mmercial Subjects IN Part-Time or Continuation Schools F. A. WILKES GEORGE M. YORK OAKLEY FURNEY THE ORGANIZATION AND TEACHING OF COMMERCIAL SUBJECTS IN A PART-TIME OR CONTINUATION SCHOOL F. A. WVILKES Specialist in Comflfercial Education New York State Educational Department GEORGE M. YORK Professor of Commercial Education New York State College for Teachers OAKLEY FURNEY Specialist in Part-Time Education New York State Education Department Published By C. F. Williams & Son, Inc. Albany, N. Y. CREDIT In the preparation of this monograph the authors desire to acknowledge their indebtedness to all who contributed and especially express their appreciation for the material, suggestions and assistance given by the following: Miss Lillian C. Cook, Instructor in Commercial Branches, Schenectady Part-Time School, Schenectady, N. Y. Miss Grace A. Wooster and Mr. W. Harrison Smith, Instructors in Com- mercial Branches, Albany Part-Time School, Albany, N. Y. Miss Florence M. Alt, Instructor in Commercial Branches, Syracuse Part- Time School, Syracuse, N. Y. Mr. Emerson Sheehy, Student in the Evening Commercial Teacher Training Class, Albany, N. Y. Copyright, 1922 FRED A. WILLIAMS TABLE OF CONTENTS 1. The Problem 2. Determination of Occupational Courses 3. Objectives of Commercial Courses in Part-time Schools 4. The Commercial Occupations Survey 5. Organization of Commercial Courses of Study 6. A Type Commercial Occupations Survey 7. Suggestive Courses of Study 8. Equipment and Methods for Teaching Commercial Subjects 9. Retail Selling 10. Bibliography C THE ORGANIZATION 1 O*CQtfkSES>OF STUDY AND THE TEACHING OF COMMERCIAL SUBJECTS IN A PART-TIME OR CONTINUATION SCHOOL I. THE PROBLEM ,. Compulsory part-time schools for employed children are justified on tfrree grounds (1) social (2) economic and (3) educational. The social justifica- tion originates in the doctrine that all citizens in a democracy must be voca- ^tionally and physically fit. The economic need and justification is to be found in the increasing demand for efficient workers, in the impossibility of reaching in any other way the vast group of young people who leave the regular schools without any occupational training, in the economic loss re- sulting from the failure of untrained persons to obtain and retain suitable employment, and in the need for promotional and general training for the young employees in stores, shops and factories. The educational need, significance and justification is an outgrowth of the conclusion that instruc- tion adapted to dominant occupational interests is more effective than any other type, that the part-time school offers the only solution for providing means of education for employed youths, and that school may be of the most value to the majority of children who leave to go to work since for such its value may be restored on a part-time basis. (See University of California, -^General Vocational Education Series, Bulletin No. 1.) Teachers in cities, villages and school districts of at least twenty states are now working out a program of training which will accomplish the aims and purposes of the part-time school. In the organization of courses of study and the selection of instructional material certain fundamental theses are commonly adhered to. These are : 1 The children returning to part-time schools are wage earners in the vast majority of instances and are therefore more interested in instruction of an occupational character than in instruction of an academic nature. 2 The period between 14 and 16 years in the young wage earner's life is one requiring guidance, counseling and experience that will function in an intelligent selection of an occupation. 3 Vocational experiences offered in specific occupations or groups of oc- cupations within the part-time schools afford a most effective opportunity for vocational guidance. ^ 4 Vocational activities well organized and taught in part-time classes will equip the pupils with a certain amount of skill in basic jobs, or kinds of work, and also a knowledge of fundamental related information. 