The Need for Guidance in Pennington High School

Citation preview

THE

mm

ti

FOB GUIDANCE IN

PENNINGTON HIGH SCHOOI

by BOBER? S , BBSURB, IB ,

ProQuest Number: 10614751

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uest. ProQ uest 10614751 Published by ProQ uest LLC (2017). Copyright of th e Dissertation is held by th e Author. All rights reserved. This work is p ro te c te d ag a in st unauthorized copying under Title 17, United States C o d e Microform Edition © ProQuest LLC. ProQ uest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE COLLEGE OF WILLIAM AND MAST FOR THE DEGREE MASTER OF ARTS

1950

aoneam

CHAPTER X*

PAGE

The Problem and i t s S e ttin g The Problem S ta te d

• » » » » * * * * « * «

. * . # % » * » « • < • *

S p e c ific Aspect© of th e Problem The S e ttin g o f the Problem

XX*

2

# . . * * ' ♦ * * ♦

4

Why th e Study Was Made

♦ * * * * *■ # # * « * *

10

Method o f S ecuring Data

. . . ■ , * * * . , * « *

12

R e l i a b i l i t y o f th e B ata

* • * » . * « * * « * «

15

» * • * * * « ♦ « » * * * •

15

P r in c ip le s o f Guidance

* « « • *

Accepted Worhlng P rin c ip le s f o r Guidance P re s e n ta tio n o f B ata

Adjustment o f th© P u p ils

BIBLIOGRAPHY APPMBXX

* , . .

. » . ♦

25

+ *

2? 2?

• * • « * « « *

44

» • « # * * * * » * •

55

• < , « « « #

65

The School in (and) th e Community

Concluding Statem ent

15

* * « « * * # * *

E ducational P lans of th e P u p ils

Summary and Conclusions

+ •

« * . * * * * * ■ * * , ♦ , * *

V ocational P lan s o f P u p ils

17*

1

*• », »«»*»

Review o f l i t e r a t u r e in th e f i e l d

I II*

»

X

• * * # « » « * » ,

« « • •

71

* ' « * « « * » » * * » » * *

76

* . . ♦ * . *

77

• . • •

SO

TASXSS mmm

fag i

X* The 8M>e*.cm& P e r Cent o f 256 High School P u p ils Who S ta te d Ua 1946 a D e fin ite V ocational Choice Had Been Made, H a te d by Grade and Sex * * * * * XI*

XXI.

The Humber and P e r Gent of 256 High School P u p ils Who S ta te d a P re fe re n c e o f V ocations, l i s t e d by Grade and Sex • > * • « * « * +

28

30

V ocations Chosen o r P re fe rre d by B ighty-Four Boys

*

32

XV*

Vocations Chosen o r P re fe rre d by 160 G irls . * * *

*

35

V*

The Humber and P ercentage of V o catio n al Choices as S ta te d by th e P u p ils in Bach Grade Group Which Were Made on th e Grade le v e ls In d ic a te d . . ,

.

37

V I. VII*

VXII*

Bessons S ta te d by B ighty-T hree High School P u p ils f o r Having Chosen C e rta in V ocations . . . .

59

Mm W ell Informed 244 High School P u p ils Considered Themselves R e la tiv e t o th e Q u a lific a ­ t io n s Demanded by th e V ocations They Had D esignated as Chosen or P re fe rre d * * * * * * *

40

P ersons t o Whom P u p ils Would Go fo r V ocational Advice and Inform ation . . . . . . . . . .

42

*

XX* P lans o f 253 High School P u p ils B e la tiv e t o th e Completion o f High School * * * * * * * * * * * X. XX* X II.

46

Beacons In d ic a te d by 243 High School P u p ils a s B asic t o T h e ir P lans fo r Completing High School * * *

47

F lan s o f 253 High School P u p ils R e la tiv e to C ollege A ttendance » » « * » • * « * * » *

48

P u p ils* Reasons f o r P lanning to Attend C ollege a s In d ic a te d in t h e Q uestio n n aire Returned • * •

49

irnfc©M

V/OBt

XXXI.

P u p ils * Seasons f o r not Planning to A ttend

C ollage 51

XIV*

Seasons Cheeked f o r S e le c t la g a C ollage to

A tte s t 53

To Whom P u p ils Would Go f o r Advice Concerning T h e ir E d u ca tio n a l P lan s * # * * . ♦ * # * *

5d

Humber and Per C ent o f P u p ils Who-Actually A ttended C olleges o r Trade o r B usiness Schools over a M ne-Y ear P e rio d * * * * * * * * #• «

55

Adjustment of 256 High School P u p ils i n Four Areas Included In t h e Inventory Arranged According t o P e r Cent in Each Grade Level

. *

58

XVXIX# P e r Cent o f P u p ils i n Each High School Grade Who Beceived th e In d ic a te d Adjustment E atin g s * * * . #**. «*«»• * * * * * «

59

XT* 'M l*

xm*

XU*

w ■AAf XXI#

XXII*

Humber and P ercentage o f Withdrawals from Pennington High School over a Ten-Year P erio d a s Compared with. Average P ercentage f o r V irg in ia A ccredited High Schools . * • • • *

61

Causes f o r Withdrawal from High School, a s S ta te d W S ix ty -F iv e High School P u p ils *

63

P e r Gent o f S ^ j e o t .Failures l a th e High School Department a s Compared wl t h th e Average P e r Cent f o r V irg in ia A ccredited High Schools **• Ten School S e ssio n s * , * * . * ♦ * * * .

65

Humber and P ercentag e of S u b je ct F a ilu re s by

Grade — ^ Session 19A5— A6 XXIII.

* * » • « * • ** ♦

lu v e n ila Delinquency — Lee County, V irg in ia

* *

-66 69

Aom m m m m m a The a u th o r w ishes to acknowledge h i s indebtedness and a p p re c ia tio n t o Mr* George Jf* O liv e r, Mr* Frank Hoppe and Dr. Howard K. H olland f o r t h e i r many h e lp fu l su g g estio n s and guidance d uring th e p re p a ra tio n o f t h i s study*

CHAPTSB 1 THE PROBLEM AND ITS SETTING

There i s much need f o r guidance in th e high schools in sm all communities.

Even though th e s e schools a re c h a ra c te riz e d

by r e l a t i v e l y sm all enro llm en ts and o f f e r o p p o rtu n ity f o r o lo se p u p il-te a c h e r c o n ta c t, i t i s o fte n tru e t h a t th e te a c h e rs and p r in c ip a ls know l e s s about t h e i r p u p ils than do the f a c u l t i e s o f la rg e c it y sc h o o ls.

Broady1 th in k s t h a t th e a d m in is tra to rs o f

sm all schools tend to n e g le c t t o system atize t h e i r programs o f f a c t c o lle c tin g , f a c t rec o rd in g , and f a c t in te r p r e tin g .

The

e f f e c tiv e perform ance o f th e guidance fu n c tio n assumes t h a t th e p u p il w ill be made acquainted w ith o p p o rtu n itie s and t h a t th e school w ill attem pt to provide a way to a s s i s t him to r e a liz e h is am b itions. I.

THE PROBLEM STATED

The problem w ith which t h i s study i s concerned las A.

To d isc o v e r and analyze th e f a c to r s in Pennington

High School and in th e community served by th e school which in d i­ c a te th e need f o r a guidance program. IfCnute 0 . Broady, ^Making th e Good Small High School Better,** B u lle tin , No. 22, Chicago, I l l i n o i s : Department o f Secondary School P r in c ip a ls , N .E .A ., 1938.

2

m

SPECIFIC ASPECTS OF TBS PSOBLM

T his problem im p lies th e n e c e s s ity o f d isc o v e rin g c e r t a i n c h a r a c t e r i s t i c s of t h e p u p ils in Bennington High School and of determ ining c e r t a i n of t h e i r ex p ressed needs and d e s ir e s , a s w ell a s d e sc rib in g t h e community in which th e sch o o l i s lo c a te d .

A.

S p e c if ic a lly , th e problem in c lu d e s:

Occupational plans of the pupils.. 1.

To d is c o v e r the p e r c e n t of p u p ils vdto have made an

o c c u p a tio n a l ch o ice. 2*

To d isc o v e r th e p e r c e n t of p u p ils w ith o c cu p a tio n al

p re fe re n c e , i f no choice has been made. i $« To stu d y th e occupations chosen o r p re fe rre d by p u p ils . 4.

To determ ine when o ccu p a tio n al choices were made by pupils*

$•

To study reasons fo r choice o r p re fe re n c e s by p u p ils .

6.

To d isc o v e r the number of p u p ils who b e lie v e them selves

ad eq u ately informed a s t o th e q u a lif ic a tio n s demanded by th e occupations chosen o r p re fe rre d . ?. p u p ils .

To stu d y sources o f a d v ice t h a t wouM be u t i l i s e d by

3

B.

ffducational p lan s o f the p u p ils . 1,

To determ ine th e p lan s o f p u p ils r e l a ti v e to th e com pletion

of h ig h school* 3.

To study the reaso n s f o r p u p ils ’ p la n s f o r high school

completion* 3«

To determ ine th e p la n s o f p u p ils r e l a t i v e t o education be­

yond h igh school; rea so n s f o r planning o r f o r not planning c o lleg e a tten d an ce; w hether o r n o t c o lle g e s have been s e le c te d j and reaso ns f o r th e s e le c tio n . 4.

To study a v a ila b le sources o f advice th a t would be u t i l i z e d

by th e p u p ils in th e fo rm u la tio n o f t h e i r e d u ca tio n al p la n s . 3.

To determ ine th e number and p e r cent o f th e p u p ils who e n te r

c o lle g e s o r schools o f fe rin g v o c a tio n a l tr a in in g . ®• M ju stm en t of th e p u p ils . 1,

To determ ine th e adjustm ent o f th e p u p ils r e l a ti v e to th e

fo llo w in g areas? home, h e a lth , s o c ia l s itu a tio n s and em otional s ta b ility * 3.

To determ ine th e t o t a l adjustm ent o f th e p u p ils to t h e i r

l i f e s itu a tio n s * 3,

To study the w ithdraw als and su b je c t f a i l u r e s in th e high

school departm ent, and t h e i r r e l a t i o n to adjustm ent* D.

The school in ( and) th e comnualty. 1,

To determ ine th e e x te n t to which o th e r agencies of th e

community o f f e r guidance to th e p u p ils of th e school.

4

2.

To stu d y th e r e c r e a tio n a l f a c i l i t i e s of th e community.

3,

To study Ju v e n ile delinquency in th e community.

in .

t m s m m ® m m s pbobl®

' i»Qca tiO h and s ta tu s - o f th e community.

Pennington Cap*

th e l a r g e s t and most prosperous: town in' le e County* V irg in ia * i s a b u sin e ss c e n te r f o r surro u n d in g r u r a l a re a s and fo r th e b itu m inous c o a l f ie id s of th e county.

