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HTT 11, shearer at fragt faqart = aga ver-frra, AHeT = fora, softad = afer, det = fhedt ar ww oem, dag = dar, wa = one, de at = Se STAT 12, yet at rt F wad = doves) & the of dt wei, dace = eat, ae = aay fe, grant = yet a ster ater, He = eh, WER = Fe, FATE = AR CT, vant = oem are a, arta, sitet = eee, areiett = aie aed FH, we = faraRT, Prit = om Gal( 13. wétet vant = tert, qafrart = agqr, afar, we = sgt, see = fer, afte = tera, saat A = oo 4, sete 4, walt = seen, At = Sa EST, TT 14, de faa free = fea, We = Us, ee = dis, arta = araeT A sre at Gar, HH, fra = BF 15, Pafger er ater arene = wae, WT, Wa = shen, fea = et ae, wet = seri, ARAT = BAe, Tae = eae 16. wae hag WA = YR, WS ATA = WR GATT A Oa, loa = Yfke, TNH = Fe, age = ffta, Pitan = fart fae &, Siew, wit = Gran, wera = FRE, rep 1. aT = YE, aT 18. fear wre = re, RTE = see otf aah, tat = aera, wife, AT = grat 19, TRA aT aT wag = ER aT wet ore, sate = sfia ane HE are, wAOT = By, Tree = whe are, ert = ay at ara, arefale = siete, ye = TIF, ay, water = ards oeqe = sn, fear = Tome, ae, frqart = wet art ae, Greer = 1am, Sheat-qRRRR = serge ae ae & fare Rea A ore rea, ada = AEA oe, FR = AT, eer = aet-aes Teal wafer art 21. 3g et ger spare = aig art a-ak aU, Rewer = fea aa aien, areata = a, STATIN = FATT 22, Site ar TT erat = feeraaren, 83 = ae, Te aT = Te AST HAT, ATT = aTeTH, aan = divert, dem = Pract, yeat = wea 23, anf ar Prat SATA = SRA, BATT = STE, wreT = PTT Teo)Introduction to High School Counselmg stand the fundamental causes Consequently no one person sees the student as a totality and only partial end incomplete assistance 18 given In other cases a personnel worker com- petent to provide one type of assistance adds to the student's difficulties by attempting to assist with other types of prob- Jems without the requisite training Only by the piecing together of these fragments of the total picture and the focusing of all types of personnel assistence upon the problems and needs of each student ean a balanced and adequate program of services be provided ‘This means that each school must provide a variety of per- sonnel services corresponding to the many types of student needs and problems Moreover, personnel workers must, ‘cooperate in many ways to insure adequate assistance to students This is the fundamental characteristic of modern personnel work Roview and Discussion Questions 1 Why 18 vocational guidance thought by some to be the whole of the persoanel program? 12, What are the personnel functions of the prinespal? 3 What personnel functions are assigned to remedial teachers? 4 Do the terms guidance and personnel work have the sume ‘meaning? Give reasons for your answer. 5 What is che proper relationship between group work and indi- ‘vidual counseling? 6. Why 1s there need for coordinating all types of personnel services? 7. Why does the school have respons “book learning” of pupils? '8 What must be known about each student before the school can be of maxnmum asastance to hia? 9. Is mass edueation sufficient to assist students to develop? Give reasons for your answer re What types of personnel workers are there? What services does exch perform? 11 Should one type of worker perform more than one type of per- sonnel service? Give reasons for your answer 184] ity for more than the‘The Scope of Student Personnel Work x2, If teachers have personnel functions to perform, does it follow that instruction and personnel are identical? 133, What ctiticams may be directed at many advisers of students? 14, What possible relationship is there between counseling and learning? 15 Do all students need some type of personnel assistance, of are they able to make some adjustments without asnstance? 16 With what types of problems de students need clucal personnel Selected References Brrwne,JomNM Education as Gusdance, New York, 1032. Cowney, WH “The Nature of Student Personnel Work,” Bdaca- tonal Record, Apnl, 1936, 17 198-236 “A Preface Lo the Principles of Student. Counseling,” Bduca- tuonal Record, Apnl, x957, 18 217-234 Doverass, Hat R Secondory Education for Youll m Modern Ameri, Amencan Council on Education, Washington, DC, 2937 Liow-Joxzs, Este MacDoxato “What Do We Mean by Guidance and Personnel in Education?” School ond Secraty, August, 1937, 46 261-266 Mrs, Guoxcr L ‘The Nature and Scope of Personnel Work,” Horvord Educational Rewew, January, r038, 8.82-93 Smeanc, Ruri The Role of tho Teacher Personnel Work (rev), Chaps Tend II Teachers College, Bureau of Publications, Columbia University, New York, 1035 Watuaitsox, E G “The Teacher as a Personnel Worker,” Pioceed- ngs of the 1038 Annual Meetng, Association of Tevas Colleges Bullets, Val 2, No 9, July 25, 1938, 4r-49 How to Counsel Students, Chap IL, McGraw-Hill. Book Company, Inc, New York, 2939. ‘he Macmillan Company, [85]CHAPTER IV Group Work with Students ropeNts develop emotional balance and social-civie ee classroom learning, commumty activities, and participation in extracurricular affairs in the school. An understanding of the facts and theories of political science and social psychology obviously are not sufficient to attain these broad objectives Students must also lean by means of actual particpation in life situations. From such a point of view the extracurriculum supplements the classtoom curriculum and becomes an integral part of the educational program. ‘Tradition may force us to discuss the two types of curriculums under separate headings, nevertheless, we recognize the fundamental unity underlying these two methods of assist- ing students to achieve desirable maturity From the per- sonnel point of view and that of progressive educators, the extracurriculum is not merely a phenomenon of adolescence to be tolerated but rather an educational method of basic amportance. Jn our earher outline of the scope of student personnel work, we used the term group work borrowed from the field of social work, to designate the many student programs which ate organized for participation in group activities We recognized that, at present, this phase of secondary education is under the direct supervision of administrators and teachers and is usually not related to other personnel activities This lack of integration is, m large part, the result of unwise efforts to restrict guidance to problems of vocational choice and orientation [86]Group Work with Students Extracurricular activities are usually identified by a non credit status and lack of a formal, traditional classroom setting. These criteria, however, do not hold in all instances since activities such as music are awarded academic credits in many secondary schools, and members of varsity athletic teams are often allowed to substitute such participation for physical education classes. To comphcate the matter, classroom techniques of progressive schools resemble those used in extracurricular activities. ‘The objectives of group activity programs are numerous. Douglass classifies the objectives by grouping the types of activities under the broad objectives of education: (2) health and safety education; (2) vocational; (3) worthy use of leisure time; (4) command of fundamental processes; (5) worthy home membership; (6) cityzenship, (7) develop- ment of character.t ‘The development of a comprehensive activities program seared to broad educational objectives has taken place chiefly within the past few decades Until recently educators were loath to accept the responsibihty for other than academic classroom work. Few administrators and teachers saw a pressing need for this supplementation of classroom instruc- tion. Bode? illustrates the pomt in ns descnption of his first teaching experiences when he says ‘Teachung that schoal, as T look back on st now, was sumplicnty itself assigned the lessons and heard the recstations—that was my job ‘The pupils Iearned the assigaments and dud the recsting—that was their job "When at was over, we knocked of and called st a day Hi my methods were simple, my job was likewise simple ‘There was « great deal of educetion gomg on sn that community, but most of it hed no relation to my school ‘The pupils learned a great deal about vocations for example, but my school offered no courses 12 vacations *Doucxass, Ham R, Orgayseston end Admenutration of Secondary Schools pp atomazs, Ginn and Company, Boston, 1932 “Bove, Won H, Progrersioe Bducclion at the Crossroads, pp 4845, Newson & Company, New York, 1938 (87)Introduction to High School Counseling ‘The young people learned about them at home—out in the fields and inthe kitchen ‘They got a complete set of ideas about economics ant government, but they didn’t get them from me ‘They got them at Thome. It was father’s prerogative to expla the tariff system and to ‘warn the boys agamst the Democrats In matters of religious beliefs the father was usually somewhat Jess fluent and convincing, but he did what he could, and the rest was looked after by the church and Sunday schoal Manners and customs were taught and ngdly: enforced by the commumty Tn bnef, all the heavy work of education, was done outside the school, My task was simply to take care of cer- tain shills end mnformation which could not be handled very con vvenuently at home ‘Those were “the good old days" of education ‘As Bode points out, most of the experiences included in a. modem program of extracurricular activities, were formerly the responsibilities of the home and the community A rural type of life grounded pupils im real situations and the school was not called upon for artificial substitutes Roemer, Allen, and Varnell* trace this shift of the responsibihty to ‘the school through three stages at the college level (x) sgnor- ing, (2) condemning, and (3) recognizing and controlling oUrcomEs oF GROUP ACTIVITIES Advisers of student activities may contnbute m many ways to students’ development of destrable personality traits, ‘They may work with students in a natural social setting. Although these advisers are the same teachers who rule in the classroom, nevertheless the relaxmg of the “classroom personality” brings them closer to pupils as fellow humans We shall discuss a number of these oppor- tunities to assist students through the medium of activities Some group activities provide self-evident supplement to the classroom and to textbooks. ‘Those activities which end themselves best to this objective are those directly connected with a given academic subject Latin clubs, Rona, Joosrm, Cuaxirs Fornst Atuex, and Dosormy Atwoo> Yauwett, Bave Student Acter, pp 2-3, Sliver, Burdett & Company, New York, 1935 188)Group Work with Students chemistry clubs, and literary orgenizations provide oppor- tunity for learning and self-expression through discussions, drama, and free translating for enjoyment. ‘The value of well-directed gioup activities in educational guidance cannot be denied The boy who couples ability with a dislike for mathematics in a physics class may be ‘brought to academic salvation through projects in the prac- tical phases of electricity in a physics club Opportunity for dramatics in a German club may lead to increased interest, and success in the classroom Group activities off opportunities for vocational and avocational tryouts Few students can secure part-time work experiences as a vocational tryout. ‘The curriculum, through shop courses, home economics, and agriculture, has altempted to meet this need, but the variety of such oppor- tunities is limited Activities of the group type serve an important personnel function m the counseling of students needing occupational orientation. Group activities may also help in the development of special aptitudes and interests Some skillful instructors have demonstrated that individual differences can be dealt with even in large classes. But for most instructors the easter, and probably better, method 1s found im referring students to group actrvities which perm:t experimentation beyond the ngid curriculum Competent club advisers may be able to give attention to individual students