Thesis Approved

By

Jjfi.2m ¿¿¿ ?... or

f-A' > — A V ______De an PRESENT AND PROPOSED GUIDANCE PRACTICES

IN POUR-YEAR CATHOLIC HIGH SCHOOLS OP THE

ARCHDIOCESE OP DENVER

BY

SISTER ALPHQNSA MARIE BOCNE, S.L.

A THESIS

Submitted to the Faculty of The Creighton University in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of Education

OMAHA, 1945 A OKU CWLEDGMBN T

For their kindness in making this study pos­

sible the writer is indebted to Reverend Hubert Newell,

Superintendent of Schools of the Archdiocese of Denver, who permitted the questionnaire to be sent tnrough his

office and who gave helpful suggestions; to Doctor

Daniel C. Sullivan of the Education Department of the

Creighton University for his assistance in planning and

criticising the complete report; to the administrators

of the secondary schools for their prompt and valuable

cooperation; to Sister Mary Rebecca, Supervisor of Loretto high schools in Colorado, who not only sug­

gested the study but aided in formulating the question­ naire .

Many of my friends have been extremely helpful, partly because of their experience in personnel work

but even more because of their continued interest in

the project. I should like to thank especially Sister Mary Dominica, who rendered invaluable aid in reading

and correcting the manuscript. TABLE OF GOT TENTS

Page

LIST OF TABLES...... i

INTRODUCTION...... i i i Chapter s I. THE RESULTS AND INTERPRETATION OF STUDY . 1 Organization and Administration of Guidance program ...... 4 Religious Guidance ...... 11 Educational Guidance ...... 14 Social Guidance ...... 18 Health Guidance ...... 20 Vocational Guidance ...... 22 Miscellaneous Guidance P ractices .... 24 C ou n selin g ...... 25 Placement and Follow U p ...... 27 Personnel R e c o r d s ...... 28

II. CONCLUSIONS ABOUT GUIDANCE PRACTICES . . . 31

III . RE COMMENDATIONS AND SUGGESTIONS FOR IMPROVED GUIDANCE SERVICES...... 39

APPENDIX...... 59 Letter and Questionnaire Used in This Study

BIBLIOGRAPHY...... 66 LIST OF TABLES

T a b le page

1. Types of High Schools C lassified According to E n rollm en t...... 1

2. Types of High Schools and C lassifica tion of Pupils ...... 2

3. Frequency of Types of School Administrators 3

4. Frequency of Time A llotted to Guidance . . 5

5. Frequency of Types of Training of Personnel Workers ...... 6

6. Frequency of Factors Used in the selection of Personnel Workers ...... 7

7. Frequency of Faculty personnel Meetings . . 8 8. Frequency of Factors Used to Interest Faculty in Guidance Program ...... 8

9. Frequency of Schools Using Published Materials for V ita lizin g the Guidance Program ...... 9

10. Frequency of Guidance Magazines Listed . . 10

11. Frequency of Schools Having Active S o d a l i t i e s ...... 12

12. Frequency of Boys’ and Girls’ Sodalities in Coeducational Schools ...... 12

13. Frequency of Schools Having Active Units o f C.S.M.C...... 13 14. Frequency of Schools Using Aptitude Tests . 15

15. Frequency of Schools Making provision for Individual Differences ...... 15

16. Frequency of Schools Making provision for Handicapped Children ...... 16 T a b le Page

17. Frequency of Activities Encouraged as Education for Leisure T im e ...... 17

18. Frequency of Schools Having Regular Course in How To S tu d y ...... 18 19. Frequency of Factors Promoting Social Life of Students...... 19

20. Frequency of Factors Constituting the Health Program ...... 20

21. Frequency of the Years in Which a Formal Course in Vocational Guidance is Offered . 23

22. Frequency of Techniques to Impart Vocational Inform ation ...... 23

23. Frequency of Group Counseling Period . . . 26 24. Frequency of Student Participation in Group C o u n s e lin g ...... 26

25. Frequency of Techniques Used in the Placement and Follow Up program ...... 28

l i INTRODUCTION

Guidance as an organized movement is s t i l l in

its infancy. This does not mean that there has not been

a need for guidance before the twentieth century. In fact, this need was recognized and met with informal

guidance since the dawn of h istory. I t has been work­ ing hand in hand with other teaching procedures in fur­

thering the needs of the individual and society.

3y our very nature as social beings we cannot

reach our goals without some assistance from others.

If this fact is true for human beings in general, how much more is it true for adolescents? Their judgments

are immature; their knowledge of educational and voca­

tional opportunities, very narrow; and the conscious­ ness of their own abilities and limitations, in the ma­ jo r it y of cases, an unknown quantity. Adequate guid­ ance, therefore, during the period of adolescence is perhaps more essential than elsewhere in our school sys­

tem.

During the past half century many factors have

added to the complexity of an adolescent’ s life and thrown new responsibilities on secondary schools.

Changes in both the numbers and types of population,

the specialization in industry, higher standards of living have been responsible for unprecedented increase in enrollment. Surveys show an increase of' 650 per cent in the enrollment in secondary schools in the first three decades of this century.1 These, together with wartime a ctiv ity , have brought to the fore a very press­ ing need for organized guidance.

V/hen speaking of guidance in a broad sense, we may divide it into two fields. In the primary field we place religious guidance, which has for its ultimate end the adjusting of one’s life for eternal relationship with God. Intimately connected with religious guidance are social and civic. For, in attaining happiness here­ after an individual must perfect his relationship with his fellow beings.

In the secondary field are the vocational, edu­ cational, and health phases of the organized guidance programs. Again one hinges on the other. After deter­ mining through aptitude, in terest, and health tests the vocation for which a pupil seems to be fitted, an educa­ tional program best suited to the accomplishment of his chosen work should be mapped out for him.

Pi. Shirley A. Hamrin and Clifford E. Erickson, Guidance in the Secondary School, p. 28. New York: D. Appleton-Century Co., 1939.

iv Dr. Daniel 0. Sullivan maintains that vocational guidance is the weakest phase of the guidance program in the secondary schools, both public and private. He af­ firms that while preparing a child for hereafter vie can also fit him for life on earth.

There is no reason why the adolescent who a t­ tends secondary school should not be assisted in discovering that work for which he is fitted, thereby making his path to his final salvation a little easier, if not a little surer.*2

Drastic changes between the methods of teaching in elementary and secondary schools shift the responsi­ bility on us to help the student to meet this change through educational guidance.

The variety of courses in the present day cur­ riculum presents another problem. The student needs di­ rection in choosing those courses which will not only be a help in later life but also bring him satisfaction and happiness in high school. Father Raphael McCarthy in

speaking of educational guidance in his book, Training the Adolescent, stresses the necessity of this point.

The purposes of educational guidance have been reduced to two: (1) to a s sist young peo­ ple in the choice of their educational careers; and (2) to aid them in the building up of that

o 2. Daniel C. Sullivan, Ph.D., "The Case for Vo­ cational Guidance," Catholic School Journal, XLIV (1944), 217.

v morale which is required for successful learn­ ing. 3

This study resulted from the expressed desire of

Sister Mary Rebecca, Supervisor of the Loretto high schools in Colorado, to investigate current guidance practices and to adopt a unified plan in the Catholic high schools of the Archdiocese of Denver. Studies of guidance practices of most large public school systems are available. Material along these lines in the Cath­ olic field is very limited.

An investigation of the status of vocational guidance in 274 large Catholic high schools was made in 1933 by Sister Mary Clarice Gansirt, O.P. Also in 1933

Sister M. Priscilla Preidel, S.N.D., made a survey of guidance practices in fifty Catholic high schools. Sis­ ter M. Jane Prances, O.P., made a study in 1943 of the guidance practices in the four-year Catholic high schools of the United States. A similar survey was completed in

1944 by Sister Mary Loyola Sheridan, O.S.M., for the Diocese of Omaha.

To obtain the requisite information for this in­ vestigation it was decided that a questionnaire should

3. Raphael C. McCarthy, S .J., Traini ng the Ado­ le sce n t, p. 263. Milwaukee: Bruce Publishing Co., 1934.

v i be used as a basis. Reverend Hubert Newell, Superin­

tendent of Schools of the Archdiocese of Denver, kindly

offered to have the questionnaire distributed through

his o ffic e . I t was mimeographed and forwarded with a

letter from Father Newell4 on February 17, 1944 to nine­ teen of the four-year high schools of the Archdiocese of

Denver with an enrollment of 48 to 435 pupils. A self-

addressed envelope was enclosed to facilitate the return

of the questionnaire by school officials. By March 31,

1944 fifte e n responses had been received which made a

return of 78.9 per cent.

Information about the following phases of guid­ ance was sought from the schools and the results are pre­

sented in this thesis;

1. Organization and Administration of Guidance.

2. Religious Guidance.

3. Educational Guidance.

4. Social Guidance.

5. Health Guidance.

6. Vocational Guidance. 7. Miscellaneous Guidance P ractices.

8. Individual and Group Guidance.

4. Appendix.

vix 9. Personnel Records.

10. Placement and Pollow Up.

The responses on the questionnaire were tabu­ lated. The data secured are listed and interpreted in

Chapter I. Conclusions are liste d in Chapter II. Sug­ gestions for the development of a guidance program in the four-year Catholic high schools are made in Chap­ ter III. It is the hope of the writer that administra­ tors, who helped in this survey, will be assisted by the findings either in establishing a guidance program or changing practices which have proved unsatisfactory.

v i i i CHAPTER I

THE RESULTS AND INTERPRETATIONS OF STUDY

The purpose of this study was to investigate the present guidance practices of the four-year high schools of the Archdiocese of Denver, and wherever advisable to suggest procedures and techniques to improve or supple­ ment those already in use. In order that the results might be adequate and serviceable, the cooperation of all the four-year high schools of the Archdiocese vías sought.

The types of high schools cooperating in this study follow the usual ones which compose the ordinary secondary school system: coeducational, schools for

boys, and schools for girls. The number of each type of

school together with their enrollments is shown in Table

1.

