d i r e c t i o n . We s h a l l a p p r e c i a te your c o - o p e r a tio n in t h i s mat­ t e r . • . . (5 :5 3 ) Some sc h o o ls go beyond t h i s approach and i n v i t e p a r ­ e n ts t o a tte n d a s o c i a l f u n c tio n a t th e s c h o o l, where

3S

problem s o f h ig h s c h o o l s ig n -u p s w i l l come i n t o prominence d u rin g th e course o f th e evening*

T his method a p p e ars t o be

an improvement o v e r t h a t su g g e ste d i n Ohio* JJot a l l o f th e o r i e n t a t i o n te c h n iq u e s now u t i l i z e d can be r e v e a le d i n th e p r e s e n t d i s c u s s i o n .

A few o f th e

h i g h l y im p o rta n t m ethods, however, w i l l be p r e s e n te d b r i e f l y * O ther te c h n iq u e s i n b r id g in g th e g ap ,

one te c h n iq u e

i s th e e ig h th g rade o r i e n t a t i o n c o u rs e , i n which problems of h ig h sc h o o l e n tra n c e a r e d is c u ss e d *

Q uestio ns a r e a s k e d , and

problem s which th e "g reen " s tu d e n t m ight n o t o th e rw is e have th e o p p o r tu n ity to b r in g i n t o th e open a r e c o n s id e r e d .

Mim­

eographed s h e e t s , c o p ie s o f schoo l p a p e r s , and handbooks a re a l l e x c e l l e n t m a t e r i a l s f o r use i n t h i s te c h n iq u e . T his means i s p a r t i c u l a r l y e f f e c t i v e i n communities where sc h o o ls u n w isely c lin g to th e t r a d i t i o n s o f freshm an h a z in g .

The 101 p ra n k s c o n s p ire d to torm ent freshm en d iam et­

r i c a l l y oppose good guidance qnd p a r t i c u l a r l y a r e th e y opm

posed to good o r i e n t a t i o n p r a c t ic e s * Some sch o o ls a r e a b le t o a l l o t tim e and p e rs o n n e l f o r i n d i v i d u a l p u p i l - t e a c h e r c o n fe re n c e s to d i s c u s s problems of e n tra n c e i n t o h ig h sc h o o l and s ig n in g f o r new c o u r s e s .

T his

a f f o r d s a h ig h ly v a lu a b le o p p o r tu n ity to s t u d e n t s . A nother method used i n many sc h o o ls i s th e v i s i t o f th e h ig h s c h o o l a d v i s e r o r o t h e r r e p r e s e n t a t i v e d i r e c t l y to

th e elem en tary or j u n i o r high school*

Here th e r e p r e s e n t a ­

t i v e ap p e ars b e f o r e an assem bly o f th e g ra d u a tin g class--* and sometimes th e n ex t succeed in g c l a s s as w e l l —to give in fo rm a tio n re g a r d in g l i b r a r y f a c i l i t i e s , l o c k e r , lu n ch room* and study h a l l accommodations, and o th e r p o i n t s o f in te re st. I f s tu d e n t s r e t u r n th e v i s i t by a t t e n d i n g th e h ig h sch o o l f o r a day, th e v a lu e o f th e program i s doubly e n ric h e d Some sc h o o ls go so f a r as t o a s s i g n th e a d v i s e r , s e a t s , and lo c k e rs. v a lu e ,

Going beyond a s s i g n in g th e a d v i s e r i s o f dubious immature s tu d e n ts m ight e a s i l y f o r g e t th e s e a s s i g n ­

ments and become u n n e c e s s a r i l y concerned about th e f o r g e t t i n g J u s t such p e t t y problem s a re f r e q u e n t l y th e m ajo r stu m b lin g b lo c k s o f h ig h sc h o o l freshmen* p r o v is o Township High s c h o o l in Maywood, I l l i n o i s , spon sors Freshman Day th e f i r s t day o f sch o o l i n S eptem ber, when o n ly freshm en r e p o r t .