5 Notwithstanding time limitations, valuable instruction may be given in fundamental type jobs or kinds of work distinctly of (a) an occupational preparatory character or (b) an occupational extension character. 6 A study and analysis of the occupations of the part-time school group and the occupations of the adult employed group in the community is abso- lutely essential and should be made before any permanent school organiza- tion is effected or instruction organized. (See Industrial Subjects in a Part-time or Continuation School, Robert H. Rodgers and Oakley Furney.) 2. DETERMINATION OF OCCUPATIONAL COURSES It is commonly agreed that the courses in part-time schools should be or- ganized along occupational lines. The determination of what the import- ant occupational lines in which employed adults are engaged may be made in part from a study of the United States Census figures. The important occupational lines in which part-time students are engaged may be learned by making an occupational study of the group enrolled in a part-time school. The distribution of males and females 10 years of age and over engaged in gainful occupations in the State of New York in 1920 is indicated by the fol- lowing table. This information can be obtained for any city, and conse- quently in planning courses an exact basis for the introduction of certain types of work can be had. The occupations listed in the table which are commonly considered as commercial occupations have been italicized. The importance of the commercial group is thus clearly indicated, and infer- ence may be drawn as to the occupational courses which should be offered. PRINCIPAL OCCUPATIONS, NEW YORK STATE, 1920 AND 19 10 Occupation All occupations Actors and snowmen Agents, canvassers, and col- lectors Artists, sculptors, and teach- ers of art Bakers Bankers, brokers, and money lenders Barbers, hairdressers, and manicurists Blacksmiths, forgemen, and hammermen Bookkeepers, cashiers, and accountants Brick and stone masons .... Carpenters Chauffeurs Civil engineers and surveyors Clergymen Clerks, except clerks in stores Clerks in stores (a) Commercial travelers Compositors, linotypers, and typesetters Dairy farmers Deliverymen Designers, draftsmen and inventors Draymen, teamsters, and expressmen Dressmakers and seamstres- ses, not in factories . . Mai e Fern; lie 1920 1910 1920 1910 3,367,907 8,180 3,020,158 7,367 1,135,246 5,635 983,686 4,432 22,205 12,504 2,242 983 6,248 20,507 5,045 18,370 3,843 516 2,827 667 20,894 14,578 399 325 23,890 17,749 61,239 19,676 92,300 70,505 8,842 10,303 190,228 36,995 18,543 25,002 22,115 50,586 28,300 93,544 13,150 7,499 9,691 119,578 48,749 20,086 5,080 5,049 5 33,603 6 3 9 60,424 4 338 64 95,208 21,050 271 33 27,191 16,757 320 27,894 32,943 20,071 22,903 18,242 34,818 1,305 908 5 1,426 597 21 11,781 9,364 3,161 1,326 45,972 60,847 87 9 167 1,089 37,849 68,082 Occupation Male Female 1920 1910 | 1920 1910 Electricians and electrical engineers 37,078 29,687 130,939 87,085 20,226 33,186 10,054 17,804 4,508 18,580 17,599 50,521 15,751 26,756 1,016 18,129 37,526 112,132 27,933 51,179 19,683 3,819 1,658 12,817 13,344 7,756 41,395 15,972 33,382 16,621 25,195 28,468 159,330 144,535 13,702 20,574 10,363 12,903 3,868 13,516 13,715 88,559 15,322 31,236 1,200 17,138 18,545 66,360 14,624 53,043 24,961 3,886 1,696 14,366 12,415 4,729 46,626 14,954 30,730 13,973 11 4,693 1,720 7,060 462 35 23,799 686 10,460 789 1,198 414 20,574 344 223 1 1,151 1,698 1,993 20,811 15,090 1 9,547 696 4 924 2 41 16 3 6,187 4,444 Engineers, stationary Farmers, general farms Farm laborers (home farm or working out) Firemen, except locomotive and fire department. . . . Foremen and overseers, manufacturing 5,095 439 10 20,648 327 10,988 1,256 859 243 32,465 133 7 6 359 1,125 3,128 19,701 19,539 15 10,814 521 112 