970.6 NIQ me.I9 BULLETIN OF THE NATIONAL ASSOCIATION OF SECONDARY- SCHOOL PRINCIPALS Issued Five Times a Year January, March, April, May, and October JANUARY, 1928 Entered ‘as second-class matter, December 29, 1925, at the post office at oaliag’ ee yk eg ey 4g egy at te 0 in ‘ avaer spa site anal 30, 1927. BULLETIN NUMBER 19 © Guidance in Secondary Schools ae © NATIONAL ASSOCIATION OF : ‘SECONDARY. vps ‘cape pay BULLETIN of the NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Issued Five Times a Year January, March, April, May, and October JANUARY, 1928 Bulletin Number 19 GUIDANCE IN SECONDARY SCHOOLS REPORT OF COMMITTEE ON GUIDANCE Published under the direction of the National Association of Secondary-School Principals Prepared by the Committee on Guidance of the National As- sociation of Secondary-School Principals: Chairman, Edward Rynearson, Director of the Department of Vocational Guidance, Pittsburgh, Pennsylvania; Members: A. F. Bristow, Principal, Maury High School, Norfolk, Virginia; John H. Bosshart, Su- perintendent of Schools, South Orange, New Jersey; Jesse B. Davis, Professor of Secondary Education, Boston University, Bos- ton, Massachusetts; H. V. Kepner, Principal, West High School, Denver, Colorado; Merle Prunty, Principal, Central High School, Tulsa, Oklahoma; W. C. Reavis Associate Professor of Education, University of Chicago, Chicago, Illinois. Others who contributed material to the Bulletin are: James M. Glass, Professor of Secondary Education, Rollins College, Win- ter Park, Florida; A. H. Edgerton, Professor of Industrial Edu- cation, University of Wisconsin, Madison, Wisconsin; W. L. Beauchamp, Assistant Professor of Education, University of Chi- cago, Chicago, Illinois; Miss Marie McInerney, Librarian, Fifth Avenue High School, Pittsburgh, Pennsylvania. All communications for bulletins should be directed to H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois; J. Sterling Morton High School, Cicero, Illinois, Secretary of the National Association of Secondary-School Principals. These bulletins are free to all members of the National Association of Secondary-School Principals. TABLE OF CONTENTS I. GUIDANCE IN SECONDARY SCHOOLS...........0eeeeeees 3 a. Needs of Pupils for Guidance.................06. 3 b. Guidance Programs in Secondary Schools........ 4 c. Purpose of the Bulletin. ...............ceeeeeees 5 d. The Meaning of Guidance...................04. 5 II. A PLAN oF ORGANIZATION FOR GUIDANCE WITHIN THE CPTI TT PTT TT TC Te Te TTT TTT ree 7 m. Diael Gar Gms oo as vcccccsivacecccaseces 7 L. Bein OF GE oo inv vcccnsvccccetecsces 7 b. The Responsibility of the Principal............... 9 c. Vice-Principal or Dean. ...........sccscccccccce 9 d. Expert Director of Guidance.................... 9 © I I vivo kn n'n 05: so siewnevavecdicnas 10 f. Special Assistants in Guidance.................06- 10 g. Department or Curriculum Advisers............... 11 ee IE vin daedwedeednns cikeneeausiianiues 11 5: A IN xe tewadinnnwinkeeestensususeseuasen 12 I Dc ekkennsecuwedssaecaaeass newer 12 be IE IO o.ikak ce ccdkeccnccsecsecnenenwes 12 SR I okt. 0ecacdceaseneneeeixcaeuee 13 m. Attendance Officer and School Visitor ............ 13 ee err 14 TOC TET TTT CCU T TO eT Tee Te 14 p. Local Civic Organizations. ...............eeeeeees 14 1 SN TE iva cwk ences eexdivaseisedeures 15 5. EE FU vo kn cncccccscccesdesesenaveds 16 s. The Individual Boy and Girl..................... 17 III. MetrHops oF GIVING GUIDANCE............00e sees ee eee 18 9 II, 4. a BNA Ri a48 048 xe 18 Ds SE I oe dees cvigceccnccvcccsniccces 21 1. Information through class instruction.......... 21 a. The study of occupational opportunities...... 21 b. The study of educational opportunities....... 26 BD Nk 4. kwbaeriess bakes tn dianwie nse 30 3. Principal’s bulletin board..................0005 30 Dy IID 6. Weiwacdekenecvewenkescxeesdes 31 ii yr onmots ee ee c. Exploration. . . (Het kkireeiseteteeee 32 1. General courses of study..............eeeeeeee 34 Se I 6 voc 6 oc vinxncencsceusneees 36 ID 65h Cais ivr ssdeescnicerereen 36 re ree 37 d. Program for Educational and Vocational Counseling. 47 Dy Se sate adene xen daek eeaseelaeeeuaanaes 47 TTT ROTI TOLT eee eC 48 RS ok. Riv is neseevenodvieseresenenes 51 De NS iin dks kwsdeeeunevusimcssys 53 5. Tendencies in Junior High School Counseling.... 56 6. Tendencies in Senior High School Counseling.... 60 : 7. Preadmission. . ......... WKine ci eewReENe. 63 j 8. Tendencies in Part Time School Counseling...... 64 Te I a 5 visewenesissdecceseees enone 66 e. Case Method ........ Nei agee iad eeeereees 67 IV. EsseNTIAL FORMS AND RECORDS.........0.eeeeeeeeeeees 68 a. Principles and Purpose of Forms and Records...... 68 1. Purpose of records............cccceceeseeeees 68 2. Number and character of forms................ 68 3. Data most often needed..............e eee eeee 69 ' i I N54 seis epee ceecievesevecenes 70 t 1. Cumulative scholarship record..............005 70 2. Cumulative personal record .............0ee0ee 70 3. Conference, adjustment, and placement record.... 70 . 4. Health and physical record.................05- 71 5. Miscellaneous forms ............0eeeeeeeeeees 71 ( We - I, ik ate nieeeiiececciaserrecienminsiaes 79 ; Dy Pk 6 evant iccccvcceccscrereceneiees 79 f b. References for the Teacher...............ceceee- 79 c. References on Vocational and Educational Informa- SD) 6 xvkusnnsdassd insist tsetse 82 d. References on How to Study..............eeeees 84 e. References on Occupational Information.......... 85 f. References on Placement and Follow-up.......... 2 g. References on Forms and Records.............+4: 90 h. Tests. . . —<—— — GUIDANCE IN SECONDARY SCHOOLS I. GUIDANCE IN SECONDARY SCHOOLS The extension of compulsory education into the age regions of the secondary school and the growing interest of all classes of people in general education have created problems of educa- tional administration which were seldom encountered in secondary schools a generation ago. Then, the decision to send or not to send a child to high school was made by the family. The indi- vidual who presented himself for admission to a secondary school usually knew what he was seeking. Such matters as the opportuni- ties offered by the secondary school, the use the individual would make of his educational opportunities, the sacrifice entailed by the family that the individual member might have the advantages provided, were usually discussed in family council before an in- dividual was permitted to enter upon his secondary-school career. After admission, the individual was primarily responsible for his own failure of success. He knew in advance what the school offered, and earnestness of purpose was assumed. If he failed to meet the requirements of the school, he either tried again or vol- untarily withdrew. It was taken for granted by the individual that the family sacrifice should not be in vain and that the school was not maintained for those who could not profit from the work which it provided. To-day, the situation described in the preceding paragraphs has been greatly changed. In some States pupils are required to attend school until 14, 16, or 18 years of age. In many communi- ties public sentiment for secondary education is so strong that parents insist on their children remaining in school irrespective of the personal value received. As a result the secondary school is compelled to undergo marked adjustments in an attempt to meet the needs of its changed personnel. Instead of a required curric- ulum designed to prepare chiefly for admission to college, many curriculums are now offered from which the pupils may select. Instead of placing the responsibility for accomplishment solely on the pupils the school now undertakes to guide and direct the development of the capacities which its individual pupils possess. A. NEEDS oF Pupits ror GUIDANCE The adjustment of pupils of high-school age to the complex environment in which they live is no simple matter. The indi- vidual’s world to-day is vastly larger and more complex than it was a generation ago. Science and scientific methods have greatly 4 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS extended the local environment of the youth everywhere. As a result he is virtually overwhelmed with experience which he can- not fully understand or clearly interpret for want of an adequate basis. The home no longer provides the basis needed for the inter- pretation of many of the experiences encountered by the youth. The vocational specialization of parents and the marked changes in the modes of family life have restricted the influence of the home as an integrating institution. Unless the school assumes the function formerly discharged by the home, the pupil is apt to flounder for want of guidance and may fail to find himself with respect to his interests and capacities or to take full advantage of the opportunities which the school and community provide for his growth and development. The needs of the youth of high-school age particularly for guidance are both many and varied. He is undergoing marked physical, mental, and social development. With inner changes taking place which at times baffle his understanding and outer experiences being thrust upon him which defy interpretation, the youth frequently becomes maladjusted with respect to family, school, and community. At the time in the individual’s life when guidance is most needed he frequently neither understands himself nor is understood by those on whom he would depend. It should not be inferred from what has been said that the secondary school must act in loco parentis to the pupil. How- ever, the schools must supplement the home in helping the pupil properly to integrate himself with respect to school and com- munity life. It cannot perform its new responsibilty by applying tests which will eliminate al! of its pupils save a given type. It must ascertain the needs of the pupil material received and supply the kinds of guidance which the pupils as individuals require. B. GuIDANCE PROGRAMS IN SECONDARY SCHOOLS Comparatively few secondary schools have formulated a sys- tematic program of pupil guidance. The reasons for the failure to do so are: (1) Many school men have misunderstood the guid- ance movement and are, therefore, prejudiced against it; (2) Some have thought of guidance as belonging only to vocational schools or industrial training and as a result have neglected to undertake education, social, or personal guidance which vocational guidance presupposes; (3) Some have felt that guidance required Sper t ene GUIDANCE IN SECONDARY SCHOOLS additional expense and an organization beyond the reach of the ordinary school and have, therefore, dismissed the idea as im- practicable or impossible; (4) Others have maintained that the responsibility for guidance rests solely with the individual and the home and that the guidance function does not concern the school; (5) Many have entertained a favorable attitude toward the guidance function of the school but have not known how to set up a program of counseling and guidance for their respective schools. C. Purpose OF THE BULLETIN It is the purpose of this bulletin to remove the misconcep- tions of those who have misunderstood the guidance movement and to supply information of a basic sort which will enable the secondary schools to formulate and to carry out a systematic pro- gram of purposeful guidance. The bulletin has been prepared with the idea of meeting particularly the needs of the smaller secondary schools which cannot afford to employ the services of the trained expert in guidance work. D. THE MEANING OF GUIDANCE Throughout the bulletin the term guidance is used in its broadest sense, namely, the act of leading or directing through counsel and advice. The fulfillment of the function of guidance is predicated on two facts: (1) Knowledge of the needs of the individual concerned; and (2) The willingness of the indi- vidual to seek for self-discovery along lines indicated by the coun- sellor or guide. Knowledge of individuals is not required by occult or mys- terious means. It comes as a result of the discovery, analysis, and interpretation of the facts and conditions which make the individual what he is. Understanding on the part of the counselor enables him to give counsel and advice, but it cannot be assumed that such will be received by the individual concerned. The indi- vidual must be made willing to accept guidance before changes can be produced in his responses to the stimuli of environment. The difficulties of acquiring understanding and of creating a favorable attitude towards guidance have deterred parents and schools from accepting the responsibility. The easy way has been to adopt the Jaissez faire attitude and permit the youth to make mistakes and to discover errors through experience. If all errors 6 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS could be retrieved without serious consequences to the individual and society, the policy might, at least, be condoned; but such is not the case. The school exists to aid the individual to acquire desirable experience and to avoid serious errors. It, therefore, must accept responsibility for guidance and must create the or- ganization and develop the methods which will enable it to give counsel and guidance successfully. ponents ae i 4 3 GUIDANCE IN SECONDARY SCHOOLS II. A PLAN OF ORGANIZATION FOR GUIDANCE WITHIN THE SECONDARY SCHOOL A. THE NEED FOR ORGANIZATION When two or more people attempt to share or to divide the duties and responsibilities of a given piece of work the problem of organization begins. This procedure is essential not alone for the defining of functions but for the securing of greater efficiency. Guidance presents a very complicated problem. There are many factors entering into each individual case. Every activity of the school is concerned. It calls for the services of all who have had varied experiences and special training in certain fields. There- fore, if the aims of guidance are to be realized, some definite scheme of organization must be adapted to the needs of each school undertaking the problem. To assist those who may desire to formulate a plan of organi- zation, the accompanying chart has been prepared for the purpose of presenting in graphic form a comprehensive view of the pos- sibility of employing the entire faculty in carrying on a program of guidance within the school. 1. Explanation of Chart. It is impossible to express accu- rately by means of a diagram or chart all of the ramifications of a more or less complex organization. However, the accompany- ing chart will serve the purpose of visualizing the possibility of using all of the resources available within the secondary school. No attempt is made to connect this scheme of organization with a city-wide department of guidance, assuming that such contact would be made through the “director of guidance” or “building counselor.” Comparatively few secondary schools in the country will have all of the features represented in the chart nor are all of them essential to any one organization. The chart includes most of the factors to be found in the various plans of organization now in use. Each school, large or small, junior high or senior high, will necessarily adapt as much or as little of the scheme as the local adminstration demands. The great majority of the secondary schools in the country are classified as small schools with few teachers and with few resources. With this fact in mind the development of the plan of organization will begin with the possibilities of the small school adding the special features as the school may be assumed to grow in size and facilities. 