to an extent not possible in the classroom Needless to say, these efforts should be closely coordinated with other phases of the per- sonnel program. Improvement in social adjustments may be achieved through an activity program. Learning to live peaccably and effectively with others may be an mdirect and satisfying cutcome of participation in club projects. Rough edges may be smoothed and teamwork taught by the process of socialization The cocky boy or girl may leam a better [89]Introduction to High School Counseling technique, the timid student find and assert himself, and ell students may lear to live on better terms with others ‘The group type of activity can contribute to this process of socialization, In addition to the benefits received by the individual students, school morale may be improved through group activities. Athletic teams generate the desire to die for dear old Siwash among the many who cannot participate actively. ‘The school band permits players and drum majors alike the satisfaction of bringing unity with the Rouse: ‘Assembly programs arranged by students under supervision help greatly m building school morale and the teaching of teamwork, Another desirable outcome of the activity program 1s found in the opportunity for students to develop leadership to the extent that they possess capacity for this development All students are given opportunities to exercise whatever ability they have for the good of themselves and the student body Those students who possess relatively little capacity for leadership are encouraged to learn to cooperate as fol- lowers, in a democracy intelligent followership 1s as impor- tant as 1s leadership Advisers of activities have an opportunity to help students learn the problems involved in followerstup They can pomt out the disastrous results which follow the Mexican General” plan of action Group activities provide an opportunity to cary out plans of action under their own leadership with the many followmg the leadership of the few. Tn addition to the above outcomes, the program of activities has an important value for school counselors Students with academic problems may be referred to subject matter clubs. Social maladjustments may be corrected through participation in social acuvities Students with vocational problems may be referred to activity organizations for orientation and experience {90]Group Work with Students TYPES OF STUDENT ACTIVITIES Let us outlme some of the important types of activities and discuss ther educational values from the personnel point of view. ‘School Assemblies.—The school assembly program is a descendant of the college chapel exercises ? These exercises shifted gradually away from strictly rehgious observances to include mnformational and recreational aspects. In the secondary schools we find four methods of handling assembly programs control by the admimstrator with the aid of the faculty, control by a faculty committee, a combination pupil-faculty committee control, supervised student control. Roemer, Atwood, and Yarnell? state the objectives of the assembly program as Ald in fourang intelligent public opinion 2 Integration and umfeation of school life 5 Creation of new interests, widening and deepening of existing snerests ‘4 Celebration of anmaversaries important to the understanding of foci] and national problems '5, Wholesome entertainment 6 Opportumty for the individual's expression of interests 7 Development of good sportsmanship 8, Preservation and dlovelopment of worthy school traditions ‘9 Group guidance objectives in meeting common problems 10 School morale, ‘The new type of assembly 15 becoming a widespiead activity in schools, Roemer? reports the use of assemblies jin 845 per cent of North Central secondary schools and in. ‘9x7 pet cent of the Southern Association schools. p suarlirgtn Bin Conptay:Renes, or Swoon Set Ronen, JosuPy, “Secondary Schools of Southern and of North Central Association, Schoo! Lsfe, December, 1927, 13 68-69 {orlIntroduction to High School Counseling In 1928 Jordan summarized the trend with respect to ‘school assemblies as follows Again the assembly 28 rapidly coming to be flt an indispensable part of the standard equipment of every school building, whereas but a few years ago it was thought necessary for the senor high school slone Whether i be the elementary or high school, the assembly room is the place where, more than elsewhere, school spint is developed and school morale strengthened * Reed defines the function of the assembly thus ‘The assembly s an educational agency of the modem school program, which s conducted by members of the schoal, for the purpose of intel- Iigently unifying the hfe of the school into a constructive, democratic whole; where public opinion, teamwork, cooperation, and group activity s0 direct social education a5 to tench pupils to learn to do better, by doing better the regular duties of the good eatuzen * Athletics. According to Grizzell® athletics are one of the older forms of extracurricular activity, He refers to a base- ball club in Worcester as early as 1859 Football, track, and baseball developed rapidly during the period following the Civil War. Jones ates the introduction of golf, swimming, wrestling, and hockey on a large scale about r920 ‘McKown contends that athletics developed as a felt need of pupils in secondary schools. He says: ‘The history of athletics nthe high school tls the same stony (ith- cout benef of facslty) of student ongm and development beceune of needs Infact, ceram types of athletics developed mn the face of biter oppostion from the school admmstrauon ‘Tiree clessly defined + Joroxx, RiveRDA Haxomeo, Eetro-classrom achntes sm Elemontary and Secandary Schocls, p56, Thomas ¥ Crowell Company, New York, 1928 Rey, Tauwan Get al Brefe on Beracurmciler Actinkes (mimeo: sraphed), p 9, Unveraty of Musour, Columbia, Mo , 1957 Voasztexa, Baur Duncans, regu and Devlopmunt ofthe Hag School ‘Nea England before x86s, pp ss6-ss9, The Macmillan Company, New Vork, 1933 ‘Jowns, Gass, Betre-urriculor Actomtten in Relation lo the Curacatm, pp 81-82, Teachers College Contnbutons to Education 667, ‘Teachers Cotege, Bureau of Publications, Colombia Univeraty, New York, 2938 [oe]Group Work with Stuaents periods are generally discernible in the history of sthletics—opposition, foleration, and cooperation With proper supervision and cooperation the athletic department of a school may aid in the social adjustments of rough-and-ready boys with Irish spirit and Polish names Coaches of the right type have the confidence and respect of athletes and are often able to serve informally but effectively as counselors of boys who do not respond to the eflosts of the official counselors. Girls’ athletics are usually included m the physical educa~ tion curriculum and are intramural in character For a time, in the Middle West, girls basketball teams competed in Interscholastic games, but this practice has almost disap- peared Girls in secondary schools participate in team games between classes and in individual sports such as gol, tenms, badminton, and swimming In some schools there 1s opportunity for the girl with outstanding abihty to win varsity letters in a point system Boy Scouts, Girl Scouts, and Camp Fire Girls,—Jordan describes these aunhhary activities as follows Several wellknown activities originating independently of the school have involved the nterests of school children to such an wnusual degree that they have become auxthary to the school program Trobsbly the ‘most afluntil of theses the scout movement for boysand gsi, known 5 the Boy Scouts, the Ge Seouts, and the Camp Fire Girls” These organizations invoive children between the ages of twelve and sixteen pnnapally, and so affect pupils both in elementary and secondary schools Ther ideals are. bigh, combing physical, mental, and moral teaching of undenuable value Tn practice they frequently suc- ceed in mainteimng high morale, so that their ideals are to a lerge degree realized, although many eases of faslure are noted * Before 1920 schoolteachers and school administrators were drafted into the work of these organizations, Today the jMoKowss Rana C, Sele! Cabs, p 2p) The Macmitan Compacy, New SJombih, oP at, p 239 [os]Introduction to High School Counseling leadership for these clubs 1s usually in the hands of com- munity leaders with the school staff cooperating. These youth organizations draw their members rom both the junior high school and the senfor high school. The scouting movements provide opportunities for the expression of interests which might otherwise be diverted into antisocial activities. ‘The programs of these clubs build morale, socialize members, and develop constructive habits of eitizen- ship. For the most part personnel workers have not coordi nated their counseling efforts with these programs. Class Organizations—There are two types of class organizations by year and by subject The class adviser acts as an interpreter of school policy, a reference for parlia- mentary procedures, and an ex-officio member of class committees The chief contribution of the adviser 1s through seeking guidance outcomes in the activities of the pupils in the group. If competent, the adviser carries on an informal type of individual counseling and group guidance. ‘The work of the adviscr is most exacting in the cleventh and twelfth grades Dunmng these years extensive projects are usually undertaken, The yearbook and class plays demand skillful supervision, MacDonald summarizes the objectives of the class organization as follows. ‘The class orgenization can coreelate the work of the curnculum in many valuable ways In matters of ettstude, morale, group functions, community relations, end so on, it bas proven its worth The very structure is conducive to good work. Init elements that are closely alike image, intellect, abikty, and ideals function together Too, there are many activities thet the class organization may sponsor that cannot be stimulated nor carried out during the curnculum periods ‘These activities are fall of potential worth and may add greatly Lo the sum of school mterests! School Clubs.—Roemer, Allen, and Yarnell list eight objectives of school clubs: "MAcDoxars, Mancaner Anne, The Class Organisation and Adit pv, A § Barnes & Company, New York, 1932 foalGroup Work with Students 11 To provide for greganous instincts of adolescents through well organized and directed program 2 To lend pupils through these wellirected activities to a knowl- ‘edge and appreciation of the social and educational advantages that partoppation in these types of school activities wall bring them ig. To provide outlets for adolescent enthusiasm through a well= irected and guided social program i To stimulate a desirable school spint and interest in the school's sctivties in general, both curncular and extracurricular, 5 To stimulate intuative in wise and capable leadership and in antelligent followership 6 To aid the pupil in finding himself and in discovering a hobby ‘winch mall help him to enjoy prostably his lawure hours 7. To provide a means for universal pupil participation in the schoo!’s program of activities 8, To teach pupils to do better the many desirable school and com- munity activities in which they participate now and in later life * ‘The school club may provide helpful experiences m social adjustments, and in some schools personnel workers organsze a. dub for the purpose of assisting students with their prob- lems. The variety of school clubs and the ways in which they may be used in the instructional and counseling program are himited only by the imagmation and skill of the advisers. Student Council. —The student council as an agency for self-government, hike other movements in education, has its roots in the past. Records reveal* the student council in action in the Hartiord Public Schools as early as 1852. In the majority of secondary schools the movement has devel- oped since 1920. If the only purpose of the council were to develop a democratic method of allowing pupils @ voice in school administration, the forum plan might be sufficient. Other possible values, however, may be achieved through a ‘more formal council organization. If citizenship training is S Romo, Auer, and Vana, op cif, pp 205-206 Gaara, op elf, pp 337-398 “Jone, of. at p83 “Cox, Prnuie WL, and Jou Cana Dury, Gurdance by the Classroom ‘Teacher, pp) 348-349, Prentice-Hall, Ine, New York, 2938 fos]Intuoduction to High School Counseling a vehd objective, such training in representative government offers greater possibilities than does the model of the New England town meeting ‘Thee outcomes of importance to personnel work are involved in the counal program: (2) social training, (2) development of individual and group responsibility, and (3) practice m leadership for those best fitted to assume leadership. ‘The council movement has grown to national proportions and will be encountered by personnel workers in ‘most schools Debate,—This is perhaps the oldest of the group activities, in secondary education? The work is closely related to {instruction m English and is mcluded m the English curric- ulum in many secondary schools The activity offers training m platform expression and intellectual growth m subjects not included in the formal curriculum Dramaties.