Home rooms and programs o f c l a s s ­

es a r e a s s ig n e d , l o c k e r s a r e g iv e n o u t, book r e n t a l s are c o l l e c t e d , and o t h e r g e n e r a l arran g em en ts a r e made f o r incoming s t u d e n t s ( 5 : 5 2 ) . One o f th e o u ts ta n d in g f e a t u r e s o f th e Maywood program i s th e w r i t i n g o f l e t t e r s and themes about freshm an prob lem s. These a r e s e n t to th e elem en tary sch o o ls t o g iv e s t u d e n t s t h e r e in fo rm a tio n r e g a r d in g p ro v is o Township High s c h o o l and t o h e lp them i n p la n n in g t h e i r work f o r th e coming f a l l .

The "b ig b r o t h e r ” and " b ig s i s t e r ” p l a n i s used su c­ c e s s f u l l y in some schools* Records needed*

f o r h ig h s c h o o l c o u n s e lo rs to do

t h e i r b e s t work un der any o f th e s e p l a n s , i t i s e s s e n t i a l t h a t th ey have com plete and a c c u r a te r e c o r d s o f th e p eo p le who w i l l come to them*

Oumulative f o l d e r s s t a r t e d i n t h e

e lem en tary sc h o o ls and k e p t th ro u g h th e g ra d e s a r e i n v a l u ­ a b le to c o u n s e lo rs and t e a c h e r s a l i k e . Y earbooks, handbooks, and new spapers sho u ld be a v a i l ­ a b le t o p r e - h ig h sc h o o l s tu d e n ts b e f o re t h e i r t r a n s i t i o n i s made.

More about th e v alu e o f th e s e p u b l i c a t i o n s w i l l be

sta te d la t e r . School v i s i t a t i o n * A lthough t h i s te c h n iq u e h as a l ­ read y been touched upon, i t s im portance to th e s a t i s f a c t o r y i n i t i a l sch o o l c o n t a c ts o f s tu d e n ts i n d i c a t e s th e a d v i s a b i l ­ i t y o f f u r t h e r d i s c u s s i o n o f th e s u b je c t* Many sc h o o ls employing t h i s te c h n iq u e have found t h a t a s p r in g d a t e , b e f o re th e rush o f f i n a l s c h o o l a c t i v i t i e s , i s most s a t i s f a c t o r y .

F ollow ing an Adequate p e rio d o f p l a n ­

n ing f o r and o u t l i n i n g o f a c t i v i t i e s o f th e day , s t u d e n t s from sendin g sc h o o ls a t te n d a t y p i c a l c l a s s day i n th e sch o o l i n which th e y ex p e ct to e n r o l l d u rin g th e fo llo w in g term* F or b e s t e f f e c t s , i t i s su g g e ste d t h a t s tu d e n ts fo llo w e x p e rie n c e s o f f e r e d i n a norm al sc h o o l day, a lth o u g h many

35

s c h o o ls d e v i a t e from th e t y p i c a l to p r e s e n t a more expansive p i c t u r e of a c t i v i t i e s th an would o th e rw ise be p o s s i b l e . Enough new e x p e rie n c e s w i l l be o f f e r e d , however, t h a t i t seems u n n ec essary f o r th e sohool t o dem o n strate more than th e e s s e n t i a l s o f th e s c h o o l program on a s i n g l e d a y ’ s v i s i t . I f e a r l y o r i e n t a t i o n i s to be e f f e c t i v e , i t cannot go in too many d i r e c t i o n s a t the same tim e .

A program which grows to d

e x te n s iv e o f te n becomes a derangement r a t h e r th a n an a r r a n g e ­ m ent, Methods o f co n d u ctin g th e v i s i t a t i o n day w i l l n a t u r a l ­ l y d e v ia te from community t o community.

In a ru ra l area,

where s tu d e n ts would have to t r a v e l long d i s t a n c e s by bus to g e t t o so h o o l, i t would be a d v is a b l e f o r them t o r i d e th e bus on v i s i t a t i o n day , b o a rd in g i t a t th e n e a r e s t s to p w ith s t u ­ d en ts a lr e a d y f a m i l i a r t o them. I n fo llo w in g the sc h e d u le o f th e day, i t would seem w ise f o r th e e i g h t h grade v i s i t o r t o a t t e n d c l a s s e s a c c o rd ­ in g t o h i s p r o s p e c tiv e program .

