THE LIBRARY OF THE NEW YORK STATE SCHOOL OF INDUSTRIAL AND LABOR RELATIONS AT CORNELL UNIVERSITY DIVISION OF VOCATIONAL EDUCATION PART-TIME EDUCATION SERIES 6, 7, 8, 9, 10 1921-1922 CONTENTS Part-Time Epucation Series, No. 6. An Analysis of Clerical Posi- tions for Juniors in Railway Transportation. Part-TIME Epucation Series, No. 7. Selected Reading List’ for Administrators and Teachers in Part-time Schools. -Part-TIME EpucATION Serres, No. 8. Part-time and Continuation Schools Abroad—Reprints. Part-TIME EpucaTion Series, No. 9. Recreational Reading for Part- time and Continuation Schools. . Part-time Epucation Series, No. 10. The Work of Juniors in the Telegraph Service. PART-TIME EDUCATION SERIES, No. 6 BULLETIN No. 5 UNIVERSITY OF CALIFORNIA DIVISION OF VOCATIONAL EDUCATION RESEARCH AND SERVICE CENTER FOR PART-TIME SCHOOLS AN ANALYSIS OF CLERICAL POSITIONS FOR JUNIORS IN RAILWAY TRANSPORTATION By R. E. BERRY ISSUED BY THE UNIVERSITY OF CALIFORNIA IN COOPERATION WITH THE STATE BOARD OF EDUCATION BERKELEY, CALIFORNIA AUGUST, 1921 FOREWORD This is the third of a series of studies of junior positions in com- mercial occupations, made by the Research and Service Center of the Division of Vocational Education. The study includes an analysis of the clerical work of junior employees in twenty positions in the general offices of the Southern Pacific Company, San Francisco. The analyses as presented in the bulletin will not only be useful to those who are engaged in the education of young workers in railroad offices, throughout the state, but will be suggestive to teachers of youths employed in similar fields as a guide in making similar studies in other fields of employment. The data for this bulletin were collected by Mr. R. E. Berry, Associate Professor of Commerce in the University of Wyoming, on leave of absence. The study was directed and edited by Miss Emily G. Palmer, Special Agent for Training Part-time Teachers, University of California. Rosert J. LEONARD, Director, Division of Vocational Education, University of California. CONTENTS PAGE Umbro Ueto ints vsceeretscass ccc: sGasadvedscicsiibua sien sas viv cocepuonsanstsavbecesvouvannerteedevsna se avessueleseeuy consoles 6 Part ONE ANALYSIS OF CLERICAL POSITIONS Four Positions Common To Many DepartMEnNts. Messengef..............00065 Seheneiens SPR ic deag ga teed Saas te io tsta pes talvains fara misn aoa nesta) 11 I. General Facts Concerning the Job. il DMs, 9 SIMUL sks 25 cco Shenae toe rods ti boa baherastlvcnnesdtrocmea ue sessed okey Sasa weer Saneovs ll III. Required Knowledge Arranged in Instructional Units............ccccccccscsssesseeeee 12 IV. Promotional Possibilities.......0.0.0.0c.0ccccccccsccecssescsescssssvecsvececesssesececnsseavsesseseeees 14 15 wee (15 TDs DUO shana eats 2a cas ah asa a Soc sca rasa esau de er cyenan csv Sonne aw asaba eaenecemnetodes 15 III. Required Knowledge Arranged in Instructional Units.....0....00.0cccccseeee 17 IV. Promotional Possibilities......0.0.0.0cccceccecccessecssscsssesssssesscsesesesvsvevsnsvessseseseveceress 19 NG OL ST Ko. oes sebvct deceit aatatess wins net aenaa ert edeamsant ceaeu enttawenraes neste ie acetate eat AC 20 I. General Facts Concerning the Job. we. 20 DS, Te ess ese lad es sain vba vee oop tba dasa ta ch dea Stetindndocs Mae abseads auawdocasesoetaraees 20 III. Required Knowledge Arranged in Instructional Units... ccc 21 IV. Promotional Possibilities..........0000.cccccccccccccccsescsecsssscessscssssvseseessscesesvsetsversenees 22 fS Ge Tic Beep INCH aay cae ath eae aac a Ses A as eden e careancnccian Seen ahenatant ee oe 23 I. General Facts Concerning the Job.. ace 28 TEs DW ti 6S ies seiewtertinasece mace ae eck al accel eke secaebenias vast uldenseiersaae 23 III. Required Knowledge Arranged in Instructional Units.......0..000ccccccecee 24 IV. Promotional Possibilities. ........0..0.cc0ccccccccsccseccsesscscesssesscesesecseeesseescsessacseseesesaes 24 TureeE Positions CONNECTED WITH THE PassENGER SERVICE Ticket Stock Room Clerk........ccccsscsscsssesssesssssscssessecssevecseesssssseceseessueessessessnesnsesssecs 25 I. General Facts Concerning the Job.. i 220 Ae PUGS seer tes oath a las Rhea lah cls crialuash balhdiat abel ee eect ater sateen at 25 III. Required Knowledge Arranged in Instructional Units....0....0.0.ccccceeceeee 28 IV. Promotional Possibilities..........0.0..c.cccccccccscscsessscssescsesscscssseesesesecsssesseseessesecseessee 30 Advertising Stock Room Clerk...........cccscscsesssssssssesseesneereesneerecanesaessneesecsneeseesseeseatees 30 I. General Facts Concerning the Job.. 30 BUAD SUT GLOS aa fazecca stances sions da sacle SVs as esac ABS se te SARL SOME NOLO bs eal dad oe 31 III. Required Knowledge Arranged in Instructional Units......0.00.0.0.0... navies “88 IV. Promotional Possibilities. ......0.0.0..0.c:cccccccccscscssccessesscseseescsesteecsecessseseteeasteesesesees 35 JUNOT CLAMS CLEP secccsi ses sds ecu ledueanie acess aanv aaseoueeie weenenade tala hapenianwnaaeas 36 I. General Facts Concerning the Job.. a. 36 Ts SDH St aera gee ceeeniiax ed tennant meee 36 III. Required Knowledge Arranged in Instructional Units. 39 IV. Promotional Possibilities.......0....ccccccccsescesecsssessescsesevscsesecscsesecsesestnsvsssecscscscesees 40 Positions CoNNECTED WITH THE FREIGHT SERVICE PAGE Junior Way bill: Clerle vorsasisces cnciseavau eer eat cree aides ae aeons 41 I. General Facts Concerning the Job.........ccccccsscescsesereseseeseeeeeeeeeteneneneeene 41 DD, DQG S cicesesassvrcconckavantsoaaslarcibesutessnienesdainnssatissesiierssied tseuet aes eag et ieee raemitnerReaes 41 III. Required Knowledge Arranged in Instructional Wilts) i shccsscss ga aa eae 42 IV. Promotional Possibilities. .......0.c.cccccccccsecsccscseeeescseeeesceenecsescnsessevsvsssseessecasesaeees 44 TurREE Positions CONNECTED WITH THE AUDITING OF PASSENGER ACCOUNTS Sorter-of Local Tielcets:. 5: is ccsvssvacaverecdyraenseeyetoed eee neues deattemeasadeer ead acre ga eeaitens 45 I. General Facts Concerning the Job sesinaehi ster ehediaaatdeka tes 45 TLD IDES i ccexsterspasstiicsnenr vane nied aabetinitaced inenseassiea “Sided esc daus ccna adate obharwaannnteay naan ase gat 45 III. Required Knowledge Arranged in Instructional Units.......0..0.ccccccceseeees 46 IV. Promotional Possibilities............cccccccesecesscceeeseseeeessesssesstesessessscsesnecsseasesesens 47 Ticket Sorter and Checker (Home Interline Bureaw)...........c:ccccssccceseeeeeeceeeneeeeene 48 I. General Facts Concerning the Job.......ccccsccsceesseeeiceenesneenssenstenecenenes 48 II. Duties 48 III. Required Knowledge Arranged in Instructional Units ab eau bass eee cietae 51 IV. Promotional Possibilities..........0..cccccccccccsccseceseseeelerseeteeseeseescsesesesseesseeeseesnetees 53 Tally Clerk (Foreign Interline Bureau) 54 I. General Facts Concerning the Job... eee ce tenese tees ese ttesesnetene 54 DT) DU GAGS ss wetsssoxssssivenepasces setatepinen si doe ek da hteaa anes eas sean decane cued th sag ateonerebursapmeaeecnta cit 54 III. Required Knowledge Arranged in Instructional Units... 58 IV. Promotional Possibilities.........00.0.0.ccccccceccssccssscesesesssecsesesseeeecsesenscsssessneesesetscseees 60 Four Positions CoNNECTED WITH THE AUDITING OF FREIGHT ACCOUNTS Carbon: Clethevieveiveieyy sacivevanyievset sateseruavipaes resent veces nano situa pea aaneuenenee cer isacasocancias 61 I. General Facts Concerning the JoD.........ccccccccccscssssssesssseceeesescesscsesseeessscseutusavace 61 ED? DD UGH OS 23 3 Fetes sec des acca ede ca dace eax ced tata sues Peleccn, Saeed ea rah au calsea punta saeevr ala vibvevNeewtts 61 III. Required Knowledge Arranged in Instructional Units... : 62 IV. Promotional Possibilities.......0.0.ccccccccccssscsessseseneseessseseescesseesesessessscevseesssesaeave 63 Waybill Arranging Clerk...:..:.cc.c.c.joccccsscdsscse;svvesssesnssresasssavssasrenssonssaviesvseveva ovesesvostonnevecs 63 I. General Facts Concerning the Job 63 UT SIGNS ae era aoe tote instant ala el al ata a ta arn a WN See Et oA ae 63 III. Required Knowledge Arranged in Instructional Units 65 IV. Promotional Possibilities........0...0.cccccssesseseeses esses 66 Checking Clerk (Tracing Bureat).........:.cccccccscsscsssssescsessssessseseseeeees 67 I. General Facts Concerning the Job.......0.000.c00. den eteaetals 67 WD AD UGiOS) c2es, cain eaten wid Ha ctiid a aeeaai andr camaasateneteensaaioes 67 III. Required Knowledge Arranged in Instructional Units 69 IV. Promotional Possibilities....0.0.0....ccccsccsssccscscssssssessssvscsesecsesesavsesusassesesssesessseevees 71 Junior Clerk in Rechecking Bureat......c.c.c.ccccccceccsscsssscscecstscscscscscacscacccavsvavevatevevecevece 72 I. General Facts Concerning the Jobo. .cccccccsscssesssssssssccssesesssscssssssetsssssssseveceee 72 DV SGN 25s Beast tececnteeetinbertnntesyapenteitecrd RG ice. soa ean time n doe oe 72 III. Required Knowledge Arranged in Instructional Units....000...ccccccccccccsssesecesese 74 " IV. Promotional Possibilities....00.0.0000..cccccsscssssessescssessussessessarsssesessssecesevsseteuseceesee 76 I. General Facts Concerning the Job Tg. DUMB cect cs stgesy nes ese ote ipa vade a vasel ubnoeanst svuncornaden Calsscivasveieessessansuvveseoees III. Required Knowledge Arranged in Instructional Units... IV. Promotional Possibilities PAGE Distribution Clerk ......0..ccccccccccccccsssssssssssvssesessessesesarsuestescareaveseasenes .. 80 I. General Facts Concerning the Job.............. .. 80 TE; ) PUGS sicaeiahacistasss secdap tea canescens dau hocerertsien wlanltain Sai ays ota .. 80 III. Required Knowledge Arranged in Instructional Units........0.ccccccccccsccscsccsseeee 82 IV. Promotional Possibilities.........0.0.0cccccccccesseseececseessssssesseseeses pe ricaatereedee ean 83 Tree Positions Not Open To Juniors Manifest Clerk (General Freight Office).....00.0..cccce 84 I, General Facts Concerning the Job... 84 Wy TUG OS sas raetreae tect e ecko, ceva eect 28 a ctyalaieadvasd wiiaa ioe . 84 III. Required Knowledge Arranged in Instructional Units....0.0....ccccccssceseeeees 85 IV. Promotional Possibilities... ccc ccccccsceceseecscsesscscssacscssesesevavacssseeevessesevees 85 Indemnity Bond Clerk (Treasury Department).. .. 86 I. General Facts Concerning the Job.............. .. 86 TDs) “DUS esas sesh ee ere area een eat eames nian ea ede, .. 86 III. Required Knowledge Arranged in Instructional Units.. .. 87 IV. Promotional. Possibilities. .....0.0.0.0cccccccccccccsccsscscesssescssscescevsceeesescssessevacseatsensaesees 87 Garnishment Clerk (Treasury Department)..........0.0c0ccccceccesssesesescscssesesesesceceanensvere 88 I. General Facts Concerning the Job....... .. 88 ADM ce ULES Fase settee ae pneia scales fous nts nadie hart hegre .. 88 III. Required Knowledge Arranged in Instructional Units.. .. 90 IV. Promotional Possibilities Used toe anea etd hata ot feds Chak a tre a cian Baad ha Sige ny 90 Part Two SUGGESTIVE TEACHING MATERIAL Background Topics.............. estan sien sieegen a idbv ean hans chan ary caer ahaa venti cy 91 COrPOTATION S seus sg earseet tine ciseavinten cana nied oteraian eatin deteadss ediitee nd sages deastoedee dossier 91 Economics and Geography. ...........ccccccccceccssesesesenseseseeeieeeesessssesssesessuscsesetecsnscseseneeas 91 Transportation Charges......... ; . 92 Railroad Regulation....... .. 92 Business: la wesccosis es casecees esas sagavesan ed recupsensasvareasysnsetiaes .. 98 Related History vrssiccrenessn eens seaneincee vecnmeeen areca w 94 Railroad Documents............0.00. .. 94 Growth of Large Railroad Systems... ccccccccceeecceeseseeeseresesesesceesneesnseeneens 94 Local Railroad Development........0....ccececc cess cce ce eeescsessesssaesesenenensaensrensateess 94 Biographies of Well-known Railroad Men.. . 94 The State Industrial Welfare Commission...... . 95 The State Industrial Accident Commission... .. 96 Health and Hygiene.......0....0: ics .. 96 Business Ethics and Decorum.. . 96 Citizenship igs, cecotseavanperents resatsnramenrensatensy sate aan eevee tn aa tees 96 Sample Lesson Plans ‘ 97 I. The Shipping Order and Waybill........0. ccc cece reece neneeceaeereneeeeereeate 97 TT; (GeO BFR DI Ys, cceantucscesersapsareranies ean eadvan anand capn ies nouaaouavedoniiomvionannaaeNReTTaeNs III. The Passenger Ticket... IV. Correspondence.............008 Wi La Wesceests vosteeeanrnieneiatens VI. The Corporation............... VII. Transportation Charges Railroad Transportation Terms. ..........:cccccccceseesceseceesesneseeesseesecseseesesseererenneeene 103 BookSsANG Magazines icccecscsasesoisraietarvens ipa stineedsnegisdnasseasoosduieesvidest vensatio a bubeiageabicasbaveiodes 104 INTRODUCTION The development of the Western States of this country is due largely to the transportation facilities offered by the railroads. Both the economic and political development of the Western region has been immeasurably influenced by the transportation facilities. The work involved in the service of transportation is scarcely realized by the purchaser of a railroad ticket or the holder of a bill of lading. In the division offices of a railroad hundreds of clerks must check, sort, trace, classify, study, interpret, and file the records neces- sary for every transaction. Among the clerks so employed there are many girls and boys between the ages of fifteen and twenty. The study of clerical work included in this bulletin was undertaken for the purpose of giving teachers and others interested in the educa- tion of employed youths detailed information in regard to the work performed by junior clerks in the general offices of a large railroad and in regard to the training necessary for their work. For several reasons it was decided to limit the study to junior clerical positions in the Sduthern Pacific Railroad offices; in the first place, the company is large and has a typical railroad organization; in the second place, it employes many boys and girls between the ages of fifteeen and twenty; and in the third place, all of its central administrative offices are located in one city. The analyses of the various junior positions were made by con- sulting with officials and heads of bureaus, by observing and question- ing workers, and by a limited amount of actual participation in the work. The analyses were then revised and-corrected by further obser- vation and conference. The courtesy and codperation of the officials and employees of the Southern Pacific. Company made the study possible. RaILRoAD ORGANIZATION A railroad company, like other corporations, is owned by its stock- holders, often numbering as many as fifty thousand, who elect a board of directors to control the corporation for them. The board of directors in turn elects a president, various vice-presidents, a sec- retary, a treasurer,.a general auditor, and a legal counselor. These officials are necessary in any corporation, no matter what the nature of its business. INTRODUCTION 7 The fact that the corporation -is a railroad company makes neces- sary a special organization, within the general organization, to perform the functions of transportation. The special part of the railroad organization which is concerned directly with transportation is divided into two large departments, the Operating Department and the Traffic Department, each of which is divided into several branches for purposes of efficient administration. The Operating Department, under the General Manager, has various subsidiary departments. The Roadway Department, one of these subsidiary departments, provides and maintains in good con- dition the roadway and all physical property connected with the line. The Machinery Department, another branch department, provides and maintains locomotives and cars for traffic. The Transportation Department performs the work of moving passengers and freight. The Traffic Department conducts the financial and business affairs of the railroad company. It classifies traffic, determines charges, handles claims of passengers and shippers, solicits business and endeavors to increase the traffic and earnings of the company. This work is under the supervision of a Freight Traffic Manager, a Passen- ger Traffic Manager, and a Mail Traffic Manager. The first two of these officials are assisted by a General Freight Agent and a General Passenger Agent, respectively. A railroad requires a great variety of supplies for the operation and maintenance of its trains, roads and other physical property. For the purchase and distribution of these supplies it has a Purchasing Department; in charge of a Purchasing Agent. Under the Purchasing Agent are a General Storekeeper and various District Storekeepers, who keep the supplies of the railroad and distribute them upon the presentation of properly authorized requisitions. Under the Auditor are four departments in charge of the follow- ing officials, the Auditor of Freight Accounts, the Auditor of Passen- ger Accounts, the Auditor of Disbursement Accounts, and the Auditor of Miscellaneous Accounts, whose duties are indicated by their titles. JUNIOR POSITIONS Four of the junior positions analyzed in this bulletin—namely, Messenger, Office Boy, File Clerk, and Stenographer, are in many departments; hence in each case the list of duties as presented is a composite of the duties performed in several offices. The remaining thirteen junior positions which are analyzed in this bulletin are located in the various departments and offices as 8 INTRODUCTION follows: in the Passenger Traffic Department—Ticket Stock-room Clerk, Advertising Stock-room Clerk, and Junior Claims Clerk; in any large Freight Office—Junior Waybill Clerk; in the department under the Auditor of Passenger Accounts—Sorter of Local Tickets, Sorter and Checker of Home Interline Tickets, and Tally Clerk in the Foreign Interline Bureau; in the department under the Auditor of Freight Accounts—Carbon Clerk, Waybill Arranging Clerk, Check- ing Clerk, and Junior Clerk in the Rechecking Bureau; in the Treas- ury Department—Assistant Indemnity Bond Clerk and Distribution Clerk. ’ Lastly, three positions are analyzed, being typical of a number to which juniors might be promoted. They are as follows: Manifest Clerk in the General Freight Office, Indemnity Bond Clerk and Garnishment Clerk, both in the Treasury Department. THE ORGANIZATION OF THE STUDY Part One of the bulletin contains analyses of the twenty positions just mentioned. The analysis of each job is divided into sections as follows: I. General Facts Concerning the Job; II. Duties; III. Required Knowledge Arranged in Instructional Units; and IV. Pro- motional Possibilities. Section J of each analysis contains a number of facts about the occupation including a statement as to the department and bureau in which it is found, the approximate length of time required to learn the duties, and the neccssary qualifications for undertaking the work. Section IT contains a detailed, classified list of the regular duties of the worker while on the job; in a few instances occasional duties have also been listed. A large volume of work in the railroad offices has to be done on schedule time. It has therefore been necessary to assign each worker certain regular tasks to which he usually devotes his entire time. Often several clerks will be occupied with the same work, dividing it by mutual agreement or as directed by the head clerk. In such cases, where a number of clerks were found employed on the same job, the analysis has been made as though one clerk were performing all the duties. By a study of each duty or task connected with an occupation the requisite knowledge on the part of the worker was determined. Section III contains a statement of this body of knowledge, arranged in blocks or units of instruction. These instructional units have been divided into two groups: (1) Direct Value Units and (2) Supple- mentary Units. The Direct Value Units are those elements of knowl- . INTRODUCTION 9 edge required for the efficient performance of the duties connected with the job; the Supplementary Units are subjects which will give the worker a broader view of his job, a deeper insight into the relation of his work to that of the department, and a clearer understanding of the reasons back of the particular work in which he has a share. Section IV suggests promotional possibilities for the worker. The lines of promotion named in each case are merely a few of the many lines which might be followed. In departments consisting of several bureaus, promotion may come either by advancement to a more remunerative position in the same bureau, or by transfer to a better position in any one of the other bureaus in the department. Pro- motion is usually within the department in which the worker begins his service. There are, however, exceptions to this rule, and in some eases promotion will be from one department to an entirely different department. By consulting Section III of the job next in the line of promotion, the units of training necessary to prepare for advance- ment to that job may be found. There is comparatively little opportunity for advancement for girls in railroad work aside from that connected with typewriting, stenography, comptometry, and other machine work. But for the boy who has initiative, is willing to work and learn, and who will ‘‘keep his eyes and ears open,’’ there are many opportunities for advancement to important and responsible positions. Even the young man who has in mind a career in the field of commerce or industry will find the training received in a railroad office of great preparatory value. Part Two of the bulletin lists topics for discussion and instruction in regard to railroad transportation. Topics of two kinds are sug- gested for study, those which are intended to give the worker a wider knowledge of the railroad business as a service to the country and as a factor in its development, and those which are intended to show the worker his responsibility as a wage earner and as a citizen. A list of railroad topics, related history, related citizenship and health topics, questions of business ethics and decorum, and related economics and geography, a list of transportation terms, sample lesson plans, and a reading list of books and magazines dealing with the question of railroad transportation are among the topics included as Back- ground Teaching Material. 10 INTRODUCTION Tue Purpose oF THE STUDY A large number of boys and girls at present engaged in clerical work in railroad offices, come under the part-time act; for this reason the bulletin is written with the hope that vocational counselors, coordinators, and. teachers will find the study helpful. Counselors will find it useful when advising with boys and girls who may wish to enter upon railroad clerical work. Part One of the bulletin will ° give them a detailed picture of the entering jobs and indicate some of the qualities necessary for success. Coodrdinators in part-time or évening schools will find the study a source of information as to the exact nature of the work performed by juniors in the offices of railroad companies. After visiting the offices and adding to or altering the analyses to suit changed con- ditions, and after consulting with the railroad officials in regard to the part of the instruction which may be given best by the school, they will be in a position to help teachers in their efforts to correlate instruction with the occupation. The teacher will find listed the instructional units for training a young worker in his present position with the company or in prepar- ing him for promotion. Practice in railroad offices is changing more or less all the time, therefore the list of duties and the necessary instruction must be kept up to date. To make it possible to change the list of duties and the corresponding instructional units, spaces have been left for additional material at the end of each section of each of the analyses. With a background of experience in railroad office work, the teacher will be able to interpret the analyses in the light of his experience and develop the instructional units into a series of lesson plans such as are suggested in Part Two. Unless the teacher is training a young employee for work in a particular office he will probably find the greater part of the instruc- tional material listed under the Supplementary Units and the Back- ground Topics. Much of the knowledge of direct value must be gained on the job. However, the schools may give much instruction which will be of profit to the youth both as a present or prospective employee of the railroad and as a citizen. 3 With a spirit of codperation and assistance between the school authorities and the railroad companies, much could be done to pre- pare young workers for employment with railroad companies, to increase the efficiency of workers already in the employ of the com: pany, and to help prepare them for promotion. MESSENGER 11 PART ONE ANALYSIS OF CLERICAL POSITIONS MESSENGER © I. General Facts CoNcERNING THE JOB Place of employment: various departments in railroad offices. Length of learning period: two weeks to a month. Entrance requirements: Age: fifteen years or older. Sex: male. Special skill or training: none. Personal qualifications: dependability, promptness, alertness, courtesy, willingness to work. Educational qualifications: grammar school. Il. Duties (As outside messenger.) At stated hours during the day, collect the outgoing mail from the various desks in the office. Sort this mail according to the route to be travelled. Put mail in bundles in bag or satchel, in the order of the places to be ‘visited. Take mail to the proper offices and to the proper officials in these offices, following a certain route and maintaining a certain time schedule. Collect, at each place visited, mail for own office and for other offices on the route. Distribute mail to the proper desks in own office. (As inside messenger.) At stated hours during the day, or when told to do so, take mail- carrying box and collect, from baskets on each desk, mail for other offices in the building. ‘Place the mail for each office in the box under a loose cardboard index indicating the office to which, or the person to whom, the mail is to be taken. GS Aa 3 aes a lee 12 ANALYSIS OF CLERICAL POSITIONS Distribute the mail and at the same time collect at each office visited, mail for the office from which the messenger started. Distribute the mail belonging in the messenger’s own office. Put the mail delivery box away in the proper place. Attend to sending, receiving, and delivering mail to and from the central mailing bureau. ¢ (Other clerical duties.) Insert carbon sheets between the original and duplicate copies of various forms used in the office. ; Place these in neatly arranged piles and take them to the clerk who is to use them. Copy simple forms either on a typewriter or with pen or pencil. Do errand work for head clerk or other officer. (Space left for additions.) , III. Requirep KNowLepgre ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units The company. Names of the company officials. The various departments of the company and their location. The department. Names of the department officers and employees, and the location of their desks. The nature of the work in the department and its allotment to various bureaus. The relation of the business of the department to that of other departments. Delivering outside mail. The location of the various buildings or offices to be visited. The route to be followed. The numbering system of the city, The time schedule to be observed. The importance of getting certain mail to its destination on time. The number of trips to be made daily. MESSENGER 13 Handling mail in the office. How to carry the mail conveniently and securely. The importance of sorting the mail carefully. How to sort the mail rapidly. How to arrange the mail in bag, satchel, or box for speed and convenience in delivering. How to operate the mail tubes to the mailing bureau. What mail should go to the central mailing bureau. What mail can not be sent through the tubes. What mail to collect and deliver at certain hours. The inconvenience caused by wrong deliveries of mail. Office clerical work. , The various forms and blanks used in the office; their significance ; what information they contain; how to fill them out. Where the office supplies are kept. How to insert carbon sheets neatly between original and duplicate copies. é How to operate typewriter. (Not necessary but helpful.) (Space left for additions.) Supplementary Units The forms handled. The general nature of the forms carried from one place to another. The importance of the more common forms used in the office. Local geography. The name and location of the more important streets of the city. The numbering plan of the city. The location of the more important firms with which the company has business relations. The routes of the principal street car lines of the city. How to locate any given street with the aid of a map, the quickest route to the given address. Business courtesy. See page 18. Jf 14 ANALYSIS OF CLERICAL POSITIONS English. Oral English in addressing business associates. The vocabulary of railroad terms, their meaning, use, pronuncia- tion, spelling. See list, page 103. Business writing. The necessity for legibility and neatness in railroad records. The part good penmanship plays in promotion. The large amount of transportation records written with pencil. How to write neatly and legibly. (Space left for additions.) IV. PromorionaL PossIBILiTIESs _ There are many promotional possibilities open to the messenger, four of which are suggested below. The units of training which are necessary in preparing a messenger boy for promotion to a given job may be found by consulting Section III of the analysis of that job. 1 One line of promotion From messenger to: (a) Office boy. (b) File clerk. (c) Head file clerk. 3. Another line of promotion From messenger to: (a) Office boy. - (b) Clerk in a bureau other than the filing bureau. (c) Head clerk of the same bureau. (@) Assistant chief clerkship. 2 Another line of promotion From messenger to: (a) Office boy. (b) Stenographer. (c) Assistant secretary to an official. (da) Secretary to the same official. 4 Another line of promotion From messenger to: (a) Office boy. (b) File clerk. (e) Clerk in a more important bureau. (ad) Head clerk of the same bureau. (e) Assistant chief clerk of the department. (f) Chief clerk of the same de- partment. OFFICE BOY 15 OFFICE BOY L. Generau Facts Concerning THE JoB Place of employment: railroad offices—all departments. Length of learning period: about two months. e Entrance requirements: Age: fourteen to eighteen. Sex: male. Special skill or training: none. Personal qualifications: accuracy, neatness, promptness, courtesy. Educational qualifications : grammar school. Nature of the work: The position of office boy or junior clerk is an entering position. The boy taking such a job is usually without previous experience. He is expected to act as messenger and errand boy for others in the office. Frequently he has a desk in the outer office where he can meet visitors and take their cards to the proper officials. He acts as mail carrier between his office and the central mailing bureau. In most offices he is expected to assist the file clerks and familiarize himself with the filing system used in the office. In many offices there are a number of such office boys, each with cer- tain duties to perform. This analysis makes no separation of such duties between different office boys, since in the smaller offices one boy may perform all of them. Il. Duties (As mail boy.) Each morning when coming on duty, and at stated times during the day, bring the incoming mail from the mail room to the office. Sign for the registered mail. Sort all mail according to the office personnel. Open all envelopes and remove contents. Read mail to determine to whom it should be delivered if the envelope does not reveal this. If envelopes contain more than one sheet of paper, or enclosures, attach all together with pin or clip. Stamp all communications in proper place with dating stamp. List all mail received according to amount and kind, and turn this list in at end of day to chief clerk or other designated person, 16 ANALYSIS OF CLERICAL POSITIONS Distribute mail to the proper persons. Split all envelopes and open them to avoid overlooking any small enclosure. Enter in a book, provided for the purpose, a record of all registered mail. At stated times during the day, collect from the various desks the out- going mail and communications to other departments. Take the outgoing mail to the central mailing bureau. Distribute the communications to other departments, carrying them in a box reserved for that purpose. Before leaving, at. end of day, be sure that no outgoing communications remain undelivered. (As tube tender.) Receive communications which come in through the -tubes and take them to the proper person. Send communications through the tubes to other departments. (As messenger.) See list of duties of messenger boy. t (As usher—in a few departments.) Greet visitor and inquire whom he wishes to see. Receive card and invite visitor to be seated. Take card to proper person. Return and inform visitor whether the person he wishes to see is at liberty. Conduct visitor to the desk of the person he wishes to see. Express regret if the person asked for is not in the office. (As office boy.) Change date daily on dating stamps. Perforate postage stamps. (Not done in all departments.) Bind office forms and records. (Not done in all departments.) Answer bells from the desks of the various clerks and go on errands for them. Assist file clerks in taking letters and documents from the files. Keep the office stationery neatly arranged in the cabinet used for that purpose. Keep an up-to-date inventory of the office stationery and notify the head clerk when more of any form should be procured. (Not done in all departments.) OFFICE BOY 17 (In freight office.) Colléct from the desk of each clerk and take to the chief clerk the ‘‘work slips’’ showing amount and character of work done during previous day. Obtain a list of the station records needed during the day by each clerk. Go to the record room or the shelves where the record books are kept, find the designated books and take them ‘to the proper clerks. Return these record books to the proper places when they are no longer needed. Copy delivery orders from freight bills. Get ‘‘scale tickets’’ from the company weigher. Attach each ‘‘seale ticket’’ to the corresponding freight waybill. Make up the duplicate tickets into small bundles for filing away. Return the freight waybills, with scale tickets attached, to the proper clerk. Go to the public weigh-master daily at a stated time and obtain from him a certificate of public scale weights of freight. Take certificate to proper clerk. Do errand work for various clerks upon request. (Space left for additions.) III. Requirep KNowLepGe ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units The company. The various departments of the company and their location. Names of the officers and the location of their offices. The department. Names of the employees in the department and the location of their desks. General nature of the work done by each employee in the bureau or department. The mail. Rapid and accurate sorting of mail. The importance of careful sorting. How to remove contents of envelopes. How to make inclosures in envelopes of various sizes and shapes. 