—Play activities of one type or another have been a part of education for many decades. Dramatics have ‘usefulness for vocational guidance as well as for the develop- ment of poise and social behavior, and few pupils escape the secondary schools without having strutted their brief hour upon the stage. ‘Three types of dramatics are utilized in this activity: (r) the class play, (2) dramatic clubs, and (3) the little theater project Personnel workers may use these activities in counseling students with problems of building up poise and self-reliance. This activity, hike debate, is often part of the English curriculum. In some schools tourna- ments are held to give students wider experience.? Character Building Activities——-Community activities supplement the school program through the Hi-Y, Girl | Romans, Aossanons Cute, ad Baoan Manion Dacre, Evast ond Inramural Acer x Hagh Schoo, pp, 2-38, C. Heath & Company, ‘New York, 1008 : » pense "kasais, Macoarwe E, Dramatic Tournaments jn Secondary Schools pp 1-2, Teachers College Contnbutbons to Waucation Gb, Teachers College, Bureau of Pobleatons, Columbia Univemty, New York, 936 [96]Group Work with Students Reserves, Knights of Columbus, and De Molay, The objectives of these organizations center in the development of Chnstian chmacter, a sound mind in a sound body, and ethi- cal behavior. In some school systems members of the faculty serve as sponsors An important value of these programs is the opportunity to draw school and cormumity agencies into a closer relationship in facihtatg student adjustments. ‘Music. —Activities of a musical nature are numerous and have bad a long history in the secondary school. Chorrs, glee clubs, bands, and orchestras are found in schools of all, suzes. In many institutions academic credht is granted for these activities. Participation in district, state, and national contests serve as an incentive to students with musical interests, ‘The personnel outcomes are chielly avocational, mith vocational and educational values for certain pupils But advisers of musical organizations may assist in counseling students who desire to become trained for musical career Publications,—In the large school, students find ample opportunities for participation in a number of interesting creative projects. Weekly newspapers, occasional literary magazines, the yearbook, and school publicity offen experi- ences for large numbers. These activities are frequently under the direction of the English department, and m many instances are part of the curriculum. ‘Through pubbcations activities, basic skills may be learned, better language usage may be developed, business experience of a vocational nature may be gained, and contact with hfe situations in the com- mumty 1s made possible, Because of the vocational nature of much of the work, the counselor may seek very close cooperation with sponsors in charge of the publications. ADVISERS AND SPONSORS OF ACTIVITIES ‘Whom do we describe as group workers in the personnel program? At the present time the answer is—everyone on for}Introduction to High School Counseling the school staff Teachers, principal, counselors, and even the superintendent serve as advisers and sponsors of the many student organizations outlined above. Athletic and musical clubs require specialized training in sponsors, but other organizations make no such demands. As a result teachers are often drafted for this disagreeable chore and perform their duties in a perfunctory manner. Few of the desirable outcomes of activities result from this practice of appointing untrained and indifferent advisers. School administrators, recognizing the value of student activities, requize that teachers include group functions m their work. Two procedures are usually followed (x) group activities are assigned to those who are young and willing to ‘work, ot (2) every teacher is made responsible for an activity regardless of ability or willingness. Both methods yield less desirable results than might be expected from more appro- priate administration. ‘The first method, assuming com- petence, often produces ineffective supervision because of the adviser’s inexperience. Under the second plan the outcomes are similar to those resulting from indiscruninate assignment of homeroom duties. Larger schools often employ teachers trained in the supervision of activities. Sometimes teachers are given the title of dean and function as counselors as well as, supervisors of activities. In other schools the teaching load is reduced to provide suficient time for this responsibihty. Small schools with few teachers cannot make the necessary program adjustments, Consequently the principal some- times serves as sponsor for student council activities, assemblies, and allied group projects which affect the total student body. ‘The contributions of the advisers of activities to the total personnel program depend upon the individual, his experi- ence and traning Frequently these advisers perform their work independently of the counselmg program While [98]Group Work with Students activity programs are beneficial to many students, they may be made more effective when they are closely coordinated with other phases of the personnel program, In the follow- ing paragraphs we discuss some of the means of coordinating activities with these other personnel activities. ‘The activity adviser is able to learn many important facts about students and to add to the counselor's effectiveness by reporting these observations Anecdotes reported by the adviser would be a valuable supplement to those of the teacher because the situations peculiar to group activities ‘make possible more valid observations of the student's behavior in a life situation, ‘The model pupil in Algebra x may behave quite differently in athletic activities. The hard-working student in the Bird Club may be the dull-eyed dreamerin English ‘The unconquerable hero of the gridiron may appear as an awkward fumbling boy in the machine shop. The playground bully may be a shrinking violet in the prinapal’s office Where these personality changes occur in different social situations, a record of the anecdotal type would be valuable to counselors who must see the whole pattern of personality Other functions of the activity adviser may be mentioned Counselors frequently need to arrange social and group experiences for students as part of a program designed to lead to mote adequate personality development. ‘Through the cooperation of advisers, such students may be inducted personally into club activities and thereby gain more in desirable experiences. In some cases these advisers may utilize their relationships in activities to counsel informally ina more effective manner than is possible for the counselor in his office. For these reasons the activity program should be supervised as part of the personnel program and not as a mere adininistrative detail attached through tradition to the principal’ office. loo]Introduction to High School Counseling SUMMARY School counselors have been slow to take full advantage of the possible contributions of activities to student adjust- ments Coordination 1s not often attempted and few contributions from other teachers have been sought by counselors to assist students with their personal problems ‘Trained supervisors of activities are needed to utilize more fully the educational possibilities of this part of the school’s curriculum. ‘The mere existence of group activities does not necessarily guarantee desirable outcomes At overemphasis of and overparticipation in act guarded ageinst lest they defeat the efforts of teachers and counselors, ‘These activities must provide for students’ needs not taken care of in the teaching curriculum. Review and Discussion Questions 1, Why xe extracurricular activities an important part of the personnel program? 2 Name the posable personnel functions of activity sponsors 3 Cnticwze extracurncular activities as 2 method of developing leadershsp. 4 Do achnity advisors need special tranning? 5 What types of students’ problems may be dealt with or slleviated Ubrough partiopation in activities? 6, Outhne an extracurnsculer program designed to supplement class room mstruction and individual counseling Selected References Doverass, Hane R * Organisation ond Admunsstration sm Secondary Schools, Gina and Company, Boston, 2932 Fasrwent, Euoert K Brlra-curricular Actintes an Secondory ‘Schools, Houghton Miftin Company, Boston, 193% Jonus, Ansmun J The Educoton of Youth for Leadership, McGraw- Bill Book Company, Tne , New York, 2938 Jones, Gaz Exira-curricular Actiouies im Relation to the Cur rsculum, Teachers College Contnbutions to Education 667, Teachers College, Bureau of Publications, Columbia University, New York, r035 [100]Group Work with Students McKown, Harny C School Clubs, The Macmillan Company, New ‘York, 1929 ‘Rosuee, JosopR, Cuazzzs Forest Auten, and Dogomity Atwoop ‘Yannere Basse Student Acteutes, Silver, Burdett & Company, New ‘York, 1935 ‘Tuma, C. H+ “Guidance through Actwites House, March, 1931, § 412-416 The Clearing [x02]CHAPTER V Student Personnel Work and the Curriculum ‘CRAP twe reviewed a number of educational movements, Ths prepared the way for the development of modern student personnel work, Among these we included philoso- phies of secondary education which determine what shall be included in the instructional program of the school and what view toward students shall be taken by teachers, We suggested that the nature and scope of the personnel program ‘was, in large past, determined by these forces, Jn the present chapter we continue this discussion in terms of the objectives and content of the classroom curriculum. We do this not because of any belief that the curriculum is the province of personnel workers, but as an introduction to the next chapter on the personnel functions of classroom teachers, If we understand what it is that teachers attempt to do by means of classroom instruction, we shall be able to see more clearly the role to be played by teachers in the personnel program. We shall, therefore, approach the problems of curriculum making from the point of view of the personnel worker and not as the school administrator approaches problems associated with the curriculum, CHANGING OBJECTIVES IN CURRICULUM MAKING ‘The curiculum is a tool of education used in schools for preserving past culture, marntaining the present society that supports the schools, teaching basic skills for living m contemporary society, developing socially desirable attitudes and ideals, and providing experiences useful in meeting adult situations Difficulties in determining the content of the curriculum appear to center in the scope of what shall be [102]Student Personnel Work and the Curnculum done although much tilting at windmills occurs in regard to the labels to be used. Tt is possible to have a model curricu- tum coupled with ineffective instruction just as we can find examples of inadequate curriculums in’ schools which are remarkably effective, “The history of secondary education shows a slow shift of emphasis in curticulum objectives. Some of the early academies directed education largely toward preparation for college, an extremely remote goal except for the select few ‘who were to receive formal education Following this period. a slow transition led to education for participation in hfe after adulthood had been reached ‘Thus goal was wathin the fe expectancy of the students being educated, but still remote and reserved for a small portion of the population For the majonty of adolescents of secondary school age, contemporary education has directed the curriculum toward the goals of present use and early entry into community life. ‘The curriculum of the secondary schools in the Umted States is being challenged from many quarters ‘The challenge onginates, to a marked extent, in the increasingly heterogeneous school population and the soctal and economic changes which have caused the shift in the characteristics of students Schools are asked to provide, often with very ited finances, a curriculum which wll interest and profit, youth ranging from the dull-normal to the genius These students are forced to share the same clesstoom, under the same teacher and at the same time In meeting this prob- em, a primary consideration would appear to be the quality, training, and experience of the teacher rather than what we call the content of the course of study Some Social Changes Affecting the Curriculum.'