Parker High School - Parker Pine Yearbook (Chicago, IL)

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5 Zi Q 5 K S Zi ms: ,A Ixwfzvas ? 2 ,Q ? wma, .... V S 3 gas .lg 3. 2 E 5? GUIDANCE AND ADJUSTMENT ' The purpose of the adjustment service is to insure the success of each student in high school. In charge of this work is Mrs. Alicia Doran, adjustment teacher, who has worked in this capacity for three se- mesters. One of her principal duties is to adapt school work to the needs and abilities of the individual pupil. ' This department gives various tests to all incoming freshmen and to pupils who require special attention. Remedial and corrective classes are formed for pupils who need special attention. Research in this line is constantly carried on. A study of the r a n g e of individual differences shows a variation in the abilities and standings of first year students. The supervision of health records and the testing of pupils' vision and hear- ing comes under the work of this de- partment. ' An important function of the ad- justment service is the analysis of failures. Failures can frequently be prevented if advice, encouragement. and assistance are given to pupils whose work is unsatisfactory. Stu- dents who cannot easily complete the required work and those who do not work to their full capacity over- come their difficulties through the counsel and guidance of the adjust- ment service. ' The keeping of cumulative records comprises another phase of the work of the adjustment service. These records contain information concern- ing each student from kindergarten through junior college. His social, physical, mental, educational, and emotional development is traced during this time. All of this informa- tion aids the adjustment teacher in solving student problems. The rec- ords indicate possible causes for fail- ure and show student aptitudes and tendencies during school years. ' The guidance period is a part of every teacher's program. During this period the teacher assists pupils who need special attention. The personal records of all students are kept in 105, a room devoted to counseling. All information concerning the stu- dent is recorded on personal data sheets which greatly aid teachers in programming and in finding causes of student failure and maladjust- ment. Every Parker student has an interview with his division teacher at the beginning of each semester. The teacher discusses fully any problem which the student may have and offers cg remedy or solution. ' The task of orientation is handled by the adjustment teacher. She vis- its the grammar schools and ex- plains the high school curriculum to the graduates in order to aid them in making a choice of studies and in se- lecting a course with regard to their interests and abilities. The students thus get a clear conception of the social and scholastic value of a high school education, and learn how to get the most out of high school by participating in all its activities.

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INDUSTRIAL ' In line with Dr. Iohnson's policy for providing adequate industrial and vocational training, provision was made for an industrial arts course at Parker High School. At the beginning of the school year an in- dustrial laboratory was equipped and put in operation. The new course was designed to give first year students an opportunity to test their ability and interest in industrial work. ' The first part of the course involves a study of electricity and general metal work. Projects are undertaken, such as the construction of a toaster and a telegraph key, which combine the use of sheet working machinery and the acquisition of associate skills in building electrical apparatus. The students gain a basic understanding of industrial manufacturing through the study of the elements of foundry work, the use of a metal cutting lathe, the operation of other metal working machines, such as drill presses, coil winders, square shears, and bar folders. This combined me- tal and electrical training prepares the student for still more advanced training in the electric shop classes. It is from these classes that members of the school's stage crew are re- cruited. ' In the second phase of the course the students study woodwork and ceramics. Through required reading, motion pictures, visits to industrial plants, and practical demonstra- tions, the students become acquaint- ed with lumber productions, the various methods used in finishing wood, and the care and use of wood- working tools and machinery. The boys, of course, gain practical ex- perience by making many useful and interesting articles from wood. In ceramics a study is made of clay and clay products-glass and ce- ment. A potter's wheel gives the boy an opportunity to make pottery as it has been made for centuries. A kiln is used for firing the ware. It may be fired to a temperature of 2,0000 Fahr- enheit. ' The final phase of the industrial arts work covers printing and book binding. Fundamentals of the print- ing trade are taught, and the oppor- tunities of the printing industry are presented. Subjects covered in the course include the art of paper mak- ing, hand composition, book binding, and press operations. Art and mathematics are closely correlated with the work in printing. The art department passes approval upon matters pertaining to design. Stu- dents gain practical experience by doing much of the school's printing: for example, tickets, dodgers, all office supplies, programs, and parts of the Hi-Ways are printed by stu- dents. ' If the interest of the student has been challenged in the industrial arts course, he may in his second. third, or fourth year, continue his study of industrial practices in more specialized courses. A variety of courses are offered: electricity, ar- chitectural drawing, machine draw- ing, mechanical drawing, pattern making. printing, and wood - work- mg. 25