8 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS ORGANIZATION Or Tie SECONDARY SCHOOL OuipDANCE Principal ULTIMATE LEADER Dean Or Bovs Director Or Guipance Dean OF Girrs SPECIAL Traweo SPecac Proe.ems Or Bors Expert Avo COWSELLOR. Prosrems Or Giris Facutty GuiDANCE CommiITTEE REPReseNnTeTiVE Counci. Or CaBiner SpPecar Assistants In GuipAncePRoGRAM Curricutum ||| CLASS Cis PLacement] | | ScHoow Apvisers Aovisees|/| Apviseérs||| Apviser || |LIBRARIAN ATTENDANCE ae Peace cy eng Sev. Visitor, Cuinic Scnoo.Nurse || | Orcamzar Morar ALL CLASSROOM TEACHERS APPLYING LiFE-CAREER Mor And Sociay THINKING AnD ACTING WE IN INSTRUCTION i Home Room TEACHER InDIviDUA LL COUNSELLOR. EACH Boy Anvd Gime Aw Inowipunn Case Peoswem as a a 7 Poe aa Dh ee Soh ENE os, i Pa We, GUIDANCE IN SECONDARY SCHOOLS B. THE RESPONSIBILITY OF THE PRINCIPAL The principal is ultimately responsible for the success or fail- ure of all activities within his school. His interest or lack of interest may promote or kill the project. Whatever the organiza- tion, the principal must continue to be the authoritative head, the inspirational leader, the codrdinator, and supervisor of the pro- gram for guidance. In the very small school, dealing directly with his teachers and pupils, the principal must necessarily perform the functions of director and expert counselor in all lines of guidance. He must work with and through his few teachers according to their ability and fitness to give assistance. He must also give much time to personal conferences with the individual pupils. However large the school may become the principal must still retain the inspirational leadership and must keep the per- sonal relationships with both teachers and pupils as close as pos- sible. In time the principal may delegate the immediate direction of the program to a trained expert in the field of research and guidance. In either case the one who assumes the responsibility must have a live interest in the problem, a thorough knowledge of the technique of guidance, and be capable of working out a definite plan of organization to meet the needs of the local situation. C. Vicre-PRINCIPAL oR DEAN As the school increases in enrollment it will become necessary for the principal to delegate some of the responsibilities for guid- ance to others. It often happens in the small school that a cer- tain teacher of rich experience, sympathetic nature, and good judgment develops into a splendid counselor. Such a teacher should be recognized and be given such time and reward as may be possible according to the extra duties imposed. In some schools the teacher is given recognition by being made dean or vice- principal. In this case, if the principal is a man, he can act as the counselor of boys and the vice-principal or dean, when a woman, as counselor of girls. The plan will include all types of counseling, educational, vocational, social, and moral. Hence, those who assume the responsibilities should fit themselves as best they can for the problems involved. D. Expert Director or GUIDANCE When the school has grown to the size that will warrant the employment of a trained expert in the field of guidance, such a 10 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS person should be secured. All who have attempted to give voca- tional advice soon discover their own lack of essential informa- tion and experience for the work. Such an officer is best fitted to manage the problem of placement and the following-up of pupils in employment. The officer should relieve the principal of much of the detail and responsibility of carrying on the program of guidance. He will also relieve the deans of the vocational counseling, leaving to them the special moral and social cases which may involve the policies or authority of the school. E. Tue Facutty CoMMITTEE The committee of the faculty appointed by the principal to assume certain responsibilities for the guidance program will func- tion differently in various schools according to the size of the school and the nature of the duties to be performed. Without a trained counselor employed by the school, the prin- cipal may appoint a committee of a few interested teachers to as- sume the planning and directing of the whole program. The indi- vidual members of the committee sometimes because of their work and fitness, assume the role of special counselors. Whatever the size of the school or the extent of the organi- zation there should always be a faculty committee on guidance. This committee should be composed of teachers actively engaged in different phases of the work. If, for illustration, this commit- tee should include a dean, a head of a department, a classroom teacher, a homeroom teacher, and the librarian, the spirit of the enterprise would spread to all phases of the school work. It would also be well to change the personnel of the committee to some extent from year to year in order that an atmosphere of purposeful activity may characterize the whole school. The committee in a completed organization will then act as a council or cabinet for the principal, or the expert counselor, who may act as director of guidance for the school. In the group will be discussed the more difficult guidance problems confronting the school, the policies which should be followed, and the more definite plans to be put into operation. F. Spectat ASSISTANTS IN GUIDANCE In each school will be found some teachers who are peculiarly fitted by personality, experience, or training to be of special help in carrying on some particular work in guidance. It is also true GUIDANCE IN SECONDARY SCHOOLS 11 that outside of the school itself, but closely affiliated with it, in the school system or in the community, are certain individuals who may be called upon to assist in carrying out the complete plan. These assistants may not all be available or desirable in any one school. However, they are mentioned for the benefit of such schools as may employ them. G. DEPARTMENTAL OR CURRICULUM ADVISERS As soon as the school is large enough to offer differentiated curricula and there are enough teachers of a given subject to warrant the employment of department heads, another opportunity is provided for the principal to delegate some of his functions as counselor to others. Some teacher may develop a special interest in preparation for college, and will make a thorough study of guidance for the professions. This teacher, by making a study of professional schools and higher institutions of learning, may also fit himself to give expert advice to all who may wish to prepare for further study beyond the high school, and so become known as a curriculum adviser. Also with the growth of a com- mercial department, one of the teachers may have had a varied experience in the business world, and by making a study of em- ployment opportunities, and keeping in touch with local employers and higher schools of business, would naturally become the special adviser for the pupils who were looking toward a business career. In the same manner with the introduction of the industrial arts, the leading teacher will become the special adviser of such pupils as may enter the industrial field. He, also, will become the co- ordinator between the school and the industry, placing and follow- ing-up his students who enter permanent employment. Other teachers may have had unusual training or experience which will make them valuable as special advisers within their peculiar fields. By the methods described some schools develop the curriculum advisers. H. Crus ApDvIsErRs Teachers, who act as advisers of certain clubs or extra-curric- ulum activities, often play a very important part in the guidance program. Many of the club activities center about a vocational interest such as the Radio Club, the “Ad” Club, the school paper, the Business Girls’ Club, the College Club, the Travel Club, and many others. Nearly every club can be used to study and pos- 12 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS sibly to develop some interests and abilities which will have an in- fluence upon the choice of a life career. The club advisers should not be omitted from the organization for guidance. I. Crass ADVISERS In some schools it has been found desirable to designate cer- tain teachers as class advisers. It is very common to appoint a senior adviser, whether other class advisers exist or not, to assist the graduation class in planning and carrying out its social pro- gram. Sometimes this adviser assumes, or is asked to take, the responsibility of checking up the entrance requirements of those in the class who are planning to enter college. From these duties others are gradually assumed until the senior class adviser be- comes a very influential factor in guiding the pupils along voca- tional, social, and moral lines. The next class adviser in importance is for the freshmen or first-year pupils. Such an adviser can do a most valuable service in adjusting these individuals to the life and work of the school. Right ambitions, ideals, attitudes, and habits of study are vital to a proper start. It is often desirable to have this teacher act as adviser for the entering class until it reaches the senior year and, then, to turn it over to the senior adviser who has made a specialty of directing the senior functions. J. Group ADvISsERsS The group adviser system has not proved to be successful when there is no particular reason other than advice and guidance for that teacher and that group to be associated. Some schools have tried to assign arbitrarily a group of about thirty or forty enter- ing pupils to a teacher who is supposed to act as their special adviser. This scheme is almost certain of failure unless the teacher acts at the same time as a club leader, classroom teacher, or home- room teacher for the same group of pupils. The fundamental prin- ciple involved is that guidance in all of its forms must be employed not as an end in itself hut as a natural outcome of some school activity. K. Tue PLACEMENT ADVISER The problem of placement whether centralized in a depart- ment for all of the schools in the system or not, must have its GUIDANCE IN SECONDARY SCHOOLS representative in the single building. This individual may be the building counselor or someone to whom the duties are delegated. As there are so few school systems so provided it is necessary for most secondary schools to work out their own scheme. As suggested under the head of “curriculum advisers,” the head of the commercial or industrial department may develop contacts with employers to the extent that his work has grown naturally into a placement service which may be enlarged to serve the needs of the whole school. Every school should consider the problem broadly to cover the power placement of the output whether it is in further study, or employment, or the combination of the two and with such follow-up and adjustment assistance as may be accomplished. L. THE ScHoot LIBRARIAN The modern school library with its trained librarian can ren- der a most important service in assisting all phases of the guid- ance program. Sections of the shelves are now set apart for books helpful to both advisers and pupils. - Special guidance bulle- tins and exhibits may find a place in the library. The librarian must also be able to advise and assist those seeking vocational and other guidance material. In one city the high-school pupils were asked to list their first, second, and third choices of vocations. Two hundred and eighty-three occupations were mentioned. Then the librarians arranged a bibliography for each of these vocations. They were published and distributed among the high schools of the city. In lieu of the school library or in codperation therewith the public library may function in much the same manner as described above. M. THE ATTENDANCE OFFICER AND SCHOOL VISITOR Truancy is often the result of maladjustment in school work. A good attendance officer who is something more than a police- man can do a great deal in bringing about a closer codperation between the home and the school. For pupils beyond the com- pulsory school attendance age a school visitor is often employed to great advantage. This is especially true among pupils of for- eign parentage. Our problems of guidance are often problems of dealing with parents. This is not only true of the foreign parent but also of the wealthy American parent as well. The school 14. NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS visitor is also able to secure much valuable information needed in the guidance of the pupil that possibly can be obtained in no other way. N. Tue PsycHouocicat CLinic A few of our large school systems employ trained psychol- ogists or other experts who can give the individual tests which are quite essential in the solution of certain type cases. If such a clinic is not available the director or building counselor should be able to give such tests. Many of our most difficult cases are made clear by proper examinations and sociological investigations. O. Tue MeEpIcaAL CLINIC School doctors, dentists, and nurses are quite common to-day. However, we may not have made full use of these officers in the guidance program. The correlation between health or physical deficiency and school work is very high. Many of the problems of failure, of discipline, and of immoral or unmoral conduct can be explained and often remedied by a thorough physical exami- nation and expert judgment. P. Locat Civic OrGANIZATIONS In every community there will be a number of civic and wel- fare organizations which will be found willing and ready to co- Operate in a program of guidance. The principal should always keep in active touch with such activities and should use them to the advantage of the pupils. The parent-teacher associations may be used to bring about a closer codperation between the school and the home in guiding the pupil toward the best choice of studies to meet the abilities of the individual, in helping him in the formation of right habits of study, work, and play. The local chamber of commerce will always be interested in fostering the organization of a junior chamber of commerce to study the business and industrial opportunities of the city, and in codperating with the senior organization in promoting all good things for the community. The Y. M. C. A., Y. W. C. A., Scouts, Camp Fire Girls and similar organizations have much to offer in the program of guid- nse GUIDANCE IN SECONDARY SCHOOLS 15 ance. The “Find Yourself Campaign,” “Move Up Forward Week,” and “Choosing a Vocation Week” have all proved valuable in many communities. In connection with these campaigns intended to arouse am- bition and to give purpose to school work, the Rotary and Kiwanis clubs often act as advisers for the several vocations. Other welfare societies and clinics can often render service to be obtained in no other way in investigating and assisting in the solution of special and difficult cases. Every such connection with a local group helps to educate the public with respect to the movement for guidance and to gain the good will and support of the community. Q. THE CLassroom TEACHER There is no scheme of motivation of classroom work more practical or more effective than making use of the “life-career motive” either actual or assumed of the individual pupil. Every subject of the secondary-school program of, studies makes its own peculiar contribution to the life and work of the future citizen. Its applications are as varied as the pupils in the class. This gives an opportunity to the classroom teacher who knows her pupils intimately to make use of their ambitions or possibly to arouse their ambitions in obtaining from that subject all that will possibly be of help to them in their future life work. In this manner individual differences may be recognized in more ways than just in academic ability. The possibilities are unlimited for the teacher who is alert and who is inspired with the ideal of purposeful activity on the part of every pupil. Another responsibility of the classroom teacher is that of study- ing the individual pupil from the point of view of his interests, aptitudes, abilities, or disabilities as shown in the particular subject. When this is done the teacher should be ready and willing to make regular or special reports on the individual pupil when requested by the counselor for purposes of guidance and adjustment. This is peculiarly true in the junior high school in which guidance is the great and most important objective. It is here that the pupils are being studied as individuals and are being put through a number of exploratory experiences to the end that choices of subjects and curricula may be more wisely made or that a better entrance into occupational life may take place when necessary. 