Close
Logo
About
FAQ
Home
Collections
Login
USC Login
Register
0
Selected 
Invert selection
Deselect all
Deselect all
 Click here to refresh results
 Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
Recruitment procedures in the teaching profession.
(USC Thesis Other) 

Recruitment procedures in the teaching profession.

doctype icon
play button
PDF
 Download
 Share
 Open document
 Flip pages
 More
 Summarize
 Download a page range
 Download transcript
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content 0
ECRUIT
In
T P OCEDURES IN THE
AC ING PROFESSION
es1s
Pr s ted to
chool of ducat1on
Sou hern California
1 11 e t
ens or D ree
o due t1on
by
Verna Blanche John on
June 1949
This thesis, written under tlze direction of the
Chairman of tlze andidate s Guidan e Committee
and appro ed by all mernbe1·s of tlze Committee,
has been pr s nted to and a epted b the Fa ulty
of the S hool of Edu cation of Tlz Uni rsity of
South r,i California in partial /ulfill1n nt of the
require111 nts for th degr f Master f Scisnce
-Hi Edu ation.
hairmmi
-················ 7 .... . ' ········p ...... ·······
TABLE OF CO TENTS
CHAPTER
I. INTRODUCTION •
• • • • • • • • • • • • • • • •
II.
III.
Statement oft e proble
I mportance of the problem
• • • • • • • • • •
• • • • • • • • •
any teach a will ot retW" o the
claasroo
• • • • • • • • • • • • • • •
Few sue .ts ar ra1 1
7
to t c er
•
Th enroll n 111 C 1 u 0 e
•
Continu d short e r die e d •
• • • • • •
Deli 1
De
C
11
In
Ct 10
10
0
0
C
ture
u1d c
h
Lin 0
A ork1n
0
0 t ro 1 m .
• • • • • • • •
te 8
• • • • • • • • •
e 1 s
• • • • • • • • •
0
• • • • • • • •
• • • • • • • • • • • • •
0 oc o al
0 1 voe lo
· • . • • • • • • • • • • • • • •
10 0 1 C
• • • • • • • •
nt no
• • • • • • • •
ro e e
• • • • • • • • • •
ch
• • • • • • • • • • • • • •
1loso
• • • • • • • • • • •
pr 1sal of e ca 1o a voc a lo al
8 0 · 1dance as oun 1 co
q e ion 1 re
• • • • • • • •
PAGE
1
1
2
1
3
6
6
?
2
CHAPTER
IV.
Respondents differ s to th desirability
of uidance as a recruit ment evice
• • • •
Voe tional units in social studies supported
by respondents
• • • • • • • • • • • • • • •
The
12 voe tlonal
ui ance W1it.
• • • • • •
UBLIC ITY. •
• • • • • • •
• • • • •
• • • • •
Emphas1zin - desi
le u 11c1 y
• • • • • •
A r
ive
d u 11c1
• • • •
Educ tion 1 11
e 8 d
• • • • • • •
08
r
videl
eed
• • • • • • • • •
18
C ts.
• • • • • • • • • • • •
Oc
al
oks lv 8
• • • • • • • • •
UC
0 1 0
10
•
• • • • • • • •
B lle 1
0
1
• • • • •
C
in "' ic te
11
1
• • • • • • • • •
• • •
• • •
0
a
ve ro ac r
r 1 1
tit 0 8
• • • • • •
• • • •
Car
er ye
• •
• • • • • •
• • • • • • •
e arin
u ils
• • •
• • • • • •
• • • •
e arin
the
faculty
• •
• • • • • • •
'
\Vi in
rue
ors
1rectione
• • • • • •
valuatio
stu e ts •••••
• • • • •
e c r rai in 1 st1tut1ons send
represent atives •••.••••••••
11
AGE
34
3?
38
41
1
41
6
8
9
l
54
4
n
6
7
7
CHAFTER
v.
I.
es ondents v lue occupat i onal con fer-
ences. .
• • • • • • • • • • • • • • • •
S I S D FI
Hist r 0 the i d
1
Influenc 0 co
l e isl ion .
Influ C 0 C
evelo 0
er1can
e fou
embersh1
at o
l
1 o r tic
•
l
SC
0
IAL ID • •
• • • • • •
mo ve ~ nt
• •
.
• • • • •
lsor educ ti on
• • • • • • • • • • • • •
1 or 1 slat i on
• • •
ol 1 1
• • • • • •
s Foun a lo
• • • • • •
ed .
• • • • • • • •
t .datio
• • • • •
• • • • • • • • • • • • •
Flo 1
• • • • • • • • • • • • • •
I lie ti
C Ol "
1 1
es on
IO
t co
e
1
1
b
0
l
C t1onal 11
t is e1n 0
a 0 aire.
se
1
t e
e as
• • •
C
• • • • • • • • •
0 ts •
• • •
C
• • • • • • •
s .
• • • • • • • •
s
• • • • • •
•
V d
• • • • • • • • • •
reveale fro t e
• • • • • • • • • •
111
AGE
58
60
61
61
6
3
6
68
9
7
?
7
?3
74
7
76
77
79
.. co end t 1 on s • • • • . . . • . • • • • 00
BIBLIOG J-rY' • • • • • • • • • • • • • • • • • • • •
8
p
IX . .
• • • • • • • • • • • • • • • • • • • •
7
CHAPTER I
Introduction
I. Statement of the Problem
Because of the critical and persistent shortage of
teachers in every section of the nation , we often hear the
question: "Will there be available as they are needea. a
sufficient number of teachers of the right qu lity?
Educational leaders and the p u lie generally re de pl
concerned with this question. Many school admin1st ators
show their great concern and unh iness both 1 re rks
and attitudes re ard1n the situ t1on. Typic 1 o
in educational literature is st t nt by H 11,
education at the University of Southern a 1 o i •
C 10
0
UnfortW1ately, our children cannot an do not wit for
us to correct the te hers ortage. In our rs whol e
generation of youth pas es thro hour hi acho o s . In
elght year s a whole eneratlon of c 11 r n s es throu h
our grammar schools . In five years our presen hi h so ool
seniors will be voting citi zens and it 1 proposed
that they shall be qu lif1ed voters a t e of el t-
een, one year after raduatlo n . ear tr in1n n
t hose who will be responsl le fo 1rect1 u 1c
affairs twenty years from now and o will us in
responsible poe1t1ons as st tesmen, te c re, e 1ne rs,
doctors, l awrers , and in similar responsible positions .
These leaders are bein educated today. Those of u who
are neglecting to recruit youn teach rs fro t e best
high school graduates 1n every co W1 t are f 111 t
realize the i mport ance of educat1o i n a de ocr cy.
I Osman R. Hull, "Recruit Youn People for Teac in , •
The Phi Delta Kappan, 28: 10 Se tember, 1946 .
It was the general urpose of this study to:
(1) Determine recruitment procedures now bein
used in hi h schools in Los An eles to recruit
younr people into the teaching profession
( ) Analyze wh tis being done in the 11 ht of what
shoul be one as revealed by educational
liter ture
Bein co n1zant o t bove, seco
w 1c t e
ry pu ose
cruit n
2
was to 1scover
pro ra coul
e
exo
•
e , 1 OV
'
e 1c d.
I. Imo t c oft o le
On essent1 Sp C 0 0 o l i p o
e t u 0 0 ne C
•
sc ool 0 1 p 1 ty
1 t o er c 1 e
t e cl r oo w e 0
t
ed1
nee. From
•
•
opo to
The time h s co e vi rous, 1rect ate tlon is
imper t1ve if t e preset te chin rou is t o prove
helpful in restoration of the te hers 1
perpetuation of the te c er supply ~ the
of teachin as a prof~ssion.
1n1etr t s must
or th recruitment of
0
econdary school te c ere an
res ond to their responsl 111ty
teac era. The attack on t e pro
be made ·throu h a 11 anced
lem o recr 1tment should
ro r de i ned to sell
3
the idea of teachin as a profession. The program should
present all the facts about the teaching profession, and
encourage the pupils to gi~e consideration to a career
in the field of education.
Many teachers will not return to the classroom.
Many teachers who left their cla srooms to work in war plants
want to rema1n 1n industry or business. survey y the
Evansville, Indiana, Po ~war Plannin Council reve ed 94
teachers employed in war lants in h t r a. Only 16 an
to resume t ac ing. 0th rs wish o st i r f ct o i a, 0 -
flees or at home. Th
of 140 stu e ts. Only
the oth rs t 0 co
survey w re t t d C
to et bot te er
Few students are
in teac er-tra1 1
These schools 1
teachers an u
of t at num er.
John C.
Secon C 00 ,
Carl
Education l
•
i
It ee
survey also isclose pos esires
10 o t r to r etu o school
1n 0
•
oncl i on 0 t
0 te s C a 1
u C 0 C 0 s .
tr ol e t
--
u 1 0 6 e t.
rovi 0 , 0 0
1 8
1 th
a e e 11
e
' 1 ?.
• Sier a
4
1n teacher training now than we have had in 25 years. Coupled
with that, the indications are that only 10 per cent of those
1n training expect to enter teaching.
But the emergency in education is more than a ack of
adequ te staff here and now. The supply of teachers le dry­
ing up at the source. Civilian enrollment in normal schools
and te achers coll gee e an to
op sharply with the advent
of the ar.
tutions
y 1
suf e ed
then t1on
1
s teacher tra1n1
i sti-
l os of a p oximately 60 per c t
fr the pre ar fl re.
5
The
enroll
will
ue to incre ase .
he c areful
-
an
det ail
d stud
tseued b t e St te
econstruction
and
e
oy ent om 1s ion 1
Jwi e , 1 , et1 t t t ven
-
with t e 1eap. e
0
oat o C 1 orn1a's
r industry
t e st te ula 10
ul
urt er 1 c e ee to 8 ,
0 , 0 0 or
'
0 ,
y 1 o.
1nce t e e 1
0 o l ar II,
th r as ee
8
rise
birth te .
t 1 8 0 s
1era
ave ret ne
'
e
1 h m
r e
d conseque
tly
5 at on Educa 10 s soc1 tio,
search !vision ,
Februar, 194.
eachers Colleges After wo Years of ___ _
6 Califo nia Sta e eco tr c ion an Ree ploymen t
Commission, anpo -,er For ... C~l_1_...;;.,_r __ n __ 1~a Schools, January, 194 .,
- .
• 5 3?.
5
a high birth rate. The schools should, therefore, expect to
be filled with more pupils than in the y are preceding the
war.
Cont1uued a ortage predicte. Almost unif rmly,
authorities r th t the te cher sorta e will co tinue
well after the ar with some believing that it w11 last
be on 1 9 5.
It as et a e 1 t e Jour 0 t e sao-
-
elation of Co 1
'
r1n t n
-
year b 1 ln i h 1 on o
60, 0 0 ac er -
ov t--18
1n 1ne , 1 old 0 e q 1
8 or 19
I
0 e
•
l i p
Lewis
•
1 0 e UC
,?
•
an 8 C 0 C 1t on t 0 t ere,
ni vers1 ty o Ill inois, pred1 e h re
11 ly to el ee o e the s pp 0 p
te ere f or t e le e 8 o 1 e ls
de and.
? Harr E. 1 er, ources o e ac rs d
t H ve Done E o l of the lean
oc1at1o .Q_ _Qlleg1 ___,..,.___,.;;...;;;..;;.;_- __ -~~: ~?6-- Oc ober, 9
8
Lewis • 11 i s, Sort e o eac rs Pre
tor the ext Five to en Years,• School an Society,
January 26, 1946.
•
6
The value of this study lies in its current applica­
tion to our present educational needs. While our current
problem of teacher shortage is acute, our real concern is
the recruitment of youn people who will train and thereby
sup. ly profes ionally a equate te chers f or the future.
Consequently , t 1s stu
is important.
8 U
e
III. eli it ation of the Problem
s 1n ic e i t es t en o t e problem, t is
will eter i e
1 co cern d chi 1 wit wh
is
one in referen e to recru1tme t rocedures i the
1 · sc o ls in Los
lea . This tu
will ot atte t
se rocedures with t os us d 1n i h achoo s
1 o
c1t1e, no
11 it be concerne
0
c itm n a c rt1 1cat on, v ious
ent p ce urea,
1 t1on.
d rocedures mo
1n
1th uch as ects
r e cy recr 1t­
ducat1onal or
IV. Def1nit1ons of erms Used
-
Fo
urposes o
t 1s
tudy,
recru1
ent may be
def1 ed
as rov1 in
continue
BU
ly of
yoW1
eople to
tr in for
e
n
pro
es on .
p
cedures
~111
e in erpreted as meaning the special
0
t r e 0 pro
am o
activity use~ b
the v rious
1 h
schools
or cruit
ra
uates for tr aining.
?
v. Review of Related Studies
The pro le of teache recruitment ha s been r cog­
nized rel tively recently, eo that little research has been
completed. While nume ous bulletins, p riodicals, and ma a­
zine articles sup lie the mo s t fertile ource of dat, one
very pertinent d recent s udy w s foun on e hods in
te cher r cruitment. Thi study as don b ler under
i rsit o the direc ion o an Os an R. Hull t t e
Southern Califor 1a, 1 .,:. •
study were thee •
on t e Jor fin o his
•
B.
c.
cy P
p see d s om e o 1 i 1
s c certi 1c o .
or an 10 pe cen
e o ly sub-a
s in 1 te
's
C
d
1 is
D. So p o ch to er an cert 1f1-
cation lter tion must o e e 1 uat1on
is to be terlally i roved.
E. A tl1pe of pu 11c1 r et .. e
or social t tus of te era was uch in
by com t tors 1n the 11 er t re.
