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 UNIVERSITY OF ILLINOIS BULLETIN 
 
 Issued Weekly 
 
 Vol. XXI December 10, 1923 No. IS 
 
 [Entered as second-class matter December 11, 1912, at the post office at Urbana, Illinois, under the 
 Act of August 24, 1912. Acceptance for mailing at the special rate of postage provided for in 
 section 1103, Act of October 3, 1917, authorized July 31, 1918.] 
 
 EDUCATIONAL RESEARCH CIRCULAR NO. 23 
 
 BUREAU OF EDUCATIONAL RESEARCH 
 COLLEGE OF EDUCATION 
 
 EDUCATIONAL GUIDANCE IN 
 HIGH SCHOOLS 
 
 By 
 
 Walter S. Monroe 
 
 Director, Bureau of Educational Research 
 
 PUBLISHED BY THE UNIVERSITY OF ILLINOIS 
 URBANA 
 
Digitized by the Internet Archive 
 
 in 2012 with funding from 
 
 University of Illinois Urbana-Champaign 
 
 http://www.archive.org/details/educationalguida23monr 
 
<? rt 
 
 IU 
 
 e 
 
 Educational Guidance in High Schools 1 
 
 Educational guidance as used here refers to the guidance or 
 direction of students in the selection of subjects and also to the classi- 
 fication of students into sections so that better adjustment between 
 the school and the student may be secured.* In order to appreciate 
 the need for educational guidance it is necessary to recall certain 
 changes which have taken place in our secondary schools. 
 
 Two significant changes in our high schools. 1. Enlarged cur- 
 riculum. When the primary function of the high school was prepar- 
 ation for college the curriculum included relatively few subjects. 
 The student had little or no choice, as all of the subjects were re- 
 quired. Occasionally it was recognized that some students probably 
 would not go to college and for their benefit certain courses were 
 organized. A "commercial course" was offered in a number of high 
 schools. There was also a "general course" which represented some 
 departure from the one designed as preparation for college. Among 
 the causes which have operated to bring about a great increase in the 
 number of subjects in the high school curriculum has been the de- 
 mand that the high school prepare for life rather than primarily for 
 college. Many "practical" subjects have been introduced. As a 
 result, the typical high school now offers a great variety of courses. 
 No one student can take all of them. Generally English and at least 
 one or two other subjects are required but the students are expected 
 to elect, under certain restrictions, the additional subjects which they 
 pursue during their high-school course. 
 
 2. Changes in the character of the student population. A gen- 
 eration ago the boys and girls attending high school represented a 
 highly selected group. A very large percent of them had definite 
 intentions of going to college and preparing for some professional 
 career. In comparison with the present situation there existed a 
 relatively high degree of unanimity of interest in the subjects studied 
 in the high school and in the vocational expectations of the students. 
 
 x The writer desires to acknowledge his indebtedness to Mr. Oscar F. Weber, In- 
 structor in Education of the University of Illinois. The bibliography is taken from an 
 original one compiled by Mr. Weber. The writer has also made use of portions of a 
 manuscript originally prepared by Mr. Weber. 
 
 [3] 
 
Furthermore, the differences in capacity to learn were distinctly less 
 than in the typical high school of today. Within a generation there 
 has been a phenomenal increase in the number of boys and girls 
 attending high school. Many of them have no intention of going to 
 college. They desire to secure additional education primarily for the 
 purpose of increasing their earning power when they leave school. 
 Others expect to drop out at the compulsory age limit and need to 
 select those subjects which when studied for a brief period will be of 
 most benefit to them. Thorndike has estimated that in 1918 approx- 
 imately one of every three children reaching their teens in the United 
 States entered high school. In 1890 the corresponding figure has 
 been estimated to be one in ten. The change which has taken place 
 from 1890 to 1918 may be indicated by saying that "for every one- 
 hundred children who reached the age of fourteen there were approxi- 
 mately three and one-half times as many beginning high school in 
 1918 as in 1890." 2 
 
 The increase in the relative number of children entering high 
 school has produced a significant change in the general intelligence of 
 the group. Accurate measures of the general intelligence of high- 
 school students a generation ago are not available but it is reasonably 
 certain that they represented a selected group and hence possessed 
 distinctly higher than average intelligence. As the number entering 
 high school has increased, the average general intelligence of each 
 age group has been lowered because of the fact that more children 
 on the lower levels of intelligence than on the higher have been ad- 
 mitted. The decrease in the average of general intelligence is, how- 
 ever, not as significant as the increase in the range of intelligence. 
 Instead of having a group which is relatively homogeneous with refer- 
 ence to capacity to learn we now have to deal with pupils ranging 
 from the very bright to the slow and dull. 
 
