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H3CÜI 8033001, 833IDERm%3
A Thesis
Presented to
the Faculty of the School of Education
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Robert Kenneth Burley
June 1947
UMI Number; EP55381
All rights reserved
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est 47 fin
f
T h is thesis, w r it t e n u n d e r th e d ir e c t io n o f the
C h a ir m a n o f the candidate's G u id a n c e C o m m itte e
a n d a p p r o v e d by a l l m em b ers o f the C o m m itte e ,
has been p resen ted to a n d accep ted by the F a c u lt y
o f the S c h o o l o f E d u c a t io n o f T h e U n iv e r s it y o f
S o u th e rn C a li f o r n i a in p a r t i a l f u l f i l l m e n t o f the
re q u ire m e n ts f o r the degree o f M a s t e r o f Science
in E d u c a tio n .
Guidance Com m ittee
^ 'Ch
aiiman
hair
TAEÜUE C)]? CCWTTEBrrS
CHAPTER PAGE
I. THE PROBimi.............. 1
Statement of the problem . • ............. 1
Purpose of the s t u d y ....................... 1
lifhat are the problems of the students re
presenting the entire student body?. . . . Z
Vihat problems are common to boys of
all four grades? ................. Z
What problems are common to girls of
all four grades?................... .. 3
What problems do freshmen face?........... 4
What problems do sophomores face?. • • . 5
What problems dojuniors face? . .5
What problems doseniors face? . . . . . .. 6
II. PROCEDURE.......... 7
The preliminary survey ..................... 7
The main survey............................. 8
III. RESULTS. ................................. 11
Guidance problems among all classes...... . 1 1
Academic problems among all classes. .. . . .13
Non-academic school problems of all classes. . 15
Boy and girl problems of all classes.......17
Family problems ofstudents from all classes . 18
Social problems ofstudents from all classes . £1
li
CHAPTER
Guidance problems among boys from

all four classes................. 22
Academic problems among boys from
all four classes........................ 25
Non-academic school problems among boys
from all four classes.................... 27
Girl problems among boys from all
four classes ............................. 28
Family problems among boys fromall classes. . 30
Social problems among boys from
all four classes........................ 33
Guidance problems among girls from
all four classes.................. .. ..35
Academic problems among girls from
all four classes ................. . . . 37
Non-academic school problems among girls
from all four classes.................... 39
Boy problems among girls of allgrades . . . . 41
Family problems among girls ofall grades. . . 43
Social problems among girls ofall grades. . . 45
Distribution of Guidance problems among
freshmen................................ 47
Distribution of Academic problems among '
.freshmen.................. ............... 49
Distribution of non-academic, school
problems among freshmen...................
Ill
CBÜUPTE3R ]PAGÜD
Distribution of boy and girl problems

among freshmen............................. 53
Distribution of family problems among
freshmen................... 55
Distribution of social problems among
freshmen...................................57
Distribution of guidance problems among
sophomores................................. 59
Distribution of academic problems among
sophomores................................. 61
Distribution of non-academic school
problems among sophomores................... 61
among sophomores........... 65
sophomores................................. 67
sophomores................................. 69
juniors................................. ..
juniors.....................................73
problems among juniors .................... 75
among juniors............................... 77
IV
CHAPTER PAGE
jupiors.....................................79
juniors.......... * ...........81
seniors....................................81
seniors.................................... 85
problemsamong seniors...................... 87
among seniors............................. 89
seniors.................................... 89
seniors....................................93
IV. CONCLUSION .... ........... 95
LIST OF TABLES
TABLE PAGE
I. Distribution of Guidance Problems among
all Glasses.............................. 12
II. Distribution of Academic Problems- among
all Classes ........................... 14
III. Non-academic School Problems of all Classes . . 16
IV. Boy and Girl Problems of all Classes........ 19
V. Family Problems of Students from all Classes. . 20
VI. Social Problems of all Students......... . . 23
VII. Guidance Problems among Boys of all Four
Classes ...................................24
VIII. Academic Problems among Boys of all Four
Classes.................................. 26
IX. Non-academic School Problems among Boys
of all Four Grades....................... 29
X. Girl Problens among Boys of all Four Grades . . 31
XI. Family Problems among Boys from all Four
Grades. . ............................. . 32
XII. Social Problems among Boys from all Four
Grades................ ‘ 34
XIII. Guidance Problems among Girls of all Four
Grades.................................... 36
XXV. Academic Problems among Girls of all Four
Grades............................... 38
Vi
TABLE PAGE
XV. Non-Academic School Problems among Girls of
all Pouf Grades . . . ................. 40
XVI. Boy Problems among Girls of all Four Grades 42
XVII. Family Problems among Girls from all Grades 44
XVIII. Social Problems among Girls from all Grades 46
XIX. Guidance Problems among Freshmen. ........ 48
XX. Academic Problems among Freshmen ........ 50
XXI. Non-academic School Problems among Freshmen 52
XXII. Boy and Girl Problems among Freshmen. . . . 54
XXIII. Family.Problems among Freshmen. . . . . . . 56
XXIV. Social Problems among Freshmen............ 58
XXV. Guidance Problems among Sophomores........ 60
XXVI. Academic Problems among Sophomores. . . .,. 62
XXVII. Non-academic School Problems among Sophomores 64
XXVIII. Boy and Girl Problems among Sophomores. . . 66
^XXIX. Family Problems among Sophomores.......... 68
XXX. Social Problems among Sophomores.......... 70
XXXI. Guidance Problems among Juniors .......... 72
XXXII. Academic Problems among Juniors . . . . . . 74
XXXIII. Non-academic School Problems among Juniors. 76
XXXÏV. Boy and Girl Problems among Juniors ...... 78
XXXV. Family Problems among Juniors......... . 80
XXXVI. Social Problems among Juniors ............ 82
v il
TABLE PAGE
XXXVII. Guidance Problems among Seniors.......... . 84
XXXVIII. Academic Problems among Seniors.......... , 86
XXXIX. Non-academic School Problems among Seniors . 88
xxxx. Boy and Girl Problems among Seniors. . . .
XXXXI. Family Problems among Seniors. . . . . . . . 92
XXXXII. Social Problems among Seniors............ . 94
CHAPTER I
THE PROBLm
In our senior high schools most of the planning is

done by school teachers and administrators without consid
eration for the students’ point of view. The making of rules
and regulations, setting up of courses of study, scheduling
extra-curricular activities, and the planning of social func
tions has been carried on by school officials with little
thought given to how the students feel about those things.
Many theoretical conclusions have been drawn by these people
as to what problems students face, and how to solve them.
Much of the planning is done in a very arbitrary manner with
no regard for the student and his difficulty in adapting him
self to a synthetic pattern of procedure. Often this lack
of consideration results in a maladjustment of student and
school which is harmful to both. It is necessary to know and
understand students in order to guide them properly. Students
will express themselves more freely if they know that their
names need not appear on their responses.
The purpose of this study was to find out from senior
high school students what problems they face, and then to
classify and interpret the responses so that those who are
responsible for educational planning will have a better
background for functional planning. In making the study an
answer was sought for the following questions:
2
What are the problems of students representing the

entire student body? The answer to this question will give
an overall picture of difficult conditions encountered by
boys and girls from the time they enter high school until
they are graduated. Greater significance would be given to
a problem common to students from all four grades rather than
a problem common to students from only one grade. For example,
a similar response from twenty freshmen means that something
needs to be done to relieve a situation peculiar to just one
grade level. A similar response from twenty students repre
senting all four grades means that the problem is more com
plex and is not to be identified with just one age group.
It follows logically that any suggestion that might come
from students from all grades would carry more weight than a
suggestion from just one group, it is important to knov/
what students are thinking on all four grade levels, but it
is equally important to get an over-all picture of the ex
pression of the entire group. This classification ihcludes
both the boys and the girls.
What problems are common to boys of all four grades?

Here the writer hoped to find out, from their responses,
what problems are singular to boys. There might be reactions
indicating problems in academic studies, special activities
such as athletics, social affairs and spare time employment.
Undoubtedly there would be problems dealing with personal
3
matters such as driving the family car, girls, money and

many other affairs which particularly affect boys. The method
of isolating problems affecting one group makes for a better
understanding, and consequently a more satisfactory solution
for them. Sometimes the reaction of a special group is strong
enough so that a definite conclusion can be drav/n. When con
clusions are reached, positive action can be taken to remedy
a situation. There are many problems that are much more im
portant to boys than they are to girls. Athletics, for ex
ample are especially important to boys because there is so
much more emphasis placed on interscholastic competition.than
there is on the same type of competition for girls. This ex
tensive program for boys brings up many problems that girls
are not particularly concerned about. Boys drive the family
car a great deal more than girls do, which makes some special
problems for them.
What problems are common to girls of all four grades?

Here the writer was searching for problems peculiar to girls.
There v/ere reactions indicating problems in personal matters
such as, the kind of clothing that girls should wear to school.
It seems that there are rules for girls about wearihg slacks,
and there is a difference of opinion about whether girls
should wear a uniform type of clothing to school. Another
situation that brings about many problems for girls is a rule
against wearing their hair up in pin curls, and covered with
a turban. The difficulty of drying the hair after a session
4
in the swimming pool makes many of the girls very unhappy.