F. With the strong poss1b111t that consoli tion was
su . 01ted mo
1 ts orth in
would p e
ro ch hro
9
illiam •
(Doctor's Di sert tion,
Los An eles, 1 46), 1
e for 1 s
re uc1 t
t t lit le
h due 10
v lue r t her t an
er sort e, it
i ts in an a -
d f or teac e •
ler, ethods 1n eac er Recruit ent, N
he Uhl versi ty of Southern California,
P •
8
G. Improving the flnancin of education by equalizing
the tax load was cons1 ered an im ortant ap oroach
to recruitment .
H. All procedures su gested solely a s a means of
meeting the emergency teacher shorta e was
condemned by the respondents for either temporary
or permanent adoption .
I . Considered most angerous of all were three of the
suggest ed bases for issuance of emergency creden­
tials, 1t mergency permits granted without spe­
cific trainin require ent," •Emergency permits
ranted after i ·h school r uation plus i -
service tr inin~, • "Emergency r its granted
after hi h school raduat o plus au er school
work. •
J . Respon ents fro est and west and fr o 1 ty es
of e uc ional positions are in eneral re ment
as o wh t con t1tut e a desira 1 undesira e
An
p opl
eli eve
recruit t p oce ur s.
lied e udy by ar
0 0 0
than teac in ope to col e e r
i den
10
foun that YOWl
teac 1 a a c ar er
o wok ore esirable
es an t at t e e e
no eno hop ortun i t1 s o V C e 1 po ess1on.
ee o for The also believed tee is a lac o per onal
t e teac er.
A study by c. T. rcher, r oorted in School and Society
by Hu11
11
or F bruar 9 , 1 - 6 , shows tat t he follo in
10 ar aret G. ide , "Factor In luencin Choice or
o -choice of eac ln as Pro esalo , ( ater' a Thee ls,
The niver 1ty of Southern California, Los geles, 1 45) ,
1 pp.
11 Osm R. Hull, "Recruit Youn People for Te achin ,•
The Phi Delta Kr p an, :10 Se te ber, 1946 .
factors are operatin to keep candidates awa from the
te ching profession, namely
A. 8 1 ies
B. Lack of economic security
C. Social life
D. isr spect for tb profession
•
Housing
9
He 1nd1c ted th t t e s1t t1on t rou hut t e c untry
1s one that y ell e vi e it 1 d req 1r
i ed1ate at nt1o .
The at1on
-
SC 0
10
pos1 1 ,
t k, e
c ntl
1le au ly
re res n
or e ul
1
1ng
tie o 8
e
re a
r
e ud1e
1
1
•
n t •
•
con ltlo e
d to encour-
e 8 I 80
on
to
UC 1n or O lo 1n 1
3
6,
uc t ion Journal, • eac e
, 1944, p . 114.
1n , Suoply and De an
Unlve 1t Studies,
ecru1t1n -
1n
U 0 o al e e c ono ra a,
,
o . 4,
•
le
10
Overn for innesota in 19 ,
14
Baile for Vermont in 1933,
15
iley for Kentucky in 193?,
16
and oble fo Utah 1n 1944.
17
Wampler
18
foW1 in his study an unusual si 11 rity
in the major conclusions oft e numerous sup~ly and demand
studies, chief of which are the following:
e
1
A. So e means of balancing supply and demand should
e secured.
B.
eacher tr inin
for each st
te s oul
be co-
ordln te
W1der
a state-wide
plan .
c.
D.
1
16
The pertinent
ctors t o sup
y
be un er co tinuous s u
depart
ents of e uoation .
e
e c er
tr
lo
t
1vis1o s
Over ,
ool1s,
16
ould be c
1 ies in
ct
1 lds.
p .
er
• iley, The Supply
Kentucg;_~ ashvi le,
or eac ere, 1 ?) , 180
1? Le o le,
11
P
r SUpp e d for
ati Uni sty o
, 1 ? •
d e
0 ld
various
state
efullY
u1 ~e
as to
e variou SC
ool
•
of Seco ary_
ee:- Geor
e ulation of
he octor•s
omi , Los
1 • r, "
r's dis ert t1on,
os n els, 194)
thods in eac er Recruit­
he Un1vers t of Souther
nia,
319 p.
11
E. A definite, organized recruitment program should
be the cooperative responsibility of state de­
partments of education, the teacher-training
institutions and t he profession enerally.
The Phi Delta K apoan f or February, 1 48 presented
19
their role in teacher recruitment by Emery Stoops. He
reports:
i
At the 2:) h ation - Council of Phi Del· Kapp
pril, 19 , the le ate c ose e cher recruit en
one of he thr e nat i onal pro jects. The Executive C
m1tte 1 diat ly pointed a ational Operatin Co -
mitt e in eac c pter of he fr ternity. By 1 unch
teac err cut e t as an ion 1 r jec , Phi lt
Kappan exhibit 1 era 1 1 tt n t o 1 ev at
the cr1 is i eacher su ply . I t e 1 s
ore than 400 hours o ch pte m eet1 t1 h ve been
iven to teacher recruitment. t an 1,0
t have be e on ject o
recruit ent y Phi a K ap
1 o 1 1
this r obl m . Phi 1 •a
at a 10 1 l
c o 1 see
s p
p 0 C 0
e 1 1 0
•
0
•
0 t
3
co
ools
c.
1n
le
•
Pr
in f
eo1ctin
t
t1 e
er.
1 e
e
V
e
1
1
i nc
era
q
C
co C
iala.
e c ers
1
•
in
0
0
s
s
E.
Pre
i n
r pha
set 1
art e
dv ta es
of
19
er
D lta Kappan,
C 1n a a C
toops, " !""le
6 Fe r ar ,
er.
ecr i t e t,
The Ph i
---
•
CHAPT R II
C S F A A ND P OCEDU
Ch pt r I concerned itself with a clarification of
the proble, dal1 it tion of the proble, d review of
related lit rt e . Chapter II will be devoted specific lly
tote rocedure.
In thi study, the pro ce ure be with a considera-
on o 11 the material 1nclud withi the s e o the
1nvest1 atl n rel tin to recruit e oce rs in
eac 1
) r o
(
1 as
n ire 8
1
•
c1
it
ive
I
8
p
1
e ix.
e O U 8
0
•
V
'
e
ce
0
secur1
ly
s .
C
0
p
i ns
0 •
asis int
cat1o
t
0
0
q
, (1) ro ne
0
l
C
i
, ( )
, qu
s o ec
1 • 1
SC O 1 1 Lo
e s u , i
1
ticle s,
00 ,
l o -
1 -
i on-
e-
a s
air m de in
Guld ce ro r On
eer .
copy
t e questionnaire will be round 1n the
13
Part II. Vocational Guidance Units In Social
Studies Courses W1th Enmhasis On E ucation.
Part III. Emphasizin Desir ble Publicity.
Part IV. Conferences it epresent tives From
Teacher Tr 1nin I st1tut1ons.
Part v. Schola1~sh1ps For Tr in1ng o Prospective
eachers.
T e follo n p
1 CUB i
f1v
points oft e ques on a1re.
In Part I, entit ed m h sis I
T e
r as
ore det 11 the
1 ance ro r
o 11st
On Education s AC ree, r c
activities e h size a ec1
coWlselors h1ch enco r e
the field of e uo t1o.
1
y t 1r co
a lo
r
eer 1
o cons
r C
s r
V se -
consw1 us bout t er 1 o
a 1 vol
av e e t o mi 1 ize e c
h
gu1 ance of bo s 1t s er or 1ntel
e ment. The
sort e of te s n e 1c e
o e a out
1 1 le to uc tor
hi sc ool 1 ance r
8 0
1
e
1dance ro r must carefu y
1onatel lv
e ual e hasls to os i le voe
, o hers e in
er ec 1 ve ed c t o e e h
v1val d ould ran 1 p os iz
peo 1 in or 1 schools .
0 g
crac •s s r-
e os
1 ve
14
Hag ard
2
, President of feetern Wash1n ton College of
Education, sees in the hi h school the ost effective approach
to the problem of recruitment. He views the improvement of
the profession b effective recruitmen as a long range mat­
ter and ur es hat not only counselors, bu superintendents,
t achers direc more people o le dership principals
towar teac s a pro s s 10 • H e 1nta1ns th t the high
so O 1, 1n i ul ce 0 , C or f ect1 ve t
any other appro u 8 ie 0 t d. H oi
• • •
Electric 1neeri g ,
shoul not e overlo k d , bee use this ls le
a e, ut e c 1n h 1nee 1 1 ev
1 ortant 1n t r t e e o society.
It w s, re o e 1
y es1r bl a u1 ce
ac 1v1t1es be listed 1 t I.
p
t II Ova 1 i C 1
c1 l s
s 0
•
ec1-
1 nt er to 1 1e
r o r 0 0 oc
0 C lo 1
fo s. e tb oke pro
e l e in voe t1ons, 1 clu in e UC lo, or r 1
• - • H ar
Pea ody Journal of _E_d __ _
3 Loe. cit.
-
1 m n o the Pr eesion,
~:86-87, Se tember, 19
•
0 t.
d
l
15
advantages as w 11 as d1sa vantages.
ducatio s a voca-
tlon has had little op ortun1ty to win conve1ts rom such
a presentation since the t 1 le rewar a have appeared low
as compared to other voe ions requiring similar tra1 in •
The more recent adve t of co rdinated social stu ies ro-
rams, emph s1z1n the use o social studies re era 1 e
l o r
s, as rese
a w
1um o voca i on
1 e .
Ce a1 ly e coul ob c
0 1V1
t 1on 0 -
81 e
1 0 0 r
oc 10 8 1
n 1 a udy o
er r ecru1
8 0
Paci 1c o
sitin 1 or
e o t
ental me so soc1 1 1
1n soci 1 e
1es co a
C
•
r s
1
t III
1 1
11 i
e
r
oct r's 1ssert 1
a le , 1 ) ,
L c. c1 •
-- ___ .......
•
•
•
t
•
ac
cy.
t 0
'
o 1
o r
r 1s to
so
r
r oe ure.
•
he p
op 1a e
1
o 1
1 1
1
C Vi 1
u t elp
be one ch
0
11 1
e 1
1 clu
e o
cte 1te
1n t 1s
SC l
n
1
1
pl
4
0
1
1-
'
16
Part IV was entitled, Con er noes With Representatives
From Teacher Training Institutions. Recipient were asked
to descri be confe enoes held in their schools rel ted to
education. Colle r resentatives should be brought in
fter uid c counselors have liminated from the grou
those wit no interest in or t lent fort achin . Hi h
schools s ould ex rci the p era 1ve o c oosin t ose
1 a 1 utions ch to con ct its stude t. Of e
ols o ou tful ccr di 1 d qu s 1 n 1 c rric 1
e the s e late t n heir de ds for i m to con act
high school stude ts .
Part V was e titled, co s 1 a For Tr 1 1
Pro ec Te c rs. eel 1 nts er a e t 11
s 1 a 1n their sc ool, 1 o he1 1 o el
with 1n ce nee ssary or urt r tr 1 1 • Schol
ed n co 1t1ve els o a er o s ude
b n available 1n 11 ited nwn ers fo num er o y
cie 1f1c and tis 1c reals o endeavor ave b en
of
scholar­
u 1
ve
rs.
he
o e e uen t rec 1 i n e of c . un e, 11 e ac er r a1 -
1n, co 1 er1 1ts nor ly l r ere rollment, h been
one o el t a ore 1el a ran rs of sc olara 1 s.
Since II, r la ivel 1 re um o schol s 1 s
ve b ce b r1vate unds.
ly he lar e ount of Jr1vate funds as that
ade by C 1 forn1 on es o arents and eachers for the
17
training of elementary teachers in that st te.