 Investigation has shown that pupils on the lower levels of in- 
 telligence have only very slight chances of doing satisfactory work in 
 the more abstract subjects such as algebra, geometry and Latin as 
 usually taught. Proctor 3 states "there is good ground for the pre- 
 diction that 75 percent of those who test below average mentality , 
 
 2 Thorndike, E. L. "Changes in the quality of pupils entering high school," School 
 Review, 30:357, May, 1922. ' 
 
 3 Proctor, William Martin. "Psychological tests in the guidance of high school 
 pupils," Journal of Educational Research Monograph No. 1. Bloomington: Public 
 School Publishing Company, 1921, 23 p. 
 
 [4] 
 
will fail in more than half of their studies during the first year of high 
 school; that 50 percent of them will leave school to go to work during 
 the first two years and that none of them will remain to graduate." 
 This statement applies to conditions prevailing in the typical high 
 school where there is no systematic plan of educational guidance. It 
 may also be noted that the pupils of low mentality who pass, learn 
 more slowly than pupils on the higher levels of intelligence. Fre- 
 quently they require different methods of instruction. 
 
 On the other hand, there are many bright pupils who are failing 
 to find in the work of the school a challenge which is worthy of their 
 abilities. A few become bored because they find the assignments too 
 easy. Many of them are not working up to their capacity. Altho 
 the percent of such students who leave school is much less than the 
 percent on the lower levels of intelligence who drop out, we have here 
 a distinct educational waste. 
 
 The percent of failures an index of the need for educational 
 guidance. One index of the need for educational guidance is found 
 in the high percent of failures in many high schools. As indicated 
 above, the majority of these failures is found among students on the 
 lower levels of intelligence. Under present conditions they have only 
 a small chance of success. There is a lack of adjustment of the school 
 to the pupils. Advice should be given with reference to the subjects 
 to be elected, and other provisions should be made which will give 
 children on all levels of intelligence a reasonable chance for doing 
 successfully the work which they undertake. It is only when such 
 provisions have been made that we can claim equal educational 
 opportunities for all. 
 
 Investigation has shown that in some high schools more than 
 one-fourth of the children enrolled in certain subjects are judged to 
 fail in the work which they undertake. The average percent of fail- 
 ures for mathematics has been shown to be in excess of 20, and only 
 a little lower for Latin. 4 Altho it is necessary to maintain high stand- 
 ards, it seems likely that when such a large proportion of the students 
 fail our schools have not attained their highest degree of efficiency. 
 Our public schools are maintained for the purpose of preparing child- 
 ren for effective participation in the activities of adult life. When the 
 work in a given subject is of such a nature that a pupil has only a very 
 small chance of success the school is likely to fail in its purpose so far 
 
 HD'Brien, F. J. "High school failures." Teachers College Contributions to Edu- 
 cation No. 102.' New York: Teachers College, Columbia University, 1919, 21 p. 
 
 [5] 
 
as this particular child is concerned. There is need for providing 
 curricula of such a nature that students on all levels of intelligence 
 will be likely to succeed when they make a reasonable effort. 
 
 Relation of standardized tests to educational guidance. The 
 use of standardized tests has become associated with educational 
 guidance. The information which may be secured by these measuring 
 instruments is helpful and probably will make possible a more effi- 
 cient form of guidance but it is not essential. In any case the guid- 
 ance should not be based wholly upon the information secured by 
 (standardized tests. The counselor should consider the student's 
 previous school record, his interests, his vocational expectations, and 
 a number of other items in addition to test scores. 
 