The problem of boys, -and going out on dates, brings up'diffi
cult situations that the girls have as a group. Another prob
lem for girls, that is not quite so acute for boys is the mat
ter of getting permission from parents to go out with boys at
night. Usually boys get out from under parental supervision
easier than girls do,so there are many more difficult situations
of this type for girls than there are for boys.
What problems do freshman face? Probably the biggest

problem faced by freshman boys and girls is one of adjustment.
They suddenly find themselves in an entirely different en
vironment in matters pertaining to school life as well as
social activities. They are not familiar with the complex
procedures envolved in carrying on all the many activities
connected with high school life. Many of them have, for the
first time, the freedom and responsibility of making their own
decisions in regard to academic and special activities. In
this survey the writer hopes to discover ways and means of
making this transition period as easy as possible for the
student by obtaining information as to what his special problems
are. With this knowledge as a basis, the freshman student
can be aided in developing a feeling of confidence and security
in his new surroundings. This feeling of confidence is so im
portant to the freshman boy or girl that it cannot be over
emphasized. Many of the problems that are very important to
5
freshmen, are not even mentioned by the upperclassmen. These

problems must be recognized and an effort made to help these
new students solve them as quickly and effectively, as possible.
What problems do sophomores face? The second year of

high school is one that brings students face to face with the
fact that serious consideration must be given to matters per
taining to the choice of a vocation. The first year of high
school is somewhat exploratory, but during the second year a
student must decide whether his vocation will necessitate
taking subjects in preparation for college entrance or whether
he can eliminate college preparatory work and take subjects
that will tie in closely with his vocational interest. Many
problems arise from the task of choosing a vocation and plan
ning a program that will best prepare a student to follow that
choice. In the sophomore year social life begins to take on
added significance for most students. There are more parties
and dances to go to, which increases the number of problems
about dates and how to get acquainted with members of the
opposite sex.
What problems do juniors face? The third year of high

school is one in which progress is made toward a definite goal.
A vocational choice has been made by most students, and a pat
tern has been set up for reaching a specific end. School laws
require that students must take and pass with a satisfactory
6
mark, a course in United States History. It is during this "

third year that this subject is included in the course of study.
Some students who are below average in mental capacity, have a
very difficult time earning a passing grade in United States
History. Those who fail must take the course again, and success
fully meet the requirement before graduation from high school.
The clash between teacher and pupil, that often comes as a re
sult of failure to clear this hurdle, is the cause for many
problems during this junior, year.
What problems do seniors face? The last year of high

school is one in which many important‘decisions are made. He
must decide where to go to school for higher education, if his
vocation is one that requires more training after high school.
He must decide whether to take his service enlistment as soon
as he graduates or to defer it as long as possible. If he is
going to work at a trade that does not require a college ed
ucation, he must decide whether to go to a special school for
a short period of training, or whether to get a job and learn
the trade during an apprenticeship. A senior must make many
decisions about his future. The fact that the last year in
high school is one of decision, creates many problems that do
not exist for the lower classmen. The seniors are especially
concerned about getting started on a vocation to provide a
livelyhood or to make it possible to go on to school.
CHAPTER II
PROCEDURE
To make the survey of student problems it was necessary

to get^the permission of the school principal, to go into the
classrooms. Official sanction was given immediately. Coopera
tion from class-room teachers was readily secured when it was
suggested by the writer that the teacher select a day when he
would like to have someone take over the class for a period.
The classroom teacher was not asked to do any of the work, all
he was asked to do was just to leave the class in the hands of
the writer for one period. This plan was enthusiastically
accepted by the teachers. The study was made in two parts:
The preliminary survey. The first part of the study

was a survey of thirty-two students. This group represented
eight different groups. On a previously arranged date a teacher
of English I senttv/o boys and two girls from a college prepara
tory class (above average in ability), and another teacher of
English I sent two boys and two girls from an applied class
(average ability and below), to a vacant classroom. The same
thing was done on the same date by teachers in English II.,
United States history, and English IV. This procedure brought
eight freshmen, eight sophomores, eight juniors, and eight
seniors together for one hour to take part in this preliminary

survey. Each student was given a pack of twenty slips of paper
8
about three by five inches in size. Blue slips were given

to freshmen, pink slips to the sophomores, yellow slips to
the Juniors, and white slips to the seniors. The slips given
to boys had a short line drawn near the top so they could be
distinguished from the slips turned in by the girls. The pur
pose for making the survey was explained, and the importance
of making an honest and serious response was emphasized.
No limit was placed on the number of responses turned in, nor
on the nature of the material contained in them. Everyone
was urged to try to turn in at least ten reactions by the* end
of the period. They were instructed to list only one problem
on one slip of paper, and were shown by blackboard demonstra
tion how to write the problem on the slip. At the end of the
period all slips were collected, and carefully sorted. After
the slips were sorted, they were carefully classified.
The main survey. The results of the survey described

in the previous paragraph were used as a basis for suggesting
certain general topics for the main survey. Arrangements
were made with a teacher of English I, a teacher of English
II, a teacher of United States history, and a teacher of
English IV to take over two of his classes,one of the applied
(average and below) groups, and one of the college prepar
atory (above average) groups, for one hour each. From the
preliminary survey the following main topics were found to
9
the general headings under which all problems were class

ified: family, boy and girl, school, money, and social. To
stimulate the mental processes of the boys and girls in the
main survey, these main topics were written on the blackboard.
The numerical order of the arrangement of the topics on the
board was different for each group.
On the day and hour scheduled, the writer went to each
of the eight classes mentioned above and carried out he follow
ing procedure: (1) Students were told about the survey. It
was explained to them why it was being made, and what results
might be expected from the findings. (2) The fact was pointed
out to them that they were given an opportunity to ’’sound off”
without any kind of censorship. It was also pointed out that
they were representing the student body, therefore, in addition
to their own personal problems they should write down some of
the things that effect students in general. (3) The class
was told that names need not be signed on slips, but that if a
student wanted help with some specific problem he could sign
his name and expect some help with it soon. (4) The general
topics mentioned above were written on the blackboard, and
instructions were given about how to write the problem on the
slip of paper. (5) They were told to write only one problem
on one slip of paper. Freshmen were given packs of twenty
blue slips, sophomores packs of twenty pink slips, juniors
packs of twenty yellov^ slips, and seniors packs of twenty white
10
slips.
In this study a total of two hundred and two students
were given a chance to respond. This was felt to be a good
cross section representing the entire student body. Many
of the problems are peculiar to this particular high school#
and for that reason would not appear in a similar survey in
another school, however, many of them are typical of high
schools of comparable size. The total enrollment of the school
' at the time of this survey was twenty-five hundred.
CHATTER III
RESULTS
The results of the survey are informative, interesting

and very useful. It was found that boys and girls of high
school age respond wholeheartedly to a suggestion that they
write their problems down on pieces of paper. Some student^
wrote as many as twenty problems in the time allowed, while
others wrote only two or three. In general the students were
actively interested in the survey, and responded very well.
Guidance problems among all classes. After all the

reactions were classified according to the subject discussed,
it was found that those problems involving the need for gui
dance., oodured very frequently. Table I shows that there were
254 responses related to guidance. This was one of the larg
est total number of reactions to fall in any one category,
indicating that students have many problems to discuss with
a counselor. The greatest number of statements in this group
were requests for a private conference with a counselor to
gèb help with a personal problem. This shows that there is a
definite need for more counseling time to be given to indivi
dual conferences. The table shows that many new students in
school feel a need for more help than they are now getting.
The number of such responses suggests that the situation needs
immediate attention. The statement by several students that
12
TABLE I
DISTRIBUTION OF GUIDANCE PROBLEMS

AMONG ALL CLASSES
Problems Frequency io
I need to see a counselor for

help with a personal problems 155 61
New students need more individual
help from a counselor 33 13
How can I get my program changed 30 11
What can I do to make better grades 18 7
Who can I go to for help in
choosing an occupation 11 4
How can I learn to study better 7 3
Total 254 99 »
*The reason that percentages in this table, and all others

to follow, do not total 100 is that they have been rounded
off to the nearest number.
13
they want a program change is a normal condition. There
always are a certain number of students who are dissatisfied
with their programs as they are, and who want to make some
kind of change. It is interesting to see that several students
want to know v/here to get help with occupational problems,
what to do about learning to study, and how to make better
grades. The statistical information in this table tells a
story of a definite need for improvement in the service of
fered by counselors at the present time.
Academic problems among all classes. Many students

have problems that are closely related to the academic pro
gram at school. Table II shows a distribution of such prob
lems. Much of the difficulty that students face with sub
ject matter, stems from a lack of careful and thorough
explanation by the teacher, of each step or process .in sol
ving a problem or reaching a conclusion. The largest number
of responses in the academic category expressed the feeling
that ”teachers don’t explain subject matter so that students
can understand it”. Students feel especially about this lack
of explanation in the higher mathematics classes and in
science. A geometry teacher who has studied the subject for
many years, and taught it equally as long, often fails to
realize that a high school student cannot comprehend a long
process in solving a problem, unless he has a detailed ex
planation of each step. In biology students complain that
14
TABLE II
DISTRIBUTION OF ACADEMIC PROBLEMS

AMONG ALL CLASSES
Problems Frequency %
Why don’t teachers explain subject

matter so that students can
understand it 89 35
How can students, have more voice in
making the rules and regulations
that they must live up to 82 34
Teachers assign too much homework 38 17
Many new courses such as, aviation,
auto driving, boys problems, ceramics,
photography, and sex education should
be added to our curriculum 33 15
Total 242 101

15
they can’t do the work because they can’t remember what all
the ”big words” mean. In other words they don’t have a sci
entific vocabulary that is extensive enough to understand what
the teacher is talking about, and biological terms are dif
ficult for the average student to understand. As long as
that condition exists, very little learning can take place.
Many students feel that they should have more to say
about matters pertaining to rules about length of periods,
passing time between periods, tardiness, the requirements'
about type of clothing that should be worn, participation
in athletics, and the system of grading. They feel that there
is too much application of artificial control by the administra
tion without sufficient consideration for the student who must
live up to the rules. Some people feel that teachers assign
too much homework, but most of the difficulty about homework
arises from the fact that homework assignments aren’t clearly
nor carefully made. The boy or girl doesn’t understand clearly
what he or she is supposed to do. Several students would like
to see some new courses added to our curriculum.
Hon-academic school problems of all classes. The im

portance of activities that are classified as extracurricular
is brought out by the great number of responses in Table III.
It is evident from a study of this table that numerous problems
arise, in the school life of students, that have no relation
16
TABLE III
NON-ACADEMIC SCHOOL PROBLEMS OF