TABLE 1

TYPES OF HIGH SCHOOLS CLASSIFIED ACCORDING TO ENROLLMENT % of Enrollment Coeducational Boys Girls Total Schools

48 - 200 4 2 3 9 60 201 - 300 3 1 4 27 301 - 500 2 2 13 Totals 9 3 3 15 2

Data in Table 1 show that 60 per cent of the

schools cooperating in this analysis have enrollments

between 48 and 200 pupils. Those witn enrollments be­

tween 201 and 300 are second representing 27 per cent of

the schools, and 2 have enrollments between 301 and 500.

It is significant that 60 per cent of the schools are coeducational; 20 per cent are girls’ schools and 20

per cent also are boys’ schools.

The Catholic secondary school system is usually

composed of two types: parochial and private. Parochial

schools are those a ffilia t e d with and operated under the jurisdiction of a parish, private schools are maintained

by communities of relig iou s men or women and are not ame­ nable to a parish. Table 2 supplies the figures for these types of schools and the classification of pupils enrolled therein.

TABLE 2

TYPES OF HIGH SCHOOLS AND CLASSIFICATIOJ CF PUPILS

Type of High School Boys Girls Co-ed. Total _2L Parochial 9 9 60 Private 3 3 _6

Totals 3 3 9 15 5

Of the schools represented in this investigation,

60 per cent are parochial. It is worthy of note, too, that these 9 parish schools are all coeducational. The remaining 6 are private schools: 3 for boys and 3 for g i r l s . Table 3 shows the type of administrators in the schools of this investigation. This does not mean that religiou s lis te d as administrators compose the entire staff of that particular school. In all the parochial secondary schools of the Archdiocese of Denver, priests are in charge of the re lig io n classes. So, too, are mixed personnel found among the faculties of the private schools.

TABLE 3

FREQUENCY OF TYPES OP SCHOOL ADM DT ISTRAT OKS Administrators Frequency % of Schools

Sisters 12 80

Brothers 1 7

Religious Priests 2 13

Sisters, religious women devoted to the education of youth, are in charge of 80 per cent of the Catholic secondary schools in the Archdiocese of Denver. One school is staffed by Brothers, and two, by religious p rie sts. 4

Organization and Administration of Guidance Program

In section I-A-l of the questionnaire, the aim of the guidance program was sought. The answers are as varied almost as those listed in Cunningham and Lee.”*- Fundamentally, all aimed to assist the pupils to adjust themselves to high school life, to direct them in the selection of courses for future college work or voca­ tional needs, and to prepare them for successful living after school days.

One guidance director wrote at length concerning his belief that the chief value in guidance work con­ sists in establishing an emotional balance in our pupils: If we can teach young people to understand themselves we do not need to find their place in life for them; they find it themselves.2

Responses to the question asking the time al­ lotted to guidance in the school program show a wide d i­ vergence: from 45 minutes a month to 125 minutes a week.

Table 4 gives the tabulated replies in minutes per week as w ell as minutes per month.1

1. Edwin A. Lee, "Functions of Guidance," Occupa­ tions, XII, Part II (1924), 56.

2. Augustine La Marche, C.S.B., Headmaster of The Abbey School, Canon City, Colorado. 5

TABEE 4

FREQUENCY OF TIME ALLOTTED TO GUIDANCE Mixiutes Per Week Frequency % of Schools

125 1 7 60 1 7 45 3 20 30 2 13 15 1 7

Minutes Per Month 45 1 7 No sp ecific time 1 7 No reply 5 33 Totals 13

Three of the echoole (20 per cent) represented,

in this study devote 45 minutes a week to guidance. Two

schools (13 per cent) give 30 minutes a week. One school

sets aside a 60-minute period each week; another, only fifteen minutes a week; and still another, 45 minutes a month. Information from one school was incomplete.

Five schools did not answer the question.

Since the majority of the schools cooperating

in this study are comparatively small, a guidance spe­ cialist is not a member of the faculty; therefore, the

teacher assumes the role of a guidance functionary. To

do his work e ffic ie n t ly , i t is recommended by guidance

authorities that the teacher engaged in personnel work have courses in general psychology, mental hygiene, so­

ciology, child psychology, tests and measurements, and 6 other educational courses. That some school administra­ tors appreciate the necessity for special training is evidenced by the data in Table 5.

TABLE 5

FREQUENCY OP TYPES OF TRAINING CP PERSONNEL WORKERS

Type of Training Frequency JL. University trained 5 33 Special courses in guidance 1 7

No reply _9 60

Totals 15

Of the 6 schools that answered this question, 5 reply that the teachers engaged in guidance a c tiv itie s are university trained. The person in charge of the guid­ ance program in one school had special training in guid­ ance in addition to university work. Nine schools did not respond to this question.

While, ideally, all teachers should be success­ ful guidance workers, experience proves that the ideal is not reached. Before a teacher is assigned as a coun­ selor or even as sponsor of a homeroom group, his quali­ fications for said position should be ascertained. Fac­ tors used as a basis for selection of personnel workers were sought in section I-B-3 of the questionnaire. 7

T ABIE 6

FREQUENCY CF FAC TCR S USED IN THE SELECTION OF PERSONNEL WORKERS

Factors Frequency JL Experience 6 40 Special preparation 4 27 Understanding of youth. 1 7 Successful direction 1 7 No reply 7 47

Tabulated replies in Table 6 show that 6 schools (40 per cent) place experience as the most important fac­ tor used in the selection of teachers for guidance work.

Special preparation was second; 4 schools (27 per cent) checked it as a necessary quality in successful person­ nel workers. Understanding of youth and past successful direction were also listed by one school. Seven schools made no reply.

To keep the guidance program v ita liz e d , faculty members must be given constant and progressive stimula­ tion. There are many ways of keeping the individual teachers enthusiastic about the guidance program. A few of these are faculty personnel meetings, a guidance l i ­ brary, and easy access to guidance magazines. 8

TABLE 7

FREQUENCY OF FACULTY PERSONNEL MEETINGS

Personnel Meetings Frequency 7° Monthly 8 54 Bi-monthly 1 7

Informal discussions 1 7

No meetings 4 26

No reply 1 7

Data in Table 7 demonstrate that the importance

of faculty personnel meetings has been recognized. Eight (54 per cent) of the schools answering have such meetings once a month. One school has bi-monthly meet­ ings and another, only informal discussions. Four

schools (26 per cent) reply that they do not hold per­

sonnel meetings. One school did not answer the question.

TABLE 8

FREQUENCY OF FACTORS USED TO INTEREST FACULTY IN GUIDANCE PROGRAM

Factor to Interest Faculty Frequency % Discussion 6 40 Guidance library 3 20 Participation by all in guidance program 3 20 No reply 5 33 9

Six schools replied that they used discussion principally. Three schools use guidance libraries; and three schools, also, interest their faculties by asking all teachers to participate in the guidance program.

Five schools made no reply.

Table 9 tabulates the schools using published material as a means of vitalizing their guidance pro­ gram. This material includes a guidance library for the faculty and subscriptions to guidance magazines for the use of the students and facu lty.

TABLE 9

FREQUENCY OF SCHOOLS USING PUBLISHED MATERIALS FOR VITALIZING THE GUIDANCE PROGRAM

Frequency

Schools using guidance books 9 60 Schools not using guidance books 5 S3 No reply 1 7

Schools subscribing for guidance magazines 6 40 Schools not subscribing to guidance magazines 6 40 No reply 3 20

Nine of the schools (60 per cent) have a guidance library for the use of the faculty. Five schools do not have faculty guidance libraries, and one school did not respond. In answer to the question, "Do you subscribe for guidance magazines?" 6 schools said yes; 4 responded 10 in the negative, and one did not answer the question.

One school stated that its guidance program was based on Mrs. Suess M itch ell's lecture course and that each student had a copy of »‘Personal Analysis and Vocational Problems'» by Shively and Shively.

In section 1-3-6 the list of guidance magazines for which the school subscribed was requested. Table

10 gives the names of those listed as well as in how many schools they were received.

TABLE 10

FREQUENCY OF GUIDANCE MAGAZINES LISTED Name Frequency

Occupations 3 Occupational Index 1 Vocations 1 Faculty Advisor 1 Catholic School Journal 1 Poise 1 Vocational Guidance I U.S.Government Monograms 1 Careers 1

The responses to this question are so meager it is possible that the school officials filling out the questionnaire did not understand the type of inf ormation sought. It is the writer's opinion that the majority of

Catholic schools subscribe at least for the Catholic

School Journal and the Faculty Adviser, yet only one 11

school listed these. Six schools did not answer this

que a ti on.

Religious Guidance

Educators agree that a successful guidance pro­

gram helps the student not only to make adjustment to his present situations but also to plan for the future.

Catholic educators, imbued with the principles of Catho

lie philosophy, are aware that there can be no success­ ful planning for the future which ignores the ultimate

end for which man was created. What Pope Pius XI said about education applies equally to guidance:

In fact, since education consists essen­ tia lly in preparing man fo r what he must be and for what he must do here below, in order to at­ tain the sublime end for which he was created, it is clear that there can be no true educa­ tion which is not wholly directed to man's last end...... 5

For this reason in this study religious guid­

ance was placed first in the various phases of a guid­ ance program.

One of tile most effective means of religious

guidance at our disposal is the Sodality which has for

its primary purpose the personal sanctification of its

3. Pope Pius XI, Christian Education of Youth, pp. 4-5. Washington, D.C.: National" Catholic Welfare C onf erence, 1936. 12 members. An active and well-organized sodality in a

school provides an outlet for student participation in

the religious program--a necessary factor in the re­

ligious training of adolescents. Tables 11 and 12 list

the responses to the questions regarding active sodali­

ties in the schools cooperating in this study.

TABLE 11

FREQUENCY OF SCHOOLS HAVING ACTIVE SODALITIES

Frequency JL. Schools having active sodalities 13 86 Schools not having active sodalities 1 7 No reply 1 7

Of the 15 schools represented 13 (86 per cent)

report active sodalities. One replied that it had no

sodality, and one did not answer the question.