6
W ler
7
describes the plan~
8
eval
ace
C
1
In 1945 the organization established a fWld of fifty
thousand dollars to attract s~r1or students to the
; rofession. oat recently an additional allocation of
thirty thousand dollars o the fund was announced. The
scholarshl s are for hree hundred dollar a year and
may be ren wed for a erlod not to exceed a tot o
four year. roe ectlve raduates of hi h schools,
junior colle e students, r students already enrolled
in colle e trn1nin are ell 1ble to ly. Sev ra
echolarahi s of one hundred dollars ar o en to stu ents
of colle e un1or st nd.1n or bov o l to tak
sort courses le din to em ency cer 1f1cat1o. 11
he sc olars lps are war ed un er t arr e nt that
t e mo ey 1s to be r funded unless trainee continues
o te c in Californi or ii u o our ye s.
er 1 r 0 q e 1 .ras de , it
1 s r 0 o e 0 r
cl
I
er e
•
i 0
e e 0 qu a i on-
I
a er C a 1 0 e or at
te
•
e o ed es l o e s 0 hi h
ols e
•
0
e c ool es
e oll 1 list:
6
Edi rial co , Sc ol
eachers,• California School, o .
s for
, ?: 11 ,
7
illiam
(Doctor's dlsser
California, Lo s
• .am ler, et o
tion, Th Univ
lea, 1 6),
In
0
•
e cher Recr 1tmen
Southern
I
•
ABRAHAM LINCOLN HIGH SCHOOL
ALEXANDRIA HAMIL ·ON HIGH SCHOOL
ANDREW J ACKSON HIGH SCHOOL
BELL HIGH SCHOOL
BELMO NT HIGH SCHOOL
KLIN HIGH SCHOO L
CAMBRIA HIGH SCHOL
C OG PARK HIGH SCHOOL
C ' LITA I H SCHOO L
DORSEY, SAN ILLE HIGH CHOOL
EAGL . OCK HI H SCHOO L
EAST LOS GE S GI LS' O C TIO
EL IRO H IGH CH L
F I C 0
00
. r aft1 ( • '11 1oe)
I H HOOL
ouse old Service Annex ( r . W 1g ins )
18
Loe An eles City rcr ft School (Br 1 . ins )
FORT HILL HIG SC
FRANCIS , JO H. OLYTEC IC HI GH SCHOOL
ARD.. GATE HIGH OOH OOL
ARDE A HIGH SCHOOL
EORGE W ASH I NGT H IGH SCHOOL
HOLLYWOOD HIGH SCHOOL
HUN TINGTO ARK HI H SCHOOL
JACOB RIIS HIGH SCHOOL
JAMES A. GARFIELD HIGH SCHOOL
JOHN C. FRE OT HIGH SCHOOL
JOHN MARSHALL HIGH SCHOOL
JORDAN, DAVID STARR HIGH SCHOOL
JUVE . ILE HALL HIGH SCHOOL
LA TU A C HIGH SC HOOL
LOS GELES HIGH SCHOOL
!ANU L ARTS HIGH SCHOOL
ETROPOLITAN HIGH SCHOOL
TH IEL N O E HIGH SCHOOL
ORTH HOLLY OD HIGH SCHOOL
PACIFIC LOOOE HIGH SCHOOL
HINES B I G HIGH SCHOOL
SAN F ANDO HIGH SOHO L
S PEDRO HIGH SCHO L
SANTA FE HIGH SCHOOL
SOUTH G TE HIGH SCHO L
HEO ORE ROOSEVELT HI SC OOL
THOMAS JEFFERSO HIGH SCHO L
TOFRANCE HIGH SCHOOL
U I ~RSITY HIGH SCHOOL
V UIS HI H SCHOL
VENICE HIGH SCHOL
WILLIAM TELL AGGELER HIGH SCHOOL
19
~OODROW WILSON HIGH SCHOOL
VERDUGO HILLS HIGH SCHOOL
Out of the fifty-two questionn ires sent to the var­
ious hi ·h schools, a total of twenty-six wer returned by
Ootober 2, 1948. follow-up card was m iled to all who had
not returned the questionnaire. Three weeks later, a second
copy of the questionnaire wa mailed t o 1 schools who had
not yet responded.
In all, a total o
17, 19 8. Three o her
ort -one er e r etW'n db ove ber
1 h scho ols r e s o de d ter that tim,
but fore e ienc and bee use forty- oner
adequate for a valid study, only the re ur
forty-one were used.
rs s ee ed
of the 1 st
s was stated in the urpose o tis study, what is
bein done to recruit teachers int e hi h schools s 1 li-
cated 1n returns from the question re, w a alyzed in
the 11 ht of what shoul be done a r evealed by educa 1onal
literature. These findin gs 111 b revealed in subsequent
chapters.
In conclusion, the reli in y ates int e rocedure
of this study were:
(l) A survey of related lit r ture
( 2) Compiling the questionnaire
{3) Submitting t e questionnaire to seminar group
(4) Pr1nt1n the improved and approved quest1onn ire
(5) Compiling the questionnaire for mailing.
(6) Mailing the questionnaire.
(?) Collecting responses.
(8) Aralyz1ng data.
THE GUIDANCE PROGRAM
The purpose of this chapter is to deal esaential.ly
with emphasis placed 1n the guidance ro Tam on education
as a career and vocational guid nee e hasin e ucat1on.
The discussion in Cha ter III 111 be un er t e fol-
lowin main head1n s:
1. A r isal o e uc t i o
d voe ion i C
as foWld in educational liter tur.
• ppraisal o e catio 1 voca lo
i C
as foun in co ents o question 1r ret ns.
I.
ISAL F D C I 0
E
S FO OC IO ~ I
T
If one wishes t o en o t
ull
U y 0
in in ,
he must s an far enou h awas so ti r o
the individual arts oft mast r iece are blended to ther
to express the 1 eal that ins ire the work.
spection will show the many details involved an
their integration.
close in­
i9cl s
Interpretation of guidance. The field of uidance
involves so many poss1b111ties of e ansion and c so be
confined to such a smalls ace that it is difficult to lace
definite boundary line . Some authorities go t o te e tent
23
of calling all of eduction gui ance . Others limit uidance
to that which pertains specifically o vocat ions . Still
others attempt to set up lines of de maz•c tion an confine
guidance to certain are s . The considerat ion of a few def­
initions of u1 ace wil _ substantiate t ese statements.
(1)
Dou 1 as a at ates:
rue i ance, ow v r, means
Up11s in solving their voe
than assistance
)robl in
..
n1n 1r echo 1 c e
of tin an 1n1s r a
of u 11s; 1t is e uc 10 110 o
eates v r r1c oft e scho ol .
Sexson accepts th follo in a e e t:
an c
t e
1nd1 Vi
C
1
o b
1 o
0 y.
Koo
stri
s t o e
sea . e
1
K a v
8
(
e 1
e
1v1d
tive. T
11 1
1 u
C i 0
re uire
ons o
a 10 o
0
s i t
1st1
nt 1
O­ r o
ti o a d
p
e
t1al1-
e o
s ,
1 r-
1
o r : Ho
os on , e
• Se son,
lishe
3 L. V. oo s so
Sc ools ( ew York: Te
,
,
Co
) '
8
24
ence between educational
d vocational uidanc.
They offer this differentiation:
The expression "educational an vocatio l" as a plied
to gui ance requires some ex lanat ion. Guidance in rela­
tion to vocation is onl one ortion oft e w ole ro r
althou ha uv t im ort tone . e word "e ucational
is understood to comprehend reparat io for vocation and
to admit additional relationships, no less important
than the vocational. Other sects of life in which
uidance must be rovided in order to make it suf 1c1entl
inclusive are the recreational as ect, health, and th t
broad and com os 1 te as ' ect that m be design te s
civic-social- or l.
re er 1s articul ly s arin wor s wh e,
MThe wor gu1 ance 1e frequently 1sco ceived: it b st
nderstood t rou
mate aim. "
Burton se
take t e s
is vocation 1
the conce
u
o self- ~u1 nee, is ul 1-
·o
e d
e
C
s rie 1 o t e 1n ti 0
u1 ce 1 s cl 0 8 ow e i a o 1n t
concep r in t rou all i i in 1 1 , e Y,
t t t e 1nd1vidu 1 1s bein tu 1e in 1 to e
r -
ment 1s 1 ed t o fin is 0 ce so t is
ha 1ness an s tisfact1on, wh1c ls un tor alt ro
Koos an Ke auv r, o • £.!.._., • 1.
John •
e ork:
The ac 111
•
to ion (
ork:
• ' .
I
his place ent as a productive an co-operative unit in a
democratic or er, will have a holesome effect on society.
Guidance movement not new.
--
chan e their cl saro o s ethods to
eac e ·s called u on to
activity ro ·ram nd
to sidetrack the co sideration o t ' e ol e C ild e, in
25
many c s ea, rone to fe 1th o e in new
as entere t e field o e uca 1o . B
mo
t er of
1 ic
ct the
roble o
of t 1 1v1 u
en ro e
0
i n
0
s 1
t e
o e
1
r
1
ce:
ccor
0 Loe
wr1
•
•
e C 0 11 o
1 , abi 11 1 s,
s1 ce t 1 1 o e
t o t e e t of
o welco s c on
cl 1 s
F.
1 V r
1
•
ce
ee s
8
'
ov b ?, 1 ls
1 ?
1 rs
'
e 1
111 e
1 q it w t
e
a at a ~1n
le occu a 10
1 ts.•
e '
r a · ls ilos er, s e rly
0
d ce tin o e s 1 s,
1 h,
? F. • QC
Education,
iv rsit ,
es,
ess O-
o . (L
e , 1930),
•
11 t le ended;
lco e, St 1es L
et te, Ind! a:
1
H
but can har ly be totally lter'd d tr ~sfo med into
the contrary.
26
He therefore, that is abou Children, should well
study their i atures and ptitudes, d see, by ofte
trials, what turn they easily t e, and what becom s of
them; observe what their ative Stock is, how it may be
improved, and what it is fit for . He should consider,
what t ey want; what they be ca able of having it
wrought into them by industry, and inco or ted t ere
by Practice; and whet er it be worth while to en
1t. In many c sea, all th t we can do, ors oul
at is to make the best o w t at re h iv n; to
prevent t e Vices Fault to w hich sch con itu-
tion is ost inc 11 e , d ve it al t e a v t s
it 1s c 1 v o s a ur 1 e is
should be c i c o 1
t e uttin ano 111
vain; an what is 1
but Wlt 1 ,
n r efulnes o
T ls st t e t co l e e icel s e b ic
ilo o
.
0 1
•
Loe
er o 1
ar nlv
oc1 tin m
n 1
'
s i d
0
SC
to meet t ' e
fun en al
to ent.
i str c i
otlons,
at a en
esi
1
8 i
1 8 i 00
on 0 1 0
John 11 i d so,
ohn Locke {C brid e: a
• •
e e 10 0
1 0 0
0 0
0 0 ,
acquisitions, must come to characte ize the American
ublic school, if i~ is to answer the u ose of a
democratic society.
27
John Dewey, in his boo, The Child __ d Ll Curriculum,
published 1n 1 O , reite ated t et oughts of Locke d
liot in one s ort, concis st tern nt. He wr1 tee: "The child
ls t e tart1n . o1n , the cent er, e ed. It 1s e
a
d no t e s t· jec
u tit o l i
•
r o u
0
V
Kee i 1
o t i
1 1 1 e e
0
0
• ·oo o
1 C
l , l
,
0
,
,
e
ete i es e qua 1
080 0 e C 0
1 o, Loe
I
l
1
r
i
e
( 1c o·
Over two thousand eax s se ated the s ate
1 to and ood, ye the basi hiloso lnvol ved 1
ts of
oth
8
is the same. The education~ proc sses we call ·u1 - ce
oday re no desi n ed b t e 1 e rl
ut t e 1 of
o is grea es
is a a it
o e nt is 0
n l ce .
8 C in
e CO C
1n 0 0
in
0 (1
1n 1
1
C l
1
Al 8
1 ,
1
(
0 '
l
K oe
uc tio , ve t e , w a to u1 e
e
1 8
o slbiliti
a ilit .
a
-
oe
ro 1
r 1
0 1
1 1 t
•
e
0
r 0 y
0 n
0
0
e
o 17 1nclu )
0
r 6
.
1 1
•
01
d Ke
e
8 ow
•
C n
8 tis tics
ui e s fe to
oos,
d
0
r diet
ver, o . £.L. ,
•
11 1 tio
e
0
0
0
OU
0 e
1
K oo
•
C
0 1v
e
t e
•
a,
C 11
0
1
0
n
0 0
-
-
•
0 0 8
0
0
•
-
-
f
29
r
co uleory ttend ce and the social unrest of recent e s
has raised the ercenta e of attendance to n e ven hi ·her
level .
This situation, co .,> l x nd dif icult in itself, h s
been u ente orl con di ions . orl news gt red
rom th d 11 n we era and trom radio co ntator e-
1c s a very cert in con ition o social unrest, curr nt
1 bor strik s wi es rea u loym n in he i ed
s evide a
e no re trict d t ot
I e ca 0 ls 0
11 see o 11 e, e 1
0 , OU 1 C
0 0 0 s
fo
'
b 0
0 1 ol 0
c er 1n a e ocracy.
I t 1s o u le c 11
1 a lo o life
e led co d
ries.
r ar OU
s,
0 0
0 VO
ony it
be eq atelj,
on it 1 i o e
0 e co ce ned 1th
ob s.
incu 1 e
e ion
0
-
oci 1 s
o l 1n
tlo
1t1c1s o e ca ion
e or
1 eal
111 a ced o a 1 1m he resent ay outh
co e c 1 1 en o t omo ro • Lo u1
1rt , rote or o
c1 o l o
on in a
'
n ver it o Chic o, 1 lied t 1s a e conclu-
eec ell vered at
t ur ue n versit , ove ber
18 es w1 t these words:
e sec
and
an ual co erence
l 6. He co eluded
30
The guidance movement can Justify its existence only
if it takes a less rovincial attitu e toward its t sk
and assume statesmanlike pro ortions by t akin into ac­
count all of the varied and broad factors in our chang­
ing society. It can become significant onl if it ceases
to be then ro~ specialt of few who are reoccu led
with an lmost equall few arsons w hom they counsel.
To be effective, the idance fWlction must be extended
to and diffUse t ro h the whole of our society, d it
can reach them s es of the population only if it e­
comes an i te 1 t of our educ ti onal s tem.l
Lines o ch. E ca or etin t e e br oad-
ened roble s of ed c i on b 1ncr ed e 1 on u d-
ance n cu 1 ul
vised c rriculum 0 i
1 d ess. felt t
C ric vi lo
1 el
r
er t
of excee 1
th ot
loy fro a
0 row1 1
schools opt
al their efforts
et er
..
h er cl ,
r~cul i f 0 l e,
it necessar •
curr1c 1 0
V ce ent 1n u11
•
t:
r s
0
0
0 a
d cle e
•
o 1 a e
e 1 ort 11 8
dequa e 1 C
os 1um
ducation,
1 versi t ,
r en r n s
ullet1n o .
ove ber, 19
1
e
• ., 0 0 , 0 • Cit. ,
•
- 6 .