16 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS R. THe Homeroom TEACHER The foundations of all guidance within the school are found in the homeroom organization. Efficiency in secondary school adminis- tration is demanding that every teacher shall be a “homeroom” teacher. While the argument against such a procedure is often urged that not all teachers make “good” homeroom teachers, it can also be said that not all persons so employed are “good” teachers. A “good” teacher will make a “good” homeroom teacher. It is the responsibility of the administration to secure good teachers. It is also the responsibility of the principal to take the teachers provided and to train them in service for the duties they are to perform. This applies to the problem of guidance as well as to classroom instruc- tion. The homeroom teacher functions in all phases of guidance. It is in this capacity that she comes to know each pupil in the room more intimately than any other teacher. She alone has the oppor- tunity of knowing the pupil in all his relationships ;—his studies ; his difficulties with teachers; his problems of discipline; his home con- ditions and environment; his associates in school and out; his atti- tudes, interests, and abilities. Therefore, whether the school be large or small, it is with the homeroom teacher that the foundations for guidance must be laid. The first resposibility of the homeroom teacher is educational and, in the sense that education is preparatory for one’s life work, is also vocational. It is with this teacher that the pupil works out his curriculum choices and his plans for graduation. Any peculiar or difficult case will be referred to the director of guidance or to the special adviser provided by the organization. Educational guidance also may be interperted to mean guidance in the formation of right habits of work and study in which the homeroom may play an important part. Individual conferences are held after each periodic marking of the report cards, with a possible interview with a parent, and resulting in definite plans for improvement and necessary ad- justments. The development of the homroom period with from fifteen to twenty minutes at the opening of the day gives the homeroom teacher an exceptional opportunity for social and moral guidance. By organizing the group to work out the program of homeroom activities, the teacher can influence their ideals, attitudes, and judg- ments in a manner that will result in right thinking followed by right acting. GUIDANCE IN SECONDARY SCHOOLS 17 S. Tue INpivipuaL Boy Aanp GIRL While a great deal can be accomplished in the program of guid- ance by handling the pupils in various groups, the most essential consideration is the individual boy and girl. Each pupil must be studied as a case problem. The entire structure of the organization for guidance must be built with the purpose of giving to each pupil every possible advantage and assistance in finding himself, in making such decisions affecting his life career as the school system forces upon him from time to time, and in making a right start during the formative years of his life. 18 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS III. METHODS OF GIVING GUIDANCE A. INTRODUCTION Nothing in the way of organized guidance can be done unless the high-school principal sees the necessity and possibility of guid- ance. Not only must he. know that the ultimate objective in and through school is self-guidance, but he must also see that the degree of realization of this objective depends very largely upon the extent to which every teacher becomes a counselor, and thereby measures up to the challenge given by John Ruskin: “No teacher can truly promote the cause of education until he knows the mode of life for which that education is to prepare his pupil.” The next step, then, after enlisting the principal’s support is for his enthusiasm to become so contagious that every one of his teachers catches the vision of duties to the youth. After all, it is the teacher alone who is in the best position to see the problems of each individual pupil as related to his ability, aptitude, interest, and needs. The degree of success which guidance may attain in any school depends very largely upon the amount of codperation from the teachers. One or two teachers who do not understand the objectives, or who give half-hearted codperation can hinder and even defeat the full program. So essential is it to enlist every teacher’s influence that one of the first and one of the best guidance programs put into operation in a Michigan high school was delayed until the principal was satisfied that every teacher understood the underlying principles and was willing to give sympathetic codpera- tion. Of course, the best means of arousing interest is through the teachers’ meetings. At first it may be necessary to explain that guidance does not mean projecting children prematurely into life’s work, nor even prescribing a definite occupation for any child; but that it does mean direction “in choosing, preparing for, entering upon, and making progress in an occupation;” or as Bloomfield says, “Vocational guidance is organized common sense used to help each individual make the most of his abilities and opportu- nities.” As an example of how to use the teachers’ meeting for enlisting the cooperation of a faculty, the program used in the Washington Junior High School, Rochester, New York, is given. At each one of the twenty meetings of the year, a phase of vocational guidance was discussed. And these were real teachers’ meetings. “Guidance as a Function of the Junior High School,” “Psychological Tests a s GUIDANCE IN SECONDARY SCHOOLS 19 and Guidance,” “Sources of Vocational Information for Pupils,” “Placement,” “Follow-up,” “Each Teacher as a Counselor,” “Guidance Work in Other Cities,” were some of the topics dis- cussed.* In 1923 the Reading Circle of Pittsburgh School required the elementary- and high-school teachers to read and discuss the Bulletin on Vocational Guidance published by the Pittsburgh Board of Public Education at the monthly meeting of the teachers of each building. Again, in 1927, “Guidance” was given by the Reading Circle as the topic to be discussed at the section meetings of all the teachers in February. Addresses were made by the assistant super- intendent in charge of guidance, the director of the department, and other members of the staff. By such means every teacher has come to realize that guidance does not operate for a short period in the high school, but that it is continuous, and that it must enlist the sympathetic codperation of all teachers from the kindergarten through the junior college ;—in brief, Pittsburgh teachers look on guidance not as a fad but as a fundamental. Once the teachers are completely alert to the possibilities of guidance, the next step is to explain the aims and needs of guidance to the pupils in class or school assemblies. Every principal and most teachers can recall pupils who, at the time of leaving school, said, “If I had had some person to aid me in the selection of my course during my first year in high school, I should now be pre- pared to do what I want to do.” These and similar lamentations emphasize to school administrators the importance of providing courses suited to varied capacities and vocational interests. The pupil must be made to feel that the high school is organized to meet his needs and that the teachers are his guides through the maze of elective subjects and the various activities of the school. He must know, too, that adjustments may be made whenever advisable. In some schools there is a counselor or advisor who is always ac- cessible to pupils and whose special duty it is to assist the teachers in this piece of work. A proper attitude of mind on the part of the pupil is frequently established through inspirational addresses by noted alumni or others who understand the demands of life and the problems of the adolescent. These often aid the pupils to see the importance of the preparation offered by the school. For establishing the essential attitude of codperation among parents, teachers, and pupils, Education Week offers peculiar op- portunities. At this time the school has its “at home” day through ~~~ *The full list may be found in School and Society, vol. 17, page 12. 20 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS which parents become acquainted with the different departments and teachers of the school. They may also be made to feel a re- sponsibility in their child’s choice of curriculum, and in providing the proper home environment for his all-round development. Dur- ing this week every teacher is asked to talk to the pupils on the value of his subject. The necessity for considering his course from the child’s viewpoint saves many an instructor from the educational sin of teaching a subject for its own sake rather than for its mental and spiritual value to the child. Frequently principals take advantage of the favorable atmosphere of parent-teacher-pupil co- Operation, to have pupils plan their work for the coming semester Now, if ever, choices must be made with an intelligent appreciation of their bearing on later life. The stimulating effect of enthusiasm created by Education Week and various other educational cam- paigns may well be utilized for creating an appreciation of the guidance program. Important as are intelligently interested teachers and vocation- ally thinking students, they alone cannot insure the success of a given program. The administration must see that there is also a close coérdination of all parts of the local school system with respect to guidance. It is essential to worthy results that the director of the department, or other school official to whom responsibility for guidance has been delegated, should be a vital part of the superin- tendent’s cabinet and “sit in” on all councils. Again, there will be much lost motion if each report room teacher, or vocational guide, is left to “paint the thing as he sees it.” Reports from those who are in contact with the actual conditions and operations of the school must be carefully evaluated in order that ineffective procedure may give way to correct practice. In the large school systems such evaluation of procedure should be placed in the hands of the research department. Another department, the work of which may be made very definitely to contribute to the success of guidance, is that of compulsory attendance. No pupil should be given his work cer- tificate until he has been interviewed with his parent by a person specially appointed by the department of guidance. Many children as a result may be returned to full-time or half-time school. Similar statements might be made concerning the need for closer cooperation with all other parts of the school system. Since guidance is so vital and comprehensive, let the way be thoroughly prepared by such measures as have been described. If the informational activities are to fulfill their promise, the prepara- tory activities are essential. OPO ne NT aye POON — s ihe den arty > — GUIDANCE IN SECONDABY SCHOOLS 21 B. GENERAL INSTRUCTION 1. INFORMATION THROUGH CLASS INSTRUCTION a. The Study of Occupational Opportunities. The great diversity of occupational opportunities open to the members of soci- ety to-day make mandatory a comprehensive and detailed study of occupations within the social science curriculums of all secondary schools with a view to encouraging and assisting pupils to choose wisely a vocation. Teachers of all subjects should recognize and emphasize the relational value of their subjects to the successful pursuit of various vocations. Oral and written composition assignments may employ vocational subject matter. Group visits to local industrial and busi- ness institutions should be accepted as an invaluable means of giving direct occupational information. The school library should supply adequate material to enable the teacher of occupations to make his classroom a real guidance laboratory. The following essential steps to be observed in the analysis of occupational information to support vocational choices are taken from the Syllabus on Occupational Civics, Central High School, Tulsa, Oklahoma: I. ESSENTIAL STEPS IN THE STUDY OF AN OCCUPATION A. The Importance of the Occupation 1. What is the magnitude or number of persons employed in the in- dustry in our country? . What is the magnitude or number of persons employed in the in- dustry in this locality? . Is this occupation really necessary? Is the occupation a growing or diminishing field? . Is the occupation overcrowded or is there a shortage of workers? Is the occupation stable or is it tending to frequent change? Is the trade seasonal or uniform throughout the year? Is the industry only local or is it.a representative of the state, sec- tion of the country, or nation? . Is there a great demand for the products of the industry or the service rendered by the profession? . Are the services rendered in this occupation of social significance or are they solely for selfish ends? 11. Is it a stepping stone to something better? If so, what? So PNAmpw _ o B. The Work Done in the Occupation . What is the nature of the work done in this occupation? Is the work enervating or invigorating? Does the work require mechanical skill or mental ability or both? Is the work done in close, crowded or basement rooms? Is the work done in well ventilated or spacious rooms? Does the work involve eye strain? Severe nervous strain? . Does the work involve exposure to heat, cold, or sudden changes of temperature ? NAMP Ons 22 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 8. 9. 10. 11. 12. Is the worker subjected to dangers that may lead to accidents in the occupations? Does the work involve exposure to dust, frequent wetting of hands and feet, and to poisonous gases or materials? Does the work involve moving about, sitting down, or standing still? Does the work require non-skilled, skilled or professionally trained workers? Does the work involve tact and ability for leadership? The Income of the Occupation 1. SOND wm pwn 10. Does the worker receive enough pay to maintain an American stand- ard of living? What is the pay at the beginning? Does one secure an increase for further experience? . How is the worker remunerated for the services rendered, by the piece, day, week, month or year? Are the wages definitely regulated according to the efficiency of the workman? Is there a union wage schedule? Are the employees given bonuses, pensions, gifts, houses, etc. ? Does the firm have a profit sharing plan? Sick benefit fund? Does one secure pay while on vacation? Does one receive a pension if in service for some time? The Preparation Required for the Occupation 1. 2. 