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Page 14 text:
Guidance and Cnunsehng
Guidance and counseling services at Central High School
are biased upon the principle that "Guidance is any activ-
ity which influences any individual in making plans, for
his own future."
Our guidance program may be identified by three
phases: Orientation. Educational Guidance, and Voca-
tional Guidance. Included in all of these is also the fac-
tor of Personal Guidance. The elementary teacher, the
high school teacher, the group adviser, the counselor.
and the administrator must all work together to success-
fully fullill the aims of any guidance program.
In the Central High plan, the school principal and as-
sistant principal serve as the directors. They appoint
a guidance committee of teachers. who have been certified
as counselors by the Missouri State Department of Edu-
cation, During the school year 1953-54, Mr. Russell
W. Hibbert has served as chairman of the guidance com-
mittee and as counselor for the pupils of Sophomore and
Junior groups. Mr. Leighton Martyr has served as
Freshman counselor, Mr, Max Carlisle as Senior counselor,
and Miss Ruth Colestock as testing counselor.
Much of the orientation guidance has been done in the
Freshman year. It starts when the high school counselor
visits the elementary school to interest the eighth grade
pupils in a high school education,
The selection of high school subjects most suited to a
pupil's needs embraces the scope of Educational Guidance.
Most Educational Guidance is done by the teacher-ad-
visers, some through the administrative staff of the school,
and some through the counselors. Many individual pupils
call at the guidance oiiice for personal counseling, and
each term an increasing number of pupils are referred to
the counselor by his advisor,
Group guidance, as well as individual counseling helps
to make a better informed pupil. At Central the group
guidance program has included Auditorium programs,
Guest Speakers, Visual Aids, Career Clubs, Multiple
Counseling, Career Day, and field trips.
Vocational Guidance helps a pupil prepare to better meet
the problems he must solve when he becomes a high school
graduate. Counselors spend considerable time in helping
pupils make their vocational choice during the time they
are school citizens. Much of this individual counseling
is based on the results of "Standardized Tests" inter-
preted by the counselor.
Placement service is a part of the total program of
Guidance services. At Central many pupils are placed in
jobs selected to meet their interests, needs, and capabilities.
Placements in commercial work are cared for by Mr. Ralph
Kirn, those in Industrial Arts by Mr. Jesse Vertrees, and
those in Distributive Education by Mr. E. E. Chapman.
The Guidance and Counseling Service at Central en-
deavors to provide a well rounded program including both
Group guidance and Individual Counseling, and to agree
with the author who says, "Group Guidance plus in-
dividual counseling produces better results than either
Page 13 text:
Uhool llaze of I953-54
School Physician and Nurse A Mikc Club Job
S1lldCl'lIS Qlli77iI'1g Business Mun Voice of DCIUOCYJCY Contcslnnls
Lunchroom Staff Cuswdinns
Page 15 text:
Around forty Central' High students are seen
leaving the school soon after lunchtime each
day. "Are they skipping?" you might ask. No.
At least, most of them aren't. Their programs
are arranged so that they can get to work early
in the afternoon.
These students are the "Co-ops," enrolled in
our two part-time work-experience programs,
Distributive Education and Secretarial Practice.
The Co-ops attend regular classes where they
study about the work they are doing in the
UentraI's "Cu-lip" Program
cedures during their eighth term. While doing
this, they are attending school in the morning,
and getting practical on-the-job experience in
the afternoon. During the last year the girls
have received their training in such businesses as
insurance, finance, wholesale paper, newspaper,
fuse and electrical manufacturing, as well as at
several elementary schools.
Co-ops in Secretarial Practice and Distribu-
tive Education earn a credit for their class work
and a credit for their successful work experience.
The employers grade their work for each report
Distributive Education students study about
the distribution of goods: that is, the buying
and selling of merchandise, with all the prob-
lems connected with that activity. They learn
about the problems of both the employees and
the management of stores. Each Distributive
Education student learns and earns on the job,
by working at least l5 hours a week in a store.
Jobs range from stock work to selling, in such
places as grocery stores, department stores, va-
riety stores, drug stores, and others. Some 20
Central students have been in the D. E. program
during the past term, having started as New
Secretarial Practice "Co-ops" finish their
training in typing, shorthand and office pro-
card period, by means of a rating sheet, for
characteristics like "Ability to get along with
others," "Initiative," "Punctuality and Attend-
ance," and i'Suitability to the job".
The teacher-coordinators, Mr. Chapman and
lVlr. Kirn, visit the students' training stations
regularly, to observe them on the job and to
confer with the employers about the training
Employers like to take our selected Central
students for training, because they progress
faster on the job, and are ready to take over
full-time jobs when they graduate.
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