ALL CLASSES
Problems Frequency
Why can’t we have more dances 77 27

We should have more assemblies with
good talent from outside school 73 25
School grounds and equipment are
very inadequate 65 23
It should be possible for more students
to take part in athletics 17
We should have more assemblies put on
by ouw own students 20 7
Total 263 99
17
to the academic program. Students feel a great need for more
entertainment of a professional nature. Their greatest interest
is in musical talent from outside school. This reaction in
dicates a tendency for students to want entertainment on a
higher level than the local talent is able to produce. They
want to be taken away from the names and faces they see in the
classroom and on the campus every day. They want to listen
to entertainers who are good, and who can take them away from
the problems of the classroom. The complaint about over-crowd
ed conditions at school and the use of antiquated buildings
and equipment shows that the students are acutely aware of the
need for great improvement in the physical equipment provide.
The need for greater social activity in the form of
school dances was brought out by the many requests for more
dances. Some students want more formal occassions, while others
prefer the less formal sport dances. Dancing, whether formal
or not, seems to be very popular. In order to satisfy students
there must be more of them.
Boy and girl problems of all classes. Boys and girls

in high school have many problems that begin at the age when
they start to show interest in members of the opposite sex.
Many of these problems are of such a personal nature that stu
dents are reluctant to talk about them. When they are given a
chance to write things down on pieces of paper without signing
18
them, it is much easier to get la response. The results shown

in Table IV is evidence of this freedom of expression.
Casual observance of high school students on the campus
would lead one to believe that they were pretty well social
ized, however, a closer investigation shows that quite a large
number of students need help in making social contacts with
members of the opposite sex. Several want to know how to get
a date with someone. They feel at a loss to know just what to
do about asking for a date without embarrassment. Many feel
that other students aren’t friendly. The greatest problem of
some students in high school is how to overcome their shyness
around members of the opposite sex. They need more social
affairs that will give them a chance to ask for a date. Girls
want to know just what qualities that boys like, so they can
be attractive to them. They are also concerned about some of
the rules in boy and girl relations. More than a few students
have parents who need a better understanding of boy and girl
relationships.
Family problems of students from all classes. Students

are reluctant to talk freely about problems and difficult situa
tions within their own family group. There were fewer re
sponses classified under ’’family problems” than in any other
category. Sometimes, however, these problems cause a great
deal of trouble for boys and girls at school. Table V shov/s
19
TABLE IV
BOY AND GIRL. PROBLEMS OF

ALL CLASSES
How can I get a date with

someone I don’t know 14 21.5
Students at the school are not very
friendly 10 15
How can I overcome my shyness around
members of the opposite sex 10 15
How can I get dates with older boys 7 10.6
Why are teachers so critical of engaged
couples who show affection on thecampus 6 9
How can I attract boys 6 9
Is it proper to allow a boy to kiss
you goodnight the first time you have
a date with him 3 5
My folks don’t understand. They don’t
think I should have dates 9 13.7
Total 65 99
20
TABLE V
FAMILY PROBLEMS OF STUDENTS FROM

ALL CLASSES
My folks won’t let me go out at

night 7 16
I can’t do school work at home
because my brothers and sisters
make too much noise 7 16
My folks want me to go to college
but I don’t want to 6 16
How can I get a cart when my folks
are against it 5 14
I can’t get along with my folks 5 14
Mother and Dad don’t get along 5 14
My folks don’t give me a large
enough allowance 3 6
Total 3^ 101
21
that several students feel that they don’t have a fair chance
to study at home because there is too much and disturbance
from other members of the family. It is very easy to under
stand that attitude when you realize that many of them live
in trailer houses, where it is impossible to getaway from
noise and confusion. Others live in small home, with two or
three families in the same house. Little thought is given
to anyone in the crowd who might want a little peace and quiet
so that he might do some studying. Much unhappiness and
mental anguish born by high school students arises from the
fact that parents don’t get along with each other. When par
ents fight at home the unhappy mood Instilled in the unfortu
nate boy or,girl goes right along to school and definitely
affects his every activity throughout the day. These people
need much more understanding than they usually get from teachers.
One student says,"my folks fight a lot and when they fight, I
can’t work very well at school. How are my teachers to know
about this trouble?” Sometimes the fight is between the student
and one or both of his parents. This clash is a serious set
back for many students, because it sets up a resentment to
adult guidance that is hard to overcome. As a result of this
resistance, often it is impossible for anyone to help that un
fortunate individual..
Social problems of students from all classes. There is

a great demand by students for more parties and picnics during
22
after school hours. Table VI show that the school isn’t
meeting the need of great numbers of students in this social
activity field. They would like to organize clubs for students
of all grades and levels of ability to take part in such social
events as parties, picnics, and horseback riding. Too many of
our school clubs have grade requirements or some other hurdle
to exclude everyone except the select few. The same is true of
the staff for the school paper, and programs put on at school.
The same few people do all the important things that are soc
ially elevating. Great throngs of students, who are just av
erage or below mentally or physically never have a chance to
do those things. It is a situation that needs correction for
several reasons. First, the student who takes part in programs,
editing the school paper, or is on an athletic team, has an
opportunity for development that is denied those who don’t
get a chance to take part. Secondly, those students ?/ho are
active in the above departments become good school citizens.
Lastly, these students who are active in the extracurricular
activities take more pride in the school."School spirit", that
important feeling about school soars when a large number of
students are active in school activities.
Guidance problems among boys from all four classes.

Among the guidance problems of boys, Table YXÏ shov/s the most
frequent response, by a large majority, was one that indicated
the boys of all grades want to have a personal conference with
23
TABLE VI
SOCIAL FROBLEMS OF ALL STUDENTS
We should have more parties and

picnics for after school hours 46 44
How can more students have a part
in putting out the school paper 2? 24
There should be more clubs organized
for out of school activities '24 22
How can you get a chance to take part
in programs; etc. 9 9
Total 106 99
24
TABLE VII
GUIDANCE PROBLEMS AMONG BOYS OF
ALL FOUR GRADES
I need to see a counselor for help

with a personal problem 76 66
Total 116 99
25
a counselor. They have problems that need solution, questions
that need answering, and often suggestions that are good. The
number of such responses is not abnormal. Several boys felt
that new students need a lot more individual help than they
get at the present time. This is an important problem, especial
ly for^ the people who come into the school after the first
quarter is started. They get lost in the confusion of enroll
ing, finding the right buildings and rooms for classes. All
the details of office forms and school rules and regulations
are very confusing to the new students.
A surprising response, for boys, shoves several who
want to know what to do to make better grades. They feel that
they are capable of doing better work, but don’t know how to
go about doing it. Many boys need help, in choosing a vocation.
They want to talk to someone who can give them some suggestions
and good advice about the vocation that will best fit the
qualities they have.
Academic problems of boys from all four classes. The

greatest concern of boys under the category of academic prob
lems, is the lack of student participation in making rules and
regulations. Table VIII shows a decided majority of responses
favoring more consideration by school officials, for the student
point of view. Since the student is the one who must go from
one corner of the campus to the other, between classes, he
feels that he should at least be allowed to express himself as
to the amount of time that should be allowed for passing
26
TABLE VIII
ACADEMIC PROBLEMS AMONG BOYS OF

ALL FOUR GRADES
How can students have more voice

in the making of rules and
regulations 67 51
Why can’t teachers explain subject
matter better so that students can
understand it 30 23
Many new courses such as aviation,
auto driving, boy’s problems, ceramics,
and photography should be added to
the curriculum 20 15
Total 131 100

27
between classes. That is an example of the type of regulation
that should have student participation in the actual creation
of it.
The greatest difficulty found by more than a few people
at school is the lack of clear and detailed explanation of
subject matter by teachers. This is especially true among
the boys in algebra and geometry classes. Some are pretty
slow to "catch on", so the teacher must move slowly in explain
ing new problems, if the slow students are going to follow the
explanation. Often teachers are criticised by students for
adopting a "sink or swam” attitude. The teacher feels that one
explanation is enough and those who don’t "get it", can just
flunk or change to another type of mathematics.
Several boys feel a need for new subjects in the pro
gram. They want to learn more about sex and boy and girl re
lations. Many want additional vocational subjects such as,
photography, aviation, and automobile driving. A few of the
boys think that teachers assign too much homework. The most
common complaint is that there are too many homework assign
ments made for over the week-end.
Non-academic school problems of boys from all four

classes. There is a feeling among boys in high school, that
there is not enough opportunity for all boys to take part in
athletics. Out of a total of about 1300 boys, only about 400
take part in organized activity in athletics. Possibly a more
28
extensive intra-mural program would take care of this express
ed desire, on the part of many, to belong to a team.
School facilities and equipment are inadequate, and
boys feel this inadequacy very strongly, as shown in Table IX.
The boys want more room to carry on athletic activities and
more equipment to augment the present program. The building
program is lagging behind the need, and students are concerned
about it. Often the physical equipment of a school is respon
sible for many of the problems faced by administrators. A
good illustration of the in our school is the locker situation.
There are less than half enough lockers for all students, so
the only way out is to assign two and sometimes three students
to each locker. The result of this arrangement is lost books,
stolen clothing, and a whole host of similar catastrophies
that keep students in a constant state of dissatisfaction, which
ultimately ends in trouble for school officials. Apparently
there is a serious need, for adjustment in the schedule of social
activities. A large number of boys want to have more dances
and several want more assemblies. The number of these re
sponses shows that the present activity program in this field
is not adequate, and that something should be done about it
as soon as possible.
Girl problems among boys from all four classes. High

school boys are at an age when they began to become aware of
29
TABLE IX
NON-ACADEMIC SCHOOL PROBLEMS AMONG BOYS