3. What courses should be taken in school for this occupation? How much education is a minimum requirement? Is special or vocational education such as that obtained at college, university, or vocational school necessary or desirable? If so, where can one get this education? How long will it take? How much will it cost? What entrance requirements, if any, would one have to meet: How may an individual finance his way through school in order to receive the necessary tarining for the occupation? Must the worker serve a preliminary or apprenticeship period? If so, how, when, and where? Can training for this vocation be secured while on the job? Would employers be willing to allow workers, to attend evening or part-time schools during part of their working time without reduc- tion in wages? Does the occupation require experience in some related field before the individual can enter the chosen field of his endeavor? What vocations serve as “stepping stones” in this vocation? . Is special talent, ability, or special skill, essential for efficiency in this occupation? The Advantages and Disadvantages of the Occupation 1. A Sen Are the hours of the work reasonable and do they come during the regular working day? Is it easy to find employment in the occupation when changing from one place to another? . Will this vocation offer preliminary training for advancement into another vocation? Is there much overtime work in this occupation? Night work? Do many of the workers leave during the first year in this work? Are there social, professional, beneficial or cooperative societies or unions? Is there a vacation period? What length? With or without pay? What social relation does the worker have to the community? Is there a time, place or adequate income for recreation, enjoyment of home life, and participation in social and civic affairs? eX ae KG = GUIDANCE IN SECONDARY SCHOOLS 23 10. 11. 12. 13. Is the worker restrained by the employers from taking active part in civic affairs? Why? Is the vocation likely to change on account of inventions or of a change in public taste? Are there many people preparing for this occupation? Is promotion dependent mainly on hard work and good behavior or mainly length of service? F, The General Requirements of the Occupations 1, wy — to SLmON Ams So ON aS 2 > & What would be the best age to enter this vocation? Why? Are there any legal limitations? What are they? Is there likely to be need for this vocation when one is ready to enter it? . Does the work require more than average physical strength ? Does the work require more than average mental ability? Does the work require executive ability and a man or woman who can shoulder a great responsibility ? . Is any particular church affiliation necessary ? What are the racial requirements or barriers in this occupation? . What are the sex requirements or barriers in this occupation? What qualities are needed for this vocation? Must one be courte- ous, kind, honest, reliable, tactful, orderly, punctual, rapid, original, attentive, cheerful, decisive, accurate, adaptable, religious, ambitious, daring, strong, healthy, vigorous, optimistic, sociable, codperative, and have a good memory? ORAL OR WRITTEN EXERCISES Make out a list of magazines that you have found, which you think would be helpful in choosing an occupation. . Make a list of ten occupations, telling in each case how long you think it would take to get the necessary education. Name several occupations which are especially dangerous. Name several which are especially safe. What vocations that you know about seem to possess good social standing ? Name as many arguments as you can why a girl should plan her life career. Make a list of ten occupations for which women are better fitted than men; ten for which they are equally fitted; ten for which they are less fitted; ten which they should avoid. Mention some reasons for failure in vocations. . Does the working girl have a better opportunity to marry than the one that stays at home? . Why is it more difficult than it was fifty years ago to choose wisely a life career? . Give ten examples of common discourtesies of people in everyday life. Give ten example of courtesies that make life easier for people. Do you think a man shows his calibre by the occupation he chooses? Is it possible for a burglar or gambler to attain lasting success? 2 it possible for a person’s smile to be worth several hundred dol- ars! . Make a list of ten unskilled occupations; ten skilled occupations. . What do you think is the most desirable point to look for in an occupation ? . What is meant by an ideal? Goal? Motive? . Do most people make what we call a wonderful success in life? . Explain the statement “make growth, not wealth, your goal.” . ‘What is meant by stumbling or drifting into an occupation? Do surroundings have a great influence upon the choice of a career? Explain. f ; Why should we study the biographies of average men and women? 24 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 22. We say of some people that “their wishbone is where their backbone ought to be.” Explain the statement. 23. Write the definition for the following terms: : a. Personality c. Perseverance it b. Initiative d. Character i 24. The following qualities are fundamental for success in almost any occupation : it a. Health f. Persistence k. Memory : b. Interest g. Honesty 1. Reliability r c. Endurance h. Promptness m. Foresight d. Energy i. System n. Will power e. Enthusiasm j. Common sense o. Judgment : . _ , p. Codperation Look up the meaning of each term in the dictionary. Can you add any qualities to this list? . The following people are assets to society. Draw up a balance sheet and show what class of people would come under the term liabilities. Assets a. The honest i. Theserious-minded Liabilities b. The moral .j. The broad-minded a. The dishonest c. The cleanly k. The charitable b. d. The thrifty 1. The trustworthy c. e. The tax-payer m. The unselfish d. f. Thelawabiding n. The worker e. g. Thepeace maker o. The open-minded f. h. The intelligent gz 26. Explain the following quotation. “If a man can write a better book, or preach a better sermon, or make a better mouse trap than his neighbor though he build his house in the forest, the world will make a beaten path to his door.” 27. Do you believe one should have a second choice in choosing his life work? Give reasons for your answer. 28. In what occupation do you think you would be likely to succeed? Why? 29. What is the effect of choosing a calling that takes very little prep- aration? 30. What vocations in your community require the longest period of training? What vocations require the shortest period of training? 31. Explain and give definite illustrations of what you mean by hobo, a drifter, a misfit, and a floater. 32. What are the advantages and disadvantages of specialization of labor? II. SECURING A POSITION A. Kind of a position to seek 1. One that one wishes to choose as a life work 2. One that will make one comfortable and happy 3. One that will be of real service to society B. Means of getting a position 1. Employment agencies a. Private b. Public Advertisements a. Help wanted advertisements b. Position wanted advertisements Personal interview Written application Friends and relatives Making a personal application 1. Making preparation for the interview a. Study the concern from all viewpoints b. Study, if possible, the person you expect to meet i) me rryamrcunangenes Om Ee a GUIDANCE IN SECONDARY SCHOOLS 25 c. Ask yourself questions, which you think may be asked d. Dress appropriately e. Be immaculately clean f. Be in an energetic mood 2. Making the interview . Be on time . Be courteous . Be modest . Use good English and keep voice well modulated Be honest in conversation Do not knock former employees . Do not beg for the position Rmreanoop D. Making a written application 1. Letter should contain the folowing items according to the circum- stances : a. Reasons for applying when letter is written b. A direct application in definite terms c. A statement of how one learned of the position if one knows of a particular vacancy d. A clean cut statement of one’s qualifications in terms of gen- eral education, special training, experience, and personal char- acteristics e. A few references as to ability and character f. An appropriate closing expression g. Signature 2. The following suggestions should be carefully observed: Use good grade of stationery, correct size, folded carefully. . Write plainly and neatly, typewrite in certain cases. . Make letters conform to standards of good business taste. . Clear, concise, English, legible penmanship, correct spelling, a aan and punctuation indicate scholarship to a large egree. e. Be absolutely honest in all correspondence. It pays in the long run and is the only right thing to do. ao op III. MAKING GOOD IN ONE’S POSITION “It is one thing to get a position; it is another thing to keep it.” “The best social service which the average man can perform is to do his regular work well.”—Thomas N. Carver. A. Definition of Efficiency | 1. Efficiency is the capacity to secure a maximum return for a minimum outlay. B. Efficiency Depends Upon: 1. Health 4. Education 2. Physical strength 5. Skill 3. Intelligence C. Qualities That Make Men Successful. “ Successful Man Should Be: 1. Sensible ‘Confident 2. Earnest 14. Shrewd 3. Practical 15. Foresighted 4. Careful 16. Progressive 5. Industrious 17. Energetic 6. Alert 18. Cordial 7. Reasonable 19. Generous 8. Teachable 20. Orderly 9. Codperative 21. Systematic 10. Self-reliant 22. Cheery 11. Modest 23. Sympathetic 12. Honorable 26 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS D. Reading Biographies of Successful Men and Women E. Amount of Pay One Should Expect 1. Depends upon: a. How much one can produce b. The quality of one’s work c. The demand for the kind of work one does d. The supply of workers who can do the thing F. Reasons for Failure in Business: 1. Poor health 6. Unwillingness to work 2. Lack of education 7. Failure to plan ahead 3. Dishonesty 8. Lack of experience 4. Unreliability 9. Inability to learn by experience 5. Accidents 10. Inability to codperate with others G. Elements in Success From the Employer’s Standpoint : 1. Location 4. Business knowledge 2. Capital and credit . 5. Mutual codperation with employees 6. Cultivation of public confidence b. The study of Educational Opportunities. Pupils of the seventh to twelfth grades may be given an opportunity for sys- tematic study of the educational opportunities offered to them both within the junior high school and the senior high school. A home room organization meeting from one to three times a week for twenty to thirty minutes gives ample time for the work in question. The school system may issue a handbook or bulletin surveying the various subjects in the different curriculums open to students in junior and senior high school and the objectives to be attained through the training provided. From college and university liter- ature, available information may likewise be derived concerning the educational opportunities offered in various types of higher in- stitutions of learning. Pupils should be led to realize that aimless wandering and floundering through a high-school course is almost certain to result in disappointment, waste of time and energy, and lack of adequate preparation for the assumption of responsibilities which the individual will be called upon to meet. The aims of the home room course in the study of educational opportunities may be as follows: (1) To instruct pupils regarding what to study. (2) To give a complete survey of the educational opportuni- ties offered in high school and the educational tracks to be followed in attaining various types of specific prepara- tion. (3) To help students to realize that the best time to get a high-school education is now, and that failure to do so is likely to result in their never getting one. GUIDANCE IN SECONDARY SCHOOLS 27 (4) To cause pupils to realize that a high-school education not only pays in dollars and cents but also in happiness and ability to render effective service to the community. (5) To give to pupils who are forced to leave school early, information concerning the advantages ‘of the courses of the regular day school, or part-time school in preparing them for vocational opportunities in the community. (6) To give information concerning the various colleges and universities in which students may continue purposeful education and the entrance requirements of such insti- tutions. (7) To create in every pupil a desire to occupy a useful place in the world. (8) To show the relation of school courses to preparation for life outside the school. (9) To develop in pupils the desire for and to provide the means of obtaining economic, political, social and voca- tional information. (10) To help pupils to discover the high-school courses that equip them for certain specific life pursuits following grad- uation and the college courses that must be pursued in order to pursue other types of vocations. Information concerning educational opportunities may well be made the subject of individual, oral, and written discussions, de- bates, etc., in the home room, in class and school assemblies, and in English and social science classes. Group visits of sixth-grade pupils to junior high schools, of junior-high-school pupils to senior high schools, and of senior-high- school pupils to near by colleges and universities are a vital means of revealing the various types of educational opportunities open to students. Special school bulletins, charts, slides, motion pictures, the school newspaper, library books, magazines, and educational addresses are also effective avenues through which the value of an education and the opportunities for study and training may be set forth. The presentation of educational information and opportunities is all too frequently postponed until students are faced with the selection of subjects in their next round of the educational ladder. As a consequence choices of courses and subjects are made hur- riedly, haphazardly, and without adequate time for reflective con- sideration of the significant issues involved in the choosing. The alert high-school administrator will see to it that pupils at 28 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS a given stage in a school system are continually made aware of the necessity of far-seeing, conscientious, deliberate and intelligent con- sideration of the vital issues involved in the acceptance of the various possible educational opportunities in the next institution ahead of them. The following items may be profitably considered in giving educational information: ? (1) For What Will an Elementary-School Education Fit One? (a) Slightly skilled labor (b) Poorest office jobs (c) Unskilled labor (2) In What Lines of Work is a High-School Education Helpful? (a) All work in offices (b) All salesmanship work (c) All semi-skilled and skilled labor (d) Home responsibilities (3) What Occupations Demand a High-School Education? (a) All professions (b) Many office positions (c) Many salesmanship positions (d) Many business positions (e) Many government positions Entrance to colleges and universities (g) Admission to Annapolis or West Point (4) In What Occupations May a College Education Be Helpful? (a) All professions (b) All business tasks (c) All government positions (5) What Fields Require a College Education? (a) Entrance to some professional schools (b) Entrance to some engineering schools (c) Entrance to some schools of business (d) Most advanced work in any field (e) Many business and governmental positions (6) To What Persons May Evening Schools, Continuation Schools, Busi- ness Colleges, Correspondence Schools, Etc., be Beneficial? (a) May help anyone at any time by supplying special knowledge or skill needed (b) Many college graduates as well as those who did not finish the grades use these schools (7) Why Go to High School? (a) It increases earning power (b) It increases chances for success (c) It helps to make a more useful citizen (d) It helps to make life more worth while (8) an, o Stet Drop Out of School? ( b) Financial difficulties at home (c) ‘Dissatisfaction in school (d) Laziness e) Attraction of industry (f) Lack of home encouragement *Adapted from Lyon, Making a Living, p. 594, by permission of the Macmillan Company, publishers. GUIDANCE IN SECONDARY SCHOOLS 29 (9) What Are the Problems of the High-School Course? (a) Selection of courses Major Minor Electives (required and free) ( Requirements for graduation (c) Advantages and disadvantages of the different subjects (d) College entrance requirements (e) Extra-curriculum activities Debate and public speaking Athletics, physical training Music Journalism School organizations and assemblies (10) What Should Be Considered in Choosing a College” (a) Small college or university (b) Location Chances for work Chances for development in outside work Convenience Traveling expenses (c) Entrance requirements Age Examination or certificate of high-school graduation Required subjects Electives (d) Rank of college or university Endowment Equipment Instructors Moral standards Extra curriculum opportunities Accredited, rank (e) Cost Tuition Fees Scholarships Board and room Miscellaneous (11) Topics For Oral or Written Reports. (a) Junior high schools (b) Senior high schools (c) Private schools d) Night schools e) Business colleges f) Colleges g) Universities h) Trade schools i) Normal schools ) Military schools k) Correspondence schools (1) Corporation schools (m) Schools for the physical defectives (n) College entrance requirements (0) Compulsory school attendance (p) Working one’s way through college (q) Scholarships and loan funds (r) What “grades” mean to me (s) “Hurry up education” *The student should make a study of catalogues, with a view to finding out the best schools where training in a given field can be found. 