The Thirty Schools recognized that some way must be found by which each pupil should be well known by at least one teacher. They took seriously this obligation of knowing their students well, and several effective ways were found to meet it. Such arrangements as these were devised in various schools:

The counselor or home-room teacher became also the teacher of his home-room group in one or more subjects.

The counselor continued with the same group of students, not just for a semester or year, but for two and often three years.

Instead of a formal report of grades sent to the student's home without his previous knowledge, a carefully written statement of his progress was prepared jointly by adviser and student. This often led to a conference attended by counselor, parents, and pupil, resulting almost always in greater knowledge and understanding.

The counselor visited each student's home, at least once each year, more frequently if necessary.

Organization of teachers around groups of students with whom they all were working supplanted, to a considerable extent, the traditional departmental organization around subjects.

In some of the large high schools a smaller school within the larger one was organized. Thus 6 teachers became responsible for 210 students for the greater part of the school day. Each teacher was counselor of 35 students, and the 6 teachers and the 210 boys and girls worked together as a unit. The schedule was arranged so that there was flexibility in class grouping and so that the six teachers bad an hour together for conference every day.

Teachers have learned much about their students by means of the new tests developed as a part of the Study.⁶ By using these instruments of evaluation, designed to measure growth in reflective thinking, social sensitivity, extent and depth of interests and appreciations, teachers discovered many significant facts which might not have been revealed otherwise.

Perhaps the most effective way of knowing and counseling individuals has been found by those schools which have developed core programs dealing with the common concerns and problems of their students. The counselor is also the "core" teacher. Two hours each day are usually devoted to the units which comprise the core curriculum.⁷ Thus the counselor inevitably becomes aware of the students' concerns, for they are the subjects of study and investigation. And as he enters into their lives through helping them with their problems of living, he becomes truly their counselor, guide, and friend.

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