OF ALL FOUR GRADES

It should be possible for more
students to take part in athletics 35 27
good talent from outside schools 25 20
by our own students 6 6
Total 130 100

30
girls, and want to impress them favorably. Table % shows
that boys are reluctant to vn?ite about their girl problems.
A few want to know how to get a date with a girl they don’t
know very well. In a group these boys are quite bold and for
ward, but when it comes to confronting a girl to ask her for a
date, they often feel embarrassed. Along with the embarrass
ment in asking for a date, is a shyness about asking a girl to
dance, or in just carrying on a conversation with a girl. A
couple of boy lack understanding by their parents. They
think that their parents treat them too much like babies, and
don’t let them make any of their ovm decisions. This is an
important time in a boys life, and particularly important that
he begin accepting responsibility^. The best way to give him
a chance to assume responsibility is to allow him to make some
decisions of his own.
Family problems among boys from all classes. Boys of

high school age are very much interested in cars. Many of
them want a car of their own, or if not a personal car, a
chance to drive the family car. Table XI shows that among
family problems the most frequent response is ’’how can I get
a car even though my folks are not in favor of it?” They want
to know how to get a drivers license without parents signature,
how to drive, and how to pass a driver’s test. This interest
in cars leads to many new problems. If a boy is going to have
a car he does need to know how to drive it safely. Not only
31
TABLE X
GIRL PROBLEMS AMONG BOYS OF

ALL FOUR GRADES
Problems Frequency Io
How can I get a date with a girl

I don’t know 3 36
My folks don’t understand me 2 25
Girls are not very friendly 1 12
How can I overcome my shyness 1 12
Why is it so bad for engaged couples
to show affection on the campus 1 12
Total 6 99
32
TABLE XI
FAMILY PROBLEMS AMONG BOYS FROM

ALL FOUR GRADES
How can I get a car when my

folks are against it 5 40 *
My folks won’t let me go out
at night 2 15
I can’t do school work at home because
of my brothers and sisters 1 7
Total 13 99
55
must he know how to drive, but he must develop some right
attitudes about safety and consideration for others while
driving. It is an important and critical stage of develop
ment, and needs some careful guidance.
At this time some boys feel that parents fail to un
derstand them when little differences come up. They want to
go out at night instead of doing the homework that needs do
ing for the next day at school. The importance of doing the
school work and earning good grades fades into the background
when there is a car to tinker with or some place to go in that
car, where he can have fun with other boys and girls. Guidance
in proper decisions about this is very important and must be
done by teachers or counselors if it is not done by the parents
at home.
Social problems among boys from all four classes.

Quite a large number of boys in high school go out for ath
letics and take part in variousschool activities, but there
is a much larger group that fails to take part in any act
ivity except the academic program. Table XII shows that a
great many boys want more opportunity to take part in extra
curricular activities. They want more social affairs in
cluding parties and club activities. They v/ant to have horse
back riding clubs, motorcycle clubs, model building groups,
and many others organized to carry on out of school activities,
several students who cannot work on the school paper because
of low grades, would like very much to have something to do
wiÿh getting it out. They feel a decided tendency to have
34
TABLE XII
SOCIAL PROBLEMS AMONG BOYS FROM

ALL FOUR GRADES
We should have more class

activities and parties for after
school hours 20 49
There should be more clubs
organized for out of school
activities 9 .22
How can more students have a
part in editing the school paper 9 22
How can you get a chance to take
part in programs, etc. 3 7
Total 41 100
35
only a few do everything, and thereby to keep only those few
before the public eye at all times. This feeling of neglect
ultimately brings on a reaction that makes trouble for students
and school officials. It would be easy enough to provide an
outlet for the middle and lower group to exercise this interest
in the extra-curricular activities, through an organized pro
gram. No doubt the students who write stories for the school
paper need to be good in English, but there must be many jobs
in connection with editing a paper that the average students
could do just as well as the so-called "brain".
Guidance problems among girls from all four classes.
.Among the girls of all four grades in high school there are
many who want to see a counselor about a personal problem.
Table XIII shows a large percentage of the total want to have
a talk with a counselor in private. One girl said she would
like to talk to a counselor about something that was too embar
rassing to discuss with her folks. That response sounds rather
odd until you think about some case histories of family relations.
In some situations there is no feeling of confidence between
1
student and parent. Under those circumstances it becomes a
problem for the student to find someone to confide in. The
counselor at school could very well be that person to whom boys
and girls could go for help with a personal problem.
The high school girls need help in making a vocational
choice. Several asked about where to get help in choosing a
36
TABLE XIII
GUIDANCE PROBLEMS AMONG GIRLS OF

ALL FOUR GRADES
Problems Frequency
I need to see a counselor for

help with a personal problem 77 56
Total 136 99
37
vocation, and after having made a choice they want to know
how to .go about getting the right training to prepare for their
lifes work. Students in general are quite concerned about
how they will earn their living after finishing high school
or college. Most of them have a very realistic attitude to
ward this problem and feel that they must do something about
it.
New students feel that they should get more personal
help than they do. Students who come from the smaller schools
have a difficult time adjusting themselves to the complex
procedure in getting started in a school where there is a
large student body, and large campus. A better plan for help
ing these students through these first few days of school is
definitely needed.
Academic problems among girls from all four classes.

As compared with the boys, there are many more girls in high
school who have a difficult time mastering such subjects as
algebra, geometry, physics, and higher mathematics. As shown
in Table XIV many of them feel that the teachers should do a
better job of explaining problems and processes than they do.
There were twice ae many responses of this type from girls as
there were boys. There is a corresponding high number of
girls who feel that the teachers assign too much homework.
They are particularly concerned about the week-end homework
assignment. Most feel that the week-end should be left free
36
TABLE XIV
ACADEMIC PROBLEMS AMONG GIRLS OF

ALL FOUR GRADES
Problems ' Frequency %
Why can’t teachers explain subject

matter better so that students can
understand it 59 53
How can students have more voice in
the making of rules and regulations 15 13
Many new courses such as auto
driving, ceramics, and photography
should be added to the curriculum 13 12
Total 111 100

39
for parties, dates, and all such social activities. Many

think that teachers should work out some kind of schedule for
demanding homework at the same time. Probably some of these
complaints are justified, at least there should be some atten
tion given to the situation.
Several of the girls think that there should be some
new courses added to the curriculum. Many want to learn to
drive a car, and they want to know how to operate a car proper
ly. Some would like a course in ceramics, and several want to
learn photography at school. A few feel that the students
should have more voice in making rules and regulations,they
feel that they should be given the opportunity to at least,
express an opinion.
Hon-academic school problems among girls from all four

classes. Among the boys of all four grades, the most frequent
response concerning non-academic problems, was about more
students-taking part in athletics, but Table XV shows that
among the girls the most frequent response was about having
more dances. That indicates quite clearly that boys, in gen
eral, are not so much concerned about the social graces, but
are quite interested in athletics for everybody. The girls
feel that the social part of high school life is being neg
lected and that more dances vmuld help to correct this sit
uation. The girls want both formal and informal affairs.
They feel a need for male companionship, and a school dance
40
TABLE XV
NON-ACADEMIC SCHOOL PROBLEMS AMONG GIRLS

OF ALL FOUR GRADES

good t aient from outside school 46 31
We should have more assemblies
put on by our own students, 12 6
Total 153 100

41
serves as a means for providing some of it. Many girls have
difficulty getting parents to allow them to go out on dates

with the hoys. A school dance seems to have the proper stamp
of approval as far as parents are concerned, consequently,
girls can get permission to go to a dance at school. Girls
want to have more assemblies put on with talent from outside
school. Among the various suggestions about assembly programs
the girls want to hear professional musicians, both vocal
and instrumental. Several girls mentioned a particular
vocal group they would like to have appear on an assembly
program.
Boy problems among girls of all grades. High school

girls are more mature socially than boys at the same level of
educational advancement* Table XVI indicates this fact as
shown by such a response as, ”How can I get dates witholder
boys”. Many girls feel that boys of their own age areim
mature. They want to go out with boys who "know theirway
around”. Some say that, boys of their own age don’t know how
to act toward girls.
Several girls want to know what is expected of them
by boys. They want to know how boys would like to have them
dress and act so that they will be attractive. The propriety
of allowing the boy friend to give a good night kiss is im
portant to several girls. Some feel that the first date
should not be concluded with a kiss. All of these questions
42
TABLE XVI
BOY PROBLEMS AMONG GIRLS OF

ALL FOUR GRADES
How can I get a date with a boy

I don’t know 5 15
Boys are not very friendly 5 15
How can I get dates with older boys 5 15
Why is it so bad for engaged couples
to show affection, on the campus 4 11
you goodnight the first time you go
out with him 3 9
Total 34 100
43
are of vital importance to these teen-age girls. They may

seem trivial to an adult, but to the high school girls there
is nothing so important as the proper relationship with boys.
Stephan^, in a study of "The Mental Health Problems of the
Girls of Gardena High School" found that the major problems
of girls were those concerned with boy and girl relationships.
Counselors should be willing to.listen to these problems, and
give careful advice about them.
Family problems among girls from all four classes.
Girls have more family problems than boys do. Parents are
more concerned about their daughters going out at night than
they are about their sons going out. Table XVII shows that
more responses came from among the girls who have difficulty
getting out at night than from any other group. Girls also
have a harder time at home to get their school work done.
Little brothers and sisters bother them. Girls are more
conscious of trouble between mother and father than boys are.
Several girls say that mother and father can’t get along and
that causes a lot of mental anguish for the girl. One girl
wanted to know how she could let her teachers know when there
had been trouble at home, àhe knew she wasn’t herself at
school on those days, and would like to know what to do about
Prances Stephan, "an Investigation of the Mental

Health Problems of the Girls of Gardena High School",
(unpublished Master’s thesis, The University of Southern
California, Los Angeles, 1936), 119 pp.
44
TABLE XVII
FAMILY PROBLEMS AMONG GIRLS

FROM ALL GRADES
Probl 6308 Frequency %

because my brothers and sisters
make too much noise 5 24
My folks won’t let me go out at
night 5 24
My mother and dad don’t get along
very well 4 19
My folks don’t give me a large enough
allowance 2 9
Total 21 99
45
it. Several girls struggle under pressure from parents who
want them to go to colleges. The girl wants to take commercial
subjects and do secretarial work, but parents insist that she
take all the subjects necessary for college entrance. This
insistence on the part of parents usually continues until the
girl has failed several subjects, then a change is made when it
is too late. The student has lost credit that must be made up,
/
and has not had a chanpe to take the type of work that vfill
prepare her best for the vocation that she wants to follow.
Counselors should play an important part in solving this pro
blem for students as soon as possible.
Social problems among girls from all four classes.