18 ANALYSIS OF CLERICAL POSITIONS Office appliances and supplies. How to change the date on various kinds of stamps. How to operate the stamp perforating machine, the tubes, the binding machine. How to'keep an inventory of office stationery. When to collect and distribute the office supplies and records. Filing. The filing system used in the department. How to ‘‘dig up’’ material out of the file. How and where to number material to be filed. How to use a ‘‘charge out’’ ecard. How to use a ‘‘call up’’ card. ws Local geography. ' How to locate any given street and number. Location of the more important office buildings. Location of the more important firms with which the company has connections. (Space left for additions.) Supplementary Units The department. General nature of the work of each bureau. The lines of promotion open to the office boy. Forms handled. Meaning and use of all forms handled. Their history from making to filing. ~ Business courtesy. The proper way to meet visitors and obtain information for them. The proper manner toward officials and business associates. Courtesy in receiving and repeating messages. The value of close attention to and interest in the tasks given. OFFICE BOY 19 English. Oral English in addressing officials, fellow employees, and the publie. . Meaning, pronunciation, and spelling of railroad terms. Written English in’ making records and work reports. Penmanship. How to make neat, legible figures. How to write legibly and rapidly. (Space left for additions.) IV. Promotional PossiBILitTies There are many promotional possibilities open to the office boy, two of which are suggested below. The units of training which are necessary in preparing an office boy for promotion to a given job may be found by consulting Section IIT of the analysis of that job. 1 2 One line of promotion. Another line of promotion From office boy to: From office boy to: (a) File clerk. (a) Ticket stock room clerk. (6) Head clerk of filing (b) Advertising stock room bureau. clerk. (c) See advertising stock room clerk, Section IV. 20 ANALYSIS OF CLERICAL POSITIONS FILE CLERK I. GeneraL Facts ConcerNING THE JOB Place of employment: railroad offices—all departments. Length of learning period: about one month. Entrance requirements: Age; Sixteen years or older. Sex: male. Special skill or training: none, though vacancies are usually filled by office boys. Personal qualifications: retentive memory, accuracy, neatness, promptness, courtesy. Educational qualifications: eighth grade or higher. Nature of the work: It is the duty of the file clerk to attend to the filing of the corre- spondence, documents, and papers handled in the office in which he is employed. In the smaller offices the office boy (junior clerk) may attend to practically all of this work. In some of the larger offices the duties connected with the filing work are distributed among a number of clerks, one doing one particular task, one another ; in other offices, one or two clerks may handle all the work of filing. : * II. Durtes Open, sort, and read incoming mail (letters, telegrams, and other documents) to determine: (1) Subject dealt with, (2) file to which reference is made, and (8) person to whom it should be referred. Make out ‘‘call up’’ cards, attaching one to correspondence and filing one. (These ‘‘call up’’ cards are filed in chronological order and serve as reminders that a file is to be called up for reference on a certain date.) “‘Dig up”’ files and match correspondence with files to which reference is made. Fill out a ‘‘charge out’’ card and insert it in place of material removed from the files. (This card shows when and to whom the material was taken and also who took it.) Bind telegrams, after sorting them according to date, in alphabetical order. ‘ File carbon copies of correspondence sent out. File all incoming correspondence according to the system in use in the particular office. FILE CLERK 21 III. RequireD KNOWLEDGE ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units The department. Names of the department officers and employees. The nature of the work in the department and its allotment to various bureaus. : Filing. The filing system of the department, including the system of let- ters and numbers used and the significance of each letter and number. How to make a card. index. How to ‘‘dig up’’ material from the files. How and where to number material to be filed. How to fill out a ‘‘charge out’’ card and why such card is neces- sary. How to fill out a ‘‘call up’’ card and why such card is necessary. Writing. How to write neatly and legibly. How to make legible figures. English. Use, pronunciation, and spelling of transportation terms. How to address officials and fellow workers. Reading correspondence to determine filing subject. (Space left for additions.) Supplementary Units Filing. How to file by geographical, alphabetical, and numerical systems. The use of the different systems of filing. How to make and use a card index. The material filed. ‘ The use of all forms handled. Why the forms filed are necessary. 22 ANALYSIS OF CLERICAL POSITIONS The value of careful but rapid reading to determine subject matter. The value of remembering transactions in order to find readily the material filed. (Space left for additions.) IV. PromMorTionaL PossIBILiITIESs There are many promotional possibilities open to the file clerk, four of which are suggested below. The units of training which are necessary in preparing a file clerk for promotion along any of these lines may be found by consulting Section III of the analysis of the job next in line. 1 2 One line of promotion Another line of promotion From file clerk to: From file clerk to: (a) Head clerk in Filing (a) Rate clerk. Bureau. (0) Head clerk of Rate Bureau. 3 4 Another line of promotion Another line of promotion From file clerk to: From file clerk to: (a) Comptometer operator. (a) Claims clerk. (b) Head clerk of Compto- (b) Head clerk of Claims meter Bureau. Bureau. STENOGRAPHER 23 STENOGRAPHER- I. Generau Facts Concerninc THE JOB Place of employment: Stenographie Bureau. Length of learning period: about one week if trained. Entrance requirements: Age: usually not younger than seventeen. Sex: female. Special skill or training: stenography, typewriting, dictatyping. (One year’s previous experience usually required but not essen- tial.) Personal qualifications: accuracy, speed, neatness, promptness, courtesy. Edueational qualifications: preferably at least two years in high school or the equivalent. II. Durtes 3 (In regard to personal correspondence.) Take, in shorthand, the correspondence Be the clerk or official to whom assigned. Occasionally take other dictation. Transcribe stenographic notes. Prepare the correspondence for signature. Attend to the filing work connected with correspondence. (As dictatypist.) When not engaged with personal correspondence, transcribe the dicta- phone correspondence of various clerks as assigned by head clerk of the bureau. Prepare this correspondence for signature and place in tray for clerk. 7 (As copyist.) As work is assigned by the head clerk of the bureau, prepare abstracts, orders, requisitions, and other forms. (In regard to the daly work report.) Make a record and daily report of the amount and character of the work and turn the report over to the head clerk of the bureau. Note——tThe girls in the stenographic bureaus do not ordinarily have to make their own carbon ‘‘set-ups.’’ This is done for them by another clerk to save time and money. The forms already set up ate arranged in large quantities ready for instant use and placed on shelves. 24 ANALYSIS OF CLERICAL POSITIONS III. Requirep KNow.eper ARRANGED IN INsrRUCTIONAL UNITS Direct Value Units The stenographic bureau. Method of organization and management. Relation to other bureaus in the department. Stenography. (Required only of girls who take personally dictated correspondence. ) Accuracy and moderate speed. Typewriting. Neat, accurate, and rapid filling out of forms. Neat, accurate, and rapid transcription of notes. Good form and arrangement of letters and addresses. Dictatyping. ' Accuracy and speed in using the dictaphone. English. Correct grammatical English for business letters. The meaning, use, and spelling of railway terms. How to punctuate and paragraph a letter. How to address officers and business associates. (Space left for additions.) Supplementary Units The office business. = The general nature of the business handled by the clerks and officials using the stenographic bureau. Blanks and forms. The nature and use of abstracts, orders, requisitions, and other forms used in the office. IV. PromotionaL Possisiniries Except under unusual circumstances the only promotion open to the stenographer is to become head of the stenographie bureau. TICKET STOCK ROOM CLERK 25 TICKET STOCK ROOM CLERK I. GeneraL Facts ConceRNING THE JOB Place of employment: ticket stock room of general passenger depart- ment. Length of learning period: two weeks to one month. Entrance requirements: Age: sixteen to eighteen years. Sex: male. Special skill or training: none, though vacancies are often filled by promoting messenger boys or office boys. Personal qualifications: carefulness, alertness, manual dexterity, speed, promptness, dependability, courtesy. Educational qualifications: eighth grade. Il. Duties (As ticket stock clerk.) Unwrap the bundles or packages of tickets as they come from the printer. Make out a ticket stock check for each form, showing form number, and commencing and closing serial numbers of each allotment received. File each form in the drawer bearing its form number and place therein the ticket stock check. Receive ticket requisitions as they come in. Proceed with requisitions, ticket wagon, and blank stock checks to the ticket files. Obtain required number of tickets of each form; revise ticket stock check in the drawer according to the number of tickets removed therefrom; make out duplicate ticket stock check showing form number, commencing and closing numbers of tickets removed from each drawer; check each item on the requisition as it is filled; keep each ticket form separate by placing rubber band around it. Return with tickets on wagon; give original requisition to invoice clerk; put tickets on proper shelves or in proper drawers to await shipment, or on wrapping table if for immediate shipment. Put duplicate ticket stock check in box for head clerk. Increase or decrease requisition, if necessary, to keep number of tickets in each drawer ending in an even number. Make up daily work sheet for the room, showing number of requisi- tions received, number of shipments sent out, ete. 26 ANALYSIS OF CLERICAL POSITIONS Keep sample case of ticket forms. Assist in stamping or shipping tickets. Notify agent if form ordered is out of print and ask him to order another form. Keep copy of this notice till agent re-orders. Notify head clerk if stock of any ticket form is becoming exhausted. (As invoice clerk.) Copy invoices on the typewriter from requisitions sent in by agents, or from lists of commutation tickets made up by head clerk. Prepare these invoice forms beforehand by inserting necessary carbons and arranging in a neat pile in drawer. File one copy of invoice, send one copy with ticket shipment, and send -one copy to auditor. (Invoice shows destination, agent, date, form number, series number, commencing and closing serial numbers, quantity, all of which is copied from the ticket requisition or monthly commutation list.) Prepare express or baggage labels and address labels for each ship- ment of tickets, clip together and put on shipping table. Assist in stamping or shipping. Do errand work. (As stamper.) Refer to commutation lists to discover which ticket books are to be stamped. Get these books from proper shelf, untie them, and arrange con- veniently for stamping. Refer to commutation list to discover what stamping is to be done. Find proper stamp or stamps in stamp case, or set up stamp desired if not in stock. Hold book under left hand, turn pages with fingers of left hand, apply stamp rapidly and accurately in required spaces with right hand. Look through book to see that no stamping has been omitted. ‘Stamp the covers of books with another stamp to indicate to auditor whether names of one or of two stations were stamped on tickets in the book. Return stamps to stamp case in proper alphabetical order when stamp- ing has been completed. Place rubber band around tickets stamped, write destination on slip of paper, insert paper under band, place tickets on shelf to await shipment. Check off each item on commutation list as the required tickets are stamped. TICKET STOCK ROOM CLERK 27 Return commutation list to head clerk. Refer to agent’s requisition for stations, routings, and other data to be stamped on tickets other than commutation. While stamping, observe numbers and written contract on tickets to detect errors. If mistake had been made in ticket, use ‘‘void’’ stamping machine and canceling punch and send ticket to auditor. (As shipping clerk.) Receive invoice from invoice clerk. = Get tickets called for from drawer or shelf. Check tickets against invoice as to form number, total number being sent, destination. Seal local ticket packages in carton used for that purpose. ‘Wrap and tie or seal total shipment, inclosing copy of the invoice. Paste on the package the address label and the express or baggage label. Make out the express receipt if shipment goes by express, or regis- tered baggage waybill if shipment goes as baggage. Deliver express packages to express man when he calls, getting his signature on the express receipt. Take baggage packages to mailing room. Keep a record of total packages shipped during the day; turn this record over to ticket stock clerk. Keep materials used, including cord, twine, wax, scales, stamp, scis- sors, ete., in proper place. Notify ticket stock clerk or head clerk when supply of any material needs to be replenished. Assist in stamping tickets. Act as errand boy. (Space left for additions.) 28 ANALYSIS OF CLERICAL POSITIONS III. Requirep KNow.epce ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units The ticket stock room. Names of fellow employees and the general nature of their duties. The location of the supplies and materials used in the room. The relation of the ticket stock room to the general passenger department. , Stamping tickets. How to arrange the ink pad, hold the stamp, and hold and turn the tickets, to work rapidly, neatly, and accurately. Where to put the various stamps on each form of ticket called for in the requisition. The correct wording of the contract on the ticket, so as to be able to detect errors. Where to find the tickets called for in the requisition. Where to put the tickets after stamping them. Shipping tickets. How to wrap, tie, seal, and weigh packages of tickets preparatory to shipment. Which tickets should be sealed, and which merely tied. How to use scissors, lead seal, wax seal, package sealer, postal seale, gas plate. Which shipments go by express, which by registered baggage. How to make out express receipts and registered baggage waybills. How to check the shipment against the invoice. How to prepare express and baggage address labels for the ticket shipments. Invoicing. How to operate the typewriter and the copy holder. How to set up the carbon copies of the invoices. How to copy invoices from requisitions or from commutation ticket lists. How to file the invoices. The ticket stock. In which division of the stockroom each of the many classes of tickets is filed. How to arrange the tickets in the drawers. How to make out the ticket stock checks. How to handle the larger tickets. TICKET STOCK ROOM CLERK 29 Requisitions and reports. How to fill out the daily work report form. How to fill out notification to agents when form ordered is out of print or exhausted. What information the requisitions and monthly commutation lists should contain. (Space left for additions.) Supplementary Units The general passenger department. Names of the officials and employees with whom the ticket stock room clerk comes in contact. Passenger tickets. The various kinds of tickets and the use of each. The reason for having different kinds of tickets. The nature of the contract between the company and the passen- ger resulting from the purchase of a particular kind of ticket. The importance of having every ticket stamped. The history of the passenger ticket from printing to filing or destruction. Office forms. Express receipts and registered baggage waybills, and the use of each. : The necessity for filling out the form for notification to agents. The importance of the invoice. Ticket offices. The general nature of the work in a ticket office. The methods of doing the work. The forms used. (Space left for additions.) 30 ANALYSIS OF CLERICAL POSITIONS IV. PromotionaL POossIBILITIES There are many promotional possibilities open to the ticket stock room clerk, three of which are listed below. The units of training necessary in preparing for promotion along any of these lines may be found by consulting Section III of the analysis of the job in question. 1 2 One line of promotion Another line of promotion From ticket stock room clerk to: From ticket stock room clerk to: (a) Advertising stock room (a) Advertising stock room clerk. : clerk. (b) Rate clerk in general (b) Claims clerk in general passenger office. passenger office. (c) Head clerk in rate (c) Head clerk in claims bureau. bureau. (ad) Chief clerk. (ad) Chief clerk. (e) Official. (e) Official. 3 Another line of promotion From ticket stock room clerk to: (a) Claims clerk in general passenger office. (0) Head clerk in claims bureau. (c) Chief clerk. (d) Official. ADVERTISING STOCK ROOM CLERK I. Generat Facts ConcerNING THE JOB Place of employment: advertising stock room. Length of learning period: about two weeks. Entrance requirements: Age: seventeen or eighteen. Sex: male. Special skill or training: none, though vacancies are usually filled by promoting ticket stock room clerks. Personal qualifications: dependability, accuracy, carefulness, promptness, courtesy. Educational qualifications: eighth grade. ADVERTISING STOCK ROOM CLERK 31 II. Duties (As to receiving material.) Receive, receipt for, and unpack time tables, wall cards, folders, pic- tures, cuts, stereopticon views, and other advertising material. of own company and other companies. In case of advertising material of own company coming directly from printer, check the material against accompanying invoice, mark invoice ‘‘O. K. goods received,’’ or make proper notation if goods check short and turn invoice over to head clerk. In case of material coming from other companies, deliver baggage checks or bill of lading previously received, to baggage man, who can claim material and bring it to advertising stock room. Check all incoming advertising material of other companies, and mail receipt for it back to consignor. (As to storing material received.) Store all material; such as time tables, folders, posters, pictures, and cuts of other companies and of each route of ‘own company on the proper shelf or in the proper drawer or case. Place samples of advertising matter, including folders, in a sample case. Keep stock of postcards, baggage and express labels, and other office material in the proper place. Notify head clerk when stock of material is low. (As to shipping material.) Refer to mailing list in preparing regular shipments of time tables to agents. Make out invoice in duplicate to cover shipment. In case shipment is small take material to mailing bureau with direc- tions for mailing to agent. For larger shipments prepare baggage waybill, or express Ean Prepare the baggage or express label. Number the invoice and the label. Make up the package inclosing copy of invoice. Attach the label. * Number the package with the number on the label. File the office copy of the invoice. In case requisition comes in for material, use as guide in filling the requisition a duplicate of advertising agent’s reply thereto stating that certain material is being sent.. 82 ANALYSIS OF CLERICAL POSITIONS Mark this duplicate letter ‘‘shipped,’’ date of shipment, number of baggage check, and file it as evidence of shipment. In case shipment goes to an off line representative, send posteard noti- fying him of shipment, giving baggage check number and routing. Send baggage checks to consignee on all baggage shipments. In case material is to be sent to foreign country, make up shipper’s export declaration in quadruplicate. Make invoice to cover shipment. Send two copies of invoice and four copies of export declaration to advertising agent for signature and transmittal to express com- pany’s agent. (As to record keeping.) Keep a record of each form of time table received and sent out. Balance this record as each new issue of a particular form of time table is received. Destroy remaining stock of previous issue. Keep a record of each form of folder received and sent out. ‘When. bill comes from express company for material shipped, mark the charges on the office copy of the express receipt. Keep a record index of each picture, showing name of picture, size, quantity, date received, number sent out, date on which sent, agent to whom sent. Keep record of stereopticon views received and sent. Keep index of ‘‘cuts’’ of folders received from printer, arranged alphabetically by title, showing drawer number in which the cut is to be found. Keep a cardboard stock check on the shelf with each form of adver- tising poster. Keep a book of maps taken from time tables for reference in routing shipments to off-line representatives. Keep a reference list of local agents and off-line representatives of the company. Keep a mailing list for reference in sending in sending time tables to company agents. (As to filing.) c File all requisitions alphabetically under station name. Show thereon date of shipment and material actually sent. , File all cuts in numerical order in drawers. Label each drawer and show the name and number of the cut contained therein. ADVERTISING STOCK ROOM CLERK 33 (As to reports.) Make up daily report of work done, showing number of requisitions received and filled and amount of material of various kinds received and sent. (Space left for additions.) III. Requirep KNow.epce ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units Advertising Stock Room. The location of the supplies and materials used in the room. The relation of the Ticket Stock Room and the Advertising Stock Room to the General Passenger Department. Receiving material. How to unpack, count, and check various kinds of material received. ‘What to do in case of shortage. The use of baggage checks and bills of lading. Why it is necessary to receipt for material. Storing material. The place reserved for storing each class of material. The classes of advertising matter of which samples must be re- tained. The arrangement of office supplies. Shipping advertising matter. Which shipments should go by mail, which by baggage, EEE or freight. Which shipping documents to make out in each case. - How to make out an invoice; why it is necessary. What disposition to make of the original and duplicate copies of each shipping document, invoice, or label. Variations in procedure when shipping material to local agents, off-line representatives, or to foreign countries. How to wrap and tie or seal packages securely. Record keeping and report making. Whether or not a record is kept for each class of advertising material. 384 ANALYSIS OF CLERICAL POSITIONS In case record is to be kept, what form of record must be used, what information placed thereon. How to keep a cardboard stock check. How to make out the daily work report. Filing. How to file requisitions, what notations to make on the requisi- tions. How to index and file cuts. (Space left for additions.) Supplementary Units Advertising. The necessity for having an advertising bureau. Regular advertising. Seasonal advertising. Emergency advertising. Advertising to promote good will. Advertising media best adapted to the attainment of the desired end. Shipping documents. The content, meaning, and use of each shipping document. The reasons for the special procedure in the case of shipments to foreign countries. English. Oral English in addressing officials and fellow employees. The English used in writing various styles of advertisements. The vocabulary of railroad terms. Penmanship. How to write neatly and legibly. The necessity for having shipping documents neat and legible. (Space left for additions.) : ADVERTISING STOCK ROOM CLERK 35 IV. PRoMOTIONAL POSSIBILITIES There are many promotional possibilities open to the advertising stock room clerk. Three are listed below. The units of training neces- sary in preparing for promotion along any of these lines may be found by consulting Section III of the analysis of the job next in line. 1 2 One line of promotion Another line of promotion From advertising stock room From advertising stock room clerk to: elerk to: (a) Rate clerk in general (a) Claims clerk in general , passenger office. passenger office. (b) Head clerk in rate (b) Head clerk in claims bureau. bureau. (c) Chief clerk. (c) Chief clerk. ‘(d@) Official. (d) Official. 3 Another line of promotion From advertising stock room clerk to: (a) Clerk in advertising and publicity bureau (b) Head clerk in advertising and publicity bureau. 36 ANALYSIS OF CLERICAL POSITIONS JUNIOR CLAIMS CLERK I. GeneraL Facts CONCERNING THE JOB Place of employment: the Filing and Record Bureau of General Pas- . Senger . Offices. Length of learning period: one or two aeathe Entrance requirements: . Age: fifteen to eighteen years. Sex: male. — -— Special ‘skill or training: none. Personal qualifications: retentive memory, alertness, carefulness, neatness, promptness, honesty, courtesy. Educational: qualifieations: eighth grade. Nature of the work: Many claims are presented to the railroad company by passengers who have not used all the transportation for which they paid when they purchased a passenger ticket. A claim is a written request to the company for settlement. The junior claims clerk prepares correspondence regarding such claims for handling by the Claims Bureau of the General Passenger Office. II. Durizs Receive communications concerning claims as they are brought to the desk by the clerk who distributes the mail. Separate the communications referring to old claims from those re- ferring to new. Handle old claims as follows: Ascertain the number of the claim from the communication or from the index of claimants. Write this number in large pencil figures in the upper right hand corner of the communication. Find the file bearing this number. Remove all papers referring to the claim and attach them to the communication. Once each day take all such communications, with papers attached, to the claims bureau for handling. Handle new claims as follows: If the communication is accompanied by a ticket or a receipt, place these in an envelope. Attach this envelope and the communication to a backing sheet. JUNIOR CLAIMS CLERK 37 Stamp a consecutive identical number upon the envelope, the com- munication, and the back of the backing sheet. Index the claim on a form card showing name of claimant, number assigned the claim, date of receipt, number of the ticket. At a stated time take all new claims to claims bureau for handling. Prepare a folder for holding the new claim in the files, by placing the claim number upon it. On a pad, make out a list of current unassigned new claim numbers. When a claims clerk telephones for a number for a claim which has come to him directly, note on this pad the initials of the claims clerk, and the name of the claimant on either side of the number assigned. See that the claim gets the assigned number when it comes to the desk. Handle claim index cards as follows: Fill out card for each claim, entering thereon name of claimant, number assigned the claim, date of receipt, and number of the ticket. File the card alphabetically according to name of claimant. When there are two or more parties to a claim, make out a separate eard for each party, but use only one claim number. File each card separately according to the name of the claimant. When claims are closed, take card from current file, write date of ° closing upon it, and file it in alphabetical order in the closed file. Handle ticket index cards as follows: Fill out in duplicate a card for each ticket, entering thereon ticket number, form number of ticket, date of filing, and number of the claim. Leave one copy in the ticket index card book. File other copy in ticket index card file, according to the ticket number. When claim is closed, transfer card from current to closed file. + Handle claims retained by claims bureau as follows: Keep a temporary record on a form card, showing who has the papers and what he is doing with the claim. Handle duplicate claims as follows: Fill out a cross reference form sheet showing date, name of claim- ant, and both numbers. File this cross reference under the new number. Remove the claim and file it under the old number. 38 ANALYSIS OF CLERICAL POSITIONS Handle reports and records of work as follows: Keep a record of work done each day. From this record make a report on proper form showing number of new and old claims received, sent to claims bureau, filed, unfiled, closed, or held over. Hand this report to head clerk. Handle filing as follows: File the claims received back from the claims bureau each day. Transfer to the closed file those claims which have been closed. Occasionally get individual claims from the files as they are called for. Attend to desk and equipment as follows: Keep the desk, pencils, papers, pens, erasers, ink bottles, etc., arranged in a neat and orderly manner. Reset the dating stamp. Observe the daily routine as follows: _ Arrange material on desk if this has not been done the previous evening. Take claims received during previous day to claims bureau. File the claims received back from the claims bureau. Transfer the files of claims which have been closed. Separate the old from the new claims in the day’s mail. Prepare the new claims for the claims bureau and assign them numbers. Attach correspondence to the old claims. (Space left for additions.) Occasional Duties ‘Assist file clerks. Assist in the proof reading of new rate sheets. Do errand work. Sometimes act as a special messenger. Assist at the mai] desk. JUNIOR CLAIMS CLERK 39 III. Requirep KNow.epgr ARRANGED IN InstRUCTIONAL UNITS Direct Value Units The Filing and Recording Bureau. Names of other employees in the bureau. Nature of the work done in the bureau. Where stationery and supplies used in the bureau are kept. Preparing claims. The order in which the daily routine of tasks is to be performed. How to attach the correspondence and the material in the file to the backing sheet in preparing claims for claims bureau. How to use dating and numbering stamp. How to make out the required records. Indexing and filing. Systems ordinarily used in indexing and filing correspondence. The card index system used in indexing claims. The system used in filing claims. The filing system used in the file and record bureau. The location of the various filing cases; what material each con- tains. Passenger tickets. The various kinds of passenger tickets, local and interline. The nature of the contract on the ticket. How claims arise; how they are handled. Refunds to passengers in settlement of claims. (Space left for additions.) com! ex: REA _— @ 0 muaeE ee a Supplementary Units The claim. The procedure necessary in presenting a claim to the railroad com- pany.. What constitutes a valid claim. The duties of the railroad company in regard to claims made by passengers. How claims are settled by the railroad company. 40 ANALYSIS OF CLERICAL POSITIONS Passenger train service. General knowledge of rates and fares to important points. General knowledge of the time schedule of trains. How to use a time table. Business English. Oral English in addressing fellow workers. How to fill out certain forms properly. Business writing. How to make neat, legible figures. How to write neatly and legibly. The necessity for having records neat and legible. The part good penmanship plays in promotion. IV. PrRoMoTioNaL POossIBILITIES There are no very definite lines of promotion for the junior claims clerk. The following are not exhaustive, simply suggestive. 1 2 One line of promotion Another line of promotion From junior claims clerk to: From junior claims clerk to: (a) File clerk. (a) File clerk. (b) Head file clerk. (bo) Head file clerk. (c) Head clerk in File and (c) Clerk in Claims Bureau. Record Bureau. (d) Head clerk in Claims Bureau. 3 4 Another line of promotion A subsequent line of promotion From junior claims clerk to: From head clerk of a bureau to: (a) File clerk. (a) Chief clerk in general pas- (6) Head file clerk. senger department. (c) Rate clerk. (b) Assistant general passen- (d) Head clerk in Rate ger agent. Bureau. (c) General passenger agent. (d) Assistant passenger traf- fic manager. (ce) Passenger traffic manager. JUNIOR WAYBILL CLERK 41 JUNIOR WAYBILL CLERK I. Generat Facts ConcerNING THE JOB Place of employment: railway freight stations. Length of learning period: about two weeks. Entrance requirements: Age: fifteen to eighteen years. Sex: male. Special skill or training: none. Personal qualifications: manual dexterity, alertness, speed, prompt- ness, courtesy. Educational qualifications: eighth grade. II. Duties (As stamper.) At intervals during the day, as they accumulate on the desk of the ‘‘reviser,’’? gather waybills with shipping orders attached. Stamp each waybill and the shipping orders ‘attached thereto with the same number, being careful to stamp the waybill in the proper place. Detach the various shipping orders from each waybill. Pass the waybill to the ‘‘stripper.’’ Put the shipping orders for each station in boxes or trays alpha- betically arranged. Arrange the shipping orders in each tray alphabetically according to the station named as destination. Make out on a typewriter, in quintuplicate, the car lists for the trains. (This car list shows car initial, car number, commodity, destina- tion of car, and where car was loaded. One copy is kept for check- ing the waybill, the other four go to the yard offices.) Put the office copy of the car list on the proper board. Arrange the yard office copies in a pile for sending to the yard office. Bind the shipping order for each day and. for each station in a sep- arate book. Write on the back of the book the date and station. File the book. 42 ANALYSIS OF CLERICAL POSITIONS (As stripper.) Strip the original waybill from the duplicate. Pass the original copy to the ‘‘folder.’’ While stripping, if two forms of waybills are used, sort the duplicate waybills into two piles, one for local, the other for through way- bills. wae Bind the duplicate waybills in books each day in numerical order. Write on the back of the book the date, and beginning and ending numbers of waybills contained therein. (As folder.) Fold waybills to a given size and shape. If two forms of waybill are used, sort the waybills into two piles, one for local waybills, the other for through waybills. Distribute the waybills in boxes or trays alphabetically arranged. Act as errand boy or messenger. (Space left for additions.) III. Requirep Knqw.epce ARRANGED IN InsrrucTIONAL UNITS Direct Value Units The freight station. Names of the employees, location of their desks, and the duties performed by each. - Where the office records and supplies are kept. Stamping waybills and shipping orders. Where to stamp the waybill. How to re-set the numbering machine. How to separate the original from the duplicate without tearing. Arranging and distributing. Where to find the name of the station on a shipping order. How to arrange documents by stations in alphabetical order. How to distinguish a local from a through waybill and distribute them into the two classes. JUNIOR WAYBILL CLERK 43 Making up car lists. Where to. look for the necessary data on the shipping order. How to use the typewriter in making the original and carbon copies where accuracy rather than speed is required. Where the copies of the car lists should be sent. Binding, labeling, and filing. How to bind the shipping orders and waybills. What data must be marked on each book. Where to file the books. Folding waybills. How to fold waybills. The required size and shape of waybill when folded. How to grasp and turn the waybill so as to fold it neatly and rapidly. (Space left for additions.) Supplementary Units The company. Names of the more important company officials with whom the freight office comes in contact. The location of the bureaus in the department and the general nature of the work of each. The shipping order and the waybill. What each is, and what information it contains. The relation of the shipping order to the bill of lading, and to the waybill. The relation of the waybill to the shipping order and the freight bill. The relation of the waybill to the movement of freight shipments. Why shipping orders and corresponding waybills should have identical numbers. 44 ANALYSIS OF CLERICAL POSITIONS Business English. Oral English in addressing fellow workers. The vocabulary of railway transportation terms including their meaning, use, pronunciation, and spelling. (Space left for additions.) IV. PRoMOTIONAL PoOssIBILITIES There are many promotional possibilities open to the junior way- bill clerk, three of which are listed below. The units of training necessary to prepare for promotion along any of these lines may be found by consulting Section III of the analysis of the job in question. 1 2 One line of promotion Another line of promotion From junior waybill clerk to: From junior waybill clerk to: (a) Waybill revisor. (a) Waybill revisor. (b) Rate clerk. (b) Classification clerk. (c) Head clerk of rate (c) Head clerk of outbound bureau. department, (d) Assistant freight agent. (d@) Assistant freight agent. (e) Freight agent. (e) Freight agent. 3 Another line of promotion From junior waybill clerk to: (a) Freight billing clerk. (b) Freight bill revising clerk. (c) Head clerk of inbound department. (d) Assistant freight agent. (e) Freight agent. SORTER OF LOCAL TICKETS 45 SORTER OF LOCAL TICKETS I. Genrersat Facts ConcerNnING THE JOB Place of employment: Local Bureau of the office of the Auditor of Passenger Accounts, Length of learning period: about one month. Entrance requirements: Age: sixteen or older. Sex: male or female. Special skill or training: none. Personal qualifications: retentive memory, some aT dexterity, carefulness, courtesy, willingness to work and learn. ' Educational qualifications: grammar school. II. Duties ‘ Sort local tickets, proceeding as follows: Remove bundles of tickets from desk drawer where they have been placed on being brought from conductors’ bureau. Remove rubber band from each bundle and sort tickets in neat piles alphabetically according to selling station. When all are sorted secure each pile with rubber band. Stack all piles for the same station in the same group. While sorting, observe each ticket and remove ‘‘back dates,’’ tickets which have not been punched, tickets which have been double dated, and any tickets belonging to another division. File ‘‘back dates’’ in proper group in ticket files. Turn tickets not punched and double dated tickets over to another clerk for handling. Sort tickets for each selling station alphabetically according to des- tination station. : File the tickets as sorted in temporary cardboard box files. As the boxes are filled, take them to the ticket filing bureau for. final numerical sorting and filing. (Space left for additions.) 