1,042 Gardeners, florists, fruit growers and nurserymen Guards, watchmen, and doorkeepers .... Housekeepers and stewards . Insurance agents and officials Janitors and sextons Laborers, building, general, . and not specified Laborers, porters, and help- ers in stores Laborers, steam railroad. . . . Launderers and laundresses, not in laundries . . Lawyers, judges and justices Longshoremenandstevedores Machinists, millwrights, and toolmakers Managers and superintend- ents, manufacturing. . . . Manufacturers and officials . Messengers, bundle, and office boys and girls Midwives and nurses (not trained) Milliners and millinery dealers. Molders, founders, and cast- ers, metal Musicians and teachers of music Officials and inspectors, state and U. S Painters, glaziers, and var- nishers, building Physicians and surgeons. . . . Plumbers and, gas and steam fitters. Policemen . Occupation Male Female 1920 1910 1920 | 1910 Porters, except in stores. . . . Real estate agents and officials Restaurant, cafe, and lunch- room keepers Retail dealers 21,307 17,276 11,309 179,614 125,564 10,048 8,416 10,894 5,519 21,040 48,946 69,869 12,102 21,177 9,823 55,121 10,558 1,863 1,020 19,446 15,825 16,915 7,700 168,425 98,762 14,334 (b) 9,385 (b) 12,490 (b) 63,395 12,202 9,367 9,241 57,732 10,162 1,605 985 10,608 6 940 1,606 11,689 44,273 9,036 14,828 8,991 17,919 8,734 17,089 151,456 5 103,721 7,611 63,637 29,004 21,915 158 10 514 1,066 11,726 41,287 11,786 (b) 8,722 (b) 5,460 (b) 198,970 182 49,281 11,254 50,793 12,154 12,877 261 Salesmen and saleswomen . . . Semiskilled operatives, cigar and tobacco factories . . Semiskilled operatives, knit- ting mills. . . . ... Semiskilled operatives, print- ing and publishing Semiskilled operatives, shirt, collar, and cuff factories Semiskilled operatives, shoe factories Semiskilled operatives, suit, coat, cloak, and overall factories Servants and waiters Shoemakers and cobblers, not in factories Soldiers, sailors, and marines Stenographers andtypewriters Tailors and tailoresses. . . Teachers, school. Telephone operators . ... Trained nurses. Wholesale dealers, importers and exporters (a) Probably includes some salesmen and saleswomen incorrectly reported as clerks. (b) Comparable statistics for 1910 not available. Occupations of Employed Minors of Part-time School Age A study of the commercial occupations in which 14, 15 and 16 year old part-time children are engaged shows clearly that these youths are engaged in what may be generally denominated as non-permanent or juvenile occu- pations which as a group have the following characteristics: (1) a large part are of the junior commercial occupations variety such as messenger and er- rand boy, junior sales clerk, bundle wrapper, shipping clerk, delivery clerk and telephone operator, (2) a considerable number of girls are serving as helpers in homemaking occupations. The following classification of the occupations of all 14, 15, and 16 year old part-time school children in Gloversville, and of the 14 and 15 year old groups employed in commercial occupations in Albany and Buffalo shows reasons for the drawing of such conclusions. Gloversville Continuation School Occupational Distribution of All 14, 15, and 16 Year Old Children, December, 1921 Boys Girls Messenger and errand boys 14 Driver 1 Sales clerks * 6 15 Odd jobs in department store 1 Milk delivery 5 Shopwork, cleaning 1 Shipping clerks and helpers 2 1 General work, box factory 1 Office work 1 Candy maker's helper 1 Telephone operators 3 Box factory, helper 1 Tending children 2 Pasting 3 Truckman's helper 4 Printer's apprentice 5 Road work 1 Stock clerk 1 Carpentry 1 Braiding baskets 1 Farm hands 2 Waiters |gH 1 Pool room attendant 1 Lineman, electric 1 Florists apprentice 1 Housework. 13 Boys Leather and glove manufacturing Tacker 2 Skin mill hand 3 Glove cutter's apprentice 4 Buttoner 11 Odd jobs 1 8 Putting in linings 2 Layer off 2 Inspector 1 4 Polisher 2 Assistant to foreman . . 