Girls from all four grades show great interest in class org
anization, and activities sponsored by their class. They
want to have parties outside of school hours, and some would
like to hold these parties away from school. Such activities
as horseback riding, ice skating, roller skating, and beach
parties are very popular. They want to get away from the
school atmosphere entirely, so'that the care and worry about
study and examination can be completely forgotten.
Many girls are left out of programs and extra-curricular
activities entirely. Table XVIII shows that they feel this
need for self expression greatly, and instead of finding an
outlet for it, often there is nothing but frustration. For
example, many girls would like to have some part in putting
46
TABLE XVIII
SOCIAL PROBLEMS AMONG GIRLS

FROM ALL GRADES
We should have more parties and class

activities for after school hours 28 45
in editing the school paper 16 25
for out of school activities 13 21
in programs, plays, etc. 6 9
Total 63 100
47
out the school paper, but the school paper is edited through
the journalism classes, and before a student can enroll for
journalism he must have a very good grade in English. A large
number of students don’t get good grades in English, so they
are automatically eliminated from having anything to do with
the school paper. Several special programs are put on before
the entire student body during the year, but most of them are
cast from members of some special group. For example, the
annual Pan-American program is a colorful affair that many
girls would like to take part in, but it is put on by members
of the Spanish and French classes. A large number of girls
do not take either Spanish or French, so they are automatically
eliminated from taking part in any such activities.
Distribution of guidance problems among freshmen.

Among the freshmen, the most important problem in guidance is
that they be given a chance to have an individual conference
with a counselor. Table X U shows this clearly, and indicates
to, that because they are new at school, there are many prob
lems of adjustment that could be solved quickly for them if
there was more attention given to them individually by a
counselor. Most freshmen are shy about asking questions of
teachers, and many times this shyness causes him a great deal
of trouble. One boy felt that there should be a better system
for handling new boys on athletic teams, because those who
were not so forward found it pretty hard to make any progress.
If8
TABLE XIX
GUIDANCE PROBLEMS AMONG FRESHMEN
Problems Frequency


Who can I go to for help in choosing
an occupation 2 4
Total 48 99
49
The same thing applies to school work, and to all activities

at school. Those who are bold enough manage pretty well, but
the others put up a terrific struggle to make the athletic
team. These same students ask their questions about math at
home rather than at school, and are last in line at the lunch
counter. A lot of self confidence could be acquired quickly
by the backward boy or girl, if there were a chance for he or
she to talk to a counselor soon after enrolling in school.
Distribution of academic problems among freshmen. The

greatest concern of freshmen under the classification of
academic problems is that common complaint that teachers do
not explain subject matter well enough so that students can
understand it. Table XX shows that freshmen object, more than
any other class, to the amount of homework assigned to them
by their teachers. Some of this reaction comes from the fact
that many of these students have never been challenged nor
expected to work very hard. Some have come from the grade
schools with the idea that school work is something to be done
when you feel like it. That attitude toward school work in
high school usually leads to failure. However, there is
justification in some cases for the criticism that, "teachers
don’t explain things well enough so that students can under
stand them". It is known that some teachers have a policy
of going rapidly through an explanation once and, those who
fail to comprehend just don’t deserve any further explanation.
50
TABLE XX
ACADEMIC PROBLEMS AMONG FRESHMEN

matter so that, students can
understand it 40 55
regulations ' 15 21
We need many new courese such as
aviation, auto driving, boy’s '
problems, ceramics, photography,
and sex education added to our
curriculum 2 3
Total 72 100
51
This idea is based on the premise that those who understand
the quick discussion are the only ones who should try to go
on to higher education, while the slow ones will always be
too slow to gain by going after a higher education. The idea
that only those who are quick to comprehend should be given the
opportunity to go to the universities is archaic, and those
who hold it need to have that fact pointed out to them.
Distribution of non-academic school problems of

freshmen. Freshmen in high school are primarily concerned
with getting a good start in their academic program. Table
XXI shows that there are other problems equally as important
as English and algebra. There is need for a break in the
steady grind of school work, and this is indicated by the many
responses suggesting that there should be more assembly pro
grams for students. The freshman vsrould like to have most of
these programs put on by talent from outside school. They
want to be entertained by people who can take them away from
the classroom into music or some other field of entertainment, y
This phase of their development is just as important as the
acquisition of knowledge in the classroom.
The opportunity to take part in athletics is one the
freshmen strive for wholeheartedly. They want to become a
part of the student body in all branches of the school pro
gram. The boys, in particular, want to be recognized by
other students, and one of the best means of securing
52
TABLE XXI
NON-ACADEMIC SCHOOL PROBLEMS

AMONG FRESHMEN

with good talent from outside
school 20 37
We should have more assemblies put
on by our own students 6 10
Total 54 100
53
recognition by other students, and one of the best means of
securing recognition is by becoming a member of an athletic
team. Freshmen need to have this feeling of belonging to some
group. Self-confidence is so important at this time in the
life of boys and girls, and there is nothing that will bolster
a students assurance more than participation in athletics.
Distribution of boy and girl problems among freshmen.

The high school freshman usually doesn’t worry a great deal
about relations with members of the opposite sex. As Table
XXII shows, the boy or girl at this age is quite concerned
about his shyness. Boys are reluctant to ask a girl for a
date, and if they go to a dance, some of the boys are too shy
to ask a girl to dance. Girls are shy to, they want to know
how to get acquainted with boys, and how to dress so they will
be attractive. Though the boy and girl problem isn’t causing
too much trouble at this time among the freshmen, there are a
number of ways in which freshmen could be helped in overcoming
the problems they do have. One person would like to know a
boy well enough so that she could just talk to him on the
campus. She didn’t want to go out on a date, but just to know
a boy to speak to sometime at school. The girl is so in need
of a little attention by a member of the opposite sex that she
would be satisfied with a friendly greeting now and then.
Teachers could do a lot to help this situation. First, they
could be more friendly with students outside the classroom.
54
TABLE XXII
BOX AND GIRL PROBLEMS

AMONG FRESHMEN
How can I get a date with someone

I don’t know 3 23
The students aren’t very friendly 2 15
Why are teachers so critical of
engaged couples who show affection
on the campus 9 0
Is it proper to let a boy kiss you
goodnight the first time you have a
date with him, 0 0
Total 13 100
55
A cheerful greeting to a lonesome little freshman might
brighten the day for him or her a great deal. Teachers could
arrange informal groups, as a part of classroom procedure,
in which boys and girls could get acquainted and be more con
genial. There would be a carryover from the classroom to
other activities through the day, so that boys and girls
would recognize and greet each other wherever they might meet.
Distribution of family problems among freshmen. At

the age of fourteen and fifteen, when boys and girls are
entering high school, they want to have cars of their own. In
many cases parents do not approve this plan, they feel that
it’s too soon for boys to assume the responsibility of auto
mobile ownership. Table XXIII shov/s that this problem is the
most frequent one among the family problems of freshmen. Both
boys and girls want to know how to get a drivers license and
they want instruction in driving.
Several freshmen have trouble in school because the
mother and the father don’t get along well at home. When
there is a battle at home, there is a carry-over of tension
that goes to school with the unfortunate girl or boy. Often
this results in trouble for this boy or girl, with the teacher
or another student. Other students have parents who insist
that the son or daughter go to college. Often this works a
hardship on the student who isn’t particularly interested in
college. Sometimes this is such a difficult problem that
students are discouraged with the whole idea of education.
56
.TABLE XXIII
FAMILY PROBLEMS AMONG FRESHMEN
How can I get a car when ray folks

are against it 4 22
My mother and Father don’t get along 3 17
because my brothers and sisters make
too much noise 2 11
My folks won’t let me go out at night 3 17
Total 18 100
57
A thorough job of counseling at school will help students
with this problem.
Distribution of social problems among freshmen. The

freshman class as a whole, is not as concerned about social
problems as upper classmen are. Table XXIV show only ten re
sponses under this classification, as compared with twenty
from the juniors, and forty-seven from the seniors. More than
anything else among the social problems, the freshmen want to
take part in everything. They want to get into athletics,
music, or programs of any kind. They want to join clubs and
have parties as a class group. It is very Important to recog
nize this interest and do something to guide it along the
proper channel. It is important also, to keep a proper bal
ance between these activities that are usually classified as
extra-curricular, and the regular school subjects. A student
needs to have an interest in, and to take part in music,
athletics, or dramatics, but that part of his program should
not interfere with his participation in the regular program,
to the extent that his grades suffer. To most students, the
addition of the extra-curricular activities adds so much in
terest to the whole program that grades automatically show
improvement, or at least the student is happier at school.
This fact sometimes saves the student and consequently, the
school officials many problems. _
58
TABLE XXIV
SOCIAL PROBLEMS AMONG FRESHMEN