46 ANALYSIS OF CLERICAL POSITIONS III. Requirep KNowLepGE ARRANGED IN InsrRucTIONAL Units Direct Value Units The Local Bureau. Names of the officials, particularly those connected with the Local Bureau. General nature of the work of the Bureau. The local passenger ticket. The changes made on the ticket in the course of its use, i.e., the blanks filled out, the date, the baggage punch, and the con- ductor’s punch. Ticket sorting and filing. The items to observe on the ticket: the dating, the conductor’s punch, and the name of the station. The names and geographic order of stations in the divisions. (Hach elerk is given tickets of one division, or sometimes two or three small divisions, to sort.) How to sort the tickets quickly and neatly into piles. The importance of careful sorting. The system of temporary filing used by the Local Bureau. (Space left for additions.) Supplementary Units The local passenger ticket. _ The contract on the ticket. The history of the ticket from the time it is printed until it is mascerated and sold for old paper. The geography of the divisions of the railroad. The stations of the divisions and their location. The relative size and importance of the cities and towns of the divisions. ; SORTER OF LOCAL TICKETS 47 English: The meaning, use, and spelling of railway terms, with special refer- ence to the terms common to the Auditing Department. The importance of good oral and written English for promotion. (Space left for additions.) IV. Promotional PossIBILITIES There are many promotional possibilities open to the ticket sorter, three of which are listed below. The units of training necessary in preparing for promotion along any of these lines may be found by consulting Section ITI of the analysis of the job next in line. 1 2 One line of promotion Another line of promotion From sorter of local tickets to: | From sorter of local tickets to: (a) Comptometer operator. (a) Dictatypist. 3 Another line of promotion From sorter of local tickets to: (a) Clerk in home interline bureau (bo) Clerk in foreign interline bureau. 48 ANALYSIS OF CLERICAL POSITIONS TICKET SORTER AND CHECKER I. Genera Facts ConcerRNING THE JOB Place of employment: Home Interline Bureau, office of the Auditor of Passenger Accounts. Length of learning period: about one month. Entrance requirements: Age: preferably over sixteen. Sex: male or female. i Special skill or training: vacancies ordinarily filled by promoting junior clerks or local ticket sorters or checkers. ‘Personal qualifications: accuracy, carefulness, retentive memory, neatness. : Educational qualifications: grammar school, ability to write simple _.letter from model. IL. Dutims Sort the home interline tickets in the following manner as they come from the Foreign Interline Bureau: Place the bucket containing the tickets on its side on the table and remove the tickets one by one. Turn the ticket over, read selling station named on the back, and determine the division in which the station is located. Throw each ticket into the compartment bearing the name of the division in which the station is located. Throw San Francisco and Los Angeles tickets, however, into their own respective compartments. : While making the above assortment keep all ‘‘ Craig tickets’’ and all contracts (i.e., return portion of round trip ticket) in two separate groups on the table. Next sort all tickets (except contracts and San Francisco and Los Angeles tickets) into station groups for each division. Sort the ‘‘Craig tickets’’ into division and station groups. Secure each group of tickets with a rubber band and place them in envelopes bearing the name of the division and station. Arrange envelopes alphabetically by stations under each division and lay them aside. Later in the month arrange the envelopes geographically by stations under each division. Then remove the tickets for each station and sort them into form order and numerically under each form, preparatory to check- ing. TICKET SORTER AND CHECKER 49 Put contracts (ie., return portions of round trip tickets) in a sep- arate box. Sort contracts by months and place them, grouped in this way, in a drawer marked ‘‘Unchecked Contracts,’’ to await checking. When preparing to check contracts, put them first into division order, then into geographical station order under each division, and finally into contract form number order under each station. Check all tickets against ‘‘agent’s daily report of home interline tickets sold,’’ to see that: (1) Each ticket corresponds with the report with respect to sale date, price, form and serial number, destination, and junc- tion points named. (2) Sale date corresponds with date ticket was used or that ticket bears agent’s notation in case ticket is sold for use on a later date. (3) War tax is not included in the sale price marked on the ticket. In addition, check the following tickets as indicated: Half-fare tickets to see that they have been properly punched. Clergy tickets for the clergy number. Excursion tickets to see that selling and returning date limits have been observed. Special rate tickets for indication of the reason for the special rate. Cancelled tickets to see that they have no conductor’s punch mark. Unchecked contracts for return date limit and for return junction as indicated on agent’s report. Handle correspondence with agents as follows: - If agent reports a ticket number twice, make necessary corrections on his report, write advising him and asking confirmation. If agent fails to write sale price on ticket or includes war tax in sale price, write calling his attention to the rule applying to the case. If agent’s report shows ticket cancelled and conductor’s punch shows it used, write the agent asking him why he cancelled it. Turn the matter over to head clerk if agent’s reply is not satisfactory. If ticket on hand does not appear on agent’s report, instruct him to include it in his report for the following month. When any other irregularities appear, write the agent for an explanation. 50 ANALYSIS OF CLERICAL POSITIONS In all the above cases where correspondence is necessary, proceed as follows: Hold the ticket out and make a pencil memorandum as a guide in writing the letter. Make pencil correction notation on the agent’s daily report. Take letter to file clerk who gives it a file number. Note this num- ber on the agent’s daily report. Set tracing date one month ahead on filed copy of correspondence. If reply is not received by tracing date, send out postcard tracer, setting second tracing date two weeks ahead. i If reply is not received by this date turn the matter over to the head clerk. Observe the monthly working schedule as follows: From 1st to 5th of month handle special rate orders, clergy tickets, and prepaid orders. From 5th to 10th of month put tickets in form number order. From 10th to 25th of month check tickets and start necessary correspondence with agents. From 25th to 31st of month work on ‘‘contracts.’’ File tickets as follows: Number agent’s reports from each station daily as they come in, starting each month with the number 1. Keep permanent record of the work done each day and also make a daily work report of same. File all checked home interline tickets by divisions in proper cab- inet until they are sent to permanent file. Keep all ‘‘going portions’’ of round trip tickets in box on desk for five months for easy access in case other roads wish to trace any ticket. Then file them. File contracts each month as they are checked. When tickets are ready for permanent filing, fill out a label form showing names of ‘‘from station’’ and ‘‘to station,’’ month, year, number of the box in which they are filed. Fill out, for the box, a corresponding index of records in duplicate showing description of matter filed, corresponding with label on the box. Place proper LC.C. number on the index. Send both to ‘‘warehouse.’’ When one copy is returned showing location in files, file it under the proper month. TICKET SORTER AND CHECKER 51 Handle parlor car tickets as follows: Sort according to divisions in numerical order. Place them in the envelopes with the regular collection of tickets for the division. File them with the regular tickets. When a ticket is to be withdrawn from the files, fill out and insert in place of it a ‘‘Ticket withdrawn’’ card giving a complete descrip- tion of the ticket, together with the number of the file to which it is to be attached or the initials of the person for whom it is with- drawn. When records (agent’s reports in bound form) are sent to record storage room (warehouse) fill out Index of Records. When records are desired from ‘‘warehouse’’ fill out ‘‘request for records’’ form, giving description and location (by referring to bottom of Index of records card) of records required, and sign the request. (Space left for additions.) III. Requirep Know.epen Arrancep in InstructionaL UNITS Direct Value Units The Home Interline Bureau. The nature of the work in the office of the Auditor of Passenger Accounts. The relation of the work of the Home Interline Bureau to other bureaus in the department. The names of officials and the line of authority in the bureau. Sorting home interline tickets. Which tickets to sort into division groups. The division of the road in which each station is located. (In case of doubt refer to list of stations.) The geographical order of the stations in each division. (When in doubt refer to geographical station list.) Checking home interline tickets. How to check tickets against agent’s daily report. Where to find quickly necessary information on various kinds of tickets. 52 ANALYSIS OF CLERICAL POSITIONS When ticket and report completely correspond. What rule the agent has violated in case of each error. When a ticket is irregularly issued in any way by the agent. How to proceed in case of any irregularity on ticket or on report. Why it is necessary to number the agent’s reports. Handling correspondence with agents. The routine to be followed in writing first and follow-up letters to agents. How to write a simple, concise letter, or use a letter form in cor- responding with agents in regard to irregularities on tickets or reports. Filing tickets. The system used by the company in both temporary and perma- nent filing of tickets. How to prepare the labels and the index for the boxes in which tickets are filed. How to fill out a ‘‘ticket withdrawn’’ card when removing a ticket from the files. How to fill out a ‘‘request for records.’’ (Space left for additions.) Supplementary Units The Department of the Auditor of Passenger Accounts. The general nature of the work of the department. The relation of this department to other departments in the com- pany. The home interline ticket. The various classes of home interline tickets. The nature of the contract on each class of ticket; Geography. The location of stations by railroad divisions. TICKET SORTER AND CHECKER 53 English. Oral English in addressing officials and fellow employees. How to fill out properly the forms used. How to write a clear, concise letter. The vocabulary of railway terms used in the auditing department. The importance of good English for promotion. Penmanship. How to write neatly and legibly. The necessity for having railroad records neat and legible. The part good penmanship plays in promotion. (Space left for additions.) IV. Promorronau PossiBiLities There are several promotional possibilities open to the ticket sorter and checker. Two lines are suggested below. The units of training necessary in preparing for promotion along any of these lines may be found by consulting Section IIT of the analysis of the job.next in line. 1 2 One line of promotion Another line of promotion From sorter and checker in home From sorter and checker in home interline bureau to: interline bureau to: (a) Ticket checker in foreign (a) Rate clerk in home inter- interline bureau. line bureau. (b) Head ticket checker. (ob) Head rate clerk in home interline bureau. 54 ANALYSIS OF CLERICAL POSITIONS TALLY CLERK I. Generau Facts .CoNcERNING THE JOB Place of employment: Foreign Interline Bureau, office of Auditor of Passenger Accounts. Length of learning period: about two months. Entrance requirements: Age: seventeen or older. Sex: male or female, usually female. Special skill or training: none required, though vacancies are often filled by transfer from conductors’ bureau. Personal qualifications: carefulness,. accuracy, reliability. Educational qualifications: eighth grade; ability to write neatly and legibly. Nature of the work: A gateway is a main terminal point where the railroad connects with other railroads, and through which, there- fore, traffic comes into and goes out of the territory of the road in question. The work of the tally clerk consists first, in segregating the tickets honored through each gateway, grouping the tickets for each gateway into classes, grouping each class into routes eastward and westward, and then counting and tallying them; second, in making a segregation of the tickets into month groups, segregating the tickets issued by each road, and counting and tallying them. Since classification of tickets must necessarily be different for different railroads, to list the duties in detail it is necessary to use the classification found in one division office. II. Duttes Remove tickets from bucket in which they have been sent in from Conductors’ Bureau. (Tallying tickets through gateways by classes and routes.) Segregate the tickets into gateway groups, making a separate gateway segregation for home interline and for foreign interline tickets, but hold out of these segregations the following tickets for each of which make a separate group: Transfers (across town). Mutilated tickets (any data not legible). Foreign interline not reading via 8. P. G. H. & 8. A. tickets sold at El Paso. ‘*Locals’’ (small foreign line tickets with starting point and des- tination in §. P. territory). S. P. local tickets. Note.—The initials used in this section are recognized abbreviations for certain railroads, TALLY CLERK 55 “While making the gateway segregation, pin a white tag on all ‘‘inter- mediates.’’ (Intermediates show four stations. The two middle stations must be main 8. P. gateway stations; the stations of origin and destination must be on other lines. Clerk has a list of the names of certain small roads which issue these intermediates, to which reference may be made in case of doubt.) ‘Put rubber band around each foreign interline gateway group, and set them aside. Put rubber bands around ‘‘transfers,’’ mutilated tickets, and foreign interline tickets not reading via 8. P., write upon the back of each bundle ‘‘Box 10,’’ sign with own initials and lay aside for sending to proper clerk. Bundle the G. H. & S. A. group and lay aside for proper clerk. Bundle the 8. P. locals and lay aside for local bureau. (Handling home interline gateway groups.) Make class groups of each home interline gateway group as follows: First class. Round trip. All-year tourist. Government. Segregate each of the four classes for each gateway into routes, and make a separate group for ‘‘no route shown.”’ Segregate each of the route groups into east bound and west bound. Count the tickets thus segregated and tally on small 8. P. tally sheets (one sheet for each class) under the proper tally date and opposite the proper road, east bound and west bound. Place the tickets in a bucket for sending to home interline bureau. (Handling local tickets.) Handle the locals held out of the gateway groups as follows: Segregate the tickets into road groups, making separate road groups for government tickets except government tickets over the Arizona and Eastern Railroad. Count the tickets in each road group. Tally the tickets on local large condensing sheet opposite the. par- ticular road, but do not show gateway, class, or routing. Tally the Local Government tickets on local government large con- densing sheet, writing the month, name of the road, from- station, to-station, under ‘‘Intra’’ if all travel is in the same ‘state, under ‘‘Inter’’ if not all in same state. 56 ANALYSIS OF CLERICAL POSITIONS Bundle the tickets for each road, put month and number of tickets in the bundle on the back of the last ticket. » Foot each of the two big sheets and balance against total of the tickets as counted. Lay the tickets aside for further handling by another clerk. (Handling foreign interline tickets) ‘‘Class’’ the foreign interline tickets for the El Paso gateway, holding the G. H. & S. A. tickets out of the four classes and handling as follows: Separate the large tickets into ‘‘government’’ and ‘‘non-govern- ment’’ groups. Separate the small tickets into ‘‘government,’’ ‘‘G. H. & S. A.,’’ and ‘‘G. H. & 8. A. via 8. P.”’ Make a separate group for double tickets. Put the two government groups together and send to another clerk for handling. Put the ‘‘G. H. & 8. A.’’ group with the ‘‘non-government’’ group. Separate the ‘‘G. H. & S. A. via 8. P.’’ group into two groups, one for ‘‘G. H. &S. A. via 8. P.—P. 8.,’’ another for any other routing. Put the ‘‘G. H. & 8. A. via 8. P.—P. S.’’ with the ‘‘non-govern- ment’’ group. Count the group for the other routing and tally at the bottom of the small first class tally sheet as ‘‘El Paso Throw-outs,’’ after which bundle them and place them in the tray for subsequent “month order.’’ Separate the double tickets into Lordsburg, Deming, and Bowie groups. Put each of these three into month order and count them. Tally them as segregated on the small first class tally sheet and on the large condensing sheet. : After tallying, place them with the ‘‘non-government’’ group. Bundle the ‘‘non-government’’ group as now constituted, mark it on the back ‘‘G. H. & S. A. not in order,’’ and pass it to the Back Desk. ‘‘Class’’ the foreign interline tickets for the Portland gateway, hold- ing ‘‘Portland Government’’ tickets out of the classes. ‘Class’ the foreign interline tickets for the remaining gateways. Route each class for each gateway and make a group for ‘‘no route shown,’’ separating each route into eastbound and westbound, TALLY CLERK 57 Count the tickets for each gateway and tally on small tally sheets for that gateway. Bundle the tickets and put them in the tray for subsequent ‘‘month order,’’ holding out however, the ‘‘Intermediates’’ and the ‘‘ Port- land Government group.’’ Take the ‘‘Intermediates’’ (already tallied with other foreign inter- line tickets in each gateway group) for each prlenays class them and route them east and west. Count them and tally them for the other gateway on the small inter- mediate tally sheet by gateways, by classes, and by routes east and west. : Put them in the tray for subsequent ‘‘month order’’ classification. Take the ‘‘Portland Government’’ group (held out when classing Portland gateway), count and tally them on the large Portland government sheet. Put them in the tray for subsequent month order classification. (In tallying tickets in month order by roads.) Remove bundles of tickets from the tray. Turn each bundle over so as to see date on back of each ticket. Separate the tickets into ‘‘back dates’’ and ‘‘current.’’ (Head Clerk tells girl which month to consider ‘‘back dates’’ and which ‘‘cur rent.’’) Bundle the ‘‘back dates’’ and lay them aside. Segregate the ‘‘current’’ tickets by months into seven groups, one group for 8. P. tickets, one for A. T. & S. F. tickets, and five other groups corresponding to the five large condensing sheets on which the roads are listed. Put the tickets corresponding to each sheet into the order in which the roads appear on that sheet. Bundle the tickets for each road, count them, tally them on the ae condensing sheet opposite the respective road under the proper date, and put them in the bucket for sending to the assorting clerks. Sort the ‘‘back dates’’ into gateway order, tally opposite the gate- way on large Back Date sheet, bundle, and put them in the bucket with the others for the assorting clerks. 58 ANALYSIS OF CLERICAL POSITIONS (Balancing and recapitulating.) Add each small class tally sheet separately and deduct ‘‘Inter- mediates.’’ Place the total for each of the four class tally sheets opposite the respective class on the small recapitulation sheet. Get the total of the small recapitulation sheet. Get the total of each large condensing sheet. Place each of these totals on the large recapitulation sheet opposite the name of the sheet from which it was taken. Get the total for the large recapitulation sheet. Compare the total of the small recapitulation sheet (a total by classes) with the total of the large recapitulation sheet (a total by dates) to see that they correspond. (Record of time distribution.) Make a record and report of the amount of time spent on each tally, and turn it over to head clerk. (Space left for additions.) 1 Ill. Requirep KNowLepGe ARRANGED IN INSTRUCTIONAL Units Direct Value Units The Foreign Interline Bureau. The nature of the work of the bureau. The relation of the work of the Foreign Interline Bureau to the work of the other bureaus in the office of the auditor of passen- ger accounts. The names of officials and the line of authority in the bureau. Passenger tickets. How to distinguish quickly between local, home interline, and foreign interline tickets. How to recognize an ‘‘intermediate’’ ticket. How to distinguish quickly between the four classes of tickets. Gateway segregation. How many gateways there are; where they are. Which tickets to hold out of the gateway groups. What disposition to make of each group of tickets held out of the gateway groups. TALLY CLERK 59 Class segregation. What the four classes are. Which group should be ‘‘classed”’ first. Which tickets to hold out of the classes; what to do with them. Route segregation. What the routes are. How to determine whether a ticket is ‘‘east bound’’ or ‘‘west bound.”’ Month order segregation. How to read quickly the date on the back of the tickets. How many groups to make. Road segregation. The grouping of the roads on the five sheets. How to arrange quickly the tickets in the order in which the roads appear on the sheets. Tallying and recapitulating. How to make the ‘‘gateway tally.’’ How to make the month road order tally. What the recapitulation of the gateway tally sheet shows. What the recapitulation of the month and road order tally shows. Reports. What information is required on the work report of a tally clerk. How to keep an accurate record of the time distribution by jobs for this report. Penmanship. How to write neatly and legibly, especially in making figures. The necessity for having railroad records neat and legible. Arithmetic. Addition and subtraction. Checking and balancing accounts. (Space left for additions.) ‘60 ANALYSIS OF CLERICAL POSITIONS Supplementary Units The Office of the Auditor of Passenger Accounts. The organization of this branch of the Auditing Department. The function of each bureau. The passenger ticket. See page 29. Ticket classifying and tallying. “ Why it is necessary to make a separate gateway segregation for home interline and foreign interline tickets. Why it is necessary to make a separate ‘‘government’’ class. Why it is necessary to handle separately ‘‘Locals,’’ ‘‘G. H. & S. A.,’’ and ‘‘Intermediates.’”’ Why it is necessary to make two separate tallies, orie for gate- ways, and one for roads. Why it is necessary that the two recapitulation sheets should bal- ance. Geography. The location of the various lines of the railroad. The location of the division points and gateways of the railroad- The territory served by connecting railroads. English. Oral English in addressing officials and fellow employees. The vocabulary of railroad terms used in the Auditing Depart- ment. IV. PromorionaL POossIBILITIES There are many promotional possibilities open to the tally clerk, three of which are listed below. The units of training necessary in -preparing for promotion along any of these lines may be found by consulting Section ITI of the analysis of the job next in line. 1 2 One line of promotion Another line of promotion From tally clerk in foreign in- From tally clerk in foreign inter- terline bureau to: line bureau to: (a) Ticket sorter in foreign (a) Ticket sorter in foreign interline bureau. interline bureau. (b) Ticket checker in foreign (b) Ticket tracer in foreign interline bureau. interline bureau. 3 Another line of promotion From tally clerk in foreign interline bureau to: (a) Ticket sorter in foreign interline bureau. (b) Sorter and checker in home interline bureau. CARBON CLERK 61 CARBON CLERK I. General Facts Concerning THE JOB Place of employment: Receiving, Filing, and Arranging Bureau of the Freight Auditing Department. Length of learning period: a few days. Entrance requirements: Age: seventeen or older. Sex: female. ‘Special skill or training: none. Personal qualifications: promptness, courtesy, some manual dex- terity. Educational qualifications: grammar school. II. Duties “Set up’’ Division Statements, Abstracts of Interline Waybills, and Waybill Correction Notices with from one to six carbons and tissue sheets, proceeding as follows: | Take sufficient quantity of carbons from cabinet. Take quantity of the form to be set up from shelf where it is kept. Obtain sufficient quantity of tissue sheets corresponding to the particular form. Arrange sheets conveniently for rapid work in handling while seated at the table. Set up the form with from one to six tissue sheets, using a rectangular tray open on two sides for keeping the edges of the papers straight. When proper number of ‘‘set-ups’”’ have been made, remove them from tray, tie in a bundle, write figure on top indicating num- ber of carbons, and take to proper shelf. Repeat the operation, varying the number of carbons and the form set up so as to keep a sufficient quantity of each ready for use. Discard irregular forms when they are discovered. When change in form to be set up necessitates change in size of carbon, return carbon in use to carbon cupboard and obtain carbon of proper size. Discard carbon sheets as they become worn, smudged, wrinkled, or torn from handling. _ Keep a record of number of ‘‘set-ups’’ made during the day. From the record of ‘‘set-ups,’’ make a daily work report on the proper form. Before going off duty put away carbons and forms on the table. 62 ANALYSIS OF CLERICAL POSITIONS III. Requirep Know .eper ARRANGED IN InstRUCTIONAL UNITS Direct Value Units The Receiving, Filing, and Arranging Bureau. Names of officials and fellow employees, and the general nature of their duties. Location of supplies and materials used in the bureau. Carbon paper. . How to handle the paper so as not to smudge the hands, the clothing, the paper itself. How to insert the paper smoothly over the sheet on which the impression is to be made. . The ‘‘set-up.’’ How to adjust the original and tissue sheets evenly and smoothly, using the straight edging tray. The number of set-ups to make in each pile. Daily work report. How to keep a record of the work done. How to make up the daily work report. (Space left for additions.) Supplementary Units Blank forms, The nature and use of the forms handled. The reason for the number of carbons used with each form. English. Oral English in addressing officials and fellow employees. Importance of good English and good form in making reports. Penmanship. ; How to write neatly and legibly. The importance of good penmanship. (Space left for additions.) WAYBILL ARRANGING CLERK 63 IV. Promorionau Possipiuiries The promotional possibilities open to the carbon clerk are rather limited. Three possible lines of promotion are suggested below. 1 2 One line of promotion Another line of promotion From carbon setting up clerk to: From carbon setting up clerk to: (a) Local waybill arranging (a) Typist (training as typist clerk. necessary for promo- (b) Interline waybill arrang- tion). ing clerk. (0) Head typist. (c) Abstract clerk. 3 Another line of promotion From carbon setting up clerk to: (a) Comptometer operator (training as comptometer operator necessary for promotion). (b) Head clerk of Comptometer Bureau. WAYBILL ARRANGING CLERK I. Geweran Facts ConcEeRNING THE JOB Place of employment: Receiving, Filing and Arranging Bureau of the office of the Auditor of Freight Accounts. Length of learning period: about one week. Entrance requirements: Age: seventeen or older. Sex: female. Special skill or training: none. Personal qualifications: promptness, courtesy, neatness. Educational qualifications: grammar school. II. Durrizs Handle local waybills as follows: -(At the “throwing out’ desk.) Obtain the bundles of waybills for the day and untie them. Sort out the waybills from certain large stations and make a sep- arate group of each. Sort the remaining waybills into small alphabetical groups. Tie the bundles and lay them aside for arranging. 64. ANALYSIS OF CLERICAL POSITIONS (At the “‘arranging’’ desk.) Take the waybills of each station or each alphabetical group and ' arrange them in numerical order. Verify each waybill in each group for station, number, and date. Remove ‘‘bad dates,’’ take to proper book of waybills in the files and paste in proper place. Remove any waybill found in wrong station group and place it in correct group.. After arranging waybills of each station or alphabetical group of stations, count them and tie them in bundles. Write on the bottom of each ‘bundle the number of waybills i in the bundle, the date, and name of the clerk. Take bundles: to Local Bureau. - Make a record and daily work report of number of bundles (‘‘books’’) handled. Handle ‘‘interline forwarding’’ waybills as follows: (At the ‘throwing out’’ desk.) Obtain the bundles of waybills for the day and untie them. Sort out the waybills from certain large stations and make a sep- arate group of each. Sort the remaining waybills into small alphabetical groups. . Tie the groups and lay them aside for arranging. (At the “‘arranging’’ desk.) Take the waybills of each station or each alphabetical group and arrange them in numerical order. Verify each waybill in each group for station, number, and date. Remove ‘‘bad dates,’’ take to proper. book of waybills in files and paste in proper place. Remove any waybill found in wrong station group and place it in correct group. Fold long waybills to uniform size. Smooth out wrinkled waybills. Mend torn waybills with tape. “Straight edge’’ each pile of waybills. Trim off any protruding edges. WAYBILL ARRANGING CLERK 65 Place blank protecting sheet under and over the bundle. Place front and back cover on each bundle. Tie the bundle and take it to the binding room. Keep a record and make a daily work report showing number of ‘‘books’’ (bundles) handled. (Space left for additions.) III. Requirep KNowLEepcE ARRANGED IN IngstRucTIONAL UNITS Direct Value Units The Receiving, Filing, and Arranging Bureau. Names of officials and employees. General nature of the work of the bureau. Where the supplies and equipment used in the bureau are kept. The waybill. The difference between the local and ‘‘interline forwarding’’ way- bill. : The necessary items on a waybill. Sorting waybills. What alphabetical groupings to make. For which stations waybills should be assorted into separate groups. Checking and arranging waybills. The items on the waybill which must be observed by the clerk. What to do with the waybill if any necessary items are missing. What to do with ‘‘bad dates’’ and other waybills found in wrong groups. How to make up the bundles preparatory to binding. Making reports. How to keep record of amount of work done. How to make up the daily work report. (Space left for additions.) 66 ANALYSIS OF CLERICAL POSITIONS Supplementary Units The waybill and its accompanying documents. The journey of a waybill from its origin to the files. The other documents which are made out with the waybill. The use of each. The occasion for the various kinds of waybills. English. Oral English in addressing officials and fellow employees. The meaning, use, and spelling of railway transportation terms, especially terms used in the auditing of freight accounts. Penmanship. How to write neatly and legibly. The importance of good penmanship in clerical work. (Space left for additions.) IV. PRomMoOTIONAL POSSIBILITIES There are many promotional possibilities open to the waybill arranging clerk, three of which are listed below. The units of train- ing necessary in preparing for promotion along any of these lines may be found by consulting Section III of the analysis of the job in question. 1 2 One line of promotion Another line of promotion From waybill arranging clerk From waybill arranging clerk to: to: (a) Clerk in Tracing Bureau. (a) Clerk in Local Bureau. (b) Head clerk in Tracing (b) Head clerk in Local Bureau. Bureau. 3 Another line of promotion From waybill arranging clerk to: (a) Clerk in Comptometer Bureau. (b) Head clerk in Comptometer Bureau. CHECKING CLERK 67 CHECKING CLERK I. Generau Facts Concerning THE Jos Place of employment: Tracing Bureau of the office of the Auditor of Freight Accounts. Length of learning period: about two months. Entrance requirements: Age: seventeen or older. Sex: female. Special skill or training: none required, but vacancy would prob- ably be filled by promoting a girl who had been setting up carbons or sorting or arranging waybills. Personal qualifications: carefulness, thoroughness, dependability, neatness, accuracy, courtesy. Educational qualifications: eighth grade. Nature of the work: The work consists in checking local forwarded waybills against the agents’ local forwarded abstracts. The waybills are brought to this clerk’s desk already arranged in alphabetical selling station order. The local forwarded abstracts must be sorted. II. Duttes Handle local forwarded abstracts as follows: Sort the local forwarded abstracts into two groups, ‘‘Prepaid’’ and ‘‘Not Prepaid.’’ Arrange the ‘‘Not Prepaid’’ abstracts into alphabetical, forward- ing station order and file under the proper station. Send the ‘‘Prepaid’’ abstracts to the Hollerith Bureau for card punching and subsequent. verification. When the ‘‘Prepaid’’ abstracts are returned, arrange them in alphabetical, forwarding station order and under each station in numerical order and lay them aside. Check the local forwarded waybills against the local forwarded abstracts at the end of the month. After checking send them to be bound and filed. 68 ANALYSIS OF CLERICAL POSITIONS 4 Check local forwarded waybills against local forwarded abstracts as follows: Compare the number on each waybill with its number on the abstract. Check mark the number on the abstract. Compare ‘‘advance’’ items and ‘“prepaid’’ items. Check mark the items on the abstract. . Check mark the waybill if everything corresponds. If waybill and abstract do not correspond, assign a correction notice number to both. (Get list of current numbers daily from head clerk and check them off as assigned.) Make out in duplicate a correction notice, sign it, and send original to the forwarding agent, showing waybill number, abstract form number and date, name of station, explanation, and data as to correction. File the carbon copy of the correction notice. If any waybill does not appear on the abstract proceed as follows: If waybill carries no ‘‘advances’’ or ‘‘prepaid’’ items, simply add it to the agent’s abstract. If waybill carries ‘‘advances’’ or ‘‘prepaid’’ items, make out a ‘‘dummy abstract’’ to cover it. Retain the dummy till the agent’s monthly account comes in. If monthly account. carries the items in question, file the dummy. If monthly account does not show these items, or if they do not agree with those on the dummy, issue a correction notice in- structing the agent to add them to his account, or correct them on it. If an interline waybill has been changed back to a local waybill, pro- ceed as follows: Look up the interline abstract to find out whether the company is to get all or only a portion of the charges. If the waybill has ‘‘advances”’ or ‘‘prepaid’’ items, make out an “office abstract’’ to cover, using black ink if charges are wholly local and red ink if charges are partly interline. Send the ‘‘office abstract’’ to the proper desk for handling, after having checked it against the waybill. If the waybill does not carry ‘‘advances’’ or ‘‘prepaid’’ items, simply add it to the agent’s abstract, indicating on the abstract the interline waybill number, destination station, route, rate, and freight charges. CHECKING CLERK 69 Make out a ‘‘destroy tag’’ in duplicate showing date, waybill num- ber, station of origin, destination station, station to which changed, junction points, road, weight, and commodity if a ear-load lot. Send original to Hollerith Bureau. Paste duplicate to interline abstract. Remove the following waybills as they appear and send them to the eross reference desk for checking: ‘‘non-agency,’’ ‘‘switching,’’ “advances only,’’ ‘‘prepaids only,’’ ‘‘dead-head straight,’’ “‘weights and charges.’’ Make out a daily work report. every morning, showing number of waybills on hand, received, and checked during the previous day. (Space left for additions.) 1 III. RequireD KNowLepGeE ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units The Tracing Bureau. The nature of the business of the bureau and its relation to the Freight Auditing Department. Names and duties of employees in the bureau. The documents handled—their form and use. The local forwarded. abstract. The local fordwarded waybill. The office abstract. The dummy abstract. The destroy tag. The correction notice. Arranging local forwarded abstracts. How to distinguish between ‘‘Prepaid’’ and ‘‘Not Prepaid.”’ What disposition to make of each class of abstract. How to arrange papers in alphabetical and numerical order. Checking local forwarded waybills. What data should appear on the abstract. How to compare waybill and abstract. How and under what conditions to make out a correction notice. 