30 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS (t) Fake diplomas and degrees (u) Honorary degrees (v) Earned degrees (w) Chicago Hobo College (x) Antioch College (12) Debates. (a) Resolved, That Latin should be studied in all high schools. (b) Resolved, That it is better for the average boy or girl to attend a college with a small student body than a large institution. (c) Resolved, That it is better for the young man or woman to at- tend a coeducational college than a separate institution for young men and women. . ; (d) Resolved, That it is better for a person brought up in the Mid- dle West or East to attend a college or university situated in another section of the country. . ws (e) Resolved, That students would be benefited if examinations were abolished. (f) Resolved, That extra-curriculum activities should be scheduled within the regular program of daily recitations. 2. HANDBOOKS Most high schools have recognized the need of assembling in convenient form information regarding school customs and prac- tices for the use of the entering pupil. The material is usually published in pamphlet or handbook form, and its preparation in most instances is undertaken by pupil organizations with the assist- ance of a faculty sponsor. While the primary purpose of the publication is the rapid assimilation of the new pupil into the life of the school, the material usually contained possesses significant values in guidance. The handbook furnishes excellent material for the use of pupils in seeking self-adjustment, for counselors in directing self- analysis and self-discovery on the part of pupils, and by home-room advisers in directing study and discussion which will result in the social guidance of the pupils. A list of topics with the frequency of treatment in 212 different publications is given by McKown! for the assistance of schools which may desire to prepare handbooks. 3. THe PrincIpAL’s BULLETIN BoarD In some high schools, a bulletin board is reserved for the prin- cipal’s own use on which he may give definite information about how to apply for a job, advice concerning the value of high school, explanation of the courses, items of interest about the requirements for entrance into certain occupations, the percentage of population in some of the occupations known to the pupils, and an occasional *Extra-Curricular Activities, pp. 414-418. Macmillan Co., 1927. GUIDANCE IN SECONDARY SCHOOLS 31 concise statement from some leader in business, in industry, or in professional life. For example, the following is one of the many folders issued by the Pittsburgh Public Schools Employment Service, which might be posted on the board for the benefit of the boys who are going to be interviewed by a prospective employer : BEFORE YOU LEAVE home to interview a prospective em- ployer, determine to succeed in get- ting the position, Remember to: Make yourself clean and tidy. Comb your hair. ve. Clean your teeth. Manicure your nails. Shine your shoes. Wear a clean shirt and collar. Press and brush your clothes. Replace all missing buttons. Remove gaudy pins and advertis- ing buttons. Wear a hat or cap that goes well with your suit. Take any letters of recommenda- tion you may have. Carry a clean handkerchief. Carry money for carfare and lunch. Leave early enough to keep your appointment on time. The testimony of several young men has shown us that many pros- pective positions are forfeited through failure to Remember these important details. WHEN YOU ARRIVE at the place where you intend to ap- ply for a position it will be to your advantage if you, Remember to: Glance at your personal appearance before entering. Leave your cigarette outside. Kill any tobacco odor on your breath. Remove any candy or gum from your mouth. Remove your hat or cap on enter- ing. Ask only for the person you are to interview. Remain outside “Private Office” until told to enter. Refrain. from interrupting a con- versation. Introduce yourself, state your rea- son for calling and present card of introduction. Remain standing until invited to be seated. Sit comfortably in your chair. Do not slouch. Be willing to take a test to show your ability. Be courteous all the time. Show willingness to return for a second interview. Let the employer do most of the talking. Information from employers show and succeed are the ones who Re- member these pointers all the time. that the young men who are hired 4. Tue ASSEMBLY In schools where the assembly fulfills its mission, the programs should be planned by a committee of pupils under the direction of a teacher of activities. In most schools many of the programs are given by the various clubs and other activities of the school. The programs should be arranged in advance for the year with more or less sequence. Practically all of them should have a direct or inci- dental guidance value. Much interest has been created by drama- 32 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS tizing the various interviews a prospective employer has with those who are applicants for a job. The importance of neatness, polite- ness, well-modulated voice, preparation, punctuality, and other qualifications is emphasized in a way that leaves a lasting impres- sion. For another program the local telephone company might demonstrate the work at the switchboard. Films and slides of other occupational activities are sometimes shown, although many edu- cators think that the value of these from the standpoint of voca- tional guidance may be overestimated. A complete series of programs is frequently arranged to present different professions or local industries and the nature of training required for each. The speakers who present the information are local professional and business leaders who have special aptitudes for appealing to youth. B. ExpLoraTION Exploratory activities are as broad as the entire program of studies. Each activity, curriculum and extra-curriculum, is an agency in exploration. The administrative and advisory staffs and the faculty must organize, administer, and direct the exploratory activities. They compose of a professional body of consultants to diagnose the results of exploratory experience, to advise courses consistent with the findings, and to guide the first probationary testing of the new courses. They must be ready at all times to modify their judgments in the light of the ‘pupils’ further expe- riences. , The adolescent explorer passes through consecutive stages on his journey of exploration during his junior high school years. First, he adjusts himself to his new environment that he may learn how most effectively to benefit by his exploratory experiences; sec- ond, he enters upon his exploratory activities; third, he makes a tentative selection of an educational placement which makes a particular appeal to his individual interests ; fourth, after the testing of his choice he undertakes the initial stage of his differentiation into a curriculum group. When the foregoing steps have been taken he is ready for specialized training of his choice in the senior high school. The junior high school has other objectives which it must fulfill concurrently with exploration. Of prior importance to the junior high school, as an integral part of the school system, there is the objective of continuing and carrying forward the integrating effects of the core curriculum. Even for the sake of exploration the junior high school cannot short-circuit the major courses of Tce er GUIDANCE IN SECONDARY SCHOOLS 33 which the core curriculum is composed,—English, social studies, mathematics, science, health, and the arts courses. Rather the junior high school must so organize the materials of the constant courses as to realize both their general educational and exploratory values. Concomitantly also with the exploration the junior high school must “reveal higher types of activities and make these both desired and to an extent possible.”? Naturally materials which “help the pupil to explore his own aptitudes,”? serve at the same time to reveal to him opportunities beyond his present exploratory experiences. For the purposes of exploration and revelation, inherent in the very idea of the junior high school, is it essential that the junior high school articulate the simpler aspects of secondary courses of study with the allied elementary courses. For these purposes also is it largely true that the enacting clause of a junior high school is a reconstructed pro- gram of studies. Finally, the junior high school must provide motivation to con- tinue secondary education or to enter upon early vocational life with specific purpose. It is for this reason chiefly that the ninth year, or the traditional first year high school, belongs to the junior high school. It is during the ninth year that motivation can most effectively be given. In other words the junior high school is an incomplete initial stage of secondary education unless it not only can explore aptitudes for the differentiated opportunities and re- veal the possibilities of secondary and higher education but also can consummate its mission to early adolescent youth by giving them a motivated start upon secondary work. The junior high school is, therefore, an integral unit of the school system and contributes to the realization of the ultimate aim of all education,—training in citizenship. Accordingly, it so- cializes its curriculum; it socializes its classroom procedure; and it socializes the early adolescent life by its program of junior citizenship (extra-curriculum activities). In addition to this gen- eral aim of all educational units, its own peculiar functions are: (1) The individualization of its administration and its instruction to the end of an intelligent diagnosis of individual aptitudes; (2) The revelation of the further possibilities for the training of these aptitudes ; and , (3) The motivation to undertake the training. The ‘Briggs, Th. H., The Junior High School, pp. 157. *Commission on the Reorganization of Secondary Education, Cardinal Principles, pp. 18. 34 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS complete program of studies, therefore, provides for junior citi- zenship activities, exploration of individual differences, revelation of educational and vocational opportunities, and motivation of further progress. Guidance is the comprehensive program which coordinates all four objectives. The loss of a balanced viewpoint is likely when any one of the complementary functions is set apart for specific study unre- lated to conjoined purposes. It is essential, therefore, that ex- ploratory activities be so organized and administered that con- currently other equally important objectives be at the same time realized. There are in general use three types of exploratory activi- ties,—the constants or core courses of study, short-unit courses, and club activities. In most junior high schools all three types are simultaneously employed. The whole junior high school move- ment is passing through the inevitable stage of experimentation. Junior high schools must, accordingly, be expected to vary in re- spect to the proportion of each type in their programs of studies. Experimentation demands variation in practice. Exploration is a new objective in secondary education. Junior high schools are unanimous in accepting it as a fundamental purpose. They can evolve a practice equally unanimous only by continued experi- ment with the instruments of exploration. 1. General Courses of Study. When general courses of study are constructed with the objective of exploration as one among other basic principals of organization of materials they still remain the chief agencies of exploration. It may be said that there are six important principles which underlie the reconstruction of gen- eral courses of study. First Principle—Articulation: Each junior high school course of study should proceed by natural, transitional, and progressive stages for the articulation of the allied elementary and secondary courses. Second principle—Survey: Each course of study should pro- vide a survey of the secondary subject field for exploration of aptitudes and revelation of educational and vocational opportuni- ties. Third Principle—Simpler Aspects: Each course of study, so far as its secondary materials are concerned, should develop from its simpler aspects toward its refinements that it may be a natural and progressive development. + ROLE eT eee we GUIDANCE IN SECONDARY SCHOOLS 35 Fourth Principle—Interpretation: Each course of study should deal with the problems, interests, and needs of early adolescent life that the pupils may themselves consciously interpret their own environment. . Fifth PrinciplR—Year Units: Each course of study should conserve the interests of those who drop out and of those who continue by year-unit organization of materials to the end of fur- nishing progressive and completed educational values to both groups during each year of progress. Sixth Principle—Motivation: Each course of study should assure an orientation or apperceptive basis for later and special divisions of the subject field for the motivating of secondary edu- cation. It is apparent that of these principles, two, survey and sim- pler aspects, are designed directly for exploratory purposes. The general course in science, for example, will illustrate the application of the six principles. This course of study has prac- tically abandoned the former closely drawn distinctions between its constituent parts of biology, physics, chemistry, and physiog- raphy. It is organized as a survey course of the whole field of science and is designed to interpret the early adolescent environ- ment in respect to its explanation from the viewpoint of science. It deals, therefore, with the simpler aspects of the phenomena of science. Objectively, it seeks to interpret to the inquisitive minds of young adolescents the common things of their everyday life, to train powers of observation, and to initiate pupils in scien- tific methods of investigation and experiment. At the same time this course affords an opportunity for pupils to test their aptitudes for special sciences. That is, it explores aptitudes for further science study and reveals the possibilities of the more highly specialized sciences. The fundamental junior high school objectives are realized without sacrificing other under- lying principles of articulation with nature study and the scien- tific elements of geography and of orienting senior high school sciences. This course is organized in year units, each year of which is of definite value to those who receive no more training in science. No pupil should be deprived of the interpretation of the scien- tific environment of modern life by reason of its being adminis- tered in any one of the three years as an elective course. In other words it should be part of the core curriculum and should thus become with other core subjects a means to integrate the program 36 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS of studies and to carry progressively through the junior high school the common general curriculum. Thus general science is at the same time both an exploratory activity for the specific purposes of the junior high school and an integral part of general educa- tion which the junior high school should not short circuit even for the important purpose of exploration. 