—No single cause can be found for the socioeconomic changes in * Twenty-Sixth Yearbook of the National Socity forthe Study of dues tua Prt and If Pube Schat Publabng Compeny, Biomngton 9% [203]Introduction to High School Counselmg our society Many factors have played important roles, including the passing of the frontic: and fice land, technologi- cal improvements in the production of goods and services, and the recent effect of a nationalism which insists upon self-sufficiency for national states. We feel the impact of these changes, and we recognize that secondary schools must do something to meet them But we are not at all sure of the direction in which the schools will go or should go in the matter of curricular change. Let us outline some of the socioeconomic phenomena which no doubt will have a beating upon these curricular changes, ‘A umber of influential social changes are now understood As a nation we can now produce more of various goods than can be used under our present system of distribution Our means of production operate at less than maamum output because of low purchasing power among consumers, ‘The need for goods and services is incieasing, and the means of productionare adequate. But without purchasing power the consumer and the producer alike suffer Leisure time has been increased for many types of workers, Shorter working days and weeks should result in a raised cultural level “Youth, who a generation or less ago would have been busily supporting families, find themselves still in school because of economic conditions ' Consequently school and community find themselves faced with a dilemma as to how to mect the educational and leisure problems of young and old alike New methods of mdustrial production make difficult the school's task of providing a vocational curriculum which will train students for work in the same way that an older apprentice and erafts-shop system could * Society, perhaps, 2 Brut, Howsxn M, Youth Tell Ther Story, Amencan Council on Eaduea- toon, Wathingion, D @, 1938 “Menton Tus aeton or Work The Regent! ogy, MeGeaw- ‘Lll Book Company, Inc, New York, x938 . a [x04]Student Personnel Work and the Curriculum cannot afford the expense of practical and specific industrial training for semiskilled work, And yet we face the demand of parents that youth emerge from secondary schools pre- pared to do something Even when the curriculum can include specific craft training, schools are handicapped because of opposition from organized labor which must, protect sts membership from the inroads of new workers who right affect the labor market. ‘A desite for security is replacing the “rags-to-riches” incentive of rugged individualism, As we have moved from the period in which the Napoleon of mdustry was the leading figure in national life, the lessons of the depression have placed more emphasis upon cooperative enterprise together with collective and individual security ‘This point of view as being reflected mm teaching practice and may well be incorporated into the secondary-school curriculum, CURRICULUM ISSUES THAT ANFECT STUDENT PERSONNEL WORK Many of the curriculum issues stated by the Department of Secondary-School Principals, National Education Associa- tion, have a direct bearmg upon the objectives of personnel work These issues are important not only in terms of decisions as to what shall be included in the course of study, bbut also mn respect to what personnel services shall be provided by the school, We shall review briefly some of these issues.” Shall education seek to retain all students in school as Jong as they wish to remain, or shall we transfer them to other agencies?—If we retain all secondary-school pupils in the schools as long as they wish to remain, the cuisiculum for the older group should be based upon the needs of this group Some students will need a general, cultural education; others \ batncs, Tuouas HL, Secondary Béucation, p x93, The Macmillan Coxn- pany, New York, 1953 [x05)Introduction to High School Counseling will desire vocational training and experience; for a smaller number a college preparatory course of study will be needed Ii we retain older pupils without attempting to change the curriculum in Ime with thew greater mental and physical maturity, the personnel worker will face even greater prob- Jems than today. If the issue is decided in favor of those who would transfer students to other community agencies, the problem remains as to “whom we shall pass where.” Even under such a policy the need for individual work with pupils, while they are in school, would be little diminished since the distribution ravolved at the time of graduation would be of vital impor- tance to society and the individuals concerned. Shall secondary education provide a common curric- ulum for all, or should there be curriculum provision for individual differences?—Personnel workers would answer im favor of a differentiated curriculum. But if the decision went against them, they would be forced to work for flexi- bility within the limits imposed, in order that the individual might acheve the best possible results under existing cond tions In view of the widespread philosophy which places supreme value upon the worth of the individual, any attempt at regumentation, intellectual or social, would meet with widespread opposition Shall secondary education include vocational training or be restricted to general education? —Guidance workers would probably favor some form of vocational training in the schools Tf general and vocational education were separated, the vocational guidance movement would require a new type of worker, But it is doubtful if students and parents would accept general education which did not inctude much mate- rial of a vocational nature? Spausomo, Fasness T, High Sele! ond Lye, The Regents Inquiry, ‘McGraw-Hill Book Company, Ine, New York, 1938 sens = {106}Student Personnel Work and the Curriculum Shall secondary education seek adjustment to present social practice, or shall it seek to reconstruct society?! Personnel workers, as a group, have as their immediate consideration the adjustment of the individual to condhtions and problems as they must be faced today But it is improbable that most counselors could function effectively in adjusting pupils to conditions “just around the comer” In the student's mind educational problems are and should be related to the system as 1t exists now as well as to future developments Financial difficulties must be attacked from the setting of the present economic fabric of the community However much we desire social change or might agree with a philosophy which considers teachers as the leaders in chang- ing society, the everyday duties of the personnel worker must deal, but not exclusively, with today’s problems. TEACHERS AND THE CURRICULUM Teachers in schools committed to traditional curriculums must be inventive if they are to perform the important counseling functions chaiged to them. In many states students must meet examinations based upon a state course of study as well as the standards and requirements of the school system. Unfortunately the teachers? professional success depends in many instances upon the test scores obtained by their pupils.’ With these pressures it is difficult to censure teachers for the tendency to become drill masters, However, even with these handicaps, progress can be made in various ways. Individualization of mstruction must be attempted Obviously, the lecture and question-and-answer techniques "Couns, Groxos S, Dare the Schols Busld @ Now Social Ondert, The Jona Day Company, Inc, New York, 1932 Bizarre, Saucon," Moderniang the American High School,” Challenge 1 Secondary Education, pp 285-325, D Appleton-Centary Company, Tne, New York, 1995 [107]Introduction to High School Counseling will be largely abandoned. Individualization will be most feasible through some type of laboratory approach; prac- tically all subject matter can be treated in this way. Some important phases of this laboratory method of individualiza- tion include the follomng 1. Adaptation ofthe level of instructional material to the individual fn terms of his aptitudes, interests, and experiences 2, An adequate room Ubrary available for students? use 3 Ansnformal, but not chaotic, atmosphere in the classroom 44 Provision for students to learn at ther owm pace without smalingering '5, Definite meaningful outlines, instructions, and testing techniques 6 ‘The teacher serving as adviser and consultant, not as a lecturer or taskmaster 7 Records, other than reportcard marks, kept up to date and easly accessible 8, Close cooperation with counselors and spectalists 9 Arrangements which will break the formal ime element of the semester oF quarter 30 Supervised and dizected study an the classroom 2x Prevention of, rather than punishment for, infractions of rules ‘Change of method is one promising way in which to attack the problem of mass education ‘The best methods, however, cannot be fully effective within the single period which accompanies a subject matter curnculum A forty-five minute or one-hour period each day permits only a limited attack upon the subject before the next wave of pupils rolls into the room, Mackenzie describes a promising experiment, conducted in several Cahfornia secondary schools to correct this restriction 2 The core or baste course 3 conducted for Lavan, FS, Wrle Whet You Mean A Monal of Corrspondincs, Heary Holt & Company, Ine, New Vork, 1038 ‘Taare, VT, "Secondary Education #2 Onentaton,” A Challeng lo Secondary’ Eduction, 9p 75-30%, D Appleton-Century Company, ne , New Yor, 2085 *Macmznzte, Goxpon N, “\Core-cumeulum Developments in Cs forma,” Tle School Review, Part I, May, 1939, 47 337-38", Part TE, June, 1939, 47-439°455 [208]Student Personnel Work and the Curriculum ‘two hours each day with the same teacher. The course is centered around personal and broad social problems, Of the teacher's role Mackenzie says: [As his been inferred the role of the teacher in many classrooms swsited was very dullerent from what one might find in the average secondary school Instead of a purveyer of subject matter, the teacher vasa gudance worker, carefully studyang the needs of boys and gris and aiding Lo provide the experiences required