Front Cover
        Page i
    Title Page
        Page ii
    Acknowledgement
        Page iii
    Table of Contents
        Page iv
        Page v
        Page vi
    List of Tables
        Page vii
    List of Figures
        Page viii
    The problem and definitions of terms used
        Page 1
        Page 2
        Page 3
    Review of the literature
        Page 4
        Page 5
        Page 6
        Page 7
    Methods, procedures, analysis and interpretation of data
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
        Page 19
        Page 20
        Page 21
        Page 22
        Page 23
        Page 24
        Page 25
        Page 26
        Page 27
        Page 28
        Page 29
        Page 30
        Page 31
        Page 32
        Page 33
        Page 34
        Page 35
        Page 36
        Page 37
        Page 38
        Page 39
        Page 40
    Summary, conclusion and recommendations
        Page 41
        Page 42
        Page 43
    Bibliography
        Page 44
        Page 45
    Appendix
        Page 46
        Page 47
        Page 48
        Page 49

A SUDY rF TH4 Zt- b1 2B. *c L 'RMA-: DiUi AG A HBRB
7JR .K41 1S914953








A Thesis
Presetad to

the Facuty of the Gradutato School
Plorid Agricultural Sand fhaptical a nivterity








In Partial "ulfilluent

of tbhe oAuinmenats or the %)gre
.siaatr oF Soinoh in tducatiom


by
O-ames Lowell Hill
Auatus 1954












A ? 2? V tcTh 22 t.VL1 G I .DA"hu Lri'V\( At+SE











flesented to tha Graduate Luaeitt-e

or t! ida .zcUaiura and 5 .echtial &ivorit

i iartiaJ. fulfiltlms of Lhv Kequiirmenr, for ,the Deree

Materf of sCtiOete in !lo tic


** -' 4' /* :


August 1954




S? 7


lit



'yo we r dply aoiates i f th rl tiett buOt
fpaly th 4 and co etive gid, O given by the ara uatr
Frautt "f the p oitadt ricul"twal FAd Rothiml ons."ftlty*
l pamui at Locxts L L. Mason0 J O, 84mlye aQw
1r, -. tbh rabm Lo Zan livable Wd I We pra parciaon
or aU Mot theo h army helpful eatutakelams sa oos%
To fu orop tlo of the Serwintemdftt Wd Prltij
pl of Tiv11 ligh asol. for we "o of z iool recordf w


Finallf Z m uhmWS, to My Wie, Nra, joudew aiti
my mothort Mr, X aL d os1 Ul an ohr maksbw of 4W Umeii-
usts twll/, and triemnd Vse orfts Of MasWIuwagews actlaat
d re aes the, tL atf h^and sefmd bpoSiblo


Jo L, 94








TIBe ( CO( T5NTS
CHAPTER MQE

I. T" MDBLX .mD WiFNITIONS OF W VUMV,., 1

The prablem.. *fi #.iii... ... ,**a*004a*B 1

Utavrent of the problemo....s.,.*.*,*. 1

Lapocrtac of the 3tudy<.-.<***.*** o>*^ 1

htypothesis ,...,. o o ...... ..........
Basic assmpion...,,............,, 6 2

definitions OR teora usedes,,....<..a.., 2

Social oultuwr r .p ..a.. z ... 2

Sociicosnonmic a2ta,. w.,...

IUarl" tile It r n ** .* ***r i rd* f 2

uricauQ...... o........ Motto.... wv- o 3

Urblan,... r-tf,,,, ..r*,, ., *| .......tk *4t 3

E^KF'Sd, 4t*.>a~llllf|ll*>|i rf1k0ll" tf 3l
Shopdoltko.v... ...... to*....... *ttBo.#44 3
GHouationlf... iw,**g*~>Ba*****iiiii**it **B*B~t 3
fealtGhUP q*** **Btt.>tt*fi*itirrf ** fB** 3

ShtPu workz.*Oo, .. .... *,**, ....... s.*04 3

ttUdenS .o ** *... 0**e*a......4.*400006. 3
Nonl^stUdents... rf.. tff'fta..t..4...a.. 3

I. EVIEW OF TOY LITSHATU ..,,... &.....t** oots 4

LiteratUtre on th prolawme of yong adults

during the post School period,.e******* 4
6
Closaa~g tabat^eot., ..,..s ,..,.*,,,B. *









GpIIwz 0bw,=3"1 AND Itiewuth
:T,M OF pW^ ^w^& wve ** W







Alyss f ttA Merwt^tm a.of ..an. n1 1
:i@ra se Terod A t4h Tihl ,i10
hieBal arfl-^ aelw-,r* **l i i0


th the .*1 grraduatifs 124^arl^flls"^ .-
Vsken tF aor 4ad mlnmvttde ts
#Cs the 15 A r denStff 12X
preent of studatend adm.st-a.enta
or t"e 19M30 vou3"04r Iletsesnee X

P4"ettl aIlt wet W ata d a en
of the 199153 gcad^tn) i s-+^^^****'.^ '
^ubjeets 3.ed meet and sujets wi
lest by tho T4W 01&,i Si* Sol grnd


rea^noo o^f ktbeeav by studefo oad
Ao UAt\P* tsw 0i 4*** *4 # uf *B a .. a
6Me> pmrblq and neds Q the Ttwali
Iils 3cuonl 24l nt6 ean





vi


The ectest to which the Tivoli High
School gradunats aeads fwtr mt@ 0-, q,.; i 27
Waetors that. IMsited the atmlities of '
the TiOv ll t&I $ l'oao gradat. S.....0.* 30
&Btent to ih Tivoli Hit gh tol ...t

erdataes were etagzed it vaea-
tLian they had in mind before
grqdut ing, I I I II.11 *i I IBIHII w 1 n0 1 1 33
Occupational distributitom o TiJVOi
iiigh Shool graduatesh^,,ei4^.^t.... 35
clegad egraduutea in their prE-
benft o Ccpationew ...&. ..>........* 3
4fVaraFe =tal salargse of the 1951-53
graduating Glease5s*,*... 0............ 39
Iv, saMMY, sezg'L'jUSTC)1N cl 1DTXONS 1.1 41


B3BIwiXCo*,...s ...t.,... 4.,^i ..- 3







LZ w TMkS


I, s toes afmsa ls thou TIAn 8h t



Ltt by tO fUtVAt M&g $a1 o amr-
ate, 15lf4.?4r4pA ***,,tStFAM*t **tf l
it. Ushtaes o aSLJW by 4tzdens Md