70 - ANALYSIS OF CLERICAL POSITIONS. When to make out a ‘‘dummy abstract.’’ When and why an ‘‘office abstract’’ and a ‘‘destroy tag’’ must be made out. ‘What data to include on each of the above papers. Which waybills are to be taken out and sent to the cross reference desk, y J! (Space left for additions.) Supplementary Units The Freight Auditing Department. The general nature of the work. The possibilities for promotion for a checking clerk. The forms and papers handled. The necessity for each form. The history of each form from making to filing. Record keeping. ’ The necessity for having a record of every transaction. The various methods used in tracing transactions. English. Oral English in addressing officials and fellow employees. Written English in filling out the forms used. How to write a simple, clear, concise letter. The vocabulary of railroad terms with special reference to those common to the Auditing Department. The part good English plays in promotion. Penmanship. How to write neatly and legibly. The necessity for having railroad records neat and legible.. The part good penmanship plays in promotion. (Space left for additions.) CHECKING CLERK 71 IV. PromotionaL POossispiLivties There are many promotional possibilities open to the checking clerk, three of which are listed below. The units of training neces- | sary in preparing for promotion along any of these lines may be found by consulting Section III of the analysis of the job next in line. 1 2 One line of promotion Another line of promotion From checking clerk in tracing From checking clerk in tracing bureau to: bureau to: (a) Clerk in claims bureau. (a) Comptometer operator. (Ability to dictate a (vb) Head clerk in compto- good letter essential.) meter bureau. (6) Head clerk of claims bureau. 3 Another line of promotion From checking clerk in tracing bureau to: (a) Clerk in typing bureau. (b) Head clerk in typing bureau. 72 ANALYSIS OF CLERICAL POSITIONS JUNIOR CLERK IN RECHECKING BUREAU I. GeneraL Facts CoNcERNING THE JOB Place of employment: Rechecking Bureau of Freight Auditing De- partment. Length of learning period: two weeks to one month. Entrance requirements: Age: probably not younger than seventeen. Sex: male. Special skill or training: none. Personal qualifications: neatness, promptness, courtesy, retentive memory. Educational qualifications: grammar school. Nature of the work: Interline accounts arise when freight is hauled over more than one road. Differences in the application of the rates and in the division of the freight charges between the two lines occur. A statement of these differences for each month’s interline business is sent by one road to the other. When these differences are finally adjusted, a correction account is issued to make the accounts between the two roads correspond. Il. Duties Trace unreported items on Statement of Differences in the adjust- ment of interline freight accounts as follows: Referring to copy of Statement of Differences for data, fill out tracer form and send to foreign line’s auditing department. (About 200 handled daily.) File copy of tracer with copy of statement, marking thereon the pending date one month in advance. If no answer is received by pending date, write follow-up letter. Attach copy of this letter to copy of statement in the file. Set new pending date. If no answer is received by pending date, write special letter for signature, of chief clerk. File a copy. Set new pending date. If no reply is received by pending date, write personal letter to railroad in question for signature of Auditor of Freight Accounts. When the Correction Account is issued, check it with Statement of Differences, JUNIOR CLERK IN RECHECKING BUREAU 73 If the Correction Account is incorrect, make necessary notations and take them, with Statement of Differences, to clerk who issued the statement. Write letter to foreign line calling attention to inaccuracies. Follow up in one month with tracers. When the account is correct or when Statement of Differences is. cancelled, close the file and transfer it to dead file. File material as follows: File the books of interline forwarded accounts alphabetically in road order and numerically under the road. File tariff supplements or revisions numerically under the par- ticular tariff, inserting the new in the place of the old. Place the old tariff supplements in the back of the book for reference. File copies of all tracing or follow-up correspondence with the copy of the Statement of Differences referred to. File copies of all stationery requisitions. File ‘‘short order’’ notices with copy of requisitions. Make stationery requisitions as follows: At stated time make out weekly requisition. for stationery required by bureau for ensuing week, showing thereon form, description, quantity on hand, quantity required, account or service to be charged, ete. ; Get proper signatures and send to company stationer. File a copy of requisition. When material requisitioned is received, check it against requisi- tion, and make necessary changes on stationery stock record. If stationer can not fill an item on the requisition and sends ‘‘short order’’ notice, file same with copy of requisition. Make new requisition to cover the short item on date indicated in ‘‘short order’’ notice. Handle mail for the bureau as follows: Once daily, obtain mail from mail bureau of the office. Open the mail. Read each communication to determine the subject and who should handle it. Distribute mail to the proper persons. Once daily, take mail to mail bureau, 74. ANALYSIS OF CLERICAL POSITIONS Occasionally perform the following tasks: On request from foreign lines, make copies of waybills and send to them. On request go to record room, look up reportings on various way- bills, see in what month’s account waybill was reported, and bring information to clerk requiring it. Do office errand work. Act as messenger within the building. (Space left for additions.) III. Requirep KNowLEpGE ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units The Rechecking Bureau. Names of all employees and the general nature of their work. Where the supplies and equipment of the bureau are kept. Tracing. How to interpret the data on a Statement of Differences. How to fill out the tracer. How to write a simple, concise, follow-up letter. When and why it is necessary to refer a matter to an official for handling. low to check a Correction Account against a Statement of Differ- ences. Filing. The system used in filing books of interline forwarded accounts. How to file new tariffs or revisions in the proper books. How to file tracers and follow-up letters dealing with Statement of Differences. How to file copies of requisitions and short order notices. Making stationery requisitions. The various kinds of stationery and blank forms used in the office. How to proceed in making stationery requisitions. How to add and subtract accurately and quickly. How to check the material received against the copy of the requi- sition. JUNIOR CLERK IN RECHECKING BUREAU 15 Handling mail. The duties performed by each employee in the bureau to whom mail is distributed. When to get and distribute incoming mail. When to collect the outgoing mail. Regarding occasional duties. How to conduct simple correspondence with other companies. The system used in filing waybills in the record room. The location of the supplies and equipment used in the office. The location of the various offices and bureaus with which the Rechecking Bureau has dealings. (Space left for additions.) Supplementary Units The Office of the Auditor of Freight Accounts. The various bureaus in this department and the general nature of their work. The relation of the work of the Rechecking Bureau to the work of the Office of the Auditor. Why it is necessary to have a Rechecking Bureau. The documents handled. The importance and use of the various documents handled. The necessity for the various documents. The necessity for ‘‘pending’’ correspondence. English. Oral English in addressing officials and fellow employees. How to write or dictate a clear, concise letter. The vocabulary of railroad terms with special reference to those common to the Rechecking Bureau. The part good English plays in promotion. Penmanship. How to make neat, legible figures. How to write neatly and legibly. The necessity for having railroad records neat and legible. The part good English plays in promotion. 76 ANALYSIS OF CLERICAL POSITIONS IV. Promotional PossIBILITIES There are many promotional possibilities open to the junior clerk in the rechecking bureau. Three lines are listed below. The units of training necessary in preparing for promotion along any of these lines may be found by consulting Section III of the analysis of the job next in line. 1 2 One line of promotion Another line of promotion From junior clerk in rechecking From junior clerk in rechecking bureau to: bureau to: (a) Clerk in rechecking (@) Clerk in interline for- bureau. warding bureau. (0) Head clerk of rechecking (b) Head clerk of interline for- bureau. warding bureau. (c) Chief clerk of depart- (c) Chief clerk of department. ment. (d) Assistant auditor of freight (@) Assistant auditor of accounts. freight accounts. (e) Auditor of freight accounts. (e) Auditor of freight accounts. 3 Another line of promotion From junior clerk in rechecking bureau to: (a) Clerk in rate revising bureau. (b) Head elerk of rate revising bureau. (c) Chief clerk of department. (d) Assistant auditor of freight accounts. (e) Auditor of freight accounts. ASSISTANT INDEMNITY BOND CLEKw T7 ASSISTANT INDEMNITY BOND CLERK I. General Facts CoNcERNING THE JOB Place of employment: Indemnity Bond Bureau in the Treasury De- partment. Length ,of learning period: about six weeks. Entrance requirements: Age: ordinarily not younger than eighteen. Sex: male or female. Special skill of training: preference given to person familiar with freight documents or to an employee in the Treasury Depart- ment. Personal qualifications: carefulness, dependability, courtesy, neat- ness. Educational qualifications: eighth grade or higher. II. Durizs (In regard to correspondence.) Open the incoming mail and sort it according to the filing system used in the bureau. Match up correspondence with files or make new files as needed. Turn over correspondence to head clerk for handling. Prepare the outgoing mail for sending. (In regard to indemnity bonds.) Number each bond as it is received. Make a file for each bond. When a person calls at the office for a bond, give him the proper form. (In regard to recording, indexing, and filing.) In the record book, make an entry for each bond showing station, date, amount and kind of bond, principal, and guarantor. Make an index card for each bond giving the same data. File the index cards and the bonds. Keep the files in order and the closed files properly transferred. (In regard to supplies.) Put away the supplies for the bureau as received (carbon paper, forms, various kinds of bonds, etc.). Take out supplies as they are needed in the bureau. Inform head clerk when new supplies should be ordered. 78 ANALYSIS OF CLERICAL POSITIONS (In regard to the daily work report.) Keep a record of the amount and character of work done each day and turn it over to head clerk. (Space left for additions. ) III. Requirep KNowLepGE ARRANGED IN INSTRUCTIONAL UNITS Direct Value Units The Indemnity Bond Bureau. The nature of the business of the Indemnity Bond Bureau and its relation to the Treasury Department. Indemnity bonds. The various kinds of indemnity bonds. The circumstances which call for each kind of bond. When an indemnity bond is properly executed. The rights, duties, and obligations of the parties to an indemnity. bond. How to proceed in case of cancellation or forfeiture. The duties of the local agent in regard to bonds. What officials should be advised when bonds are filed. ~ Geography. The location of the company’s lines and divisions. Junction points with other lines. Recording and filing. The entries on the bond of which record must be made. The office system of recording and filing bonds. (Space left for additions.) ASSISTANT INDEMNITY BOND CLERK 719 Supplementary Units The Treasury Department. Its personnel. The nature of the work performed by each bureau in the depart- ment. Freight. The different kinds of bills of lading. ‘What to do when an order bill of lading is reported lost. Regulations of the Interstate Commerce Commission regarding the payment of freight charges. The location of freight stations, especially at junction points. Filing and recording. The systems of filing used in different offices. The various systems of keeping office records. English. How to write or dictate a clear, concise business letter. The vocabulary of this phase of railroad business. (Space left for additions.) IV. PROMOTIONAL POSSIBILITIES The first line of promotion listed below is the most logical one for the assistant indemnity bond clerk to follow. Two other possible lines are also given. 1 . 2 The logical line of promotion Another line of promotion From assistant indemnity bond From assistant indemnity bond clerk to: elerk to: (a) Head clerk of indemnity (a) Abstract clerk. bond bureau. (b) Chief clerk. (b) Chief clerk. 3 Another line of promotion From assistant indemnity bond clerk to: (a) Distribution. clerk. (b) Chief clerk. 80 ANALYSIS OF CLERICAL POSITIONS DISTRIBUTION CLERK I. GeneraL Facts ConcernING THE JOB Place of employment: Pay Check Bureau of Treasury Department. Length of learning period: one month or more. Entrance requirements: Age: eighteen or older. Sex: male or female. Special skill or training: none, though vacancies are usually filled by promoting junior clerks. Personal qualifications: dependability, alertness, accuracy, cour- tesy, promptness. Educational qualifications: preferably more than grammar school. II. Dutizs (Regarding payroll vouchers.) Countersign payroll vouchers. Examine and verify them against the payroll. List all payroll vouchers, according to destination, on payroll voucher transmittal slips, in payroll order. Prepare payroll voucher envelopes. Inclose payroll vouchers and corresponding transmittal slip in proper envelope form. 7 Seal the envelope with wax, and weigh it. Prepare express waybills for payroll vouchers going to points where there is an agent. Make a record, on the proper form, of all vouchers sent. Number each waybill and corresponding envelope with identical num- ber. Take a receipt from the express company’s representative who calls for the vouchers. Prepare registered baggage waybills for vouchers going to points where there is no agent. Stamp these waybills and the voucher envelopes with the ‘‘registered’”’ stamp. Deliver them to the central mailing bureau. DISTRIBUTION CLERK 81 (Regarding time vouchers.) Examine, verify and make proper record of time vouchers. Prepare time voucher transmittal slip. Send vouchers to the agent accompanied by the proper transmittal slip in the proper envelope form. (Regarding individual requests for pay.) When person calls have him establish his identity. Deliver his voucher to him. ‘ Take his receipt for the voucher on the proper form. (Regarding the sending out of individual payroll vouchers.) Prepare the proper transmittal slip. Prepare the proper receipt form. Mail the payroll voucher, accompanied by these forms, enclosed in proper envelope, addressed to the employee. (Regarding the checking of transmittal slips.) Check returned transmittal slips to see that they have been properly ‘signed and vouchers delivered. Turn over undelivered vouchers to proper clerk. Send out tracers for transmittal slips and receipts not returned. File all returned transmittal slips and receipts. (Regarding payrolls.) Sort all payrolls according to divisions of the road. Bind and file them. (Space left for additions.) 82 ANALYSIS OF CLERICAL POSITIONS III. Requiren Know.epcr ARRANGED IN InstRUCTIONAL UNITS Direct Value Units Pay Check Bureau. Names of the employees, location of their desks, and the general nature of the duties performed by each. The nature of the business of the bureau and its relation to the Treasury Department. Payroll and time vouchers. The difference in form. and use between the payroll voucher and > the time voucher. The items which are necessary on a voucher. What to do in case an irregularity is discovered on a voucher. How to operate the countersigning machine. How to prepare -vouchers, transmittal slips, and voucher envelopes. How to prepare express waybills and registered baggage waybills. Which voucher transmittal slips and which voucher envelopes are required for each lot of vouchers. How to proceed when an individual employee calls for his voucher. How to proceed in preparing to send out individual payroll vouchers. How to make up a record of vouchers transmitted. Returned transmittal slips and receipts. What items to check on the returned transmittal slips and receipts. What disposition to make of returned (unclaimed) vouchers. When to send out tracers for unreturned transmittal slips and receipts. : The system used by the company in filing returned transmittal slips and receipts. Payrolls. How to sort payrolls according to division of the road. How to bind them for filing. The system used by the company in filing them. Transmitting documents. ‘When to send vouchers by express and when as registered baggage. How to seal envelopes with wax and the importance of: sealing them securely. How to weigh mail. (Space left for additions.) DISTRIBUTION CLERK 83 Supplementary Units The Treasury Department. The nature of the work of the department. The lines of promotion open in the department. The forms handled. The use of the various office forms and their history from making _ to filing. The nature of the express receipt and the baggage waybill. Business English. Oral English in addressing fellow workers and individuals who call at the office. How to write a clear, concise, correct business letter. How to fill in form letters. Business writing. The necessity for having treasury records legible and neat. The part good penmanship plays in promotion. How to write neatly and legibly. (Space left for additions.) IV. PromotionauL PossIBILITIES There are several promotional possibilities open to the distribution’ clerk. Two lines of promotion are suggested below. 1 2 One line of promotion Another line of promotion From distribution clerk to: From flistribution clerk to: (a) Garnishment clerk. (a) Teller. (b) Chief clerk. (b) Chief clerk. (c), Assistant cashier. (c) Paymaster. (d) Cashier. (d) Cashier. (e) Assistant treasurer. (e) Assistant treasurer. 84 ANALYSIS OF CLERICAL POSITIONS MANIFEST CLERK I. GeneraL Facts CoNcERNING THE JOB’ Place of employment: General Freight Offices. Length of learning period: one month to two months. Entrance requirements: Age: probably not under twenty or twenty-one years. Sex: male or female—usually male. Special skill or training: familiarity with the work of a general freight office. Personal qualifications: accurate, neat, prompt, reliable. Educational qualifications: eighth grade or higher. Nature of the work: : The manifest system is designed to insure prompt movement of through carload freight shipments. Reports on the movement of such freight are mailed and telegraphed to the general freight office of the company, where a careful record is kept of its progress to destination. The supervisory and clerical work incident thereto is performed by manifest clerks. II. Duties Examine reports of manifest freight, passing reports, ‘‘set out,’’ and ““pick up’’ reports to see that they have been properly filled out. Index the manifest reports and paste them in the proper books. Make a record of any delay in the movement of manifest cars. Make a record of the number of hours between divisions in the move- ment of manifest trains. Make a record of the average daily delays in the movement of manifest freight between divisions. Send out postal cards to consignees to inform them of the progress of manifest freight toward destination. Make up reports at stated intervals showing the amount of manifest freight handled in each direction, through each gateway, and the promptitude with which & was handled. Conduct correspondence relative to the business of the bureau. (Space left for additions.) MANIFEST CLERK 85 III. Requirep Know.epge ARRANGED IN InstTRUCTIONAL UNITS Direct Value Units The General Freight Office. The organization and function of the General Freight Office. The personnel of the General Freight Office force. The documents handled. ‘What information should appear on reports of manifest freight, passing reports, ‘‘set out’’ and ‘‘pick up’’ reports. How to interpret the data on these reports. ‘What records to make from these reports. The movement of manifest freight. Regulations of the company regarding the movement of manifest freight. Time schedules of the company’s manifest freight trains. Which stations should send in reports and how often they should be sent. Geography. Nature of the territory served by the company: location of moun- tains, rivers, valleys, important cities and towns. Climatic and weather conditions of the various sections. Crops and industries of different parts of the territory. Location of the company’s lines, divisions, manifesting stations, and terminals. -English. Ability to write or dictate a good business letter. The vocabulary of this phase of the railroad business. IV. Promorionau PossiBiLiries There are many promotional possibilities open to the manifest clerk. Three lines of promotion are listed below. 1 2 One line of promotion Another line of promotion From clerk in manifest bureau From clerk in manifest bureau to: to: (a) Clerk in rate bureau. (a) Clerk in tariff bureau. (6b) Head clerk in rate bureau. (b) Head clerk in tariff bureau. 3 Another line of promotion From clerk in manifest bureau to: (a) Head clerk in manifest bureau. 86 ANALYSIS OF CLERICAL POSITIONS INDEMNITY BOND CLERK I. Generan Facts Concerning THE Jos Place of employment: Treasury Department. Length of learning period: about three months. Entrance requirements: Age: twenty-one or older. Sex: male or female—usually male. Special skill or training: knowledge of railroad organization, with special reference to the handling of freight, and credit matters. Personal qualifications: accurate, deliberate, neat, courteous, abil- ity to assume responsibility, promptness. Educational qualifications: eighth grade or higher. II. Duties (As to bonds.) Examine all bonds (indemnity, demurrage, reciprocal) to see that they have been properly executed. | Give each bond a number. Keep record book and card index of bonds. Notify proper officials when bonds are filed with the bureau. Notify agent when bond is not properly executed. Handle requests for cancellation. (As to correspondence.) Conduct all correspondence, relative to the business of the bureau, with station agents, guarantors, shippers, and others. (As to filing.) Keep file of correspondence and of bonds. (Space left for additions.) INDEMNITY BOND CLERK 87 III. Requirep KNow.epGe ARRANGED IN INSTRUCTIONAL Units Direct Value Units Indemnity bonds. The various kinds of indemnity bonds. What circumstances call for each kind of bond. When an indemnity bond is properly executed. The rights, duties and obligations of the parties to an indemnity bond. How to proceed in case of cancellation or forfeiture. The duties of the local agent in. regard to bonds. What officials should be advised when bonds are filed. Freight. The different kinds of bills of lading. What to do when an order bill of lading is reported lost. Regulations of the Interstate Commerce Commission regarding the payment of freight charges. The location of freight stations, especially at junction points. Correspondence. How to write or dictate a clear, concise letter relative to any work of the bureau. The vocabulary of this phase of the railroad business. Filing. The system used in the office for filing correspondence and bonds. Geography. The location of the company’s lines and divisions. Junction points with other lines. (Space left for additions.) IV. Promotionau PossIBILITiEs The logical line of promotion for the indemnity bond clerk is as follows: (a) Assistant chief clerk. (c) Assistant cashier. (b) Chief clerk. (@) Cashier. - 88 ANALYSIS OF CLERICAL POSITIONS GARNISHMENT CLERK I. Generau Facts ConcerNING THE J OB Place of employment: Treasury Department. Length of learning period: about two months. Entrance requirements: Age: over twenty-one. Sex: male. Special skill or training: vacancies ordinarily filled by promoting a clerk in the Treasury Department. Personal qualifications: accuracy, sound judgment, dependability. Educational qualifications: eighth grade or higher. II. Duties (In regard to attachments or garnishments.) Record the date of service, plaintiff, defendant, court, number of the case, and time set for hearing whenever a writ of attachment or garnishment is served against the salary or wages of any employee of the company. Notify the officer, under whom the employee is working, of the facts. File the record of attachment. See that the pay check is held in the office. Make a notation on the writ showing the amount of money being held. File the record thus completed and hold till disposition of the case by the court or amicable settlement by the creditor and debtor. (In regard to assignment of wages by employees.) When notice of assignment comes in, see that the employee’s pay check is held and payment made to the assignee. (In regard to wages due deceased employees.) Retain the pay checks of deceased employees. Authorize payment of money due deceased employee to person pre- senting letters of administration. Authorize payment of money to widow of the deceased upon delivery by her of a properly executed indemnity bond. Authorize payment of money to other legal heir of the deceased upon delivery of a properly approved affidavit and a properly executed indemnity bond. GARNISHMENT CLERK 89 (In regard to lost pay checks.) Secure a properly executed indemnity bond from employee who has lost his check. After the lapse of a specified time, authorize the issuance of a new check to the employee. Authorize cancellation of the bond after a certain number of years. Authorize forfeiture of the bond in case lost check has been paid by the company. (In regard to forged pay checks.) Secure the amount of the check from the bank or from last endorser of check. Deposit same with cashier. Request authority to prepare a cash voucher for the employee. (In regard to records, filing and correspondence.) Record in proper books or on proper forms full details of all cases handled. Conduct all correspondence relative to the cases handled. File all records and all correspondence relative to the cases handled. (Space left for additions.) 90 ANALYSIS OF CLERICAL POSITIONS III. Requirep Know .epce ARRANGED IN InstrRucTIONAL UNITS Direct Value Umts The Treasury Department. The organization of the Treasury. Department. The nature of the business in each bureau of the department. Attachments, garnishments, and assignments. The various steps in the legal process from attachment, or garnish- ment, to final settlement. The record which must be made of attachments and garnishments. The persons who should receive notification of attachments and garnishments. ‘Wages of deceased employees. Who is entitled to receive the wages of deceased employees and upon what conditions. How to safeguard the interests of the company. Lost pay checks. When a new check may be issued. Why it is necessary to require a bond. Forged pay checks. How to proceed to collect on the check. How to proceed to reimburse the employee. Correspondence. How to write or dictate a clear, concise letter regarding any matter handled by the bureau. The vocabulary of this phase of the railroad business. (Space left for additions.) IV. ProMotTionau PossiBILivties The logical line of promotion for the garnishment clerk is as fol- lows: (a) Chief clerk. (b) Assistant cashier (or paymaster). (c) Cashier. BACKGROUND TOPICS 91 PART TWO SUGGESTIVE INSTRUCTIONAL MATERIAL BACKGROUND TOPICS Listed below are a number of subjects for instruction related to the business of railroad transportation. The material may profitably be used in part-time, evening, or full-time schools, in classes of juniors who are engaged in, or who contemplate entering upon clerical work in railroad offices. The subjects included in the list are such as will give young workers a broader foundation of information related not only to railroad work but also to their duties as wage earners and citizens. Corporations. The definition of a corporation. Distinctive characteristics of corporations. How corporations are created. The capital stock of a corporation. Rights and liabilities of stockholders as owners of the corporation. Duties and responsibilities of directors and officers. Powers and liabilities of corporations. Dissolution of corporations. Different kinds of corporations. The railroad company as a quasi-public corporation. General nature of its business. Its departmental organization. Functions of the various departments. Legal restrictions due to the nature of the business. Economics and Geography. The more important geographic features of the country. Mountain ranges, valleys, rivers, harbors. Location of important railroad bridges. The territory served by the company. Important geographic features. Important cities and towns. Crops and products moving into and out of the territory. 92 SUGGESTIVE INSTRUCTIONAL MATERIAL The part played by railroads in the development of the territory which they serve. Influence of economic, financial, and industrial conditions on the business of the railroad. The importance of the service of transportation to the public, with special emphasis upon the service of the department in which the employee works. The territory served by competing companies and small tributary companies. Principal railroad centers of the United States. What makes a city. Why some towns grow in point of population and others do not. Principal railroad centers of the State. Current abbreviations of the names of cities and states. The comparative advantages of railroad and water transportation as to time, cost, convenience, ete. (Dunn, S. 0., The American Transportation Question, Chapters IX, X.) Transportation Charges. (Dunn, 8. O., The American Transportation Question, Chapters I-IV, XI, XII.) The relation between the three factors of cost, service, and financial return—their interdependence. Passenger rates. Freight rates. Why rates cannot be based mainly on distance. Cost of the service. (Various kinds of costs.) Value of the service. The long and short haul. ““What the. traffic will bear.’’ Classification and discrimination (low grade, long distance, and competitive traffic). Why discrimination is necessary. Regulation of charges. Railroad Regulation. The Interstate Commerce Commission. State Railroad Commission. Judicial decisions. BACKGROUND TOPICS 93 Business Law. The elementary essentials of an enforceable contract. Agreement (offer and acceptance). Competency of parties. Absence of fraud, duress, or undue influence. Good and sufficient consideration. Legality of subject matter. Particular form (for certain contracts). The passenger ticket and the bill of lading as forms of contracts. The distinction between a common carrier and a private carrier. The private carrier: Freedom to make separate terms with each patron. Freedom to refuse to contract for any reason. Freedom from absolute liability. The public or common carrier: Standardization of the contract with patrons. Restrictions to the right to refuse to contract. Limitations to absolute liability. Bailments, with special reference to public or common carriers. Definition and classification of bailments. The mutual benefit bailment. The rights and obligations of bailor and bailee. The right of stoppage in transit. The railroad company as a special class of bailee. Negotiable instruments. Various kinds of negotiable instruments. The order bill of lading as a negotiable instrument. The use of the order bill of lading. ‘ The conditions on the back of a bill of lading. Guaranty and suretyship. The obligations of the guarantor or surety. The rights of the guarantor or surety. Indemnity bonds. When and why they are required of patrons of the railroad company. When and why they are required of employees of the rail- road company. 94 SUGGESTIVE INSTRUCTIONAL MATERIAL Related History. How the first settlers came to California. How commodities were transported to California in the early days. Advent of the railroad. The first line in California connecting the East and the West by rail. Railroad influence. (Before the days of the railroad it was thought impossible that a senator or representative from the Pacific Coast could form a part of our Congress at Washington, as it was said they would spend so much time coming and going that their attendance would not be worth while. The railroad solved this and many similar problems.) The changes needed in the Constitution due to present rapid trans- portation. Early colonial history and carly United States history with refer- ence to customs of the times, delivery of mails, development of railroads, and consequent development of the West. Railroad Documents. The bill of lading. The shipping order. The passenger ticket. The history of these documents from making’ to filing. The documents to which they give rise within the company. Growth of Large Railroad Systems. The Pennsylvania Lines. The New York Centyral. The Chicago and Northwestern. The Northern Pacific. The Atchison, Topeka and Santa Fe. The Union Pacific. The Southern Pacific. Local Railroad Development. Large competing systems. Small tributary roads. Biographies of Well Known Railroad Men. Matthias W. Baldwin (1795-1866). See Appleton’s Cyclopaedia of American Biography. Daniel Drew (1797-1879). See The Book of Daniel Drew: A Glimpse of the Fisk-Gould-Tweed Regime from the Inside, by Bouck White. Doubleday, Page and Company, 1910. BACKGROUND TOPICS 95 Peter Cooper (1791-1883). See Peter Cooper, by R. W. Ray- mond. The Riverside Biographical Series, No. 4. Houghton, Mifflin and Company, 1901. John Murray Forbes (1813-1898). See An American Railroad Builder, by Henry Greenleaf Pearson. Houghton, Mifflin and Company, 1911. Jay Gould (1836-1892). See Chapters of Erie and Other Essays, by Charles F. Adams, Jr. and Henry Adams. J. R. Osgood and Company, 1871. . Edward H. Harriman (1848-1909). See New International En- _ eyclopedia. James J. Hill (1838-1916). See Little Journeys to the Homes of Great Business Men: James J. Hill, by Elbert Hubbard. The Royerofters, Hast Aurora, New York,. 1909. George M. Pullman (1831-1897). See The Story of the Pullman Car, by Joseph Husband. A. C. McClurg and Company, 1917. George Stephenson (1781-1848). See Railroads: Their Origin and Problems, by Charles F. Adams. Putnam, 1878. Also George and Robert Stephenson, by Samuel Smiles. Harper and Brothers, 1868. Lord Strathcona (Donald Alexander Smith) (1820-1914). See Lord Strathcona: The Story of His Infe, by ‘Beckles Willson. Methuen and Company, London, 1902. Also Strathcona and the Making of Canada, by W. T. R. Preston. McBride, Nast and Company, New York, 1915. Cornelius Vanderbilt (1794-1877). See A Chapter of Erie and Other Essays, by Charles F. Adams. Also New International Encyclopedia, Second Edition. Henry Villard (1835-1900). See Memoirs of Henry Villard. Houghton, Mifflin.and Company, 1904. The State Industrial Welfare Commission. The conditions which made necessary the creation of the Commis- sion. The scope of its authority. The beneficial regulations of the Commission in regard to the work of minors including: ‘Age, rate of pay, hours of work, overtime, day of rest, lighting of work rooms, ventilation, temperature, sanitary conditions, fire exits, etc. , 96 SUGGESTIVE INSTRUCTIONAL MATERIAL The State Industrial Accident Commission. The conditions which made necessary the creation of the Commis- sion. The scope of its authority. The regulations of the Commission in regard to the employment of minors. Health and Hygiene. Personal cleanliness and neat appearance as an asset in business. The care of the teeth, hair, and hands. The right kind of food, exercise, and clothing. The importance of proper exercise, recreation, and rest. The amount of sleep necessary for the proper performance of one’s work. The value of correct bodily posture when working at a desk. How to protect one’s self when going out in wind or rain. Business Ethics and Decorum. Honesty in the performance of one’s duties, even when not under direct supervision. Appropriate manners toward officials and fellow workers. Responsibility of the employee in maintaining the good reputation of the company and upholding its ideals. The importance of holding as confidential any information which might be of use to competitors. The important part played by politeness and courtesy in promo- tion. _ Citizenship. Necessity for regulations in civic and business life. The necessity for the regulation of public utilities. The value of codperation in civic and business life. The demands of good citizenship upon railroad employees. The contribution every good citizen should make toward the work- ing order. SAMPLE LESSON PLANS 97 SAMPLE LESSON PLANS The lessons below are intended to serve as suggestions for instruc- tors in outlining additional lessons on the same topics and on any other topics in the instructional material. The attempt has been made to organize the lesson plans so that questions and discussions are substituted for the lecture method. < I. Tue Surperpring OrpER AND THE WAYBILL Aim: To teach a part of the work in a Freight Station by follow- ing these two documents as they pass through the hands of various Freight Station Clerks. (A lesson for junior waybill clerks.) 