00
ted
t O s,
de
quires
C r-
-
•
If, however, the curriculum is entrenched in such a
that helpful revision is not possible, uidance should not
fold its nan sand wa1 p t1ently W1til a change takes
lace. Such a el y would in ica e the oce tance o the
prece t that uidance c
only be acco lished thro h the
curriculum.
continued stu
of individual di erences,
off ilures, of e sons for leavin school, and of othe
related 1nves 1 tion ~nll v
uall ? eit r subst ti e
t e clai
or t e ourric 1
or orce it revis
•
31
e
ce is
o n
•
,
m
0 e UC 10,
t e
v lo
ce ove e
rob 1 0
no
s .
rin
coW1t er
es t at
o tot
e e
d
ve er
s i o s
a, 1n
c 11. Out o
C
o 1
of t
1st es, n out o t e succe sea,
conce t or u1
C
d u1 C
r c le
evolvin • The "r in" 1s no
et re
or
a co
or
V
cl
ee
one o e
1 n s, o t
0
e slo 1
e mill;
of
er
18 C
C f
o e in o e, u 1 is i o 1 le to
ield
s I'Vey
not fe 1 t
cc
re is
being m de .
Rich d
•
llen s
s , 1
en 1
, t ese
evelo in
on ce t •
he o lo 1ng
r h 1s foWld in
uperv1a1on 9-.
u1dance in ubl1c
-
32
Education:
8
The purpose of organized gui ance is to assure to
every child the advanta es of individual treatment !at
have always been provided by th best teachers for the
most fortunate chil en un,er the ost f a arable cir­
cumstances, and to im rove these services throu h the
development of a speciall y selected and trained erson­
nel, improved instruments, better understo o scientific
principles, and an organization within the cur iculum
and program of the school which will provide the condi­
tions nec
1
~aary for the gre atest ossible success of
the ior •
0 r wr ers ve stated de 1 e ec 1 u , de
cific 1nte rt tio , i s sue JO 0 i
cautions . OU st ding r e lo of def i te ts
of ui ance as de b a cCoon
17
, 0 Le
ve sity . e i a th second an co r
ur niv r it
'
re en d 0 0 e
istor i ce . rl in e C
crates' de i i on o h 0 0
•
0
•
is o r ce t s d st11 ed r o e 1 r
one er1e ce. In conclusion,
tl on o feri eleven 1 e s
be included, th o era,
..
a 1 0 0 ..&.
ion 1 u1
of
~
ce.
..
110 o
ulleti o .
ove er, 1936),
u 1-
C
0
ed
1c
1 C
hi nt-
8 8l bl
0 e
C -
)
They are:
•
Any education 1 procedure which ignores 1nd1v1d-
ual guid nee is bound to be inefficient an wasteful.
2. Educational easurement is not uidance, but it
has gi ven 1rth to ui ance and 1s the fwidamental as1s
of ui ance .
3. In eduction
1z. d t
ts of kno co
4 . o si le test
on a
articul occ
u1 c • For sue e n
o co a e t s ov
0 co 1t
u1dance o 1
il1ty soul
o sin 1
ov1de a
Bi
equ tely stan
e used.
se o teats ve
e bl a i
u
ve eerie
s .
0
col c
ce .
or
o e 0 0
or
0
ci
n t
•
•
e
1
o 1c
, 8
•
• Te co 1 soul
ecis1ons; 1s p rt 1s
a 1 est co oluslons
•
art o
0 ov
1 C 18 0
1 struotion; 1
ea , 11 oh
18,
so
b
C
evo e
no
lf
C CO
y t
•
lu ions
t
C U
dec1s one o
1r o
•
as ect
eref re
C
0
in1
o be c
roduct1o •
on , t
, not
10. The expense of uid nee can e cov ed in full,
out of any current teaching bud et, by cuttin down the
hour s of instruction , without los s in teachin efficien cy.
11. All t e curricular sources of t he school shoul
be feely avail a l e to every student , on the reco mendat i on
of his coW1selor, without any arb1 trary restrictions h t-
soever.
hese ite s cover e fie l d of ui ce so tho ou hly
dare concurred with, in hoe or 1 t, by so ny
authorities th t t s v a a in s o er
conce t of 1 ce.
II. 0 I
F .. 0 I u s
0 e aln h a ic ate is i C e,
C sive pro r o teac er recr it en a t e
i -
i
r
0 out h to c oic of te ach as a life c reer.
Oftent1 est e o enti 11t1 s of 1
E
te chi n
c t or
1s freque tly ot e liz
•
A oo
ce towards
b r o 8 u-
ave te ed t mini 1z tac 1n cause of l o
sal ries. The au lus of t c ere ter o ld ar I d
befo r e rl war II tended o revent enco e ent of
oun stu e ts to co e c in as life's rk .
espond ts dif er as esira 1lity of gu1 anc~
a a recruitment device .
etu n fro t e uesti nn ire
-- ------
35
1nd1c tea 1ver ence o o inion as toe hasis laced on
4.
activities which encourage u ils to consider a career in
the field of e ucation. Out of th fort -one returns,
eighteen schools, or 3.9 er cent felt th t the u1 ance
rogram shoul ive equ 1 e hasls to all vocations; seven
echo le, or 17.1 er cent i icated no special em hasis
a l· , ten C ol
1
or
• -= .
. er cent, in icated t iv-
in 0 e Kuder ef enc est e co in the ro-
ess1o ac i t o 0 e 0 e c ool s,
0 1
•
per cen , i die e ivi co e ce 8 t-
..
te C 1 a s ca eer. ..
1 r 0 i 0 8 0 00 C 8
bo ee s ed it r
0 i i
,.
•
,
0 , 1
'
•
• •
i s
i 0 C or 0 r
0 s or tr
• • •
i
c ools 1 • O e an on,
e 8 i
'
0 e
C -
1ve r r c nt 1 C 0
•
e eriment s
conduc w1 161 1rls in h 1 du tin cl 8
•
18
a
Recruit en 0 t e rof s in,
• •
al 0 tion,
•
- 7,
Se te ber, 1945.
•
-
19 H
ry V.
r,
1
And Gla ly e h,
•
c ~ations,
: 1 7,51, Dece
At first a meetin was announced for all those interested
in teaching. Only ten responded. Then all 161 were called
into a meeting an asked to resent writ en ans era to one
or two questions: (1) •Why would I like to become a teacherN
or (2) •Why woul I not lik t o become ate cher?
1
Forty-one
responded to the first question 1nd1cat1n that they had some
interest in teach ng as a cai~eer.
special ui d nee co i te o sev
then appointed to rk Wl er t s rvis1o
counselor. Tis ro e o c ee or s1
the forty-one girl, couneel1 s o t
of ate chi c enev r o s1 1, 1
t
0
her
e s
0881
1e
s
1r
1
11t1
re
hel with the p o 1 ls. t t 0 1 d
t irt -seve 1 el s 1 1
be co in t e c er s. f o o ,
int llec ual o i 10 ,
chan e their voe o 1 s. he 0
re all eare o b un u 00
te c 1n ~ c ey h 00
m 1
r sul o
as 1
r e
1 te 11 ence
r1
per n
ce co itte
L
0
8 e
1 e
C
vise
ro ect
ec olaa
r
0 1
i or
t e1r
to
•
C
e
for
co
8
1
r rec 1 e
1ch
•
be ins with te th
de co a e ent o
e stu en
C i
1 1te 1 s of 1scuee1 s
a c ion l c o1ce. In
8
37
the eleventh year interested students are enrolled in a
Future Teachers of eric Club hich carries on an active
social pro r
te ching.
in addition to furt h rin the recruitment of
In the eleventh ye large numbers oft ese rospect-
ive due tors become te chars' hel ere in the elementary
d secon y scho ols o t e c1 ty. They hel teacher re-
p re units an lesson lane, check a era, ar e r Uy
us ful. t e 1ft 1nte ive ro 0 lass
visit tion 1s t e cadets are ive fur h r es :) One-
1 111t1es as era' as 1 ants.
OU r from ac r t i 1 st1-
ut1o s b o 1 0 con r t t
e 1 -
t , 0 0 u 1 8
V 1 1 0 0 e 0 s e a c 1 re r.
1
0 o de elt t t VO-
C 1 1 e 10 sis 1 ly
1 1 •
ents r a e o 11 o 1c ed
o e o tio , 1 clud d in t 1r eoci 1 u lea ro
•
0 t forty-one ret me, t hirty achoo s, or 7. e r
cen, 11s e t e Wl1t o •occu ations 1 h senior rob-
1 e cl s· tour school, or er cen 11 te
cu t1onal Plans in e 1; three sc o
c t 11ste t e u 1t or 1 o oca 10 n e
uni on
or 7.3 er
38
Inventory"; three other schools, or 7 . 3 per cent listed both
the Wl1 t on
11
0ccunat1onal lans
11
1n 10 al on
•
1th the unit,
"Vocational Interest Inve ntory• for 10. One school, o
2.4 _er cent, listed a "Colle e Orientation• unit, but
specified no rade.
The A 12 •vocati onal Guidance Unit". s 1 lied
it i
--
fr om v r1ous com ents of re ondents,
seni or robl ms ae s to be h 0
o educatio incl e 1 th soc1 s
ee c foW1 u sual al 11 it 1
it rel te toe c a 1o , c 1
1.
a .
•
c .
el 1
1 o ce
8 o 1
8 r
to qu
0
0 0
0
0
0
eac
e
C 8
1 2
1es ro
8
e t e
it
r l a e
1
8 0 y
es r
e
8
e. a to t r 0
ce o
en
dv c n
•
C e use o
an vie al s r se n n
en o le m ner .
Intell1 etc o1ces o ed c i
ac 1v1t1es uat e se o
a i on . In order t t
it i s ne eas to 0 1ze
'
0
r s, s i s,
V
vocational
r oun o 1 o -
re a c i or at 1on ,
0 r ad a one
39
through twelve . It is ofte necessary to help u ils under­
stand the necessity fort is typ e of information.
B1den2J foWld tiat for those who decided a inst
teach1n as a c reer the verage a e for such decision was
twelve 1th man m kin such decision before the a e or
te. Sher c o ende, t ere ore, tat in oder t o revent
1
el
1 V
or
ativ a 1
e iaio
C
, t
1
0
C
ro or 1ng
a1 s e C i 1
1v n, a ro r
t r C 11 • h fe
ro r
ol
o 1
'
W 8 0
o r
e
t o e
0
rl 1n life d t o ke
.. e
c un 11 a uate
e evo v
. le
oul rec
t
C
eri
ct1 ve rof s­
for he el men ar
0
sc ool co 1 b
so 1
1
y
e •
ca or ar
C r 1 v r s isf c-
co iz t of e 1
1 r s o 1 1
retore,
o ro e u 11s o e e e
on-C
1ver it o
• 1
•
• 1
e c in
south r
I
s
e c n C
• ( at r's
els, 1
'
40
information concerning education. Each school must use all
resources available to insure that pupils do acquire the
information they need to plan intell1 ently for successful
t ac 1n •
The discussion in
t '10 ain hea in s . They
CHAPTER IV
PU LICITY
t is ch ter is org
are it s listed for
Parts III and IV of t he questionn ire ich w
follow1n •
1. Wh t has our sc ool on to ro o
ublici ty?
•
Descri briefly oc 10 l
one
eet1n s el i o r c ool 1c
toed c tion.
I. H I
i zed under
c omment in
re the
es r le
ce or
rel ed
aturee
e t o ea 10 11
I s o v1ou
o ecure hes ere-
sect sis ccor ed to l
I I
edici e.
any educ tors o no ur e t
in eri
1r ons r era t o choose
C er 1n e ucation.
ucat1on 1s so 1 e t of our civic life and
as e ch large s1 1f1cance forte social and mo al life
of our e let e quall of e rso nel o t e e
ca ion s a s one o t ost i ortant concerns o our
-
C OWltr • u 11 t lie as ol e o ot en rally
realize this. Teac ere the selves are incline t o under-
42
estimate their value to society . So little self-assurance
have teachers as a rou th tin some cases they h ve been
buffeted about by those who hel ~ t e ower of money . Teach-
era have some imes even denie th ir iden 1ty, be1 shamed
to be reco nized s a e ch r . hey have not b en sh ed
o their work, but ashamed o t eir c aft . oor in worldl
oods and t ere ore 1 inl ease and often oo 1 hous d,
he, ore o te , he, 8 as e befo ' ose 0
coul ke ce w1
ucatio 1s
e o es o
oa uni
all ~
o iz d s C ief
co nerstone of a e ocr or er o soc1 t . It 1 or C
ha een reco iz b co i o dies, 1 1V
e lies, b es e whenever erever t
e-
ca ion arose. ~ducatio is e t O 1 r
it 1st e o jec o 1
se K 8 ort o t e eo
1o ed t ose who
selv a
or ublic of ice . Int
easona le inf r nee t at ose
the education
a rofes sion
d
I
e SC 00
o , h1 hl ate
0 a co 1tio a, it 1s
t rdens of
C
s u1 .. be,
d e u 11, hono
y t e ov n t, qu ly r arded f inane all d
socially, conscious of renderin 1 h service tot 1r
n tion, ~Yin he feelin of educ t1o al, mor , d
s iritual le dership .
Attractive eat re n ed ubllci y
so bee use of
•
I
43
certain st1 ~ mas attached to the profession. Teachers are
usually reV,arded inadequately . They receive, aside from
pleasure in havin performe a wort -while service, two
kinds of rewards for their wor --salary and social ap roval.
The salary 1s am 11 butt
1 le; social ap roval is variable
and va ue.
rofe sional st tus is affected by each, far more
tan teac ere r al1ze,
direc e to ard i rov
it r e ered, accu
d there ore rou actio shoul be
nt in
dir ctio • Sal
e
ely sur s
stimate lace u on
the vale of the te chin service b school o ici 1 an
t e aren al u lie f o W 0
se o fici ls ct.