Rich sChowd Gr2 hiat6o ^ *?0 ^t'6 1
V. Thu Zfeta t4o 9*43 the Tfli NJ4&
kh"ol Gratatsft heaf twe iewass w 29
V rFsae tOut L$nteO6 the AkO ivlties of



w lh RAE 6 Tt ta tsheth
VXX#. "h^^e W 4dOh 0o T8vll ii3o
*chwld Graduathe vr Rgaged 1u Vft+
stem The had In Mnd Qfore 0dAt*
W4"*&*v ** 34
T1,1 Suefts of oraivts it Thoir vrsWom
Occupathesei*I^.^**ae****u****Rf44 38











1, PFermit ai itAntws WM om^t o the
i '1 yi... tfl^usefl .m& ** 16


195r ,mninettAt tUL143 .sa-0^B4fl4h0* -15


118
3, Forcent of todb3 and en-Students of the
1953 Graduatin. Clas^e.^t.->t<*+^..&p*- r 1
5, cosepat nal A-fc w thf of th^ t ^yrs ol U
?9rb x^ul^^ '^iryat,, i^'-, 0^^^f,,4,fB.*a>^^-- r


;sl^ Joheel' Gradulat.* ^^w^^eav a useii 6

n, wresig stan sal es of ttht 19'1"53























































































. .
na -- J. l


St I


.
t


. tI,


L ., 1. 1 I


*I *E .
1 a l m L l ,


.-* fl


S 1 -.


:4 **, ,- f t


-I r J
*l 1! I
--F. -


L4


S


I.


IIt *


J .t 5.


I .4


A>


-I


f .
.
L H mm


s 1-
dy ** Ia


i, .


S ris r


I .
I.-i., a a


8.* '


r .


* ,'


,J
8


P S
wi *


C 9 *
4" ,1 ^


L
- w


* .


' g .I -


dr 4.
*- ..*


A
54 4


I .
II i i


.I ,, PL -rIW '


Sa r h


*r 1 I


I. r


* f "^ ">


90 .44


. i


re ?4 -


4 *r"


,- a


4 .r









Through


scientific


research,


was


found


that


no previous


sttty


had


been


made


the


Tivoli


High


School


graduates


ascertain


their


needs


and


problem.,


and


deter-


mine


how


well


their: needs


were


met


and


their


problems


solved.


The


hypothesis


thi


study


was


determine


how well


curriculum


Tivoli


High


.School,


has


met


the


needs


its'


graduate s,


BaSa


as.umpkeo


assumed


that


factors


the


cumulative


record


files,


such


as quart ile


rank,


soci o-ec onomic


status,


parents


occupation,


and


subj


ects


offered


the


curr-.


culum,


have


a definite


effect


upon


the


status


the


pupil


after


has


graduated


from


Tivoli


High


SchoolS


DEEI


USED


Soc


Sutu$ S


this


study,


social


culture


will


defined


as a body


instruments


customs


and


mental


habits,


which


directly


indiretly


leads


the


satisfaction


human


neds.


Soc


ic-sonQ!iJS


ptatn,.


Throughout


the


report


investigation,


the


term


n"socio-economc


status"


shall


inter-


preted


as meaning


the


extent


which


the


pupil


has


been


able


use


finance,


social


instruments,


social


customs,


and


form -


the


SNITIOS


thi







3
Cuartil rWan S as interpreted as meaning the enumer-
ation of the relati-v academic standing of the pupil reading
from the upper one-ourth to the lower four-fourth of a parti-
cular graduating class, as compared with other omebers of his
class.
raritl The term curriculun, in this study, tas
meant to include all of the learning ex~ervi.ceB carried o

by the pup il wle under the influence of the school4
Urba* An area. a section, village or town having a
population of twenty-ive hundred or more,
lural. An area, a section, village or town having a
population of less than twenty-fve hundred.

OutatiRe 'Was construed to mn the mauer in which
an individual earns a living.
Wealth# In this investigation health was understood
to mean a state of being halMt somnd or whole in body mind
or soul and being free from physitll pain or disease,

Shop w r Tihe tera "shop work" included all of the
subjects offered in the industrial arts department, such asa
carpentry, brick laying, cabinet making and electricity,
Students. Included those individuals who were presently
engaged in the o occupio of continuing their educational
training,
a-s students. Those individuals not presently engaged in
the occupation of continuing their educational training.









A.mW iW Zi? 7,.:MbU



frt Cto ute ztdy at the tzaiLtto pot" achoX yeao *f
ye agdt s al ut wy a rietf ary or de work of n
pwruasatarl o 4p&rt b a vbdry nss ret tao tho e at
band uVal bte tsi
Atemu m 12 gmWAM 9 a29 &m9g AMM4 W
2mg =0 % gs trugI in atVEyL tag h oft 4 mW probSmeA
af pet 3&oo.fl. 7"s of o a a ta i e at a -n Fnmt.
Zwgh omiiot, Oetolt kmd thlionat out of
MU gradsato, both U and 9'4 4., !8 peW"e" of the pod*
at" Ae fs Ta ot a 3aung ot bw lwt or a paible raw
Jag a (podt W0 m4 pw) W tor T loatinaa 9 job WOO
oerewo but on pxpWt&l mw fo r bsad raily 1490"1
mly 32 pwmti made the oas ratl^am
lba"2 rmmbn that thromh a u w coxid mn wLth
?hirboo thMenmsd V2b thavs,, thirty-blw peret waid


I A, r ^ '- 4. ORW 7m*;
ftHa^rpOothe P M- I ..

g&sM| (, w Ysrk The : Io pT M






ctey had no NpArplezity troblmw n The prklmt listed 1
the .,, a outhe orw l tlan ifi n ovte of thir fPvea
craWiy* Ths frtoef ioc ae listed s foA trllowa it o
nomin sno'..riy, (2' 2 ducatI' Vocational Choics i3! haoII
W4) rsa iy ad jAC tmate mt j5l scial rlattio wlth
the opOovte war, Vas netedy 3wwLta thot ?ouag TISlno
new amiu help3 is dofiming tod rls^^ari"ing tblir prtlamo