1. Who receives the freight when it comes to the station? 2. What does he do with the freight? 3. What notations does he make on the Shipping Order? Why? a. What is a Shipping Order? b. What is a Load Tag? 4. To what clerk does the Receiving Clerk now send the Shipping Order ? 5. What information does the Rate Clerk insert in the Shipping Order ? 6. After inserting the weight, rate, charges, commodity and routing, to what clerk does he send the Shipping Order? — 7. What does the Billing Clerk now do? What now happens to the Shipping Order? 8. After the Billing Clerk has made out the Waybill who gets it? 9. Why should the Yard Master receive the Waybill? 10. What does the Yard Master do with the Waybill? 11. What use has the Conductor for the Waybill? 12. When the freight arrives at destination, what does the Conductor, do with the Waybill? 13. What do the Checking and Revising Clerks do with the Waybill? Why? To whom do they now pass it? 14. What does the Expense Billing Clerk do? To whom does he pass the Waybill? 15. What use does the Abstract Clerk make of the Waybill? 16. What now happens to the Waybill? 17. What departments in a large Freight Station are made necessary by this work with Shipping Order and Waybill? 18. In a small country station who does all of the above work? 19. Why are departments necessary in one case and not in the other? Note: A similar lesson might be developed to teach the work of the various bureaus through which the Waybill subsequently passes in the Office of the Auditor of Freight Accounts. 98 SUGGESTIVE INSTRUCTIONAL MATERIAL II. GzocraPHy Aim: To teach junior employees the facts of geography which will be of practical value to them as employees of railroad companies. 1. Name the States into which your company’s lines extend? 2. Draw quickly a rough outline map of these States and trace on it your company’s main lines to their terminal cities. 8. Which of these cities are served directly by other large competing roads ? 4. Does the road of any other company parallel the road of your company to these cities? If so, compare the nature of the country traversed by both roads as to mountain ranges, rivers, deserts, valleys. Of what im- portance is this? 5. Make a list of the important commodities originating in the terri- tory traversed by your company’s main lines. a. When do these commodities move? b. From which main centers? c. What is their destination? d. Which yield most revenue to your company per carload? Which least? Why the difference? 6. Make a list of the more important commodities which move into the territory served by your company. a. Does the outbound movement of commodities coincide in time with the inbound movement? b. What is the relation between freight costs and the simul- taneous interchange of commodities? III. THe Passencer TICKET A lesson for junior employees in the office of the Auditor of Passen- ger Accounts. Aim: To develop a clear understanding of the functions of the various bureaus in the auditing department. 1. Name the different kinds of tickets which your company might issue to a person (not an employee) for transportation exclusively over its own lines. a. Why are there so many kinds of tickets? b. How can a railroad company afford to issue a commuta- tion book, an excursion ticket, or a round trip ticket at a lower rate than that at which it sells a single one way ticket? SAMPLE LESSON PLANS 99 c. Name some of the company’s expenses which would re- main unchanged whether the company carried fifty passengers or two hundred on a certain local train. d. Thinking of your own department, name some expenses which would increase under the above circumstances. 2. What is a home interline ticket? A foreign interline ticket? 3. What four classes of home interline tickets might your company issue to an individual ? Why does your company make a separate classification of ‘‘gov- ernment’’ tickets? 4. Is your company under any special obligation to the government in the matter of carrying government passengers? How did this obligation arise? 5. Name some of the different kinds of tickets, exclusive of excursion tickets and government tickets, which your company might issue to carry a number of individuals in a single party going by the same train to the same destination. i 6. During a certain month your company honors five hundred tickets of a certain foreign line. Tell as fully as you can about the clerical work and reports to which that circumstance gives rise. IV. CorRESPONDENCE Aim: To teach juniors to write clear, concise English on topics related to their work in railroad offices, 1. Your friend contemplates coming to California. Write him a letter urging him to come via the lines of your company. Give a few good reasons why he should come that way. Do not write more than one page. 2. Compare this letter with some of those written by other members of the class, as to good English, clearness, brevity, force of the arguments or reasons presented. 3. You discover in checking tickets that an agent has failed to include a certain ticket on his ‘‘Daily Report of Home Interline Tickets Sold.’’ Write a letter which must be courteous, brief, and clear, calling his attention to the omission, to the rule violated, and giving him proper instructions. 4. Discuss similar letters written by various members of the class. 5. Write a brief paper telling about the organization of the Office of the Auditor of Freight (or Passenger) Accounts. 6. Write a brief paper telling in some detail of the work performed in the bureau in which you are employed. 1 00 SUGGESTIVE INSTRUCTIONAL MATERIAL V. Law Aim: To teach the elements of law relating to contracts. a Reference: Huffcut, E. W., Elements of Business Law. Ginn and Company. See chapters on Contracts and chapters on Bailments. 1. 2. b You and your friend meet and agree to dine together. Can the agreement be enforced by either of you? Why? You and your friend agree together as follows: You are to take a case of eggs for him in your automobile to Livermore, for which he is to pay you three dollars. You later change your mind and decide not to take the eggs. Has he any grounds for legal action against you? Why? . What are the essentials of an enforceable agreement? . You deliver freight to the railroad company; the company accepts it, and the necessary documents are made out and signed. To what have the two parties to the contract agreed? . What is the difference between the carriers in questions two and four? Could either of the two carriers decline to enter into the agreement under ordinary circumstances ? . Name some of the responsibilities of the carrier in question two. . Name some of the responsibilities of the carrier in question four as distinct from those of the former carrier. . Mention some contracts which the parties in question two would be forbidden by law from entering into. Why are such re- strictions imposed ? . Mention some legal restrictions to the agreements between the parties in question four. Why are such restrictions necessary ? \ VI. THE CoRPORATION Aim: To teach young workers in a corporation the distinction etween a corporation and a partnership. 1. You rent a news stand at which you sell newspapers and maga- zines. You wish to expand your business to include a soda fountain, but have not sufficient capital. Name several ways of obtaining the necessary capital. 2. You are unable to float a loan because you can not give sufficient security, but Mr. Blank is willing to furnish the necessary capital and go into partnership with you. You decide to accept his offer. From your point of view what are some of the advantages and disadvantages of the partnership arrangement? Are there any legal steps necessary before you may form the partnership ? 11. 12. 13. 14. SAMPLE LESSON PLANS 101 Assuming that you both own an equal interest, who owns and manages the business? . Assuming that you agree, can you without legal process do any of the following acts: a. Dissolve the partnership? b. Put a thousand dollars additional capital into the busi- ness ? ‘c. Change to the restaurant business? . The town is growing rapidly and you wish to buy the building and greatly expand your business. Mention some objections to borrowing money for the purpose. If you decide not to borrow money, name two other ways in which you may expand the business. . Name some of the advantages and disadvantages of forming a new partnership of fifty persons, for example. . You decide to form a corporation. Name the necessary steps. Name some of the advantages in this form of business organiza- tion. . What is a charter? What information does it contain? . Why is legal sanction necessary to the formation of a corporation? 10. Who owns the corporation? Assuming that there are one thou- sand stockholders, how do they provide for the conduct of the business owned by them? If you and your former partner own between you fifty-one per cent of the stock, what power does that give you and him in the conduct of the affairs of the cor- poration ? Mention some disadvantages to the corporate form of organiza- tion? Do these disadvantages vary in different states? Can the corporation do any of the following acts without legal sanction: . a. Dissolve ? b. Put additional capital into the business? c. Change the nature of the business? Sum up the differences between partnerships and corporations as brought out in the discussion. Is the company which employs you a partnership or a corpora- tion? 102 SUGGESTIVE INSTRUCTIONAL MATERIAL VII. TRANSPORTATION CHARGES Aim: To teach young workers in railroad offices the elementary principles of rate making. 1. Assume that you own a five-ton auto truck and that you are engaged in general hauling business; that you make two trips daily between South Berkeley and Albany, stopping at West Berkeley on the way. 2. Name some of the costs which remain substantially the same irre- spective of the volume of business you handle. 8. Name some of the costs which increase or decrease with the volume of business. 4, Can you afford to charge less for your services if you carry a load both going and returning? Why? 5. Assuming that you charge one dollar for hauling a certain quan- tity of coal to Albany, would you be willing to haul the same quantity to West Berkeley for fifty cents? Why? 6. What justification would you have for making different charges for the following: a. 500 Ibs. of coal in sacks? b. 500 Ibs. of wood shavings in sacks? c. 500 Ibs. of eggs in crates? d. 500 Ibs. of dynamite in boxes? e. 500 lbs. of crushed rock? 7. Why can the shipper of eggs afford to pay you more than the shipper of coal? 8. How high can you make your charge for hauling any commodity, provided you have no competition, and still get the business? 9. You charge one dollar for hauling 500 lbs. of coal. What justi- fication would you have for charging one dollar for carrying a diamond ring which you could put in your pocket? 10. Assuming that you are competing with another man for the busi- ness between Albany and South Berkeley, how low can either of you afford to make your charges? How high can you make them? 11. Apply all of the above questions to the railroad business. RAILROAD TRANSPORTATION TERMS 103 RAILROAD TRANSPORTATION TERMS abstract advertising stock room agent assignment attachment auditor bad date baggage bailments bill-of-lading bond, demurrage bond, indemnity bond, reciprocal bureau cancellation ear list claims bureau class rates classification commodity commodity rates common carrier commutation book consignee consignor consolidation contracts dead-head delivery receipt demurrage department destination destroy tag division dummy abstract export bill-of-lading export declaration express fixed charges flat-car follow-up foreign car foreign interline ticket forfeiture form letter freight agent freight bill freight, dead or slow freight, local freight, manifest freight office freight rates freight solicitor freight station freight, through, freight, time freight traffic depart- ment garnishment gateway general freight office gondola guarantor Hollerith machine home interline ticket house track interline waybill invoice junction point legal entity local waybill long-haul manifest negotiable instru- ment non-agency notice of arrival off-line representative operating expenses order bill-of-lading O. S. & D. depart- ment passenger pass passing report payroll voucher pick-up report point of destination point of origin public carrier public utility railroad rate rebate rechecking R. F. & A. bureau requisition route schedule serip selling station seniority set-out report shipper shipment shipping order shipping papers short haul siding stockholder suretyship tariff tariff revision tariff supplement terminal ticket, cancelled ticket checker ticket, children’s ticket, clergy ticket, communtation ticket, excursion ticket, first class ticket, immigrant ticket, interline ticket, local ticket, return ticket, round trip ticket, one-way ticket, special rate ticket, through time table time voucher tracer tracing bureau tracing date traffic train mile - transmittal slip transportation warehouse waybill writ vardage yard office. 104 c SUGGESTIVE INSTRUCTIONAL MATERIAL BOOKS AND MAGAZINES Listed below are some of the books and magazines dealing with railroad topics. Those which are starred are especially interesting .to young readers. Booxs *Adams, Charles F. Railroads: Their Origin and Problems. (1878) G. P. Putnam’s Sons. Brown, William H. The History of the First Locomotive in America. (1871) D. Appleton and Company. *Carter, Charles F. When Railroads were New. (1909) H. Holt and Company. *Dunn, Samuel O. The American Transportation Question. (1912) D. Appleton and Company. *Hungerford, Edward. The Modern Railroad. (1911) A. C. Me- Clurg and Company. *Husband, Joseph. The Story of the Pullman Car. (1917) A.C. McClurg and Company. Johnson, Emory R. American Railway Transportation. (1919 edition.) D. Appleton and Company. Johnson, E. R., and Van Metre, T. W. Principles of Railroad Trans- portation. (1916) D. Appleton and Company. McPherson, Logan G. The Working of the Railroads. (1907) H. Holt and Company. Newcomb, Harry T. Railway Economics. (1898) Railway World Publishing Company, Philadelphia. Sakolski, Aaron H. American Railroad Economics. (1918) Mac- millan Company. MaGaZINES Proceedings, The Journal of the Pacific Railway Club. Monthly, $3.00 per year. Published by Pacific Railway Club, 64 Pine Street, San Francisco. Railway Clerk. Cincinnati, Ohio. The Railway Age. Weekly, $10.00 per year. Published by the Simmons-Boardman Publishing Company, Woolworth Building, New York. The Railway Review. Weekly, $4.00 per year. Published by the Railway Review, 537 South Dearborn Street, Chicago. PART-TIME EDUCATION SERIES, No. 7 LEAFLET No. 3 UNIVERSITY OF CALIFORNIA DIVISION OF VOCATIONAL EDUCATION RESEARCH AND SERVICE CENTER FOR PART-TIME SCHOOLS SELECTED READING LIST FOR ADMINISTRATORS AND TEACHERS IN PART-TIME SCHOOLS By EMILY G. PALMER ee é ISSUED BY THE UNIVERSITY OF CALIFORNIA IN CO-OPERATION WITH THE STATE BOARD OF EDUCATION - BERKELEY, CALIFORNIA SEPTEMBER, 1921 SELECTED READING LIST FOR ADMINISTRATORS AND TEACHERS IN PART-TIME SCHOOLS The following lists of references consist of State and Federal pub- lications, and recent books and articles on various phases of Part-time Education, exclusive of the references included in ‘‘A First Reading List for Administrators and Teachers in Part-time Schools,’’ published by this Center in August, 1920. The accompanying list is not intended as a complete bibliography, but a minimum reading list of the best publications in this field. A list of sources of reference material is followed by references classified under the following headings: Part-time and Continuation Schools; Corporation and Other Private Part-time Schools; Safety, Health, and Hygiene for Workers; Good Citizenship for Young Workers; Employment, Guidance, and Placement of Youths; Occu- pational Studies; and Other Suggestive Teaching Material. SOURCES OF REFERENCE MATERIAL CaLIFoRNIA Stare BoarD or Epucation, Sacramento, California. Vocational Education: Compulsory Part-time Education. Bulletin no. 23, P-T. E. Revised, June, 1921. Documents Relating to Vocational Education. Bulletin no. 23-a. Fiscal year 1921-22. FrprERAL BoaRD FoR VocaTIONAL EpucaTion, Washington, D. C. The Vocational Summary. (Published monthly) 50 cents the year. Bulletins 1-69, the greater number sent free of charge. The last bulletin, no. 69, entitled ‘‘An Analysis of the Railway Boilermaker’s Trade,’’ gives a complete list of titles of bulletins available at present. U. S. Bureau or Epucation, Washington, D. C. Monthly Record of Current Educational Publications. Sent. free. Gives a record of recent publications of the Bureau of Education and also a classified list of references to educational books and periodicals. U. 8. DeparTMENT or Lazor, Burnau or Lazor Statistics. The Monthly Labor Review. $1.50 the year, 15 cents the copy. Also bulletins ‘in regard to employment, health of workers, etc. Sent free. U. 8. DeparTMEeNT oF Lasor, CHILDREN’S Burzau AND WoMEN’s BurREAU. Publications pertaining to child welfare, health standards, ete. UNIVERSITY OF CALIFORNIA, DIVISION oF VOCATIONAL EDUCATION, RESEARCH AND SERVICE CENTER FOR Part-TIME SCHOOLS, Berkeley, California. Bulletins and Leaflets of the Part-time Education Series. 4 In the following educational magazines articles will be found from time to time: The Industrial Arts Magazine. The Bruce Publishing Company, Milwaukee, Wis. $2.50 per year. Manual Training Magazine. Manual Arts Press, Peoria, Ill. $1.50 per year. School and Society. Science Press, Lancaster, Pa. $5.00 per year, weekly. School Life. Department of the Interior, Bureau of Education, Washington, D. C. Published twice a month. Sent free. The Survey. A weekly magazine published by Survey Associates, Inc., 112 East 19th Street, New York. 15c a copy, $5.00 per year. Has a department of ‘*School and Community,’’ conducted by Joseph K.. Hart. PART-TIME AND CONTINUATION SCHOOLS ALLTUCKER, Margaret M. Coérdination in Part-time Education. University of California. Division of Vocational Education. Bulletin no. 3. March, 1921. Outlines the factors of codrdination and the agencies by which it may be accomplished. : Bawven, Winram T. The Codperative School. U. 8. Bureau of Education. In- dustrial Education Circular no. 2. Feb., 1919. ‘Gives examples of codperative education in public and private schools, gives the advantages of the system, and adds a bibliography. Bazetey, E. T. Two Experiments in Voluntary Continuation Schools. Journal of Experimental Pedagogy, 6:20-26. March 5, 1921. Describes the ‘work with sixty continuation school girls in England, the nature of the problem, case studies, and the methods which achieved the desired goal. Best, Ropert Hau, and Oeprn, C. K. The Problem of the Continuation Schoot and its Successful Solution in Germany: A Consecutive Policy. London, P. 8S. King & Son, Orchard House; Westminster. 1914. Deseribes and illustrates the types of occupational training given in the Munich and other continuation schools. CaLKINS, Marion Cuincu. The Part-time School. The Survey, 46:276. May 28, 1921. Advocates the codperative alternating plan of part-time education. CuarK, RutH Swan. The Continuation School. The Survey, 45:541-2. Jan. 8, 1921. Shows the field of service of the continuation school in New York City—to individuals of the group, to the industrial world, and to the parents. Compulsory Part-time School Attendance Laws. Federal Board for Vocational Edueation. Bulletin no. 55. Trade and Industrial Series no. 14. Aug., 1920. Gives a survey and an analysis of the compulsory part-time school attendance laws enacted in the various states up to August, 1920. Consular Report on Continuation Schools in Prussia, Government Printing Office, Washington, D. C. U. 8. Bureau of Education, Bulletin, 1913, no. 9. Whole no. 516. Has brief articles on continuation schools and their scope in Magdeburg, Erfurt, Brunswick, Barmen and Breslau. Continuation Classes in England. School and Society, 12:223. Sept. 18, 1920. Indicates the large number of pupils receiving instruction in continuation classes provided by English firms employing large numbers of youths between the ages of fourteen and eighteen years. 5 CooLey, R. L. Vocational Education in the Continuation Schools. National Society for Vocational Education. Bulletin no. 32. June, 1920, p. 186-150. Shows the relation of continuation schools to the whole field of education, means: of promoting ‘the scheme, the classification of groups found in the continuation school, and some of the problems to be worked out. Courses of Training for Store Service in Continuation and Secondary Schools. In Training for Store Service. Women’s Educational and Industrial Union. Boston, 1920. p. 87-106. Discusses the positions for workers in department stores and suggests courses for various groups. Day Continuation School Opportunities in London. Manual Training Magazine, 22:303. Mareh, 1921. Notes the opening of continuation schools in London and outlines briefly the curriculum. Dean, ArtHur D. A Point of View. Manual Training Magazine, 22:75-76. Sept., 1920. The outlook and problems of the new continuation schools in New York State. Dean, ArtHurR D. A Point of View. Manual Training Magazine, 22:4 and 6. Oct. and Dee., 1920. The varied types of education which may be presented to suit different needs. Evening and Part-time Schools in the Teatile Industry of the Southern States. Federal Board for Vocational Education. Bulletin no. 30. Trade and In- dustrial Series no. 5. April, 1919. Gives outlines of short-unit courses for textile workers and analyses of many textile occupations. Industrial Opportunities and Training for Women and Girls. U. S. Department of Labor. Women’s Bureau. Bulletin no. 13. 1920. Gives a summary of the type of industrial training given women and girls in this country in 1919-20. Kersey, VIERLING. The Codrdinator in the Los Angeles Part-time Instruction Department. Los Angeles School Journal, IV:3-4. June 13, 1921. Gives a terse analysis of the duties of the codrdinator in the part-time school. Leavitt, Frank M. Launching Part-time Codperative Education on wu Large Scale. Manual Training Magazine, 20:267-71. April, 1919. A resume of the Pittsburgh plan of codperative part-time education which is entered into jointly by several of the large department stores, the Carnegie Institute of Technology, and the public schools. London Continuation School Curriculum. Manual: Training Magazine, 22:45. August, 1920. A short article on the hours, curriculum, and aim of the continuation school in London. London’s Great Experiment. New Statesman, 16:411-12. Jan. 8, 1921. Describes the conditions under which the London Day Continuation Schools opened. MacDona.p, D. J. Outstanding Administrative Problems in Part-time Education. Industrial Arts Magazine, 10:323-28. Sept., 1921. Discusses five problems which are uppermost in part-time education—namely, finding suitable subject matter, securing competent teachers, providing ade- quate and suitable class rooms, getting pupil codperation, and arranging a satisfactory program. 6 Myers, GrorcE E. Problems in Vocational Education in Germany with Special Application to Conditions in the United States. U.S. Bureau of Education. Bulletin no. 33. Whole no. 660. 1915. Discusses four problems in continuation education in Germany, namely, con- tinuation schools for boys in unskilled occupations, for girls and women, for training industrial continuation school teachers, and the system of dual con- trol. New York City Continuation Schools. School Life, 5:7. Nov. 1, 1920. Gives the aim of the schools as vocational guidance and placement, allaying social unrest, and developing a feeling of civic responsibility. Nussaum, Louis. The Organization of Continuation Schools in Philadelphia. Educational Foundations, 32:111-13. Oet., 1920. Discusses the problems of the continuation school in Philadelphia as to school location and the arrangements as to attendance, teachers, and class work. The Obligatory Continuation School. Schools of Scandinavia, Finland, and Hol- land. U.S. Bureau of Education. Bulletin no. 29, 1919, p. 36-39. Gives the purpose of the compulsory continuation schools which go into full effect in Sweden in 1924. The hours of instruction, state aid, and teacher training are also discussed. PauMgER, EMity G. The Application Blank for Enrollment in Part-time Schools: a Statistical Study. University of California, Division of Vocational Educa- tion. Part-time News Notes, no. 4. April, 1921. Classifies the occupations in which the permit-workers of the part-time schools of the East Bay Cities are engaged, and suggests an application blank for enrollment. Park, C. W. The Codperative System of Education. U.S. Bureau of Education. Bulletin no. 37. 1916. Gives an account of the plan as developed in the college of engineering of the _ University of Cincinnati. The Part-time School and the State’s Educational Program. The Vocational Summary, 4:9-10. May, 1921. Gives a short statement of the provisions each state should make in its educa- tional program to bridge the gap between schooling and earning. Part-time Schools and Classes. In Trade and Industrial Education for Girls and Women. Federal Board for Vocational Education. Bulletin no. 58. Oct., 1920. Outlines the field, suggests codperating agencies, and courses of study. Progress in Part-time Education in Los Angeles. University of California. Divi- sion of Vocational Education. Part-time News Notes, no. 2. Dec., 1920. Presents the blanks and forms used in the Department of Part-time Instruc- tion in Los Angeles. ScHunemeErR, Herman. Education for Industrial Workers. World Book Company, 1915. Chapters on the codperative course, and the continuation school; how to inaugurate them, with some advantages of the two plans. School and the Flannel Shirt. The Survey, 46:56. April 9, 1921. Gives an account of what is being done in the part-time rural schools of Wis- consin. Srwrey, U. Roy. How Rockford, Illinois, is Meeting the Industrial Education Problem. Manual Training Magazine, 20:272-75. April, 1919. Two part-time groups are provided for in the Rockford plan, permit boys between the ages of 14 and 16 who work in pairs, attending school half time, and apprentice boys 16 to 21 years of age who attend school only one-half day a week. Beside full-time trade classes, there is a prevocational grade school group which includes all the boys from all the eighth grades of the city, who are given a varied’ shop exposure. . 7 SrecEL, Morris E. The Aims and Problems of the Continuation School. Educa- tional Foundations, 32:114-15. Oct., 1920. An address given by the Director of Evening and Continuation Schools of New York City. SNEDDEN, Davip. The Theory of the Vestibule and Upgrading Vocational School. School and Society, 11:280-84. March 6, 1920. Discusses the problems of the social justification for public support of factory training schools; representation in the control of such schools; and the means of fostering instruction in related industrial information. TENNEY, W. A. The Work of the Director of Part-time Education. University of California. Division of Vocational Education. Part-time News Notes, no. 3. Jan., 1921. Gives a report of the first problems of the director of Part-time Education in a city of two hundred thousand. Three Months of Coérdination in the Oakland Schools. University of California. Division of Vocational Education. Part-time News Notes, no. 1. Nov., 1920. Gives a report of the first problems of a coérdinator in preparing for and opening a part-time school. Vocational Education: Compulsory Part-time Education. California State Board of Education. Bulletin no. 23, P-T. E. Revised, June, 1921. Gives an analysis of the Part-time Education Act, discusses the type of in- struction, content of courses, characteristics of part-time pupils, administra- tive problems, ete. Vocational Education Plus Inspiration Holds Junior Employees. Dry Goods Economist, no. 3981, Oct. 23, 1920, p. 15-16. Indicates the large number of junior workers found in the field of retail merchandising and the value of the continuation school to the merchant when training is adapted to the individual. Wray, W. J., and Fereuson, R. W. A Day Continuation School at Work. Tone mans, Green & Co. 1920. Consists of twelve papers on continuation schools for boys, continuation schools for girls, the teaching of special subjects, codrdination, and the employer’s part in the scheme. CORPORATION AND OTHER PRIVATE PART-TIME SCHOOLS ’ \ Focut, H. W. A Half-time Mill School. U.S. Bureau of Education. Bulletin no. 6. 1919. 3 Outlines the plan of the South Carolina Textile Industrial Institute to find, train, and prepare economic and social leaders for the cotton-mill population. Fuup, Leonnarp F. Service Instruction of American Corporations. U. 8. Bureau of Education. Bulletin no. 34. 1916. Reviews the service instruction given by department stores, telephone com- panies, General Electric Company, Lakeside Press, ete. Industrial Training in Representative Industries. U. 8. Department of Labor. U. 8. Training Service. Training Bulletin no. 13. 1919. One of a series of twenty-six bulletins giving the kind of training which has been given or should be given in certain industries. Kwox, J. Port Sunlight Works Continuation School. Lever Brothers, Port Sun- light, England. 1920. Gives an account of the voluntary organization of the continuation school in Lever Brothers plant and the courses given in trade work and in the ‘‘hobby sehool.’’ 8 Morris, JOHN Van LIEW. Employee Training. MeGraw Hill Book Co. 1921. Includes the training programs in the electrical manufacturing industry, in rubber and automobile industries, and in other manufacturing concerns; mod- ern apprenticeship programs; and special problems of training. Myers, Grorce E. How Industry is Meeting the Problem of Industrial Education. Manual Training Magazine, 22:27-31. Aug., 1920. Notes the recent change in the attitude of industry toward industrial educa- tion and the education of the employee. SAFETY, HEALTH, AND HYGIENE FOR WORKERS ALLEN, W. H. Ciwies and Health. Ginn. 1909. Bases efficient citizenship on health and suggests curative and preventive measures. Bussry, Georce D. A Manual of Personal Hygiene. Ginn. 1917. Discusses ventilation, eating, care of the teeth, of the hair, of the nose and throat; the importance of bacteria, ete. Causes of Death, by Occupation. U.S. Department of Labor. Bureau of Labor Statistics. Bulletin whole no. 207. Industrial Accidents and Hygiene Series no. 11. 1917. Gives the results of an analysis of the occupational mortality experience of the Metropolitan Life Insurance Company. Conserving Children in the Industries of Massachusetts. Commonwealth of Massa- chusetts. Department of Labor and Industries. Division of Industrial Safety. Industrial Bulletin no. 15. 1920. Emphasizes the ‘‘value of codperation with the continuation school’’ to educate the child relative to the dangers and hazards of modern industry. Health Hazards in the Millinery Industry in New York City. Monthly Labor Review, 11:107-109. Aug., 1920. Indicates the health risks in making artificial flowers, velvet, feathers, ete. Hygiene of the Painter’s Trade. U.S. Department of Labor. Bureau of Labor Statistics. Bulletin whole no. 120. Industrial Accidents and Hygiene Series’ no. 2. May, 1913. Gives an analysis of the composition of various kinds of paint and the physiological effect of the constituents. Hygiene of the Printing Trades. U.S. Department of Labor. Bureau of Labor Statistics. Bulletin no. 209. Industrial Accident and Hygiene Series no. 12. April, 1917. Presents some of the occupational hazards in the printing trades and methods of lessening the danger of disease. Metropolitan Life Insurance Company. Pamphlets on The Health of the Worker; First Aid in the Home; Living and Sleeping in the Open Air; ete. New York City. Gives useful information in regard to means of gaining and keeping good health. Minimum Standards of Children Entering Employment. In Standards of Child Welfare. U.S. Department of Labor. Children’s Bureau. Conference Series no. 1. Bureau Publication no. 60, p. 433-35. Gives a summary of standards in regard to age, education, physical condition, bonus, wage, ete., for juvenile workers. & 9 Safe Practices Pamphlets. National Safety Council, 168 North Michigan Avenue, Chicago. A series of pamphlets sent to active members of the National Safety Council. They include about fifty topics, among which are belts and belt guards, scaf- folds, goggles, safe clothing, ete. TouMAN, WILLIAM H., and Gururiz, ADELAIDE W. Hygiene for the Worker. American Book Co. 1912. Has chapters on: preparing for the day’s work, suitable clothing, food and drink, fatigue, occupational dangers, etc. Training Courses in Safety and Hygiene in the Building Trades. U. 8. Federal Board for Vocational Education. Bulletin no. 31. Trade and Industrial Series no. 6. May, 1919. : Discusses proper safety precautions for the building trades worker, for his fellow workers, and for the public. Part II gives suggestions to teachers. Woopsury, HeLten SumMNER. Working Children of Boston. Monthly Labor Re- view, 12:45-59. Jan., 1921. ‘‘The purpose of this study was to ascertain the amount, character, conditions, and effects of employment of children under 16 years of age in an American city of diversified industries and a considerable volume of trade.’’ GOOD CITIZENSHIP FOR YOUNG WORKERS Ames, Epear W., and Evprep, Arvis. Community Civics. Macmillan. 1921. Beginning with the home and the relation of the members of the home, the book treats of community relations and problems, and finally of the state and national government. CasoT, Mrs. ExutA Lyman, and Others. Course in Citizenship and Patriotism. Houghton. 1918. Gives lesson material for each month of the year for the first eight grades. Subjects for talks, lists of poems, and stories to read make it a source book of value. : Dunn, A. W. Community and the Citizen. Heath. 1907. A textbook for use in developing a knowledge of the interrelation of citizen and community, stated in language suited to youths of the part-time school age. Each chapter suggests problems for investigation and gives references. Fre.p, Jessie, and Nearine, Scorn. Community Civics. Macmillan. 1916. A discussion of the civic problems in rural communities. Fifteen Lessons in Thrift. Savings Division, U. 8. Treasury Department. August, 1919. (Obtainable in California from the Director of the District, 315 Bat- tery Street, San Francisco, California.) Gitts, F. M., and I. K. Vocational Civics. Macmillan. 1919. Citizenship through service in some occupation is the theme. Contains good reading lists on a large number of occupations. Griscom, ELLwoop. Americanization. Macmillan. 1920. Contains selections from American statesmen, speakers, and writers on many phases of our national life. Hint, Maser. Lessons for Junior Citizens. Ginn. 1906. ‘Through stories, gives the functions of the police department, the board of health, the fire department and other city and state departments. Used as a reader for foreigners with a limited knowledge of English. 10 Hugues, R. O. Community Civics. Allyn and Bacon. 1917. Has four parts covering the following topics: community life, elements of community welfare, the mechanism of our government, and problems of national scope. The last topic includes financial problems, economic and in- dustrial problems, and social problems. Good illustrations. Hueues, R. O. Economic Civics. Allyn and Bacon. 1921. Has excellent chapters on: the things we need, the things we want, producing things, modern business, making living conditions better, ete. Good illus- trations. Leavitt, F. M., and Brown, Epirs. Elementary Social Science. Macmillan. 1917, The book presents an interesting treatment of economic problems in form to interest young citizens. Lessons in Community and National Life. U. 8. Bureau of Education. Com- munity Leaflets nos. 1-24. 1917-18. Four lessons in each leaflet with a list of reference material on each topic, make up this series of lessons on topics which include the water supply of a town or city, preventing waste, the rise of machine industry, social control, inventions, ete. Teaching Children How to Save. Savings Division, War Loan Organization. U.8. . Treasury Department. 1920. TURKINGTON, Grace A. My Country: a Textbook in Civics and Patriotism for Young Americans. Ginn. 1918. The book ‘‘aims to create a background which will help the teacher develop a spirit of true patriotism’’ and treats of the technical relation of the citizen to his country. EMPLOYMENT, GUIDANCE, AND PLACEMENT OF YOUTHS Advising Children in their Choice of Occupation and Supervising the Working Child. U. 8. Children’s Bureau. Children’s Year Leaflet no. 10. Bureau Publication no. 58. April, 1919. Discusses what might be done in organizing placement bureaus and follow-up supervision for employed youths. Bibliography on Vocational Guidance: A Selected List of Vocational Guidance References for Teachers. Federal Board for Vocational Education. Bulletin no. 66. June, 1921. 5 Children Leaving School for Work. School and Society, 12:49-50. July 10, 1920. Shows the need of a placement bureau in the schools. Davipson, Ronatp C. Juvenile Placement in Great Britain. Standards of Child Welfare. U.S. Department of Labor. Children’s Bureau. Conference Series no. 1, Bureau Publication no. 60. 