T
social est
a e,
res e i of ici
C ion
echo 1 of cials, on one h , in t ose in
ible
u nev rthele
0
re 1 0 0 0 1° J
1s
no alw
r a i ve;
1 0 e
or le .
e l o
8 r1e s
i
e i
de .. a
oc e
,. V
ues e
e
I
e vice 0
ore t 0
t 0
8
occu a-
to whose fin Ci 1 r
8
e.
T e
u 11c 1B
w1111n t ay w at
n 1
or
• co r ly eerv-
,
lee ls
worth
t e h
ve to a 0 it. he doll m k
measure
di nity o
man
ersons, W1
ortun tely,
d o t is
18 t e
r's d1
1ty 1a r ed
ver low.
e 1s
ot e ev1 e C 0 is l o social
est1m te.
G1 ven a
lis 0
u lie
se 1-
u 11c occ
tion--1 wyer,
editor,
mayor, te her, b ke , sena or,
doctor,
nurse,
44
m i nister- -how will society rade them in order of i mportance?
It is robable that "teacher" would be r ted at the bottom
of the list . That is, te ~hing is held in m aller esteem
in the actual hurly-burly of soci 1 riv lries where Judg-
ents are e reseed without sentimental qu 11f1cations .
The teacher ie at a sociQl iscount ins ite oft et eo-
retical i ort ce of is work.
he ce of wo e 1n th rof s 10 h s
so re t
with "her" .
11
teacher" .
t t _ e term "te c er" as en usu 11 con ect d
we ins inctivel use t e e
Tis inevit bly et r ~i e s
tatus to a l ex e et t .
I y cities e
for a osit1on, m l a e
dissolves the con rac •
ine pro oun
e profes ion
a lie
•
1th
ct t o t ac
lace it is
unwritten re
end of t ' e
1 tio no
Ins 111 o
t o poi t r1e ~ en t the
ar to drop those who t rid wit in the
contract period. Fro t e wman•s oin of v1ew--wom
te c ers--t l e rac~lce cit er com els cellbac as a pro­
fee 1onal qualificatlo o it co els t e co lete seve c
of pro es ional relati ns t tie en she has r ache
r re st ef iclency . his ls a d1st1 c blow t ro­
f ion 1 el l beln .
on the an rela lo s 1 soft e c er, there
ls no et at m er more dlrec l on his work th t ose
45
he maintains with the arents and with the comnunity at
large . Daily routine 1 0f the school room makes heavy de­
mand.a up on the teacher. He muot se k outside con t acts to
renew and enlar e his life fro m day to day. It ls not vell
for one work1n with youth to c o e into contact with youth
alone .
Li fe is dynamic . ere is no co ition between rowth
d decay, an biolo 1c 1, every 11v1n ting c a.n es from
d to d
•
It ei t er owe or die • Te teach r, like ise,
to s cceas. One must row, for rowt 1 t e onl
cannot ·v ce wit a oc i tes of outh lon, o e
full well rounded rowth w1
or studies . All o these are
con eta 1 t e oc1al worl ,
1 v , but o 0
00 a,
eces
r
0
se k which nece a y or
pro
st 0
l
s 1onal co t cts
u r 0 SU 1-
1t seek
it . ·u1s le
o-
le he
d
t e co .
d r en
1 1n 1ch h 1 e l o e are source of be 11-
often muc trou le.
Sheldon
•
av1s
1
in 1a bo , The Teacher' a ela-
tlone 1ps, s s 1n re rd to over- t1c1 ation en he
s · s:
e
l Sh l on
C ill - 0
• Davis,
, ew
i ps ,
46
I taking an attitu e toward such m ul t iple volunt y
activities, the teacher m us t consider t he probable effect
u on school work. If the added burden necessitates
undue fatigue or entails ne lect of duties that one j~
expressly paid to perform, it is clearly to be refused.
"A good m ixer and comm unit worker but a poor te ac her"
is a far worse verdict than •Doesn't count for m uch out­
side of schoolwork but do es th t superbly.• either of
these extreme st atements nee t o be erited.
If the social restrictions are as heavy d communi y
isol ation as compl ete as ictured by so ut ors, ub-
11c1ty to r ise te c er pr s e 111 r ve 1 1cul-
1 a t o overco e . Int e 11 t 0 Vide ce o e o-c 11
"dark side" of t p ofes ion, 1 sho 1 e our 1 t e , 0
ubl1c1ze he at r c ti ve 1 e o C
•
ilm C due i o 11
C us V
Y e
ct 0 e co i g
scho ol senio 0 e C i C er. e 10
ucat1onal S 0 a s pro UC r e 1 d
"Asai nme omo
tt 1
ic e C 1
-
e
excit1n an i art t voe t1o
•
It is a 8
1 -
ce m e !um 1 hi h schools an olle e
•
Th re r
fil al o avalla 1 f r id e ow d eac 1
•
ot ere
e "T e 11s n D Sc ool,
"
t OU h 1 s
1v1s1o 0 V Kn
vill, eesee,
"
C 1 t e
,
GWls,
•
pro uce e Illino i s E uca 1on ssocla ion.
esters re widely used. 0 r co mon e 1a of
dvert1s1ng 1s the use of o ters. V1r ual
ever pr oduct
47
dependin g on nation-wides les uses t e display posters
in stores and on billboards to attract the public. The
ester has been sed widely. Te arme services a ve used
the method extensively over a per1o of years. The handsome,
a
0
resalv
o d ls
1ne or s lo
1n h1
p e 1 from t e poster
si ht. Wo 1
ar II saw
tion of
t
V ous
en ' br c a o servic t o the
t-
te ti
t o rec 1
o te s . T
d ro
e
ev e exte
oo .
eve 1 s
t C r
ssoc1a o
1
o te t e poster
et o o t c er r c u1
_ r o ably 8
own
in h l o
e
brl
g 8
•
1n
s1 1
h1
e 1or
e ede
t
n
1 -- ( o
11,
C
1c r o an
a
or 1 1 Vi
8
t
8
1 z
or t e
pe
isl"
V r 1
ents
II
e
le 1
,
1
10.
) ".
tive
er
a -
y
You
in a
s
pers,
o h o
which
o ew a
t
o t er,
r ce_v
s me se SC ool
o.P
1Ci ls.
he
C
8 0 1n
s 0
r
ucat1o
1
co
1
e 1
ro es 1
e UC
tlonal
journals
and
Sc
d Journal
e
urea
C
00 C
48
durin tre recent period of te acher shortage has
en co ied
in lay ublications. Illustrative is the cartoon used in
orth Dakota, which pictured a closed school door bearing
the sign "CLOS D --
0 EAC
•
as t e a oni tion, "YO
..
At t e top of t
OP HIS -- EACH.
1
drawin
t the
botto
e t e names an addresses of th five st te
te chers Colle
3
s .
e school news
er coul. also be
as a u 11c1ty dev1c.
Visual a1 C
ts. C
a r s
di
8
o i e
-
-
• ect1 ve
me 8
ore
has1z1
e oc c
1
e o
. 1
C 0
l B
ect
0
1
0
0
or oun
er
•
s
e
0
co
0 1
e 0
V
la 10 1
a chool
C
s
e
• 0
co
e o
C
00
8
or
8
0
p
,
o h 1
1
00
0
co
e s.
Occup " •
C
0
1
00
ve
e f o d
1
0
e 0
e ts oo
e o do
•
c ation
0
r
a ar 0
11
1 e
cle,
1943.
d
ze
1
e
49
if students are to make maximum use of them. Separate
tables or 11 ra:ry shelves may be effectively used to display
educatio al books i a
ner es1 e t o e COW"' e e uca-
t ion al eadi
on the art of the students. An attractive
poster, as mentioned pr v1ously, may be helpful 1n makin
the boo s more cone 1cuous an then gain for themincreased
c1rcula ion amon students. UC of th occupation read-
1n one h1 h school ~ tude ts is ot t result o a
1 n pro r of e n
•
Co se boo a pl
wl 1n d re 0 i r re le ore like-
l 0 sed
.
n i 1 ce 1 e C 8" or catter
0 0 e
•
on r 0
-
t o occ 0 8 1 ro e y
0 boo 0 t r o e
o sp1cuou 0 V 01 e 11 y.
olle e pre_ tor ude
ts
r 0 C 1 pl 1n ro ams o udy y
to sec co r 10 concern in en ranee
nts t e 1 1tu 1on 1 0 er on
r 0 1 h SC ool. i
'
s ude s e lly
f 1
e t o colle e coUI' es o C icula
t
0 t e c ose occup t1on, an
t ey o 1 rt 1 co rse 1r 1 school ro-
r s a ul provide needed C le back roun
•
any
50
hi h school stu ents who will later enter colleges and uni­
versities for specialized preparation will wish to select a
college or university off rin hi h r de of specialized
trainin for specific occupation.
rovidin students wit a equate 1 f ormatio desi gned
to ss1st in tle selec 10 of courses cons1 te t with f ure
realiz bl ed 1 sis a first res ons1 111t of
sc oo 1 s ce s rv ce. Li ewlse, a1 1 selecti
1 s itut1on h o ers a equ i 1 o t t
eslred ust be o ere dur1 t e lo of r -co 1 e
tra1n1 •
Coll
1 o rm t1o
11
e i
e c t l o
ct o cont
h1 h-ec ool
0
of t
for as 1s
Colle e
counselo
an
1ve s1
e
11,
t
8
b
e
V
0
l
ent re
1 r sent
un1vers1t
b h d
s
e
ces
V
it OU
0
o will 1
i
r
e
e
l o
oo •a
l
0
1ty.
111 CJ 0
sc 001
1
s
ure ed o
0
0
t
o le
0 1
0
1
1
are an essen t1 too
oat t o the scbool.
0
s.
0
0
0
•
d
88
e
51
Bulletins are now frequently used. Another device
for publicity is t e resume of ulletins from various col-
leges d universities for th hi sc ool seniors. any
hi h schools use tis device extens vel, atte tins to lace
such public tions i the h s of eve y r duat1n 1 school
se ior. So
ed c t1o 1n
t r c tic ,
e v n ur1n t
C
0
( oc
Lo
e
lo 1
C 1
C
s
1
I
e c er tr in1 i s 1
1 e un 1 verei t es
i t 1 bul
perio e e e
•
p r io o c er c
u
•
u C
0 0
1c C 0
1
•
i
e
s
•
an schools of
quently followed
,
1 1
1
8
C
8
u e ts
a 1
to
s
ch-
V O 8
o 1 recr t-
u lie re 11 1 0
8 8 1 e ac
I
e
azler,
•
2
number of v cancies exietin, t e training courses available,
and the salaries which could be expected. Others were quite
elaborate, were profusely illustrate, d were presented in
a style calculated to arouse t e interest of outh. on
the best oft e bulle ins i ssue y the eta de rt ents
was the Ohio State e t e t
6
u lication, issue in 1 4
for ietr1bution on · hi sc ool seniors. Illuetr tive of
t ore pr te tious bulle i a 1 ue colle univ r-
eit1es wer he one i nt d
10 ? h
I
Scho ol of Educ
due tio ,
8
s rn t e
_ ic i
Falls.
ac 1
,
re o s o
d
Tis las e
o e o i s oa
i
cc
he
ity 0
r i yo •1c i
Sc oo
r Colle e of K
Coll 0
1 e
8 ro
0
zoo,
r d e o e l o
H o 1 d J • __ _ _____ ----~-- e
o O' i o: De art e
? 1vera1 t o ,
1 o ess1on? { 0
8
est e r 8 a
--
(K ere 0 e , 1
•
Io t te e oll
rl 1 Tol .
e, 1 9
•
•
,
53
in elementary, secondary, adm1n1etrat1ve, and colle late
educational positions.
Edwin Lee,
10
is the uthor of a booklet written for
the purpose of r cruitin e f r t he te chin rofess1on .
It was printed under the s oneore 1p of hi Delta K a,
pro essio al fr tr ity o en 1 e uc t1on.
esearc e p 11c1ty ac ivit1es. Co me
-
on ublicit d co s1 a 1 0
en 8 r om t e ort -on 1 SC ool s . Out o t e f ort - one
r 0 dents, only two, or
•
cent mentioned t e use of
osuer
•
o e, or ,
•
n lo al
ce ent1o r
7. r ce ,
0
•
1
er ce ) i n c
0 i e o i
ctivity onl
n 1one
0
o e to p o o
Il
se o r ess
l O E in
1 : .. h i
cent, n t1one the F.
• •
Cl b
1 0 1 l o
•
1 V , 0 1 er ,
•
le e , or
e 0 0 n
l o 0 s e r o-
'
-six sc ools
0
0
cial 11 1 a 11. Ou
1 ubli- e tion o
wo, or 1 1/
c 1v1 e.
C n, se
1 1c1t .
ce
0
l oo , .. ro s a on
0
0 t 1 ee
1 e a e1n
lo 1c la, or
0 I
8
visual ai s. ~otion pictures and film atria also provide
an increasingly valuable medium for rou
educational aterials.
reaentation of
Visual aids have ssumed a position of ajor i or-
C in the f1 l 0 e cation, d it seems plausible
54
th t e C era, principals, an counselors would be co 1zant
of
t -
us of visual i d c tio al ve icles. The
te d cy o u 0 voi i e 1 8
e i or 0 0 vi al
at rial s i a 10 e UC
-
ion l o 1t1e d eq
•
Vieu rovide
r lie a r o C 0 0 8 e t
.
i 0 t 0 lon 1 1 1
nc 1n e
•
OU 1 0 r e
'
m teriaJ. wil co e e
•
II.