As th e re a re no in d u s tr ie s o f

im portance w ith in t he c o rp o rate lim its*, i t m y b e 'C la s s if ie d a s a r e s i d e n t i a l town. Census o f t h e

I t s population* acco rd in g t o th e S ix te e n th S . , i s 1*990.

As to th e occupations followed*

only e ig h te e n o f th e t o t a l number o f people a re c l a s s i f i e d as r u r a l - f a m w orkers.

The rem ainder of t h e p o p u latio n may be class!-*

f le d a s p ro fe s s io n a l and se m ip ro fe ssio n a l w orkers, p r o p r ie to r s and managers* c l e r i c a l and s a le s w orkers, and as o p e ra tiv e s and kindred workers * w ith by f a r th e g r e a te s t number o f people belonging; t o th e la st-m en tio n ed c l a s s i f i c a t i o n .

Comparison o f th e p o p u latio n s t a ­

t i s t i c s o f th e f i f t e e n t h and S ix te e n th Census re v e a ls a p o p u latio n

5

growth o f 437, which may fee a ttr ib u te d to th e m ig ratio n in to th e town o f mine employees who d e sire d a b e t t e r environment th an t h a t o ffe re d by th e average mining camp o f the community. Churches and o th e r o rg a n iz a tio n s . th re e churches?

Pennington Gap has

th e F i r s t B a p tist Church, th e M ethodist Church,

and th e F i r s t C h ris tia n Ohureh, each o f which has a la rg e member­ s h ip .

Bach emphasizes youth tr a in in g and has* a s p a r t o f i t s

o rg a n iz a tio n , the c h a r a c t e r i s t i c league o r so c ie ty f o r t h i s pur­ pose. O ther o rg a n iz a tio n s in clu d e th e lio n s Club and th e c iv ita n Club, which emphasize g e n e ra l c iv ic improvement.

The l io n s Club

f o r some y e a rs has sponsored a Boy Scout Troop.

These two organ­

iz a tio n s , along w ith th re e s e c re t f r a t e r n a l o rd e rs , and a P a re n tT eachers A sso c ia tio n o f very lim ite d membership, c o n s titu te th e t o t a l o f o rg a n iz a tio n s w ith in th e community. R e c re a tio n a l f a c i l i t i e s . meagre a s to be alm ost n o n -e x is te n t.

R ecreatio n al f a c i l i t i e s a re so The lo c a l movie th e a tr e was

destroyed by f i r e in December, 1945, and has n o t a s y e t been re b u ilt.

In th e meantime, th e lo c a l pool h a ll h a s proved a source

o f a tt r a c t io n f o r many boys.

U n fo rtu n ate ly , th e environment pro­

vided by th e l a t t e r has n o t been conducive to th e m oral w e lfa re o f th e s e young people.

M l in a l l , many young people o f th e town

fin d them selves possessed of much sp are tim e, which they f e e l

6

disposed to spend e i t h e r in th e pool h a l l , o r in l o i t e r i n g around th e two drug s to r e s o r o th e r b u sin ess establishm ents* Guidance in community o rg a n iz a tio n s .

The young peoples*

o rg a n iz a tio n s o f th e th r e e churches undoubtedly s t r e s s m oral and s p i r i t u a l guidance, and th e purposes in h eren t i a th e Boy Scout' movement a re too well-known to n e c e s s ita te e x p la n a tio n h e re ,

How­

e v e r, i t i s to be pointed out t h a t membership in each i s n o t in c lu s iv e o f a l l the youth o f the community#

Moreover, no e f f o r t

has been made to in te g r a te th e work of th e s e o rg a n iz a tio n s w ith th a t o f th e school* lo c a tio n and type o f sch o o l* Pennington High School, lo ca te d in th e c e n te r o f th e town o f Pennington Gap, i s a c o n so li­ dated school c o n s is tin g o f an elem entary departm ent o f seven grades and a high school departm ent o f fo u r g rad es, designated a s th e e ig h th , n in th , te n th , and elev en th grades# th e se ssio n 194S-4& was 1,000 pupils* 1 e n ro lle d in th e high school department#

The t o t a l enrollm ent f o r

Of t h i s number, 313 were At l e a s t o n e -th ird of th e

h i # school p u p ils a re tra n s p o rte d by bus from surrounding r u r a l areas* The fa c u l ty and th e d i s t r i b ut i o n o f th e p u p ils by g rad e .

m m m m m , tem m m m m tm m m m m rnm m

m

u

m

«nain

rnrnrnm -

m & m m m m + m * ******

The high school f a c u lty i s composed of th ir t e e n te a c h e rs , in clu d in g th e p r in c ip a l and th e l i b r a r i a n — th re e men and te a women#

A ll a re

c o lleg e g rad u ates and duly c e r t if i c a t e d f o r th e su b je c ts th e y te a c h . B ight a re assigned a s homeroom te a c h e rs, and re c eiv e d t h e i r

7

assignm ents as such on th e b a s is o f grade level*

I t has not been

customary f o r th e homeroom te a c h e r to advance w ith h e r p u p ils . fh e 313 p u p ils e n ro lle d du rin g th e se ssio n 1945-46 were d is tr ib u te d a s fo llo w s; e ig h th grade, f if ty - o n e boys and s ix ty e ig h t g i r l s ; n in th g rad e, t h ir t y - e i g h t boys and fo rty -tw o g i r l s ; te n th g rad e, tw enty-nine boys and f o r t y - f i v e g i r l s ; ele v en th g rade, nine boys and th ir ty - o n e g i r l s . Courses o ffere d * With th e exception of th e p r a c t ic a l a r t s co u rses, v o c a tio n a l a g ric u ltu r e , home economics, and elem entary ty p in g , th e curriculum i s c h ie f ly c o lleg e p re p a ra to ry .

Four u n its

in E n g lish , one In m athem atics, one in sc ie n c e , one in U nited S ta te s h is to r y , one in v o c a tio n a l c iv ic s , and o n e -h e lf u n it in c iv ic s a re req u ired f o r g ra d u a tio n .

Along w ith th e p r a c t ic a l a r t s co u rses,

European h is to r y , advanced a lg e b ra , plane geometry, two courses i a L a tin , biology o r c h em istry , and sociology a re e le c tiv e .

Seven and

o n e -h a lf u n i ts must be e le c te d from th e lim ite d o ffe rin g to meet requirem ents f o r g rad u a tio n . D ally sch ed u le ,

fhe school day i s div id ed in to s ix

f o r ty - f iv e m inute c la s s p e rio d s and one t h i r t y minute p eriod designated as an a c t iv i t y p e rio d . E x tr a - c u r r ic u la r a c t i v i t i e s .

P u p il p a r tic ip a tio n in

e x tr a - c u r r ic u la r a c t i v i t i e s i s lim ite d to p a r tic ip a tio n In th e a t h l e t i c programs o f the school, membership on th e s t a f f of th e

school newspaper, and membership in th re e clubs; th e Glee Club, th e Home Economics C lub, and th e Future Farmers o f America* Guidance in th e high sc h o o l* There i s no organised pro­ gram of guidance in th e sch o o l.

A ll guidance a c t i v i t i e s have been

confined to homeroom programs du rin g th e a c t i v i t y p e rio d , and to a lim ite d amount o f co u n sellin g by th e p rin c ip a l and some homeroom teachers*

As th e e ig h t homeroom te a c h e rs a re w ithout tr a in in g in

guidance work, i t i s p o s s ib le t h a t homeroom a c t i v i t i e s have su ffe re d from th e la c k o f planning and e f f i c i e n t o rg an isatio n *

Moreover, th e

la c k o f s u f f ic ie n t d a ta concerning In d iv id u a l p u p ils has f o r e s ta lle d e f f e c tiv e c o u n se llin g . O ccupations o f f a t h e r s .

The r e tu r n s from th e q u e stio n n a ire >

which serv es as one o f th e means f o r c o lle c tin g th e d a ta used in t h i s study (See appendix) re v e a l t h a t th irty -tw o p e r cent of th e f a th e r s o f th e 259 p u p ils a re engaged in m ining, e ig h te e n p er cent in farm ing, and te n p er cent a re merchants*

The rem aining f o r ty

per; cen t a re engaged in occupations common to s im ila r communities, which are c la s s if i e d by th e F ed eral Census a s p ro fe s sio n a l and se m ip ro fe ssio n a l, c l e r i c a l and s a le s , craftsm en, dom estic and o th e r se rv ic e w orkers, o p e ra tiv e s , and la b o re r s . P u p ils c la s s if i e d a s to th e number o f c h ild re n in t h e i r f a m ilie s .

F u rth e r study o f th e retu rn ed q u e stio n n a ire d isc lo se d th e

f a c t t h a t th e average fam ily c o n sisted o f f iv e c h ild re n .

Approxi­

m ately, s ix and o n e -te n th p e r cent o f th e p u p ils were from fa m ilie s

9

of on© c h ild , six te e n and s ix - te n th s p e r c e n t from fa m ilie s o f two c h ild re n , s ix te e n and tw o -te n th s p e r cen t from fa m ilie s of th re e c h ild re n , tw elve and se v e n -te n th s p e r cent from fa m ilie s of f iv e c h ild re n , te n and th r e e - te n th s p e r c e n t from fa m ilie s of s i x c h ild ­ re n , f iv e and e ig h t- te n th s p er cent from f a m ilie s o f seven and e ig h t c h ild re n , th r e e and fourteenths p e r c e n t from f a m ilie s o f nine c h ild re n , fo u r and tw o -te n th s p er cent from fa m ilie s of te n c h ild re n , two and th r e e - te n th s p e r c en t from fa m ilie s o f eleven c h ild re n , and one and n in e -te n th s p e r cen t were from fa m ilie s of tw elve children# Summarisation o f th e se d a ta re v e a l t h a t more than f o r t y nine p e r cen t of th e p u p ils were from fa m ilie s o f more th an fiv e c h ild re n and t h a t th irty -tw o p e r cen t were from fa m ilie s o f e ig h t o r more# E ducation o f p a re n ts # Study of 259 q u e stio n n a ire s re tu rn e d re v e a le d th a t, of th e f a th e r s , s ix ty - f o u r p e r cent attended o r completed elem entary school; twenty-one p e r cen t atten d ed high school; s ix and tw o -te n th s p e r c e n t graduated from high school; fo u r and s ix - te n th s p e r c e n t a tten d ed c o lle g e ; two and se v e n -te n th s p e r cent graduated from c o lle g e ; and one and n in e -te n th s p e r cent atten d ed schools o ffe r in g s p e c ia lis e d tr a in in g . R e la tiv e to th e m others of th e 259 p u p ils , f i f t y and onete n th p er cent atten d e d o r completed elem entary sch o o l, tw enty-nine and th r e e - te n th s p e r c e n t atten d ed h i # school; nine and s ix - te n th s p e r c en t completed h ig h school; n ine and s ix - te n th s p e r cen t atten d ed

c o lle g e ; and one and fo u r - te n th s p er c e n t graduated from co lleg e, XV.