1919, p. 132-141, The work of the Juvenile Labor Exchange in England in placing and super- vising juveniles in employment and carrying on propaganda to promote the work, Digest of Laws Appertaining to the Employment of Minors. California Bureau of Labor Statistics. This pamphlet can be obtained by sending to the State Bureau of Labor Statistics, 948 Market Street, San Francisco. 11 The Employment-certificate System: A Safeguard for the Working Child. U. 8S. Department of Labor. Children’s Bureau. Children’s Year Leaflet no. 12. Bureau Publication no. 56. 1919. Emphasizes the importance of a careful physical examination of each child before issuing the working permit and follow-up supervision during employ- ment. Evans, OWEN D. Vocational Guidance in the Continuation School. Manual Training Magazine, 23:209-14. Jan., 1921. Advocates guiding youths in acquiring the most information from each job and a plan of follow-up to see that the youthful worker has a plan and is alive to the opportunities ahead of him regardless of the job in which he starts. GALLAGHER, RacHEL. Vocational Guidance and the Juvenile Placement Work, of a Public Labor Exchange. Proceedings of the Fourth Annual Meeting of the American Association of Public Employment Offices. U. 8. Department of Labor. Bureau of Labor Statistics. Bulletin whole no. 220. Employment and Unemployment Series no. 6. 1917, p. 56-58. A discussion by the directors of the Girls’ and Women’s Bureau of Cleveland, Ohio, showing the conditions which must be met in placing young workers. GOLDMARK, PAULINE. The Child at Work. The Survey, 45:604-5. Jan. 22, 1921. A review of a study of the industrial history of Connecticut children based on information contained in the employment certificates. Jarvis, C. D. Work of School Children. During Out-of-School Hours. U. 8. Bureau of Education. Bulletin no. 20. 1917. Summary of an investigation covering the activities of over 14,000 children, giving the kind of employment, reasons for leaving school, and recommenda- tions for continuation courses. ‘Labor Legislation of 1919. U. 8. Bureau of Labor Statistics. Bulletin no. 277. Jan., 1921. Gives the text of the laws of various states relating to labor enacted since Jan. 1, 1919. A very good index makes reference to employment of children, vocational education acts, ete. Measures Concerning Juvenile Workers. The Survey, 45:19, section II. Feb. 5, 1921. Shows the service the schools may render the youth in giving him training while out of employment and the payment of a small wage until employment is secured. Miner, James B. Standardizing Tests for Vocational Guidance. School and Society, 13:629. June 4, 1921. States the need for standardization of test data on different occupations, and outlines two lines of research work. Next Steps in Child Labor. The Survey, 45:535. Jan. 8, 1921. Points out society has not interested itself sufficiently in discovering what work children ought to have and seeing that it is provided as a part of their education. Lhe Principles of Vocational Guidance. The American Child, 3:71. May, 1921. The statement adopted by the National Vocational Guidance Association in convention at Atlantie City, Feb., 1921. Resp, ANNA Y. Junior Wage Earners. Macmillan. 1920. A discussion of the functions and methods of guidance, placement, and follow- up in the employment of young workers. 12 State Compulsory School Attendance: Standards Affecting the Employment of Minors. U.S. Department of Labor. Children’s Bureau. Chart Series no. 2. January 1, 1921. Analyzes all the states’ laws in regard to compulsory attendance for day schools, continuation schools, and evening schools. The States and Child Labor: Lists of States with Certain Restrictions as to Ages and Hours. U. 8. Department of Labor. Children’s Bureau. Children’s Year Leaflet no. 18. Bureau Publication no. 58. 1919. Gives for certain states, minimum working age, maximum working hours, compulsory school attendance, etc., up to the year 1919. Woovgury, Ropert W. Industrial Instability of Child Workers. U. 8. Children’s Bureau. Industrial Series no. 5. Bureau Publication no. 74. 1920. A study based on the employment certificate records in Connecticut. Shows how soon after reaching legal working age children seek work, the unsatis- factory adjustments resulting in unsteady employment, and the problems resulting from unemployment. OCCUPATIONAL STUDIES ALLEN, FREDERICK J. A Guide to the Study of Occupations: A Selected Critical Bibliography of the Common Occupations with Specific References for their Study. Harvard University Press, Cambridge. 1921. Gives a list of references in the nine occupational fields classified in accordance with the United States Census. : An Analysis of Department Store Occupations for Juniors. University of Califor- nia. Division of Vocational Education. Bulletin no. 2. Dee., 1920. Analyzes the work of the wrapper, cashier, stock clerk, marker, and messenger. An Analysis of the Railway Boilermaker’s Trade. Federal Board for Vocational Education. Bulletin no. 69. Trade and Industrial Series no. 21. June, 1921. Analyzes the trade in four large blocks and includes the necessary supple- mentary topics of instruction. Analysis of Textile Occupations as Basis of Recommending Courses of Instruction for Evening and Part-time Classes. In Evening and Part-time Schools in the Textile Industry of the Southern States. Federal Board for Vocational Edu- cation. Bulletin no. 30. Trade and Industrial Series no. 5. April, 1919. Analyzes individual jobs under the headings of duties, promotion, and instruc- tion, and gives a running analysis of manufacturing processes, Berry, R. E. An analysis of Clerical Positions for Juniors in Railway Transpor- tation. University of California. Division of Vocational Education. Bulletin no. 5. July, 1921. Analyzes twenty typical clerical positions in the division offices of a large railroad. Campion, H. A. Junior Employees in the Retail Drug Business. University of California. Division of Vocational Education. Part-time News Notes no. 5. May, 1921. - Analyzes the work done by junior employees in a large number of drug stores, and suggests instruction for advancement in the drug business. 18 Descriptions of Occupations. U.S. Department of Labor. Prepared for the U. 8. Employment Service by the U. S. Bureau of Labor Statistics. 1918. A series of publications designed to give a brief description of occupations and the qualifications necessary for performance of the tasks. Logging: camps and mills, textiles and clothing, street railways, etc., are among the fields deseribed. Gown, E. B., and WHEATLEY, W. A. Occupations. Ginn. 1916. Discusses many occupations in some detail—written for use in a full-time high school. Jessup, Eva, and BLANCHARD, CLyDE. An Analysis of the Work of Juniors in Banks. University of California, Division of Vocational Education. Bulletin no. 4. May, 1921. Contains an analysis of nine positions which are commonly filled by junior employees in banks and suggests training units. LEoNARD, Rospert J. A Report of the Richmond, Indiana, Survey for Vocational Education. The Indiana State Board of Education. Educational Bulletin, Vocational Series no. 15. Indiana Survey Series no. 3. Dee., 1916. Describes a wide range of occupational fields and analyzes individual jobs under the following headings: what the worker does, special knowledge re- quired, special skill required, how special knowledge and skill are obtained, and hazards and inherent character of the work. Opportunity Monographs. Federal Board for Vocational Education. Vocational Rehabilitation Series nos. 1-44. 1918-20. Give descriptions of a large number of occupations, discussed from the point of view of placing and training the disabled soldier. A Survey and Analysis of the Pottery Industry. Federal Board for Vocational Education. Bulletin no. 67. Trade and Industrial Series no. 20. June, 1921. Contains an analysis of thirty-two payroll jobs in the pottery industry and gives a survey of working conditions, training provided, etc. Survey of Junior Commercial Occupations. Federal Board for Vocational Educa- tion. Bulletin no. 54. Commercial Education Series no. 4. June, 1920. Gives analyses of junior commercial occupations open to boys and girls under eighteen years of age. Theory and Practice for the Machinist’s Trade. Federal Board for Vocational Education. Bulletin no. 52. Trade and Industrial Series no. 13. Dec., 1919. Gives an analysis of the machinist’s trade with outlines of instruction in related subjects. Vocational Education Survey of Minneapolis, Minn. U. 8. Department of Labor. Bureau of Labor Statistics. Bulletin whole no. 199. Vocational Education Series no. 1. 1916. Gives an analysis of the industries of the city, the kind of instruction needed for workers in these industries and the best way of imparting the instruction. 14 OTHER SUGGESTIVE TEACHING MATERIAL Barctay, Lorne W. Educational Work of the Boy Scouts. U. §. Bureau of Education. Bulletin no, 24. 1919. Shows that ‘‘scouting is literally education’? and how it ean be used as a supplementary activity to the school program. Bisnop, Avarp L., and Kriuzr, ALBErt G. Industry and Trade: Historical and Descriptive Account of their Development in the United States. Ginn. 1918. Gives, for young readers, an interesting treatment of the development of industry and commerce, but has only a brief treatment of the human side of the question, discussing very briefly the relation of capital and labor. Burns, Evmer E. The Story of Great Inventions. Harper. 1910. Beginning with stories of the first great inventions, there follow stories of the steam-engine, the dynamo, the battery, the telegraph, the telephone, gas engines, the aeroplane, the submarine, wireless telegraph and telephone, and the X-ray. Coz, Fanny E. Heroes of Everyday Life. Ginn, 1911, A compilation of stories of the diver, the telegraph operator, the civil engi- neer, the day laborer, the life-saver, the fireman, the engineer at sea, and the miner, intended for readers of part-time school age. Davis, Roy, and GwrcoHELL, Freprrick G. Stories of the Day’s Work. Ginn. 1921. Contains selections from the works of well-known authors which ‘‘deal with modern conditions in a way that is always within the comprehension of boys and girls.’’ Lou, Juuierre. Girl Scouts as an Educational Force. U.S. Bureau of Education. Bulletin no. 33. 1919. Gives a review of the scope of the Girl Scout work and their field of service in a number of cities. Van Buszirk, E. F., and Suiru, HE. L. The Science of Every Day Life. Houghton Mifflin & Co. 1919. A text giving projects on air, water, food, forces of nature, house building, lighting and heating, clothing and its care, household machinery, communica- tion, transportation, ete. LIST OF PUBLICATIONS OF THE DIVISION OF VOCATIONAL EDUCATION UNIVERSITY OF CALIFORNIA PART-TIME EDUCATION SERIES Bulletin No. 1. Syllabus of an Introductory Course on Part-time Education. January, 1920. (Out of print.) Lesson Plans and Reports for use in connection with the Introductory Course on Part-time Education. (Out of print.) Leaflet No. 1. A First Reading List for Administrators and Teachers in Part- time Schools, August, 1920. Leaflet No. 2. The Work of Codrdination in Part-time Education. November, 1920. (Out of print.) Bulletin No. 2. An Analysis of Department Store Occupations for Juniors. December, 1920. Bulletin No. 3. Codrdination in Part-time Education. March, 1921. (A revision of Leaflet No. 2.) Bulletin No. 4. An Analysis of the Work of Juniors in Banks. May, 1921. Bulletin No. 5. An Analysis of Clerical Positions for Juniors in Railway Tramns- portation. August, 1921. Leaflet No. 3. Selected Reading List for Administrators and Teachers in Part- time Schools. September, 1921. Part-time News Notes No. 1. Three Months of Codrdination in the Oakland Schools. November, 1920. Part-time News Notes No. 2. Progress in Part-time Education in ‘Los Angeles. December, 1920. ‘ Part-time News Notes No. 3. The Work of the Director of Part-time Education. January, 1921. ° Part-time News Notes No. 4. The Application Blank for Enrollment in Part-time Schools: A Statistical Study. April, 1921. Part-time News Notes No. 5. Junior Employees in the Retail Drug Business. AGRICULTURAL EDUCATION SERIES Bibliography of Agricultural Reference Books. March, 1920. Smith-Hughes Courses in English for Classes in Agriculture. Rural Social Survey Outline. August, 1920. Farm Mathematics Outline. August, 1920. Second Year—Farm Mathematics Outline. August, 1920. Bush Fruits Project Study Outline. March, 1920. Grape Project Study Outline. May, 1920. Poultry Project Study Outline. June, 1920. Swine Project Study Outline. June, 1920. Suggestions for Farm Mechanics Work in Vocational Agriculture. November, 1920. Suggestive List of Illustrative Material for Teachers of Vocational Agriculture. December, 1920. Dairy Project Study Outline with Suggestive Exercises. January, 1921. Suggestive Exercises in Fertilizer. March, 1921. Apricot Project Study Outline with Suggestive Exercises. March, 1921. Suggestive Exercises in Poultry Husbandry. April, 1921. Suggestive Exercises in Soils and Plant Life. April, 1921. Suggestive Exercises in Irrigation. April, 1921. Suggestive Exercises in Vegetable Growing. April, 1921. Suggestive Exercises in Swine Production. May, 1921. Sheep Project Study Outline. June, 1921. Alfalfa Culture Project Outline. July, 1921. Baby Beef Project Outline and Exercises. August, 1921. PART-TIME EDUCATION SERIES, No. 8 BULLETIN No. 6 UNIVERSITY OF CALIFORNIA DIVISION OF VOCATIONAL EDUCATION RESEARCH AND SERVICE CENTER FOR PART-TIME SCHOOLS PART-TIME AND CONTINUATION SCHOOLS ABROAD REPRINTS ISSUED BY THE UNIVERSITY OF CALIFORNIA IN CO-OPERATION WITH THE STATE BOARD OF EDUCATION BERKELEY, CALIFORNIA NOVEMBER, Ig2I PREFACE The three selections reprinted in this bulletin are articles which cannot readily be obtained in this country. They present the solution of the problem of part-time or continuation school education by three different agencies—the first by a factory, the second by a training college, and the third by the public schools. The last page contains a list of a number of other publications in regard to part-time and con- tinuation schools abroad, which show the extent of the movement in this field of education. Thanks is due to the authors and publishers named in the table of contents for permission to reprint the selections included in this bulletin. Eminy G. PALMER, Special Agent for Training Part-time Teachers. CONTENTS PAGE I. Port Sunlight Works Continuation School. An address given to the Joint Industrial Council of the Soap and Candle Trades at Birmingham, Tuesday, March 16, 1920. By Prof. J. Knox, M. A., Education and Welfare Department, Lever Bros., Port Sunlight, Cheshire. Printed by Lever Bros. Limited, at their Works, Port Sunlight.........00000.. II. Two Experiments in Voluntary Continuation Schools. By Elsie T. Bazeley, Whitelands College, Chelsea. Originally published in the Journal of Experimental Pedagogy and Training College Record, March and JUNC) 1921 ears ueuverscieenetiars eommeahteeR ney: psalm cient Prager leas are is III. German Continuation Schools. From the (London) Times Educational Supplement, Saturday, October 1, 1921.00... eeeeeeeeteeeteneees IV. The Compulsory Day Trade Continuation Schools of Munich. By R. H. Best and C. K. Ogden. Part of an article in The Problem of the Continuation School and itsSuccessiul Solution in Germany. A Consecutive Policy. Published by P. 8. King and Son, London........ 4 V. Short List of Publications on Part-time and Continuation Schools Abroad 21 37 48 I. PORT SUNLIGHT WORKS CONTINUATION SCHOOL By Pror. J. Knox, M.A. (An address given to the Joint Industrial Council of the Soap and Candle Trades at Birmingham, March 16, 1920.) While we were still in the midst of the Great War in 1917, and while we were still under the spell of Turner’s ‘‘Eclipse or Empire”’ and of the conviction that something further must be done to improve and extend the national scheme of education, Mr. Fisher’s Bill passed through both Houses and became an Act of Parliament. We need not concern ourselves with the many details of the Act, but will confine our attention to its far-reaching and somewhat startling provisions for the continued education of young persons from 14 to 16 years of age. Nor need we concern ourselves with the education of those young people who may be attending full time Secondary Schools till they are 16, but only with the provisions which affect young workers, those who have taken up some form of employment in some branch of industry or commerce. The Act provides that such young employees, 14 to 16 years, must attend a Continuation School for at least 280 hours a year—though 320 are desired and will ultimately become compulsory—in the em- ployer’s time; and after the present Act has been in force for 7 years this provision is to be extended to include all junior employees until they are 18 years of age. This Act is not yet in operation, but the Minister for Education said in the House of Commons, in reply to a question last August, that he hoped to make the provisions com- pulsory in the autumn of 1921; and in Southport, early in January, he said:. ‘‘There is no intention,on the part of the Government to abate one jot or tittle of that Act.’’ Now, however many and however serious may be the difficulties that employers will have to face in complying with Mr. Fisher’s Scheme of Continued Education, everyone must acknowledge the urgent necessity of more and better education for youthful employees in factories, mines, shops and offices who will afterwards be citizens of a democratic state, than the meagre and truncated quantity which they receive at present. Anyone who has to do with the engaging of young people of 14 years of age must have been surprised and pained with their disconcerting inefficiency in both English and Arithmetic. They seem to have a good deal of loose and unrelated information about many things, but many of them do not seem to be able to transact accurately and reliably the elementary duties attaching to the wotk of a junior in industry 6 PART-TIME AND CONTINUATION SCHOOLS ABROAD or commerce. Probably the mistake has been made of thinking that education is pretty well completed at 14; whereas the vital part only begins then and unless it is followed up and continued after that age the millions of pounds provided for Elementary Education are being, to a great extent, wasted. During the summer of last year, the Education Committee of Messrs. Lever Brothers Limited decided to extend the facilities of the Staff Training College, which had been previously confined to the’ junior clerks in the General Offices and to apprentices in the skilled trades, to some of the unskilled. workers (between 14 to 16 years of age) in the factory. About one thousand notices were distributed amongst the young employees, explaining the offer and inviting those who wished to avail themselves of the opportunity to make applica- tion through their various managers. About 40 per cent of the people eligible applied, and an examination was held on the lines of a psycho- logical test of intelligence, so as to choose from amongst the applicants those who could be accommodated at the time. One interesting result of the experiment which I wish to point out was that, generally speak- “ing, the further the child was from the date of leaving the school the more illiterate he had become in reading, writing, arithmetic and all the subjects which might be summed up as school knowledge. Many of them had quite forgotten their multiplication table, so that they were unable to check a simple grocer’s or draper’s bill; and if a para- graph in the newspaper were at all strange they had great difficulty in reading it intelligently and many seemed to be unable to write down in a few grammatical and consecutive sentences what it was all about. Now, to modify a well-known phrase, it is Impossible to run an Al business if the employees can only be classed, educationally, as C3. I think it may be taken for granted that continued education in some form is a national and industrial necessity, and that we must cheer- fully put our industrial and commercial houses in order to meet all the provisions of the Fisher Act. And, in addition, I think it may safely be said that ‘‘if with all our vast apparatus of machinery and power, we cannot arrange society that each child has an opportunity in life, it would be better to break the machinery in pieces and return to the woods from which we came.”’ What, then, are the main provisions of the Act? Under that Act it will be necessary for all employers to liberate their junior employees from 14 to 16 years of age for at least 280 hours in the year, so that they may attend continuation schools which Local Education Authori- ties must either themselves provide or see that they are provided. It is suggested that these 280 hours may be divided into 7 hours per week PORT SUNLIGHT WORKS CONTINUATION SCHOOL 7 for 40 weeks, ¢.¢., one whole day or two half days for 40 weeks, or if the employment be seasonal, 8 whole weeks in the off or slack season. A little reflection on these provisions will show a good many problems for employers, and how necessary it is for them to look ahead so that they may be able not only to adopt the Act when it comes in force on - the appointed date, but also to make the best arrangements possible so that both the employers and the students may receive the greatest benefits from the Act. An employer may choose one of at least four ways to meet the provisions required :— 1. He may leave the whole affair in the hands of the Local Educa- tion Authority if and when compelled by law, and simply release the young persons affected for the required number of hours and think no more about it. 2. He may leave the purely educational subjects in the hands of the L. E. A., and by arrangements with them provide what is called the ‘‘ Vocational’’ Section of Continued Education. 3. He may provide the School Buildings, the Gymnasium, Club Rooms, ete., and leave the Educational arrangements for cur- rieulum, teaching staff, etc., in the hands of the L. E. A. 4. He may provide a School of his own for his young employees— what is usually called a ‘‘ Works School.’’ Such a school may be entirely financed by the Company, or it may be recog- nized by the Educational Authority and receive the Govern- ment Grants in the ordinary way. At Port Sunlight we have adopted the fourth alternative and I take it you wish me to tell you about our scheme and about the underlying - principles which seem to us to justify our Staff Training College. The Edueation policy of the Company is in the hands of a Committee composed of Directors and Deputy Directors, of which Committee Mr. Gray is Chairman. The details of the teaching, subjects cur- riculum, ete., are largely in the hands of four College Boards, namely, the Office Board, Apprentice Board, the Factory Students’ Board, and the Adult Evening Classes Board. Half of the members of those Boards are Managers or Heads of Departments appointed by the Com- pany, the other half are popularly elected by ballot by the General Office Staff and by the Factory Employees respectively. Between the Committee of Directors and the College Boards there is another com- mittee which deals with the General Management of the College Classes and with the arrangements of the hours of study and the smooth work- ing generally of the scheme as between the business and the Staff Training College. By means of these committees we obtain the interest 8 PART-TIME AND CONTINUATION SCHOOLS ABROAD and support of not only the Directors of the Company but also of the Managers and General Staff of employees so that the Staff Training College is felt to be an integral part of the business. Written examinations are held twice a year, and a report of the results in every subject is sent to the various Managers of the depart- ments in which the students work, and also to their parents. The Managers are expected to see all the students in their departments and to speak with them on their examination results, and before they send their copies of the reports to the Secretary’s department to be filed away for reference they are expected to write their own report on the back of the college one as to the work of the student in the office or the factory. Twice a year, therefore, the work of every student is carefully considered, and as these reports accumulate they become a kind of ‘‘proficiency chart,’’ a definite indication as to what kind of employee the student actually is, so that advances and appointments can be made in the light of the facts of the case, and young employees feel that their future is almost entirely in their own hands and will be in accordance with the records they have made in the business and at the college. The college discovers talent which may never come to the surface along the lines of much of the employment transacted by juniors, and it becomes much easier to place young people in situations and departments where they are. most likely to do their best work. As a further inducement to students to do well in their college classes the Company instituted a system of awards for distinctions in the term examinations, namely 6d. per week for each distinction gained, so that it becomes possible at the end of four years for students to be earning four or five shillings over and above their ordinary pay. OFFICE STUDENTS The Company was fortunate enough to have a convenient building quite close to the office which, as it had been originally built for a day school, was easily adapted to suit the college. When it was opened about three years ago, the classes were only for juniors in the General Offices and for apprentices to skilled trades from 14 to 18 years of age. It was found that there were about 300 junior clerks eligible, and in order that the offices might not be deprived of all their juniors at the same time the classes were arranged into two fairly equal divi- sions. One-half come on Monday morning from 8:30 to 10 and also on Wednesday afternoon, 4:15 to 7, while the other half come on Tuesday morning and Thursday afternoon at the same hours, with no deduc- tions from wages. By this arrangement the students attend classes during hours that are about half in the firm’s time and about half in PORT SUNLIGHT WORKS CONTINUATION SCHOOL 9 their own time. Tea is provided by the Company for all afternoon students from 3:45 to 4:15, so that there is very little hardship on any student having to wait till seven o’clock one night a week as compared with the old system of continuation classes which young people had to attend in the evenings on two or three nights a week. It will readily be noticed that the amount of time given at present by our Company for the education of junior employees is considerably short of what will be expected of them when the Fisher Act comes in force, but it should be borne in mind that this scheme includes all young persons up to 18 years of age, whereas the Fisher Act in the meantime only affects those between 14 and 16, and that it-was started nearly two years before the Act was passed, and the experience gained now will be of the greatest value when the time comes to extend the scheme. Indeed, so much is this the case that Education Authorities are constantly inquiring for the particulars of our scheme and for any hints we may be able to give them as a result of our experience. The original 300 students were also divided into two sections according to their ages. The first section consisted of those boys and girls 14 to 16 years of age and the second section of those 16 to 18 years of age. As the boys and girls all worked together in the General Offices, our education classes have usually been what are known as co-educational, that is, as a rule the boys and girls sit in the same classes and do exactly the same work. It should be noted particularly, however, that there is a distinct line of cleavage between the kind of education usually given to the junior students from what is usually given to the seniors. While the seniors receive chiefly a vocational education the juniors receive a general education, for it is recognized by all educationalists and also by business people who take a wide view that, as a rule, if a person is going to go far in any department of life he must have a fairly wide foundation of general culture. Our cur- riculum, therefore, for junior students consists of English (literature and composition) and arithmetic, and in addition, for the boys, indus- trial history and physical training, and for the girls some instruction in shorthand and Morris dancing. The curriculum for the senior students consists of English literature, science, bookkeeping, short- hand, and commercial correspondence and, for the girls only, hygiene, needlework and Morris dancing. . Two or three things have now become quite clear to us—have become almost axiomatic—during the last three years. I. A continuation scheme of education to be successful must be altogether on different lines from elementary education. A new conception of education is wanted, a larger, wider conception, some- thing quite different from the old disciplinary type in which classics 10 PART-TIME AND CONTINUATION SCHOOLS ABROAD and mathematics were so determinative and eliminated all who did not have a capacity for dealing with the abstract. ‘‘This new conception is one which will offer equal opportunities to all for the development of such native capacity for leadership as they may possess, regardless of any fixed curriculum or social status.’’ II. The young persons, as they are called in the Act, must feel that they are not being sent back to school and that they are not to be subjected to anything like elementary school discipline. They are all wage-earners, and this fact usually gives them a freer standing in their homes, and this freer standing must also be given them in their educational classes. III. The morn- ing is easily the best time for education classes, for it is not only the best time for learning but it is also the time of the day when they can most readily be spared from business, for, as a rule, it takes some time in the morning before an office can get going, and usually the students who arrive in the office at ten o’clock feel the push of a good deal to do, and it is seldom that they cannot do as much between ten o’clock -and five as they do on other days between 8:30 and five. At any rate it is quite remarkable that as much work seems to be done during the forty weeks in which they spend 214 hours of the firm’s time in the Staff Training College as during the‘twelve weeks when they have holidays from the college and spend their full time at business. While I recognize that in some classes of work the withdrawal of young em- ployees from production for seven or eight hours a week must diminish the total output, still it is the universal testimony of American and British employers who have instituted school classes in factory time that the amount is only a negligible and vanishing quantity, and the compensations in other directions easily make up for it and wipe it out. IV. We have not found what are known as lecture classes to be a great success; we always feel more certain that real work is being done when the students are not listening to a lecture nor listening to someone else reading, but are pursuing some line of work or research in which they are personally interested. A scheme of education must be found whereby less and less instruction will be given by the teacher and more and more will be left to the workaday interests of the students, to their own initiative and to the lines of study which they feel they ought to follow to achieve their personal ambitions. A hard and fast curriculum and a hard and. fast time table will be the death of Continuation Schools. Many of these young persons have much dreary routine work during the week, and change and variety must be of the very essence of continued education, and they must feel at the same time that their education is not something which will tend to pin them down to one type of work or to any one business, but that PORT SUNLIGHT WORKS CONTINUATION SCHOOL 11 it is opening a door of world-wide opportunity, and putting in their hands an instrument that will help them wherever and at whatever they may ultimately work. It has, therefore, been the policy of our Company to give all its educational facilities not only free of charge but also free of any obligation to remain with the Company after their schooling is finished ; for it is felt that young people must not only be given the power to get on, which comes through education, but that they must also be free to choose and live their own life. APPRENTICES In regard to the apprentices to skilled trades, of whom we have about 100, we started by giving them classes on Friday afternoons from 4 to 7 o’clock, but we soon altered that, and now instead of going to work on Saturday mornings they all come to the College for four hours entirely in the Company’s time, without deduction from wages, for special tuition classes. Nearly all our apprentices attend evening classes provided by the Education Authorities two or three nights a week, They have, therefore, a very hard week’s work and cannot have either the time or the facilities for much home study, and the idea of our Saturday morning classes is to give them tuition, to help them with their evening class work, and the teachers who take the classes are either University Graduates or highly skilled men in their own departments from our own staff. These apprentice classes are just about the best work we have done so far, for though the Managers find their work considerably dislocated on Saturday mornings, they all admit that their apprentices are now much easier to handle and are more intelligently interested in their trade than they were before the classes were instituted, and as many of these lads receive the highest distinctions in their Evening class examinations the purely educational benefit cannot be mistaken. The Apprentice Board advises the Prin- cipal of the College in the same way as the Office Board does for the Junior Clerks as to the fitting in of their daily work with their Edu- cation classes, while the Principal of the College sees that their Satur- day classes fit in with their evening school subjects. A committee of the apprentices themselves is in constant touch with the principal and the teachers, as to the conduct of the classes, athletic club, social even- ings, etc., and there is no doubt but what our apprentices now receive a splendid chance of becoming highly skilled and intelligent tradesmen, for they not only learn the craftsmanship of their job in the works but they also learn its science at the school, and through their com- mittees they receive training and experience in responsible government and citizenship and in working together for a common end. 12 PART-TIME AND CONTINUATION SCHOOLS ABROAD UNSKILLED WORKERS So far we have been dealing with the education of young people who will, by and by, be classed as skilled workers; but when we come to deal with the education of what are known as unskilled workers we have to face a much more difficult problem, because the day’s work of a junior clerk or of an apprentice to a skilled trade is what is known as intellectually ‘energizing,’’ while the day’s work of a young person at an unskilled jib is intellectually ‘‘enervating,’’ that is to say, the work of the one quickens and enlarges the intelligence, but the work of the other, who is probably on some repetitive job, dulls and dim- inishes the intelligence, so that while the education of the former may be quite properly what is known as vocational, the education of the latter, who cannot possibly be said to have a vocation at all, cannot be along the lines of his work. To illustrate what I mean: it is quite easy to see how an apprentice chemist or engineer should receive teach- ing in chemistry, physics, mechanics, pure and applied mathematics, ete.; but it is impossible to see how a lad, whose work is to shape tin lids from a sheet by machinery all day long, can receive an education along the lines of his job. The unskilled worker must be provided with a scheme of education on different lines altogether. I have already indicated that we now provide educational classes for about 250 of our unskilled junior employees, 200 of whom are girls, while the remaining 50 are boys. These are divided into four sections of about 60, each section coming to the College four hours a week, entirely in the Company’s time and without deduction from wages. The teach- ers of these classes are professional teachers employed by the Company, who give their whole time to the Staff Training College. The morning or the afternoon, as the case may be, is divided into five periods, one of which is for physical training and one of which, for the girls, is at present for music, and the remaining periods are for educational classes in English, arithmetic, etc. It is not necessary for me, neither would it interest you much, to go into the details of the ordinary educational subjects. The important and difficult point is the specific method by which we endeavour to overcome the enervating elements of their daily work. It is, of course, easier to overcome this with the girls than with the boys, since most of the girls may reasonably look forward to what after all is one of the highest vocations, namely, the vocation of the home. In the case of the girls, therefore, we include in the curriculum not only music, but also the various subjects included in domestic economy, housecraft, etc. Before speaking more particularly of the curriculum of the boys, let us first take a look at the youngster who comes into our factory, PORT SUNLIGHT WORKS CONTINUATION SCHOOL 13 office or shop at 14 years of age, for he is to be the subject of our edu- cational experiment, he is to become our industrial workman and our intelligent citizen. He represents about 85 per cent of the youth of England, for it is only a small proportion who continue at Secondary Schools. The probability is that if he is above average ability he rebels against school, because he is of an active nature and desires to handle and make things, because, in short, he wants to be doing something ; or if he has only average ability, or perhaps even less than average, he has probably been sent to work not only to add to the domestic resources, but also because his parents do not think that further school- ing is of any use and because the boy himself is ‘‘fed up’’ with trying to learn by reading, listening, and memorizing. Clearly, then, he must be regarded not as a receptacle for information but as an instrument that makes things, and the idea behind his continued education must not be the process of ‘‘filling a Gladstone bag for a journey, but rather the equipping of a workshop with tools.’’ There is no inherent need for sorrow and grief for any such boy going to work at 14. On the contrary, it seems to me that no sight is more pathetic than that of an otherwise good lad drifting into habits of idleness, intellectual listless- ness and indifference by continuance at a school where the education is largely literary, bookish and unattractive to his disposition, whereas no sight is so full of hope as the sight of a boy who is straining after a full and energetic manhood because his outlook is one of activity, self-expression, and adventure. It is not early work that is necessarily discouraging, indeed it may become a help to a boy if it is wisely used in the scheme of his continued education, and therefore I lay it down as our starting point that practical education must be the fundamental condition so that theoretical education may have a chance of success. In dealing with the education of the unskilled boy worker I would not begin with books and pen and ink, but with tools, compasses and pencil ; not with learning, but with doing and making something; that is to say, with a hobby and his hands, rather than with a book or a lecture. My idea for such youths is that a large departmental workroom should be fitted up for them where there will be workers in iron and wood and leather, and where a boy will learn how to weigh and measure quantities and fit one thing to another. A thorough practical knowl- edge of weights and measures and a steady power of accurate use of weighing and measuring instruments will always impart as thorough a mastery of arithmetic as will carry him handsomely through life; and moreover, as scientists have pointed out, the acquisition of this knowledge and mastery will have had a strong reflex influence on the youth’s character, giving mental and moral balance, care, patience, 14 PART-TIME AND CONTINUATION SCHOOLS ABROAD the feeling and nice desire for accurate statement of fact, power to weigh arguments and draw fair and just inferences. With this com- mon idea of just weight and accurate measurement in every depart- ment of the Hobby School constantly in view, I would equip it with the scrap which is thrown away in every Factory which handles raw mate- rials, and I would get the boys to turn it into things useful or orna- mental which could either be sold for funds for the further equipment of the school, or could be kept by the scholars themselves. Why, for example, should not boys, and girls too for that matter, be taught how to mend boots, how to work in wood and iron and how to tend a garden ? ‘From 14 to 16, I would let the boys choose their own hobby on the Montessori system, and I would ‘‘Let them alone’’ with it oceasionally. Everybody wants at times to be ‘‘Let alone,’’ and no one more than the boy who has to follow a machine throughout his working day. ‘“Handwork, to the great majority of children brings more than any- thing else that they are set to do, an opportunity of creative and con- structive effort which makes direct appeal to their interests and gives free scope for their individuality and also a means of self correction; for here an error or carelessness is speedily shown up, not by word of the teacher but by visible proof. We are said to be essentially a prac- tical people, and it is amazing that in our schemes of education we do not give a far larger place to the kind of work that is most in accord with this habit of mind and that gives exactly the training to which in other things we rightly attach the greatest value.’’ In the Hobby School too there should be a Library, Writing and Art departments, Magazines and Newspapers. It would be a great mistake to think that all boys are keen on science and handwork, for there are many to whom literature, art, philosophy and history appeal far more. The key to successful continued education lies in real interest and self-expression, and the salvation of democracy from dull, tame, lifeless medioerity lies in the cultivation of vital personal power. Every means should be used: Dramatic and Debating Clubs, Musical Societies, Games, etc., are all excellent channels whereby young people may find themselves and enter a wider world than seems possible from the standpoint of a repetitive job. As long as distinctively vocational training or teach- ing through hobbies is not allowed to become too dominant, exclusive, absorbing, as long as the specializing tendency does not enter too soon or demand sole sway, as long as the trade and wealth of tomorrow do not rob today of its present joy nor the past of its rich and refining treasures, so long will it help and guide, strengthen and promote the best practical ends and highest purposes of education. PORT SUNLIGHT WORKS CONTINUATION SCHOOL 15 We have not yet got our hobby scheme at Port Sunlight in operation but plans are maturing for fitting up small engineering, electrical and woodwork laboratories, and if the experiment is successful they can be extended as required. These laboratories are not intended to teach any boy a trade—that he must learn in the factory; but they will be a big asset in the unskilled boy’s education and a source of pure joy in his life, and it can easily be seen that they can be made of the highest utility for illustrating the scientific principles that underlie much of the rule-of-thumb shop work learnt by apprentices to skilled trades. What we want our youth to acquire is wide general intelligence, so - that they will be quick to understand a new job or a new machine, expert in the scientific laws of mechanies, physics, etc., so that they will see the inherent connection of things and be alive to the possibilities of quick changes and new developments. We do not desire them to be dungeons of learning nor to have a lot of information ‘‘in cold storage,’’ but to be practical, alert, intelligent, receptive of new ideas, used to experimenting and working things out for themselves, and. therefore their education and the discipline of their minds should go on through their hands almost unconsciously. In this case, at any rate, ‘‘Practice is better than Precept,’’ and it remains as true now as in the days of Aristotle that ‘‘The end of man is an action, not a thought.’’ Before leaving this section of my subject may I say one word of encouragement to educationalists though none of them may be here? They seem to fear that young people, when once the Act is compulsory, will return to school only under compulsion, and that the greatest difficulty will be experienced both in securing their attendance and inducing them to learn anything at all. Our experience is quite the reverse ; we have far more applications for places than we can accom- modate; the students at Port Sunlight at the end of the first term were given the opportunity of dropping the college altogether or of returning for a second term, and only two out of 230 failed to turn up. The boys have asked for an evening class in their own time, and those who are now 16 and who must, according to rule, leave to make room for others, have asked the teacher to take them at nights. Per- sonally, I have the greatest faith in the average factory worker, in his natural ability, his horse sense, and his decent heartedness, and it is more than time that he should be given a chance of receiving the educa- tion and culture which are his due, and which he can appreciate and profit by quite as much as those more fortunately situated. Let educationalists be sympathetic and adopt common sense methods and pluck up courage. 16 PART-TIME AND CONTINUATION SCHOOLS ABROAD Fear not ye saints, fresh courage take, The clouds ye so much dread Are big with mercy, and will break With blessings on your head. ADULT WORKERS We have found that as soon as a systematic scheme of education for junior employees is taken up, the ambitious workmen and foremen or forewomen begin to ask themselve where they are going to be when these young people are working for them and when probably they know much more than they do. And so gradually there comes up the desire for special classes for adult workers, but as this question does not arise immediately under the subject which we are considering today, I only mention it in passing to show the inevitable and far-reaching con- sequences of continuing with education until you reap the rewards in adult life, instead of stopping in childhood with the almost certain loss of any little good that may have been accomplished. PRINCIPLES UNDERLYING A WORKS SCHOOL I have no doubt I have carried your assent to most of the ideas expressed so far in this address, but you may be asking yourselves why we are putting ourselves to the trouble and expense of conducting and financing a school of our own immediately attached to the busi- ness. You may think that education in any form is not a proposition that a business can handle, and that it should be left entirely to educa- tion authorities. I wish it to be clearly understood that I am not advocating the universal adoption of Works schools, but I am of opinion that under certain conditions they will not only fulfill the provisions of the Act, but they will actually give a better education than any-other type of school. There are several subsidiary advantages of a Works school both from the educationalist’s and the employer’s point of view, but I pass them by and content myself today with the statement of one or two general principles. In the first place it is essential to remember that the average lad who starts work at 14 years of age has changed his life’s standing ground, he has left school and childhood and his mother’s apron strings behind, and his ambitions, interests and prospects center in his job and his workmates. He becomes a doer and a wage earner, and if there is anything in him he sees himself already a foreman or a manager. It is psychologically the natural way of giving him instruction to give it as part and parcel of his work, to create in his mind the necessary and vital connection between doing and knowing, between science and craftsmanship. As PORT SUNLIGHT WORKS CONTINUATION SCHOOL 17 he and his mates combine in manual activity in the works so they should combine also in acquiring knowledge of the things that give dexterity, knowledge, alertness, and power over nature. In a Works school, work and education are felt to be the instruments and expression of orie life, they inhere in one another. The question is sometimes asked why the 19th century with all its brilliant achievement in scientific dis- covery and increase of production ended in such disastrous failure. The secret probably is, as has been wisely pointed out, that the great forces which move mankind were out of touch with each other and furnished no mutual support. ‘‘Art had no vital relation with in- dustry ; political economy was at issue with humanity; science was at daggers drawn with religion; action did not correspond to thought. As a result, nation was divided against nation, labour against capital, sex against sex and church against church.’’ There was no cohesion, no concerted effort, no mutual support, no great vital advance. These facts in themselves are sufficient to account for the ineffectiveness, the ceaseless unrest, and the ultimate collapse of western civilization. Now the idea which underlies the Works School is an attempt to obviate some of this dislocation of life and the disturbing feeling that work is one thing and education something quite different. Nothing does more harm to the minds of children than the divorce between play and school, and nothing can be more subversive of all true education and social advancement than the perpetuation of the cleavage between cul- ture and work. The time has come for industry to take up once more its personal share in the education of its junior employees which dur- ing the enormous developments in machinery in the 19th century it has almost forgotten. Obviously we cannot go back to the old appren- ticeship system which dates back to the middle ages; mankind never goes back again, it can only move forward, but while it advances it ought to assimilate and make part of its life all the truth and beauty which have been spoken and expressed in the passing phases and struggles of civilization during its onward march. It seems to me, then, that the best in the old apprenticeship system can be reéxpressed in a Works School. The care of youth, which is a far more important duty for industry than its exploitation, can be honoured and prac- tised with universal advantage in a scheme of education which, while nationally recognized as suitable and efficient by the Board of Educa- tion, is yet wrapped up in the everyday manifoldness of work and business. Such a scheme would sogn make unnecessary much of what is known as Welfare work. What young people need far more than advice, or a burden of rules and regulations, or a hot house area in which they are protected and shielded, is inward power to regulate 18 PART-TIME AND CONTINUATION SCHOOLS ABROAD their own minds and conduct, and this is precisely what a Works School proposes to create. But apart altogether from this important principle of the unity of life, there are certain local conditions which would seem to make a Works School almost inevitable in order to carry out the provisions of the Fisher Act. Take our own case as an example. We draw our junior employees (and we have nearly 2000 of them) from an area whose radius must be at least 10 miles and from at least 5 or 6 different Education Authorities, and if these young persons had to be sent for 7 or 8 hours a week to about 50 different Continuation Schools in the districts where they lived, it would be almost an impossibility for the Company to keep in effective and constant touch with their attend- ance, the work done, and the progress made at the school. And besides that, there would probably be a good deal of waste time as between work and school and school and work. It seems then that the best and most economical solution of the problem is some form of Works School which while associated with the business is effectivély safeguarded from exploitation (if such an idea ever entered the head of an em- ployer) by the business. And I may say in passing, our works school has adopted effective safeguards by a system of Committees to which representatives of the workers themselves are popularly elected, and when the Act comes into force inspection by the Board of Education or by the Local Education Authority will be compulsory. Does it not seem to you as workers and business men that when this Act comes into operation, and when all your young people will be released for education for 7 or 8 hours a week, that you will desire to know with- out any equivocation how they are spending those 7 or 8 hours? My contention is that in conditions like ours it is only through a Works School that the employer can do so. And it is worthy of note that directors of education and professional administrators have admitted the wisdom of this contention. Moreover, one of the chief advantages of the proposed Continuation Schools is that they will give an oppor- tunity of finding out where the real abilities and talents of young people lie. I have found that a rankling source of bitterness in many a workingman’s mind is that he is not at work that suits him, and that he has never had a chance of finding the job that fits his real talents. It will surely be something of the very highest value if the youth can be fitted to the job and the job to the youth, and it seems wellnigh impossible to accomplish, this desirable end in any other way than through some form of Works School. Privately-owned schools have taken an honourable place in the history of education.in England and they have helped to make that PORT SUNLIGHT WORKS CONTINUATION SCHOOL 19 history what it is; they have added their contribution to the making of English character and life. Privately-owned Works and Business House Schools may also fit in to the enlarged scheme of Education pro- vided by the Fisher Act. They will be conducted according to all the requirements of that Act, but they will be run on the large scale, scope, and outlook of the business itself. They will probably be able to do experimental and research education work and their methods, results, and spirit should add to the interest in education and to the variety of approach to what after all is one of the highest and most evident duties of an employer and one to whose possibilities and rewards there can be no finality. But the idea of a Works School should not only be looked at as a sound educational method and as the best way for the Factory, especially if it is in a somewhat isolated place, to fulfill the obligations placed on it by the new Education Act; it should also be carefully considered from the point of view of its reaction for good on the Works or Business House itself, for it is like a wheel within a wheel—treacting all the time on that which created and maintains it. I believe that a Works School or Staff College attached to an Industry or a Business, conducted on large, human, sympathetic lines, will not only give all boys and girls a share of the invaluable pleasures and opportunities enjoyed by those who at present have the privilege of a public school education, but it will give them also the wider outlook, the self possession, the tolerance that are associated with such Second- ary Schools and College life, and it will impart to them the knowledge, the insight and the spirit which, when they apply them in after days to industry, will raise factory life out of the selfishness and bitterness of its earlier unregenerate days and make it a means of expressing the joys of contented and happy labour and of gathering the fruits of industrial peace. Today I have directed your attention chiefly to the educational side of a Works School and have laid the emphasis on its practical aspects though I am well aware that education for livelihood is but a part of a much wider and more ideal education—education for life. Workers today who sometimes feel as though machinery had caught them up in its wheels, are urgent in their demands for more leisure. This demand is at any rate intelligible, for work to the great majority of people is not exactly poetry and dilettanteism, it is hard, grinding, dirty drudgery. Shorter hours and more leisure are bound to come and this leisure they should be trained to use, their eyes must be opened and their ears unstopped to enjoy life in all its rich and infinite fullness. But I have not regarded that kind of education as coming within the scope of my address and I admit I have only touched the s 20 PART-TIME AND CONTINUATION SCHOOLS ABROAD fringe of a vast and engaging subject. Whatever may be thought of these wider aspects of education however, I feel sure, if I read the signs of the times aright, that new employees will soon receive scientific instruction about their job and its opportunities before they start in on it. And this training will be given by skilled workpeople who have first received instruction themselves in the science and art of teaching. Consider what an enormous saving in time, temper, and turnover this will mean and also increase in both personal efficiency and speed of production. Moreover, new employees will be taught the factory rules and regulations and safety appliances, and will be personally initiated on the threshold of their work into all the firm’s institutions, sickness and holiday benefits, facilities for insurance, etc. etc., so that they may know where they are from the very outset. All this will tend to generate and build up the right spirit and good will of a business amongst the employees; and it is only as knowledge is acquired and good will is created and as they go hand in hand that an industry or a business house can prosper, and function as a living asset in the democratic world of today. = II. TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS By E. T. Bazetey, Whitelands College, Chelsea. (From The Journal of Experimental Pedagogy and Training College Record, . March 5, 1921.) : I. The field of the first experiment was a manufacturing town, Q., where two prominent firms had invited the local authority to open a continuation school—the first in the city—for some of their young hands. The first firm, A, owned three large paper and colour printing works; the second, B, were sweetmakers. Each firm contributed thirty girls; the sixty girls from these four factories came in three classes of twenty, for two four-hour sessions a week. A difference in the attitude of the girls from the two firms was at once perceptible. Firm A, realizing that the idea of ‘‘going back to school’’ was likely to cause resentment among the girls and their parents, had been preparing carefully for several weeks.. Foremen and forewomen had been consulted, and the idea of the school explained to them. A letter had been sent to the parents of each girl of an age to go to school, addressed to ‘‘Dear Mr. and Mrs. C’’ and informing them that a school for some thirty of the firm’s young girls would shortly be opened by the Local Education Authority and asking them whether, if their daughter was selected, they would be willing for her to attend school. The result of this letter, making attendance at the classes the result of selection, was that almost every parent wrote eagerly asking that their Jane or Polly might attend. Firm B, however, were unable to make any preparations of this kind ; it was a time of great expansion of trade, and all the new girls taken on were merely told that they would be expected to attend school as a condition of employment; and the consequence was a good deal of suspicion and resentment among the girls, very little support from the parents, and some opposition from foremen and women. Firm A gave me the opportunity of going over their three factories and having a friendly chat with the future pupils. I did not realize at the time what a difference this would make. It meant that these girls knew a little to whom and to what they were coming. At Firm B T also made a tour of the works, but I had no opportunity of seeing the youngest girls scattered over a vast factory among gangs of older workers. Consequently these girls started for school full of apprehen- 22 PART-TIME AND CONTINUATION SCHOOLS ABROAD sion, on the defensive, and, at the worst, hostile—their recollection of their day-school being, as I soon found out, mostly of a time of restraint and boredom, if of nothing worse. The girls from Firm A, with one or two exceptions, came willingly to school from the first; but with the girls from Firm B, it was, as soon as they got on friendly terms with me, ‘‘Miss, have we got to come here till we are sixteen?’’ After the first three or four months, however, it was, ‘‘Miss, all the girls in my room wishes they could come to school’’; or (from a new girl), ‘‘Miss, I thought it would be like day-school, but I loves this’’; and, ‘‘Miss, do you think they will let us stay till we are sixteen ?’’ ; There were, however, some irreconcilables to the end. The school was composed of girls who differed extraordinarily from one another in every way and in their attitude towards the school. There was every degree of intelligence and illiteracy, from that of a child who had lately attended an M. D. Department, to the comparative eagerness of Zée and Winnie from Standard VII. To illustrate the difference between the girls, I give brief sketches of three members of one class. Lily generally wore a clean white blouse and a short stained blue alpaca coat and skirt, with a green cap. She was tall, had a lovely complexion, short curly hair, blue eyes and a most attractive smile. She was tired-looking, she did not want to exert herself to do anything, she did not want to dance, though she was unusually light and graceful upon her toes, she just wanted to loll and giggle with her friend Alice. Her home was in a respectable, airless, mean, yellow street, with ‘small, dark houses, in a district known as the Marsh. Near by was the cattle market, and the sounds and sights of stampeding, terrified beasts, the shouts of men and boys, were separated from the Marsh only by the canal, which was made yellow by the refuse from the Chemical Works on the opposite bank. A dark passage led into Lily’s living room ; the mother looked old and worn-out. She was dark, drab, dirty, ragged, nursing the baby, but she still had Lily’s Heavenly smile. A boy and girl of school age, ragged and dirty but with the same smile, were sitting at a dirty, unattractive table for dinner, on which was a loaf, withered lettuce leaves, onions and vinegar. The eldest girl, looking very ill and said to be suffering from tonsilitis, was home from work. The mother, only just recovering from the baby, said, ‘‘Ah, Lily is a lily, isn’t she? And a good girl to work, when I was bad she scrubbed the whole house down. She did that too, Lily did,’’ pointing to a large sea-shell, used as a door prop, which had been blackleaded all over and polished till it shone. TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS 23 Every day Lily goes home here, sleeps, gets up and goes to work in the factory, a well-built one, but also down on the flats. When the works close at 5:40 she is tired, gets herself home, over the bridge, through the Cattle Market and along the canal. She cleans herself, has her supper, and walks up and down beside the canal, occasionally she goes to the pictures. There are absolutely no resources in the home, nowhere to eut out or keep anything, no scissors, no books. Lily is sent to school and is expected to make a mental effort and pay attention as a member of a class to remote subjects far, far away from her world (what would not be?) The marvellous thing is Lily’s fresh- ness, gentleness, good-nature, her listlessness is nothing to be wondered at—she is the shining hope of her home. Alice, Lily’s friend, was a thin, poorly-dressed, vivacious girl. Good-natured, idle, witty, sociable, she never worked and never minded being bidden to do so. At the party Alice wore a transparent chiffon hat and a white jumper with society airs, which she could assume in a rather delicious manner. It was Alice who, when we were off one day on an afternoon expedition, insisted on our missing our own tram, in order to take charge of a blind man and help him on to his car, which did not happen to be ours. Over the way from Lily, on the prosperous side of the street, lived Rose. Her father was a coal-heaver, and Rose was the freshest and trimmest of young girls. She was very well looked after by her mother, and was tidy, self-satisfied, and limited to a ‘degree. She was always attentive, and occasionally interested in artistic things. She liked dressmaking best, and made herself a blouse at school, which pleased her mother very much. She left to go to work at another factory, where the conditions were notoriously rougher, because there was a rumour in the district that at 17 girls earned 30s. there. With firm A Rose had failed to get a rise owing to the very average quality of her work. Not seeing any connexion between value of work done and rise of wages, Rose and her mother quite believed that she would soon be earning at the highest rate. The whole policy and outlook of this family, with its tidiness, comparative comfort, and piano in the front room, was dominated by the schilling, just as that of many other families, a little lower in the wage-earning ranks is dominated by the penny. Lily’s family was different. Here one felt there was a certain instinct for spiritual values, but their freedom from material trammels was not that of the margin due to extra wages, but of a sort of stark carelessness of circumstantials; they had long since thrown overboard anxieties and struggles over material comfort and financial security. Such is the lot of those who live under our weekly wage system. 24 PART-TIME AND CONTINUATION SCHOOLS ABROAD When I planned out the work for the Continuation School, before it opened, I did so under the delusion that I should find something to continue. I had previously taught Standards VI and VII, and I had always found I could get them actively interested—or, at any rate, to appear to be actively interested—in geography, science, literature, or whatever topic we had in hand. I thought I should be able to work on the same lines with my continuation-school girls. It was far otherwise. Two main tendencies I found among my girls; firstly, that they were extremely disinclined to make the least mental effort. As soon as they perceived that they were being expected to attend to a geography or history lesson, their minds (with two or three exceptions) spontaneously assumed an atti- tude of, at best, passive, and often active, hostility, their faces express- ing blank indifference or antagonism. Secondly, I found that of all the wide range of interests common to the healthy-minded young person, all but one seemed to be extinguished. They had no spontaneous interest left in things, affairs, or ideas; their one dominant interest was in people and in personal relationships. There is a famous picture of Hope, blindfold, with all the strings of her lyre but one broken, sending one solitary and repeated note, her last, into interstellar space. That picture represents many of these young manual workers. Almost all the quick and living interest in the world outside them, which was probably as healthily alive in them at the age of three as in more fortunately-placed children, has been quenched long before they reach continuation-school age, by the folly of much of our educational method and the squalor of our overcrowded streets and homes. One single strand of interest is preserved, one string only can one be sure will vibrate, namely, this interest in personal relationships. Left to themselves, they tend to sentimentalize and sensationalize whatever personal relationships come their way either by actual experience or, at second-hand, through the cinema. This interest in people is the teacher’s one remaining road along which he can lead the class out into the freedom and healthiness of disinterested interests, his one remain- ing tool which he can depend on to effect his purpose. I have never failed to find them listen with rapt attention to a story. What is more, they instinctively, if unconsciously, measure their own sordid fantasies against a really beautiful and absorbing story, with the consequences that the whole level of their effort and aspiration is raised. I found, too, that if I presented a distasteful subject, such as geography, in the form of a story of personal travels, illustrated with sketches, they would listen with delight, and would even swallow maps if introduced casually enough. TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS 25 I need hardly add that they not only had no inclination, but not the least idea how to use books on their own account. How can one account for this extraordinary poverty of mental background and interests? My study of the girls led me to account for it in some measure as follows: the primary day-school provides a quasi- literary education, but the homes of the majority of unskilled workers are not literary in any way. They contain no books, no ideas. There is no continuity between the life of the average home and the life of the school; one must remember that the children of the working men who do think and do have books, mostly go on into central, trade, or secondary schools, and do not find their way at fourteen into factories. As soon as a child leaves the elementary school, she is reabsorbed into the illiterate life of the home, street, and factory. Welfare workers understand what I mean when I speak of the (to a teacher) amazing illiteracy and ignorance of girls who have perhaps only left school a few weeks previously. It takes but a few weeks to obliterate the literary manners taught in school. Why, one asked oneself in the second place, have they such an aversion from mental effort? Why is it of all things the most intoler- able to them? One of the girls, in a class discussion on compulsory attendance at classes they did not like—a girl from Standard VII, a jolly, bright, friendly person—said, in one of those illuminating utter- ances one gets from children now and again, ‘‘Why we hates these things now, Miss, is because when we were at day-school we were forced to learn the things we did not understand.”’ As a result of intimate study of my girls, I formed the opinion that for the first few months very little attempt should be made to teach them by means of even simple generalizations, such as one would use with children of the same age of the high-school type. Oral lessons were overdone with these children in their earlier years. They were prematurely taught in terms of generalizations and mental abstrac- tions at a time when these were meaningless to them, so that now, as young workers of fifteen, words conveyed extraordinarily little to them. In intellectual development they are still children much younger than their years, with a child’s appetite for particulars and picturesque detail. Geography must be reintroduced to them not by maps nor even by local geography, but by stories of how people and animals live in foreign countries. History must be represented to them not as the development of nations and of causes, but by means of the stories and aims of national heroes, such, for instance, as those of Garibaldi. 26 PART-TIME AND CONTINUATION SCHOOLS ABROAD I soon found that they could not learn much at this stage by any form of verbal teaching, but very much by experience, by doing of | every kind. It became clear to me that the first few months of the Continuation School for these young factory workers must be a period not so much of class instruction,’ but of re-education by doing. They had their first fruitful experience of concentrating their attention, not in the medium of words, but in that of rhythmic movement. Most of them found themselves not by an attention, which they are incapable of giving intelligently to the ordinary subjects of class instruction, but by every form of artistic and useful handwork, by dancing, singing, and rhythmical work, by stories and dramatic work. Given this period of preparation, which will be longer or shorter according to cireumstances, they will be ready for class instruction in most of the topics of human interest. There was another cause, or group of causes, which prolonged this period of preparation and operated against the children settling down quickly into that organic co-operative unit, a class. These causes, which I shall now consider under the head of disci- pline and of buildings, were closely interwoven in the case of this particular school. The popular educational ideal of many authorities in the school world is expressed by the formula that ‘‘discipline is the first thing.’’ In many day-schools discipline is the first, second, and last thing—the external discipline, that is, of a sometimes benevolent and always arbitrary authority. The background and foreground of an ordinary - school is rigid discipline, maintained by authority, based on fear. Next to discipline, but a long way second, is instruction. So many people want their results at once. They want them the moment the child enters the infant school; they cannot even wait for the results to begin to appear in Standards VI and VII. Consequently, from the infant school to Standard VII we have a uniform, unprogressive, external discipline ; the child is as unintelligently obedient to authority at seven as he is at fourteen. At fourteen these well-disciplined children are let loose into the works and streets, and in three weeks the only trace of this discipline left is in unreasoning, instinctive hostility to, and suspicion of, author- ity, a hostility which embraces everything which has ever been asso- ciated with authority. The children are let loose without any inner traditions of self-control, without any idea of group loyalty or service, with no idea of the principle of obedience, but only with a memory of the sterile practice of it; most of them (not all) are aggressively selfish and individualistic and many of the remainder are passively on the defensive. TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS 27 A situation of this kind demands that those in authority shall be people who are able to practise the principles of leadership rather than methods of coercion. I, of course, believe that discipline, true discipline, from within, is the aim and end of true education; it begins to be built up in the nursery, it progresses bit by bit with one experience after another as one stage of growth follows another, until at about the age of seventeen or eighteen you begin to have a social being, capable of self-direction, ready for every mental and physical exertion and capable of intelligent service to the community and enjoyment of the world in which he finds himself. How did our school-house reinforce this tendency on the girls’ part to a suspiciousness of authority ? We were housed in a solemn building which never belonged to us in any sense. Further, it reeked of school, its very aspect suggesting restraint and boredom, whilst inside it had the drab look one associates with empty Sunday schools, populated only by vacant benches and with all interesting worldly objects eliminated. We were fenced in by pro- hibitions at every turn. In our classroom was a large glass cupboard full of fairly attractive-looking books, the lending library of the Sun- day School. We were not allowed to have these books out even to look at, neither could they be removed to another room. There was a large, well-proportioned, well-lighted hall, most excellently suited for singing, country dancing, and physical exercises; but we were forbidden to enter, and had to content ourselves with an ill-shaped room in the base- ment. We were quite naturally forbidden the use of the Sunday School piano, but the girls had a gift for discovering harmoniums and addi- tional pianos lying idle in unsuspected meeting-rooms, whence they were driven by the vigilance of the caretaker, an ex-sergeant-major. We had no walls we could call our own upon which we dared hang a picture or put our own rude attempts at beauty. We had not an inch of outside space, no room for games, no room for friendliness with beast, plant, or cloud outside our classroom. We needed a playground with swings and apparatus for games, a strip of garden for plants and animals; we had a small library, hut needed a growing one, as well as extra space and more materials for handwork and domestic classes. The consequence was that though in many ways the girls found themselves in conditions quite unlike those of their day-schools, yet there was enough of authority, linked with prohibition, about the building, too many things they might not do and not enough variety of things they might do, to stimulate once more within them the old 28 PART-TIME AND CONTINUATION SCHOOLS ABROAD demon of boredom associated with instruction, and of a tendency to find their chief interest in doing the things the sergeant-major type of person stood for forbidding, rather than in the constructive activities to which their teachers invited them. As I look back I realize that it was no wonder the first few months of the school were such hard going. But at last the spirit of the school was born. I have referred before to the individualism of the girls. Though a friend might help a friend, there was very little spontaneous co-cpera- tion for the good of all. The spirit was rather that of a watcher keep- ing a jealous eye on the other fellows to see that they were not treated better than he was himself. . Towards the end of the first six months we decided to have a party to which the girls invited any or all of their friends. Owing to the fact that the girls were at work all the morning, the teachers prepared the feast, decorating the tea-tables and rooms with flowers. The caretaker suddenly and unexpectedly relented from the severity of his guardian- ship, adopted the school, opened the door of the large hall, produced the key of the piano from his pocket, and invited us to use this room instead of that in the basement. Later in the day he was found presiding over the tea-urn in a side- room, with a group of lamblike girls bearing cups of tea away to their guests. Rather a contrast for him after weeks of chasing ‘‘ ’ardened young girls’’ from those parts of the buildings which we all so con- scientiously tried to keep sacred to the Sunday School. This party was the first opportunity taken by the girls for spon- taneous social service. During the previous months, in spite of many chances, they had shown only the faintest inclination to do things for the good of themselves or of the class; but now they spent themselves in the sweetest and most unselfish way in taking care of each other’s mothers, sisters, and baby brothers. For almost the first time, in their singing and country dances they all worked together in perfect har- mony, and all seemed to be moved by the spirit of the best of them, of eagerness to do everything and by a joyous wish to enjoy and not to grumble, and to make everyone else enjoy the day. As one of them remarked with a happy sigh, ‘‘I think it’s going off very well, Miss, don’t you?”’ After this we were no longer a crowd of individuals, each seeing what he could get for himself, but we were a community with a spirit of fellowship born through a simple opportunity for social service. We were ready now for the co-operative effort of class instruction, as well as for many other things. TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS 29 IT. The second experiment was due to the co-operation of a drapery and furnishing house, Messrs. E. F., with a training college. The firm agreed to send some twenty-seven young ladies, between fifteen and eighteen years of age, to classes at the college. I understood, though I never obtained details, that the announcement of this decision caused a deputation from the young ladies to the management, in which they expressed disapproval of the idea of going back to school. At a later date, when we knew each other well, I got them to write down what they had felt when they heard they were to go to school. I give some extracts :— *‘T am tired of school and would rather stay at business and learn all about that first.’’ ‘‘At first I felt cross, as I thought we should learn typewriting and shorthand, which you know I hated at Central School.’’ *“T do think it is a shame if they only knew how I dislike the idea I am sure they woulnt let me go but the firm says we have to. Good luck it isn’t very long three hours a week. I don’t now why I dislike school but I alway did right from a little girl and realy I was pleased when I was fourteen and could leave and now they have made it a law that we have got to go until we are eighteen. I was realy angry and said I didn’t know what would happen next.’’ ‘‘T am ever so glad that I shall be going to school again, especially to the College, which I have passed so often and often wanted to have a look inside. I was very sorry to leave school when I was 14.”’ ‘At first I was so prejudiced against the classes that I did not trouble to take any interest in them.’’ Out of sixteen of these girls, one came from a good secondary school, two from a central school, the rest from elementary schools. They were the ordinary young ladies in neat navy-blue frocks of the counting-house and sales departments. At the end of the first month we had got on so far that we had an informal debate, following on some lessons on home life at Athens and Sparta and the education of the boys and girls. The subject proposed for discussion was (1) ‘‘Whether you would rather have been an Athenian or Spartan girl?’’ and secondly, ‘‘Whether it would have beeri better to be an Athenian or a Spartan boy ?”’ It. was an extraordinarily interesting occasion from the teacher’s point of view. Under the guise of discussing educational problems of other boys and girls, the group faced some of the tendencies and thrashed out some of the difficulties of their own lives. They showed 30 PART-TIME AND CONTINUATION SCHOOLS ABROAD not only vigour, penetration, and sound judgment, but, what was more surprising, a concern on every hand for the happiness, not of the individual, as an end itself, so much as of the family. I give a few notes of some of the speakers, and of what they said: Miss Brooks (17) had gone straight into business from St. VII. She spoke in support of the Spartan girl’s education, with a thoughtful, absorbed face, as though she were really feeling the woman’s need for outside interests. ‘‘The more pleasures (interests) you had, the more you had to hope for in life and the less dull you were. When the girl did marry and settle down, the better. she would be for her family.’’ Miss Vickers (14-7), with a very responsive face, sensitive, intelli- gent, and with a sense of humour, thought that ‘‘Spartan girls must have been what we call tomboys.’’ She bravely maintained, against all opposition, ‘‘that women need not be brave, as the men have to do all the fighting and the women have to stop at home.?’ Miss Mortimer, a thorough young lady, fast becoming conventional, well-dressed hair and a pretty, expressionless face, resorting to the powder-puff in moments of stress, here burst in in favour of women being as brave as men—‘‘ Where would the Belgian women have been if they had not been brave enough to defend their country?’’ She thought that the Spartan woman would be happier because she would marry for love, and that was better than having your father choose for you. And, another thing, the Spartan girls, being brought up in the open air, looked well; but the Athenians, being indoors, grew pale and had to use rouge and powder.”’ 4 Miss Robinson (17), tall, anemic, rather silent, with a natural gift for colour and a family which made rather many claims upon her, thought that girls should have a sensible, open-air education, and learn to do things with the boys, ‘‘beeause when you are married you can learn to do the household things, but you need not spend all your life beforehand learning them.’’ ‘‘ And now,’’ she added, after the voting had taken place, ‘‘let’s vote which would have been the best family.’’ Miss Stanley (16), beautiful, intelligent, fairly well educated, spoke in, favour of the training of the mind as well as of the body. She thought that ‘‘when women stayed indoors all the time it made them peevish and discontented, and perhaps the children would get the same and it would not be such a happy home as if the women did things outside the family.’’ She thought that ‘‘the Athenian woman was really more like a slave; but the Spartan woman was the same as her husband.’’ The Athenian boy’s education was far better than the Spartans. ‘‘At Athens they learnt to read, to write, and to think, as well as to train the body. If you were not to learn to read, you would TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS 31 be more like an animal. At Athens you learnt to love beautiful things; at Sparta you thought only of being a soldier. The Athenian man would be better in his family because he was better educated and would be more considerate. The Spartans might be very brave, but it was better to be able to think.’’ The voting was—one in favour of the Athenian girl’s education, fifteen for the Spartan girl’s and thirteen in favour of the Athenian boy’s, three in favour of the Spartan boy’s. After the voting, Miss Stanley asked—‘‘Weren’t there any of the Athenian men, who had had that lovely education, who did not think for themselves that it would be bad for women to be kept at home and have no education ?’’ The teacher hereupon told them about Euripides and his plays, referring also to the struggles of women in the days of Florence Nightingale, whose statuette was on the mantelpiece. They listened intently, especially to what was told them about the tone of the tragedies in reference to the treatment of women and slaves. How did we get to the consideration of so ‘‘dry’’ a subject as different types of education ? From the topic of clothes. In order to make my final point I must trace the course of develop- ment in some detail. I. The first lesson was a music lesson, including singing and rhythmic movement. II. The second was occupied in looking at specimens of college students’ handwork and art and in themselves making the first steps in colour study. ae III. To this, a music lesson, the teacher brought two of her pupils from outside who wore their tunics and danced barefooted with great freedom and grace. This appealed to the E. F.’s, and they seemed to enjoy the lesson. Afterwards, however, they came running up and said ‘‘Could they change into the dramatic and country-dance classes ?’’ to which another group of the girls was going. They thought they would do better at these subjects than at painting and Eurhythmies. Teacher: ‘‘ Yes, you certainly shall; but it will take a few days to re- arrange you.’’ A girl: ‘‘ You see, we don’t think we can ever get good enough at Eurhythmics, in seven weeks, for our concert, and one is gone already.’’ Teacher: ‘‘As I watched you, I thought you were really quite promising, and as soon as you have got over the first awk- wardness, which everyone feels, you will get on very quickly.’’ A girl: ‘“‘Tet’s stay in the same class, after all!’ To which they all agreed. Another: ‘‘We feel rather silly on the floor, in our business frocks.’’ 32 PART-TIME AND CONTINUATION SCHOOLS ABROAD Teacher : ‘‘ Well, I couldn’t help thinking, if you only had tunies like the two visitors, you would feel ever so much better.’’ Girls: “ Oh, do let us have tunics. Coloured tunies.’’ Teacher: ‘‘ About the painting- class, the point of it is not to turn you into painters, but to help you to choose colours well and to put them together beautifully, e.g. to choose the right colours for tunies.’’ Girls: ‘‘Yes, and we could make them in the handwork lesson.’’ IV. The colour study of plenty of different flowers was continued— pansiés, azaleas, and others from a country garden. They loved the flowers and settled down like a lot of happy butterflies to their paints, forgetting that they thought painting rather useless. The teacher also showed them classical pictures of Greek dancing and running girls, and talked a little about the life of Greek boys and girls as the dancers of ancient times. V. Music. The teacher played, among others, a piece which the girls recognized as a lament. VI. More painting and talk about choice of colour for schemes. The teacher showed them more pictures of Greek sculpture illustrating dress and customs among the Greeks. It will be seen that these lessons, took the form of more or less informal doings, talking, and showing, not very long of each. They were followed by :— VII. A solid lesson on life and education in Sparta. VIII. Music. About half the class ask to stay on an extra half-hour. TX. Athenian life and education. X. A comparison of life and ideas in the two cities.. The class decides to have a discussion. XI. Music. They study ‘‘Asa’s Tod,’’ and are told a little about Grieg, as a composer of the North, by someone who comes in acci- dentally. XII. The debate. XIII. Return to painting. More patterns are. looked at for the tunics. Class led to think about the difference between a patchwork of colour and a colour scheme. Picture post cards of old masters and others are studied from the point of view of ‘‘matching’’ the colours. Incidentally individuals make comments, and some decide they would like to go to the National Gallery. XIV. Music. Their teacher agrees to give them an extra evening every week. XV. Comparison of the different colour analyses of the pictures made by the class (some of these showed surprising power). ~ XVI. The class is told the Norse story of Balder, to which they listen. with speechless attention. TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS 33 Afterwards they finally settled the colour scheme of their tunies for some of their rhythmic studies. I think I have now given the patient reader enough material to make my point. My problem—the problem of every teacher in a continuation school—was (a) at first to free the girls from their prejudices against school, and (b) to lead their interest out into fields of permanent value. I knew by experience that if their energy was locked up by either open or slumbering antipathy to school, there would be very little for me to educate. Energy or interest which is fixed in hostility is not available for purposes of creative study. By a combination of happy accidents and fortunate plans, cireum- stances played into my hands at the beginning in the matter of freeing them from prejudices about ‘‘going back to school.’’ (a) (accidental) Visiting the office at Messrs. E. F., when making arrangements about classes, and not knowing my way, one or two flappers were put in a position of the right sort of superiority by direct- ing me to the office. (b) (planned) In order to allay apprehension about going to an unknown institution, I arranged to see the young ladies at their house of business. On seeing me approach at the end of the corridor; there was an involuntary movement of flight—‘‘the teacher!’’ Having good manners, however, they remained to view me at close quarters, and found I was not dressed in a severe pedantic style. I told them that I could only give them three hours a week, instead of four which their directors had offered me, as one of my teachers had fallen through. (ec) Owing to accidents in organization, the two classes did different work, thus at once giving a motive for looking forward to a ‘‘concert,”’ in which they could entertain each other and their friends. (d) The accident that Messrs. E. F., could not send the girls as early in the term as we had originally hoped, gave the girls at the beginning and doubtful stage a shorter term to face—everyone can manage to endure seven weeks, whilst the thought of twelve or fourteen might be very wearisome. (e) In the same count it has turned out to be extraordinarily worth while to have begun with three hours a week only instead of eight. At the beginning, and before their interests had been awakened, eight hours would have hung very heavily and seemed a very long time. After a month we could not cram in all the things we wanted to do. The girls themselves began asking, ‘“Why can’t we have the eight hours ?’’ (f) The accident that the classes could not begin until the summer instead of in the winter term made various spacious rooms at college 34 PART-TIME AND CONTINUATION SCHOOLS ABROAD available which are too cold to use in winter. Consequently we could have all our classes at college and not on the business premises. I could from the outset talk to the girls of going to classes at college, instead of ever once referring to a continuation school. (g) The crowning accident—owing to a case of infectious illness in college, we had our first lesson in the garden. This added to the informality and to the enjoyment of the lesson. If they found it rather strange to focus their attention and adapt themselves to a painting lesson, at least they enjoyed sitting in the garden, with the sun shining on the grass and trees and on groups of students sitting about at work. Without knowing it, they found themselves part of something tangible, cheerful, young, and with a purpose of its own. By the fifth week we were ready to take up the whole eight hours and to make use of a library. By this time we wanted a reading-room, with all sorts of books contributing to all the different trails we had started, such as— Costume from classical times to the present day. Social life in Athens and Sparta and other books and illustrations necessary for visits to the British Museum. “ Greek myths and legends. Plays of Euripides. : Geography of Greece, with illustrations. “‘The Outline of History,’’ by H. G. Wells. Books about pictures, e.g. illustrated monographs on RemBrandy Raphael, and others, necessary in preparation for and discussion of visits to the National and other picture galleries. The Life of Florence Nightingale and other books and fievels illus- trating the life of the last seventy years. . Books of Norse myths and of poetry. Plays, novels, and histories for the dramatic class. Plenty of stories and of current literature such as illustrated monthlies and weeklies. The preparatory period, in which the young people shed their prejudices and learn confidence in themselves and in their grown-up friends, is now safely passed through. The teachers have had time in which to watch for and follow the slender thread of the young people’s interest, and by means of it to lead them to new and unexpected worlds of doing, thinking, and seeing. We do not need to settle down, but to go forward with our quest into the world of music, movement, colour, drama, literature, history, and thought. We do not need to settle down too much, it is true, into limited and formal channels, though this is necessary, too. One of the secrets of our present happiness, I believe, TWO EXPERIMENTS IN VOLUNTARY CONTINUATION SCHOOLS 35 lies in this, that to begin with we took up some apparently trivial, spontaneous need—such as a desire for coloured tunics—and in follow- ing this up we have kept on discovering fresh vistas, have kept on touching on fresh continents of material or thought. The children have been conscious, not of limitations, but of possibilities. What we now need is certainly to consolidate our possession of the territories already sighted, but at the same time to keep our freedom and our sense of undiscovered treasure, and to go on taking up interesting topics, when- ever life happens to put them in our path; and it is in this way that I should like the approach to science and to the study of the Bible to come. I want science to start not in the laboratory, nor even at the microscope; but in some explanation, casually needed on some ramble, or a question asked during the painting or cooking lesson. Once the question has been asked, or a direction given by a girl, it rests with the teacher to carry the matter forward and to make the study as thorough in any particular direction as the girls are capable of making it. When I ask myself how is it that these flappers from a drapery establishment have developed more interests in six weeks than my little factory girls did in as many months, I see one reason standing out more prominently than others. The young E.F.’s have been put into an interesting, unconstrained environment. The common room is a beautiful room, with pictures, papers, books, and interesting objects—one girl espied the spinning-wheel on the second visit, and asked me about it; so also is the art-room. The garden is nothing but a town garden, it is true; yet it is a patch of grass and trees, and gives that indescribable sense of well-being that one gets from the presence of grass and trees. In unexpected corners are runs for various animals. It all presents a situation full of interests and possibilities. At Q. (described in Part I), on the other hand, the anticipation of boredom and apprehension of compulsion was not dispelled by the building. There was nothing interesting or beautiful there. It had the atmosphere of a Sunday afternoon with all the books and toys put away. It is a mistake to try to teach boys and girls in a vacuum. It is better to teach in a mud-hut, with the jungle at one’s door, then to try to teach in any of our schools with the world shut out. What we want is to open the doors and let life in; instead of that, we mostly eliminate to zero. At a delightful entertainment given by the girls at the end of term, we had evidence that our education had beén brought to the final test 36 PART-TIME AND CONTINUATION SCHOOLS ABROAD as to whether it was real or merely superficial. The girls were certainly different beings in college; but did the school make any difference in their bearing in daily life, we asked ourselves? One of the mothers came up and said she was so thankful her Dorothy was coming to the classes ; she had been so dull, timid, and lifeless, she did not know how to rouse her; but since she had come to college she was full of life and interest and seemed a different girl. I am convinced myself of the importance of following clues which emerge apparently casually in one’s intercourse with the girls, in, or more often out of, set lesson periods. These clues seem to lead to what the children need. I have given details of the actual lessons at so much length because I want to show that we probably educated the girls and started them on the road of thought and of corporate effort, because we had first satisfied and elevated their different sense hungers. Their search for colour, which makes an instant and unlimited appeal to them, was not only gratified, but through it they found themselves led to study and to compose in colour. So also their delight in movement, rhythm, sound—all elemental cravings were sublimated in the eurhyth- mic and singing lesson. The temper of the continuation school will decide whether the girls’ demand for sensation in human affairs will be gratified by the 4d. novelette and the suicide down the street ; or whether the romance and dramas of the literature hour and the library will widen their sym- pathies, their knowledge, and their selecting power, touching their motive force to fine and discriminating issues. The schol stage will decide whether their comic muse will spend itself in the most delightful and resourceful fun, entirely of their own invention, or on the inanities of the comic press. I offer two more comments of the girls, to illustrate one last funda- mental need of adolescence—the first, on the education of Sparta: ‘‘I think it must have been a good education all together in the open air. They must have had so many friends.’’ And the second, on the school: ‘‘I have been congratulating myself on being under eighteen. The teachers treat us more as companions than pupils.’’ It seems to me that it is in this direction that continuation schools have a chance of meeting a need which has never yet been fully met. They may become the homes of many social; esthetic, intellectual, and practical activities, and most of all they may become camping-grounds for fellowships of youth. Ill. GERMAN CONTINUATION SCHOOLS The next article, which describes one of the most interesting con- tinuation schools in Germany, is included because it illustrates how successfully the part-time schools were made to serve the purpose for which Germany established them. Little has been known of the con- dition of German schools since Mr. Best’s article was written in 1914. The following clipping taken from The Times Educational Supplement (London) .of October 1, 1921, seems to indicate that the continuation school has been permanently established as a part of the educational program. The Times clipping is quoted in part: Speaking before the recent conference of welfare supervisors organized by the Industrial Welfare Society at Balliol College, Oxford, Dr. C. W. Kimmins ‘said he had just returned from a visit to Strasbourg and Germany, where he had been investigating -the present position of the day continuation school movement. , Dr. Kimmins is quoted as saying: In Germany, where the schools are now so firmly established, the story of their developmént is particularly interesting. The insti- tution of the day continuation school was never compulsory in Ger- many; it was purely optional for each area, but the area having voluntarily introduced it, the scheme within certain limits was fixed. In other words, an excellent form of organization for com- pulsory attendance at the continuation school for six to eight hours a week was submitted, and the different areas were allowed to adopt or reject it at their discretion. For many years it was only worked in a few districts, but the fame of the new movement spread, and the great value of the day continuation school, both to employers and employed, became so widely recognized that it was adopted by an ever-increasing number of areas until it became practically universal. In 1913 I was inspecting the day continuation schools of Frank- furt, Berlin, and Charlottenburg, and in order to see how the schools had borne the strain of the war I again visited those in Frankfurt this August. Not only have they been continued throughout the war, but the time per week had actually been increased. It appears that the proportion of time devoted to technical as distinct from cultural subjects had somewhat increased since 1913, but the schools are as popular as ever. It was interesting to note that in Frank- furt they are now entering on the eighteenth year of the day. con- tinuation scheme. The schools were established in 1903. In. the technical schools in Frankfurt an effort is being made to remedy weak points in applied science which were revealed in the war. It was found that the number of dentists and dental mechanicians 38 PART-TIME AND CONTINUATION SCHOOLS ABROAD was inadequate, and that this was a very weak point in the medical service. In this connexion I was shown a new development in prac- tical dentistry, including a remarkably well-equipped workshop and museum. With the very low rate of exchange, the mark being now worth less than a penny, I could not understand how such expensive equipment could be obtained by the school, but it was explained that it had cost the school nothing, as the whole of the equipment had been presented by the manufacturers of dental appliances. This was further evidence, if such were necessary, of the extraordi- nary belief of employers in further developments in education in Germany. The most conclusive evidence, however, of the great value of the day continuation school is afforded by the object-lesson of Strasbourg. As you know, Strasbourg has, as the result of the war, been transferred to the French after a very long period of German occupation. Day continuation schools in this centre had for some years been firmly established and incorporated in the school system. Naturally, as a result of the transference, very important changes were made in the organization of education. It might have been thought that the day continuation school, which was a foreign ele- ment, would have been swept away in the process of reorganization. The fate of this type of school was, however, never in doubt. It had so clearly proved its great value to employers and employed, and had become so popular, that no suggestion was even made for its removal from the school system. Further than this, it is stated to be more than probable that in the near future there will be a great development of’ this form of organization in other centres in France. i IV. THE COMPULSORY DAY TRADE CONTINUATION SCHOOLS OF MUNICH By R. H. Best and C. K. Ocpen (From ‘The Problem of the Continuation School and its Successful Solution in Germany,’’ published by P. 8. King and Son, London.) Every boy in Munich between the ages of fourteen and eighteen (or seventeen should his apprenticeship only last three years) must attend in the day time some school belonging to the continuation school system, unless he is already at one of the higher schools which prepare for the Universities and official and learned professions generally. Ac- cording to his trade, he attends the special trade school instituted al members of his trade alone. There are schools for every trade which can provide more than twenty pupils between the age limits mentioned above, smaller num- bers being grouped with a kindred trade. These schools are all entirely free. Each is managed by a committee representing the trade, the municipality, and the school. About half the cost is borne by the municipality ; but in other parts of Germany the State usually contri- butes one-third. The boys attend for an average of about eight hours weekly, either during one whole day, or usually twice for half a day. With season trades the time is varied. The employers are obliged in every case to allow the time, and though this at first met with some opposition, everyone has long become converted by the excellent results, and the employers themselves are amongst the most enthusiastic supporters of the schools, many of them making valuable presents of machinery and materials... . In every case, special school workshops are intimately united with the classrooms for theoretical instructions, as the whole of the continued education of the boys is centered on the practical work there carried out in closest connection with their actual trade. A TypicaL CouRSsE The following time-table for brassworkers is a normal specimen: Age— 14-15 15-16 “16-17 17-18 Trade arithmetic, bookkeeping -......---.---------------------- A 1 1 1 Business composition, essays and reading. 1 1 1 ee Citizenship, sensible living and hygiene...................- 1 1 1 1 Information about trades, goods and tools............---- 1 1 mits Drawing 3 3 2 3 Practical work ue tats 2 3 Total : 7 7 7 8 40 PART-TIME AND CONTINUATION SCHOOLS ABROAD The first three subjects are invariably taught in all trades, though the actual treatment is adapted to each particular trade. There is also an hour devoted to religious instruction till the end of the six- teenth year, making a total of eight hours weekly. Classes are held: Tuesday morning. .......2...--.seccececeeeee: 8 to 12 Afternoon, 2 to 7 Wednesday morning 7 to 12 Afternoon, 2 to 7 Thursday and Friday morning............ 8 to 12 Afternoon, 2 to 7 The four vertical columns of the time-table show the variation and apportionment during the four years of the youth’s compulsory attend- ance, from fourteen to eighteen. Calculating occupies one hour for four years; and Hygiene and Citizenship also occupy one hour for four years. But all these subjects are treated so that they grow naturally out of the trade taught in the class, and in such a way that the scholar hardly notices when the teaching about trade leaves off, and when education comes in. The other subjects vary according to their respective trades. Information about trades, goods and tools oceupies one hour for two years. In this school, Drawing—and this is mostly trade drawing— occupies three hours the first year, three the second, two the third, and three hours the fourth year. For the first two years no practical work is done, because the scholars have already been well grounded therein in the last year of the council school, and are now, as apprentices, seriously at work with practical work in their workshops. — During the last two years they get two hours and three hours respectively of practical work—this practical work being a higher grade of work than they are likely to get in their shop. The hours when they may attend class should also be noted. There is nothing earlier than 7 a.m., nor later than 7 p.m. Tue Supsects TaugHt In the fifty-six trade schools, there are about one hundred and fifty teachers entirely attached to the schools, and about three hundred who give lessons there in addition to other work. The teachers are recruited from all kinds of professions and vocations. Academic and normal school-teachers codperate with master-workmen, journeymen, artisans, and agriculturists, and they exert an excellent influence upon, each other. The artisan, the master, and the journeyman learn to respect the schoolmaster, and the schoolmaster learns to respect the CONTINUATION SCHOOLS OF MUNICH 4] workman who is engaged with him on the same educational problem. Practical instruction in workshop, laboratory, shop and garden, is the central point of every apprentice’s trade school.* Teaching in drawing and arithmetic is most intimately connected with practical instruction. Nothing is drawn that has not been made in a workshop; and every process in work or construction is followed out by figures. -By making out both preliminary estimates and bills, the pupil learns the value not only of material and work, but also of the time he has spent on his work. It is particularly useful for the apprentice to recognise by these bills how much time he has spent on his work—and this, of course, is very great with apprentices, and increases the cost of production. Special care is taken in making out bills and estimates to let the pupil learn to caleulate not only the cost of materials and time, but also all other items of cost, arising from the deterioration of machines and tools, the interest on capital, carriage, and various other sources of expense. Practical instruction is also intimately connected with the study of materials, tools, and machines. The pupil makes acquaintance with these almost exclusively through his own practical work. THe is specially familiarised with the mechanical laws under which machines and tools work. Moreover, whenever the work in hand demands a knowledge of physics and chemistry, to show the pupil the reasons for what he does, or to teach him how to make new experiments with success, he receives instruction, in special laboratories, in the conception and laws required for well-considered work. The technical education of the apprentice is never planned with a view to letting him make masterpieces. On the contrary, the endeavor is made to let him find pleasure in simple, careful, thorough, con- scientious work, in genuine materials, and to encourage him to new attempts through the feeling of confidence in his own power. Good authors are read in class, and a selection of good books from the school library, for reading at home, is placed at the pupils’ disposal. Civie instruction is generally planned as follows in the different trade schools. First, the historical development of the trade to which the pupil belongs is discussed. He is shown, in the struggles of his fellow workers, the continually growing interdependence of interests among all citizens of a community. Concrete examples of devotion to a common cause are placed before him. Thus, by degrees, he recog- *