Q.
T I
Career a. rovis o co 1 e r
or 1 e co 8 t er fro u
I
1 d
and r os ect1 ve SC ools or co 1 t o ent y
o i e uture. T 1s oul s 0 irst-
1 or a ion cone in proble co r o
te 0
•
In som C 8 8 0 0 i could be ro-
vlde for in 1v1 al cou.fere ces 1th re res nt tlvee from
•
business, industry, and educ ation 1 in stitutions.
Community resources are usually available for pro­
vidin activities within the school designed to augment
5
rin t e t r ials abou occupation. Career conferences are
f equently employed t o utilize the services of men and women
in the community whose business rofessional, or trade ex-
eriences qualify t e to resent to stu ents Bi nificant
ac 6 a OU t eir r s ctive occu tions. o in ure t e
ef c 1 venes t t care r conf re ce
e 0
J
t ~e oc c i o oul d e C r 1 d o 0 fi i te
lan .
ric
11
· sts : on 8
0 se er rio 0 date
e r C r Day e C teac r a uld i uce disc as ans
rel tive t o occu hoice in is cl s
•
If t e school
u est e omeroo 1
discu s i on . I f C r i e 0
.1 1 sue discs ions s o l d
e 0 80 a e C uden
11 Cliffor Eric so,
orkers ( ren ice Hall, Inc.
er1o s oul b sed f or e
urin r lar clas e io ,
e el d rin t e a S C ool
h ve op or unit to ente
Basic
e York,
56
into the discussion.
Preparing the faculty. rior to the first steps
-
toward a Carer ay, a f culty e tin should be devoted to
a free discussion of t e 0881 le values o such an under-
takin
•
he superinten ent o r1nc1 1 a ould briefly out-
line t e 1 for kin dv ce re atio in
t _e
school
a for actu ly 0 C r a
•
1 etin
a oul.d rece e t e cl a 1 cu sio 8 0 oc u i o
ested in t r h un
,. r
arin
ils "•
Giving i ions. I t be ke t 1n
1 tha t so e i r c ors
( r ) ho t1ci 1
t he Career ac 1v1ti r 0 s io 1 e rs .
or
I
t r aeon i t 1 se 0 1 8 0 0 8
0 t 1 1 8
0 0 0 ·o
•
1 C 0 0 1
e
0~
O U 11 e , 1 0 so 0 a t o
e co usin e foll o 0 i s a e
•
• •
1. uties o e 0 1 e oc cu 1o or
ro-
fessi o
•
esir u.r ro or r• 01 0
vi w
•
n i able es
•
C 1 e so C ct r1st1cs ecess r
or S C
•
re arat1o ce a r -- 1 t c ost
6 . ver e income e e
?. General work1n conditions
•
0 ortunities for omotion and advancem nt
9 . rrny I (the a e er) chose t o enter this arti­
cul r occup tion or rofession.
Evaluation .QZ students . erection of u ils tn
ct1 vi ties of Career ay is 1 ortan t. Some t of t he
d y soul e d vote t o discussions between stu nt d
tec h rs. Stu e ts y sk
s:
1 . fer 11 eni to e
c an es in o vocation 1 l
•
be c o
y
r?
t o swer s c quastio s
ere, ve ou e
If so, why?
or ile d sho ul
57
a d ic r o o s ion
re
So e 1 utio 0
e 8
t C 00 or n 0 ea
•
or 11 8
0 coo 1 e 1 0 t e SC ools vie e re
co
visit io 1 0 OU l e e fee ive if
coor din 1
e SC ool ce ro r
•
If
re rese 1ves coul e OU ht 1n t e r1 t cholo-
ical ti , b er could e ec ed. o i roduce e
el en selec 1vity, co elors could , efore e visit-
tion of re re e tati ve
'
el1 1n te t ose w o ha no int r st
58
in or talent for teachlnB.
Hi h school r1ncipals and counselors could a eed
the program u by:
e
e
1. Holdln occu ational conferences at a ec1fic times
urin the ye inclu in as ction devoted o education
wheres eel lists 1 the fiel d are invited to present
t e profession as c areer, .o1nt1n out op ortunities,
c allenges, n rewar a for enuine service.
Inv1 i
•
c a
e
t1o
0
0
vor.
h1rt -
- o
C
r
of
counselors to a e
ere ential req 1
k t o
8
0 oc
1x
BC 00
co
1 di v1 uals w o 1
a 1e to enter1n
10 s 0
•
10 1
re ces
8 or ?.9
t
C
ce s
1
u 1o s.
0
ool, 0
C 00
st e
a C
~
0 9 C
t a
wish
e c e •
C -
8 0
sue
1
0 t of
o-
e t V 8
a e
c o er-
el 0 1
e
e
a
sire
enc
ne o "he
en 1
e F.
• •
lee
res and
visits
to
•
59
teacher trainin institutions , a percent e of 2.4 . Still
another one, 2. 4 per cent ain, mentioned the contact with
cadet teachers from the universit who students enjoyed and
a occ sional t lk.s with, learnin the a vanta es and is­
ta es of te c h·n . wo schools, or .9 per cent, stated
th t thy had o conf ences at all.
It is e coura in to not th t more than 50 per cent
e sc ool 0
v occu ational conf r ences rel ted to
e C 1
•
C Pr R V
SCHOLARSHIPS D FI A C IAL AID
In this d y of oPPortunity, of the _ esire for hi her
education, of don tio sa d o subsi ies, a coll gee ca-
tion ism e ossible t o t o
s o f
u ent t r ou
a
ed1u o f schol rships .
'. e 1 ort c e o
selectin t ose who are oin
o ol l e i
um
o f e eri n t •
due tional ex e di ur s u t b s ent
0 t
who are mos c
l of
ent a who
to trai
or
ai eration.
ve c
e
i ,.
T e iBC'-4 sio
r oWld
1th
1 o
f o r co
0
0
a ondents at tee
Sections 1
follows :
i
o e
0
i C
e
r
o 1 •
1 1c
sio s
l
111
•
e
0 co
0
0
0
e
n
o l
of
a
e ts
, 8 u-
c e sary
iv n co -
i z.
0
1
8
l . Wh t schol ships are listed in our sc ool?
• What are you doing to el
necessary for urt r tra1n1 ?
u ils wi h in cs
t
61
I. HIS 0 OFT I D
T
Influence of co pulsory
aid move en was iven 1 etus byte ch11 labor nd com-
ulsory school t endance le 1slat1on . • /1 t the r 1s1ng
of t e e n r a es qui en ts for le vin ec oo, t e
robl m arose conce 1ng rovisions f ort ose
children obl1 e o re a1 sc ool to eir 111
c oul d o co e e se. I t 1 ue h ome
st ts V e b
1 • ac st t 1
tun1t1 is co r o
0 on-r
p
1
0
iala ion fo c t 1 t es o
i n
e 1
o equ iz
le,
s r io o
io
ro 1 s
u 11s . I
n 0
se 0 0 1 ort
1
f o
8
C
e
, o ly
0
r o 1 t
robl s
0 t
te
st tutor
t 1
0 11
0 C 11
r v1 i o r
o t e t tee
e u e t
1 t
ve
e e
0
t
0
t an
r tion
1t1es
•
is c o sc ool .
T e I 1C
w 1 1n
st t
b
res ec ivel r co nize
t e eces t y o e c a1
sc 1bed b v o e or e
1
• ort O rs, State Support for __ _
Education ( tio al ~ e o chool Finance, U.S.
of Interi r, Of ice or Z uca 10 , 19 ), • ? •
ent
62
other of the three ter s: "ignored," "permitted," or Nre­
quired. "
It C easily be seen th~t any children, es ecially
of hi h school age, were af ected, an that hen the a e
limit of sate sup ort le re che d, t us e i ti t e
school c eers of rt1 ularly ·1ort s ude ts ea er to
con 1nue, i 1 tter o vlt l co ce 0 onl t o
st e m selves, bu lso to h 1
r 11z t unl e n sec r 0
e
ors
0 C s, t e educ ion devel 0 ot r 111
e co eluded. 8 ere st1 ul e i d ro ·r 8 0 11s
0 orkin
•
I nfl 0 C T a t
-
0 C 11 1 1s o u e 0 0
111 8 i e l
J
1 '
l at-
1 t 0
,
t ces 1 1 1-
,
e di tures o kee 11 in SC ol. 1
t e t o r 11eve t e i
leg al ion
were r orte t t e te o se 0 f ce o C 11 He 1th
rotec io
•
•
he 1oneer t e t o meet t 1 situ 1 e
1n C lea o 0
'
when fun was raise
Illinois C bor Co 1 8 0 to s 1 t t
'
by s al of o e SC ol
1
any chll ose family 1 0
ork S1 11 SC e ere 0 h r
cl i 8 1 ions sue C 11 l r co s-
1 n s co le ues, ad een 1 strum tal
63
in securing the advance le islation, beg an raising funds
to re lace the s mall earnin gs wnich the child might
hav contributed under the old l aw to the f ily
income .
2
Development of SC olarship a1
•
It l s, erha s,
n tur al th t n u ils, owin t o in cial necessit i es ,
tte
0
ro i
q
1
C n
C 11
0
0
11
n
'
tot school uthori
I
or
C 1 ore
d
ur
e
'
co
0 1
s
i ze
1 e o
V oe
, I C
8
t o
0 0
UC 0
r C
0
r
n
e
1
ev
0
r •
0
1
ln
•
1
ies f or exe
e r or 1
ins
voe 10
it
,
0 0
00
•
0 0
te 0 e
Yo K i
t i on s f 0 scho ol
a er , nist r -
ool 0 o coul
1 C n or
is ro 1 0
e 0 l s
i SC 00 an
e e or i VO-
n
,
e
0
C 0 8 1
1 0
011c1 s f or
t eet tle-
e 11
ro­ e tion and
t
64
of this type to be esta lished. It is known today as the
Vocational Service for Juniors, having in 192'J combined
under that name with the Vocational Guidance ure u oft e
Henry treet Settl men nd th Alliance Em lo ment ure u.
3
In 1 1 schol r i work b an in Chica o with the
Vocational Sup rv1s1on Le ue,
Scholarshi Le ue, ad wi h th
ow known
c ol
Jewis en . lt ou h hese, too ,
zat ons, ave iv n o ices 1
c ti o buil in
Vo t
I Cincin
0
ec
ce
1
t
1
0
•
ne e W O-
ecu ed fro t e uni
fr o t e o ell o Jewis
he
riv t o
1 in,
1 e- ,· 1111
1 0
ce s it ori i
Ibl.
Ibid.
1 clo
0
st e Chil ren's
shi ssoci ion fo
e riv te 1-
o d o Edu­
he
c ool.
e
u 1
co r u 1o s
ns 0
1 o V
lr r1 c1 l l y
11 el ia,
0 of
1 n Socl t
0
0
o de
r
65
in 1800 for t _e ath of In nocence anc Virtue and who at
times seem desirous of return thereto. Right Revered
i1111 m White, D.D., first B1sho of the rotestant E isco­
pal Church 1n the Diocese of enns lvan1a, wast first
to sin the cons itut1on o t e society. Fifty ear 1 ter
Geor e W illi s, ch irm o the bo rd of truste , e lor-
1 , half h 1 es of t he o m e
r
0
w
0
1rl
0
e 10
0
• • •
1
"
W 0
0
0
o ec
0
ec
e
e of ins
o 11 er
co e .-.1 t
d .
or -i a lo ,
ovi o
1ously
·il l b
cl a f o
e d . . •
or
0 r
11vel1-
s ch
a
1
l 1
e • 1
•
I 1 17
le 1
t 1
X r1
i on
t 1
rls c o 1 o w or 1
u o Co ul or
is e
C -
e t
1
0
0
l o .
o l
i i
18 8
•
1 e un er t n e oft · i
- 1 11
ti wi _ voe ti o al ui c
ana e l oy
0
0
it soo br
o ac ol shi
•
e i n
is 1llustr
1ve o
t e C
•
,
e
a-
t
OU t o
1 ory
o alley
in e
a-
r o
e r m 1
18 O
o th
reve tive t pe
66
of service for youth .
The Children 's em orial Scholars hi Fund was estab-
11 shed to the public school boys o Rochester ew York,
who had iven their lives int e rorld 1ar. For the first
1 ve y ars t e fun wa
ai o loc n ws
Th i r hi
ran 1n 1
Islan Found tion,
t _e co uni y, a 1
t e rec1p1 nt of a Chris t mas c
per.
sch ol s c hol s 1P 1 r ov1 enc
e ecu ve co 1t e of e Rhoe
iz 1 of re rese
k
ere
eo le t o leave o yin tu 0 C.1
S 0
e
rse t ou h e
o ror h
1
0 C
ec ol
ent o
Lo 1s1
C 10
u 1
s a
abll
0 8
e
a,
1
'
tu e
•
8 0
0
0 C 1
r
11
0 C 001
11
e or n
0 1
was
I
e e
ol s
10 0
e Social
ve
ollo -
1 C
us
c cols
.e c er
rvice e rt-
Sc ool Sc ol h oc1 i on o Or l
1z e , 1 d 0
I 1 e o e O 1 a C om-
0 the r e s l-' ,.., 1 h School
s
6
let 1st 1 ute
I 1 a olis ubl1c Schools.
6?
and has offices in the ublic school
inistration build-
in . rorkin side by si e with this or anization 1s a com-
ittee oft e Rot
for boys sine 19 G .