 Relation of educational guidance to vocational guidance. The 
 relation between these two types of guidance is very close. However, 
 educational guidance is broader, from one point of view, than vo- 
 cational guidance, and should precede it. The student should be 
 guided so that he will be equipped to meet the moral and social duties 
 and responsibilities of adult life as well as those concerned primarily 
 with making his living. The purpose of vocational guidance should be 
 definitely to prepare the student for his future vocational activities. 
 Some schools consider even the securing of positions for their students 
 as a part of the vocational guidance work. 
 
 Guiding students in electing subjects. The present practise in 
 high school is to require English and generally one or two other sub- 
 jects of all students and to permit the election, under certain re- 
 strictions, of the additional subjects which they pursue during the 
 four years of their course. Thorndike 5 has recently reported that in 
 an analysis of high-school subjects actually being undertaken by pu- 
 pils in ten school systems the results show an astonishingly large 
 number of different programs elected by pupils within a single school 
 system. For example, in one school, 139 tenth-grade students re- 
 ported 110 different programs. In another school with 60 students 
 there were 45 different programs. The results of the investigation 
 are summed up as follows: "The plain fact is that except for the al- 
 most universal requirement of English for two years or more and for 
 the very common requirement of algebra the first year, high-school 
 programs have very little uniformity. Whatever arrangements re- 
 
 6 Thorndike, E. L. and Robinson, Eleanor. "The diversity of high school students' 
 programs," Teachers College Record, 24:111-21, March, 1923. 
 
 [6] 
 
strict the selection of studies the students are permitted to take 
 programs which are almost, if not quite, as varied as college students 
 at Harvard during its period of substantially free election." 
 
 A prerequisite to effective educational guidance is an appro- 
 priate offering of subjects. This number will naturally be greater 
 in large high schools than in small ones. In every case the subjects 
 from which election may be made should be planned with reference 
 to recognized educational objectives and to the various levels of in- 
 telligence. Some subjects should be of such a nature that students on 
 the lower levels of intelligence may be expected to do them success- 
 fully; others should be planned for students on the higher levels. 
 Our high schools can never be highly efficient in fulfilling their func- 
 tion to society until adequate provisions are made for those children 
 possessing superior ability as well as for those of average or less than 
 average intelligence. 
 
 Information needed by counselor. An educational guidance 
 counselor needs to collect certain information about each student. 
 He should have at hand at least the following facts: (1) chronologi- 
 cal age, (2) record of previous school work, (3) measure of general 
 intelligence, (In most cases the score yielded by a group test will be 
 sufficient. When there is reason to believe that this score is not re- 
 liable, an individual test should be applied.), (4) an estimate of the 
 pupil's capacity to do school work made by previous teachers, (5) a 
 statement of his interests, (This might be expressed in terms of his 
 favorite subjects and the ones which he likes least.), (6) educational 
 plans, (Does he expect to complete high school? Does he expect to 
 attend college? If so, what sort of college?), (7) vocational plans, 
 (8) economic status of the home from which he comes, (9) health. 
 
 The counselor should be acquainted with the various elective 
 subjects offered by the school. He should know something of their 
 content and particularly of the type of students for which they are 
 planned. He needs to have at hand a mass of information with 
 reference to vocations, their requirements for success and the possi- 
 bilities for advancement. In a large city the accumulation of this in- 
 formation is in itself a big undertaking. He should be prepared also 
 to advise those students who expect to continue their education after 
 graduation from high school. They may need assistance in their 
 choice of a higher institution, especially if they are interested in tech- 
 nical schools or in universities having special colleges, as of agricul- 
 ture, engineering, or commerce. 
 
 [7] 
 
Policies of educational guidance. There seem to be three fairly 
 distinct policies of educational guidance. The first may be called 
 one of enlightenment, the emphasis being placed upon making the 
 pupils acquainted with the opportunities and requirements of vo- 
 cations which they may enter and of other adult activities. There is 
 also an effort to explain to them the nature of the subjects which they 
 may undertake. Class instruction is sometimes given in the ninth 
 grade in vocational and occupational civics. Students in the eighth 
 grade in some schools make a study of the courses offered in the high 
 school. This study may be supplemented by a visit to the high school 
 in case the students have not already become acquainted with its 
 plan of organization and the nature of the work given. Certain high- 
 school teachers may be asked to talk to eighth-grade classes about the 
 various subjects offered in the high school. 
 