Table 12 tabulates the data obtained from coedu­

cational schools regarding the participation of boys and g ir ls in the sodality program.

TABLE 12

FREQUENCY OF BOYS’ AND GIRLS’ SODALITIES IN COEDUCATIONAL SCHOOLS Frequency Schools having Boys’ and Girls’ Sodalities 4 44 Schools not having Boys' and Girls’ Sodalities 3 33 No reply 2 23

& 13

Four of the 9 coeducational schools have sod ali­ ties in which boys and girls participate. Two schools answered no to this question. In one school the boys be long to the Junior Holy Name Society. Ho reply was re­ ceived from 2 schools.

While the primary purpose of the Sodality, per­ sonal sanctification, is at the same time the first and most important duty of its members, their second duty, that of assisting in saving the souls of others, is in­ timately connected with it. High school students are given an opportunity to participate in the cause of

Catholic Action through the well-balanced program of the

Catholic Students’ Mission Crusade.

TABLE 13 FREQUENCY OF SCHOOLS HAVING ACTIVE UNITS OF C. S. M. C.

Frequency JL. Schools having active units 7 46

Schools not having active units 7 46

Ho reply 1 7

Active units of the Catholic Students’ Mission

Crusade are functioning in 7 schools. The same number of schools (7, or 46 per cent) do not have C. S. M. C. units. One school did not answer the question. 14

Section II-A-4 of the questionnaire asked f or a

list of other activities that aid in religious guidance.

Five of the schools (33 1/3 per cent) listed the annual retreat. Other activities given are; talks on vocations,

religious and marital, private interviews with spiritual d irector, student-tody Holy Hour, Mass and Communion,

Mother Seton League, student chaplain service, Servers'

Society, Blessed Sacrament Society, weekly conferences

and sermons.

Educational Guidance

Today the secondary school has not fulfilled its entire purpose for existence in merely providing an ade­

quate curriculum. It also has the respon sibility to see

that a proper adjustment is made between the individual

and the curriculum if each student is to profit to the

full by his education.

True equality of opportunity can be secured only by providing an education for each individu­ al in accordance with his interests, needs, abil­ ities, and prospects.4

Valuable information concerning the pupil can be

obtained from a wisely administered testing program.

4. F. G. Rosecrance, "Organizing Guidance for the Larger School System," The Vocational Guidance Maga­ zine , IX (March, 1931), 244. 15

Table 14 demonstrates that school administrators are

aware of the importance of aptitude tests.

TABLE 14

FREQUENCY CP SCHOOLS USING APT I TUBE TESTS

Frequency -2L Schools using aptitude tests 11 73

Schools not using aptitude tests 3 20

No reply 1 7

Eleven schools (73 per cent) make use of apti­

tude tests. Three schools (20 per cent) replied in the negative. One school did not answer.

Investigations show that persons differ not only

in physical aspects but in intelligence and mental ca­ pacities as well. Because of this fact information was

sought in this study as to provision made in the guid­

ance program to meet these individual differen ces.

TABLE 15

FREQUENCY OF SCHOOLS MAKING PROVISION FΠINDIVIDUAL DIFFERENCES Frequency %

Schools making provision for individual differences 11 73 Schools not making provision for individual differences , 2 13 No reply 2 13 16

Table 15 indicates that 11 schools (73 per cent) make provision for individual differences while only 2 schools neglect to do so. The administrator of one school stated that the personal interest of instructors in their small classes took care of this item.

Handicaps, such as visual, hearing, or speech defects, are frequently found among the students attend­ ing Catholic secondary schools. The responsibility of assisting these students in making the necessary adjust­ ments fa lls on the counselor or homeroom teacher.

TABLE 16

FREQUENCY OF SCHOOLS MAKING PROVISION FCK HAND I CAPPED CHILDREN Frequency

Schools making provision for handicapped children 6 Schools not making provision for handicapped children 8 No reply 1

Table 16 shows that 8 of the schools cooperating in this study make no provision for handicapped children. Hov/ever, 6 of the schools (40 per cent) do make provision.

One school stated that it did not accept handicapped pu­ p ils .

Since we have now and are lik ely to have more leisure time in the post-war period, progressive school 17 administrators realize the necessity of education for leisure time. They include in their program activities planned to cover the interests and needs of the students which will have a definite carry-over in their after­ school life. From Table 17 it is evident that this im­ portant phase of guidance is not neglected in the schools represented in this analysis.

TABLE 17

FREQUENCY OF ACTIVITIES ENCOURAGED AS EDUCATION FOR LEISURE TIME

Activi ties Frequency JL A thletics . 14 93

Reading 15 100 Music 15 100

Hobbies 10 67

All but one of the schools (93 per cent) encour­ age a th letics. Reading and music were checked by 15 schools (100 per cent) as part of their program of educa­ tion for leisure time. Hobbies were checked by 10 schools (66 per cent). Other activities listed as part of this program also were: art, speech, Red Cross work, dramatics,

Boy Scout work, Indian Lore, supervised knitting and sew­ ing.

Since the majority of students need help in 18 learning to study effectively, the guidance program should aid the pupils in this endeavor. Table 18 shows what the schools of this study do along this lin e.

TABLE 18

FREQUENCY OP SCHOOLS HAVING REGULAR COURSE IN HO f TO STUDY Frequency

Schools having the course 4

Schools not having the course 11

The figures of Table 18 indicate that 4 schools (26 per cent) have a course to teach their pupils how to study. One of these four schools includes this course in the freshman orientation class. Another one states that freshmen receive special attention during a study period for one semester. This course is held twice a week in one of the schools, and once a. month in another one. Eleven of the schools replied in the negative.

Social Guidance

Personnel workers look upon social organizations and activities in the school not only as a means of imme­ diate personal and social adjustment for the students, but also hope that they w ill serve as a carry-over from these experiences to adult life. 19

TABLE 19

FREQUENCY OF FACTORS PROMOTING SOCIAL LIFE OF STUDENTS

Faotors Frequency J k School dances 5 33

Clubs 2 13 Class parties 4 26

Dinners 2 13 Assemblies 11 73 Formal teas 4 26

Lunche ons 2 13

Varied social gatherings 5 33

Five schools (33 per cent) list school dances and varied social gatherings among a c t iv it ie s to promote social life of students. Other activities given are: clubs (13 per cent), class parties (26 per cent), din­ ners (13 per cent), assemblies (73 per cent), formal teas (26 per cent), and luncheons (13 per cent).

Under social guidance also, the questionnaire asked the schools to state whether or not they checked students systematically for personal grooming and cour­ tesy. Thirteen of the schools (86 per cent) indicate that they check for personal grooming; 2 schools re­ sponded in the negative. Twelve schools (80 per cent) 20 check systematically for courtesy; 2 schools do not.

One school says it checks tut not systematically.

Health Guidance

Intelligent guidance workers realize that good health is important for successful work in the class­ room. It is not necessary fo r the teacher-counselor to be a specialist in the health field. She is rather a generalist who understands the essential aspects of good health and works hand in hand with professionals in the health area of the guidance program in the school. Table 20 indicates the various health lac tors used in the guidance program of the schools represented in this investigati on.

TABLE 20

FREQUENCY OF FACTORS COT ST I TUT HT G THE HEALTH PROGRAM

Factors Frequency JL. Physical examination 9 60 Regular visiting nurse 6 40 Required course in physical education 6 40 Course in health 9 60 A thletics 9 60 Use of professional help 11 73

Data in Table 20 show that only 60 per cent the schools are cognizant of the importance of health in the secondary schools. When one considers the importance 21

of physical development in students of high school age,

this is not a very representative showing.

Physical examinations are held regularly in 9

of the schools; one school said it had them for its ath­ letes. Another school states that it has only hearing and sight tests. While a knowledge of sight and hearing defects is of great use to the teacher, the other aspects

of the health program should not te neglected. Six

schools (40 per cent) make use of the services of a regu­ lar visiting nurse.

A course in physical education is required in 6 schools; 8 schools do not require such a course. A course

in health is offered but not required in 9 schools; one

school has a short unit on health in each homeroom.

Nine schools indicate that a sufficient number

of their students participate in athletics to warrant their classing it as a part of their health program.

Six schools answered no to this question.

The greater number of schools (11, or 73 per cent) make use of professional help to encourage good health habits; only 2 schools replied in the negative to the question. 22

Vocational Guidance

Within the last decade secondary schools have become increasingly aware of the importance of voca­ tional guidance. An adequate vocational-guidance pro­ gram aims to help a student choose that life work for which he is test fitted , to prepare him for it in such a way that he may make progress in it.

Every person at sometime in hie life must choose a vocation. Harry D. Kitson says:

The task each one of us faces is to select, from these thousands, one occupation in which he can earn a living, in which he can be happy, in which he can render his meed of service to his fellowmen, and in which his peculiar com­ bination of capacities fit acceptably.^

To be effective and lasting in its results the vocational-guidance program should reach a ll students, because very often those pupils, who most need direction in choosing a vocation, are too timid to s o lic it this help. One of the best ways of contacting all pupils is through a required course, most frequently termed Occu­ pations. Table 21 indicates the schools who give such a course and the years in which it is offered. *5

“T 5 * 5. Harry Dexter Kitson, 1 Find ixy Vocation, pp. 6-7. Hew York: McGraw-Hill Book Co., 1L937. 23

TABLE 21

FREQUENCY CF THE YEARS IN WHICH A FORMAL COURSE IN VOCATIONAL GUIDANCE IS OTTERED Year Frequency

First 2 13

Second 2 13

Third 2 13

Fourth 3 20

A formal course in vocational guidance is of­

fered in 4 schools (27 per cent). One of these 4 schools opens this course to freshmen only; one school requires it of seniors; another offers it to sophomores, juniorE,

and seniors, while another gives such a course in all

four years of the high school. Eleven schools responded

in the negative.

As a supplement to the course in Occupations or

as primary sources of vocational information where said

course is not offered, other devices, such as interview­ ing successful workers, observing workers at work, and

try-out experiences in school a ctiv ities, are used.