WffiT THE SOT3T WAS MADE

T his study was made by th e p rin c ip a l o f Pennington High School in th e e f f o r t to t e s t th e h y pothesis t h a t guidance in th e school i s a v i t a l n e c e s s ity f o r i t s attain m en t and m aintenance o f th e s ta tu s o f a comprehensive high school — one whose program i s d ed icated to se rv in g th e p u p ils and th e community in accordance w ith th e recognized needs, a b i l i t i e s , and i n t e r e s t s o f th e form er, and th e e d u ca tio n al needs o f th e l a t t e r .

C r i te r ia , th e s a tis f a c tio n o f

which i s In d ic a tiv e o f th e comprehensive h i # sch o o l, have been g form ulated, and a re l i s t e d below: 1.

I t (th e comprehensive high school) should a s s i s t th e in d iv id u a l i a fin d in g h is i n t e r e s t s and c a p a c itie s and i a d ir e c tin g them in to those channels in which they can be o f maximum u se fu ln e ss to so c ie ty and to h im s e lf.

2.

I t should a s s i s t some p u p ils to h ig h e r i n s t i t u t i o n s , and a t the l a r g e r p ro p o rtio n o f th e p u p ils ing d ir e c tly acme occupation o r

3.

I t should provide o p p o rtu n itie s f o r developing s p e c ia l a b i l i t i e s through a rra n g in g f o r th e p a r t i c i ­ p a tio n o f p u p ils In a c t i v i t i e s such a s o rc h e s tra s , g le e c lu b s , scien ce c lu b s, l i t e r a r y s o c i e t ie s , hobby c lu b s, and le a d e rs h ip tr a in in g ex p erien ces.

prepare f o r work in same tim e a s s i s t a to p rep are f o r e n te r ­ vocation#

V irg in ia S ta te Board o f Education, "Manual o f Adminis­ t r a t i o n f o r th e High Schools o f V irg in ia ," B u lle tin , Ho. 2, Richmond, V irg in ia : D iv isio n o f Purchase and P r in tin g , August, 1942, p. 35.

XI

4. ' I t should c o n trib u te d i r e c t l y to n e s tin g t b s e d u c a tio n a l needs of t h e en larg ed community which i t s e r i e s , w hether th e m ods a re th o s e of a d u lts o r th o se o f c h ild r e n , and whether th e s e rv ic e involves assum ption o f le a d e rs h ip by t h e school o r coop eratio n w ith o th e r community agencies* E f f o r ts o f th e p r in c ip a l t o e v a lu ate t h e work o f th e sch o o l i a term s o f t h e c r i t e r i a l i s t e d led t o th e conclusion t h a t Pennington High School i s n o t a comprehensive high school in th e seas© defined., by th e c r i t e r i a because i t I s n e ith e r d isc o v e rin g n o r p ro v id in g f o r th e awede of th e m a jo rity o f i t s p u p ils*

t h a t i s more, i t s adherence t o a t r a d i t i o n a l

s u b je c t-m a tte r curriculum I s causing i t to n e g le c t th e f a c t o r o f in d iv id u a l d iffe re n c e s o f p u p ils as reg ard s both p u p il i n t e r e s t and a b ility *

A lso , the in d ic a te d need of i n t e l l i g e n t le a d e rs h ip

w ith in th e community o f f e r s s u f f i c i e n t p ro o f t h a t th e c o n trib u tio n o f th e sch o o l toward such le a d e rs h ip has been laa& etuate*

Accord­

in g ly , th e fo llo w in g f a c t o r s were considered e s p e c ia lly worthy o f d e ta ile d stu d y :

th e background and adjustm ent of th e p u p ils , and

th e e x te n t o f v o c a tio n a l and e d u c a tio n a l plans*.' I t i s hoped t h a t th e co n clu sio n s a rr iv e d a t in t h i s stu d y w i l l in s p ir e p rin c ip a ls, o f o th e r high schools to conduct

more in te n s iv e in v e s tig a tio n s w ith in the- schools under t h e i r le a d e rs h ip to determ ine t h e e x te n t of t h e need f o r organized guidance a c t i v i t i e s ,

The hope is a l s o e x is te n t t h a t t h i s study

may seem o f s u f f i c i e n t im portance to th e l e e County Board o f Education to suggest a county-w ide survey o f t h e need f o r guidance* v*

HBTKOjs o f sm m m ® data

Q u e stio n n a ire s* T hree q u e stio n n a ire s were d is tr ib u te d t o th e p u p ils o f th e school in th e s p rin g o f 194$.

These q u e stio n ­

n a ir e s were issu e d a t i n t e r v a l s , and in th e o rd e r o f t h e i r d e sc rip ­ tio n *

The purpose o f th e f i r s t was t o se cu re inform ation about th e

in d iv id u a l pupil., such a s hi® name, a g e , c la s s in sc h o o l, h is f a t h e r 1® occu p atio n , t h e number o f c h ild re n in th e fam ily., and the lik e *

The second q u e stio n n a ire was concerned w ith th e o c cu p a tio n al

p lan s of the p u p ils a m was designed to In d ic a te ih e e x te n t o f o c cu p a tio n al ch o ic e, p re fe re n c e , etc*

From the t h i r d , i t was hoped

to secure a knowledge of th e e d u c a tio n a l p la n s of th e p u p ils , such a s in te n tio n t o complete th e .high sch o o l o r to a tte n d co llege* At th e tim e th e q u e stio n n a ire s were is s u e d , th e enrollm ent o f th e school had decreased*

A ccordingly, 259 pupil® re tu rn e d the

g e n e ra l, in fo rm ativ e q u e s tio n n a ire , 256 re tu rn e d -th e o ccu p atio n al

13

p lan s q u e stio n n a ire , and 253 the e d u c a tio n a l plans q u e s tio n n a ire . The r e tu rn s of each q u e stio n n a ire were g r e a te r th a n n in ty -e ig h t p e r cent of th e t o t a l group.

While some of th e d a ta secured were

considered n e ith e r complete enough n o r im portant enough to he used in t h i s study* much o f i t w i l l be tr e a te d in C hapter I I I . fe a ts .

The B e ll Adjustment Inv en to ry , Student Form, was

used in an e f f o r t to determ ine th e adjustm ent o f th e p u p ils .

This

in v en to ry i s designed to measure home ad ju stm en t, s o c ia l adjustm ent, h e a lth adjustm ent, and em otional adjustm ent.

I t was checked by 258

p u p ils , and scored according to th e d ire c tio n s s e t f o r th in a com­ prehensive manual by th e author*

The r e s u l t s a re to be stu d ied in

C hapter XIX. O ther so u rc e s.

A ll o th e r d ata concerning th e school were

obtained from the rec o rd s in i t s f i l e s o r from th o se of th e Lee County Board o f E ducation.

Data r e l a ti v e to th e community were

secured from th e p a s to rs of th e churches, th e judge o f th e ju v e n ile c o u rt of Lee County, and th e S ix teen th Census o f the U. S.

F in a lly ,

th e in v e s tig a to r drew upon h i s tw elve y e a rs o f s e rv ic e a s p r in c ip a l o f Pennington High School and t h i r t y - f i v e y e ars of l i f e w ith in th e community in d e sc rib in g ' c h a r a c te r is tic s both of th e school and i t s s e ttin g .

tt.

HELIABILITT OF 1HE DATA

Although th e q u e stio n n a ire has proved to be an in v alu ab le

14

technique f o r c o lle c tin g in fo im ation from p u p ils , on occasion i t has been c r i t i c i s e d on th e b a s is of in v a lid ity and u n r e lia b ility * l a t h i s in sta n c e every e f f o r t was made to make th e q u e stio n n a ire s used a s v a lid , as r e l i a b l e , and as sim ple in. form and c o n te n t as was p r a c t ic a l .

Moreover, th e q u e stio n n a ire s were

d is tr ib u te d only a f t e r th e homeroom te a c h e rs had explained th e pur­ pose of th e q u e stio n n a ire s and had given e x p li c i t d ir e c tio n s con­ cerning t h e i r com pletion.

To avoid p o ssib le h e sita n c y in answering

c e r ta in q u e stio n s , th e p u p ils were assured th a t a b so lu te anonymity would be observed in th e u se o f th e inform ation o b tain ed .

A lso, in

e x p lain in g th e q u e stio n n a ire s t o th e p u p ils , th e te a c h e rs were in s tr u c te d to avoid, so f a r a s was p o s s ib le , suggesting any answers to q u e stio n s . Consequently, though no- claim i s made as to th e a b so lu te v a lid ity o r r e l i a b i l i t y of th e in form ation obtained from any s in g le q u e stio n n a ire , i t i a f e l t t h a t , c o lle c tiv e ly , th e inform ation o b tain ed possessed s u f f i c i e n t v a lid ity and r e l i a b i l i t y f o r th e purpose intended In t h i s study. n e ith e r i s a b so lu te r e l i a b i l i t y claimed f o r any in d iv id u a l sco re obtained through th e use of th e Adjustment Inventory. C o lle c tiv e ly , th e sc o re s so obtained a r e u se fu l because th ey h e lp to d e sc rib e c e r ta in im portant c h a r a c t e r i s t i c s of th e group.

CHAPTER XI PRINCIPLES OF GUIDANCE I* A.

REVIEW OF LITERATURE IN THE FIELD The n a tu re o f guidance.

D oubtless th e w ritin g s of the

l a s t q u a rte r o f a century p u rp o rtin g to ex p la in th e tr u e n a tu re o f guidance would f i l l se v e ra l lengthy volumes.

At th e p resen t tim e

th e r e i s n o t u n iv e rs a l u n ifo rm ity in th e usage of th e term .

Some

choose to r e f e r to guidance a s being r e la te d to th e v o c a tio n a l phases o f e d u catio n ,

O thers d e c la re th a t th e word guidance and th e word

edu cation should be synonymous in co n n o tatio n .

E a r l ie r te n d e n cies to

reg ard th e guidance fu n c tio n a s c h ie fly rem edial la n a tu re have alm ost d isap p eared , emphasis.