2. Short Unit Courses. Short-unit courses of half a semester or a whole semester are another type of exploratory activities fre- quently employed to test the aptitudes of pupils for the elective courses in the junior high school and senior high school programs of studies. These short-unit courses provide from four to eight exploratory experiences for pupils in the seventh and eighth years. They are short exposure courses and usually elective. Their specific purpose is exploration. They are not usually component parts of the core curriculum. The very nature of the courses does not guarantee their continuity. They become a minor part of the whole experience of junior high school pupils. The elective principle involved will assure all pupils some exploratory experiences but it cannot assure all pupils all the ex- ploratory experiences of a continuous and progressive core curric- ulum of constants. The short-unit courses are likely to result in the elimination of some fundamental core subject, frequently science, the codrdination of English and Latin, the introductory course to business life, the arts courses, and occasionally even social studies, all of which are component parts of the general- education objective which the junior high school should not in- terrupt even temporarily. Short-unit courses tend, therefore, to become short-circuit courses. 3. Club Activities. Clubs have been defined as the market- place where the best of the world’s interest, not contained in the curriculum, are brought to early adolescent youth. They com- prise any activity which has the sanction of accepted social and civic practice of similar types of adult life. There are clubs in fine arts, dramatics, current affairs, science, home training, recre- ation, commercial interests, industrial enterprises, hobby organi- zations, social service, literature, and other channels of social, civic, vocational, and avocational interests. Club are usually administered as a part of the activities’ program. They are supplementary to general courses of study. Their primary objective is training in some wholesome activity GUIDANCE IN SECONDARY SCHOOLS 37 which constructively replaces the pursuit of a harmful out-of- school and uncontrolled activity in the universal search, common to adolescents and adults, for avocational activities. As a sec- ondary objective clubs become extension courses for the purpose of discovering aptitudes for many educational and vocational op- portunities. Many clubs furnish exploratory experiences which contribute directly to the determination of either educational or vocational placement. They are not so likely as the short-unit courses to become alternatives to the fundamental core subjects. Rather are they alternatives themselves to the short-unit courses. 4. Self-Appraisal. One of the purposes of exploration is self-discovery, and a good way to facilitate it is through self-ap- praisal. If the individual pupil can be induced to raise questions with himself, self-discovery is much more likely to take place. The following material’ was prepared to interest high-school pupils in self-appraisal : What kind of person am I? Am IJ the kind of individual other people respect, or am I looked upon with suspicion? Do I have the qualities which will make me a success in life, or do I have qualities which will make me a failure? Few people ever ask themselves these questions. They take them- selves as they are. Yet it is possible for one to make a study of his own personal qualities and prescribe for himself on the basis of his findings. Everything that one does is an indication of the possession or absence of some personal quality. And everyone is judged as being this or that kind of person on the basis of what he does. If someone asks you what kind of person one of your acquaintances is, you say that he or she is a “good sport” or a “poor sport,” as the case may be. What determines your opinion? Why do you classify the person as that kind of individual? The answer is simple. You have been acquainted with this individual for a long time. You have found out what he does under certain conditions. If he is always ready to give his time to help others; if one can tell him secrets, and be sure that he will keep them; if he is a good loser; if he is always “the life of the party,” then you label him a “good sport,” because he possesses certain qualities such as sportsmanship, loyalty, honesty, gameness, cheerfulness, and kindheartedness. It is the qualities which he possesses which make him act the way he does. What you do in certain situations is determined by the standards which you have. These standards may be conscious or unconscious, but in either case they control what you do. For example, you have an opportunity to get help from another during an examination. Whether you do or not is de- pendent upon the standard of honesty which you have set for yourself. By examining your own actions in different situations, it is possible to determine to some extent the standards and principles of conduct which you have con- sciously or unconsciously set up for yourself. Such self-analysis will help you to understand yourself and will point out the road to self-improvement. In order to assist in this process of self-analysis, the questions included in the next few pages have been formulated. Fifteen of the more important qualities have been chosen. A series of questions concerning what you do in certain situations are listed under the quality which should control your ac- *Beauchamp, Wilbur L., Handbook, 1927, pp. 18-33, University of Chicago High School. 38 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS tion. Turn to the first quality listed, Honesty, on page 38. Note the three columns at the right, labeled “yes,” “no,” and “doubtful.” Read the first uestion. If you can truthfully answer “yes,” place a check mark in the rst column. If you do try to frame an alibi, place a check in the column headed “no.” If you are not sure what you do or if you sometimes do one thing and sometimes another, place a check in the column headed “doubtful.” In this question and many of the questions which follow, you may find that you had never thought of a certain course of action as being honest or dis- honest. Similarly you may not have thought that a certain action was courte- ous while another was discourteous. For example, in Question 4, listed under Courtesy on page 42, you may not have thought of the discourtesy to the teacher or your classmate, when you wave your hand while they are talking. This scale will help you to identify for yourself the proper course of action in the situation listed. It is evident that ideally you should be able to answer all of the ques- tions in the affirmative. Probably neither you nor any of your classmates will be able to do so. If you must answer in the negative, it is evident that your standard is not high enough. If you are in doubt as to the answer, it probably means that you have not consciously set up a standard of action. It may help you in making your analysis to have some friend, your teacher, or your mother to rate you also as far as they are able. Seeing ourselves as others see us is sometimes a good thing. You may not agree with them on certain points, and talking it over with them will furnish you a better basis for your own judgment. Fortunately it is never too late to give up bad habits and substitute good ones for them. If you find that you do not possess a high degree of some desirable quality, you can make the possession of this quality a goal to at- tain. The important thing is to realize that you are low in the equality and then to make an effort to correct yourself. For example, if you find that you are low in responsibility, set it up as a goal to attain. The questions make clear what a responsible person will do. Practice being responsible, and soon you will find that it comes without effort. You have acquired the habit of responsibility. If, while you are in school, you acquire habits of responsibility, accu- racy, punctuality, honesty, loyalty, service, etc., you will find that they will become your most important assets in making your way toward success. Your employer does not ask, “Can he read Latin? Can he solve quadratic equations? Does he know when America was discovered?” He asks, “Can I rely upon him? Is he honest? Is he loyal? Is he courteous?” And the answer to these questions is determined upon how you have been labeled. a. Honesty (Fairness and straightforwardness of conduct, speech, etc., integrity; sin- cerity; truthfulness; sense of honor) Yes No Doubtful (1) If you are unprepared in an assignment, do you tell your teacher the real reason (2) If you have not prepared your lesson do you admit it instead of trying to “bluff” NENT... cscs gn aoan cing es ccuebeitiin (3) Are you always “above board” in taking BIEN? Sv oS.aocpueesasecsevigcs| succes (a) Refrain from looking at another’s MONET i050 one wasaverwes sae eens (c) Mark the papers of others correctly? (d) Mark your own paper correctly?... (e) Refuse to give the questions to mem- GUIDANCE IN SECONDARY SCHOOLS 39 Yes No Doubtful (4) Do you report the actual time spent on the assignment, if the teacher asks Wiese cx. (5) In writing a paper, do you give credit to the writers whose ideas you borrow?.. .........---.--- (6) Are you honest with yourself concerning your own faults, that is, do you admit to yourself that you have faults instead of finding excuses for your conduct?...... (7) Do you try not to exaggerate or leave false impressions in your conversations WE CRUAGNG 6 oi6:6e Siwecvcodsscesucceecse (8) If another is blamed for something you have done, will you admit your fault?... (9) If you are given credit for something which you did not do, will you see that the rightful person receives his due?.... (10) Do you observe the property rights of NE 66 ow cada tetenecaccecccndenues (a) Take only what belongs to you?.... (b) Turn in to the office what you find?. ................ (c) Take library books only after proper POMIASUATINIEE 6 oo a cede cenvececesces ¢ Pay for articles lost or GUNMEN sicicisiccccss cccegeeecmne reennae (e) Borrow from other pupils only after obtaining their permission?......... b. PERSEVERANCE (Persistence, determination, “stick-to-it-ive-ness” ) (1) Do you make a continued effort to cor- (2) Do you stay on the job, even if it is un- pe rrr errors (3) Do you continue your study until you thoroughly understand the topic under COMEHIOTENIONS 0.5 3s cicccccveecesees cus (4) If you have tried one method of per- forming a task which is not successful, do you keep on trying until you find a method which will work?...........6.. 00 ccsssssecssseees (5) Do you take an active sent on your team in spite of defeat?. ‘ (6) Do you keep on trying even if others have become discouraged and quit?..... (7) If you have been absent, do you try as hard as you can to make up the work SMIMNBE oc, 3, bdiewacoy vavdecendeceeess (8) Do you finish an assignment as well as Vets: WOME IEE ein cc cc ccdeccneecateceecns (9) Do you solve your own problems even though it might be easier to ask for help? (10) Do you persist in carrying on in the manner which you think is right, even if others ridicule you?..............056. c. NEATNESS (Tidiness: systematic arrangement) (1) Does, yer whole appearance reflect neat- 1S RIE Ey eI SEN ie Noeentiecn enetd 40 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Freon ME ake dalcs bbe cues ea sik eee ere (2) Is your written work neatly done?...... Properly folded?............0ceeeeeeeee OR GOON DIME? onc occcvccccccesscveses On paper of uniform size?............. Arranged in a definite manner with mar- gins of a definite size?................. Written with the same kind of ink or ee ee eee ree Writing legible, letters of same size, on Without blots, blurs, cancellations, or GONGING 5c 6. 6 eesanestctenizesecsseesss (3) Do you keep . your locker and desk in an OEY MINE oss a ceceecsesconcncnaes (4) Do you keep your books in good condi- SENT sa 5a sa waneeekeeusesecenetase sae (5) Do you always throw waste paper, etc., in the waste basket or do you leave it (6) If you accidentally spill ink on the desk, do you clean it up?..............ceeeeee (7) Do you keep your notebook in good con- OS FE CR rere (a) Have a regular part devoted to each I EO RE rT (b) Throw away ‘odds and ends which accumulate and no longer have NES ean, Ccanwuwesewens eobasees (8) Do you pick up paper or other waste materials on the floor which others have carelessly dropped? ..............2e008: (9) Do you refrain from marking or writing OSD WI oo is sisesicavecnsieessncaes No Doubtful d. Open-MINDEDNESS (Willingness to see both sides of a proposition; tentative judgment) (1) Are you willing to listen to the opinion of others which may be different from WOUEMININY in 04550594055 50KRCueesa Cones (2) Are you willing to make a further inves- tigation of a point, if others show you (3) Do you withhold your judgment on mat- ters which you are informed on only by hearsay, until you have investigated the proper authorities? ............eeeeeeeee (4) Do you let the evidence influence your judgment rather than prejudice or previ- QUE MINIES ako: on os 000 6secdsese ss (5) Are you willing to admit in an argument that there are two sides to the question? (6) Are you willing to try new methods of WE PRIEUNT | s hiceccasoeaunastcoumasecs GUIDANCE IN SECONDARY SCHOOLS 41 (7) Do you withhold your judgment of a person whom you have just met, until you become better acquainted?......... (8) in you willing to accept advice from those who are competent to give it?..... (9) Do you try to get the viewpoint of others so as to confirm or modify your own VIRUIIMININE 5. cctciececstcnsveicecteess (10) Do you try to evaluate what you read before you formulate your own conclu- sions, rather than accept everything you VEGI BO CHEE os ck ccc carccnncducucceteks Yes No Doubtful e. Broap-MINDEDNESS (Fairness; impartiality; justice; magnanimity; tolerance; catholicity) (1) Are you tolerant toward the religious Belieis Of OPS! oo. oc ceccedesccesccns (2) Do you judge other students by their own worth rather than by their wealth (3) Do you respect the viewpoints of others and refrain from trying to force your (4) Do you judge an organization, such as a club or school, on the basis of its whole membership rather than upon your personal dislike for one or two of its WRMUNINEE oo5. io bicic PaweccdexvecneeesKees (5) If your own ‘conduct has been unsatisfac- tory so that the principal deems discipline necessary, do you recognize the justice of this measure and submit to it with GOOG GEIGER oo biecccccvncceccecseestenes (6) Can you accept criticism which your teacher makes of you without malice?.. (7) Are you willing to submit an argument to an umpire and abide by his decision?. (8) If your criticism of another has been un- fair, do you do all that is in your power (9) Do you admit to yourself that you are not perfect, and realize that everything you do is not necessarily right?......... (10) Can you accept success without becom- ing “big-headed”? ............eeeeeveees f. ADAPTABILITY (Flexibility; teachableness, (1) Do you use whatever material is at hand to the best of its advantage; even if it is unsatisfactory? ...........ccceeeeeeee (2) Do you return from a vacation and settle down to work immediately?............ (3) Can you quickly adjust yourself to new social conditions or demands?........... (4) Are you willing to abandon an uneco- nomical method of doing things for a method oe is Ce to be NUURNE 6b. 6 inceecned cuearacdhetexeeces versatility ) 42 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Yes No Doubtful (5) Can you take on new_ responsibilities without undue loss of efficiency in your CUE IIIT, é555.ocnknsssosecvascnecaess (6) Can you work efficiently under condi- om which tend to distract your atten- RE... ..« 4 savesevaweaseecasweenseun es (7) Do you alter plans which you find are unsuitable so that they meet the situa- (8) Do you know when to talk and when to Se | Serer rr ee (9) Can you get along with other people, even though the 7, differ from you in BOC, OOK, OF DOTIEIBEE 6c cccccscsccvcecoses (10) Do you try to adjust yourself as quickly as cnge to changes in school rules, g. Courtesy. (Graciousness; mannerliness; refinement; politeness) (1) Do you use the proper form of address when speaking to your elders?.......... (2) Do you excuse yourself?............... (a) If you interrupt the conversation of A OR rene (b) If you walk in front of another?... (c) If you accidentally collide with an- Other?, . .. secosescccescccvescoess (3) Do you apologize when you are in the UNMIS «0.5 0. ou40940650004 60254000000 (4) Do you refrain from talking and waving your hand when the teacher is address- ing the class, or when a classmate is re- MEMES, «0:5 a: GbNbGee sab deauvese eax aees (5) Do you criticize others only in a kindly NOE? «iia x <6 Saduaaaaeees eae meus ce (6) Do you always respect the rights of others, even if they clash with your own? 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BIBLIOGRAPHY Acknowledgment is hereby made of many excellent bibliogra- phies found in books dealing with vocational guidance and its prob- lems. This bibliography is far from complete. However, it contains a selected list of texts and articles that will be especially helpful to principals, teachers, counselors, placement officers, and others inter- ested in counseling and guidance. A. BIBLIOGRAPHIES Bibliography on Vocational Guidance. Washington: Federal Board for Vocational Education, 1925. Brewer, J. M. & Kelly, Roy. A Selected Critical Bibliography of Vocational Guidance. Cambridge, Massachusetts: Harvard Uni- versity Press, 1917. Cunliffe, R. B. A Selected Bibliography of Educational and Voca- tional Guidance. Twenty-Third Year Book, National Society for the Study of Education, Part II, Ch. 9. Bloomington, Illinois: Public School Publishing Company, 1924. List of References on Vocational Guidance: Washington: Bureau of Education, 1925. Library Leaflet No. 32. Wolcott, John D. List of References on Vocational Guidance. Washington: U.S. Bureau of Education, 1927, pp. 22. B. REFERENCES FOR THE TEACHER Allen, F. J. Practice in Vocational Guidance. New York: McGraw- Hill Book Co., 1927. Allen, F. J. Principles and Problems in Vocational Guidance. New York: McGraw-Hill Book Co., 1927. Bloomfield, Meyer. Readings in Vocational Guidance. Cambridge, Massachusetts: Harvard University Press, 1915. Brewer, John M. The Vocational Guidance Movement. New York: The Macmillan Co., 1918. Davis, Jesse B. Vocational & Moral Guidance. Boston: Ginn & Company, 1914. Eaton, T. H. Education & Vocations. New York: John Wiley & Sons, 1926. Edgerton, A. H. Vocational Guidance & Counseling. New York: Macmillan Co., 1926. Franklin, E. E. The Permanence of Vocational Interests of Junior High School Pupils. Baltimore, Maryland: Johns Hopkins University Press, 1924. 80 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Hutchinson, George E., Editor. Vocational and Educational Guid- ance in Junior and Senior High Schools. Bulletin No. 887. Albany, University of the State of New York, 1927, pp. 29. Johnston, Charles Hughes and others. Modern High Schools, Ch. 24-25. New York: Charles Scribner’s Sons, 1916. Kitson, H. D. Psychology of Vocational Adjustment. Philadelphia : J. B. Lippincott Co., 1925. Leavitt, F. M. & Brown, E. Prevocational Education in Public Schools. Boston: Houghton Mifflin Co., 1915. Myers, George E. The Vocational Guidance Problem. New York: Macmillan Co., 1927. Myers, George E. Some Tentative Standards for inte a Com- prehensive Guidance Plan. Pittsburgh: Department of Voca- tional Guidance, Board of Education, 1927. McCracken, T. C. & Lamb, H. E. Occupational Information in the Elementary School. Boston: Houghton Mifflin Co., 1923. National Vocational Guidance Association. Principles of Vocational Guidance. Cambridge, Massachusetts: Harvard University Press, 1925. O’Brien, F. P. High School Failures. New York: Teachers Col- lege, Columbia University, 1919. Oklahoma, University of, Committee on Vocational Guidance. Pro- fessional Opportunities for College Trained Men & Women. Norman, Oklahoma: University of Oklahoma. Payne, A. F. Administration of Vocational Education. New York: McGraw-Hill Book Co., 1924. Payne, A. F. Organization of Vocational Guidance. New York: McGraw-Hill Book Co., 1925. Pennsylvania, General Bulletin on Guidance. Harrisburg, Penn- sylvania: Department of Public Instruction, 1925. Proctor, W. M. Educational & Vocational Guidance. Boston: Houghton Mifflin Co., 1925. Prunty, Merle. Manual of Administration of Central High School. Tulsa, Oklahoma ; Board of Education, June, 1927. Reavis, W. C. Pupil Adjustment. New York: D.C. Heath & Co., 1926. Ryan, W. C. Vocational Guidance in the Public Schools, Bulletin No. 24. Washington: Bureau of Education, 1919. Teeter, V. A. A Syllabus for the Study of Occupational Guidance. New York: Macmillan Co., 1927. Thomas-Tindal, Emma V. & Myers, Jessie D. The Junior High School Life. New York: Macmillan Co., 1924. GUIDANCE IN SECONDARY SCHOOLS 81 Touton, Frank C. & Struthers, Alice B. Junior High School Pro- cedure. Boston: Ginn & Co., 1926. Twenty-third Year Book of the National Society for the Study of Education, Part I, Vocational Guidance & Vocational Educa- tion for the Industries. Bloomington, Illinois: Public School Publishing Co. Vocational Guidance in Secondary Education, Report of Committee, Bulletin No. 19. Washington: Bureau of Education, 1918. Weet, H. S. Bulletin of Junior High School. Rochester, New York: Board of Education, 1924. MAGAZINES Bawden, W. T. “Shop Teacher & the Guidance Function,” Indus- trial Education Magazine, XXVIII (January, 1927), 208-9. Brewer, John M. “Aims & Methods of Vocational Guidance,” Educational Review, LXII (June, 1921), 22-33. “Cooperation in Vocational Guidance,” Industrial Education Maga- zine, XXIX (September, 1927), 78. Hepner, H. W. “Principles & Procedure in. Vocational Guidance,” Industrial Education Magazine, XXVIII (October, 1926), 105-7. , Kefauver, “Life-career Motive & Its Effect on High School Work,” School Review, XXXIV (June, 1926), 426-30. Kinneman, J. A. “Wastefulness of High School Education,” Edu- cation, XLVI (May, 1926), 529-31. Kitson, H. D. “Scientific Compilation of Vocational Histories as a Method to be Used in Vocational Guidance,” Teachers’ Col- lege Record, XXVIII (September, 1926), 50-7. Kitson, H. D. “Vocational Guidance in 1927”, Survey LVIII (April 15, 1927), 103-4. Kitson, H. D. “Vocational Guidance Through School Subjects ; with lesson plans,” Teachers College Record, XXVIII (May, 1927), 900-15. “Pittsburgh Plan of Organization,” Vocational Guidance Magazine, IV (February, 1926), 194-256. “Results of British Study of Vocational Guidance,” Monthly Labor Review, XXII (June, 1926), 1324-6. Ryan, Jr..W. C. “Need for Vocational Guidance,” Industrial Arts Magazine, XV (November, 1926), 393. Rynearson, Edward. “Essentials of a High School Vocational Guid- ance Program,” School and Society, XVII (January 6, 1923), 10-17. 82 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Strong, Jr., E. K. “Vocational Interest Test,” Educational Record VIII (April, 1927), 227-38. “Study of Results Obtained in 8B Occupation Classes, Jackson, Michigan,” Industrial Arts Magazine, XV (August, 1926), 299. “Vocational Guidance by German Municipal Institutes,” School Life, XII (February, 1927), 109. C. REFERENCES ON VOCATIONAL AND EDUCATIONAL INFORMATION Allen, R. D. Advertisements Creating a Demand for High School Education. Providence, Rhode Island: Board of Education, 1923. Barnard, James Lynn. Getting a Living. Philadelphia; Franklin Publishing Co., 1921. Bate, W. G. & Wilson, E. A. Studies in Vocational Information. New York: Longmans, Green & Co., 1926. Black, H.G. comp. Paths to Success. New York: D.C. Heath & Co., 1924. Bliss, W. B. Your School and You. Boston, New York, etc.: Allyn & Bacon, 1927. Bloomfield, Meyer. Youth, School, & Vocation. Boston, New York: Houghton Mifflin Co., 1915. Brewer, John M., & others. Case Studies in Educational & Voca- tional Guidance. Boston, New York: Ginn & Co., 1926. Bureau of Vocational Information. Training for the Professions & Allied Occupations. New York: The Bureau, 1924. California, University of. Vocations for Women. Berkeley, Cali- fornia: University of California, 1924. Clark, T. A. High School Boy & His Problems. New York: Mac- millan Co., 1921. Dernbach, Helen. After Graduation, What? South Bend, Indiana: Board of Education, 1925. Doughton, Isaac. Preparing for the World’s Work. New York: Charles Scribner’s Sons, 1922. Doxsee, Herald, M. Getting Into Your Life Work. New York: Abingdon Press, 1923. Ernst, Clayton H. What Shall I Be? New York: D. Appleton & Co., 1924. Ferris, Helen & Moore, Virginia. Girls Who Did. New York: E. P. Dutton & Co., 1927. Fletcher, W. L. How to Get the Job You Want. Boston: Hough- ton Mifflin Co., 1922. GUIDANCE IN SECONDARY SCHOOLS 83 Giles, F. M. & I. K. Vocational Civics. New York: Macmillan Co., 1922. Gowin, E. B. & others. Occupations, Rev. Ed. Boston: Ginn & Co., 1923. Hoerle, H. C. & Saltzberger, F. B. The Girl & the Job. New York: Henry Holt & Co., 1919. Jackson, B. B., & others. Opportunities of Today for Boys & Girls. New York: Century Co., 1921. Jackson, W.M. What Men Do? New York: Macmillan Co., 1925. Link, H.C. Employment Psychology. New York: Macmillan Co., 1919. Kitson, H. D. The psychology of Vocational Adjustment. Phila- delphia: J. B. Lippincott Co., 1925. Oberlin College Bulletin. Vocational Advice for College Students. Oberlin, Ohio: Oberlin College, 1918. Reed, Anna Y. Human Waste in Education. New York: Century Co., 1927. Reed, Anna Y. & Woelpper, Wilson. Junior Wage Earners. New York: Macmillan Co., 1920. : Roberts, E. A. “Vocational Placement for Boys & Girls,” U. S. Bureau of Labor, Bulletin 414 (1926). Robinson, Clarence Cromwell. The Find Yourself Idea. 347 Madi- son Ave., New York: Association Press, 1922. Rosengarten, William. Choosing Your Life Work. New York: McGraw-Hill Book Co., 1924. Smith, H. W. Your Biggest Job, School or Business? New York: D. Appleton & Co., 1920. Stanford University. Vocational Information. Stanford, Cali- fornia: Stanford University, 1923. Toland, E. D. Choosing the Right Career. New York: D. Apple- ton & Co., 1925. Turkington, G. A. Community Civics. Boston: Ginn & Co., 1924. Twombly, Frances Doane & Dana, John Cotton. The Romance of Labor. New York: Macmillan Co., 1916. United States Children’s Bureau. Vocational Guidance & Junior Placement in the United States. Washington: U. S. Children’s Bureau, 1925. Wanger, Ruth. What Girls Can Do. New York: Henry Holt & Co., 1926. Wellesley. College Bulletin. Wellesley, Massachusetts: Wellesley College, 1925. Ziegler, S. H. & Jacquette, Helen. Choosing an Occupation. Phila- delphia: John C. Winston Co., 1924. 84 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS MAGAZINES Bok, E. W. “How About the College?” Saturday Evening Post, CXCVII (September 13, 1924), 33f. Counts, G. S. “The Social Status of Occupations; A Problem in Vocational Guidance,” School Review, XXXIII (January, 1925), 16-27. Crane, Frank. “Are You Well Educated? Think it Over,” Col- lier’s LXXVI (July 11, 1925), 27f. Crowell, C. T. “I won’t Be a Hindrance to My Children,” Amer- ican Magazine, CII (August, 1926), 13-15. Dodson, N. “High-School Employment Bureau, Hazelton, Pa.,” School Review, XXXV (January, 1927), 27-31. Eliot, C. W. “College Will Help You Succeed,” Collier’s, LXXVI (July 25, 1925), 25f. Flowers, M. “What Young America is Thinking,” World’s Work, LIV (August, 1927), 437-47. Forsyth, C. H. “What it Costs Today to Go to College,” School & Society, XIX (January 12, 1924), 44-5. Literary Digest, “Cash Value of A College Education,” LXXXIII (November 1, 1924), 74f. Myers, C. S. “Vocational Guidance & Selection,” Nineteenth Cen- tury Magazine, C (November, 1926), 697-703. Parks, M. M. “Aim of Education,” Educational Review, LXXI (January, 1926), 58. Wiggam, A. E. “Ten Marks of an Educated Man,” American Magazine, C (July, 1925), 11-13. D. REFERENCES ON How To Stupy Forbes-Lindsay, C. H. A. Every Day Efficiency. New York: Thomas Y. Crowell Co., 1918. Foster, E.C. Making Life Count. New York: Missionary Educa- tion Movement, 1918. Hill, H. C. Community Life & Civic Problems. Boston: Ginn & Co., 1922. Kitson, H. D. How to Use Your Mind, Second Ed. Rev. & Enl. Philadelphia: J. B. Lippincott Co., 1921. Knowlson, T. S. Art of Thinking, Rev. Ed. New York: Thomas Y. Crowell Co., 1921. Kornhauser, A. W. How to Study. Chicago: University of Chi- cago Press, 1924. 85 GUIDANCE IN SECONDARY SCHOOLS Lyman, R. L. Mind at Work in Studying, Thinking, & Reading. Chicago: Scott, Foresman & Co., 1924. Lyon, L. S. Making a Living. New York: Macmillan Co., 1926. McMurry, F. M. How to Study & Teaching How to Study. Bos- ton: Houghton Mifflin Co., 1909. Sandwick, R. L. How to Study & What to Study. New York: D. C. Heath & Co., 1915. Whipple, G. M. How to Study Effectively. Bloomington, Illinois: Public School Publishing Co., 1916. E. REFERENCES ON OCCUPATIONAL INFORMATION. Adams, Elizabeth Kemper. Women Professional Workers. New York: The Macmillan Co., 1921. Adams, Henry C. Description of Industry. New York: Henry Holt & Co., 1918. Allen, Frederick J. Advertising as a Vocation. New York: Mac- millan Co., 1919. : Allen, Frederick J. Business Employments. Boston: Ginn & Co., 1916. Allen, Frederick J. Guide to the Study of Occupations. Cam- bridge, Massachusetts: Harvard University Press, 1921. Allen, Frederick J. Studies of Occupations in Agriculture, For- estry & Animal Industry. Cambridge, Massachusetts: Har- vard University Press, 1921. Allen, Frederick J. The Law as a Vocation. Cambridge, Massa- chusetts: Harvard University Press, 1919. Allen, Frederick J. The Shoe Industry. New York: Henry Holt & Co., 1922. Baldwin, Simeon E. The Young Man & the Law. New York: Macmillan Co., 1920. Barrett, Charles R. Getting a Good Job. American Technical So- ciety, 1917. Bawden, Wm. T. (Ed.) Studies about Occupations in Public Schools. Industrial Education Circular, No. 17. Washington: Bureau of Education, 1923. Bennett, Helen M. Women & Work. New York: D. Appleton & Co., 1917. Bernays, E. L. Outline of Careers. New York: George H. Doran Co., 1927. 