S
i-ytao reporkIAG fr a 'trtod otudy orf Mrylamd
yeouh J oeilo% thut W1 lre nudo^rs of youth taeti unens
plyed obd also 1a nt dsitoA e Ct thr,, oac M a MsWs
vny 1e2oi pvweatblo we of eu oet& tio 2) the m ew the
grade A wi1ch n yoth lett achokI tho %a& poIIAl, it
won thzL up mijht b- teem pwly tljestss wo th thq ^ id.L or et ifienshirl
<(4 their if wtes^sn wores avh lthat tbY o^ld. not sowlV
easiafactor the' S rrbsms thlat cnfyrIntod thms MS oha
ere out IWO11 "mofib oheted to maku tee toeut use of s wo
tualole Iawo they 4t thm; ad MW 6) ahl 4he:ahg or toese
7o0u= pOPle h a not beO aduat set athouh ae atwly we
tcone %I Mott dir l tly with pupile out Of caool





----, (No Yo .. -






6
Ohl:aholvt in a tim v ef thc ch-o31s 'AY te gat or
ew 7o0t, foIm that pupfis hd vary little ammtct with the
as.c< a' tr i r atin t t& $40t heol litl- or no at"
Iapt to 1i Mt 9a the ativitir s Of teir oghadte
Mad IWihwdtrm2a;S* NW Mtepts 1wr naide to et nao agcentes
f0V dvie Mnd h4ap eer ote yojth$ AlthOo i Ewsad
at to be tte adjuatodw thaj the with imoe; how
"eOr thMY too nemed a sMtI amount of ud cev aftor gsadu-
stln*
oltzutrEr l WAtUdyg the ^ilo w'aecndary school
ia ov^w Aow, aaeed that r emphasis us plaSed m oEd*
watimal a dd"m thm of vocftiRIa oda" *te %amy
typ i of SAtma wam 0 waed wwm ttm; oe3e =s4
of spookwat moviep Mat pert *f ** ect teeter WaeS,
It Wae alo isa that fear them halc 9f th'e schoola
pwsted a falwnp sa^y of tho job oftutimo old vaoctiaa


gzte fZoA in the voviow Q& tho literatwo Wa vor
helpful %hia 4ea we* reu^ to be cl ely associated with


I SlI L chiehlaU M 4. ..
StO, (Sao Yorki ^ 4 SOM *






7
the prbIM at hte,; ter s tthio wt&or o1 t t hir otdy
waN ae to tnivv, at io. liUd wul Sd iU able a sios










Xg i fi Ul SOiA.G A





tnti eett tMA ntudy^ it u f t e the
wBultiwve IOVd OU 4w lder h tCasmtoro as uai? c ilae
raAk studentar t aUthl, SPalnt' sOPtIM and so-tm
ic stewe m at frOm this Xl0 wif the l anddton
abS thoes fta4tr af5 ew a gAiitM bAtlan the
t?"1 Of comatie mte tivetl wi w Av% Ipates mrased
tn fle A s tapl tM hs dgoho kcl ont1-tea,
lxgt g, Ao iun Thtets meth was athe hr Melp
n OT tr e aBtion^ U won matt ,pol Irt nt dtlfg in
factor tAt wvr6 prhia to th? sovo MUs etho rave
tho hiviftl3a who We %auudd Ii thia Bstly ma oppftt
nAlty to taih Kabo ttge Wu thwy lik*d, "4 Vthe thW
tey 6ijlivd* 4entwallXy ZPOAkAME the oass atudi t4lkd
AbutM aU o a s thinM te .ffOOte4 thm wt1 In hith
h

igasAl AP Ai qmotiaow was gi" ve to hnatud



who oubjoatb We et w ofil to te h6 1.0.il &ftty big,% 04h






9

urmuaUtim* AA6 WUA, d14 UW ptg l I~Xm bost mt.120
IA hut &OM1








10

1Id part 1 of Table I is rovoiled tihe required courtsea
offered in the curriculum at Tivoli tirh ehoool, 19151-53.
Pert 2 of Tablo I diclsoloe the Olective courseS offered in

the culrric.uLoi at Ttivo1 High School, 195153. This data

shows thait mut.hemIat ice, -oeilra studisas, phys'tei education,
biology nm, english vere required course. Hdome eonotmca,

typeN'itinglw, C)ccupati onal uIadan.e, ag7riculturi, ind'wtrial
arto, a;gebra, chemistry Warid m.aic .ere elective ccurevs.
It wa. founa that a ~inimpt of 16 units were needS
in order to zrjad uate fra Tivoli high 3,Shool. Fourteen of
these units twere of i'rd i the to iir2ee courses, and 2 were
offered In th olectiveo ourees. Thie tolowting required
coureso ;,ave the Tivoli HiTh S h ool graduates the lA ted
Mt#. tciard. tg-raduation: M athemaatice gave 3 aaits, social
sti dies gasve 4 anits phyiteal education gcave 2 units, bioa

lo.y offered 1 "it Mit english offered 4 units toward

graduation. of the elective courses, hoes ecnomics, type-
writing, occupatticncll juidadnce, agriculture, industrial arts

and music offered r& tU nic t C ach u tt' ar.d-adu;.tion, and algtra
ancd chemistry Wfferei 1 uinlt each toward gradu.ti-n. This
dat~.a a.w; th:.t; more voCat.ional c-urces vaero offered rs elec-
tivY aBnd that those voe:tolnal courses offered Very little
unit value toward t.raduation. Thibs indicated that the cur-
ricult at Tivol ii ij jlchool in college preparatory,


__


















" I


*.1 I. i i LI A'


.11.


at. i :_____quired .urses

..;ourses a.e- '.coc i physicall Liology ingllsh
a e t u d I C tud ies t-ucation

hulabe r
of UniLa _______









fa r ,2.. E._let_ iv.y Coursea

:ourses ,oBe Eco- :ype- -..cupatin- ..,an-riculture
no! :cs "uwrii l idance

N4urber


kourses indusx.riaia slgebr -"syic


Nu ber
of Unils 11 1_1/2









12


.L,; s;, 1951e53 t .u .J ", ,,, ,-,

iureI o;i:n :W.; L ua. .or of pfr.t ,..ho ncl.-'r ,-'o

,-trLA-a i the clLa" *j 1-1 th.t ontrincd tir ed u
tional traiAr5.ni *t~: tr !i ". chcOl, as cvr .rdoi ti thvee ...