When p o s s i b l e , an a r r a n g e ­

ment should be made f o r him t o accompany an a c q u a in ta n c e or f r i e n d t o th e s e c l a s s e s t o e n a b le him t o g e t v a lu a b le i n s i g h t s o f c l a s s methods and o t h e r e x p e r ie n c e s . Through the e n t i r e program of v i s i t a t i o n , th e em phasis i

sh ould be p la c e d on th o se problem s which p r o s p e c tiv e s t u d e n t s w i l l f a c e e a r l y i n t h e i r high s c h o o l c a r e e r p re v io u s to com­ in g i n t o c o n ta c t w ith th e r e s t o f th e o r i e n t a t i o n program o f

36

th e school* V i s i t a t i o n i s a c t u a l l y a method by whieh s tu d e n ts a re g iv e n in fo rm a tio n t o i n s t i l l an a p p r e c i a t i o n o f th e work o f th e h ig h sch o o l and toward making i n i t i a l c o u rse s ig n -u p s w isely* f u r t h e r v i s i t a t i o n f o r o r i e n t a t l o n « w h ile sch o o l v i s i t a t i o n i s o f p rim ary im portance i n th e sc h o o l o r i e n t a t i o n o f th e p u p i l , v i s i t s to n earb y i n d u s t r i e s , b u s i n e s s e s , and a r e a s o f e d u c a tio n a l v a lu e can be made t o o r i e n t t h e s tu d e n t w ith community re s o u rc e s and v o c a tio n a l o p p o r t u n it ie s * p u b lic a tio n s*

Of th e main ty p e s o f p u b l i c a t i o n s used

f o r o r i e n t a t i o n p u rp o s e s , a. p r i n t e d program o f s t u d i e s was used i n 78.3 p e r c e n t o f 336 s c a t t e r e d second ary sc h o o ls s t u d i e d by Koos and K efau ver ( I S : 31)*

i n th e same s tu d y , i t

was determ ined t h a t over one f o u r t h o f th e sc h o o ls d i s t r i b u t e a s t u d e n t s ♦ handbook and more th a n a f i f t h p re p a r e an e l a b ­ o r a t e b o o k le t on sc h o o l o p p o r tu n itie s * The s tu d e n t handbook* U su a lly p re p a re d by one o r more s tu d e n t s under th e sp o n so rsh ip o f a p u b l i c a t i o n a d v i s e r , th e s tu d e n t handbook i s a v a lu a b le key to th e o r i e n t a t i o n o f new members o f th e s tu d e n t community.

H arry C* McKOWn p r e s e n t s a

v i v i d acco u n t o f th e need f o r s t u d e n t handbooks: The new p u p i l e n t e r s a new w o rld , one t h a t he p ro b a b ly knows l i t t l e o r n o th in g a b o u t, and n a t u r a l l y he i s te n s e

w ith e x c ite m e n t. He knows l i t t l e about th e sc h o o l on what i s ex p e cted o f him. He does n o t JenOw th e t e a c h e r s , th e r u l e s and th e r e g u l a t i o n s , th e custom s, th e sch o o l t r a d i t i o n s , what programs he i s e l i g i b l e to t a k e , th e s o c i a l o r g a n iz a t io n s t o which he may b e lo n g , th e sch o o l so ngs, y e l l s , e t c . In s h o r t , he i s i g n o r a n t , and h i s ig n o ran c e must be d i s s i p a t e d b e f o re he can become a r e a l c i t i z e n of th e s c h o o l (1 5 :6 6 8 -6 6 9 )• Those r e s p o n s i b l e f o r th e p r e p a r a t i o n o f th e s t u d e n t handbook must ta k e one p r e c a u t i o n - - t o e d i t th e book f o r t h e i r own s p e c i f i c s c h o o l.

To assem ble m a t e r i a l i n l a r g e q u a n t i t i e s

from o t h e r handbooks, no m a tte r how o u ts ta n d in g th e y may b e , i s un w ise,

Problems o f th e i n d i v i d u a l sch o o l must be th e

prim ary c o n s i d e r a t i o n o f th e handbook. (S tu d y o f o t h e r handbooks to d eterm in e a r e a s of om issio n should be cond ucted, however.