in programs, etc. 5 50
in putting out the school paper 2 20
Total 10 100
59
Distribution of guidance problems among sophomores.
Several sophomores want to see a counselor for help v/ith a
personal problem. Table XXV shows this request exceeding,
by far, any of the other responses under the guidance cat-
egory. These students in their secohd year of high school
are beginning to think more seriously about a vocation, so
they want to talk to a counselor about planning for the future.
This interest in planning is important and worth giving each
student time for a conference. Often the discussion of prob
lems related to finishing school, and preparing for a vocation
serves as a means of settling other problems. The boy who
wanted to be a doctor when he entered high school can see,
after having finished the first year, that it is necessary to
work very hard to master subject matter well, in order to
achieve that goal. During this conference it is easy to point
out the close connection between vocational success and serious
attention to school work. An indication of this desire for
success -in school work is shovm by the several responses ask
ing, "what can I do to make better grades". Although many
students, especially boys, are reluctant to let others know
that they want to get good grades, they usually show a true
interest in just that, when in private conference with a
counselor. The private conference has an advantage over class
room discussion in that students will speak more freely about
personal matters.
60
TABLE XXV
GUIDANCE PROBLEMS AMONG

SOPHOMORES

New students need more help from
a counselor 7 12
Total 56 100
61
Distribution of academic problems among sophomores.

Sophomores have fewer problems, related to the difficulty of
understanding subject matter, than the freshmen do. Table
XXVI shows that several are concerned about the fact that
teachers don’t explain subject matter well enough. The soph
omores are just as concerned about having more voice in making
rules and regulations as they are about mastering subject
matter. They want to have a voice in deciding what should be
done about the rules that govern their activities at school.
Some want to have a voice in deciding the type of clothing
that students should wear at school, others want to help de
cide what athletic activities should be available, while still
others want to have something to say about the rules regarding
qualification for candidate to be elected to a class office.
It is in this field of activity that students can be given a
chance to take part in the government of the school. A real
interest is motivating this request by students to have a
voice in these matters. Administrators should listen to this
plea and plan to give students the opportunity to assume re
sponsibility for as much of this type of planning as possible.
Rules that originate with the students themselves can also be
enforced by them. When they originate with the students, the
problem of enforcement is very easy in comparison with those
made by administrators.
Distribution of non-academic school problems of

sophomores.
62
TABLE XXVI
ACADEMIC PROBLEMS AMONG

SOPHOMORES

understand it 25 38
regulations .25 38
We need many new courses such as
aviation, auto driving, boy’s
problems, ceramics, photography
curriculum 6 9
Total 66 100
63
Starting with the second year in high school, social activi
ties assume a position of great importance to students. Table
XXVII shovfs that the sophomores want to have more dances spon
sored by their own class. These school dances afford one of
the best mediums for teaching many of the social graces that
students need to learn in high school. Some students want to
have formal as well as informal dances, so they can dress up
for an oceassion. That is an important part of the training
processs that must start in high school, or before, and con
tinue through the formative years. It is important that
students learn how to dress properly for social affairs, as
well as to learn hovf to act while attending such an event*
For many students the only way he or she can learn these things
- is to observe others and follow a good example. In order to
do that it is necessary to attend school dances sponsored by
reliable people.
Among the sophomores there are many who are deeply
interested in athletics. Several of them feel that there
should be more opportunity for all students to take part in
athletics. The boys feel that they don’t have a very good
chance to get on an athletic team. Problably the best answer
to this problem is an intramural program of athletics that
vfould reach everyone who has any desire whatever to compete.
Sophomores would like to see more assemblies put on by talent

from outside school, and by talent within school.
64
TABLE XXVII
NON-ACADEMIC SCHOOL PROBLEMS AMONG

SOPHOMORES
Problems. Frequency io

with good talent from outside school 24 32
students to take part in athletics 13 l8
by our own students 7 10
Total 74 100
65
Distribution of boy and girl problems among sophomores.
Most students are reluctant to talk about things that envolve
members of the opposite sex. Most boys would rather do any
thing than talk to a counselor about his girl, therefore, the
system of having each student write down on pieces of paper,
his comment about this problem, gave each one a chance to
express himself without embarrassment. Under this plan re
sults were quite good. The fact that some students want to
know how to get acquainted with a member of the opposite sex.
Table XXVIII shows that they are not as sophisticated as they
would appear to be at first glance. When these boys and girls
are observed in a group, you would think that they are as
bold and forward as anyone could be, but when it becomes a
matter of a boy asking a girl for a date or asking for a dance,
the situation is entirely different. These same forward people
often become tongue-tied with embarrassment. They are not at
all sure of themselves, and sometimes are so reluctant that
it becomes a real problem for them to get acquainted with
members of the opposite sex. A few students are concerned
about this shyness around other boys and girls, and want to
do something to help themselves. Sophomore girls want to know
if it is proper to let a boy kiss them goodnight, the first
night they ahve a date. Apparently there isn’t very much
guidance about these matters in some homes, so it falls upon
the school counselor to give advice about them.
66
TABLE XXVIII
BOY AND GIRL PROBLEMS AMONG

SOPHOMORES

I don’t know 3 20
Students aren’t very friendly 2 13
you goodnight the first time y ou go
out with him 2 13
Why are teachefs so critical of engaged
couples who show affection on the
campus 1 7
Total 15 99
67
Distribution of family problems among sophomores.
Sophomores have the same trouble at home as the freshmen do.
Table XXIX shows that the most difficult problem these students
have at home, is to get enough peace and quiet from little
brotheres and sisters so that the homework can be done. This
difficulty is really a great handicap for several students,
and parents would be doing them a wonderful service if they
would provide some way for their sons and daughters to have a
quiet"and well lighted room for study. Many parents refuse
to allow their children to go out at night with a boy or girl
friend. This kind of treatment is resented by some and accept
ed by others. In general, sophomores feel that it’s all right
to be restricted, from going out on week nights, except on very
special occassions, but object streniously to the same treat
ment on Friday and Saturday night.
Other problems that originate with the family, cause
a few students a lot of trouble. Family bickering usually
results in some type of maladjustment of a boy or girl at
school. The arguement at home usually leaves a student in
such a mental uproar that he or she has a very difficult time
regaining control of good judgement before going to school.
Sometimes a disastrous explosion is the result of this con
dition.
The family is sometimes responsible for driving students
into a program that doesn’t fit the unfortunate victim at all.
68
TABLE XXIX
FAMILY PROBLEMS AMONG

SOPHOMORES
Problems Frequency
I can’t do my school work at home

because my brothers and sisters make
too much noise 5 36
allowance 2 14
My mother and dad don’t get along 1 7
I can’t get along with ray folks 1 7
How can I get a car when my folks
are against my getting it 0 0
Total 14 99
69
The idea that a boy or girl has to go to college because the

father or mother never had a chance for.a higher education is
very often ridiculous. Counselors should be careful to straight
en these matters out just as early in the student’s high school
career, as possible.
Distribution of social problems of sophomores. The social

life of high school students takes on new prominence at the be
ginning of the second year. At this time the girls become more
interested in boys, and boys in girls, so there is a greater
demand for social affairs. They want to be together for activities
outside of school hours. Table XXX shows students expressing
great interest in clubs for out of school-activities. Three
times as many sophomores as freshmen, want to get more clubs
organized to carry on meetings and parties after school. They
want to have horseback riding clubs, ”hot-rod” clubs, model
building clubs, and many others. Many more sophomores than
than freshmen would like to have their class sponsor more social
activities. Class sponsorship always means that the affair will
be properly chaperoned, and that means approval by parents%d
permission is more readily granted to students, so that they,can
attend them. For some of the girls this is an important factor,
because many parents will not allow their children to go out
to a party when there is any question about it being properly
chaperoned. Several sophomores would like to have something
to do with getting the school paper out. They feel that there
70
TABLE XXX
SOCIAL PROBLEMS AMONG SOPHOMORES
Problems Frequency 1o

How can more students have a part in
editing the school paper 5 25
part in programs, plays, etc. 4 20
Total 20 100
71
isn’t enough opportunity for them to write for the paper, con
sequently, the same few people get all the publicity every
issue. This is a logical criticism, since a school paper is
published for the purpose of informing the entire student body
about 'What goes on at school, it should carry information and
news about as many;people, and subjects as possible.
Distribution of guidance problems among juniors. The

junior year in high school is one of great significance.
Many decisions are made during this year that have great sig
nificance for a student. Vocational interests are narrowed
dovm, and definite plans made for going on to school, after
graduation from high school. Some boys and girls who have
been trying to carry a program that will .prepare them for
college are able to see that they can’t make it, so they are
ready now to change the program plan and listen to the advice
of a counselor. Some students who have just been sliding a-
long with an easy Course, suddenly decide to get going and
prepare for college entrance. Table 2XKI shows a large
majority of the responses are requests to see a counselor
for help with a personal problem. A large percentage of these
requests are to change a program form college preparatory
to non-college, or just the opposite. Sometimes it takes
at least two years for parents to realize that their boy or
girl isn’t equipped to go on to a university after finish
ing high school.
72
TABLE XXXI

JUNIORS
Problems Frequency

New students need more individual help
from a counselor 5 7
a vocation 4 5
Total 72 99
73
It is indicated in Table JJXl that the upper-class-
men are more concerned about the new students when they enter
school, than the lower grades are. There is enough of this
criticism to indicate that there really needs to be something
done about this problem of new students, and their adjustment
to this school. I believe that it would be very worthwhile
to work out some kind of system whereby new students would
have a student escort help them to find buildings and rooms,
and to help them with anything else that is a part of the
adjustment.period in school.
Distribution of academic problems among juniors.