did ". n't "'n i-a tvt ir ista cjAtin'-' .2. tro x Lny'., l' L.nd in 'f i
tLr 2 4' the r4ainsit:iag of tche nz.be-r OF rd,:i.t.en in the
I^s f. 1's2 thmt e^wt mre'. :hair tt ca .nd traCnin ,4q
cmpa.2gred1 t* 'o ntsbfer' t'ct d:.d vnot c. &rsfcti their nd.utce*
t.oun.3l treSinl, Uat;-L preVsated i v12 we 3 tshwE by poer
cent the toUt a hl noumIr trtof aia isn -t Ut cls' of 5;'3 thot
cWIntI.nued their educattao-;l training %s il c ;ure to tno^C
who did not continue their educa-tional traiaingt
-uifoa^tin di.k:al.@d i f0'.en A. 1, 2 anid 3 are as
follotos O0 the 1951 jgradQatinor cslaos :: parcentt of tithe
grudscat-se coutiau-ie tieidr #duaion.A trlnV, whilo 61 per.

oart dId. not niontiAu0 tbAr e dcetiqnal trteEf!n*i In the

1tW2 gr-4 .aitt eIsCa, 2.' petrcont Contitnuod their traninr- A"d b percent 1id not cn*tin&e their educations-
tratnting, .1l e cnm U s cidh, hnds In the gaiductinc clateS

of )93, 2} perentF, n-.tnuel their CduEcatioumal training t at4
t0 t-roant d14 nt oix;tiaueC thoir ecid'cati'mnaL tra.inn.: It
4owaa Aoftwed tat there wan a 7 prceSnt td tAe r tgyd-.e*
atse vwho cln tad their ecimestiord tsiin5 in the 492













-adu t .- ..-t t.a. ,, in 7;. .*r -'..t0: l .... I r'., "


.u ; .'' ::. C. ... '..- t lC .:hfc h t I .' -t,:, *t1 : '' I

.4. .,: .--. .t:9w4 .. re -i.;c ti n '>.;- C; c'-

p j'. c.' .. "', '. :. t ;t,. n% \ t"'.'ir.' ,.t,4 to..nal tr. '-fl 4''r

;- ., v0*;





fl I
...4r L,;N1 t x.. r th7 L Q. 'ZL Pt.t C-(
:r,.t;.:.. -.r t'". t; 7 r-Cf'nt : iL .r t.o, t::1 t"IB 1t .cni'nute tdhi

CfRl I -; i t .tw r;y-^.t v.: tr TUr! c *.fn9lt 4i t'x.ai.*1 edtz.iu *..t.L:n> trf i:"4 w


id Ce ..i.... al &h. p '.tr ntI .._,' ':.,










Z;4' .T,:;;-. U"' n;. t-r c boye o^ cir)c1t ;y:-; L2 'i.rnfor,,ji raoV ; i'





'.i r. Au..A'i el ;. ..' 1 Y --J u: i.t;, .c:t up :. L.oyc; of'

dr ;? .i. o -.,OAd lt rw. ; ft r ;;,r? t in t.h t-' i 1 r c.

dcr..t u,;o (;Es Q lJ.?. t tta- 51vieC?, hta. rs.r: .ey, .rl

c x- it cYt.t.in 91ue t.-.ir l.. c.:...R. t~s- V'E3;, 3. cr..Vn:& ty'-.y*
Ia.:ds. .n t ths& at ....'; the.-c '-,ri, :h.rc. e..: : decided. ,





.. r.. am. art to r. (%'. '" :. ,': .'.ee.f. Iiu .'e 'T .I
:[ C :, t m ," '' :' <"= :, ';'.o [ :. A .n

























, i.-.urt 1


x* 5i ..:


Sercen, hact c, r l. ucd ei edruaa. iral trir ini.


.ercenrt u..a (id LL continue e LLelr educa-.i nal


EI~f]


; ~......;, .~..



































- '4 i~n


XtA *v k


& ~. .an-'. .i..).i vi fui c 7l ..fl~r F M1zC.. I fl%2 A


I L ; i" .I :.


4cG
H4


.. .. I .

































*! 3. "ur


*. ,*-* A -.6 Cr % A!


,:'un: .p
.6 -A


C


EDI


7









17
Data rjeenmed in tfluiwre 4 shws pie p0Zcnt oj ;rd-
ates or "tivoli irhA ..aehool during l)51) whto continue.*
tbeir etctzasdo l tryarnigF in. Ihsr!.5 dJd not cont4n6
thMIr educatiad.1 tretak.g* Thirtyinixe parewot of taii
TivotI Hi ;.s-X ax--o.krd.u s f tI 11534-$3 t s h tnenw
ccnttiuid *tOeir educatiaafl tralatr, while 61 parent of
the Tivoli I{h $ hool V?4rrauatee, 1951-53, did n3t antique
their evdua.-timnal tra.siLae This dat. i4dt"Atd that the
uitcurlm att Tivoli WHib ehl O tends -Poo b. 40lllege prop(r-
aory.





































b ~ 4 '.j. n; o. :\4 *L'I.
.4 AZI 3.- ..1 e 1



'I. I A.*


r


//








t








19
In part I of Fable II is shown the subjects liked most
b; the 'Tivoli High School graduates, with reasons given. Part
2 of Table II discloses the subjects lied least by the Tivoli
High School graduates, with reasons given. The subjects liked
most by the Tivoli High School graduates were english, physi-
cal education, and snopwcrk. The subjects liked least by the
Tivoli High School graduates were uathedatics, history, and
chemistry. The reason for tRese subjects being liked most

were (1) The subjects were interesting, and (2) The subjects
were easily understood. The reasons for these subjects being
liked least were (1) The subjects were not interesting and
(2) The subjects were not easily understood. This indicated
that the more interesting and easily understood subjects wre,
the better they were liked by the Tivoli High School gradu-
ates,





















Subject Physica
l iked. t e ducae l"the-
1ostu cigwrce ;naitsh tion miatioe ftelgy


Lumber of
tradc-ates 10 1 9 13 6 2
liking
subjects

Rejssonr
i;ivvea The .ubjeatct weeo interesting rand enay to
u.iderstand.




l &--


:ubJects
liked
least


JhW w'ork


ltsh


tory


Phys-
ical
iduca e
tion
IZ, Ie (A
t LauC Q


k4athfc
maticas


Caid-eco Clhatby iol-:
ance faoictiotryy ogy


uauiber of
rradutates,-
disliking 2 6 7 3 14 1 1 1
subjeo'ts


Re rso.
given Theo subjects ;ere not iintcrentint a-nd l:e-re not
e.,ily understood,.