 Under a monitory system of educational guidance students are 
 warned with reference to their probable success or failure in pursuing 
 certain subjects. Such a plan of educational guidance involves the 
 use of educational tests, particularly those for measuring general in- 
 telligence. Some authorities 6 recommend that the results of these 
 tests be explained to the pupils in order to point out to them their own 
 weakness or strength, and thus aid them in formulating their plans. 
 The writer, however, is doubtful of the advisability of this plan and 
 feels that unless it were used with extreme tact it might have a dis- 
 astrous effect upon the student. Advice, however, should not be 
 based exclusively upon the information secured by means of such 
 tests. A student's previous school record, as well as his interests, 
 should be considered. The nature of such guidance makes necessary 
 provision for individual conferences with pupils. After they have been 
 advised with reference to their program of study they should be given 
 an opportunity to talk it over with their parents before a final de- 
 cision is required. 
 
 Under the "pigeon hole" policy of guidance pupils are definitely 
 assigned to certain courses on the basis of information in the hands of 
 the counselor. Such a policy of guidance prevails more frequently 
 in connection with the division of courses into sections than in re- 
 spect to the choice of subjects. The consensus of opinion seems to be 
 that no child should be deprived of the opportunity for at least a 
 reasonable trial in any subject which he wants to study. There are 
 
 6 Kitson, H. D. "Psychological tests and vocational guidance," The School Re- 
 view, 24:207-214, March, 1916. 
 
 [8] 
 
many cases on record in which a pupil of mediocre ability, as shown 
 by a general intelligence test, succeeded because of his intense in- 
 terest in the work and his desire to keep up with the class. After a 
 pupil has had a reasonable trial arbitrary adjustment may be justi- 
 fied. 
 
 Limitations of standardized tests in guiding students in electing 
 school subjects. The coefficients of correlation between intelligence 
 test scores and school grades extend over a wide range. A few are 
 above .60. On the other hand, a considerable number are below .50. 
 Some are much lower. These facts mean that the relation between a 
 pupil's intelligence test score and his school success is not close. There 
 are certain general tendencies which should be recognized, but numer- 
 ous cases have been found of pupils having average or even below 
 average intelligence who, because of their intense interest or of other 
 reasons, succeed in difficult subjects. The relation between test 
 scores and vocational success is also far from perfection. 
 
 The most extensive study of the relation between levels of in- 
 telligence and occupational success is given in a report of psychologi- 
 cal examining in the United States. 7 From a study of this report and 
 other similar investigations it appears that success in a given occupa- 
 tion is not likely by one whose general intelligence is below a certain 
 level. However, there are a number of occupations corresponding to 
 most levels of intelligence. We can not, tho, even if we know a pupil's 
 intelligence quotient, advise him definitely with reference to the 
 particular occupation he should enter; we can say only that his suc- 
 cess is unlikely in those occupations for which the average level of 
 intelligence is materially above his own. The particular occupation 
 he should enter should depend in part upon his interests and other 
 factors. 
 
 We should keep in mind that when predicting the future success 
 of a student either in school or in a vocation, we are dealing only with 
 probabilities and not with certainties. This prediction is based upon 
 certain assumptions in regard to ability or capacity to learn, interests 
 and other traits. It is also, as we have just indicated, based upon 
 relationships which are not close. We must expect even under an 
 efficient system of educational guidance that some predictions will 
 not be reliable. However, there is evidence that the number of mis- 
 
 7 Yerkes, Robert M. "Psychological examining in the United States." National 
 Academy of Science Memori No. 15. Washington: Government Printing Office, 1921, 
 p. 819 ff. 
 
 [9] 
 
fits in both school and vocations can be materially reduced by an in- 
 telligent system of advising students in regard to the courses which 
 they should pursue. 
 
 Classifying students into sections for instructional purposes. 
 Certain school subjects are required of all students or will be elected 
 by students on widely different levels of intelligence. If the students 
 taking such courses are assembled in heterogeneous groups for in- 
 structional purposes and the same assignments given to all, the 
 bright pupils will not find in the work a challenge worthy of their 
 capacity, while the dull ones will find the subject very difficult and in 
 many cases fail to pass it successfully. One method of dealing with 
 these individual differences is the classification of students into sec- 
 tions according to their capacity to learn. 8 There is some scientific 
 evidence in favor of this method and it has attained considerable 
 popularity. 
 
