Evening star., 1933-08-27

with what they know Of requirements
for graduation: but that is as far as
they can bear to tie the--~"lres to
fixed program.
OF course, it is the teachers business
y to see that all this pupil activity Is
purposely directed to constructive end.
But picture his problem: Two hours are
allowed for these program making ses-
sions with sometimes an additional hour
on the next day. Two parents could take
many hours to 60 over their own ch1ld's
problems-they have time to study these
problems and reach wise solution; but
the poor teacher in his very limited time
must listen to 200 problems and twice
as many solutions. He must decide
rightly and Immediately and defend his
decisions while listening to another plan
coming in from the other side Of his
desk.
He cannot have the intimate nowl-
edge of each pupils hopes and dreams
which alone viii insure perfect planning;
he cannot know that Bill will forget his
advice and drop French after two years,
or that Jack has been dreaming OF
Tech" all his life; and he is hopelessly
rushed to get the work done in adequate
time. He can only satisfy himself that
the plans are correct, that they will meet
the immediate requirements; then he
initials the cards, the children 60 on, and
the heartbreaks of three years later are
unwittingly made inevitable. II the chill
dren came from home with their hopes
and plans formulated, the teacher could
give the technical advice needed and
make q really satisfactory program for
them.
Some school systems with large sta1s
have instituted the Office Of vocational
adviser" He-or, In smaller schools, the
principal charges himself with the duty
Of giving intelligent advice, as well as Of
spreading information about school
courses, colleges Ind jobs to all who come
to seek it. Not many children, however,
realize that they need advice and even
fewer viii take the time to think about
the problem at ALL The adviser, too. Is
handicapped by lack Of time for his IN
auiries. Modern education Is great
Improvement over that of older times:
but we still fail in important matters.
Is this situation somebody's fault? Ger
tainly It is. II at any time our children
develop physical symptoms that we do
not like, we consult doctor; We make
q plan, establish q regimen that win cor
rect the threatened evil We have not
vet realized that careful planning Of .
school career for each child Is also peces-
sary for q healthy, happy education.
Society Is at fault; It should see to 1t
that the schools are organized, planned
and stated to deal intelligently With any
problem that may arise. Parents ere
not>s much ct fault, perhaps, for they
have not been told Of the difficulty. But
they have the time; they know the chill
dren; and they could see to it, each pair
Of them, that their child should know In
advance just what be will need for the
future that they can foresee 80 much
better than can either the child or the
teacher.
This article has q purpose. Behind It
lies an earnest hope that each Of your
children In school win have you, his par
-ents, meet with ct least one Of his TECH
nically informed teachers: and that you
four-parents, teacher and chad-wM
form committee to work out plans for