Club which h s a in~ered a lo n fund
hese two funds function throu h the
Department of Vocational Guid ce .
In in eapolis, !lnnesot , the Council of 1-'arent-
acher s oci tio s as romoted t e scholarshi ro r
1 t e city sc cols. In 19 ' 6 he council establis e
d, the 1 terest of whic
ly subscr1 tions to elp
as been used, to et _ er with
school child.re of ood
C
cter an
1 h s cho l rs 1 •
Sever l 1 C
ols
a ve a 11 e SC 1 r 1
•
11 ,
hi 8
1 n
T o
e in
illus r 10
In
South
el hi Hi h C 0 l or irl ,
recor
s as
ar
b ck
e t iv SC ol
r o r
o te c h
co tr a,
le fro
0
ubli
e 1 cl
d s ,
volun
•
on ri u ion
ro
outside.
t o he h d, the Ke sing-
on Hi h
School ( hil del hi
)
Sc ol 8
is r
1 rly
u 0
er 0
the f C lt
and of l
y , ho dis-
ribut th chol
ship f
s derived
fro t e 1nte
est on
o e
t hi t -five thousand dollars obtai ed b
rive
fo
u 11c, eac er,
u 11 subscr1P ions .
Te 11
eny owit Stay-in-School Aesoci tion of
nne lvania was or
ized w-ider the s oneorehi of the
68
State Federation of Penn ylvani omen to serve as a cl ar-
in house for ou sand or anizations 1v1n or donatin aid
throu hout the county . ey do not attem t to r aise unds ,
but ssume th res onsi ilit o 1 . schol s 1 s or
of disbursi 8 e trusted to the • T e embershi in the
Stay-in-School Association includes re r n ives o all
stu en i d d SC ol shi r nti nizatio 6 1 lle-
eny count • Tt 1r ctory o
foun ations, y-
our c ools
lu s, io
1 ns . rec or is ei re
i o s 1 est 0 e
II.
e f oun scribe
•
Foun ion, I C., 18 o -sec
rof1t or 1 , i cor or te
the st e o or
•
T
sc ool tudent no or
,1 t out fin cial tance .
e stu e t eelre t o
t c er r 1 1 SC ol . re
7
1r c or bl1
i -School bs oc1 t1on .
1
i
a
1 cl ed: two 1
cool "' 0 s , t
et t l .
d -
of e or iza-
1ch d SC ol 6 1
•
F IO
e rican St e s
1 , o - 011 icc .. l
0 -
er Cor or t1o L of
sc ol r i s
f o ·
1 h
0 ursue 1 her educ t1on
t o colle
'
or to a
y schol s 1 8 1ch
lle · eny County St Y­
h, ennsylvan1a.
7
69
merely remit the amount of the tuition, ho,rever, some ay
more . There are many su stanti 1 prizes offered, the win­
nin of which will, in some cases, ay 11 t e ex enses of
the student. For exar le, some institutio a offer substan­
tial r1zes for scholastic rank b se u on the work of the
1st on or two years 1n the institu ion, an are iven
U 0
raduation .
any ins 1 utions off r co
atively
r .. z , o tw
- iv dolla r or 1 ss, or isti c-
t io i so
0 · 6 0
rou
si le:
c ol
C
it
1 e
hi
e
o doll r
o th o
is t e sam
is fun
0
s
tic
e, e. . , Fre c o
is or, o
0
e ora o •
0
es,
0
iz
o , s m
sc ol
i s 0 -
e ci ie , as "I :e ori
0
cri e
e o und.
ion .
Fo d 0
scri 1n
e b
t five oll
e"'
i
C ts 0
fun •
s oc1 t
e alloc t
is.
i
ic s i
1 0
rs i • (
o un t o
el ere 1
em e
r ) .
r by stu ents
,
or sc ol
he ssoci te
v t a es o t ose
m er 1
ude
s
enc
is to e
ed aolel for
or t e -
e
selves t
n C
ar
ucat o al und .,
t er t
lo
or
com e te. T ere re man ener e tic boys an
irls ~ho h ve
t e bili
to o t is, a
e r ult s el f ul in
70
ways, for ot only o they procure the financial means, but
acquire, through t:cir contacts and experiences, a business
cume , a ois 1 training ich will be of value to them
throu hout t eir careers.
The Foun ation re lizee t t o u ent can sell or
rocure s~oc1 te e ers is withou 1vin o eth1n of
v ue tote urc ase in r urn or t e1r oney. o e able
u e a o
rs i s,
r i
co
C
0 0
C
e
ol
e vi
b
s
a en
ouse ol
1
oc
s scri tio s or ' e e
0
ol
0
s
0
0
0 0 s,
e w or
SC i
t
and 1
oll
oods
0
C
0
0
0 ,
cou 0
0
r
0
0
1
•
0 1 u
0 0
of ere
10
s
o. 00
11
r
e t
•
,
1
oci
C
C d
b
C
n
,
o-
C 8
•
11 be
be fr
clo
1
111
,
u e
71
the cou on book, it is ot limited to the member only .
embers will have also the satisfaction of nowin that
they are elpin · student to the extent o two dollar for
his educ ional fun, wit out lo sin an thin y so do1 g.
All so 1 te embers 1 s p~lic ions re issue
in nvelo e containin t enty-five subscri tion blanks,
1 e tific tion c o uthori y for e student to
solicit su scri tions .
tu s a e not
r it
0 cc
0 , merely
s olic i t t e
is or her
lie t on
e c 1 1 e ber sens
lie lo tot
Fo d tion 11 h h ir c ck
0
o e o der or
n,
h
T
e ol a
0 t
•
t r e ol l
b t Fo d -
ile
or re r ce .
·o all
lic e .. tio
For exam le:
e b r 1 a
s
dent roe r1n
t - 1 ve s o 1 e
e ocures
e oll
ere i e
et o t
ti e 1
w
s .
1
to
i t
I he
o h
er o
1s ere it n t e
e b e is c e 1te
one
e
d.r
o 1 B
I
e C .
me bers 1 s
u e
•
tion fif y dol
1 h ne hun-
e bers, is
re is o 11 it
eel o e
s.
8 1 8
I
ch to
bo
rocure
irl s
or
ur1n
t e1r firs
s t t o rocur t e ember­ in Hi h Sc ool with t e ur ose
?
of accumulating suf icient unds for colle e education u on
graduating , he 111 have cc ulated a sum of five hundred
doll e in is f n .
his is, rovi e he has ke tall his
twe ty-five me bes subscribin
is ew subacri ti ons .
c h e in
In
r a 0 i
t 0
1 is s 11 i
I 0
1
or
l
Fl
{ u1
8
1
0
c r 1
1
1
"Ye
tio
1
8
•
1
1
0
o his five hundre
•
wis s to t
,
s
s
1
e
b o
r II )
0
0 •
8
r
8
i
al,
ollars w c is
colle e , he receives
s
e
0
C 0
e o
c d 1
i
e b rs i
C
e Fo
elco
d,
a-
0 0 1
11-
C
o 1
in Flo 1 a
,
•
11
1_s or e c era,
: ?- , Jan . 1946 .
73
has inspire many st tes to make plans for a similar ro-
ram. The st te is ap ro r1at 1n two hun red t housand dol­
lars ann ual ly to i n c f ive hun red te c er trai t i ng
scholarships at four hun red all r s e ch. eci ient of
the ar s e lec t ed b cor etit1ve exam inations . Each
count is iven q ota o w r d s which it may not exceed .
e ro s of the st te , 1 o ortion to their o 1 i on ,
e e o sc ol shi· s as do w 1 te eo le.
Sc ol 1 s r 1 of ive e •
0
C
0
0
e
0
0
r Ci 1 t O S
n r
0
r
·1 a
d o 0
C 1
•
ce un
o Florid '
1 or e
•
'rLI
Sc list
tu
is
ore
l e s ls
ote is c celled
0 r s .
r 0 0
i ize s
- 1 oll rs
a cce ta 1 ro r
n u 1
t oce s
d t ' o -
ool t dy
al o te
of su er
e s
ro r
•
t ute - fr s mer
us, a r oxlmat ely
e c r nu 1 receive finan-
•
I
Ou of e arty-
o e s, t
- in , o 7 .7 er cent listed teac er
?4
chol rshi s sponsored by the
ent e chers ssoci tion;
ten, or
•
er cent listed no scholarships at all; and two;
or . 9 per cent state t t t ey a no P rt1cul
sc ool
schol rshi
1
but issued th
They did not speci y s tot
wh never they were received.
source o t ese sc olarshi
elp1n
4
with fin ces.
c. 1
i c ted
-1
ee
1
or
•
cent o
SC
e
ils 1
nee in
el
1n' t e t
SC
.
0
,
I
I
t.e
s ude ts b
secur1n
e
t e o r 1 e
or
per C nt,
C 0
t
xlst d 0
11 i
t ir 1c l
o e, 0
•
r ce 1 8
l oc
II
1
c ol
0
do 1
0
eac s e ter .
•
co
nt V
1n
et 11,
r i
1 ·1 1
1c 1
s
1c a e
s:
•
l
t
e
ied
l.
t e UC
t1on 8
c r ee
is 0
1ve s ec al
c ns1
t1 I i
1.V i l
0 1 0 r
•
occu
t1o s.
~
co fe ce
e
m t
es hel
t t ents
•
(.4
o are 1
e e
encou
in
t e
to 1
or C
r
'
in e uc
t1on .
at t e
SU "
C 0
e
r
ecruit ent"
s
•
d
?5
not been
1
resented exce t 1n a very 1ntan 1ble pro ram.
4. That Senior ~roblems is a media of encour agement
for an educational career.
5 . Th t conf rences with re resentatlves f om teacher
r in i stitu ions are held at speci 1c ti es of the
year .
•
( xcl di
That loc 1 sc.olars ips within the school itself
.T.A. ) every limited.
CO CLUSIO
CHAFTER VI
D RECOl
D TION S
he ur ose o this stu y was to eter ine recruit­
ment proce ures now bin used i hi h schools 1n Los ge­
les to recruit yoW1 eo le into t teaching rofessio ,
d to alyze what is bein o e 1n e 11 ht of wh ta oul
be done as reve led b e uc lite ture. T rou ~ h use
of question r, comet er receive f ·o orty- e
hi h school rinci ala . hese in in e l ed
y ex r see o 1 10 s a r v le b uc 10 lite ure .
ha as 1r tot ow so e
11
t 0
to c ons1 r
o o o coll
1 t rest 11 s.
e
So
r of
V
t1 8
b c use their
·1en s ar
fact an
s1on.
se ms
e, as e c
o atever
In s uc s
1 us1 1 n
1
rs,
e C
rk
1n rofes s i o ore th
he time hen our school
shorta e.
t enco 1 sc ool s 1ors
c n • of a
0 0
01
•
en, a o co
t o • oost • t
it
shoul
ir
on bl
1 1
1
1
1
ive t
0
0
sis, es ec ally
are suf ... rin
r o
e C
I
e ts
0
t
this
o es-
t
ch-
urin
r
oted educators e 1 t e
h school
e mo t ef-
fective approach to the problem of teacher recruitment .
Althou h World ar II placed em hasis u on the problem,
77
lert educ tors re lize th t tis shortage has not been
solve entirely by pe ce. In a smuch s recruitment roced­
ures coul be reatl im rove, it is hoed t at conclusions
d r co en ion resented 1 this ch t r will 1 small
w t ro so e 11 ton t e cu ent te c r short e .
l d be do rev
ure.
lh
·r1nc i s, coW1selo s, teac
i te
s could
art o ..
1
ro
1
l o le 1
wh re teac in
ro r
0
•
If
would b
l ne 1s el so as to
0 t
1
aoci 1
o-
a oul
desira le e .. c
1 1cal lace
rs,
a V ro
•
Vis al
coul b ,
r m
os e o
a 111
0
nor
bl1
0
a o
ids, f11
eb
co
"
or
ak is co tr1 u o
alon it lle 1 s
universities.
n 1
o r
e n
1
l
1
r lo, r
r1, slid
t e es
'
O 10
io
0 co
otlo
' 1
le-
ct
1c ur a
e o ble.
ve students m e 1ntereet1 g
ls 1 y . The librarian, too , could
use o "occu a 10 al oks elves•
c t o ·s fr om v ious colle ea and
?8
He mi ·ht make avail "'ble sue books as , So You're
Go1 g to Colleg , Choosing a College, _2,_ t o Choo se a Junior
College, Ho 0
-
ake Good in Colleg, Choose nd. Use Y our
College. Bookl ts m 1 clu e d ic iv i or m tion
a out colle UC
S, II
I Help You
oo e
"I or t o Fo roe ctive Coll e Stu en
"
d II
r
i School, ·
1
i e 1 e
e •
a i n
o it te
1c le o s c
C
1 o f
e c o
ir 0
s 8
1
1 0 a
1 us
11c o 1 o .
e
1 ,
ow' a ci
e
tr 1 in.
olle e ome
l l
0
o . Loe
0
0
re
e C
1
•
s oc1
bl1s -
1
l oc
1 o sc ol
'
olle r
iv
0
0 8
n1
e c in ~ e
0 11 i n
r
C
0 00
0
er
e
l o 8 C
d
C
ic e cub
1
0
or
a o d
C 8
or-
e -
ro-
1 t
e r
s ·o Churc a,
OU , d
79
Patriotic Societies could be investi ·ated. Parental sup-
ort and support of the co unity in general could be en­
liste d by pres ntin an 11 school review, debates, or
es ay con st , to h lp u 11s with unds necessary to train
for te chin •
hat is
Questi ire.