for developing competency in democratic living.! ‘The description given is not that of a school with a traditional curriculum. Rather does it illustrate the possibility of giving students a better acquaintanceshup with a student-minded teacher through longer daily contacts. ‘Another Condition makes difficult the teacher’s attempts to become teacher-counselor. Minimumand uniform achieve- ‘ment requirements in traditional subject matter cannot be defended in the light of the heterogeneous population which the secondary school now serves. If adequate longitudinal and cross-section case histories are kept for each pupil, the teacher has more than a fair idea as to how the student measures up to college preparatory standards. Some provision other than failing marks must be made for those pupils who do not possess sufficient “bookish” intelligence to master a subject under present teaching methods and materials. Adaptations of multiple-track methods offer a technique to provide for such students if the curriculum does not permit fexibility and range of content ® The problem of what to do with this type of students is suggested by Lindquist: ‘There are to kinds of failures Fust, there is the falure to acneve 2 tsk that has been arbitrarily set for one, n the planning of which ‘one has had no past, to whose goul one has never given consent, the Aid, ps ast AMactma®, Hpwano Ranoat, The Group Study Plan A Teaching Pech ique Based on Pup Particxpation, Chasles Senisne's Sons, New York, 1028 [109]Introduction to High School Counseling se of which one does not understand, If the school sets s Tid ne sehol wish al and not the ld ch ‘There is, on the otber hand, the falure to accomplish a task thet is within one's powers, a task whose purpose one understands, and to ‘whose goal one has ven inner consent, © task in whose planning one hes parscipated. The results of such flure should fall squarely upon one’s own shoulders * ‘Few modern teachers demand the discipline of former days But one still finds administrators who demand perfect order and “brown-study” attention, They fail to understand that an informal, workshop atmosphere for at least part of the classroom time can be fitted into the most formal of subjects with consequent increases in students’ learning, Another condition adding to the teacher-counselor’s difficulties is caused by the semester-credit system. State courses of study end college entrance requirements have saddled the secondary school with a curriculum which demands a specified number of hours of classroom instruction each week, extending over a period of one-half year, one year, or two years, Such an arrangement is administratively convenient, and the attendant bookkeeping is neat and orderly. The defense of the practice, however, stops at this point To be sure, time and credit units have helped standardize school offerings, but these units mean little unless wwe have some method by which we can equate the quality of teaching, ideational and attitudinal gains, improvement in factual information, and adjustment of pupils to the p ‘ucular school environment and form a judgment concerning the degree to which the final results meet the objectives set by the school. A statement by Marshall and Hahn x some questions which need to be answered: Because of tradition and convenience, schools still work upon the ‘bass that all pupils who start a course at a given time eather reach a HLavoguisn, R D, “Essentials for a Secondary School” A Challange to Secondory Baucettom, pp 142-42, D. Appleton-Century Company, Inc, New York, 2955, [10]‘Student Personnel Work and the Curriculum odor fail, By some magic formula this goal is reached in a certain Sumber of days ‘The extremely bright student and the passing, but Gal student have no oficial recognition m zegard to differences m rate of progress Until schools are organized to allow each student to go ft bis optimum rato, regardless of time limits, t will be difficult to rake allowances for individual differences. Just why it takes three Yyeuss forall students to complete senfor hugh school. no one has ever bothered to explana * A practical method of meeting the objections to the semes- tertime system involves organizing subject matte: in units and determining progress upon mastery of the units. In such system it makes little difference whether a pupil completes fa course three weeks in advance of the group or six weeks behind. When mastery of the course content, at a level m keeping with the abulities of the indwidual pupil, 1s complete, the bookkeeping procedures can operate as before ‘To fail a boy or girl because he 1s slow in learning is much hike the experience of taking a class ona hike ‘Those who reach the objective by noon arc allowed to cat lunch and enjoy themselves. ‘Those who are late because of sore fect, indiges- tion, or other causes are sent home and must attempt the trip agam the next day, making certain that they reach the grounds by noon on the second trip Another equally unreasonable condition results from the practice of requiring all students to “‘serve time” in the classroom without regard for present accomplishment ‘There are instances in many schools where boys and girls who vwrite, read, and speak a foreign language are required to “serve time” m order to obtain book credit for skills they already possess Few schools will reduce time sentences on the basis of pretesting results. A student may demonstrate mastery of history beyond the 7sth percentile of pupils completing the course and yet be forced to keep administra tive records uniform by dawdling through the requisite 'Mansuats, J E, and MT, Tamm, An Bsplanation ofthe Student Per- tom Progam, p 6, Central High Schooi, St Paul, Biiny (St Paul Department of ducation Publication), September, 2937 (nr)Introduction to High School Counseling classwork. Under better educational conditions student- minded teachers can devise methods for motivatmg these students to explore unknown comers of a field of knowledge and thereby release them from boredom resulting from class routine with already familiar material. Although the teacher-counselor cannot discharge all per- sonnel functions, he should be familar with the interpreta- tion and use of certain types of records Admitting the duficulty of knowing the 150 to 200 children who pass through the teacher's hands each semester, we can still do more than is attempted at present A teacher should know the ability levels within each class and recognize as mdividuals those pupils who are found at both extremes of the academe curve Past scholastic record, scores on intelligence and achevement tests, weakness as disclosed by diagnostic tests, eye and car defects, health handicaps—all should be understood in relationship to the student and the subject in which he is enrolled. The most rigid curriculum becomes more effective ‘when used by teachers who utilize every opportunity to make their methods flemible and individuahzed. OROUP WORKERS AND THE CURRICULUM Group activities, usually called extracurricular activities, are an added responsibility of the mstructional staif As has, been indicated in the chapter concerned with these personnel workers, they participate in and supervise nonelassroom pupil experiences which do not receive recognition on traditional report cards Coordination of extracurricular activities with the personnel program of the school 1s a recent movement. By label these activities are outside the formal curnculum, and yet we recognize them as of primary importance in build- ing pupil and school morale and creating interests which {influence classroom learning ‘The progressive education movement utilizes the undeni- able motivating force of projects as a method to promote the [122]Student Personnel Work and the Curriculum educative process, ‘The extracurriculum of the traditional school becomes the curriculum of the ultramodern secondary school The two chief criticisms of this coordination of the tho learning situations are that such a program 1s suited best {or elementary grades, and that such situations in secondary schools tend to be artificial and sometimes as meaningless to the student as the traditional subject matter methods are charged with being Inclusion of extiacurricular experiences an the course of study has not been particularly widespread as yet Harap and Bayne report only 17 activity curriculums in 317 curriculums investigated, and of these x7, only 3 were in secondary schools * Chief contnibutions of group actrvities to the curriculum should include 1 Provision for mterests not provided for mn classrooms, ‘2, Remedial work with social and citizenship problems 4. Supplementation of subject matter 4 Motivation transferred to curucular activities 5, Tryout of ambitions mn real-hfe stuation Extracunicular activities will contribute to personnel work only when the experiences are meaningful and interesting to the students taking part ‘There is httle need to specify that the person in charge of such activities must be more than a monitor or chaperon Often @ project of questionable value in itself becomes worth while because of the teacher ‘who sponsors it. PERSONNEL SPECIALISTS AND THE CURRICULUM ‘The various personnel specialists are only mdirectly con- nected with the curnculum. Doctors, dentists, psychiatrists, psychiatric social workers, psychologists, psychometrists, and school nurses are concerned with assisting individual pupils in order that they may profit from educational experiences ‘Joint Committer on Curnculum, The Changing Curriculum, D. Appleton- Certary Company, Ine, New York, 1937 x13]Introduction to High School Counseling. ‘The clinical workers, as is true of counselors, are interested in the problems of individual pupils desire that the curriculum shall provide the best training and experience possible for youth, but their immediate concern as not with developing a new course of study. ‘They are, of course, concerned with the methods used in any course of study Clinical workers must understand the curriculum because much of their effort is applied in preparing indi- viduals for the proper course of study Because of their point of view, however, secondary education would profit if these specialists were more widely involved an curriculum building and reorgenization ADMINISTRATORS AND THE CURRICULUM Administrators determine the course of study. Curricu- lum reorganization between 1920 and 1925 was a respon- sibihty of administrators in 83 per cent of the schools Superintendents assumed this responsibility in 30 per cent of the schools and principals im 53 per cent. Teachers and other workers in education have played minor parts in cumculum making as compared to administrators and curriculum experts Nevertheless, in the final analysis it is the teacher who determines what is presented from day to day and the methods by which materials are presented, ‘The administrator is a key person in making school offerings effective for pupils His importance is determined more by delegation of authority and attitude than upon active participation in counseling, The pomt of view of the admimstrator determines the scope and type of counseling permtted within the school’s curriculum If the administrator’s outlook is limited to vocational guidance, curriculums will not be supplemented by the services available to students in institutions with 4 caswent, Hots L, and Doak $ Caurentt, Currculum Development, Chaps I-IV, Amencan ook Company, New York, 1035. [x14]Student Personnel Work and the Curriculum comprehensive programs. Teachers and supervisors are governed, directly and indirectly, by the attitude of superiors Ii a principal makes the statement that no one can teach efiectively while sitting down, his faculty will tend to stand Ifa superintendent does not believe in visual aids, there wall be a tendency on the part of teachers to dispense with them Hall pupils are made identical in abilities by administrative edict, mdividual differences will play a mmor role in class- room teaching