TABLE 22 FREQUENCY OF TECHNIQUES TO IMPART VOCATIONAL INFORMATION Techniques Frequency Field trips 9 60 Speakers 13 86 Work periods 1 7 24

Ifield. trips, where students observe men and women at work, are made by 9 schools (60 per cent). Thirteen schools (86 per cent) make use of speakers to give occu­ pational information based on their own experiences. In one school, work periods are held twice a week in which all boys are taught the use of tools.

Miscellaneous Guidance Practices

Realizing that each school might have classes or activities not listed in the questionnaire, which have a definite connection with the guidance program, the writer asked the school administrators to list these. The following were given by different schools:

1. Psychological tests given to seniors by Regis and Loretto Heights Colleges followed by individual con­ ferences with the presidents of these colleges.

2. Individual conferences of seniors with the su­ perintendent (priest).

3. English, orientation, religion, and civic classes.

4. Orientation class for freshmen.

5. Weekly class in Fundamentals of Social Living.

6. personal analysis each week. 25

Counseling

Counseling is probably the most d ifficu lt part of the guidance program. As stated before in this study, ideally, all teachers should be counselors. Since, how­ ever, this ideal is not attained the success or failure of the program depends on the choice of persons for this imp or tan t du ty.

Not all teachers are suitable for counseling. To succeed at this, a counselor must have deep sympathy with students, untiring energy, with pa­ tience and insight into their problems.6 These qualities are essential in counselors who conduct private interviews, which supplement group guid­ ance.

Fourteen of the schools (93 per cent) cooperat­ ing in this study hold private interviews. Of these 14 schools, however, only 4 (26 per cent) require their students to take advantage of this opportunity, while

10 schools (66 per cent) have the. policy of interview­ ing only upon request of the pupils.

In response to the question, "Bo you have an ap­ pointed time for interviews?" one school said yes. Two schools stated they held them semiannually. Eleven

6. William F. Cunningham, C.S.C., The Pivotal Problems of Education, p. 362. New York: The MacmiTIan Co., 1940.

ti.’v •<• W 'i 26 schools replied in the negative. Table 23 records the schools who have group counseling and how often they conduct this activity.

TABLE 23

FREQUENCY CF GROUP COUNSELING PERIODS Period Frequency

Weekly 10 67 Daily 1 7

No reply 4 26

Of the 11 ischools who have group counseling, 10

(66 per cent) replied they held it once a week. Twenty- five minutes daily for one semester is the time allotted by one school.

TABLE 24 FREQUENCY OF STUDENT PARTICIPATION IN GROUP COUNSELING

Frequency JL Schools having student participati on 9 60 Schools not having student participation 3 20 No reply 3 20

Table 24 states that 9 schools (60 per cent) have student participation in their group counseling program. One of these 9 schools qualifies its answer 27

by adding that the student council aids it more or less

automatically. The responses show that 3 schools (20 per cent) do not have student participation in the group counseling program.

Placement and Follow Up

Placement services are usually the last steps in

personnel work. Yet, if the guidance program aims to

care for the needs of a ll students, this is an important

phase of the program. Some educators believe that local, state, or federal agencies should assume the responsi­

bility of securing employment for high school students.

It is true that these agencies because of finances and

staffing are better equipped to carry on placement serv­ ices. However, the school authorities usually know the

applicant's abilities and interests and are more inter­

ested in the individual. It would seem, therefore, that if the school maintains placement service it would work

in cooperation with any agencies available in the com­ mun i ty.

Section IV of the questionnaire sought informa­

tion about the placement-follow up services in the

schools represented in this investigation. Table 25

lists the responses. 28

TABLE 25

EKBQUEEK3Y OF TECKUlqUES USED IK THE PLACEMENT AND FOLLOW UP PROGRAM Techniques Frequency 4Ê Systematic placement for part time work for students 3 20 Systematic placement for graduates 0 0 File of possible employers 2 13 Systematic follow up on placement 3 20 Ho reply 3 20

Figures of Table 25 indicate that 3 schools (20 per cent) offer placement services for students who want to work while going to school. Hot any of the schools have this service for their graduates. Yet, two schools keep a file of possible employers. Sys­ tematic follow up is also done by 3 schools.

In 2 of those schools, which have a placement and follow up phase in their program, the principal is in charge of it. The commercial teacher in one school is responsible for this activity.

Personnel Records

V/hile educators do not agree as to the value of standardized tests to obtain a picture of an individual's capacities, they do not deny that such measurements are a shortcut method to secure information needed by a 29 counselor. The time spent in testing students is wasted unless a cumulative record of the results is available for later use. V Personnel records are not only an aid to the counselor. They serve as a letter of introduction when students transfer to new schools or enter the business world.

Cumulative records in use in the Archdiocese of

Denver are in the form of a letter-size mam la folder. Ten schools (66 per cent) use the diocesan records.

Seven schools stated they found them valuable in supply­ ing data requested after graduation.

The principal in 2 schools keeps the records up to date. The registrar, teacher, commercial teacher, secretary under supervision of the principal, senior sponsor, and the Headmaster were listed by other schools.

Information for records is obtained by composite teacher rating in 9 schools (60 per cent). Six schools use a student questionnaire.

Section V-A-5 asked the schools to lis t other records, rating sheets, etc., in use in the respective schools. The following responses were given:

1. Freshmen interest questionnaire, profile sheet, record of student and parent employment. 30

2. Questionnairee annually with aptitude tests.

3. Graphs to show progress to encourage a pupil to compete v/i th his ov/n past eiforts.

4. High school interest and activities records, health records, occupational and guidance records. CHAPTER I I

CONCLUSIONS ABOUT GUIDANCE PRACTICES

Aa stated in the introduction, guidance in its fundamental meaning is not new to the Catholic Church and its school system. Prom the early days of the Church when Christ Himself guided the apostles, down through the years when the monks instructed barbarians in the ele­ ments of Christianity and of labor, to the present time when priests and religious are teaching and counseling youth, the function of guidance has been exercised.

These Catholic educators may not have called this educa­ tion of the whole individual by the formal name of guid­ ance; but they were, and are, aware that students of high school age in particular require special guidance.

In a Catholic school guidance is essentially su­ pernatural. It builds upon the spiritual life of the soul. To teach men how to live is the aim of a ll educa­

tors. To teach men how to live ir. peace and contentment with their God and fellowman is the explicit purpose of

Catholic education.

Schools to be successful in their educational

program must realize that their students have a life

other than that lived five or six hours a day in a class­

room. The Reverend John P. 0‘ Gonnel writes; I 32

If the education of a child is to be com­ plete, the school must take cognizance of the fact that the child has not merely a mental life, but also, a social life, a physical life, and a religious life . The school whose r e li­ gious, educational, social and health programs are not adapted to advance these phases of an individual's life are educating only a part of the individual, or, better s till, the educa­ tion of such an individual is a warped educa­ tion .

The absence of an organized guidance program in our Catholic secondary schools is probably due to two main causes; namely, curtailed budgets and lack of trained members. That the school administrators of the

Archdiocese of Denver are interested in the guidance movement is evidenced by the prompt return of the ques­ tionnaire and the encouraging letters accompanying some of them.

Organization ana Administration of Guidance

The aims of the guidance program in the schools cooperating in this study were in agreement with those proposed by authorities in the fie ld . In addition to preparing their students for successful living in this life , they look to man's ultimate end--eternal relatiandnip 1

1. Rev. John P. O’Connel, C.S.C., "The Need for Individualistic Treatment as Shown by Trends in Juvenile De 1 inquency, " National Catholic Education Associati on Bulletin (August, 1942")’, 360. 33 with God.

The time allotted to the guidance program varies from 45 minutes a month to 125 minutes a week. Only one school gives a short period every day for group guidance.

However, the time given to group guidance together with the orientation program for freshmen, recommended by d i­ ocesan authorities, with a few schools excepted, seems adequate.

Only 27 per cent of the personnel workers have had special training. This is compensated for in a small measure by the fact that a ll those engaged in the guid­ ance program are religious women or priests who have had university training.

Experience ranked fir s t among the factors used in the selection of personnel workers. This factor was checked by 40 per cent of the schools answering the ques­ tion. The possible explanation why only one school checked understanding of youth and past successful direc­ tion might be that these factors were included in experi­ ence and special preparation.

To keep the guidance program vitalized 54 per

cent of the schools hold faculty personnel meetings once a month. Nine schools (60 per cent) have guidance l i ­

braries for their faculties. While 6 schools state that 34 they subscribe for guidance magazines, the lis t sub­ mitted by them is not representative.

Religious Guidance

As might be expected the religious phase of the program seems to be best developed. In 86 per cent of the schools there are active sodalities. Units of the

Catholic Students’ Mission Crusade, an outlet for Catho­

lic Action, are functioning in 44 per cent of the schools.

An annual retreat was listed by 53 1/3 per cent

of the schools as an important item in religious guid­ ance.

Educational Guidance

The majority of the schools recognize the impor­

tance of the testing program. Eleven schools (73 per cent) use aptitude tests. The same per cent make pro­ vision in their program for individual differences. However, those who make provision for handicapped pu­ pils are in the minority; only 40 per cent of the schools do so.

Education for leisure time is being taken care

of in practically all the schools. Athletics are en­

couraged in 93 per cent of the schools; reading and mu­

sic, in all the schools; and hobbies are encouraged by 35

67 per cent. Other activities such as Boy Scout and

Red Cross work were listed by one group of schools.

Almost three-fourths of the schools do not have a regular course to teach the pupils how to study.

About 26 per cent give some attention to this important matter in their freshman orientation course.

Social Guidance

Eight different activities were noted by which schools seek to promote the social life of their stu­ dents. Eleven schools (73 per cent) use assemblies for this purpose. Next in frequency are school dances and varied social gatherings. These were checked by 33 per cent of the schools.

A systematic check up of the pupils for personal grooming is made by 86 per cent of the schools. Twelve schools (80 per cent) check for courtesy.