T. i. T- -


.jE CT LI t Y .. ,. :.. ., 'i.- : L9 .o'-^

SY 11. T.IVOL1 HI~d? ..a^^. 0;..^^'.-';., 1951i-:








21
)ata preeateS to pIat I of Table III shoa .jae*jee
that wen untaU to the studss** UIned It part 2 of Table
1. are the subjsctr that the anesatudeants id were usefol
to the, The s .eting g&iVn the suxbjets are as foll'Ws:
I afme tasl, P t rl4 wnftl samd L, s & t n a at l.
ha-stadmtse said that mathematics9 english, health,
IlatY3al adaca6tla an mth.pr wwrs tbhe wmos uafa l aubjeflh
to the. They 2i.ated satn e, history atd uaae& as beau4 the
teast u letal subjteC to tham, fEtrawearrieulsr and co Eal
ettviltin wne also SwIft as beitg aetl to them. Cutenta
RSv oeagbhe asBeasttn helth amd physteal edassatiem a
aub* nts that wld be mat' usefrul to thaa, eat ftsees,
history, khopwou* -.d mosic as being the lasm Uge3 l ettu.
jsfei to thats iora'au-clar and social asirviti.s wen
also listed as beAtg tap e waIn v fod hat bothei,
Otadimts ad meewutetats a thea samf aejs.t as being the
NNtW tlStAt to them whith au4ieated tbat thee *fbjee
nev4 be used by the raduata rega3dx as af the .ooupattoa
ta whit Sth m wrn singaged* Poestuns, cad sWtutt a&lJie
gave Naifn5s, history ad at* w beite the Ieast useful
"aJoef to WhoS This atatm that asinoe, history 'td mnte
had *ttL a efls# value Cor Woth sudeate and snas tudates
Wmawotdtasa acad that hap2ork was very mtiful to thew, wharce
as, students who mmstSiud their oduSatiotl tnraitnti naA












I.. ..

h .. ....:. -fu4 infot,:tiqn revealed


th t non id^ t in t I: .-7 < y v ie % %z.
- .: ... I..

** s ,' [.- t- td nc tr. ', .i i -


i fl: c L *1 ":,- n o. t.. ,...,1.
.- t c-













.4; 'J v ,1Y

ilbFULLESS W ldEEEYdU 08 .?.99?


by 0 adents
b-7r c s n--


1951 1952


ox _=7
1953 1953


sh _Z 700 600 3.Y Z a,


S2c4nc 1 2Z42OOQ



rhylsioc 0
3 412 lSo3)4 _U2






ASL& e._22ZL .C...(2l L.0
g~fe2.


by no-ntwdentn





a ~Lg .k2JLi... te. .ix^.- Q
670 619 610 2131








agt7_ 2 ..0. .L.. .


a..Uo Ao-1
%pA. 1.J2j.,
'Asfcra
&^a~i2^JdQJ~il.^
^^^^>&5^2^ ,o,.5a


--------


-L


















...V.S .. ... .. .. 4 1. ..
'11 .

*. <. .'.., ,, ". ", V V W i

-




S,. r ( -. 4f
4. O z -




.. s-.. c .W ; CIA .z.. ..

c' ..* .. .. _, t.. .'- W Z mM ..' W






'"..4 .. 3,,' '4 .4...4 i, !;. ;. ', r .,.' *. 71.' .. < '. "

.. ....... O rd Vw2 WA G;








i.4 .. .. 4.. ,:. ':, .. 3. I.. ..',....... ; '. 0'*- trss .. ;... i ,,....... r c
SI -. .
4. 4 .. . .,X, I : tA, lU ,j. 3.. 4 4 J ..4 4.- 4. 4. ,
0.- n the, 1 ; I-








I t ... .: ' c A'. J. 1 '
3.. ." A \'




44:44 44. 3.4 4. .4. 4. 4 ; t 4 4 .' w .. .. ..,,.. ''t ... .-







x i-v .. 4***~. .-: *. ,..- *"" i .'





4% -4,; 1 -1 .4
4 4 .' .. l. ', 4 4 '4 '4 I
V ,. 1 ^- .;, r,^ L < .*-^ .',.- ^-t-: '-*C < i ^ r, :1\ t J ~

i'.^' .**^ .: :.C (i '.. '* t ^ *; : :: i-.,
** *+ c .. .;' .- ^ '. ;L l-.1 C:'*'.. *., r ^ -: y ^ : -" P ^


L








25

nWd more aldividual fgidwnce, and thirdly, special eophaEsi
should be t:iven ro vocational au'tjots.












"-BLE VI




ParL 1
I i. E t ; L J Ni *'.. F 1$ i ;E .,1- ilO
GKrAJUATIS



Graduating Firat Approach: "Did you have any after
Classes hi6h school problems and needs?"

"I do not know" I"Ye" "No"

1951-53 30 6



f'art 2
radua,'ing problems and needs tiven after the second
Classes approach.

Help in finding Help on deciding after
a job. high-school..job, *.4 .

1951-53 18 23


____ ^.___..Wrt 3I....
Graduating Neded itUproveaents listed by the 'iJvoli
Classea High School graduates.

Offer Diplomas Offer more Give more
in vocational vocational guidance.
_s ubjects., LubuecW t__
1951-53 25









27
:.dtoratirn fotain in part 1 f t Table V shws tvo Wait
wt.ait th. nuve ot tih gdiuavtet went i t vW o were pr4es5te

17 ssc4 it a'titituwl: tset'r e1YCait'C l trtninn: fl:ni
exftat t* :di0. thes, $ds6 wore ut. *ree ratw tis u;i
tRods*er t, a' XwM. Pan f" revealed tiL v hat tvOent the noeda
of tho iE*a^itos wn ars t whA aftFe isnot :.nrged in stzttinulngt
t.aOir cducJiCtla1 tr3 tei. Thc axtsit to which thse V a es
wSO tatt rsOW alo rted irbia spodert a*W. low* TWoe
nti4iait. of the gr4adtinEk; class of 1951 stated that their
epS(do welr wit to a moderate deree I 1 said hts nnde wier
at to low desre.- There wWer no- ?tuntat who aUteatO
that their inWd.s w' w met to a hie, drree. "Aim studErnts of
the 19,2 atndu4Eineg class said their need wwere et to a high
dogrse; 3 oata&4 tirA nd*& wre we tto a mdwrao dogre I
while 2 sait. tt'ir nseteds tWr lset to a low degree. ne ntaw-
darit fthe 19 53 radwettrE clast sdaid ,his sedAs Weve amt to
a' h i decree 4 said ta'ir a@tde vnre mtt to a odeiratf Cs-
greet eid 1I aaid hsU ss.d werwt wit to u low degree. Thire
students of tho 1.951-53 f;r"duatUt4g el&ise said tieAr ne&ed.
weCe 0at to a db d etreoe; lAUse 9 sA4d their Inems vre et
to a wmodaste dfetree, amd 4 asid their needs wer mgot to a
low degree* Two noeBuatudeZts of the graduating elaer of 1951
natd that their neted were mot to :. mAerate deree. FirE
nonM.st*Asts eaid that their Weods wtem set to a l oW degre;
and none 4$Ad their neds0 were met to ae ig dgnr43 Two


L_~_III~__~)__~_~I___.L ~I if. ..








