Cuba Central School - Gargoyle Yearbook (Cuba, NY)

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G IDA CE S students, you have been preparing to take your place as intelligent citizens in the community. You have been learning something of the world today. You have also learned something of the past that you may better understand today's problems, why these problems exist, and what must be done to solve them. The guidance program has been organized in an attempt to make your education more meaningful and of great- er help to you. Educational and vocational guidance merge in their concept of seeking to have each individual become familiar with a wide range of information about himself -- his interests, aptitudes, abilities, previous development in the various areas of living, and his plans and ambitions for the future. Guidance seeks to help the student to become acquainted with the various problems of social, vocational, and recreational adjustment which he faces. Guidance works on the premise that the more an individual knows about himself, the more in- telligently he makes decisions and adjustments necessary in later life. While the guidance counselor may ren- der assistance, the decisions must come from the individual. The guidance program in our school is new this year. It takes considerable time to develop an extensive program and to get it working properly. It also takes a long time before one can fairly evaluate its results. During the present year work has begun on the projects listed below. 1. Each student in grades 8-12 has had at least one interview with the guidance counselor. In that interview his educational and vocational plans were discussed andhis program of studies was planned to prepare him for his objectives. 2. Juniors and seniors were given interest and aptitude tests to help them in analyzing their individual inter- ests and abilities so that they may be better able to select educational and vocational goals intelligently. 3. In grade 8 an orientation program was established for the purpose of acquainting the members with the opportunities offered in high school. Through study, tests, talks, and conferences these youngsters have had an opportunity to learn more about themselves, the school, and the world of work. An attempt was made to have them select an area of educational and occupational interest, and their four-year high school program was then constructed with this goal in mind. 4. In grade 9 pupils make a study of the occupational field in social studies class. From this study they learn of the different areas of vocational employment and something of the many occupations and opportunities with which they are unfamiliar. 5. At the 10th grade level, guidance units have been included in the English program. One unit calls for a rather extensive study of vocations. It is hoped that this study will enable the students to select a vocation with greater wisdom and that future school work can be directed toward the preparation for this objective. Other units deal with personality problems and other problems of adjustment that are of such importance in the lives of boys and girls of this age. 6. Senior English has included units of study concerning problems of after-school living. Some units are for the purpose of acquainting students with ways of obtaining a job, how to succeed in it, and how to progress. Other units deal with problems of money, marriage, and the goals by which success is reckoned. 7. The librarian and the counselor have collaborated in the organization of files of occupational information. Additional information is being added to these files each month. 8. Our school has cooperated in a county-wide Educational Conference and helped to make it a distinct suc- cess. 9. A study of the classes of 1946, 1947, 1948, and 1949 was made through questionnaires for the purpose of determining how successful the school has been in pre- paring these people for the life they are now living and to determine what recommendations they might make whereby the school might more adequately serve suc- ceeding classes. 10. Numerous conferences were held with parents concerning students and their parents. 1 11. A great effort was made to place seniors in the area of their desires. As of February 1, 1950, the following Seniors have expressed their intention of going to college: Abbott, Congdon, Fanton, Kline, Kornetzke, Rasmussen, J. Scott, M. H. Scott, and Whipple, to business school: Blank, Botens, Bump, McCaa, Roat, Swift, to technical school: Brown and Warren, to a school of practical nurs- ing: Blackg to work: Manning, Milne, Poore, Preston, Stout, and Sweet, no decision as yet: Haring and Supanik. As you again read this in 1960, it is hoped that each and every one of you will have achieved the goals set ten years before. 14 MR. CHILDS I. SCOTT i