Health Guidance

Various health services are available in a fairly representative number of schools. About 60 per cent have regular physical examinations for their students, a re­ quired course in health, and athletics.

Professional help to encourage good health hab­ its is employed in 73 per cent of' the schools. A small 36 group of schools have a regular visiting nurse and a re­ quired course in physical education.

Vocational Guidance

The number of schools offering a formal course in Occupations is definitely in the minority. Four schools (27 per cent) offer such a course, tut in only one school is it required. The value of an Occupations course has not been appreciated by the school administra­ tors.

The chief means of disseminating vocational and occupational information are talks by representatives from varied occupations. Thirteen schools (86 per cent) stated they make use of speakers. Field trips to busi­ ness and manufacturing eataclishments are also used by 67 per cent of the schools.

Miscellaneous Guidance practices

Of the miscellaneous guidance practices listed by the schools, probably the most important is the psy­ chological tests given to seniors by Regis and Loretto

Heights Colleges followed by conferences with the admin­ istrators of these colleges. This opportunity is open to the seniors of a ll the high schools of Denver, where the largest percentage of the secondary schools of the

Archdiocese are located. 37

Another item of note listed under miscellaneous practices is the orientation class for the freshmen.

This class is recommended by diocesan authorities.

Counseling

Individual counseling or private interviews may be variously interpreted. However, 93 per cent of the schools note that they hold private interviews, but only 26 per cent require their students to take advantage of them. Of these four schools, one has an appointed time for their interviews.

It is encouraging to see group counseling is a part of the guidance program in such a large percentage of schools. Of the 11 schools (73 per cent) who have group counseling periods, 10 hold them once a week.

Fine schools (60 per cent) have student p artici­ pation in group counseling.

placement and Follow Up The placement and follow up phases of the guid­ ance program are very weak. Only a small percentage of the schools have any placement service for part time work, and none of the schools offer this service to their graduates. As might be expected only 20 per cent of the schools do any follow up work on the placement 38 of their students.

Personnel Records

In 66 per cent of the schools, the diocesan cumulative records are being used. These, i f accu­ rately kept, while not adequate as a complete guidance record, would provide valuable information for a coun­ selor or homeroom sponsor. Information for personnel records is obtained by composite teacher rating in 60 per cent of the schools. CHAPTER I I I

RECOMMENDATIONS AND SUGGESTIONS PCR

IMPROVED GUIDANCE SERVICES

Since the schools represented in this study vary

from a small private school for toys with an enrollment

of 48 to a medium-sized urtan, coeducational school with an enrollment close to 500, it would not seem wise to

recommend one ready-made plan of guidance. Each school

must adopt a program, test fitted to its needs and lim­

itations, which w ill at the same time reach a ll students

and achieve optimum results. However, there are funda­

mental principles which should te considered in organiz­ ing a guidance program. It is hoped that these recom­ mendations may te helpful in organizing a guidance serv­

ice, in expanding existing programs, or in revising un­ satisfactory ones.

Organization and Administration of Guidance

To secure uniformity and the presentation of a

minimum guidance program in all the secondary schools of the Archdiocese, it is recommended that a diocesan guid­

ance committee te formed which would develop, under the

direction of the superintendent, a program which could

te adapted to f i t the needs of the varied types of 40

schools represented in this study.

To prevent the haphazard results occurring when a secondary school staff do guidance work more or less

independently, a guidance faculty committee wi thin the

school itse lf is also recommended.

Although guidance workers should have a great deal of freedom in working out techniques of par­ ticular value to them and to the types of prob­ lems they are encountering, there should be some unifying agency through which they may clear re­ su lts.1 The members of this committee, as well as those

composing the diocesan committee, should be trained in personnel work, or at least have read and studied pro­ grams of other school systems and thoroughly acquainted

themselves with the abundant literature on the subject.

Sx o fficio the principal should head the guid­

ance program since he is responsible for the policies of the school, for creating conditions, and for select­

ing staff members, all of which make effective personnel work possible. Ruth Strang says:

If the leader does not possess the person­ nel point of view, the best of teachers are lim­ ited in their contribution to the development and guidance of pupils. On the other hand, it is through the vision and knowledge of the

1. D. Welty Lefever and others, Principles ana Techniques of Guidance, p. 46. Hew York: Ronald press Co., 1941. 41

administrator that initial progress in person­ nel work has teen made.~ When it is recommended that the principal head

the program, this does not mean that he must take an

active part in counseling or attend to the details con-

' nected with the guidance program. It would be unreason­

able to add this burden to his already multitudinous ad­

ministrative duties. It is, however, his obligation to

select a counselor upon whom would rest the major part of the work in guidance.

It is true, though, in a small secondary school,

the principal, if he has had sufficient training in the

field , could also be the guidance counselor. Particu­

larly v/ould such a plan be feasible if the principal is

free from the teaching task for an adequate period each

day.

It is universally agreed that the guidance coun­

selor should not be in charge of the discipline of the school.

There is little likelihood of success for the

guidance program i f it depends entirely on the princi­

pal and the guidance counselor. The homeroom teachers

2. Ruth Strang, pupil Personnel and Guidance, p. 229. New York; Macmillan Go., 1941. 42 will necessarily be vital factors.

Guidance demands the active cooperation of every teacher; the counselor or director of guidance is the coordinator helping the in-service training of teachers in guidance work,„and unifying the efforts of all educa­ tors.0 In our usually inadequately stailed, Catholic secondary schools, the homeroom teachers w ill also be teachers of academic subjects, sponsors of different clubs and coaches of various sports, a ll of which play an important part in the development of the whole in­ dividual . Hamrin and Erickson^ suggest that the homeroom teachers make themselves specialists, as it were, in some particular field. One may be interested in col­ leges and may have collected a vast amoun^ of material in this field . Another takes over the placement of stu­ dents in part-time positions during school and fu ll time, after graduation. A third teacher could make a valuable contribution in the field of tests and measurements.

Each of these, then, aids the other teachers in these *5

/ 5. Sister Teresa Gertrude, »'How to Set Up a Guid­ ance Program in a Catholic Secondary School,“ The Uati onal Catholic Educational Association Bulletin, XXXVII (T94o") , 378.

4. Shirley A. Hamrin and Clifford E. Erickson, Guidance in the Secondary School, p. 20. Hew York; D. Appleton-Century Co., 1939. 43 special fields. In such a program the homeroom teacher is a generalist in guidance and, at the same time, a specialist.

Group Guidance

Group guidance should play an important part in the guidance program if for no other reasons than its economy of effort and socializing effect. Many prob­ lems of youth can be more effectually approached through the group than in any other way* Germane and Germane say Social competency in its broadest sense-- social and individual growth--can probably be greatly facilitated through group guidance. Much universally valuable information can be most effectively and economically presented in group guidance conferences.5

Authorities disagree as to the length and fre­ quency of the homeroom period, which is the basic unit of group guidance. However, a number recommend that a short period (ten to fifteen minutes) each day and a fu ll scholastic period once a week be provided for group guid­ ance. The short daily period would be confined almost entirely to administrative duties, such as checking at­ tendance and making announcements for the day. 5

5. Charles E. Germane and Edith G. Germane, Per- sonnel Work in High School, p. 471. Hew York: Silver Surdett Co. , 1941. 44

J. Wendell Yeo6 says that the content of the group guidance program in secondary schools is less well defined, understood, and developed than the counseling

service. Yet, if progress is to be made in the guidance

service of the school, much thought must be given to this important problem. Every area of the guidance program can be handled in group discussions.

There need not be rigid program planning for the homeroom teacher. It is better if the sponsor ana pupils

evolve types of material that work best for their group.

It would be well, though, for the faculty guidance com­ mittee to furnish material which the homeroom teachers may use if they think it can be adapted to their group. The writer has found a student question-box valu­ able and profitable as a source of topics suitable to group discussions.

An orientation course, particularly for freshmen

in their fir s t semester, is highly recommended. Such a

course is usually conducted much like any other class in

the curriculum and credit is given accordingly. The ori­ entation course aims to help freshmen in the difficult

' 6. J. Wendell Yeo, "Suggested Content for the Group Guidance Program," Education, LXV (October, 1944), 80. 45 transition from elementary to secondary school, to ac­ quaint them with the school, its educational program and activities, and to develop study habits.

The testing program, except in special cases, can be carried out entirely in the homeroom period. In this class also can be discussed the choice of subjects necessary for success in various occupational fields.

A caution might be given here not to allow the cultural value of subjects to be entirely blotted out by the «bread and butter" value.

It is in the choice of studies that the coun­ selor should emphasize the need for a balanced general education as a just requisite for any plan that the student may have.'

Vocational guidance, particularly, lends itse lf to group procedure. Various occupations should be stud­ ied, the necessary training and preparation should be discussed, and the advantages and disadvantages treated.

As stated previously this phase of the guidance program has been the weakest link in our Catholic secondary school. Dr. Sullivan writes:

Some place in the high school program these boys and girls must find time to analyze their vocational preference, their a bilities and 7

7. Sister Marie Theresa, S.C., "Practical Educa­ tional Guidance," The Catholic School Journal, XLIV (June, 1944), 159. 46

aptitudes, and, if necessary, change their preference in the light of this additional information. If they do not discover in school the requirements for various occupa­ tions they w ill suffer in the end, and soci­ ety in turn w ill be the loser because of its inability to absorb adolescents who are un­ prepared and consequently confused and dis­ illusioned. 8

It is in this fie ld that a homeroom teacher or the librarian could make herself a valuable specialist in the collection of occupational material, if they would attempt to collect much of the material referred 9 to in Miss Wilma Bennett’ s source lis t , the school would soon have a wealth of information at small cost. In the study of occupations and professions, as a further help to the understanding of them, fie ld trips to industrial plants, courts, hospitals, ana sales rooms prove very helpful. Another beneficial factor to the vocational program is talks, either in assemblies or in class periods, by persons who have found success in cer­ tain occupations and who know how to present requisite facts to high school students.