W illiam C. S m ith , whose stu d y

i s r e p o r t e d i n T able I , found t h a t th e handbook i s u t i l i z e d f o r a wide v a r i e t y o f p u rp o ses ( 8 2 :5 7 -3 8 ) , Y earbooks,

sch o o ls* yearbooks s e rv e p r i m a r i l y t o

e n t e r t a i n s t u d e n t s and to p e r p e t u a t e th e memories o f h ig h sch o o l a c t i v i t i e s .

However, when th ey re ach th e hands o f

incoming s t u d e n t s , th ey a l s o s e rv e v a lu a b le o r i e n t a t i o n p u rp o s e s . Hot o n ly do s tu d e n t s become a c q u a in te d w ith th e phys­ i c a l f a c i l i t i e s o f th e campus, b u t they a l s o have an i n t r o ­ d u c tio n to th e f a c u l t y , a d m i n i s t r a t i o n , p r o s p e c tiv e f r i e n d s , o r g a n i z a t i o n s , a t h l e t i c program s, s o c i a l and r e c r e a t i o n a l o p p o r t u n i t i e s , and many o t h e r im p o rta n t a s p e c t s o f sohool

TABLE I

"

MMM

‘“ x ; x x x x x x x x x x x x x x x x x X x x x x x x x x x x x x x x x x x x x x x X x x *x x x x x x x x x x x x X x X X x x x x X x X x x x x x x x x x x x x x x x x x x x x x x x x

H MU

x x

H

Absence from c l a s s Absence from sch o o l A rt A ttend ance re q u ire m e n ts A th le tie s B e l l Schedule C a fe te ria C a le n d a r, sch o o l Change of program C la s s ific a tio n & c la sse s C o lleg e e n tra n c e re q u ire m e n ts Commercial, c o u rse s C o n s t i t u t i o n , Boys* League C o n s titu tio n -, G irls * League C o n s t i t u t i o n , S tu d e n t Body Clubs Courses D isc ip lin e E n g lis h , D epartm ent, t e s t s , etc* E x tra c u rric u la r a c ti v i t i e s F in a n c e s F o re ig n lang uag es Foreword F ra te rn itie s G rading system G ra d u a tio n , re q u ire m e n ts f o r G irls * A t h l e t i c A s s o c ia tio n Ground, p a r k in g , equipment H a ll r e g u l a t i o n s H is to r y o f s c h o o l, t r a d i t i o n s

s

pq

2

(S ffit i— fl) i— I sf fa M

M

Jj

PQ

S

T|E© 3

^o

■

^ ©

ao f

K

h

i—1

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t*»

WN

to .H i— i «

MMX MH H Lincoln

NATURE OF CONTENT IN STUDENT HANDBOOKS OF NINE SOUTHERN CALIFORNIA SCHOOLS (2 3 :2 7 }

x x

x x

39 TABLE I (G c n d .)

X

X X X X X X

X X X X X X X X X X X X

X X X

KHMM

X

X X X X X X X X

X X X X

X X

X X X

X

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X

X X

X

X

X

X

M XXX

X X X X X

X

A b sen c e f ro m c l a s s 1 A bsence from s c h o o l A rt A ttendance re q u ire m e n ts A th letics B e ll schedule C afeteria C alendar, school Change o f p r o g ra m C lassific atio n & classes C ollege en tra n ce requirem ents Com m ercial, co u rse s C o n s t i t u t i o n , Boys* League C o n s t i t u t i o n , G i r l s * League C o n s t i t u t i o n , S t u d e n t Body C lu b s Courses D iscip lin e E n g lis h , D epartm ent, t e s t s , e t c . E x tracu rricu lar a c tiv itie s F inances F oreign languages F o re w o r d F ra tern ities G rading system G raduation, requirem ents f o r G irls* A th le tic A ssociation Grounds, p a r k i n g , equipm ent H all re g u la tio n s H isto ry of sch o o l, t r a d i t i o n s

o bo ffi •H « a .OS CO

H