Examples of the importance of administrative viewpoint are plentiful Tn one large school system the administrative view was expressed that student failures could not exist Pupils could not fail, because a teacher was admitting imcompetence when she gave the impossible grade. The result 18 not difficult to foresee. In another large system @ superintendent, with little understanding of personnel work, decided that all teachers were qualified counselors By a stroke of the pen he saved the taxpayers large sums of money and gave his school system some 2,000 “counselors.” By such viewpoints the administrator makes personnel work difficult and handicaps effective work with the curriculum. The administrator 18 responsible for the grading system in many schools Diploma awards and certification are closely related with the grading system and flexibihty of the curricu- lum Th view of this relationship, the administrator will faciitate the development of an effective personnel program through his efforts to improve methods of judging and measur- ing student's achievement. ‘Tibbetts’s thirteen criteria of a reporting system raise fundamental questions about teachers’ marks, “The relationship between these criteria and person- nel work is evident. The thirteen criteria are: (1) involves a ninimum of clerical work, (2) is a system to which the community is educated; (3) promotes understanding between *Conas, Mary P “An Adjusted Cumculum for the Dullznormal Pupil” Ocaupaions, October, x938, 17 34°39 [x15]Introduction to High School Counseling ‘the home and the school, (4) informs of progress—physical, social, and mental, (5) expresses in simple terms the philoso. phy underlying service rendered by the schools, (6) includes adjustments to school life as well as school subjects, (7) sets up standards of value of work for sts own sake rather than fox external rewards; (8) is suitable to the student's age level, (o) is understandable to the child, (ro) includes objective and subjective material; (r2) facilitates early and proper adjust- ment of the child to his new situation, (12) considers the child as an individual as well as a member of the group; (13) indicates scholastic achievement, individual adyustment, and social growth ! Personnel workers im secondary schools discover the cause of many students’ problems in the faulty grading system ‘Administrators can aid in the elimination of cextain problems and add to the effectiveness of the course of study by recogni- tion of the need for improvement of the grading system ‘The fexibihty of the curriculum is largely an administra- tive responsibility From the personnel point of view, some rules were made to be broken, and the administrator can make his curriculum more flexible by permitting and even encouraging personnel workers to change the shape of the eulum to fit individual cases. An example of undesir- nflesiblity is the practice which permits a ninth-grade pupil to register for a program at the beginning of the school year and then refuses to permit changes in that program for any reason In certain schools a student is allowed, without counseling, to bind himself irrevocably for one year to some- thing he knows little about, as long as it is administratively convenient. This practice cannot be classed under the function of adjusting the school to individual differences Flexibility of curriculum is important in all phases of the personnel program. Solutions to certain problems lie in the \Tuserrs, Vint. H, “Detarminmg the Charseter of a Reporting Sy tem" Propete Educate, May, 1950, 13 356 [x26]Student Personnel Work and the Curriculum ability to use the curriculum in ways not contained in the legalized course of study Cases are encountered which could not possibly have been foreseen by the curriculum maker. ‘The administrator employs and supervises the workers who make the curriculum function in the lives of students Standards of professional training are slowly rising, and with the present oversupply of persons holding certificates, dis- crimination is posable The curriculum can be only as effective as are the teachers who translate xt to the students More and more teachers are receiving graduate training in special ficlds which are essentual to a well-rounded educational piogram. English teachers may be tramned and used in pro- grams of remedial readmg Social science and psychology majors often hold the key to courses in methods of learning. ‘The mayonty of secondary schools will find 1t necessary to have their faculty “double in brass,” carrying responsibilities for the cuniculum, extracuniicular activities, and counseling Administrators must keep in mind the necessity of providing competent personnel for the functions of all three types of activity The personnel program will supplement the course of study to the extent that qualified people are pro- vided to furnish such supplementation, SCHOOL COUNSELORS AND THE CURRICULUM ‘The work of counselors will be discussed m Chap VIII. ‘The function of these workers includes assisting with indi- vidual adjustments and assisting students in arnving at decisions. For the most part they will be concerned with students who cannot be adequately dealt with through the course of study and whose problems are not necessarily of such @ nature as to demand attention of the specialists. Flexibility of curriculums, richness of school and community resources will determine the effectiveness of the counselor's use of the curriculum in aiding individual students fay]Introduction to High School Counseling PERSONNEL WORKERS AND A NEW CURRICULUM Before attempting to forecast the direction in which curricular development will occur, it may be well to consider the future of personnel work itself The teachers whom we have called teacher-counsclors have been so designated because of their emphasis upon student-centered teaching. Present agitation to raise standards m_teacher-training institutions may well produce new type of teacher who will perform many of the duties assigned to the instructional type of personnel worker When this point is reached, what 1s now called group guidance and much that is orientation to new school situations will become instruction in a flexible curriculum The classroom curriculum will then be directed toward the same objective (well-rounded development of students) as is the personnel program. Teaching and counseling will then be accepted as two means to the same end The term counselor will, in all probabihty, be reserved to persons with professional training who meet well-defined specifications as determined by state or national certification agencies. The counselors will find their work, as it now exists, divided between better-qualified teachers and profes- sional counselors, leaving hittle room for those who are neither fish nor fowl ! Group workers may discover that much that is done in the cextracurriculum today will be unnecessary tomorrow because of inclusion of these activities in the curnculum. Their specific duties will be part of tomorrow's good teaching Group work will benefit directly with a rise of competence in the ranks of instructional workers Personnel specialists probably will be more in demand as the value of a complete personnel program becomes clear “Brocton, Wri Maren, “The Role of the Counselor,” an Th: Clallenge of ‘Eduction by the Stanford University Education Fecalty, pp 4357-367, McGraw-Hill Bock Company, Tne, New Vork, 1937 Lx8]‘Student Personnel Work and the Curriculum, Specialists will, in many parts of the country, find them- selves serving larger political units than the present city or school system. Counties and combinations of counties may find economy and efficiency in pooling the services of spectal- ists m “area clmics” A trend may develop which will bring together the workers of present schools and community agencies, ‘The curriculum will not necessarily go through a sudden, wolent change. Trends are now apparent which indicate that emphasis upon college preparation will wane The jumor college is taking over two years of the work now being done by colleges and universities, General and vocational curriculums wall be needed for those students who will enter the vocations after graduation, ‘These curriculums will require assistance in transferring into community hfe, and more instructional efforts will be devoted to core and life-area courses which combine materials from separate subjects. Such a curnculum development would demand more reliable methods in the distribution of pupils. For students who wll need training in academic and professional specialization, carly identification and counseling will be necessary. Community resources will be used as part of the course of study. Part-time school and part-time work may be increasingly popular Recreational and activity programs may become community projects for both adults and students and use both school and nonschool resources ‘The need for nonprofessional training of students may be met by means of a curriculum much less standardized and more influenced by local conditions and needs Economy may dictate that these curriculums be offered in fewer centers with better facilities Funds now spent in many units could be reallocated to support students in a few central schools ‘The federal government may eventually go much further in equalizimg educational opportunities, and thus exercise 2 standardizing influence upon certain phases of the curricu- [x10]Introduction to High School Counseling lum, This influence probably would take the form of ensur- ing certain common experiences for all students in some educational activities. Methods of teaching and specific content of courses would remain a local responsibihty. ‘The development of a nation-wide job-forecasting service and more adequate occupational information may profoundly influence vocational education and vocational guidance Present apprentice and trade-school practices may be absorbed or coordinated with the public-school system, in which case agreements with labor unions would need to be made, Proprietary schools, resident and correspondence, may be much more closely regulated by state departments of education to prevent exploitation of students and to ensure that cach student's educational experiences brought him to adulthood prepared to become economically self-supporting. SUMMARY We have discussed the classroom apphiation of the currieu- lum in terms of personnel workers We have emphasized ways in which existing curriculums may be utulzed by teachers to provide students with needed experiences The determination of the content of the curriculum is a responsi- Dility of administrators. ‘The day-to-day content of courses isa concern of teachers The development of individualized methods of instruction involves the work of counselors and other personnel specialists. ‘The objectives and issues of secondary education are, however, a concern of all educational workers. For this reason we discussed some of the current issues with special emphasis upon ther implications for personnel work For example, separation of vocational and general education, differentiated curriculums versus a single course of study, length of student residence in secondary schools, and the function of schools in changing the social order have been considered with reference to the work of counselors [20]Student Personnel Work and the Curriculum From the viewpoint of the personnel worker, the following phases of curziculum construction must be stressed the curriculum must be supplemented by defensible gradmg systems, differences in rate of learning must be recognized and evaluated, several methods of promotion and credit awarding must be provided, and more time must be provided for classtoom and counseling relationships between students and counselors. These needed improvements are of equal importance to the content of the curriculum Some trends in education have significance for personnel work Attempts to equalize educational opportunities ‘through functional curriculums offer inciessed possibilities for counseling students Governmental aids may provide better facihties for students now lost in a mass system of education or in underprivileged communities. Specialized vocational training may be provided through cooperation in lasger political units Governmental regulations may in time curb the unethical practices of certain proprietary schools With the development of these significant changes in the school, personnel work may be freed from some of the restrictive conditions which prevent the ndividualization of mass education, Mozeover, and of major importance, the classroom curriculum and personnel work will be directed toward the same objective of education Teaching and counseling will become supplementary rather than antagonis- ‘uc methods of assisting students to develop matunty. Review and Discussion Questions 1. What should be the content of a model curneulurn? 