Many administrators have found a Career Day a very valuable source of vocational infoimation. An

8. Sullivan, op. c i t ., p. 218.

9. Wilma Bennett, Occupational and Vocational Guidance, A Source List of Pamphlet Material. New York: H. W. Wilson Co., 1936. 47 entire school day is set aside for the study of these occupations for which the students, by means of a ques­ tionnaire, have previously stated their preference.

Religious guidance, except in the solution of special problems, also can be adequately given to the group. In this phase of the personnel program active participation in such organizations as the Sodality or

Catholic Mission Crusade is recommended. The annual re­ treat, obligatory for all secondary school students, is advised as an essential activity. A recollection day for seniors, shortly before graduation, is sanctioned by high-school counselors as an important factor in the religious group guidance. In the Denver Archdiocese it has teen found that the results of this day have been more effective when held outside the routine environ­ ment. The chapels and campuses of Regis and Loretto Heights Colleges are always available.

iefever^O maintains that among the most potent agencies for promoting the group approach to guidance are the so-called extra-curricular activities which are now common in almost every secondary school. Among these activities are assemblies, athletics, clubs, and student 10

10. Leiever, op. c i t . , p. 313. 48 body government. Each of these has a valuable contribu­ tion to make.

The school assembly, if properly directed, is an educative agency with splendid possibilities. It per­ mits a large number of pupil participants both in the planning and presentation of programs. It is a learning situation for pupil practice in living in a democratic society. Consequently, the assembly should be given a regular place in the school schedule. A scheduled assem­ bly once a week is generally favored.

Athletics, besides playing a part in the voca­ tional and health group guidance, may possess social and recreational significance as well. To insure the inher­ ent values of competitive athletics being available to a large number of students, it is suggested that there be an extension of intramural sports.

Speaking in favor of competitive athletics in high school, Father Raphael McCarthy says: .... they may be enlisted as powerful aids in the character formation of youth. Games are well adapted to bring out the individuality of the players. They are admirable means for develop­ ing will power because they impose the necessity of exerting consistent energy in the face of op­ position and because the adolescent learns from experience that success in competition calls for coolness of temper and for self-control under the severest provocations.I1 11

11. McCarthy, op. c i t . , p. 217. 49

Club programs have an educative and social value.

It is desirable that the clubs be of several types,

founded principally on pupil interests. If some of the

pupils are too timid to take the initiative to affiliate

themselves with them, the guidance counselor or homeroom teacher can assist these pupils in this important phase of their school life.

It is recommended that, if possible, the clubs

should meet during the regular school day.

Student participation in the government of their

school offers another excellent opportunity for group

guidance. A student council should strive to accomplish those ends which will develop leadership, school spirit, and good citizenship.

It is the last quality Father Quigley, Superin­

tendent of the Pittsburgh schools, stresses as an aim of

student activity.

Through such activities, judiciously se­ lected and guided, we develop in our students an attitude of interest in democratic processes and the skills and techniques of democratic government. ^ Like all guidance activities, student government

must not be thrown at the faculty or at the students. It 12

12. Rev. Thomas Q,uigley, "How Gan Our Schools Produce Better Citizens?" The national Catholic Educa­ tional Association Bulletin, XXXVIII ^August", 1942)~ 337. 50 should evolve gradually out of the life and needs of the school.

The recommendations for group guidance would be incomplete without some mention of education for leisure time. Father Edward Leen believes that:

The Gospel of work is a noble one, tut the Gospel of leisure is one which should claim, too, the deepest consideration of the thinker who is an educationist.1'^

Many of the activities mentioned in this section will have value in later life for the proper use of le i­ sure time.

In addition to choosing a vocation, in the pur­ suance of which one earns a livelihood, it is recom­ mended that students have a secondary interest, some­ times called a hobby or an avocation. Apropos this

Harry D. Kitson maintains that:

.... everyone should have an avocation (hobby). The time to choose it is when you are young, when your interests are more vol­ atile and when you have an abundance of time. With a good vocation and interesting avocation you will be pretty well fortified for the battle of life.1^

Hobby clubs and hobby days are recommended as 1314

13. Rev. Edward Leen, what is Education? p. 43. Hew York: She.ed and Ward, 1944.

14. Harry D. Kits on, I Find My Vocation, p. 217. Hew York.: McGraw-Hill Book Go., 1937. 51 vital factors in the education for leisure time, because they stress active recreation as contrasted with passive recreation, which does not even benefit the body.

Individual Guidance If group guidance is the only kind attempted, the very purpose of the guidance program, which is to treat students as individuals, is defeated. Many author­ ities refer to individual counseling as the "heart" of personnel work. Educators agree that the solution of individual problems must not be le ft to chance, nor ought it be necessary for a student to become a problem before he receives individual attention.

Such assistance should be made possible for a ll students. This goal can be achieved only through the required interview. Richard Allen says:

Provision should be made, however, to reach those pupils who will not seek counsel. An in­ terview with each pupil each term should be the minimum requirement in a modern secondary school..

To establish ease and confidence between the counselee and the counselor, necessary for a successful interview, the self-rating sheet is suggested as a good 15

15. Richard I>. Allen, Organize, ti on and Super­ vision of Guidance in Public Education, p. 142'. liew York: In or” Publishing Co. ,””19'ST. 52 point for beginning.

Counseling, it is agreed, can take place anywhere and at any time. This does not mean that there should not be a set time and place for conferences of which the student may avail himself should he feel the need of ad­ vice .

Some guidance leaders feel that every teacher is a potential counselor because of the unpredictable likes and dislikes of students. Father John Lenny supports this view in the following:

Where a boy may not like the counselor, he w ill like you. You cannot escape this obliga­ tion. Hence, by the bye, we note that the teacher who works from 9:00 to 2:30 and then folds his tent and silently steals away, is not fulfilling his vocation.^ Father Hubert Newell,16 17 Superintendent of schools in the Archidocese of Denver, believes that the teachers in our Catholic secondary schools are capable of realiz­ ing the potentialities of an efficient counselor. He lists among the desirable qualities: a mature viewpoint, a knowledge of the ways of youth, an understanding of the

16. Rev. F. Lenny, S.J., "Religious Personal Guidance," The national Catholic Baucational Association Bulletin, XLI (Augus’t," 1944] , 257-.

17. Rev. Hubert Newell, "Beginning of the Guid­ ance Program in Our Diocesan Schools," The Catholic School Journal, XXXVIII (March, 1938), 62. 53 trials, fears, ideals, and aspirations of adolescents, a knowledge of the fundamental laws of physical and men­ tal health, a familiarity with the basic principles of child psychology and the more general occupations and professions, and information about tests and measurements by which abilities might be discovered. A sk illfu l and prudent counselor w ill win the student’ s confidence and w ill guide him to make wise choices himself, rather than impose decisions upon him.

Personnel Records

The cumulative records, usually kept in our sec­ ondary schools today, can be veritable mines of informa­ tion for use in personnel work. They may be the one- sheet form published by the American Council on Education or the folder or envelope type preferred by some princi­ pals. The form adopted is not so important as the data to be kept.

It is generally agreed that the cumulative records include such items as scholastic marks, character grades, lateness and absence, information on the background, en­ vironment, and family history, all necessary data concern­ ing the physical status of the pupil, names and scores of tests, extracurricular activities, interests and accom­ plishments . 54

To be of any value, these records must be accu­ rate and up-to-date. The homeroom teacher may be re­ sponsible for them.

An individual guidance record, kept by the coun­ selor and available only to him, is suggested by experts in the field . In addition to the data from the cumula­ tive record, the counselor inserts results of interviews and anecdotal information collected from parents and

teachers, which will help in solving the counselee’ s problems.

All trained counselors are aware that there is some confidential matter which should never appear on any record.

Testing program

For objective data to be used in counseling the individual, there is no more valuable source than a wisely administered testing program. Williamson and

Darley say:

It is our own opinion that tests are in­ valuable adjuncts to a well-rounded counsel­ ing program. They are indispensable, too, in objectifying our estimates of the individual.

18. E. G. Williamson and J. G. Darley, Student Personnel Work, p. 164. Hew York: McGraw Hill Book Co., 1937. 55

That the various tests, developed and adminis­ tered, have a value has teen questioned. Admitted that they are fa llib le, their use, however, in the hands of a person equipped to give and interpret the results, wrill furnish a profile of the abilities, capacities, and achievements of the individual.

The extensiveness of the testing program depends on the needs of the school. It is suggested, though,

that it include intelligence, achievement, personality, aptitude a,nd interest tests.

Placement and Follow-Up

If the guidance program of our secondary schools

is to achieve its iaeal, that of caring for the needs of a ll the students, it cannot neglect placement and fo l­ low-up services.

Placement is a logical follow-up of voca­ tional information and training. By no means should it monopolize the guidance program, nor should it be overlooked. ^

For years the school has rendered a reasonably

efficient service in directing students to colleges.

But since sixty-five to eighty-five per cent2^ of pupils

19. Paul B. Jacobson ana William G. Keavis, Duties of School principals, p. 168. New York: prentice- Hall, l94l. 20. Germane and Germane, op. c i t . , p. 569. 56 terminate their education with the secondary school, they rightfully may expect assistance in their transfer to a j ob.

The fir s t job of the placement service is to make contacts with employers who w ill keep the school informed of their needs. This might be done in connec­ tion with local agencies, who, as stated elsewhere in this study, are adequately financed and staffed for such an undertaking.

The next step is to assist the student in his search for a job and also in his application for it.

This phase of the placement service can be conducted in the occupations class.

A systematic check-up of students who go to col­ lege does not present any problem. In these days, when most firms have personnel departments, the school can also follow up their graduates in occupations.

Summary and Conclusion The aim of this study was to ascertain present guidance practices in the secondary schools of the Den­ ver Archdiocese and to suggest ways and means of stimu­ lating the programs. It is by no means exhaustive, but it is hoped that the findings and recommendations w ill suggest devices and techniques for the individual school. 57

In general, the present guidance program lacks organization, uniformity, and trained members to carry on the service. However, the study shows a sufficient number of teachers trained in personnel work, who could form the diocesan committee suggested. This committee, through program planning and discussions at the teach­ ers’ and principals’ meetings, could aid in the in- service training of other faculty members. Individuals could supplement this help through reading, and when possible, take guidance courses during their customary summer school work.