 The usual procedure is to divide the students into sections largely 
 on the basis of their intelligence test scores. In any case where there 
 is reason to doubt the reliability of the test score the previous school 
 record and the judgment of former teachers should be given consider- 
 able weight. After the division has been effected it should be generally 
 understood that transfers will be made whenever there is justifica- 
 tion. No student should be kept in a "slow" section when he has 
 demonstrated his ability to do the work of a higher section, nor should 
 one placed in a "fast" section be kept there unless he does the work 
 with reasonable success. It is not possible at the present time to say 
 that this method represents the best plan of providing for individual 
 differences. It is not unlikely that the most efficient procedure will 
 be found to be some combination of this with other methods. 
 
 Limitations of intelligence test scores for classification of stu- 
 dents. Individual scores yielded by group intelligence tests are sub- 
 ject to both constant and variable errors. The constant errors are 
 the same for all pupils of a given group but frequently are unexpected- 
 ly large. The variable errors, as the term implies, differ for different 
 pupils; for a few they are relatively large; for most they are reason- 
 ably small, but it is not generally possible to know in the case of an 
 
 8 This is only one method of providing for individual differences. There are others. 
 See Odell, Charles W. "Provisions for the individual differences of high school pupils." 
 University of Illinois Bulletin, Vol. 21, No. 4, Educational Research Circular No. 22. 
 Urbana: University of Illinois, 1923. 15p. 
 
 [10] 
 
individual pupil concerning the magnitude of the variable errors of 
 his score. 
 
 The limitations produced by the variable errors of measurement 
 are indicated by the inaccuracy of classifications of pupils on the basis 
 of test scores. Geyer 9 gave the Otis Group Intelligence Test and the 
 Illinois General Intelligence Scale to 120 pupils in a junior high- 
 school grade of the Chicago Normal School. The scores yielded by 
 the two tests give a coefficient of correlation of .642. The author 
 states, however, that "if these 120 pupils had been divided on the 
 basis of their intelligence scores of one test into four class sections of 
 the ordinary size, 51 percent of them would have been in the wrong 
 section according to the other test and 31.8 percent of them would 
 have been out of place by an amount equal to half the range of such a 
 class section." Breed and Breslich 10 in their experiment used the 
 Chicago Group Intelligence Test, Form A, the Otis Group Intelli- 
 gence Test, Advanced Examination, Form A, and the Terman Group 
 Test of Mental Ability, Form A. In the case of a group of seventh- 
 grade pupils, they state that if the pupils were classified into three 
 sections according to the scores yielded by one test, 30 percent would 
 be found out of place according to either one of the other tests. In 
 the ninth grade the percent displaced was found to be slightly greater. 
 
 Administration of an educational guidance program. The re- 
 sponsibility for the administration of an educational guidance pro- 
 gram should be assigned to some one person or at most to a small 
 committee. In high schools enrolling several hundred children a 
 trained counselor should direct this work. The principal, provided 
 he has had appropriate training, may act as director, but usually the 
 duties and responsibilities of the principalship will make it necessary 
 to employ another person. In any case the chief counselor should 
 have the assistance of a number of teachers in the high school and 
 also in the eighth grade. In a six-three-three type of organization 
 provision should be made for guidance in the sixth and seventh grades 
 but probably the most important work will be done in the ninth 
 grade. 
 
 Among the duties of the chief counselor are the following: (1) 
 direction of the testing program, (2) training assistant counselors, 
 
 9 Geyer, Denton L. "The reliability of rankings by group intelligence tests," 
 Journal of Educational Psychology, 13:43-49, January, 1922. 
 
 10 Breed, F. S. and Breslich, E. R. "Intelligence tests and the classification of 
 pupils," School Review, 30:51-66, 210-26; January, March, 1922. 
 
 [11] 
 
(3) collecting vocational information to place at their disposal, (4) 
 making them acquainted with the nature of the elective subjects 
 offered in the high school, (5) establishing an efficient system of 
 records, (6) reviewing difficult cases of guidance, and, finally, (7) 
 studying the results of the educational guidance program for the 
 purpose of improving it. 
 
