Woodward High School - Treasures Yearbook (Cincinnati, OH)

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ing those who know positively what vocation they will follow upon leaving schoolg the second class including all those pupils who know indefinitely and yet are very uncertain what step they shall take after leaving high schoolg tl1e third class con- sisting entirely of those pupils who have not the slightest idea of what they intend to do after grad- uation. By circulating blanks to be filled in by the students themselves it is determined to which classes the pupils belong. VVhen the entire student body in question is thus classified, the first group is wished God speed in all undertakings and are heneeforth left unmolested. The pupils in the second and third classes, however, are those with whom the guidance committee is directly con- cerned. Each individual of these two groups is put under the observation of certain teachers who try to ascertain along which pursuits his ability lies. At intervals., meetings are held and each individual pupil is :discussed by the committee in an effort to determine at what vocation he might prove most' successful. Advice, based upon the result of this discussion, is then given the student and in this way, it is hoped that he,may avoid a false choice and be started on a short and promis- ing road to success. This guidance work, however, was begun hardly early enough for us to profit greatly by its efforts. At various times in our high school career many of us have felt that had we had expert advice we would have found ourselves the sooner and ohviated the necessity of changing from one course to another. Yet, because we have been able to remedy our bad choice, we can again be duly thankful. Our cosmopolitan school system by which all these various departments are brought together under one roof has enabled us to remedy our mistakes. ln mingling with others of different courses, we have realized our inadaptability for certain studies and been allowed to change to some other branch within the same school and thus our high school training has been spared the term ill opportunedf' It is in this guidance problem that the great ditiiculty of lnodern schooling now lies. To solve this, will require the most thorough research on the part of school authorities. ln the meantime, how- ever, the co-operation of the faculty in implanting ideas for future life work into the minds of the studcnts has not only helped to arouse the interest of the family at home, but has enabled us to talk profitably among ourselves on this subject of our life work. Foresight, intellectuality and socia- bility are all developed in our delnocratic cosmo- politan high school. We have learned to enjoy the fellowship of many, to appreciate the pleasing characteristics of some in contrast to the unde- sirable company of others. Thus unconsciously have we learned the principles of true democracy: a11d stepping out into life we shall find that we have already formulated ideas of our own in re- gard to universal welfare, and will, therefore, not be influenced by narrow prejudiced egoisms. We have merely made a statement of those op- portunities which with a retrospection of our school life we have now come to realize. By ex- changing thoughts with othcrs we have learned of their ideals, we have formed our own, and in man- ifestation ot' our good fellowship to one another, we have developed a spirit of co-operation. Wish- ing to each uninterrupted success along those lines in which future prospects seem brightest, with all due appreciation of the endeavors on the part of the faculty to this end, we leave old VVoodward, in hopes of some day returning, proud to acknowl- edge her, the inspirer of our success.

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