To prevent r a th e r th an to remedy i s th e phase of p re se n t

When th e id ea of jo b -ce n te red guidance began to give way

to t h a t o f c h ild -c e n te re d guidance, th e re came th e r e a liz a tio n t h a t th e goal o f the l a t t e r was e s s e n tia lly t h a t o f modern ed u catio n . H ild re th says: Guidance i s im p lic it in any fu n c tio n a l program o f ed u catio n . No v a lid se p a ra tio n o r d is t in c t io n as to purposes, methods, and r e s u l t s can be made between g u i­ dance a c t i v i t i e s and th e t o t a l e d u catio n al p ro ce ss. Guidance se rv ic e in th e modern school i s in tim a te ly r e la te d to every o th e r e d u c a tio n a l fu n c tio n i a th e development o f in d iv id u a l p e rs o n a lity and in producing harmonious ad justm ent. T his i s made p o ss ib le by th e emphasis which th e modern school p la c e s on th e in d iv id ­ u a l p u p il in h is s o c ia l and perso n al re la tio n s h ip * , h i s m atu ratio n ia normal developm ental sequences r a th e r th an

u

h i s m atu ratio n in normal developm ental sequences r a th e r th an on form al le s s o n s , c r e d i ts , o r su b je c ts of in s tru c tio n * The emphasis i s on p rev en tiv e m easures r a th e r than on rem edial treatm ents* Guidance i s conceived o f as/ a wholesome d ir e c tio n o f growth under normal le a rn in g c o n d itio n s r a th e r th an a s s o le ly a th e ra p e u tic dev ice f o r se rio u s m aladjustm ent and le a rn in g problem s. The modern school does not work a t guidance in departm en talized fa sh io n o r p rim a rily w ith problems in is o la tio n from th e t o t a l school environ­ ment, b u t c a r r i e s a continuous program to promote p u p il w e lfa re . 3* T h erefo re, i t seems apparent t h a t th e guidance fu n c tio n must be considered In se p a ra b le from th e t o t a l e d u c a tio n a l program, t h a t i t must be viewed a s concerned w ith th e in d iv id u a l to th e e x te n t t h a t he may d isc o v e r h im se lf, le a rn t o make i n t e l l i g e n t c h o ic e s, and r e a l is e t h a t he may, in t r u t h , guide him self in to a f u tu r e in harmony w ith h i s i n t e r e s t s , needs, and a b il i ti e s * F in a lly i to q uote Hamrin and E rickson; Guidance o r personnel work re p re s e n ts an organized e f f o r t on th e p a r t o f th e school, equipped w ith both a knowledge o f th e p u p il and inform ation a s to o p p o rtu n itie s of an e d u c a tio n a l, a s o c i a l , and a v o c atio n a l c h a ra c te r, to h e lp th e in d iv id u a l p u p il become a d ju sted to h is p re se n t s itu a tio n in such a way a s t o provide th e g re a te s t development f o r him and to a id him in planning f o r h is f u tu r e ,2

^G ertrude H ild re th , ♦'Guidance in th e L incoln S ch o o l,” Teachers C ollege Record, Vol. XXXVIX, February, 1936, p» 432. % h ir le y A* Hamrin and C liffo rd I . E rickson, Guidance in th e Secondary School, Hew York; 0 . A ppleton-Century Co. , I n c ., 1939, p. 2.

17

B.

The need f o r guidance.

A survey of th e l i t e r a t u r e in

th e f i e l d o f t h i s study would seem to d is p e l any doubts th a t may be e x is te n t a s to th e need f o r guidance a c t i v i t i e s in e d u c a tio n a l i n s t i ­ t u ti o n s .

To agree w ith th e sta te m e n ts of some t o th e e f f e c t t h a t

th e e x e rc is e o f th e guidance fu n c tio n i s not new i s t o admit t h a t th e m a jo rity o f th e b e s t te a c h e rs in our secondary school system s, even though hampered by r i g id eurriculum s and t r a d i t i o n a l org an iza­ tio n s , have found ways to g iv e some c o n sid era tio n to the needs and purposes o f p u p ils .

However, a g a in s t t h i s adm ission of f o re s ig h t

on th e p a rt of th e r e a l l y good te a c h e rs may be advanced th e c r i t i ­ cism t h a t such examples o f c o n stru c tiv e education have been too r a r e . A lso, th e f a c to r o f oarefuX planning may have been overlooked in many such in s ta n c e s . To emphasize th e fundam ental need f o r guidance th e American A sso c ia tio n of School A d m in istrato rs advanced th e follow ing conclu­ sio n s; G eneral a p p lic a tio n o f planned guidance has become necessary because o f two developments a ffe c tin g th e ways of tea ch in g and th e aims o f ed u catio n . The f i r s t has re s u lte d from inform ation and s k i l l s produced by th e more s c i e n t i f i c s tu d ie s of c h ild re n s 1 m ental, p h y sic a l, and em otional growth. Teachers a re now le a rn in g th e wisdom o f observing c a re fu lly th e u n folding o f each c h ild and o f employing methods more s c i e n t i f i c a l l y designed to meet h is needs. The second development i s found in th e new and ra p id ly changing s o c ia l c o n d itio n s in which th e p u p il liv e s and must p repare t o l i v e . The economic problems of production and d i s t r ib u t i o n , th e improved f a c i l i t i e s f o r tra n s p o rta tio n

18

and communication, th e crowding o f people in to th e c i t i e s , th e m o b ility o f the people, th e change i a th e home, th e h e te ro g e n e ity o f o ur p o p u la tio n , th e s p e c ia l­ iz a tio n in in d u s try , th e in cre ase in l e is u r e tim e , th e s c a r c ity o f Jobs, th e breakdown of m orale, th e depres­ sion follow ing th e World War — a l l th e se re q u ire a complex and v a rie d curriculum and b e t t e r tr a in in g f o r s o c ia l liv in g and n e c e s s ita te c a re fu l guidance of each c h ild in o rd e r th a t he may p ro f i t by h is experience and p rep are h im self f o r l i f e now and in th e fu tu re * 3 Some y e ars e a r l i e r B eavis had summarized h is conclusions r e l a ti v e to the need f o r guidance a s follow s: Guidance s e rv ic e s on th e p a rt of th e secondary school a re rendered n ecessary by a t l e a s t fo u r condi­ tio n s , namely (1) th e c h a ra c te r o f th e demand f o r modern education (2) th e changes in th e economic and s o c ia l o rd e r to which th e secondary school p u p il must a d ju s t him self (3) th e needs o f th e a d o lescen t f o r counsel and guidance, and (4) the n e c e s s ity of avoids ing w aste in th e p ro cess of ed u ca tio n . The needs of th e youth of high school age f o r guidance a re both many and v a rie d . On account of th e s ta g e s in h is developm ent, p h y sic a l, m ental, and s o c ia l changes may occur which b a f f le h is understan d in g . The high school age i s commonly regarded a s a p eriod o f g re a t importance i a the l i f e of th e youth because of th e adjustm ents which must be made* Problems t h a t have to do w ith th e i n t e l l e c t u a l and p h y sic a l development, choice o f companions, s o c ia l a c t i v i t i e s , and th e forma­ tio n o f r i g h t s o c ia l a t t i tu d e s must be met and solved. TOhe school i s re q u ire d to understand the needs o f i t s young people and to provide th e guidance se rv ic e which th e p u p ils a s in d iv id u a ls re q u ire . . . . .

American A sso ciatio n of School A d m in istra to rs, Schools in Small Communities* Seventeenth yearbook, 1939, p. 52-53.

19

That many schools have n o t met su c c e ss fu lly th e r e s p o n s i b i li t ie s imposed by th e guidance fu n c tio n i s evidenced by th e high percentages o f w ithdraw al in each succeeding y e a r o f th e secondary school and by h igh percentages o f f a i l u r e in d if f e r e n t su b je c t m a tte r fie ld s * A study was made by J u s t i s 3 which was concerned w ith th e need f o r guidance in a sm all r u r a l high school.

He concluded th a t

low fam ily incomes, la r g e f a m ilie s , inadequate re c r e a tio n a l f a c i l i t i e s , la c k o f adequate knowledge reg ard in g the q u a lif ic a tio n s demanded by v a rio u s occupations, and th e la c k o f i n t e l l i g e n t p la n ­ ning r e l a ti v e to f u tu r e e d u ca tio n al c a re e rs in d ic a te d th e need f o r guidance in th e school stu d ie d . l a g e n e ra l, a v a s t amount of evidence gathered from ex te n siv e re s e a rc h in th e f i e l d se rv es to s u b s ta n tia te f u r th e r th e need f o r guidance In our day*

Hamrin and Srickson summarize

b r i e f l y and c le a r ly th e f a c to r s which o f f e r unm istakable evidence of th e need f o r guidance: The p re s e n t m aladjustm ents of many school p u p ils , th e school f a i l u r e s , th e e lim in a tio n s , th e p la n s of s tu d e n ts which have been made w ithout regard to f a c t s about them selves o r th e occu p atio n al w orld, th e p re se n t craze f o r many form s o f pseudo-science — a l l th e s e p o in t unm istakably to the need f o r personnel work f o r a l l p u p ils in th e secondary school*® ' WashS^ton," 0 .3 .O ffice o f Id u c a tio n , B u lle tin Ho. 17, 1932, p. 1 -3. %dward f . J u s t i s , wfh eH eed f o r Guidance in a Small R ural High School. ” (Unpublished M aster’ s th e s is ) The C ollege o f W illiam ‘ “ D .C .:

zo

0.

ffhe c h a r a c t e r i s t i c s o f a s a t is f a c to r y high school

guidance program.

Jmmmmrnmifmmmmm* m m rnrntm Sm m m

I t i s n o t intended to so t f o r th h o rs th e c r i t e r i a

f o r th e fu n c tio n a l e v a lu a tio n o f a guidance program*

Such c r i t e r i a

h a re been l i s t e d in d e t a i l by Hamrin and E ric k so n .7 B ather, i t i s d e s ire d to emphasize t h a t th e c h a r a c t e r i s t i c s o f a guidance program a re embodied in i t s o rg a n iz a tio n and a d m in is tra tio n .

Guidance pro ­

grams a re organized f o r a d m in is tra tio n , and c e r ta in ly th e g o al o f a d m in istra tio n i s t o provide a s s is ta n c e f o r th e in d iv id u a l p u p il — a s s is ta n c e in h i s attem p ts to a d ju s t him self to h ie environm ent, and in planning h i s fu tu re #

Hamrin and E rickson8 o f f e r a good

d e s c r ip tio n of c e r ta in w e ll-d e fin e d c h a r a c t e r i s t i c s in h e re n t in th e o rg a n iz a tio n and a d m in istra tio n of a s a tis f a c to r y guidance program. They s t a t e t h a t th e o rg a n iz a tio n of an e f f e c tiv e guidance program should be such a s to in su re s e rv ic e t o a l l p u p ils , w hatever t h e i r e d u c a tio n a l l e v e l , and i t should propose to c u re , and to p rev e n t, a s w e ll a s to enrich#

S a tis fa c to ry o rg a n iz a tio n i s t h a t which

demands th e u n d erstan d in g , i n t e r e s t , a b i l i t y , and e f f o r t of th e e n t i r e s t a f f of th e school to achieve th e optimum development of th e t o t a l in d iv id u a l by c o o rd in a tin g and r e la tin g p u p il e x p erien ces. F in a lly , o rg a n iz a tio n should tend t o u t i l i z e , to supplem ent, and to e n ric h th o se guidance s e r v ic e s t h a t may be o ffe re d to th e p u p ils by

% am rin and E rick so n , op. c i t *. p. 329-331. 8Xbld, , p . 333*334•

21

t h e i r homes and by th e community in which th e y l i r e . Programs o f guidance need to he adm inistered in term s o f th e needs, i n t e r e s t s , a b i l i t i e s , and o p p o rtu n itie s o f p u p ils .