 In most cases the best results will be obtained by giving the 
 standardized tests in April or May. The information collected will 
 then be available for use in guiding pupils the following September. 
 For students who are entering high school other data which will be 
 needed should be collected either during April and May or the sum- 
 mer vacation. If a monitory system of educational guidance pre- 
 vails several meetings should be held with those pupils completing 
 the eighth grade in order to acquaint them with the high school in 
 general and the particular subjects which they will be eligible to 
 undertake. As indicated previously, a visit to the high school, unless 
 they are well acquainted with it, is advisable. 
 
 An adequate system of records is necessary. There should be an 
 individual record blank for each student. This blank should provide 
 space for the student's name, his chronological age, nationality, the 
 economic status of his parents, health, previous school experience, 
 scores on standardized tests, educational plans, vocational ambitions, 
 and the subjects which he would like to pursue in high school. The 
 records should be kept up to date* A clerical force adequate for this 
 purpose should be provided by the school. It is false economy to 
 require this work to be done by the chief counselor or by teachers. 
 
 Many details of the actual procedure for dealing with students 
 will depend upon the particular policy of educational guidance 
 adopted. Usually, however, it will be necessary to arrange for in- 
 dividual conferences with pupils in addition to meetings with groups. 
 In any case there should be definite provision made for carrying out 
 the program of educational guidance decided upon. It should not be 
 thought of as something extraneous, but should be considered a vital 
 and integral part of the school's activities. 
 
 [12] 
 
Bibliography 
 
 Bennett, H. S. and Jones, B. R. "Leadership in relation to intelligence," The School 
 Review, 31:125-128, February, 1923. 
 
 Bloomfield, Meyer. Youth, School and Vocation, Boston, Houghton Mifflin Com- 
 pany, 1915. 
 
 Branson, Ernest P. "An experiment in arranging high-school sections on the basis 
 of general ability," Journal of Educational Research, 3:53-55, January, 1921. 
 
 Breed, F. S. and Breslich, E. R. "Intelligence tests and the classification of pupils," 
 The School Review, 30:210-226, March, 1922. 
 
 Brewer, John M. "Guidance in the high school with special reference to college en- 
 trance," The School Review, 29:434-443, June, 1921. 
 
 Brewer, John M. The Vocational Guidance Movement, New York, Macmillan 
 Company, 1918. 
 
 Brooklyn Public Library. Choosing an Occupation. A List of Books and References 
 on Vocational Choice, Guidance and Training, in the Brooklyn Public Library, 
 Brooklyn, New York, The Brooklyn Library, 1913. 
 
 Clerk, Frederick E. "The Arlington plan of grouping pupils according to ability 
 in the Arlington High School, Arlington, Massachusetts," The School Review, 
 25:26-47, January, 1917. 
 
 Cleveland, Elizabeth. "Some further studies of gifted children," Journal of Edu- 
 cational Research, 4:195-199, October, 1921. 
 
 Counts, George S. "Education for efficiency," The School Review, 30:493-513, 
 September, 1922. 
 
 Cowdery, K. M. "A statistical study of intelligence as a factor in vocational success," 
 
 Journal of Delinquency, 4:227, November, 1919. 
 •Dickson, Virgil E. "Use of group mental tests in guidance of eighth-grade and high- 
 school pupils," Journal of Educational Research, 2:601-610, October, 1920. 
 
 Eliot, Charles W. "The value during education of the life career motive/' N. E. A. 
 Proceedings, 48:133-141, 1910. 
 
 Glass, James M. "Classification of pupils in ability groups," The School Review, 
 28:495-508, September, 1920. 
 
 Hanus, Paul H. "Vocational guidance and public education," School Review, 19: 
 51-56, 1911. 
 
 Hughes, W. H. "Provisions for individual differences in high-school organization and 
 administration," Journal of Educational Research, 5:62-71, January, 1922. 
 
 Kitson, H. D. "Psychological tests and vocational guidance," The School Review, 
 24:207-214, March, 1916. 
 
 Leavitt, Frank M. "School phases of vocational guidance," School Review, 23: 
 687-696, 1915. ' 
 
 Madsen, I. N. "Group intelligence tests as a means of prognosis in high school," 
 Journal of Educational Research, 3:43-52, January, 1921. 
 
