Waterloo High School - Rosebud Yearbook (Waterloo, IN)

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THE ROSEBUD MARGUERITE HAMMAN Waterloo High School Tri-State College Ball State Teachers’ College Third Grade HELEN CALLAHAN Clearspring High School Teachers’ College of Indianapolis Danville Central College First Grade GERTRUDE N. NEWCOMER Waterloo High School Tri-State College Winona Summer School Second Grade T hirteen

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jhssohb THE ROSEBUD ROBERT L. HOLDERMAN Leesburg High School Manchester College Sixth Grade IRENE SHUMAKER Pleasant Lake High School Tri-State College Ball State Teachers’ College Fifth Grade CLEO DIRRIM Hamilton High School Tri-State College Fourth Grade r A; ir i At r At r At r Ai r At r At i Ai rAi r At rAt tf TifT v? Twelve

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THE ROSEBUD irj] i ji e,ji EDUCATIONAL GUIDANCE Educational guidance is defined as a conscious effort to assist in the intellectual growth of an individual. It is also the foundation of other guidance programs such as vocational, social or ethical guidance. It is concerned with the choice of studies, courses and curricula. It means guidance into the most suitable curriculum for each child according to certain characteristics. There is a real need for educational guidance, children do not know themselves, they cannot realize their possibilities or distinguish between real and passing interests. They do not understand their needs, and lack of experience, makes it impossible for them to choose a curriculum wisely. They need guidance because they do not know the curriculum and the way in which it is fitted to their needs. Once a highly selected group of pupils whose primary aim was a college education at¬ tended our high schools. Today when we study our high school enrollments we find a great range of individual differences, especially in chronological and mental age, capacity, and social development. Children today have so many opportunities for out of school contacts and experience away from home that many formerly uniform characteristics have changed. Unless we realize these individual differences and make provisions for them the school mortality will become high. Courses are now being formulated to suit this difference in mental age and guidance of pupils into these courses will reduce school mortality. Educational guidance must be based on a study of the ind ividual. In that study of the individual child several facts must be ascertained (1) his learning capacity (2) his past school record (3) previous training (4) health (5) character traits (6) personal ambition and interests (7) emotional traits (8) status of the family (9) parents ambi¬ tions and interests and (10) his special abilities. The length of time a child is expected to remain in school plus these ten factors just enumerated constitute a well rounded basis for an educational guidance program. Guidance can best be given by a counselor who studies a limited number of pupils individually as to the ten factors enumerated above. Where it is possible a trained counselor can not be secured then a great deal may be done by the general faculty when a careful study is made of the problem of educational guidance. In our eighth grade we request the reading of an educational guidance book during the last six week grading period entitled Making the Most of High School”. During each year of high school we propose to use a set of at least one hundred educational and vocational guidance questions which will cause the pupil to think seriously about his school work and rather accurately measure himself in the light of desirable cultural and vocational achievements. Such questions can bring quite a degree of satisfaction to some pupils who find that they are moving in desired directions. They will give a mental jar to the unsocial pupil and permit him to see himself from an entirely different angle than his accustomed point of view .—}. B. Mlinn. Fourteen