2 What methods and courses of information should be used an developing a curriculum? 43 To what extent should faculty members, other than admins. trators, be included m curriculum planning and reorganization? 4. What effect upon the outcomes of the curriculum has the school’s ‘method of registration? + What methods may be uted by a teacher to minimize the effects on students of an mappropnate curriculum? [zer]Introduction to High School Counseling Jum, This influence probably would take the form of ensur. ing certain common experiences for all students in some educational activities. Methods of teachng and specific content of courses would remain a local responsibility. ‘The development of a nation-wide job-forecasting service ‘and more adequate occupational information may profoundly {influence vocational education and vocational guidance, Present apprentice and trade-school practices may be absorbed or coordinated with the public-school system, in which case agreements with labor unions would need to be made. Proprietary schools, resident and correspondence, may be much more closely regulated by state departments of education to prevent exploitation of students and to ensure that cach student’s educational experiences brought him to adulthood prepared to become economically self-supporting. SUMMARY We have discussed the classroom application of the curricu- Jum in terms of personnel workers. We have emphasized ways in which exsting curriculums may be utilized by teachers to provide students with needed experiences. The determination of the content of the curriculum is a responsi- bility of admmistrators. The day-to-day content of courses, isa concern of teachers The development of individualized methods of instruction involves the work of counselors and other personnel specialists. The objectives end issues of secondary education are, however, a concern of all educational workers For this reason we discussed some of the current issues with special emphasis upon their implications for personnel work, For example, separation of vocational and general education, differentiated curriculums versus a single course of study, length of student residence in secondary schools, and the function of schools in changing the soul order have been considered with reference to the work of counselors. [20]Student Personnel Work and the Curriculum, From the viewpoint of the personnel worker, the following phases of curriculum construction must be stressed. the cumiculum must be supplemented by defensible grading systems, differences in rate of learning must be recognized and evaluated; several methods of promotion and credit awarding must be provided; and more trme must be provided, for classroom and counseling relationships between students, and counselors ‘These needed improvements are of equal importance to the content of the curriculum. Some trends in education have significance for personnel work Attempts to equalize educational opportunities through functional curriculums offer mcieased possibilities for counseling students Governmental aids may provide better facilities for students now lost in a mass system of education or in underprivileged communities Speciahzed vocational training may be provided through cooperation in larger political units Governmental regulations may in time curb the unethical practices of certain proprietary schools With the development of these significant changes 1m the school, personnel work may be freed from some of the restrictive conditions which prevent the individuslization of mass education Moteover, and of major importance, the classroom curnculum and personnel work mill be directed toward the same objective of education Teaching and counseling will become supplementary rather than antagonis- tic methods of assisting students to develop maturity. Review and Discussion Questions x What should be the content of a model exrmieulum? 2 What methods and courses of information should be used 1n developing a curnealure? 43, To what extent should faculty members, other than adminis tnators, be included in curicalum planning and reorganuzation? 4. What effect upon the outcomes of the curriculum has the school’s method of registration? 5, What methods may be used by a teocher to minimize the elects on students of an ineppropnate curciculum? [xar]Introduction to High School Counseling 6, Should x counselor or a school psychologist criticize teaching methods which are causing # duproportionate number of student {allure or other problems? 11. What types of data should be collected to discover the outcomes ‘of & school’s curriculum? Selected Readings Bran, Roper’ The Secsal Funchows of Edueahon, The Macmillan Company, New York, 1937. Bonners, Frankimw. How fo Make 6 Curriculum, Houghton Mifhin Company, Boston, 1924 Brioss, TuoMAs H, and Ormens “Functions of Secondary Educi- saon)” Report of the Commies on the Orzontotion of Secondary Educatsan, ‘Department of Secondary School Principals of the National Education Association, Chicago, 1937 Brrcos, Tuouas H . Secondary Education, The Macmillan Company, ‘New York, 2933 Caswext, Hours, and Doax $ Camparzs. Curriculum Develop. ‘mont, Argerican Book Company, New York, 1035 Couns, Groner § - Tie Senior High School Currsculume, University ‘of Cicago Press, Chicago, 1926 Doverass, Hast R Secondary Education for Youth 1m Modern Amenca, American Council on Tducation, Washington, DC, 1937 Daarzx, Evckr Masson Principles and Techniques of Curriculum Moksng, D_Appleton-Ceatury Company, Inc , New York, 1936 Eoueer, Rurm E, and Tuouas 0 Mansuatt When Youth Leave ‘School, The Regents’ Inquiry, McGraw-Fill Book Company, Inc , New ‘York, 1038 TiksaP, Henay (Chairman, Joint Committee on Curriculum) The Changing Curriculum, D Appleton-Century Company, Inc , New York, 1937 Kunrararcx, Watae H. Remaking the Curriculum, Newson & Company, New York, 1936 Koos, Lzoaro V* “The Changing Curnculum in Secondary Schools” and ‘Round ‘Table Conference on Changing Curriculum m2 Secondary Schocls,” Bullelss of the Department of Secondary Education of he Nolionol Educotion Assocation, Sepiember, 1933, 2 75-82, 83-88 National Counc of Teachers of English Curnculum Comeussion: An Bsperunce Currscubura in English, Appleton-Century Company, Inc, New York, 1938, [x22]Student Personnel Work and the Curriculum National Society for the Study of Education: The Twonty-Sisih Yearbook, The Foundations ond Technique of Curriculum-construction, edted by Harold Rugg, Part I. Currculum-making, Past and Present, Pact IT The Foundations of Currtculum-making, Public School Publish- ing Company, Bloomington, IIL x926 Recs, Hanorp: American Lafe ond the Schoo! Curriculem, Gann and Company, Boston, 1936 Ryax, W CARson Monta! Healik through Education, The Common wealth Pund, New York, x938. SrauipiNe, FRaxcrsT High School ond Lafe, The Regents’ Inquiry, ‘McGraw-Hill Book Company, Ine , New York, 1938 ‘Tuaves, V. T. “Current Trends in the Development of General Bducation,” éucational Record, July, 1939, 20 373-394. Wesury, Epcar Bavce. Teaching the Social Studs, D. C. Heath & Company, New York, 1937 ‘Wusnn, Jom P ‘The Teacher and the Curriculum, Prentice-Hall, Tac , New York, 1937 {123}CHAPTER VI Personnel Work in the Classroom ‘uci controversy rages around the question of what part teachers should play in aiding pupils toward better adjustments At one extreme of this controversy we find ‘those who contend that the teacher, because of his intimate contacts with students, is capable of performing all necessary personnel functions, At the other extreme stand the defenders of the specialist, who assume that lack of profes- sional trauning permanently bars a teacher from participation in personnel work, In spite of the great variety of personnel functions, these single-minded protagonists continue to desentbe the proverbial elephant in terms of single, isolated. parts of the whole. Homeroom teachers, vocational coun- selots, school psychologists, remedial teachers, placement counselors, and classroom teachers—these have each been called the personnel worker In ignorance of the vanety of workers and functions necessary in @ personnel program designed to aid the whole student, a single typeof personnel work mth a single technique is developed to assist all types of students with many lands of problems A study of any ‘one student will, in contrast, reveal that all types of workers are necessary in an adequate personnel program, This latter principle is basic to our discussion, Tn previous chapters we have outlned the functions of several types of personnel workers In the present chapter we give special attention to the personnel functions which teachers discharge inthe classroom Our discussion will center around the use [24]Personnel Work in the Classroom of personnel techniques (1) in regular classes; (2) in the homeroom; and (3) in group guidance classes. Tn Chap. YVIIT we shall discuss the personnel duties of the teacher outside of his classroom instruction, that is, as a part-time counselor of students, using the method of personal inte ‘views rather than instructional methods in connection with the learning of subject matter. THE CLASSROOM TEACHER AS A PERSONNEL WORKER In cooperative human enterprise duties are delegated to those individuals who can best perform them Champions of the classroom teacher as a personnel worker have based their , 1952 (1341Personnel Work in the Classroom Another personnel responsibility of classroom teachers is the orientation of new students Students need to be onented to a new subject or umt of a subject The teacher who begins a course with the announcement of the textbook and the number of pages to be read before the next day and then plunges into a lecture, has lost an opportunity to do per~ sonnel work Students are enrolled in any one class for a number of different reasons. Some have come because the subject follows a sequence they are taking for no known reason Others are sincerely interested and need httle onentation. A few are in the class because their friends like the teacher or the subject. In some cases students are present because a program adviser enrolled them for some unexplained reason. For these and other reasons students need to be given an introduction to the subject, they need to be told what it is and why it is worth taking Enthu- ssasm should be aroused, rather than administering it as so auch bitter medicine in the hope that eventually it will have a salutary effect ‘This initiation, on both a group and individual basis, is a personnel function of the teacher which we may call orientation. Another type of orientation is concerned with the student's educational and vocational problems. When students enroll in high school, they need assistance in choosing a course of study and an occupational goal In many schools regular classes, variously called vocations, occupations, or vocational cavics, are taught. In a following section of this chapter these group guidance classes will be discussed. ‘The orien- tation referred to in the present section should take place in every class. For example, an English teacher may