 Madsen, I. N. "Intelligence and success in high school," Journal of Educational 
 Research, 3:396-398, May, 1921. 
 
 [13] 
 
Mads en, I. N. "The contribution of intelligence tests to educational guidance in 
 
 high school," The School Review, 30:692-701, November, 1922. 
 Maverick, Lewis A. "The status of vocational guidance in Massachusetts, April, 
 
 1919." The School Review, 29:31-37, January, 1921. 
 Miner, J. B. "An aid to the analysis of vocational interests," Journal of Educational 
 
 Research, 5:311-323, April, 1922. 
 Neuman, Henry. "Moral values in secondary education," Bureau of Education 
 
 Bulletin, Ethical Culture School, New York, No. 51, 1917. 
 Proctor, W. M. "The use of intelligence tests in the educational guidance of high 
 
 school pupils," School and Society, 8:473-478; 502-509, October, 19-26, 1918. 
 Proctor, W. M. "The use of psychological tests in the educational guidance of high 
 
 school pupils," Journal of Educational Research, 1:369-381, May, 1920. 
 Proctor, W. M. "Psychological tests as a means of measuring the probable school 
 
 success of high-school pupils," Journal of Educational Research, 1 :258-270, April, 
 
 1920. 
 Proctor, W. M. "The use of psychological tests in the vocational guidance of high 
 
 school pupils," Journal of Educational Research, 2:533-546, September, 1920. 
 Proctor, W. M. "Psychological tests and guidance of high-school pupils," Journal 
 
 of Educational Research, Monograph No. 1, Bloomington, Illinois: Public School 
 
 Publishing Company, 1921. 
 Ryan, W. Carson, Jr. "Vocational guidance and the public school," U. S. Bureau of 
 
 Education Bulletin, No. 24, 1918. 
 Snedden, David. "New problems in secondary education," School Review, 24-J77- 
 
 187, March, 1916. ' 
 
 Thorndike, E. L. "On the changing quality of pupils entering high school," School 
 
 Review, 30:355-359, 1922. > 
 Voorhees, James H. "An experiment carried on with the pupils of the Russell pre- 
 
 vocational room," Journal of Educational Research, 4:378-388, December, 1921 
 Wake, William Sayles. "The failing pupil in the high school," The School Review, 
 
 26:349-364, May, 1918. 
 
 [14] 
 
CIRCULARS OF THE BUREAU OF EDUCATIONAL 
 RESEARCH, COLLEGE OF EDUCATION, UNI- 
 VERSITY OF ILLINOIS, URBANA, ILLINOIS 
 
 No. 12. Monroe, Walter S. Announcements of the Bureau of Educa- 
 tional Research for 1922-23. 
 
 No. 13. Monroe, Walter S. Definitions of the Terminology of Edu- 
 cational Measurements. 
 
 No. 14. Streitz, Ruth. Gifted Children and Provisions for Them in 
 Our Schools. 
 
 No. 15. Monroe, Walter S. Educational Tests for Use in Elementary 
 Schools. 
 
 No. 16. Odell, Charles W. The Effect of Attendance Upon School 
 Achievement. 
 
 No. 17. Mohlman, Dora Keen. The Elementary School Principal- 
 ship. 
 
 No. 18. Monroe, Walter S. Educational Tests for Use in High Schools. 
 
 No. 19. Streitz, Ruth. Provisions for Exceptional Children in 191 
 Illinois Cities. 
 
 No. 20. McClusky, Frederick Dean. Place of Moving Pictures in 
 Visual Education. 
 
 No. 21. Monroe, Walter S. Announcement of the Bureau of Educa- 
 tional Research for 1923-24. 
 
 No. 22. Odell, Charles W. Provisions for the Individual Differences 
 of High School Pupils. 
 
 No. 23. Monroe, Walter S. Educational Guidance in High Schools. 
 
 A limited number of copies of these educational circulars are available for free 
 distribution to superintendents and teachers in Illinois. We shall be glad to add to 
 our mailing list for these circulars the names of any teachers or superintendents who 
 care to receive them regularly. We shall be glad also to send additional copies of any 
 circular to superintendents or principals for distribution among their teachers. Ad- 
 dress all communications to the Bureau of Educational Research, University of 
 Illinois. 
 
A 
 
 X.