III. Methods of Giving Guidance
Abstract
III. Methods of Giving Guidance SAGE Publications, Inc.1928DOI: 10.1177/019263652801201903 A. INTRODUCTION Nothing in the way of organized guidance can be done unless the high-school principal sees the necessity and possibility of guidance. Not only must he know that the ultimate objective in and through school is self-guidance, but he must also see that the degree of realization of this objective depends very largely upon the extent to which every teacher becomes a counselor, and thereby measures up to the challenge given by John Ruskin: "No teacher can truly promote the cause of education until he knows the mode of life for which that education is to prepare his pupil." The next step, then, after enlisting the principal's support is for his enthusiasm to become so contagious that every one of his teachers catches the vision of duties to the youth. After all, it is the teacher alone who is in the best position to see the problems of each individual pupil as related to his ability, aptitude, interest, and needs. The degree of success which guidance may attain in any school depends very largely upon the amount of co6peration from the teachers. One or two teachers who do