Table XSXII shows that students in the higher grades are less
concerned about the academic work than the freshmen, and the
sophomores are. The juniors are more interested in having
something to do with the making of rules and regulations. Often
suggestions from the students themselvew are much better than
those from teachers or administrators. If the students do have
a part in making the rules, they are much more apt to follow
them than if they are requested to obey some arbitrary regula
tion laid down by the administration without any'thought as to
how it will be received by the students. If students make the
rules, or at least, help to make them, they can only complain
to each other if they don’t like them.
The juniors would like to have several new courses added
74
TABLE XXXII

JUNIORS
How can students have more voice in

the making ofrules andregulations 20 42
understand it 10 21
We need many new courses such as,
problems, ceramics, photography,
and sex education added to out
curriculum 10 21
Total 48 100
75
to the curriculum. This is typical of each student, to want
something that is especially interesting to himself. How
ever, some of the suggestions are good and v/ould apply to
a large number of students. Several want automobile driving
instruction, and certainly there could be nothing more
practical than teaching boys and girls how to drive properly.
Even more important than how to drive is the building of
proper attitudes toward safety in driving. High schools could
do a great service to mankind by spending some time in the
school program in teaching traffic safety.
Distribution of non-academic school problems among

juniors. There are many problems that students are concerned
about, but that have no connection with the academic program.
At first thought it is easy to say that such problems are not
important enough to worry about, but more careful consideration
brings out the fact that they are very important. They are
important because very often the success achieved by students
in the academic program depends on some of the non-academic
activities.
As shoim by Table XXXIII juniors want to be entertain
ed, by performers from outside school, at their assemblies.
Very few juniors are interested in more assemblies put on by
talent selected from the student body. A large number of
juniors feel that more students should be given a chance to
take part in athletics. This response is much greater among
76
TABLE XXXIII

’ AMONG JUNIORS

with good talent from outside school 24 36
Why can’t we have more dances 12 l8
very inadequate 12 1Ô

Total 67 100
77
the juniors than either the freshmen or the sophomores.
The third year in high school without any participation in
athletics, means that a boy or girl is very apt to miss that
experience entirely. The best answer to this problem is the
inaugeration of an extensive intramural program in athletics.
In such a program all students would have a chance to take
part in some athletic contest.
Distribution of boy and girl problems among juniors.

There were about twice as many responses about boy and girl
problems among the sophomores ras there were among the juniors.
Table XXXrv shows that none of the junior girls are worried
about attracting the attention of boys. Fewer juniors are
confronted with the difficulty of getting acquainted with
members of the opposite sex. The result of having had a
chance to go to several social affairs during the sophomore
year seems to have removed many of the boy and girl problems
that exist for the lower classmen. One of the junior girls
is in need of help to overcome her shyness. She probably has
gone to some of the social affairs, but has failed to take an
active part in the dancing. It is important for girls to
get over this shyness by the time they are juniors in high
school. Classroom parties where boys and girls mix in informal
games, are very good for most girls who are shy. Usually, in
such a group, the hilarity of the entire class keeps the spot
light from centering on any one’individual, and anyone who
76
TABLE XXXIV

JUNIORS
Problems Frequency fo

I don’t know 2. 25
Why are teachers so critical of engaged
couples who show affection on the
campus 1 12
you goodnight the first time you have
a date with him 1 12
How can I attract,boys 0 0
Total 8 97
79
does not take part would be more conspicuous than those who
do. In this way a shy person can’t stay out of the fun, and
soon loses herself in the enjoyment of being a part of the
group.
Distribution of family problems among juniors. There

was very little response among the juniors as far as family
problems are concerned.. Only four people made any • reaction
that would be classified under this general topic. One of
the reasons for this lack of response is the fact that as
students mature they are less apt to be confronted with fam
ily troubles. By the time a boy or girl is a junior, the
matter of going to college or not, has been settled, so it is
no longer a problem. Students at this age have learned to
make adjustments to allow for some family conditions, and
they have learned to be more tolerant of other members of the
family. By the time a boy is a junior, the question as to
how and when he is to have his own car, has probably been
settled, which relieves another possible source of family
trouble. ■ There are many more examples of Conditions similar
to those described above, v^hich accounts in some measure for
the few family problems reported in Table XXXV. Another factor
involved here is the fact that v/ith maturity there comes an
added desire to keep family troubles to oneself. Older boys
and girls are apt to carry an extra burden■alone, than to tell
anyone that there is any family strife, while a young boy
or girl v/ill usually tell everything. It is very probable
80
TABLE XXXV

JUNIORS

are against it 1 25
because ray brothers and sisters make
too much noise 0 0
allowance 0 0
Total 4 100
81
that some of the Juniors failed to tell about some of the
family problems that do exist.
Distribution of social problems among Juniors. As

compared with freshmen and sophomores, the social interest
among the juniors is very high. This interest is centered
mainly around the demand for more parties and class activities
for after school hours. Table XKXVl shows that more than
three times as many juniors want more class parties and other
activities as do the sophomores. Most students have learned
to dance by the time they become juniors in high school, so
they want to go to dances sponsored by the junior class. Their
one big dance of the year is the annual junior prom. This is
formal and comes late in the year. Most students would like
to have a few informal dances or parties scattered through the
earlier part of the eleventh year in school. By this time
many of the junior boys have found that special girl, and is
more or less, "going steady". This is a romantic period in
the life of the high school boy and girl, so they want to be
together as much as possible. Week nights are used almost
exclusively for homework, sot it is necessary to plan most
of the social activities for the week-end.
Distribution of guidance problems among seniors. The

senior year of high school is one of great importance to the
student. He finishes a phase of his life span that has been
free from responsibility, to a large extent. That freedom
82
TABLE XXXVI
SOCIAL PROBLEMS AMONG

JUNIORS
Problems Frequency
We should have more parties and

class activities for after school hours 17 56
putting out the school paper 8 27
There should be more clubs organ
ized for out of school activities 5 17
part in programs, etc. 0 0
Total 30 100
83
from responsibility varies a great deal with the individual
student, but in general, the high school graduate has had a
pretty easy time while going to school. By this time, most
students have decided what vocation to follow, and start work
ing toward that end. That means that some will be going on
to higher education, while others will start apprenticeship
jobs. With graduation from high school comes the acceptance
of a new responsibility. Those students who go on to a higher
education, usually have to carry at least a part of the burden
of expenses, and many have to carry the entire load themselves.
Either way, it means holding a job, and saving some money.
For most high school seniors, that is a new responsibility.
Those students who go to a school for special training, and
those who go into an apprenticeship training program, have
many questions to ask a counselor. As shovm in Table XXX7II,
the greatest number of responses by seniors, is for an appoint
ment to see a counselor about a personal problem. Those
students who will go to work immediately after leaving high
school, have many important decisions to make, so they re
quest appointments with a counselor. The seniors are more
concerned, than any other class, about new students. They
feel that new students in our school should be given more
individual help than they are now getting. This is a just
criticism, and should result in some action to correct the
situation.
84
TABLE XXXVII

SENIORS

an occupation 3 4
How can I learn to study better I 1
Total 76 100
85
Distribution of academic problems among seniors,
it is significant that among seniors, there are very few students
who are concerned about teachers assigning too much home v^ork,
while among the freshmen, there was great concern about the
matter. Table XKXVIII indicates that the greatest interest
shown by seniors in the academic problems, is that the students
be given a chance to have more voice in the making of rules
and regulations that govern their actions. If things have to
be done in a certain way, they want to know the reason for
doing them that way. The student point of view is an excellent
one to consider when making plans to control their actions,
because they have to follow the rules, and therefore will know
if there is anything unreasonable about them. Administrators
can well afford to listen to the opinions expressed by members
of the student body. The next most numerous response was the
expression by students of a need for the addition of many new
courses to the curriculum. They have emphasized, through these
responses, serious weaknesses in our curriculum offerings, just
as expertly, or perhaps even more expertly, than a curriculum
specialist. This shows again, the value of taking a problem to
the students for a reaction, when you want an opinion that is
functional. Even as late as the senior year students still
complain that teachers don’t explain subject matter so that
students can understand it. The fact that this response is so
frequent, and universal among all classes indicates that it is
86
TABLE XXXVIII

SENIORS

in the making of rules and regula
tions governing theiractions 22 39
We need many new courses such as
problems, ceramics, photography
curriculum 15 27
matter so that students can under
stand it 14 25
Teachers assign too muchhomework 5 9
Total 56 100
87
serious and needs correction.
Distribution of non-academic school problems among

seniors. Seniors like to have dances. A picnic or class
party in the afternoon is all right for freshmen, but will
not satisfy the seniors, as they feel their social position
is too far advanced for that sort of thing. The desire to
have more dances starts with a few people in the freshman
class, and increases -steadily until the seniors, who say that
they would rather have more dances than anything else in the
non-academic category. This fact should be taken into con
sideration when the social activities for the year are planned.
The next most numerous response from seniors, was the
universal complaint about school grounds and equipment. They
have waited for some activity in the proposed building pro
gram, and feel that they are being cheated in not having any
new buildings, nor equipment during their high school days.
The seniors feel strongly to, about having more students
have an opportunity to take part in athletics. The percent
age of boys who take part in interscholastics contests is
small in comparison to the entire student body. The answer
to this criticism is the organization of a well roiinded intra
mural athletic program. The same response is made by seniors,
in regard to the assemblies as is made by all blasses. The
seniors want more of them, and want them to be put on by
talent from out-side the school.
88
TABLE XXXIX