24
non-students tO the graduating class of 1952 said their needs
were met to a moderate degree; 5 said that their needs were
met to a low degree; -nm there were nr. st-.idents whose neAds
were met to a high degree. In the 1953 graduating clas~e, 4
students said their needs were met to a moderate degree; 7
students said their needs were met to a low degree. No stu-
dentn stated their needs were met to a high degree. In the
1951-53 graduating clawes, 8' nonmatudents :said that their
needs were met to a moderate degree; while 17 said their
needs were met to a low degree, and no students said their
needs were met to a.high degree.
This data indicated that the needs of the students
were met to a greater extent than the needs of the non-stu-
dents, which showed that the curriculum at Tivoli High
School places more emphasis on college preparation than any
other aspect of high school training,








TABLE V

TH MEaT TO WHICH TH4 TIfVlOLI UHIM StcOO
UIAUATE UIEDS 3=6 M ET

Part I
Mn'm


Year graduate


Madeate


...5 2. 2 1_ .l


3


31




Payts k







1952 O, 2.. ,


1951,,53 0 & I? a

19 S1.53 .. .aO.. 8 .. .1






30
Data presented in Table V abows three factors that
mwre fund in the oswUlatiyv record file that served "s a 11X.
icing influnce On the activities of thm Tivoll High Schoel
radUatis, 1951-53. Zhat in part 1 Of Table VI As the factor
or quartlU mak. TIh tuanile rank was rated "s lst 2od and
3rd, Prnated In parti 2 of Table VI Is the factor of scoio.
economic sttes. The wtcl.ovno*c statue wa raised as high,
oderate,ad low. Information d ltleS3d itn ar 3 of Table VI
ahow the health or the gradtts tu tdie. The health of the
gaduants was mted as gaoo, fair "n poor.
in studyti g the 1951 gsduates, It oan fonxad that no
students f.ll I the inrat qurtile rank; 22 fall in the
seoond quartile nly and 6 ell in the third quartie rank*
In theR 192 graduating class, 5 of the graduate fell In the
tist uyArtil Mnk; 8 ef l in the noso quartile rwank and
none fell in the third quartilf rank. It was found that 4n
the graduating claos at 1953 2 of the gradates fell in the
tfirt uartile ratk; 6 fell in the second quartile ranf; and
2 Coll in the third quartflU rMa, Of the total gradsutens
195U)0 7 ftll in the first qartilt ran; 26 in the see"
oad quartla nrnki and in the third quartil ranf. This
Indicated that of the totel graduates 1951-53, 7 wee above
thet f1 aage n chfool wQrk; 26 wre average; and n ware below
the average.







wile? Outylaf the a ou aooic vtacwz or the Tivoli
Sigh School O 1 dates the ro of or191. it wto feata
that ntome rtd hih% 15 roted MoeatEl asd 3 r^at" l3w
in the rad=ufttY Oas Of 19P, note ?ated UO; Wted
Matdrto ood 4 grdat" Veitd Iw*. 1 the 19W3 gadutilng
eloa3 no gargates rfajted bgby 10 maed operates aVd mono
rod Iw4 01! the t^okl SrPO&tMA fOm 19A1.3 none roted
h.but 36 1a4td Wodrate mi 7 rat Iwo Tbti aoza wat.
Ao students rted bwov the aver 34 rated te wo eo s=4
? rMr A0 4
I naok a bh th Study of the 19S1 OAPu U 06sts
it s ft d thA 10 Of the hram4b Md Vtod tae pd#a rnted
fair; 9a ean ratod poor & tha nowusk asxa or 19520
13 or the 4 Urtes Mood hihl gae Mtad fuair; and note
rated por I the IM grad 1sag lazo, Xt ,adnt.es "m
ed d' W Craltz rAted fary 'd sa rated M4 Thb
os that the b th of all the AP&duat rcw 191 -As
uilvO sthe I-OMEl
Th &t4ta in Teel V Indonlte d that 1) rdteo
made A caEl bV *te Tioll Iigh SooP1 aduaten worn Ahiks
(W) the gAlio of tho Tivoli 1Ah T3t r hezbatea X 53Z
we" the arest an the slarima of parents ot tho T1ivol nel
adtenA getd 1991wW9 mV *imiltaj old ti Otadsto
for tUe lilvr l Hub *h*I gadates *ani l^-l^ their heath
war aboUt the am tO In fectieess.






32
TISM VI
FACTORS THi T LIMED TIM ACTIVITIES
ao th TIVOLI RISK SCHOOL G TaUADT3
?.rt 1
Gramdut ag qu3teflt rook
cla ._
zt 2t 2d 3rd


2 4


Total 1951W3 7 P,6 9

Vert 3






Hebeiatag oni tat


1951 0 1 3
19a ..0 10 0






Total ..91-f5 0 a 0_3
IPan I









Total 1951.53 41 ... .. .







mta psmteW t ble VII tW ls the tm teat to
whiii the TWaU $tth $hoo raedn&ess weft mwsed 1 Toah
tite that thy Mea I intd won e tduatlg, ITn the trtad
ulaiue al&s of 1951, U2 Zradates uW thct thy werr wot
samogo ei the VMAtitn that tbw M od in WIP bWfaw s'd.
otizgo Ind 6 vaij tha thy re t gn Mad A the vfltiutv
thsA they hA In Minkd heron flnuwtag 5" aduate
of tho saEn at 1l52 "i that they wha t We gaka In the
catiosc tey hMO in 1131A btWO trduatfts *d 46 "Id
ta tht tu4t wa -mtho ntiMta that thay had Ir
MWn botl'st wad^t Zimts. r of9 tha 6Md Utih
olsa of 193 04d that they ws not sw g all the vocw
6tts tact they khd In Wind bfoo4 srad4atiog; ad 2 vild
that they ert r ingr o toa te tVote o thAt they had 1a
and bfoiti .ruwti Ofr the tatl 9Atduae, 19512 ,*
f7 hrqdhat *W. ttel thoy wer not oetc w In thi CtWesa
stont that tl hay d it td btfof pduatlgj ;rM 3 aild
t&t they wom a1tapt in the meul.aue that they hd in a
MiAd ethat Oi^atingw ThUe dac ilieatd VteIM more $
dtvifn1 gu cdan n headed by bth TWvo EM i s rol
radwTe This 7U elm knd td that. 4*b ^ p emwcut
wc Bedea bys the T41oll 9191 Sshoal ordatooo


