It is not necessary to be an expert in personnel work in order to guide the individuals under one's care.

But, the teachers must be eager to serve youth and must be willing to inform themselves about the field , taking advantage of every opportunity to increase their knowl­ edge and understanding of this work.

The writer feels that the teachers represented

in this study are aware of the need of guidance in gen­ eral but not a ll are imbued with the wisdom and practi­ cality of extending all the guidance services to all the

students. The latter can result only from an organized program which touches a ll students, many of whom are not conscious that they need this direction. 58

If the youth of today is to be protected from forming its ideals on current social, educational, and moral standards, they must be guided by the mature ex­ perience of those whose teachings have their source in religious truth. The world into which we send our pu­ pils seemingly gives the lie to the moral and spiritual principles taught in the classroom. It is our responsi­ bility as Catholic educators to bridge this gap by guid­ ing the self-activity of our pupils toward the formation of an efficient, socially-minded workman, a good citizen, and a true Christian.

Brother Henry Ringkamp states that an effective guidance program realizes this end.

By its very nature, all guidance, vocational, personal, moral, or educational, should lead man to his last end, God, and also help him achieve success in his intermediate ends, self-realiza­ tion socially, professionally, spiritually. 21

21. Brother Henry C. Ringkamp, S.M., “Educational Guidance in Wartime,” The National Catholic Educational Bulletin, XLI (1944), 261. APPENDIX 60

Archdiocese of Denver Gi f i c e of Archdiocesan Superintendent of Schools 230 East Seventeenth Avenue KEystone 4614 Denver, Colorado

February 17, 1944

Dear Principal: The enclosed questionnaire, arranged by Sister Alphonsa Marie of Holy Family High School, is designed to secure certain general information concerning the guidance programs in our Colorado Catholic high schools. We are asking you to cooperate in the study by fillin g out the form and returning it to this office by March 3rd.

The results of the questionnaire will be made available to the cooperating schools as soon as pos­ sible. They should be very helpful in that they w ill permit you to contrast your guidance program with the procedures being used in the other schools of the state.

You w ill notice that you are not asked to in­ dicate the name of your school in fillin g out the forms, and the names of the schools w ill not be used in any way in the preparation of the results. We shall appreciate your assistance in making the questionnaire a success.

Sincerely yours,

Reverend Hubert M. Hewell Superintendent of Schools 61

STUDY 01? GUIDANCE PRACTICES IN THE HIGH SCHOOLS OP THE ARCHDIOCESE OP DENVER

I. Organization and Administration A. Organization

1. What is the aim of the guidance program in your school?______

2. How much time is allotted for guidance?

15 min.___ 30 min.___ 45 min.___ 60 min.___ Dai ly___Weekly___Bi-weekly___Monthly___

B. Administration

1. What is the average individual teacher-training for personnel work among your faculty?______

2. On what bases are teachers selected for person­

nel work?______

3. Do you hold faculty personnel meetings?

Yes _No___. If so, how often? Weekly____

Bi-weekly*___Monthly___

4. How do you interest the faculty in your guidance program?______

5. Do you have a guidance library for the faculty?

Ye s___No___

6. Do you subscribe for guidance magazines?

Yes__No____. If so, please lis t them______62

I I . Phases _of_ program

A. Religious

1. Do you have an active sodality? Yes___No___

2. If school is coeducational, do boys and girls

belong to the sodality? Yes___No___ 3. Do you have an active unit of the C.S.M.C.?

Yes___No___

4. List any other activity that aids in religious

guidance^______

B. Educational

1. Do you make use of aptitude tests? Yes___No___

2. Is provision made for individual differences?

Yes___No___ . For handicapped pupils? Yes____ No___

3. Check the following which you encourage as edu­

cation for leisure time. Athletics___Reading___

Music___Hobbies___ Others______

4. Do you have a regular course on How to Study?

Yes___No___ C. Social

1. What activities are fostered to promote social

life of student?______

2. Do you check students systematically for personal

grooming? Yes___No_____ For courtesy? Yes___ No____

t 63

D. Health

1. Do you have physical examinations? Yes___No___

2. Do a sufficient number of students participate

in athletics that they may be classed as part

of the health program? Yes___No___ 3. Do you have a regular visiting nurse? Yes___

No___

4. Do you have a required course in physical edu­

cation? Yes___No___

5. Do you offer any course in health? Yes___No___

6. Do you make use of professional help to encour­ age good health habits? Yes No___

E. Vocational

1. Is vocational guidance given in a formal

course? Yes___ No___. If so, in what year?

1___ 2___ 3___ 4___ 2. Do you make use of outside help, such as field

trips? Yes___No___ Speakers? Yes___No___

Others______F. Miscellaneous

1. List any other activity or class that particu­

larly aids the guidance program.______

III. Counseling

A. Individual 64

1. On what bases are faculty counselors selected for individual work?

2. Do you make use of private interviews? Yes___

No___ . If so, are they required? Yes___ No___

3. Do you have appointed times for them? Yes___ No___ . How often? Monthly____Semiannually___

B. Group

1. Do you have group counseling? Yes___No___

How often? Weekly___Monthly___

2. Do you have any student participation in group

counseling? Yes___No___ t IV. placement 1. Do you have a systematic plan for placement of

those students who want to work while going to

school? Yes___No___ After graduation? Yes___

No___

2. Do you keep a file of possible employers?

Ye s___N o___

3. Do you do any follow-up work on placement?

Y e s___N o___ 4. V/hat is the position on the faculty of the per­

son in charge of this vfork?______65

V. Rec or de

1. Do you use the diocesan personality records?

Yes___No___

2. Have you found the ¡a helpful in supplying data

about students after graduation? Yes___No___

3. What is the position on the faculty of the person responsible for keeping these records

up-to-date?______

4. Hoy/ do you obtain the information necessary

for keeping these records? Questionnaire___

Individual teacher rating___ Composite teacher

rating___

5. List any other records, rating sheets, etc.,

which you use.______

6. Do you have any suggestions to offer for the

improvement of the present diocesan records?

What methods are used to make teachers conscious

of students rather than subject matter?

Do you wish a copy of the final report of this questionnaire? Yes___Ho___ *

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Hoslett, Schuyler. "Wanted: Better Industrial and Stu­ dent Counseling," Occupations, XXIII (October, 1944), 32-4.

Houston, V. M. "Neglected Aspects of Guidance," School Executives Magazine, LX (October, 1940), 22-4. '

Hughlett, Lloyd J. "Vocational Guidance in Secondary Schools," Catholic School Journal, XXXVIII (November, 1938), 257~-9.

Hutson, P. W. "Guidance Faces the New Deal," School L ife , XX (September, 1934), 4.

Johnson, E. G. "Clubs in the Small High School," High Points, XXIII (October, 1940), 279-83.

Johnson, G. G. "The Catholic School: A Novitiate in Christian Living," Catholic Action, XXI (June, 1939) , 3-4.

Johnson, K. "Campus Against Classroom," Harper’ s, CLXVII (July, 1933), 217-27. 80

Jones, A. J. "Programs of Guidance and Counseling in Secondary Education," Educational Re cord, IX (April, 1959), 185-7.

Jones, Galen, and Galbraith, Adria. "Genesis of a Guid­ ance Program," School Executives Magazine, LXIi (May, 1945), 42-3.

Justice, S. Marion. "Yfnat Next in Guidance?" School Executives Magazine, LXI (November, 194277^0-2.

Kamfcour, T. "Guidance in the Small High School," Nation's Schools, VIII (August, 1951), 27-30.

Kammerer, M. K. "What Functions Should Be Included in the Homeroom Guidance Program?" High Points, XXIII (June, 1941), 83-4.

Karp, William. "The Bulletin Board as a Tool of Voca­ tional Guidance," Occupations, XXI (May, 1943), 661-3.

Kaufman, L. "Beginning of a Guidance Program: a Cumula­ tive Student Record," Catholic School J ournal, XXXIX (May, 1939), 147-9.

Kefauver, Grayson N. "Evaluation of Guidance Programs," Occupations , XII (May, 1943), 106-15. Kefauver, Grayson N. "Guidance and Instruction," The Thirty-seventh Yearbook of the National Society for' the Study o'f Éducation', Part I T193877 249- 65.

Kefauver, Grayson N. "Organization of Guidance in Sec­ ondary Schools," High School Journal, XXIII (May, 1940), a 8-23.

Kelly, W. A. "Preparing the Catholic Teacher for Guid­ ance Responsibilities," Journal of Religious In- struction, XIII (September, 1942), 58-68.

Kitson, Harry D., ana Crane, Margaret. "Measuring Re­ sults of Voca.tior.pl Guidance," Occupations, XVI (June, 1938), 837-43.

Koenig, Reverend Urban R. "Student Guidance in Catholic High Schools," Catholic School Journal, XXXV (December, 19357^ 301-5. 81

Lansing, Florence. "Character--Knowledge--Skill," The Catholic School Journal, XXXVII (February, 1937], 41-3.

Larrick, Nancy. "Counseling Youth on Excess Earnings," Occupations, XXII (May, 1944), 469-71. Lee, Edwin A. "Overview of Guidance," California Jour­ nal of Secondary Educati on, XII (April, 19"37y,’ ~ 199-201. Lenny, Reverend John F. "Religious persona}. Guidance," National Catholic Association Proceedings, XLI (August",~T'9’4‘4')', 254-60.

Leonard, E. A. "Guidance Is Inherent in Education," Catholic Educational Review, XXXVIII (liecember, 1940), 585-91.

Leonard, E. A. "personnel Records in Guidance," Catholic Educational Review, XXXIX (October, 1941), 482-90. Leonard, Eugenia A. "The Importance of Vocational Guid­ ance in the Post-War World," The National Catholic Education Association Procee dings ,' XL I 0-944')", 269-74.