AMONG SENIORS

It should be possible for more students
to take part in athletics 20 19
good talent from outside school 19 l8
Total 104 100

89
Distribution of boy and girl problems among seniors.

Boy and girl problems among seniors are almost non-existent
according to Table XODC. The only indication of any vefy
serious difficulty under this category is that expressed by
those students who are pretty will advanced along the line
of matrimony. Some students can’t understand why teachers
are so critical of engaged couples, who show affection to
ward each other, on the campus. They feel that as long as
these boys and girls are engaged that they should be given
freedom to show affection toward each other. These people
fail to realize how their show of affection looks to others,
who may not know that they are engaged. The old adage that
"love is blind" seems to apply to them literally. The ex
pression of this feeling takes a form, that to the affected
people, seems only natural, but to others, is very far from
the normal reaction between boy and girl in public. Some
students felt that this show of affection was very unbecW=
ing, and that something ehould be done about it. The other
topics that the ninth, tenth, and eleventh grades responded
to in large numbers, were not at all inportant to the seniors,
Indications are, that by the time students become seniors in
high school they have reached a stage of maturity where they
have fewer boy and girl problems, or that the problems are of
such a nature that they are reluctant to discuss them.
Distribution of family problems among seniors. The

90
TABLE XXZX

SENIORS
Why are teachers so critical of

engaged couples who show affection
on the campus 3 50
I don’t know 0 0
you goodnight the first time you
have a date with him 0 0
Total 6 96
91
extent of the response by seniors to family problems shows
that this classification is one where there is very little
trouble. Table XXXXI shows that only two seniors expressed
any feeling at all concerning family problems, as compared
with eighteen such responses among the freshmen. Both re
sponses of the seniors were concerned with the inability of
students to get along v/ith parents, and trouble between the
father and mother. These problems are the ones that are the
most difficult to remedy. There isn’t very much that can be
done to correct the situation at home, where parents are con
stantly fighting, but there is something that can be done at
school for the student who comes from such a home. A counselor
can be sympathetic enough toward those students to make the
way a little easier for them. He can do this by giving the
boy or girl an opportunity to come in and talk about the
trouble at home, and offer advice and friendship. A counselor
can help this student by letting all of the teachers know
what to expect from such a student, when he is carrying this
burden. On the days when there has been a battle at home,
the carry over with the student at school is very apt to
cause him some trouble, unless teachers are sympathetic to
ward his attitude. Although few seniors responded to this
main topic of family problems, the ones who did react, brought
out some very important facts. It is hard to realize just
how much strife there is in the home environment of many
students until you hear from the students themselfs, the
sordid details.
92
TABLE XXXXI

SENIORS

are against it 0 0
I can’t do school work at home because
my brothers and sisters make too much
noise 0 0
Total 100
93
Distribution of social problems among seniors. The
seniors are the social lions of the entire high school. They
responded in great numbers to this general topic, and Table
XDOCII show that among the social problems, the most important
one, as far as number of reactions is concerned, is the one
requesting more parties and class activities for after school
hours. The senior year is one in which a climax is reached in
the social calendar. The senior play, senior banquet, and
graduation exercises, make the last year in high school a period
during which impressions that last a lifetime, are formed. It
is only natural that during this year students are more socially
minded, and therefore want to have just as much social activity
as possible. During this senior year many students want to have
a part in editing the school paper.
94
TABLE XXXXII
SOCIAL PROBLEMS AMONG

SENIORS

putting out the school paper 12 26
in programs, etc• 0 0
Total 47 99
CHAPTER IV
CONCLUSION
The main purpose of this study was to find out what

problems high school students face, and to classify them in
such a way that they can be studied by school teachers and
administrators. From such a study conclusions can be drawn,
and steps taken to help students solve their problems as quick
ly as possible. Most students of high school age are in need
of help at some time during the four years. Some of the situa
tions that are difficult for students, are very personal and *
others are quite general, but all of them need intelligent
consideration on the part of teachers and other school officials.
It is clearly shown by the results of this survey that
there are many ways in which the school could do a better job
of planning for students. It is clear that they would like to
take part in this planning, so that they willknow why things
are done as they are. This student participation in planning
gives admihistrators a good opportunity to place responsibility
with the students, where it belongs. The students can be more
effective in curbing some of the harmful activities of a few
members of their group, than anyone else can. A good illustra
tion of this fact is the plan adopted by the student body just
recently. The problem of keeping the campus from becoming
unsightly, from scattered papers and lunch refuse, has been a
very difficult one to solve. School administrators have tried
96
several plans, but none of them have been successful. The

unsightly condition of the campus became so bad, that the
students decided to try a plan of their own. The plan
originated in the student council, then went to the house
of representatives, which is madeup of representatives from
each class in school, where it was discussed thoroughly.
Through these representatives the plan was taken to all the
students in school, for a vote. The measure passed by a large
majority. Since it’s adoption, the campus has been unbelieva
bly clean and free from refuse of any kind. It has been three
weeks since this method of persuasion was inaugerated, so it
has been tested. The outstanding feature of this plan is a
system of detention the period after lunch. There are two
periods after lunch known as the 5th and 6th periods. When
the campus is not clean after lunch, the 5th period is ex
tended as long as it takes the custodians to clean up the
campus. The extention of the fifth period doeg not take any
time away from the sixth, so school is out as much later as
it takes the custodians to clean up. This plan works quite a
hardship on some students, especially, those who have jobs to
go to right after school. Those problems are handled by the
student council, and to date, they have been able to solve
all of them successfully. This is a good illustration of the
type of accomplishment that is possible when students are
given a chance to solve their own problems.
97
Many of the problems that affect students from the
entire school arise from the fact that the student body is
so large. The greatest loneliness of all, is that of being
in a crowd and alone. That is the plight of many students
in our schools, especially those who are new to high school,
and to a large student body. Other students are let out of
activities such as athletics, plays, editing the school paper,
and many others. A smaller student body would make it possi
ble for many of these disappointed students to take part in
extra-curricular events. Problems that are so acute that they
eventually result in disciplinary action might also be fewer,
if the student body were smaller. With a smaller school,
students have a chance to know teachers and other students
better. Closer contact between teachers and students helps
to eliminate misunderstanding. The usual result of better
understanding, is a spirit of cooperation between student and
teacher, which makes for a better teaching and learning at
mosphere.
It is the opinion of the writer that small school units
possess enough advantages to warrant a strong effort to obtain
them. If student body enrollment could be limited to about
1000 students, it would be much better for students and
teachers.
The most important fuction of administrators in our
public high schools is to provide a place of learning that
will train all the students who are enrolled, to become good
98
citizens and successful members of society. That means first

of all, that students must be understood, and, secondly, there
must be some method used for giving them a chance to have a
voice in the government of the school. Both of these conditions
must be satisfied, if a school is to function properly, and
give to it’s students a good preparation for the future. An
other very important factor in meeting the problems of students
in high school, is to provide a curriculum that is elastic and
extensive enough to meet the need of all students. Those who
want to go on to a higher education must be prepared Ito meet
the entrance requirements of our institutions of higher learn
ing. Those who want to go to work as soon as they finish high
school must have opportunity for vocational training. Both
groups need to be guided along a path that will influence
their attitudes, and help them to form habits that will make
them worthy members of society.

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INFORMATION TO ALL USERS

Guidance Com m ittee

Guidance problems among boys from

Distribution of boy and girl problems

In our senior high schools most of the planning is

What are the problems of students representing the

What problems are common to boys of all four grades?

matters such as driving the family car, girls, money and

What problems are common to girls of all four grades?

in the swimming pool makes many of the girls very unhappy.

What problems do freshman face? Probably the biggest

freshmen, are not even mentioned by the upperclassmen. These

What problems do sophomores face? The second year of

What problems do juniors face? The third year of high

mark, a course in United States History. It is during this "

What problems do seniors face? The last year of high

To make the survey of student problems it was necessary

The preliminary survey. The first part of the study

seniors together for one hour to take part in this preliminary

about three by five inches in size. Blue slips were given

The main survey. The results of the survey described

the general headings under which all problems were class­

The results of the survey are informative, interesting

Guidance problems among all classes. After all the

DISTRIBUTION OF GUIDANCE PROBLEMS

I need to see a counselor for

*The reason that percentages in this table, and all others

Academic problems among all classes. Many students

DISTRIBUTION OF ACADEMIC PROBLEMS

Why don’t teachers explain subject

Total 242 101

Hon-academic school problems of all classes. The im­

NON-ACADEMIC SCHOOL PROBLEMS OF

Why can’t we have more dances 77 27

Boy and girl problems of all classes. Boys and girls

them, it is much easier to get la response. The results shown

Family problems of students from all classes. Students

BOY AND GIRL. PROBLEMS OF

How can I get a date with

FAMILY PROBLEMS OF STUDENTS FROM

My folks won’t let me go out at

Social problems of students from all classes. There is

Guidance problems among boys from all four classes.

We should have more parties and

I need to see a counselor for help

Academic problems of boys from all four classes. The

ACADEMIC PROBLEMS AMONG BOYS OF

How can students have more voice

Total 131 100

Non-academic school problems of boys from all four

Girl problems among boys from all four classes. High

NON-ACADEMIC SCHOOL PROBLEMS AMONG BOYS

School grounds and equipment are

Total 130 100

Family problems among boys from all classes. Boys of

GIRL PROBLEMS AMONG BOYS OF

How can I get a date with a girl

FAMILY PROBLEMS AMONG BOYS FROM

How can I get a car when my

Social problems among boys from all four classes.

SOCIAL PROBLEMS AMONG BOYS FROM

the general headings under which all problems were class

Hon-academic school problems of all classes. The im