TABLE VIII

EXENT TO WHICH TIVOLI RIGH SCHOOL GRADUATES WERE EAGED
IN VOGATIONS THEY AD IN MIND BEFORE MADUATING


Year GradUate6 Are you engaged n the vocation that you
had in Mind while you were in high school?
Number that Number that


answered no


answered ye


3g1 12 6

1952 7 6

1953 8 2

Total
1951-53 217 14







ihtae b t3 5 I the psT oEt Tivoli RIO
Otoaol gcrw teo WaTe id n Vartet ocVatim" It ven 'U
that 3)9 pert ot the rtVat slim e1 ra vadmtw coth'A4
th.r educitonae tinihns, # taM to 6stoeat that oft
ompaos Is platedm0 o*loy1 tpra thtin o"Y other
apea or hith oo tr tgu naWty oa Vm froatw ot th"
edtes otarad t*he and sti ca tBe i Wan that mreet of

sria the re 5peaed to a wes t tfme with ithe aed -
tocoo Svnnteae pwemt o the vwdulno tba home wrvfs0
hihsh 1indteoo that ea marhrl $tUdita wee vtwdisW hiS.
aiool, ad We1y tetdibt ail thr y ra*unted they ote
tied to ab a hoookevwa This Palo Indicated th"t a klate
peramit o f ra3l mrtduateos ben boowtvl0ws aewsatety atr
fradoadsIS fM hi& 64hOeOZ T Perte of the SMi'athe beWae
pvblie vtokb 0eo, percent or the Vg^hete bOtW-0 oaittea"
Thrs pnt ast ot he tW eeoe Wt tfla *lyed aW poe "ahWM
oabi"O. Throe Perst of thae a tnt twol wrkrA M h tte"9
Two por a a the praatte# bamet Xmfnad wOkar wan fr Per*
oU oa the grotetos wee T1yJe4 as*it This datea Zvaed
toot tile ype at BdstM5 wA the GrMwt mWgae i w
V=14 at tht in n tseti o4d the grad atete S their v
iattafl atooIAN a tarpktowcr into latew xo.





























M :ur'e 5


percent .hl t tt
sdc;ioanjmal trai^ g,


P- rcou t .at. became hoas-
wives.
4rcont th S
r ccent thee ecae e
^^ io ^rM^.


I |ercenz, t became
FX cashiers.,
percentt .hat became
mitr3esa,


.eOnl v tIhat bec&aa
Public COOKS.






37
?TaM* Vll rnalst tft deps otf W"esaun2s
rFieed by the Tiwolt F& tstv a $chml 3Asute1s" in v


Aah Obsw ru4ei v twe w2* 4as m1 Zte ma 4weaq"
of th g&al fatevhA etaaun in the Moix Ot ,a.erascd
a t& deaV o ea tVA s m e or tho n95 sftrd


ns gradun eW"wosd a 1*w dMgtws ofr IaesttAness the
9?2 nradutta ca*", t4e ot the anAtm ams the fpo4i
e0a04 a but doM 14 lgV)dtea oo nwiamed
a a der ato dewr of ntat anma &A I nadt wiAmced
SU dew"ra o teoeial.wa e pad of tha e 43la" o
1953 avo3ape4d a mh* d a nsewattea, t16 of40ts
squwiemn adas tbeam 40 %srada mo a, I atmea
rua^nceid A oeto de or me aKta"et POaN tde 195*S
gra&saig aleasn 2 taldut4 nAM tSht thy espietnd t
high doer of switleas 36 epif tend a wd"Zto Me
rf acetsHfu at 3 Em itfo a itn I( n* lt hf nteflatlt.
ne.s thla do"efl dlpalo that of tI* &vt"tblo *atnns 19Ar*
3, & goa6ts a ttwd a m 6bW te avwrae toes st of ,w
nassiNuie es p4WiMe4 a mwa deo oftf mtdsa awsw
d graoMs opritA a 4w th wap de" or e
oswfart

























t ...e.-...* ... .^I" r-.*II*.*. .. a .I...-M f i .**. ^ HImIIII l~ll)* 1" ^ *!" ^ '* "1" lir*"mI.Iy-^r.icr^..:II^onf l m-blfk
pShi~'i~ ingYgsos a.M UM ws9(i~l lsini'awue dntsr# ill. F Wialil up6~lf
W (N^ SgS. A^ E












-Hr~t6le^~t-^-->*^^
tA.''^ 3.0 .. S.

414 f:"* ^ >fsC^'ilbt<"rt"'JiJt1;> i*'i.de a11 a~L^^alh t ., 'tq^ M n**T1*o ~ la"








It nia c 'ond in figure 6 Ihat; the average annual sal-
aries of th 1951-53 graduating classes were as followas (11
the avera.~ aInu al ineta of the 1951 graduating lase vas
42,12l8,C9 (2) the average asmual income of the 1952 gradua-
tieng Clas vWas 2ta20400, and (3) the aTvra4e annual income
of the 1953 graduaing 14es Wae ~1,262,C*), This dota shows
that there was an increase of 75vl1 averago annual income~
that the 1952 Eraduating aass experienced as compared to h
Sraduating clas of 1951, while iere was a decrease of ,924400a
average annasl incne that the 1953 graduating clase experiv
esCd as compared to the gadluatib elass of 1952# The rea-
son for the i rass in the average annual income of the
Tivoli Hia I chSol gradnsate waa! that the parent of the grdo-
uatesa rane ed into the anmy in 1952 was gresstr than the per-
cent nrafted in 1951. The reason for the dcrease was rhat
the percent of graduates drafted ino the army in 1953 was
smaller than bhe mi or of graduates drafted into the army In
1952, E~phasis was placed on draftees because the bulk of
good pay earned by ay graduate from 19w153 nas earned by the
graduat s that went Into the serr g



































4 1v.^t -J ,L .y 1951-53 OGRAMA N43 XLtd.3









CHAPTER IV

SUMARY, CONCLUSION AND RECOMN NATIONS

I, SUGARY

It was detenrined that the curriculum at Tivoli high
School was college preparatory, with little emphasis being
placed ooon vocational training.
Thirty nine percent of the total graduates, 1951-53
continued their educational training while 61 percent of
the total graduates, 1951-53, did not continue their ,duna-
tional training,
The occupational distribuioe of the Tivoli high
School graduates 1951-53, were wide and varied, Thirty nine
percent of the graduate continued their educational training,
27 percent wnt into the armed forcS 17 percent of the grad.
uateo want into domestic work, and 17 percent became house-
wives.