Such

a d m in istra tio n should g u aran tee se rv ic e s which a re c a r e fu lly planned, p u rp o se fu l, and u n ified *

lik e w is e , e ff e c tiv e a d m in istra tio n Should

provide t h a t th e te a c h e rs concerned w ith guidance have an o p p o rtu n ity f o r th e continuing development o f guidance s k i l l s .

Moreover, i t

should be th e concern, o f a d m in istra tio n to p reserv e th e human to u ch , to provide f o r p e rso n a l c o n ta c ts , and to see th a t th e id e a l o f s e l f guidance f o r th e in d iv id u a l i s c a re f u lly p reserv ed , Sow guidance programs have been developed. U nfortu­ n a te ly , f o r many school a d m in is tra to rs who d o u b tle ss would a p p re c ia te a b lu e p r in t o f one, th e re i s no ste re o ty p e d guidance program th a t a may be f i t t e d to a l l schools* As pointed o u t by Jones * no id e a l program o f guidance e x i s t s .

A survey of l i t e r a t u r e d e a lin g w ith th e

guidance programs o f s e le c te d schools re v e a ls d i f f e r e n t ty p e s adapted to d i f f e r e n t s i t u a t i o n s , and I n s t i tu t e d o r developed by e n ti r e l y d i f f e r e n t procedures.

For in s ta n c e , th e procedure o f de­

velopment in a sm all school in a community uninformed a s to th e need f o r guidance has d if f e r e d from t h a t in d ic a te d f o r a l a r g e r school t lo c a te d in a more p ro g re ssiv e community. A more ra p id development

^A rthur J . Jo n e s, P r in c ip le s of g uidance. New York; McCrawHdill Book C o., I n c . , 194$, p . 347*

%%

o f a more in c lu s iv e program has been found expedient f o r some schools where c e r ta in guidance techniques have been Known and used f o r some y e a rs w h ile , on th e o th e r hand, o th e r s have found a modest beginning d esirab le# A r e p o r t o f th e American A sso ciatio n o f school Administra to rs

10

shows t h a t th e m a jo rity o f secondary schools have a t l e a s t

rudim entary guidance programs* and t h a t th e s e were g e n e ra lly i n s t i l tu te d a s group guidance programs o f th e homeroom ty p e .

Moreover* a

goodly number a re s t i l l in t h a t sta g e o f development* although some sch o ols have used th e homeroom p rim a rily to arouse fa c u lty i n te r e s t in guidance — a s a ste p p in g stone * so to speak* to th e development of

more comprehensive programs# Hamrin and E rickson r e f e r to an in sta n c e in which th e

homeroom p lan was adopted a s th e beginning of a guidance program: As an i l l u s t r a t i o n o f t h i s type o f e v o lu tio n , th e h i s t o r i c a l growth o f th e homeroom id e a in th e Highland P ark, I llin o is * High School, i s g iv en . In th e y e a r 1913, th e p r in c ip a l o f th e h ig h school found t h a t he was no lo n g er ab le to m ain tain In tim ate c o n ta ct w ith a l l th e s tu d e n ts in th e high school# The i n s t i t u t i o n had grown so la rg e t h a t he was no lo n g e r a b le to le a r n th e names o f a l l th e stu d e n ts, to know t h e i r home backgrounds* to keep h im self Informed about th e many a c t i v i t i e s o f t h e i r d a lly l i v e s . He found i t im possible to g iv e a l l th e s tu d e n ts adequate guidance# Because of h is d e s ir e f o r in tim a te p erso n al r e la tio n s h ip between school and stu d e n ts, he and h is f a c u lty evolved a form o f homeroom o rg a n isa tio n in September, 1913. These rooms were c a lle d se ssio n rooms, and th e sponsor was c a lle d an o f f i c i a l teach er;. The se ssio n rooms were not s e t up p rim a rily f o r a d m in is tra tiv e purposes b u t r a t h e r a s an agency to care f o r th e d a lly 10American A sso c ia tio n of School A d m in istra to rs, Youth E ducation Today. 1938, S ix te e n th Yearbook, p# 181.

23

needs o f th e s tu d e n ts , This purpose has permeated th e a c t i v i t i e s o f th e homeroom th e re e v e r sin c e t h a t e a rly date#** 12 A llen* d e sc rib e s th e in tro d u c tio n o f guidance in Providence, Rhode Is la n d , sch o o ls a s b eing accomplished in fo u rte e n d e f in ite sta g e s , o r steps** 1,

The plan was form ulated a s a r e s u l t o f fa c u lty d ie *

c e ssio n s, by aro u sin g th e I n t e r e s t s o f the te a c h e rs , by studying th e ex perience of o th e r schools and school system s, and by th e form ation o f a p lanning committee t o in su re p ro g ress and development* 2*

A l i s t of guidance fu n c tio n s was prepared which

included th e d u tie s o f homeroom and s u b je c t te a c h e rs . 3*

A s e le c tio n o f th re e to s ix te a c h e r o r c la s s counselors

who would undertake some o f th e sp e c ia l guidance fu n c tio n s was made# Those to a e h e r-e o u a se lo re were added g ra d u a lly , one each term , and s p e c ia l a tte n tio n was given to t h e i r a b i l i t y to d e al w ith p upils* 4#

These c la s s co u n selo rs w ere, as f a r a s was c o n s is te n t

w ith good a d m in is tra tio n , re lie v e d o f ro u tin e d u tie s in o rd e r t h a t th ey might fin d tim e to eohedule in te rv ie w s w ith p a re n ts , p u p ils , and o th e r teach ers* 5.

The p rin c ip a l assigned to th e c la s s co u n selo rs th e i c l a s s i f i c a t i o n o f th e p u p ils in groups to meet t h e i r in s tr u c tio n a l ,

n eeds.

_

,

,

_

,

The p u p ils were c l a s s i f i e d on th e b a s is o f e d u c a tio n a l

^% am rtn and B rlek so a, op. e it.,p * /5 4 1 -3 4 2 . * % iohard D, A llen , "How a P rin c ip a l Can D ire c t G uidance," O ccupations Magazine. Vol.XVI, O ctober, 1937, p* 15-20*

24

p lan a, t e s t sc o re s , and ways o f learning# 6 * The p rin c ip a l d isc u sse d w ith tb s su p erin ten d en t th e

rain© o f th e in d iv id u a l in te rv ie w w ith each p u p il each term .

The

p r in c ip a l p o in ted out th e n e c e s s ity o f added tim e f o r th e counselors in o rd e r to b rin g about th e in d iv id u a liz a tio n o f e d u c a tio n a l plana** la g , 7.

A committee o f su b je c t te a c h e rs met w ith th e

co u n selors to o u tlin e a c o o p erativ e program i a which each su b je c t te a c h e r m ight sh are in th e guidance program*

I t was considered

ex p ed ient to combine guidance inform ation w ith s u b je c t m atter# 8,

A study was made f o r th e in tro d u c tio n of an occupa-

tio n s course* 0 * K egulatioas re q u irin g every p u p il e n te rin g o r leav in g

school to have an in te rv ie w w ith h is c la s s c o u n selo r were inaugu­ ra te d . 10.

As th e c l a s s counselor*s job was to become f a m ilia r

w ith in d iv id u a l d iff e re n c e s and needs, a l l choices o f e le c tiv e s were re q u ire d to have h i s approval. 11.

C lass co u n selo rs were req u ire d to v i s i t homes to

o b ta in a d e ta ile d knowledge o f home c o n d itio n s . 12.

A head counselor was appointed to su p e rv ise and co­

o rd in a te th e work o f th e o th e r counselors# 12.

At t h i s p o in t a tte n tio n was d ire c te d toward b u ild in g

up th e l ib r a r y of th e school*

l it e r a t u r e 'v a l u a b l e t o th e p u p ils

and to th e f a c u lty f o r in -s e rv ic e tr a in in g was the o b je c t o f

continued search* 14*

C ounselors were-' req u ired to study continuously and

a p p ra ise , in term s o f v alue t o t h e i r sch o o l, pro-grams and pro­ cedures follow ed elsewhere* th e im portant f a c t o r in th e o rg a n iz a tio n and ad m in istra ­ tio n o f th e Providence, Rhode is la n d , program was th e le a d e rs h ip o f th e p rin c ip a l-

I t would appear proper to conclude t h a t th e

i n s t i t u t i o n o r development of s a t is f a c to r y guidance programs must he preceded by c a r e f u l study and p lan n in g , and must proceed under p a tie n t and informed le a d e rs h ip . IX,

ACCEPTED WORKING PRINCIPLES fGR GUIDANCE

The fo llo w in g p r in c ip le s , d e riv e d from a u th o r itie s in th e f i e l d o f guidance, a re accepted by th e a u th o r a s b a sic f o r guidance work in th e secondary school; A.

Guidance mokes a d ef i n i t e c o n trib u tio n to .the r e a l iz a ­

t io n of th e o b je c tiv e s of secondary education* R. a s a whole,

Guidance i s concerned w ith th e stu d y of th e in d iv id u a l Consequently, i t rec o g n ize s th e f a c t o r of in d iv id u a l

d if f e r e n c e s , and i s concerned w ith re v e a lin g to th e in d iv id u a l h is i n t e r e s t s , a b i l i t i e s , and needs, so t h a t he may be ab le t o achieve success and happiness and make th e g r e a te s t p o ssib le c o n trib u tio n to so ciety* 0*

Guidance i s in fo rm a tiv e .

I t seeks to acq u ain t p u p ils

26

w ith ed u ca tio n al and v o c a tio n a l o p p o rtu n itie s . B*

Guidance i s concerned w ith th e e f f e c tiv e d i s t r ib u t i o n

and adjustm ent o f in d iv id u a ls to e d u ca tio n al and v o c a tio n a l o p p o rtu n itie s e x is te n t in th e modern w orld. S.

Guidance i s concerned w ith a s s i s t i n g th e in d iv id u a l

to become a re s p o n sib le person and s e lf - d ir e c tiv e # F.

Guidance u t i l i z e s both group methods and in d iv id u a l

co u n selin g l a s tr iv in g to se rv e th e in d iv id u a l. G.

Guidance i s p rim a rily p rev en tiv e r a th e r -th a n rem ed ial.

I t em phasizes c o n s tru c tiv e p lanning, d is t r ib u t i o n , and adjustm ent f o r a l l c h ild r e n .