Lloyd--Jones, Esther. "What Do We Mean by Guidance and Personnel in Education?" School and Society, XLVI (August, 1937), 134-6.

Lord, Reverend Daniel A. "Principles Now, Results To­ morrow," The Facul t y Adviser, VIII (January, 1945), 4-5.

Lund, J. "General Aims of Guidance," School Executives Magazine, LIV (January, 1935), To 4-6".

Mallory, Benjamin E. "A Revelation of Trends in Guid­ ance," Calii ornia Journal of Secondary Educa ti on, XXVI (june,~T93"7T, '158~-4T:

Hammings, Arthur F. "Junior and Senior High school Teachers Must Be Counselors," Clearing House, XVII (April, 1943), 477-80.

Maynard, A. Y. "Pupil Self-Guidance in Secondary School," Bulletin of Department of Secondary School Princi­ pals , XXII "(January, 1938")T T 22. 82

Mellon, E. A. "Evaluation of a Group Guidance Program," School Activ itie s, XIII (April, 1942), 295-6.

Miller, L. Paul, and Wren, Harold. "Some Films for Use in Teaching Occupations," Occupations, XVI (Decem­ ber, 1937)7 260-4.

Mitchell, Fred T. "A Student Managed Careers Conference," Occupations, XVI (June, 1938), 870-2.

Mooney, Roos L. "High School Girls Are Hot Going to Col­ lege Unless--" Journal of Higher Education, XIV (June, 1943), 307-11.

Murdock, Forrest G. "Uniting Curriculum and Guidance," School Executives Magazine, LXII (August, 1943), 13. Murphy, Reverend Joseph E. "Education for Marriage," The Catholic Educational Review, XLIII (January, 1945), 22-9.

McDaniel, Henry B. "Do We Have Enough Time for Counsel- ing? " California J ournal of Sec ondary Education , XVIII (March, 19437", 177-82.

McGuire, M. E. "Democracy and ninth Year Guidance," High Points, XXV (June, 1943), 31-4.

Newell, Reverend Hubert. "Beginning of the Guidance Program in Our Diocesan Schools," The Catholic School Journal, XXXVIII (March, 1938)', 61-3.

Newland, T. Earnest. "The Mentally Gifted," Review of Educational Research, XI (June, 1941), 280-6.

O’Brien, Frank J. "How They Choose Vocations," Occupa- tions, XIII (November, 1934), 126-33.

Olson, W. I. "Guidance Through Instruction," Clearing House, XVI (November, 1941), 146-8.

Pence, Edith E. "Social Trends and Vocational Guidance," Occupations, XIV (November, 1935), 139-46.

Pierce, A. L . "Analysis of Vocational Interests and the Problem of Student Adjustment," National Ca Mao lie Education Association Proceeding^ ( ll&'s), "3l5-3'£. 83

Poage, Godfrey. "Presenting Vocational Reading to Girls," The Faculty Adviser, VII (February, 1944), 5.

P roffit, Maris M. "Guidance Problems in City Schools," School Life, XXII (September, 1936), 19-20.

Quigley, J. L. "Careers in the Making," High Points, XXIII (September, 1941), 68-71.

Quigley, Reverend Thomas J. "Hoy/ Can Cur Schools Pro­ duce Better Citizens?" national Catholic Educa­ tion Association Proceedings'tl'94'2), 334-8. Redford, Edv/ard H. "Selecting the Homeroom Teacher," School Executives Magazine, LVI (April, 1937), 294-6.

Robin, Mary R., and Krongold, Beatrice. "A Survey of Guidance," Balance Sheet, XXV (January, 1944), 203-5. Rodgers, W. W. "Correlating Guidance v/ith Social Stud- ies," Social Education, II (October, 1938), 484-9.

Roeber, Edv/ard C. "High School Students Heed Voca­ tional Information," Occupations, XXIII (Novem­ ber, 1944), 97-101.

Rosecrans, Francis C. "The Staff Heeded for the Devel­ opment of an Effective Guidance Service," Thirty- seventh Yearbook National Society for the Study of Education,' Part Y '('l'9^Fr,"267-90.

Ryan, G. A. "Religious Guidance: an Appeal," Journal of Religious Instruction, XIII (June, 19451", 74T - T T . ------

Sabel, L. H. "Vocational Guidance Through the Organized Club," Recreati on, XXIX (January, 1936), 508-11.

Sister Anne Cawley, O.S.B. "Guidance in Catholic Schools," Catholic Educational Review, XXXIX (April, 1941), 219-28.

Sister Claire Marie, I.H.M. "The Activity Program for Leadership," Catholic High School Quarterly Bulle­ tin , II (January, 1944), 14-8.” 84

Sister Jerome Keeler. "Guidance in Catholic High Schools," Catholic School J ournal, XL I (Novem­ ber, 1941), 299-500.

Sister M. Josina and others. "Program of Guidance for Small Catholic High Schools," Catholic Educational Review, XXVIII (September, 1940}, 41^-8.

Sister M. Laurentine, D.P. "Personal Guidance of Youth in High School," Journal of Religious Instruction, XIV (April, 1944), 723-8. Sister M. Made leva. "Need of Individual Guidance in the Catholic Secondary School as Shown by Problems of College Adjustment, " National Catholic Education Association Proceedings ~(l940'j~, 370-3.

Sister Marie Theresa, S.C. "Practical Educational Guid­ ance," The Catholic School Journal, XLIV (June, 1944), 159-61. / Sister Mary of the Angels. "The Catholic Viewpoint on Guidance," Catholic School Journal, XXXVII (March, 1937), 73-4. Sister Miriam Therese. "Guidance . . . Every Teacher’ s Duty," The Faculty Adviser, VII (October, 1943), 3.

Sister Rose Maureen, S.L. "Youth and the Home," National Catholic Education Association Proceedings (1943), 180-7:

Sister Teresa Gertrude, O.S.B. "How to Set Dp a Guidance Program in a Catholic Secondary School," Nati onal Catholic Education Association Proceedings (19407, 376-89.

Sister Teresa Gertrude, O.S.B. "Vocational Guidance in a Small High School," The Catholic School Journal, XXXVII (February, 1937"}", 36-40. Sister Xavier Rosaire. "Guidance Functions in a Diocesan Secondary School, " Catholic Educational Review, XLII (January, 19447"] 24-38'.' ’ 85

Smith, Glenn E. "Distribution ol Duties of School Per­ sonnel in a Guidance Program," Education for Vic­ tory, III (January, 1945), 16-17.

Smith, Glenn E. "The Teacher’ s Role in Guidance," Bulletin of the national Association of Secondary princll ^TsT XXVII (February") l943’)7'S4-6. Smith, Harold D. "The Heed for Hew Perspectives in Edu­ cation," The Educational Record, XXV (October, 1944), 337-48.

Southworth, Warren H., and others. "A Study of the Health Practices, Knowledge, Attitudes, and In­ terests of Senior High School Pupils," The Re­ search Quarterly, XV (May, 1944), 118-36.

Starr, G. G. "An Evaluation of Student Autobiography as an Aid in the Guidance Program," Educati on, LXIII (September, 194 2), 40- 7. Stewart, S. "The Organisation and Administration of a Homeroom Program," Bulletin of the Hati onal As so- ciation of Secondary' Schoo l '!3 rYncYpa 1 aT XXVT '(December, "1942), 109-21.

Strang, Ruth M. "Essentials of a Guidance Program," School Executives Mag;azine, LVII (March, 1938), 305.

Strang, Ruth M. "Guiding the Guidance Programs in Our Smaller Schools," nation’ s Schools, XVII (Janu­ ary, 1936), 18-21.

Stuart, A. H. "Prom School to Work," Journal of Educa­ tion, LXXIV (September, 1942), 404-6. Traxler, Arthur E. "Value of Testing for the Personnel p r ogr am, " Twenty-ninth Annual Schoolmen’ s Week Proceedings, XL I i [J une , 194 2]~, 4 4 T 59.

Treacy, John p. "Some Aspects of Vocational Guidance," The Catholic School Journal, XXXVII (February, 1937 ) , 46-7 .

Webster, E. G. "A Follow-Up of Vocational Guidance," Journal of Applied Psychology, XXVI (June, 1942), 285-95. 86

Wood, Ben D., and Beers, F. S. "Major Strategy of Guid­ ance," Occupati ons, XII (April, 1934), 8-12.

Wrenn, C. G. "Current Progress in Student Personnel Programs," Education, LVI (February, 1936), 345- 50 .

Unpublish ed Material Sunningham, Mattie Ross. "The History of Guidance in American Secondary Schools." Unpublished Mas­ ter's Thesis, Le land Stanford Junior University, San Francisco, 1938.

Sister Mary Claire Gansirt, O.P. "The Status of Voca­ tional Guidance in 274 Large Catholic High Schools." Unpublished Doctoral Dissertation, Notre Dame Uni­ versity, Notre Dame, 1933.

Sister M. Jane Frances Weber, O.P. "A Study of the Guid­ ance Practices in the Four-Year Catholic High Schools of the United States." Unpublished Doc­ toral Dissertation, University of Wisconsin, Madi­ son, 1943.

Sister M. Jeannette Roesch, Û.3.B. "Vocational Guidance of Catholic Youth." Unpublished Doctoral Dis­ sertation, Catholic University of America, Wash­ ington, 1918.

Sister Mary Loyola Sheridan, O.S.M. "present and Pro­ posed Guidance Practices in the Four-Year Catho­ lic High Schools of the Diocese of Omaha." Un­ published Master’ s Thesis, The Creighton Uni­ versity, Ctaaha, 1944.

Sister Marie Theresa Gallagher, S.C. "A Survey of Guid­ ance Facilities in the Ten Largest Catholic Sec­ ondary Schools for Girls in the Archdiocese of New York." Unpublished Master’ s Thesis, Fordham University, New York, 1943.

Sister M. Priscilla Friedel, S.M.D. "Guidance Practices in Fifty Catholic High Schools." Unpublished Doc­ toral Dissertation, Fordham University, New York, 1937.