The graduates studies were fond to be about average
as to quartile ranks socio-economic status, and successfulness
in their present vocations, but above average in health.
In the high school curriulum there tended to be a
wider range of academic subjects than there were of voca
tional subjects, with the Majority of the graduates stating
that ecgliah and mathemation were most useful to them







and science, history, and aEai the least aseftl to them,
The subjects liked mtat by the graduates were eaglih,
physical eduttica and shop work; and those liked least wer
mafahatics, history and chemistry Roasons for their likes

and dislikes were ths of interest aed Uslerstanding
It ras found that oast or the graduates did not go into
the voationa that they had in mind while they were in high
8
and clarified. After haviAn been given help in elaifying
their needs, it was found that the present students neds were
tmt to a greater "Xtent than the present noa-studflnts needs
we" met.

II. CONCLUSIOlm

This study bha pointed ot the ratiou factors that
affect the grad4at as they participate in their social ul*-
ture, The graduates have responded to aofse fetors negativelly
and swmE factors pesiaively3 but gettig a response o one o
the m or c consideration ot this study, so that pertineAt data
could be recived and treated,
It wa founA after trtating this data that the cGrrig*
ulum at TiVoli High School did not adequately et the needs
of the graduates who did neo attend college An a result of
tis atudy, several raeomenidstion were mdes








III. RECOMNPATIOS

S-wev re A idatios a-re net offered as a care for all
the graduate that "mi tzrted in this atudy, not ar the
reoea at aan W aito pleaent prnsnnt edUcatio4al practices
carried on in the lo4ality of tbia study; but it is felt that
from this study, proper authorities nay get som infor tio
that mstE t help thm to better meet he needs of their graduUatf
In order for the teds of th fivali ish School
gra~ ates to be mat to a greater extent the fololing recc
ierndations are offered
L, :Vrv epbtasia shald be Placed on i4nivifdal gi-

a, Help should be given gradvates In detemnida
their needs and problnts.
b, AssiatAnce shoUld be given gradats 1in deter-
rindnS their after Mgh ashool ob4eives,
o. telp should be given graduates in plACn t1hem
on jobs after they sradua t fr high shovel
d, Foll* w p studio s hoad be nitiated on the
graFduting seniaBo
2, The vocational mrotgr. should be re-examined i
light of broader offer1iag and apeiAlIatio ini pae-
ticil.r fields.
3. Subtjecte showed be ade or lO int"reatUM add mora
easily andersta4d through practical Applicatiaon





























SAILZMAIM









AItemvpy ilfi ld
um Thai n%


r~i~i~ll~b~L~ gl iin I7C
Tha I,.


007N e I- --LA 1
.13m. omt l
biily'eIwn xrw


Fli~5i~r r4j ~
Z ~thd t


- I -. = .


a mlwanaAS.


i~sur ~: aarp~P























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QUEjTIONlAI3E



1. Name_2. Date L_____)2
ILast) (First) (Middle
3. Age-_ 4. Date of Birth
5. partial status 6. Sex
Married) (Sing.) Wid. (Div,)
7. Father's Name 8.__ Father's occupation
9. Mother's Name 10. Another's occupation _
1. Number of older brothers 12. Number of older sisters
13. Number of younger brothers 14. Number of younger sisters
15. Your present occupation_____ 16. Annual salary______
17. What subject or subjects in school did you like best?_
-_ Whyl

18. What subject or subjects diM you dislike most?
_____ Why?

19. Were you offered any guidance while in high school?_
20. If so, what person offered you this guidance?
jteacer, principal et
and what things was this Suidance offered in?
21. Did the high school you graduated from offer courses in carpentry?
__ sheetmetal?__ automotive mechanics?_ brick masonery?
plastering? cement finishing? __welding?__agriculture?
electricity?, cabinet making?_typing? .

22. Did the high school f rom which you graduated offer courses in
citizenship? biology?__ government? English9 history?
mathematics? chemistry?._,

23. Did any of the following things determine your after high school
activities? health? ___ j amout of money that you had?_
parents occupation? a arka that ymu made in high school?
number in your family? fact that you lived in the country or
in town?






24, List esoe more things that determined your after high school
activities,

25, List some of your after high school problems and needs._
-*

26, Were your needs met as a result of attending high school?_

27, Why do you think that your needs were or were not met?
______.._ .. 0


28. Do you get along with people?

294 To what clubs do you belong?

30, To what scnool clubs did you belong?

314 Do you attend college? What college?

321 In what department are you specializing'

335 Have you ever attended college? If


so, what college? __


34* In what department were you Tecializing? ,

354 Whu did you drpp out?_

36, Do you expect to attend an institution of higher learning? ..

37. Name and type of school_

38. Whom have you soken to regarding your preparation for this school?


39. Do you like your present occupation?

i____If not, why?

40. Are you successful in your present occupation?

41. What is your degree of successfulness?


If so, why?


Thigh) moderate) Clow
2. Had you made up your mind what you wanted to do before you
finished high school?_

43. Do you think that you could nave stopped school in the eighth
grade and succeeded in your present job?_

44. If so, why?

45. Were you given any assistance in helping find out what you want-


ed to do after high school?










46. What things did you help put in the curriculum .


47. List some things that the high school you graduated from could
have offered in order to satisfy your needs and problems.


48A What is the condition of your general health
(good)Ja r) T(p3r)

49, Do you suotort yourself completely?
50. List all jobs you have held for the past wto years?

_195_3_ ___ 1954


D.gV t -on

Weekly pay
Hrs, a week
51. What is your estimate of the nalue of school training,
(Rate' P ost UJsGful; F, Fairlyt sefUl L, Le I UsefAl;-



2,phthematcs ___
.3 Science
4. History _______
o.juscy ,____________________--
: ... -^- --- 5. o tnorm- -. --
7. Physical Education -
_8.ygiene______
9.Social Actvyities
10.Extra Curricular Activitles
-11.Obher items ._