Bemedial trea tm e n t even though recognized a s

n e cessary and im portant i s n o t to be considered th e prim ary fu n c­ t io n o f guidance* H.

Guidance i s continuous — a l if e - lo n g p ro c e ss.

I.

Guidance r e q u ire s th a t each p u p il In th e school have

■some one in d iv id u a l re s p o n sib le f o r h is guidance* J.

Guidance u t i l i z e s th e re so u rc e s and f a c i l i t i e s of th e

home, th e sch o o l, and th e community. community s e rv ic e .

Guidance i s co ordinated

CHAPTER XXX PRESENTATION OF DATA X.

VOCATIONAL PLANS OF THE FOPXLS

V ocational ch o ices o f secondary school p u p ils have been th e o b ject: o f much i n t e r e s t in re c e n t y e a rs.

S tu d ie s have been

made which show t h a t a com paratively sm all degree of permanency c h a ra c te riz e s them , and th a t th e y a re to o o fte n unw isely made. N e v e rth e le ss, th e im portance of th e e x te n t of v o c a tio n a l p la n s among high school p u p il a a s r e la te d to th e guidance fu n c tio n i s n o t to be m inimized.

The r e la tio n s h ip t h a t should e x is t between v o c atio n a l

p lan s and ed u ca tio n al p lan e , and between e d u c a tio n a l p lan s and th e curriculum o f th e school can be r e a d ily d isc e rn e d .

From th e guidance

view point th e presence o f v o c atio n a l ch o ices, even though many o f th e ch o ices may allow no promise o f permanency and a re not w isely made, i s l i t e r a l l y "a straw in th e wind* — c e r ta in ly , an in d ic a ­ t io n t h a t th e tre n d of th e th oughts o f th e in d iv id u a l p u p il i s toward a d e f i n i te purpose o r g o a l.

Likew ise, unwise v o c a tio n a l

c h o ic es, a s w e ll a s th e absence o f c h o ic e , r e f l e c t s th e f a i l u r e o f th e school in one o f i t s o b lig a tio n s to i t s p u p ils . P ercentage o f p u p ils in Pennington High School who had o m n m * m m trn & m m m m m m

**h m »

made * d e f i n i t e v o c a tio n a l ch o ic e .

>i

enn

m m to rn llm m -

mmmmmm

Table I shows th e number and

p e r cent of p u p ils by grade and sex who s ta te d t h a t a d e f i n i te ch o ice o f vo catio n

had been made.The average e x te n t o f v o c a tio n a l

38

chois© in a l l g rad es f o r each sex was approxim ately th e same, t h i r t y l a o th e r words* s l i g h tl y more th an o n e -th ird o f th e

f i r e p e r cent*

256 p u p ils who re tu rn e d th e q u e stio n n a ire in d ic a te d t h a t th ey had g iv en s u f f i c i e n t thought to t h e i r fu tu r e s t o enable them to reach a t l e a s t t e n t a t i v e d e c isio n s concerning th e v o c atio n s th e y intended to follow*

TABLI I

THE NUMBER AND FEE,CMP OF 256 HIGH SCHOOL PUPILS WHO STATED M 1946 A DEFINITE VOCATIONAL CHOICE HAD BEEN MADE, LISIED BY GRADE AND SEX

Grad©

■’ Number and P e r Gent Having Made v o c a tio n a l C h o ic e s' No. P er T o ta l No. Far •T otal R eturn Cent Boys G ir ls Return Cent

Eighth

30

9

N inth

29

11

Tenth

35

E leventh T o tal

50

54

15

27.7

37*9

39

15

38.4

6

24*

41

15

36*5

6

3

50

32

11

34.3

to

39

166

56

A ll g rades «— average

35*4

34*2

I t seems lo g ic a l to assume t h a t th e percentage o f p u p ils w ith a choice of v o c a tio n s would in c re a s e a s h ig h e r grade le v e ls a re reached, i f th e p u p ils have acquired, in th e meantime, a b e t t e r b a s is

m

f o r judgment * f a b le X in d ic a te s such a tendency except in r e la tio n to te n th grade hoys and g ir ls * and e le v en th grade g ir ls #

The XacJg

o f v o c a tio n a l choice shown by high school p u p ils can be th e r e s u l t o f one o r s e v e ra l f a c t o r s , such a s an i n d if f e r e n t o r a p a th e tic a ttitu d e * la c k o f in fo rm a tio n , o r th e in d e c is io n o fte n c h a r a e te r is - ~ t i c o f adolescence* While th e low percentage of v o c a tio n a l choice i s not too s ig n if ic a n t r e l a ti v e to th e f i r s t and second y e a rs of high school because o f th e Im m aturity of th e p u p ils , i t does become much more so in th e ju n io r and s e n io r years*

That f i f t y p e r c e n t of th e

'.boys and s l r t y - s i x p e r c e n t of th e g i r l s who graduated from Pennington High School in 1946 w i l l have to attem pt to f i t them* se lv e s in to th e o ccu p atio n al world by a t r i a l and e r r o r method should g r e a tly concern th e sch o o l. A low percentage o f v o c atio n a l choice i s an in d ic a tio n o f th e need f o r guidance in th e school,

th e d isse m in a tio n o f occu­

p a tio n a l in fo rm a tio n , coupled w ith a s s is ta n c e to th e in d iv id u a l in h is e f f o r t s to d isc o v e r h is i n t e r e s t s and a b i l i t i e s , would tend t o in su re a g r e a te r percentage o f i n t e l l i g e n t and permanent choices* p erc en ta g e o f p u p ils who s ta te d a p refe ren c e o f v o c a tio n s* S ixty-one p e r c e n t of th e n in e ty boys and six ty -tw o p e r c e n t of th e 166 g i r l s who retu rn e d the q u e stio n n a ire r e l a t i v e to v o c a tio n a l p lan s s ta te d a p refe ren c e o f occupations*

Table XX shows th e percentage

o f p u p ils by g rade and sex who in d ic a te d a p re fe re n c e f o r c e r ta in vocations*

30

TABLE XI THE NUMBER AND w m CENT OF 256 HIGH SCHOOL PUPILS WHO S t f f l ) A PREFERENCE OF VOCATIONS, LISTED i f GRADS AND SSI Grade

No* Boys

For Cent

No, G irls

P er Cent

E ighth

19

63*3

39

63.5

30

54

84

N inth

10

51*9

24

61*0

29

39

68

Tenth

IS

98

23

06

25

41

66

3

50

20

62

6

32

38

90

166

256

E leventh T otal

55

Average

jx

HIGH s c h o o l, a s s ta te d BT

tfTAU ii unffw mpir

i

'■>

n » r

»»

A d e s c rip tio n **■

o f th e few r e c r e a tio n a l f a c i l i t i e s affo rd ed by th e community was t

given i n C hapter I .

I t i s d i f f i c u l t to ov erestim ate th e s e rio u s ­

n e ss o f th e s itu a tio n r e s u lta n t from th e f a i l u r e o f th e community to r e a liz e th e Im portance o f providing adequate f a c i l i t i e s to meet th e r e c r e a tio n a l needs o f i t s youth.

P o ssib ly t h i s lack: o f in s ig h t

on th e p a rt of th e c i t i z e n s has c o n trib u te d to ju v e n ile delinquency in th e community and t o s o c ia l m aladjustm ent among th e p u p ils o f th e school. I t i s obvious t h a t th e school must provide r e c r e a tio n a l guidance to a s s i s t i t s p u p ils in m eeting t h e i r needs, and t h a t i t must assume le a d e rs h ip in a coisnumity-school movement to provide adequate r e c r e a tio n a l f a c i l i t i e s . Ju v e n ile delinquency in th e community.

According to

Cole,

29

delinquency i s a type o f a n ti- s o c ia l b eh av io r th a t i s

handed down from one g e n eratio n to th e n e x t, and from an o ld e r group o f hoys and g i r l s to a younger group; and i t i s , i n r e a l i t y a t o t a l complex o f a ttitu d e s * in te re s ts * and am bitions* very d i f f i c u l t and p rev en tio n alm ost a s d i f f i c u l t *

Our© i s

®tose who

seek th e cure f o r ju v e n ile delinquency should in s te a d c o n c e n tra te on. i t s prevention* At th e tim e o f t h i s in v e stig a tio n * much d i f f i c u l t y was experienced in th e attem pt to secure a c c u ra te inform ation r e l a t i v e to th e a c tu a l number o f c a se s o f ju v e n ile delinquency in th e se v e ra l communities o f le e County* V irg in ia ,

However, th e d a ta in

f a b le XXXII show th e tre n d in th e county a s a whole*

fABU XXIII30 m w m m d s i t o m c y — x m ooxmr> n m m u i m m x m B — s m m T m t y e a e s o ld am> x m m ) ift. of Commitments to C ity J a i l s and J a i l Farms

P erio d J u ly 1, 1929 - June 30* 1930

29

I n ly 1* 1938

June 30* 1939

36

Ju ly 1, 1939 * June 30* 1*40

76

29L u e lla C ole, psychology o f Adolescents* Hew York: F a r r a r & E in e h a rt, 1936* p* 349* 3% e p o rts , V irg in ia s t a t e Department of P u b lic W elfare* Eichmond: D iv isio n o f Purchase and P rin tin g * 1940*

w

1% i s apparent t h a t , in th e county a s a whole, ju v e n ile delinquency has tended to in c re a s e ,

in f a c t , du rin g th e p erio d end­

ing June 30, 1940, Lee County stood t h ir d among t h e c o u n tie s of th e s t a t e in th e m a tte r o f th e number o f commitments f o r ju v e n ile d elinquency.

S ince Bennington Cap i s th e l a r g e s t town in th e county,

and a s ju v e n ile delinquency i s com paratively r a r e in th e r u r a l a re a s , some in fe re n c e may be drawn a s to th e e x te n t of i t s occurrence th e re . th e judge o f th e county ju v e n ile c o u rt was a b le to fu rn is h an incom plete l i s t o f six ty -se v e n c ases t h a t had occurred w ith in th e community served by th e school sin c e 1941.

Seventeen o f th e s e c ase s

were id e n tif ie d a s invo lv in g p u p ils e n ro lle d in school a t th e tim e o f th e delinquency*

I t i s s ig n if ic a n t t o note th a t a l l were h a b itu a l

t r u a n t s , obviously m aladjusted to th e school* to th e prev en tio n o f t h i s delinquency,

th e q u e stio n a r i s e s a s

fb e estab lish m en t o f adequate

r e c r e a tio n a l f a c i l i t i e s by th e community might have been an e f f e c tiv e co n trib u tio n *

th e school could have recognised th e s e p o te n tia l d e lin ­

q u en ts e a rly and could have attem pted p rev en tiv e m easures by tr y in g to a l t e r th e t r a d i t i o n a l school environm ent, which i s a p p a re n tly d is lik e d by th e m a jo rity o f d elinquents*

I f study o f th e p o te n tia l d e lin q u en t

r e v e a ls t h a t th e home and neighborhood a re a t. f a u l t , th en th e school might w e ll lea d in a movement to a d ju s t th e environment to th e in d i­ v id u a l; no t v ice v e rs a . I t i s n o t argued t h a t guidance in th e school w i l l p revent a l l ju v e n ile delinquency b u t t h a t i t may prove t o be a s ig n if ic a n t in flu e n ce i n i t s p re v e n tio n .