86 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Berry, Ralph E. An Analysis of Clerical Positions for Juniors in Railway Transportation. Bulletin No. 5. Berkeley, California : University of California, Division of Vocational Education, 1921. Berry, Ralph E. An Analysis of Department Store Occupations for Juniors, Bulletin No. 2. Berkeley, California: University of California, Division of Vocational Education, 1920. Berry, Ralph E. The Work of Juniors in Retail Grocery Stores, Bulletin No. 9. Berkeley, California: University of California, Division of Vocational Education, 1922. Berry, Ralph E. The Work of Juniors in the Telegraph Service, Bulletin No. 7. Berkeley, California: University of California, Division of Vocational Education, 1922. Bingham, W. V. & Freyd, M. Procedures in Employment Psychol- ogy. Chicago: A. W. Shaw Co., 1926. Blazier, Florence E. Investigation of Nursing as a Professional Opportunity for Girls. Bloomington, Indiana: Bureau of Co- operative Research, School of Education, Indiana University, 1924. Bleyer, Wm. G. (Ed.) The Profession of Journalism. Boston: The Atlantic Monthly Co., 1918. Bolton, S. K. Lives of Girls Who Became Famous. New York: Thomas Y. Crowell Co., 1923. Bolton, S. K. Lives of Poor Boys Who Became Famous. New York: Thomas Y. Crowell Co., 1922. Brewster, Edwin Tenney. Vocational Guidance for the Profes- sions. New York: Rand McNally & Co., 1917. Bulletins of Vocational Guidance Department. (Nearly fifty oc- cupations described in brief folders & pamphlets). Chicago: Board of Education, 1923-26. Cavert, S. M. Securing Christian Leaders for Tomorrow. New York: George H. Doran Co., 1926. Center, Stella S. The Worker & His Work. Philadelphia: J. B. Lippincott Co., 1920. Charters, W. W., & Whitley, Isadore B. Analysis of Secretarial Duties & Traits. Baltimore: Williams & Wilkins Co., 1924. Dean, Edward Owen. Opportunities in Farming. New York: Harper & Brothers, Publishers, 1921. Dean, Edward Owen. Opportunities Out-of-Doors. New York: Harper & Brothers, Publishers, 1921. Descriptions of Occupations. Washington: Bureau of Labor Sta- tistics, U. S. Department of Labor, 1918-21. 87 GUIDANCE IN SECONDARY SCHOOLS Devine, E. T., & Van Kleeck, Mary. Positions in Social Work. New York: School of Philanthropy, 1916. Dickson, Marguerite Stockman. Vocational Guidance for Girls. New York: Rand McNally & Co., 1919. Eaves, Lucile. Gainful Employment for Handicapped Women. Boston: Women’s Educational & Industrial Union, 1921. Edgerton, A. H. Analysis of Occupations for Purposes of Educa- tional Direction & Vocational Guidance. National Vocational Guidance Association Bulletin, February, 1923. Edgerton, A. H. Vocational Guidance & Counseling. New York: Macmillan Co., 1926. Edgerton, A. H. & others. Opportunities & Requirements in Local Occupations, Part I, Part II, Part III, Detroit, Michigan: Board of Education, 1922-23. Filene, Catherine (Ed.) Careers for Women. Boston: Hough- ton Mifflin Co., 1920. Freidel, J. H. Training for Librarianship. Philadelphia: J. B. Lip- pincott Co., 1921. Giles, Frederic M., & Giles, Imogene K. Vocational Civics. New York: Macmillan Co., 1919. Gowin, E. B., Wheatley, W. R., & Brewer, J. M. Occupations. Boston: Ginn & Co., 1923. Harris, Franklin S. The Young Man & His Vocation. Boston: Richard G. Badger Co., 1916. Hatcher, O. Latham (Ed.) Occupations for Women. Richmond, Virginia: Southern Women’s Educational Alliance, 1927. Hendrick, Ellwood. Opportunities in Chemistry. New York: Har- per & Brothers, Publishers, 1919. Hoover, Simon Robert. Science & Art of Salesmanship. New York: Macmillan Co., 1917. Hornblow, Arthur. Training for the Stage. Philadelphia: J. B. Lippincott Co., 1916. Horner, Warren M. Training for a Life Insurance Agent. Phila- delphia: J. B. Lippincott Co., 1917. Industrial Vocational Information Series. Washington: Federal Board for Vocational Education, 1921-6. Jackson, Bennett B., & Bemis, K. I. Opportunities of Today for Boys & Girls. New York: Century Co., 1921. Jessup, Eva, & Blanchard, Clyde. An Analysis of the Work. of Juniors in Banks, Bulletin No. 4. Berkeley, California: Uni- versity of California, Division of Vocational Education, 1921. 88 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Johnson, J. F. We & Our Work. New York: Boni & Liveright Co., 1922. Kelly, Roy Willmarth, & Allen, Frederick J. The Shipbuilding In- dustry. Boston: Houghton Mifflin Co., 1918. Kilduff, Edward Jones. How to Choose & Get a Better Job. New York: Harper & Brothers, Publishers, 1921. Kirkpatrick, Marion Greenleaf. Teaching: A Business. Boston: Little, Brown & Co., 1924. Kitson, Harry Dexter. The Psychology of Vocational Adjustment. Philadelphia: J. B. Lippincott Co., 1925. Lane, May R. Occupational Studies. Scranton, Pennsylvania: In- ternational Text Book Co., 1927. Lee, J. M. Opportunities in the Newspaper Business. New York: Harper & Brothers, Publishers, 1919. Lincoln, Mildred E. Manual for Study of Occupations. Boston: Ginn & Co., 1927. Lord, Chester S. The Young Man & Journalism. New York: Mac- millan Co., 1922. Lutz, R. R. The Metal Trades. Cleveland, Ohio: Cleveland Edu- cation Survey, 1916. Marden, O. S. Choosing a Career. New York: Thomas Y. Crowell Co., 1921. National Research Council. Career Pamphlets—22 in number. Washington: Bureau of Education, 1921-25. Newell, F. H. & Drayer, C. W. Engineering as a Career. New York: D. Van Nostrand Co., 1916. O’Donovan, G. Vocations. New York: Boni & Liveright Co., 1922. Pearson, Francis Ball. The Teacher. New York: Charles Scrib- ner’s Sons, 1921. Pierce, Anna E. Catalog of Literature for Advisers of Young Women & Girls. Minneapolis, Minnesota: H. W. Wilson Co., 1923. Pinchot, Gifford. The Training of a Forester. Philadelphia: J. B. Lippincott Co., 1917. Pittsburgh Public Schools. Monograph Series on Occupations. Pittsburgh: Department of Vocational Guidance, 1925. Platt, R. H. & Franham, R. T. The Book of Opportunities: what 3000 occupations have to offer. New York: G. P. Putnam’s Sons, 1927. 89 GUIDANCE IN SECONDARY SCHOOLS Positions of Responsibility in Department Stores & Other Retail Selling Organizations. Bulletin No. 5. New York: Bureau of Vocational Information, 1921. Rodgers, R. H. & Belman, H. W. Vocational Guidance Mono- graphs. Building Trades Series, Metal Trades Series, Printing Trades Series, Other Industries & Trades, Office Occupations Series. Milwaukee, Wisconsin: Vocational School, 1925. Seitz, Don C. Training for the Newspaper Trade. Philadelphia: J. B. Lippincott Co., 1916. Shaw, Frank L. The Building Trades. Cleveland, Ohio: Cleve- land Education Survey, 1916. Shaw, Frank L. The Printing Trades. Cleveland, Ohio: Cleve- land Education Survey, 1916. Slattery, Charles L. The Ministry. New York: Charles Scrib- ner’s Sons, 1922. Sowers, John Irving. The Boy & His Vocation. Peoria, Illinois: Manual Arts Press, 1925. Stevens, Bertha M. Boys & Girls in Commercial Work. Cleveland, Ohio: Cleveland Education Survey, 1916. Swain, George Fillmore. The Young Man & Civil Engineering. New York: Macmillan Co., 1922. Training for the Professions & Allied Occupations. New York: Bureau of Vocational Information, 1923. Tufts, James H. Education & Training for Social Work. New York: Russell Sage Foundation, 1923. Twenty-Third Yearbook. National Society for the Study of Edu- cation, Part II. Bloomington, Illinois: Public School Pub- lishing Co., 1924. Vocational Information. Stanford, California: Stanford Univer- sity Bulletin, 1919. Vocational Opportunities in the Industries of Ontario. Toronto, Canada: Department of Labor, 1920. Vocations for Business & Professional Women, Bulletin No. 1. New York: Bureau of Vocational Information, 1919. Vocations for the Trained Woman. Boston: Women’s Educa- tional & Industrial Union, Department of Research, 1926. Weaver, Daniel W. & Weaver, E. W. Medicine as a Profession. New York: A. S. Barnes Co., 1917. Weaver, E. W. Profitable Vocations for Girls. New York: A. S. Barnes Co., 1916. Weaver, E. W. & Byler, J. F. Profitable Vocations for Boys. New York: A. S. Barnes Co., 1922. 90 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Weir, Arda. Opportunities for Women in the Telephone Service. Bloomington, Indiana: Indiana University Bookstore, 1923. Williams, Oscar H. Teaching as a Profession. Bloomington, In- diana: Indiana University Bookstore, 1924. Williams, Talcott. The Newspaperman. New York: Charles Scribner’s Sons, 1922. Women’s Educational & Industrial Union. Training for Store Service. Boston: Richard G. Badger Co., 1920. Woods, Edward A. Life Underwriting as a Career. New York: Harper & Brothers, Publishers, 1923. Wright, Henry P. The Young Man & Teaching. New York: Macmillan Co., 1920. Yeager, Edgar L. The Printing Trades. Bloomington, Indiana: Indiana University Bookstore, 1923. Yeager, Edgar L. Banking as a Profession. Bloomington, Indiana: Indiana University Bookstore, 1923. Yeager, Edgar L. & Weir, Arda. Department Store Service. Bloomington, Indiana: Indiana University Bookstore, 1923. Yeager, Edgar L. & Strow, Harold. The Work of a Journalist. Bloomington, Indiana: Indiana University Bookstore, 1924. Kirk, J. G. & Waesche, M. A. Junior Training for Modern Busi- ness. Philadelphia: John C. Winston & Co., 1925. MAGAZINES Carey, R. F. “Vocational Guidance of the Misfit in Industry,” Industrial Arts Magazine, XV (July, 1926), 231-2. Clarke, Ida Clyde. “Don’t Try to Find Yourself by the Touch System,” Pictorial Review, XXVI (April, 1925), 2f. G. REFERENCES ON ForMS AND RECORDS In the preparation of the forms found in this report, the Com- mittee is deeply indebted to a large number of school systems whose records and forms were made available. Free use was made of magazines and yearbooks of a professional nature. Special ac- knowledgments are made for the use of the books and materials which are listed below. Johnson, F. W. Administration & Supervision of the High School, Ch. XIV, pp. 246-278. Boston: Ginn & Co., 1926. GUIDANCE IN SECONDARY SCHOOLS 91 Otis, A. S. & McAllister, A. J. Child Accounting Practice, A Manual of Child Accounting Technique, Sections 3 & 4. Yonkers on Hudson, New York: World Book Co.,—Book to be published. Proof of this book was made available through the courtesy of Mr. W. C. Ferguson, a representative of the publisher. Rand Kardex Service. High-School Administration. Tonawanda, New York: Rand Kardex Service, 1926. Reavis, W. C. Pupil Adjustment. Appendix C, pp. 324-41. New York: D. C. Heath & Co., 1926. Touton, Frank Charles & Struthers, Alice Ball. Junior High School Procedure, Ch. XIX. Boston: Ginn & Co., 1926. Yawman & Erbe. Record Systems for City Schools. Rochester, New York: Yawman & Erbe Mfg. Co., 1926. H. Tests Allen, R. D. The Providence Class Personnel Chart. Providence, R. I.: Board of Education, 1927. ; Brewer, John M. & others. Mental Measurement in Educational & Vocational Guidance. Cambridge, Massachusetts, Harvard University Press, 1924. Cody, Sherwin. Commercial Tests & How to Use Them. Yonkers- on-Hudson, New York: World Book Co., 1918. Colvin, Stephen S. Principles Underlying the Construction & Use of Intelligence Tests. Twenty-First Yearbook National So- ciety for the Study of Education. Bloomington, Illinois: Public School Publishing Co., 1922. Dickson, V. E. Mental Tests & the Classroom Teacher. Yonkers- on-Hudson, New York: World Book Co., 1923. Hines, Harlan C. A Guide to Educational Measurements. Boston: Houghton Mifflin Co., 1923. Huges, W. Hardin. Educational Research Bulletin. Pasadena, California: Public Schools, 1922-27. Kinneman, J. A. A Study in Guidance among Normal School Students. West Chester, Pennsylvania: J. A. Kinneman, 1926. Kornhauser, Arthur W., & Kingsbury, Forrest A. Psychological Tests in Business. Chicago, Illinois: University of Chicago Press, 1924. 92 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Link, Henry C. Employment Psychology. New York: Macmillan Co., 1921. Monroe, Walter Scott, Devoss, James Clarence, & Kelly, Frederick James. Educational Tests & Measurements. Boston: Hough- ton Mifflin Co., 1927. Odell, Charles W. The Use of Intelligence Tests as a Basis of School Organization & Instruction. Urbana, Illinois: Uni- versity of Illinois, 1925. Otis, A. S. General Intelligence Examination. Yonkers-on-Hud- son, New York: World Book Co., 1920. Pressey, S. L. & Pressey, L. C. Introduction to the Use of Stand- ard Tests. Yonkers-on-Hudson, New York: World Book Co., 1922. Proctor, W. M. The Use of Psychological Tests in the Educa- tional & Vocational Guidance of High-School Pupils. Bloom- ington, Illinois: Public School Publishing Co., 1921. Sayles, Mary Buell. The Problem Child in School. New York: Joint Committee on Methods of Preventing Delinquency, 1925. Stenquist, J. L. Measurements of Mechanical Ability. New York: Teachers’ College, Columbia University, 1923. Terman, L. M. The Intelligence of School Children. Boston: Houghton Mifflin Co., 1919. Thurston, L. L. Vocational Guidance Tests. Yonkers, New York: World Book Co., 1922. Toops, H. A. Tests for the Vocational Guidance of Children Thirteen to Sixteen. Contributions to Education, No. 136. New York: Teachers College, Columbia University, 1923. World Book Company. Bibliography of Tests for Use in Schools. Yonkers-on-Hudson, New York: World Book Co., 1923. MAGAZINES Allen, Richard D. “Use of Intelligence Tests in Educational Ad- ministration in the Providence Schools,” School & Society, XVIII (September 22, 1923), 335. Charters, W. W. “A Technique for Trait Analysis,” Journal of Educational Research, X (September, 1924), 95-100. Dickson, V. E. & Martens, E. “Training Teachers for Mental Testing in Oakland, California,” Journal of Educational Re- search, VII (February, 1923), 100-108. 93 GUIDANCE IN SECONDARY SCHOOLS Flinner, I. A. “Rating Students on the Basis of Native Capacity & Accomplishment,” Proceedings of the National Educational Association, 1922. Pp. 839-49. Freyd, Mas. “Measurement in Vocational Selection,” Journal of Personal Research, II (October, November, December, Janu- ary, 1923-1924), 215-49; 268-84; 377-85. Gaw, Frances. “The Use of Performance Tests & Mechanical Tests in Vocational Guidance,” Journal of the National Insti- tute of Industrial Psychology, I (October, 1923), 333-37. Rogers, Don C. “A Study of Pupil Failures & Subject Failures in Chicago,” Journal of Educational Research, XIV (November, 1926), 247-55. Rugg, Harold O. “Is the Rating of Human Character Prac- ticable?” Journal of Educational Psychology, XIII (January, February, 1922), 30-42; 81-93. Stenquist, John L. “The Case of the Low I. Q.,” Journal of Edu- cational Research, (November, 1921), 241-54. Bawden, W. T. “Guidance Values of the Manual Arts,” Indus- trial Education Magazine, XXVIII (March, 1927), 272-3. Cohen, I. D. “Helping the Youth to Choose a Vocation,” United States Bureau of Labor, Bulletin 414 (1926), 19-21. Cohen, I. D. “Vocational Guidance & the Commercial Student,” Industrial Education Magazine, XXVIII (October, 1926), 117. Corre, Mary P. “How to Conduct Studies About Occupational Opportunities in a Large City System,” Vocational Guidance Magazine, V (March, 1927), 259-66. Cincinnati Public Schools Vocation Bureau, Vocational Pam- phlet Series, 1921-26. Cutler, E. C. “Choice of a Profession, Medical,” Science n. s., LXIII (June 18, 1926), 603-7. Edgerton, A. H. “Why Investigate & Analyze Local Occupa- tions?” Industrial Arts Magazine, XII (September & October, 1923), 333-8 ; 382-5. Fryer, D. “Vocational Guidance in Business,” Industrial Manage- ment Magazine, LXXIII (June, 1927), 366-71. Lane, May R. “History of Research”—pamphlet series of occu- pational studies, Vocational Guidance Magazine, VI (October, 1927), 30-40. 94 NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS F. REFERENCES ON PLACEMENT AND FoLLow-Up Allen, James. As a Man Thinketh, New York: Thomas Y. Crowell Co., 1913. Brewer, J. M. & Hurlbut, Floyd. Elements of Business Training. Boston: Ginn & Co., 1926. Burdge, H. G. A Study of Employed Boys. Albany: State of New York, 1921. Fletcher, W. L. How to Get the Job You Want—Changing your vocation or business. Boston: Houghton Mifflin Co., 1922. Hall, S. R. How to Get a Position & How to Keep It. New York: Funk & Wagnalls Co., 1908. Hines, H. C. Finding the Right Teaching Position. New York: Charles Scribner’s Sons, 1926. a ” e : ‘ yh ae = Nef Sie is he 2S SERRE SE Ss set TRO! NAVE WN ee me ae Ane .