emphasize the importance of spelling in stenography and a number of other types of work ‘Teachers of automechanics are able to point out direct relationships between the subject matter and job opportunities and practice. ‘Teachers of social science may illustrate the relationships between the (1351Introduction to High School Counseling study of local, state, and national economic conditions and the problems of choosing an occupstion and securing exuploy- ment In almost all subjects, the classroom teacher can and should orient the students to the broader aspects of the subject matter they are learning. ‘The last personnel function of classroom teachers we shall iscuss in this section is remedial instruction. Almost any instructional responsibility of the classroom teacher, if applied to extreme instances, becomes the function of specialist This is particularly true of the remedial aspects of teaching. One undesirable aspect of remediation should be mentioned, As educators accept increased respon- sibilities for adaptation to individual differences and for the speciéc needs of individual students, classroom teachers are assigned new duties to perform, ‘This trend is true not only of counseling, as we stated above, but also of remedial instruction, Brueckner points out this trend in the follow- ing quotation ‘The rapid development of these special agencies that deal with aspects of growth formerly given litle consideration by the school shows the extent to which the schoo! is assuming some responsibihty for the correction of maladjustments of ell kinds that interfere with the optimal growth of all leamers All these agencies require the serves of persons wth special types of training, some of them of Ihighly technical kand In schools where these agenses ore lackong the teacher must assume responsibility of dealing rath the conditions © (tale 1s notin onginal ) In similar manner Travis assigns technical responsibilities to the teacher with respect to remediation of speech dis- abilities. Before everything else the teacher should know something of the ctule’s farmial stock and of hs early development Among the ex ‘camstanees to be mquired about 1m the child's famuly stock are speech pronoun, Leo J, Bucetsona! Disqnons, pp_ ga, troduction to the ‘Thuty-Fourth Yearbook of the National Soaely forthe Study of Falseation, ‘Puble School Publishing Compeay, Bloomington, Il, 2935 [136]Personnel Work in the Classroom defects, mental deficiency, nervous and mental disorders, condition of the mother during prenatal life of the child, age of onset of talking ‘and walking, emotional rezctions, and progress in school Also the socal, economic, and racial environment of the cinld should be eval- tuted. . . . The teacher is not expected to be able to make physical iagoes, but she should be able to appreciate the Sndings of the phyaiclan and to recognize certain symptoms in order to refer certain cluldrea to bum Further, she should appreciate the meaning of deformities, symmetries, and stigmata The function of the particular structures should be carefully noted for possible deviations from the normal ‘The teacher will be interested particularly in muscular weakness and paralyses, choreoid and athetold movements and tremors © Such remedial functions added to lesson preparation, student conferences, extracurricular responsibihties, exami- nation making and scoring, and the many other duties appear to be an unreasonable professional load to expect of teachers unless they have received more training than is now required in most states. ‘There are, however, many remedial functions which ‘teachers can and should perform We shall mention a few of these responsibilities. For example, m most classes teachers discover a wide range in speed and comprehension of reading materials Something must be done by the teacher if learning is not to be prevented by serious reading handicaps, Much interest has been shown by teachers in methods of diagnosis and remediation of these disabilities, especially the possibility of improving reading through group mnstruction Under some conditions group techniques have proved to be valuable and teachers may make effective use of these methods ‘Taavis, Lux Eowaen, “Diagnosis {a Speech,” Bducationel Diagnosis, Chup 19, pp go2-403, Thirty-Fourth Yearbook of the Natsonal Society for fhe Sady of Bducatns, Pubie School Publshieg Cotmpany, Boomngton, 3935) #Szmmrr, A, “Remedial Tastructon in Reading in Secondary School" Yearbook 1937, pp. 42-47, New York Society forthe Experimental Study of Baseation, New Vork, 1957. {1371Introduction to High School Counseling In addition to group methods of remediation, many teachers are responsible for tutoring individual students, ‘This tutormg may be needed with respect to a specific deficiency caused by poor background, poor study habits, long absence from the classroom, physical conditions, or other reasons. In large school systems special classes, under the direction of specialists, are formed for students with common problems needmg remedial assistance In small schools the number of students who are blind or partially blind, deaf or hard of heating, or defective in speech 1s so small that the com. munity cannot afford special classes or teachers Under these circumstances makeshift remediation is the only method tobe used. Special programsof remedial instruction through lasses are needed for: (1) students with defects in ght; (2) those with physical disabihties; (3) the deaf and hard of hear- ing, (4) the mentally retarded, and (5) students with speech defects In every classroom, however, the teacher will discover sim- pler problems needing remedial assistance. ‘These include the normal difficulties of learning. Through an analysis of written examinations and oral recitation, the teacher may learn the nature of the matenals proving difficult for ‘the student to learn, By means of individual and tutorial instruction these learning difficulties are often corrected without much extra effort, In other cases analysis of learn- ing errors proves to be a superficial diagnosis, and the teacher must refer the student to a clinical psychologist for more technical diagnosis and remediation. ‘We have discussed in this section the personnel functions and techniques of the classroom teacher. These were directly related to instruction and as such are not usually considered as part of the personnel program, But we include them here because they illustrate the fact that the classroom teacher can be a personnel worker by performing his teaching (138)Personnel Work in the Classroom duties. By individualizing and personalizing instruction, the teacher 1s in reality performing his part of the school’s progiam of assisting students to develop their capabihties For many classroom teachers these will be the only personnel functions discharged Other teachers will, in addition, per- form counseling functions described in Chap VIII. Still other teachers will serve as personnel workers in the home room and m group guidance classes. We turn now to a dis cusston of these two additional personnel functions involving the use of instructional techniques. THE HOMEROOM TEACHER ‘The homeroom teacher is assigned various duties in dif- ferent schools, In general these duties may be classified under seven heads: (1) discipline and social conduct; (2) special activities; (3) guidance; (4) administrative (eg attendance records), (5) school spirit and activities; (6) civic training, and (7) methods of studying. Our interest lies in those phases of the homeroom which are directly related to the personnel program. We find wide differences of opinion concerning the value of the homeroom for personnel work. For example, Doug- lass says: Except in those schools in which there are competent and foresful hhead counselors or chuet advisers with the authonty and the time to divect the activities of the advisers, the homeroom, oF group, advisory erpizauon bas rarely been very sucetfal asa Instrument for guidance.? Umstattd takes a somewhat more optimistic view in placing the success or failure of the homeroom program on the shoulders of the individual homeroom teacher. 'Ksrawven, Guivsow N, and Ronzex E, Scorr, “The Homeroors in the Adwainstration of Secondary Schools," Teachors College Record, ApH, 1959, 1p ell, 193 (301Introduction to High School Counseling ‘The number and the kind of needs which are discovered and met. by the botseroom adviser depend upon the enthusasm and sincerity of the teacher ag well as upon hus experience and technical sll n guidance Some advisers in poorly oxganized schools may be satiGed with a ppesfunctory roll call each morning Others will be content wth nothing less than systematic diagnosis and thorough treatment of the personal, educational, and social needs of each pupil m their groups * Contrary to general impression, the homeroom did not originate as a personnel activity.* The origin of the home- room is found in the abandonment of the old, one-teacher school. Large schools, with many departments and teachers within departments, required a means of dealing with routine ‘matters of population statistics and attendance records. ‘The homeroom as an agency for guidance activities origi- nated at a later date than the homeroom as a branch of admmistration At present the number of nonguidance activities in the homeroom are greater than the guidance activities in a ratio of between two and three to one * In performing personnel functions the homeroom teacher faces conditions and difficulties simalar to those discussed in the previous section on classroom teachers Some of these dhficulties may be avoided if the administrator sclects his, best teachers for homeroom duties. If the homeroom teacher is to function as a personnel worker, with greater responsibilities than the classroom teacher, time must be allotted for the performance of these extra tasks ‘The usual period of fifteen to forty minutes, two or three times week, is not sufficient for an adviser to meet more than a few of the counseling needs of students Douglass states four conditions which must exist if the homeroom teacher is to be successful in an advisory capacity: 2S CUSEATTD, oP ly Bans Koos, Lrowara V, and Grayson N Ruramvan, Guidance an Secondary Schools, ‘the Macmallah Company, New York, 2933, STi p 548 [go]Personnel Work in the Classroom 1. The adviser must be one who by traimng, personality, and Interest fitted to render an adviser's services 2, Tine and opportunity should be provided for conferences between the advser and each pupil assigned to him ‘The advisers must be furnished with adequate case data 4 Advisers must be trained not to neglect the advisory actuties favor of routine activates * Frequently homeroom advisers are forced mto a situation for which they have little likmg and are burdened with responsibilities beyond their trainmg The homeroom program has possibilities of being an effective part of the personnel program, but at present no school has succeeded fn establishing it as a vald substitute for tramed counselors In schools with efficient classroom teachers, trained coun- selors, and group guidance classes, the homeroom appears to add but httle to the personnel program. GROUP GUIDANCE CLASSES Classroom guidance, by means of instruction in special subject matter not included in regular classes, includes three types 1 Regular courses 1n community avies, oceupations, safety educa tion, and prectical psychology, taught as regular subjects and carrying credit a8 academic subjects In some schools these subjects have ‘become part of the regular and offical cunculum, m other schools such classes are still part of the extracuniculum 2 Homeroom programs which are planned, year by year, Lo mect group needs of a certain age or grade Ordinamly these courses are taught by homeroom teachers two or three days each week and do not always catry scholastic credit 3 Unite of work included in the academic subjects for the purpose of

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