CHAPTER I ?

B x m m m s ocM ciiBiass t h e purpose o f t h i s study was t o d isc o v e r th e f a c to r s in Pennington High School, and in th e community* which in d ic a te d th e need f o r guidance in t h e school*

q u e s tio n n a ire s , re c o rd s , and th e

B e ll Adjustment Inventory were used In th e e f f o r t t o d isc o v e r th e s e fa c to rs*

The d a ta th u s secured were s e t f o r t h and tr e a te d in

th e p receding c h a p te r, and an e f f o r t was made to provide d e ta ile d in te r p r e ta tio n *

C onclusions, im p lic a tio n s , and recommendations f o r

th e school were a ls o included,

A summary of th e fin d in g s and

co n clu sio n s fo llo w s$ 1,

As shown by d a ta in Chapter 1, t h e c u lt u r a l and

economic background of th e p u p ils i s f a i r l y ty p ic a l o f r e s i d e n t ia l communities in c o a l m ining re g io n s, 2,

Only t h i r t y - f i v e p e r cen t o f a l l high sc h o o l p u p ils

in Bennington High School s ta te d th a t a d e f i n i te choice of occupa­ tio n s had been made*

T h is was considered e s p e c ia lly s i g n if ic a n t in

r e l a ti o n to th e s e n io r c l a s s , where i t was found t h a t only f i f t y p e r c e n t of th e boys and th ir ty - s e v e n p e r cent of th e g i r l s had chosen an occupation, 3,

A pproxim ately f o r ty - f iv e p e r c e n t of tb s g i r l s and

approxim ately th ir ty -s e v e n p er c e n t o f th e boys chose o r p re fe rre d occupations o f p ro fe s s io n a l s ta tu s *

T his tends to su g g est th e need

n

f o r guidance in v o c a tio n a l p lan n in g . 4.

I t wan found t h a t only twenty-one p e r cen t o f th e

' p u p ils had made a d e fin i te choice o f occupation p rio r' to reaching t h e i r p resen t grade le v e l*

Seventy-nine p e r c e n t in d ic a te d th a t

t h e i r choice had heen made n o t e a r l i e r th a n s i r months p r i o r to th e tim e o f q u e stio n in g .

T his f a c t was n o t considered to augur w ell

f o r e i t h e r th e permanency o r s u i t a b i l i t y o f th e c h o ic es. 0.

The discovery t h a t seventy-seven p e r c e n t o f th e

p u p ils chose occupations on th e b a s is of expressed i n t e r e s t in o r p o ss ib le s a t is f a c ti o n w ith th e work, w hile o n ly seven p e r c e n t had considered th e im portance o f a p titu d e f o r th e work, was considered t o in d ic a te th e need f o r guidance" in o ccu p atio n al p lanning. 6.

Only f i f t y - f o u r p e r cen t o f th o se who chose occupa­

t io n s , and f o r t y p e r cen t o f th o se who expressed p re fe re n c e f o r o ccu p ations considered them selves adequately informed as t o the q u a lif ic a tio n s demanded by th e occupation chosen o r p r e f e r r e d . -*

T h is was considered f u r t h e r evidence o f th e need f o r guidance. 7*

I t was shown t h a t th e most p o p u lar sources o f advice

o r in form ation r e l a t i v e to occupations chosen o r p re fe rre d would be th e school p r in c ip a l, th e p a re n ts , and a d u lts engaged in th e occu­ p a tio n s considered in th e o rd er named.

T his s i t u a t i o n was regarded

as in d ic a tiv e of th e p o te n tia l u se fu ln e ss of o u ts id e so u rces in a guidance program*

I t was emphasised th a t guidance in th e school

should a ssu re th e d issem in atio n o f o c cu p atio n al inform ation and

73

ad v ic e. 8,

A pparently th e p u p ils r e a l i s e th e m in e of a high

school ed u catio n sin c e n in e ty - s ix p e r c e n t expressed th e in te n tio n o f com pleting h ig h sch o o l.

Reasons given f o r planning to complete

h ig h school were f o r v o c a tio n a l prep aratio n * c o lle g e preparation* o r g e n e ra l self-im provem ent * t* college*

T h irty -n in e p e r c e n t o f th e p u p ils planned t o a tte n d

Reasons In d ic a te d f o r planning t o a tte n d were v o c a tio n a l

p re p a ra tio n , g e n e ra l self-im provem ent, and p re p a ra tio n f o r se rv ic e to s o c ie ty . 10*

T h irty p e r cent o f th e p u p ils s ta te d t h a t th e y did

n o t p lan to a tte n d college*

Many expressed la c k of i n t e r e s t , o th e rs

d id n o t c o n sid e r a c o lleg e education d e s ira b le o r e s s e n t ia l in t h e i r c a se , and o th e rs Inched f in a n c ia l means. 11.

I t was discovered t h a t only tw e n ty -fiv e p e r c en t o f

th e te n th grade p u p ils and e ig h ty p e r cent of th e e le v en th grade p u p ils who planned to a tte n d c o lle g e had s e le c te d a c o lle g e to attend* T his was co n sid ered evidence of Inadequate ed u ca tio n al p lanning, e s p e c ia lly a s i t ap p lied to th e e le v en th g rad e. 12.

I t was In d ic a te d t h a t c o lle g e s which p u p ils planned

to a tte n d had been chosen because o f rep o rte d q u a lity o f in s tr u c tio n o ffe re d , lo c a tio n , and g e n e ra l r e p u ta tio n .

However, th e f a c to r o f

c o st o f atten d an ce had been given l i t t l e c o n sid e ra tio n . 13.

Twelve p e r c e n t of th e p u p ils planned to a tte n d tr a d e

o r b u sin e ss sc h o o ls.

n

14*

flie p u p ils in d ic a te d th a t th ey would depend oa th e

p r in c ip a l o f th e sch o o l, p a re n ts , and o f f i c i a l s o f i n s t i t u t i o n s o f h ig h e r le a r n in g , in th e o rd e r named, f o r ad v ice and inform ation r e l a ti v e to e d u c a tio n a l plans*

The s ig n ific a n c e of sources o u tsid e

th e school f o r guidance was again im plied* 10*

The p ercen tag e o f p u p ils who planned t o a tte n d c o lle g e

exceeded by t h i r t y - f i v e p e r c e n t th e average percentage who have attended*

lik e w is e , th e percentage who planned to a tte n d b u sin e ss

o r tra d e schools exceeded by elev en p e r s e n t th e average percentage who have attended*

I t was p ointed o u t t h a t e f f e c tiv e guidance

would tend to in s u re t h a t ed u ca tio n al p la n s were w isely made and would in c re a se th e p r o b a b ility o f t h e i r re a liz a tio n * 17.

As shown by th e B e ll In v en to ry , m aladjustm ent was

common to a l l grade groups*

th ir ty - tw o p e r cen t o f th e freshm en,

t h i r t y p e r c e n t of th e sophomores, tw en ty -th ree p e r cent of th e ju n io r s , and twenty-two p e r c e n t o f th e s e n io rs were shown t o be maladjusted*- According t o th e r e s u l t s shown by th e in v en to ry , tw e n ty -e ig h t p e r cen t o f a l l th e p u p ils were c l a s s i f ie d a s malad­ ju s te d .

The percentage of m aladjustm ent in each o f f o u r 'a r e a s f o r

each, grade group was shown i n C hapter I I I . T h is evidence of th e presence of m aladjustm ent was con­ stru e d to be in d ic a tiv e of th e need f o r a guidance program in th e school which should be concerned w ith lo c a tin g and diagnosing th e m aladjustm ent of th e in d iv id u a l p u p il and w ith g u id in g th o se found to be m aladjusted*

X8f

The average percentage o f w ithdraw als o v er a t e a y e ar

p erio d exceeded th e average f o r V irg in ia A ccredited High Schools by fo u r p e r cent*

T his comparison included a c o n sid erab le f a c to r o f

m o b ility o f pop u latio n which was p resen t throughout th e e n ti r e s t a t e , e s p e c ia lly during th e y e ars o f World War II* 19,

Tw enty-six p e r cen t o f th e w ithdraw als d u rin g th e

s e s s io n 1945-49 was due to a la c k o f i n t e r e s t in school, and tw elve p e r cen t was due to f a i l u r e o f school work, 80.

The average percentage of su b je c t f a i l u r e s in th e high

school departm ent o v e r a te n y e a r p erio d exceeded th e average f o r V irg in ia a c c re d ite d high schools by 2 ,5 p e r c e n t. 21.

S eventy-four p e r c e n t of th e su b je c t f a i l u r e s during th e

se ss io n o f 1945-46 occurred in th e e ig h th grade group, and in th e su b je c t f i e l d s o f E n g lish , m athem atics, and biology* 22.

I t was found t h a t only a sm all p ercen tag e o f th e p u p ils

rec eiv e d guidance from o th e r ag en cies o f th e community* 23.

The r e c r e a tio n a l f a c i l i t i e s of th e community were d is ­

covered to be inadequate* 24. community.

Ju v e n ile delinquency was found to be common to th e I t was found t h a t in six te e n c a se s in v o lv in g p u p ils

e n ro lle d in th e school a l l th e p u p ils were h a b itu a l tr u a n ts from school*

I t was concluded t h a t th e o ffe rin g s o f th e school did not

appeal to th e s e p u p ils , and t h a t guidance which would attem pt to

n

a d ju s t th e curriculum o f th e school to th e needs and i n t e r e s t s of in d iv id u a ls would a id in th e p rev en tio n of ju v e n ile delinquency in th e community, CONCLUDING S T A 1M T The purpose of t h i s study was to d isc o v e r and to analyse c e r ta in f a c to r s in Bennington High School and in th e community which i t se rv es th a t in d ic a te d th e need f o r guidance in th e school* D ata have been p resen ted and conclusions reached a f t e r a study o f th e d a ta which seem to o f f e r unm istakable p ro o f of th e need f o r organised guidance in Bennington High School. fh e r e have been included in th e study i t s e l f su g g estio n s, im p lic a tio n s , and recommendations a s to how th e school can provide le a d e rs h ip in a co o p erativ e e f f o r t t o provide th e a s s is ta n c e needed fey our youth to d ay .