-
r C 1 ic
~
the xistence 0 forces er 8 U-
n 0 1 a a C re , u· di e d
et
,.. 1
old 1 s ci al e sis i e
o r
•
Some f t gui ance s oul
.
V u e is 0 le oc t 0 i 11- ,
1 C voe l o
10 -
s OS i le, iscour
1 C c oice ~ st den obv ou ly 0
1 o r r ai fror ur in ny o r ti-
c l a r ssi n or occu ation on student.
o i lea · eat 1 i e u 11 1 y ro-
r elt a t calli
~
tte l o o n a'"' co
•
C 0 din o ular t i whic oul ro 1
r l r er r ct recruits. A
y e o u 1 ci y
1 w ould social st tus of te C er
as UC 1 no ed e UC tors in t literrture .
8
e m i in e as1 1 e C i on o ld
b 1 1 1zed , a
riv te 11 ves of teac ers bet eir
0 , n t e se e it le d =>rs 1 for t emsel ve s .
es on ent sho ed en husiasm out co f ere ces 1th
80
represent tivee from teacher tr i in institutions . So m e
even mentioned the influence of c dets fro m the universi-
ties, who bein 7 near t he s
an excellent edia fo akin
an attract 1 ve •
a e st e stu et, provided
he rofe sio int resti
I
shi s, but
it i n C
11
0
1 d c
o or
1
r
0
1 1
1
n r 1,
r no
or
use o r rui 1
co c re.
o st o f t he s c hoo 1 s 11 st . • •
Scholar­
u · 11 do1 to uc , on ol , to el
r
1
C
n
el,
r rai n .
n
0
1
0
e 's lub,
r
e 1
8 ,JO
c ools .
t
0 CO C
, co -
e
ce
o e ew
1
,
r oe
d
of
ot
r s
o a o l-e e
It C er co e e fro t e
ore oi
ust b
conclusions t tr an ~ r e c 1
C
c ' 1 · a a
d r level sec
C
ional c r er
10.
• Our out us 1 f uence tor ard
r es1rable ro ession . ors o
,uid s ecte s ude ts nto an e u­
co ecio s e Q 1~ a subtle i lica-
In our effort to increase our teacher supply, we
must not forget th tan adequate number of ersons in the
teaching fiel d is not always t he equiv lent of havin the
right peo le in th ro ession . Gui ance courses, then,
must be fo ul ted n carried out which will insure an
a equa e supply of te chers for they ars to co e . Still
0 i m ort nt, th ust be fine te chers who are ap y
i n eir profession, ble to brin · tote c ildren of our
n tio iholeso , rich, well-roun ~ed e uc ion 1ch
e need. T e
vit 1 issue at st
students u
us re lize, in u there is
th t desira le w 11-quallfie
nco e i tot in tech r
81
tr lnin courses i t e ro essio is o
s ould feel it ofes io 1 u nd o
rive.
tio
, too,
0
discour fe students fro a e uc tion e eit r y
0
et or unin entlonal m s.
re in lue ce. I is e cou
s h ve i ower, but t us
r '
e , is
in to not t
o rce
e ca-
1de isel fo i
eir s i a
c inery of iscr1 inatio •
an erous writ rs h ve oint d ou , t e scho ol
c r hi el c
t e os i i on • ich
unity; fo
t no s all t oft e blame f or
f ntly l lo t ed 1r 1 e co -
lo et1c ttitude byte c era concer in
t eir professio is t e worst type of u licit.
e hi hly rofes onal t c er, o t e other hand,
is an inport nt factor in the tot al progr of teacher
recruitment . This is subst ti ated by Hull, De of the
School of E uc ation, University of Southern C 11 orni ,
when he rnaint r ns t at:
' e C
luence
of a hi
e c r
ot t ac too
u o ri t
hly qu lified
os e 1 t t
uc ort e tote in-
c e sch ud
rofessio ly c t
tis u s i 11
82
su erior his 1 e stint f a ion .
o chleve
i ve cle
ro e l o
eve, e c rs in serv1c mu t
f i on al w hly
on a o o
t r o u 1
f c lt
i
o ev
C
1
l
an • Hul , "ecr 1 YoW1
e hi , : l , S e r,
--- --- ----
1
ce to c
eel 11 o
os t de ir
for e c 1
e
le
' "
•
IBLIOu-RAl'HY
83
A. BOOKS
Adamson, John W., The Educational ft'i tings of John Locke.
Cambridge: at the University Freas, 19 2. 46 p.
Allen, Richard D., Organization and Supervision of Guidance
in Public Education. New York: Inor }ubl1eh1n ' Company,
1943. 115 pp.
ailey, Francis L., h_ 1-lanned Suyply of eac ere f or _v __ _
Ne ; York: Bureau of ~ubl1cation, Teachers Colle ge,
Columbia University, 1933. 8 pp.
Brewer, John ., Education a Gui ance.
l ac rnill n Company, 19 :- 2 •
ew York: Te
Buchingham, B. R., Supply and Dem an in meac er r ing .
Ohio: ureau of Eauc tion 1 esearch o.o r __ ,_.;;;._,.
Ohio State University Stu lea, 19 • l 2 p •
Burton, i1111am H., Intro duct i o
D. A let n-Century Co ny,
Davis, Sheldon
The 1-ac ill
Do lass, A. A., Se con
~ 1 ffl1 vO any, l
i on.
p.
ork:
1ps. e\ York:
1c o:
r k: o 0
Erickson, Cli ord, _ --~ ~-- r ________ s .
e , York: Prentice nc., -r§'. _ •
•
Koos, Leonard V., ~ Ame ·lean
Gin and Co any, 19 ?. 5
ndary Sc ool. ' o k:
Koos, L. • ,
schools.
an
3
Gr s on • Kef uver,
w York: T e c 111
Overn, A. v., In -ic es of Supply __ e __
1nnesota: The Universit of 1nnesot
160 p.
0
In seco
, 1 .. 2. 15
•
, 1111 ois:
84
Wiley, Warner ., he Supply §..!L _ _ _ of Secon ary School
Teachers in Kentucky . Te essee: eorge Peabody
College for eachers, 1937 . 180 pp .
•
BUL
s
owe s, Harold J . , Let s Cons id r eac
of O io, De art-tof ion, 1
Fr zier, enj
• C.:
J . ,
f i
1 4-, 34
•
c ers
ls:
a 1
uca
g.
iv
•
FU LI
,
Coll
•
•
:e
s
cti
e ic Stu et F un' ation,
, u1nn an Bo en Co , i • ,
..;Jliot , Ch le
chool o
ew or :
pp.
, "S in
, • ___ J_~_
io C
0
•
t o .
I
s
•
St te
1
,
•
,
J
8
0 ,
8
•
•
•
~ ccoon, x , II rkin
. o. J
it J
. or
ort
. ,
L
•
0
1
1
I
0
C
Jo
,
0
i
0
0
: 8
n
n -
,
Gu
•
,
1
1
85
in
a:
"
Sc o
,
J 1
C
C ,
o .
8 t
,
I
J
,
- .. _
Herl in er, Harry V. , "And Gladly Teach , " Occupations , 23:
14?- 51 , Dece mbe, 194 .
~ _ u11.,, Os n • ,
11
ecI·uit Youn
~hi D elt a Ka an, :10, Se
eople for e achin , " The
em er, 1 94 .
6
t oo
1
mery, "
, F b
ac r
, 194
ecrui t r en t, " The hi Delt K ppan,
11
1
•
•
, John
chool ,
11
s , Le
e
•
oc
if r
I
I
r
1
1
C
1
ers I n
•
. ,
0
II
,
I
0
n,
1 1
•
seco
b ,
1
0
1
Q I
•
D IX
87
TEACHER RECRUIT
T IN HIGH SCHOOL
Authorities agree that a ser1 us teacher a lOrtage will
prevail for a number of years. Recruits must in the mean­
time be found among capable hi gh school seniors to prepare
for the teaching profession.
Perhaps you in yo ur school are usin
may prove beneficial throughout the City.
to use the back of the sheet if necessary
t he questions below.
rocedures w hich
Pl.ease feel free
when answer1 "'
0
PART I. · HASIS I
A CAREE {.
'UID C 0 . 0 ED C I
s
A.
ART II.
•
L1st those activ1t s e siz s cl 1cally
by your counsel r ( or coW1selors) hlch en­ coura e upils to consider a career in the
field of education.
TIO AL GUI ANCE I S I SO IAL
SES : II H 'rH SIS O EDUCA I •
What to ice rel ted toe ucat1 on are 1 eluded
1n your social studies pro ram?
88
PART III. EMPHASIZI DESI LE UBLICITY.
•
IV.
• •
V. SC 0
•
What h s our school done to remote deal able
publicity?
Describe
eeti s l d
to educati on.
S I
Wh t sc ol s 1
s
1 e 1
F 0 ,
0
c or
e 1
s.
SC O 1 ?
89
B. What are ou doin to hel pu ils with f inances
necessar for f urther trai ning?
•
Kindl m e co. s o o a
entione , but le ase 11st r o e i
use in our schoo l t w snot mentioned.
Dear Friend,
I can ima in t
resent teac er s art
862 East 49th Street
Los Angeles 11, California
September 10, 1948
t you r de e l · concerned 11th our
0
a 1 in the v ry best roce
forte te chin rofession .
interested in knowin
urea in recruitin · peo le
r cruit nt
Los eles.
cl s qua in ale was co 1le o c tr i n
roce dures now bein use d i h1 schools 1
will be use to
is 1 fo mation from hl h sc oo l r1nc1 ala ,
stu teac r r cult ent in re ere ce to
oun peo le.
ill b
For ur os s o
inter reted
C
Yo
ni
le
•
e
O U 1 1 ,
1 che o on 
Linked assets
University of Southern California Dissertations and Theses
doctype icon
University of Southern California Dissertations and Theses 
Conceptually similar
Phineas Banning with special reference to the development of transportation in Southern California
PDF
Phineas Banning with special reference to the development of transportation in Southern California 
An analysis of the integration of arithmetic and algebra in eighth grade mathematics textbooks
PDF
An analysis of the integration of arithmetic and algebra in eighth grade mathematics textbooks 
A survey of theatre organization as practiced by a selected group of community theatres in the Los Angeles area
PDF
A survey of theatre organization as practiced by a selected group of community theatres in the Los Angeles area 
The literary reputation of F. Scott Fitzgerald
PDF
The literary reputation of F. Scott Fitzgerald 
Psychological factors associated with aspirations for socio-economic mobility
PDF
Psychological factors associated with aspirations for socio-economic mobility 
Social stratification as reflected in selected novels of Sinclair Lewis
PDF
Social stratification as reflected in selected novels of Sinclair Lewis 
Radical disenfranchisement and the constitutional conventions of 1867
PDF
Radical disenfranchisement and the constitutional conventions of 1867 
An investigation into the equipment, techniques, and problems associated with underwater cinematography
PDF
An investigation into the equipment, techniques, and problems associated with underwater cinematography 
Studies on cactus alkaloids and related synthesic [i.e. Synthetic] compounds
PDF
Studies on cactus alkaloids and related synthesic [i.e. Synthetic] compounds 
The Filipino community in Los Angeles
PDF
The Filipino community in Los Angeles 
Sociological aspects of training programs in selected industrial organizations in the Los Angeles metropolitan area
PDF
Sociological aspects of training programs in selected industrial organizations in the Los Angeles metropolitan area 
The implications of the point four program in Brazil
PDF
The implications of the point four program in Brazil 
The selection of textbooks and other instructional materials in the high schools of California
PDF
The selection of textbooks and other instructional materials in the high schools of California 
A bibliography of the published writings of Hamlin Garland
PDF
A bibliography of the published writings of Hamlin Garland 
The isolation of personality traits in the domain of military leadership
PDF
The isolation of personality traits in the domain of military leadership 
The effects of anxiety on the alpha rhythm of the electroencephalogram
PDF
The effects of anxiety on the alpha rhythm of the electroencephalogram 
Social functions of the churches in a changing community with special reference to social processes
PDF
Social functions of the churches in a changing community with special reference to social processes 
A study of the organic basis for behavorial deviations in school children
PDF
A study of the organic basis for behavorial deviations in school children 
A factor-analytic study of the Minnesota multiphasic personality inventory using a transpose matrix (Q-technique)
PDF
A factor-analytic study of the Minnesota multiphasic personality inventory using a transpose matrix (Q-technique) 
The effects of partial reinforcement on a whole human response
PDF
The effects of partial reinforcement on a whole human response 
Asset Metadata
Creator Johnson, Verna Blanche (author) 
Core Title Recruitment procedures in the teaching profession. 
School College of Letters, Arts and Sciences 
Degree Master of Education 
Degree Program Education 
Degree Conferral Date 1949-06 
Publication Date 06/11/1949 
Defense Date 06/11/1949 
Publisher University of Southern California (original), University of Southern California. Libraries (digital) 
Tag OAI-PMH Harvest,Teachers 
Format theses (aat) 
Language English
Contributor Electronically uploaded by the author (provenance) 
Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC112724852 
Unique identifier UC112724852 
Identifier etd-JohnsonVerna-1949.pdf (filename) 
Legacy Identifier etd-JohnsonVerna-1949 
Document Type Thesis 
Format theses (aat) 
Rights Johnson, Verna Blanche 
Internet Media Type application/pdf 
Type texts
Source 20230207-usctheses-microfilm-box7 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection) 
Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law.  Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright.  It is the author, as rights holder, who must provide use permission if such use is covered by copyright.  The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. 
Repository Name University of Southern California Digital Library
Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Repository Email cisadmin@lib.usc.edu