77

BIBLIOGRAPHY

A*

BOOKS

Chisholm, L e s lie L ., Guiding Youth In th e Secondary School. American Book Co.* Hew Toxic, 1943.™*, C ole, L u e lla , Psychology o f Mol© sc cafes, l a c , , ®m York, 1936 ™

Farrar mad H ia e h a rt,

Hamxin, S h irle y A ., and E rickson, C liffo rd S ., Guidance l a Secondary Schools, D. Appleton Century Co ,7*-n7t 77,1939* Jo n e s, A rthur J * f P rin c ip le s o f Guidance, McGraw-Hill Book Company, N. X ., 1943* rr-r-imt,m»«« K efaurer, Grayson W.» and la n d , H arold Q*$ A ppraising Guidance in Secondary S chools, The Macmillan Company, R .Y ., 1941. Koos, Leonard- ? ♦ , and. K efauver, Grayson B ,, Guidance in Secondary S chools, The Macmillan Company, W.Y., 1932. L efever, B* lelfey , T u r r e ll, A rchie M.f .and f e l t s e l , Henry I*# P r in c ip le s and Techniques of Guidance. The Ronald P re ss Company, M* X*, w Meed, .M m T#» Guidance and P ersonnel S erv ices in E ducation. C o rn ell B n iv e r s ity P r e s s , Ith a c a , Ji*Y*» 1944. S tra n g , Hath, The. Hole o f th e Teacher, i n Personnel, Work. Teachers C ollege, Columbia U n iv e rs ity , M.Y., 1946. T re x le r, A rth u r E ., Techniques o f Guidance. Hew York, H arper and B ro th ers, 1943* W illiam son, E. G«, and B a rle y , J . G ., Student P ersonnel Work. an O u tlin e o f C lin ic a l Procedure* “ leG iaw ^H ill Book Company, H . Y . , 1937. B* BW U Snm , YEARBOOKS ABB MOM0G3RAH& Broady, Knut© o . , Making th e Good Small High School B e tte r. Chicago, 111*, Department o f Secondary 'School P rin c ip a ls , N.jS.A*, B u lle tin , 193$, Humber S3, Manual o f A d m in istratio n f o r th e High. Schools; o f V irg in ia . Richmond, V irg in ia , D iv isio n o f Purchase and P rin tin g , B u lletin * August, 1940, Mo* 3.

79

R eavis, W illiam 0 . , Programs o f Guidance. Washington, 0 ,0 ., U. 3« O ffice o f E ducation, B u lle tin No. 17, 1932. American A sso c ia tio n o f School A d m in istrato rs, Youth Education Today. 1938, S ix te e n th Yearbook, NBA, Washington B* 0* American A sso c ia tio n o f School A d m in istrato rs, Schools in Small Communities, 1939, Seventeenth Yearbook* USA, Washington, ~~ D. C. B e ll, Howard M., Youth T e ll T h eir S to ry , American Council on Education, W ashington, D. C. , 1938. lik e n b e rry , D. K ., E d .f Guidance Manual No. I , An In tro d u c tio n to Guidance, S ta te o f Ohio, Department o f E ducation, Columbus, 1930, J u s t i s , Edward T *,"fhe Need f o r Guidance in a Small R ural High School** {Unpublished M aster*s t h e s is ) The C ollege o f W illiam and Mary, W illiam sburg, V irg in ia , 1940. 0.

PERIODICAL LITERATURE

A llen , Richard D .* "How a P rin c ip a l Can D irec t Guidance," O ccupations Magazine, Vol. XVI, O ctober, 1937. B a r re tt, E. S ., Markham, W. T ,, "S tu d ies in Guidance P r a c tic e s ," Education f o r V ic to ry , 3;24, February 20, 1945. H ild re th , G ertrude, "Guidance in th e L incoln School," C ollege Record, V ol. 3QQCVII, February, 1936,

Teachers

L a ffe rty , H. M., "Some C h a ra c te ris tic s o f G uidance," American School Board J o u rn a l, 109: 89-30, D ec., 1944. S c h o la stic Magazine, "Home Folks In flu en c e High School Student T hinking," 48:87, February 11* 1946, D.

OTHER

V irg in ia Department o f P u b lic W elfare, R eports to th e Governor, Richmond, V irg in ia , D iv isio n o f Purchase and P rin tin g ,

APPENDIX

ax

QUESTIONNAIRE The inform ation o b tain ed from t h i s q u e stio n n a ire i s to be used in a v ery im portant stu d y .

A ccordingly, p le a se answer a l l q u e stio n s c o rre c t­

ly and fu lly * 1.

Tour name

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

2.

Tour age

3.

Tour c la s s

4.

Your fa th e r* s name

5.

Your fa th e r* s occupation

6*

Your father*© education:

?

*......................... . . . . . . . . . .............. . . ............ . . . . . . . . . . . ? ............................... ................... . . . . . . . . . . . . . .............? ............... *.............

?

« • • • » • . • • . . . . .................................. .

?

Elementary school . . . . yrs* High school . . . . y rs . C ollege . . . . y rs . 7.

Your mother*© education: Elem entary school . . . . y r s . High school . . . . y r s . C ollege . . . . y r s .

8.

The number o f c h ild re n in your fam ily; Boys . . . . ?

9.

G irls . . . . ?

I f you have o ld e r b ro th e rs o r s i s t e r s who have completed t h e i r ed u ca tio n al tr a in in g , what a re t h e i r occupations? B ro th ers.

S is te rs .

1.

1.

S.

2

3.

3.

4.

4.

.

62

V ocational Plane Q uestionnaire 1.

Name

................................................................. ?

2.

C lass

........., . ............

?

3.

Your

f a t h e r 1s occupation

4.

Your

m other1s occupation now o r before m arriage..................................

?

5.

What

vocation would your p a re n ts l i k e f o r you to fo llo w

7

6.

Have

you d e f in ite ly chosen a v o catio n which you in ten d to fo llo w , . ?

7*

What

vocation have you chosen

8*

When

d id you choose i t (grade le v e l in school)

9*

?

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

.........

7 ........

?

Why d id you choose t h i s p a r t i c u l a r vocation a s a d e s ira b le one f o r you to fo llo w

10,

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

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

?

I f you have n o t d e f i n i te l y chosen a v o catio n , l i s t th r e e , i n th e o rd er o f p re fe re n c e , which you th in k you would l ik e to follow ; 1.

11.

.........

2#

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

3*

*....................... . .

Do you th in k your a b i l i t i e s e s p e c ia lly f i t you f o r one of th o se l i s t e d as p re fe rre d

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

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

12.

I f so, which one

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

13.

Doyou th in k you a re s u f f i c i e n tl y informed a s to th e q u a lif ic a tio n s

? ?

demanded by th e v o c atio n you have d e f in ite ly chosen o r those l i s t e d a s p re fe rre d 14.

.........

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

?

Have/you chosen any e le c tiv e co u rses In o u r cu rricu lu m w ith th e id ea t h a t th ey w i l l be o f s p e c ia l b e n e f it to you in preparing f o r your chosen o r p re fe rre d v o catio n .............

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

? ?

15.

I f so , which

16.

To whom would you go f o r in fo rm atio n o r advice concerning th e v ocatio n you have chosen o r th e ones you would l i k e t o fo llo w ; a. Your p a re n ts . . . . . . b. your homeroom te a c h e r . . . c . th e school l i b r a r i a n . . . . . . d. the school p rin c ip a l . . . . . e. your f r ie n d s o r acquaintances . . . . . f . o th e rs of l ik e v o catio n . . . . . . . . ?

as EDUCATIONAL

F U N S

0 U X S T I 0 Hf i A Z B 1

P lease answer a l l q u e stio n s f u l l y and t r u th f u l l y . Your name w ill n o t he used in any ta b u la tio n of r e s u l t s . Your name ,, Your c la s s . 1 . Why a re you e n ro lle d in high school; a . P a re n ta l compulsion ? b* Because you th in k a high school education w i l l prove b o th d e s ira b le and necessary f o r your success in l i f e ¥ c. F or p re p a ra tio n f o r h ig h er ed u catio n _ _ _ _ _ _ _ _ ¥ d . Because you lik e school ? E. Bo you plan to complete high school; YOs ~ r No Undecided _ _ 3, Why do you p lan to complete high school? a* To p rep are f o r a p a r t i c u l a r v o catio n . b . To improve y o u rse lf s o c ia lly _________ • 1 o. Because your fam ily d e s ir e s your com pletion .............. d. For c o lleg e p re p a ra tio n e . Because you l ik e school • ■ f . F or g en eral self-im provem ent g. Because you a re n o t employed and have nothing e ls e to do 4. Bo you p lan to a tte n d c o lle g e ; Yes L Ho Undecided I f you p lan to a tte n d , why? a . To p repare f o r a d e f i n i te occupation _ _ _ _ _ _ _ _ _ ......... b . For g e n eral self-im provem ent c . Because you th in k you w i l l l i k e i t . d . For b e tte r in g your s o c ia l p o s itio n _ _ _ _ _ _ _ _ _ e . Because your p a re n ts wish you to atten d . f . To make y o u rse lf more u s e fu l to s o c ie ty I f you do n o t plan to a tte n d , why not? a . Lack of f in a n c ia l means , b . Because you do not th in k a c o lle g e education d e s ira b le o r e s s e n tia l in your case _ _ _ _ _ c . You a re n * t in te r e s te d _ _ _ _ _ 5. Have you chosen a p a r tic u la r c o lle g e to a tte n d ? Yes _ _ No iw-_ 6. I f you have chosen a p a r t i c u l a r c o lle g e , check th e reaso n s f o r your choice; a . L ocation _ _ _ _ b. Q u a lity o f in s tr u c tio n and courses o ffered _ _ _ _ _ e , Cost o f atten d an ce . d. Because your pa re n t s fa v o r i t e. Because your frie n d s have attended o r a re a tte n d in g i t _ _ _ _ _ f . Because o f i t s a t h l e t i c programs _ _ _ _ _ _ _ g. I t s g en eral re p u ta tio n __________ _ _ _ _ 7* 8#

I f you do not plan to a tte n d a L ib e ra l A rts C ollege, do you p lan to a tte n d some o th e r' type o f i n s t i t u t i o n _ _ _ _ _ _ _ _ _ _ _ _ _ a . B usiness C ollege _ _ _ _ _ b . Trade school _ _ _ _ _ _ To whom would you go. f o r 'advice"or inform ation in p lan n in g your e d u c a tio n a l career? a . Your f r ie n d s o r acq u ain tan ces . b. Your p a re n ts _ _ _ _ _ _ _ _ e . Your homeroom te a c h e r _ _ _ _ _ _ _ _ _ d. Your classroom te a c h e rs _________ ; e . The l ib r a r i a n . f . The high school p rin c ip a l _ _ _ _ _ _ _ g. O f f ic ia ls of I n s t i t u t i o n s o f h ig h er le a rn in g _ _ _ _ _ _ h. C ollege g rad u ates in th e community .......