1 Boarding, finish 1 Boxing 1 Putting out 1 Trimming tranks 1 2 Punching 1 Making 6 End pulling 9 Putting in fittings 3 General work in sporting goods 4 Inspecting infants' shoes 1 Making pocketbooks 1 Inlaying pocketbooks 1 Coloring leather, helper 1 Silk manufacturing Mill hand 1 Weaver's apprentice 1 Knitting hosiery 1 Knitting gloves 1 Looping hosiery 2 Wool manufacturing Assistant to foreman, knitting mill 1 Machine operator 1 Mill hand 2 Carder. . 1 Total employed 93 83 Not employed 8 1 Totals. . .101 84 10 Distribution of Albany Commercial Part-Time Students in Present Positions Names of Positions Number Totals Office Group 1 Messengers and general office clerks 88 2 Shipping clerks 6 3 Delivery boys 23 4 General office stenographers 2 5 Newsboys 5 6 Bell boys 3 7 Switchboard operator 1 128 Store Group 1 Sales persons 13 2 Bundle wrappers and inspectors 9 All Others 1 Domestic group 17 2 Industrial group 112 3 Unclassified 37 316 Data collected January 1921, covering 14 and 15 year old groups. Distribution of Buffalo Commercial Part-Time School Students in Present Commercial Positions in Terms of Age and Sex Boys Girls Total of ages of ages 14 15 16 14 15 16 Office Group 1 Messengers 2 49 26 11 1 89 2 General office clerks 19 5 11 66 41 3 Entry clerks 1 2 3 6 4 Order clerks 0220026 5 Store cashiers 2 3 5 6 Shipping clerks 6 3 1 10 7 Delivery boys 23 10 33 8 General office stenographers. 3 4 7 9 Typists "0 2 3 5 10 Filing clerks 0000347 11 Mail clerks 9 3 4 3 19 12 Miscellaneous 8 3 9 3 23 Total., 2 117 54 45 33 251 11 Boys Girls Total of ages of ages 14 15 16 14 15 16 Store Group 1 Salespersons 10 5 17 8 40 2 Bundle wrappers and inspectors 3 2 16 10 31 3 Stock girls 7 5 14 7 33 4 Stock markers 1 2 1 4 Total 21 12 49 26 108 (Data collected May, 1921, covering 14 and 15 age groups). Courses of Study To meet the needs of all the children in the part-time school the courses of study in general have been of four types : 1 Commercial 2 Industrial 3 Homemaking 4 Others, such as General Continuation, Academic, etc. This study is concerned with the organization of courses of study and the teaching of commercial subjects. 3. Objectives of Commercial Courses in Part-Time Schools The objectives of the commercial work in part-time schools are con- cluded to be as follows: 1 Vocational guidance. The commercial work in which most of these youths are engaged is of the junior commercial occupations type. The opportunities for promotion and advancement in various^ commercial fields should be taught. Such teaching should find its motivation through the study of the junior commercial occupations. 2 Vocational testing. The powers and capacities of children to preform certain types of commercial work should be carefully tested, checked and evaluated. 3 Vocational improvement. The training given in certain of the commer- cial courses should be planned to definitely improve the quality of the work done by those engaged in the junior commercial occuaptions. 4 Vocational training. The training given in some commercial courses should be definitely of an occupational training character, that is, training which will prepare for entrance to specific commercial occupations. 5 Vocational extension training. Some courses should be definitely exten- sion courses for the purpose of improving the work of those engaged in permanent senior commercial occupations. How Objectives May be Realized If part-time boys and girls are to be given vocational (commercial instruc- tional) guidance, vocational testing, vocational improvement, vocational training and vocational extension work such instruction must be based upon a study and analysis of the occupations and jobs in which commercial 12 workers are employed. The following is a list of the type organizations in which commercial workers are employed: 1 Retail stores (office and merchandising positions should be consisered separately) a department b chain c specialty 2 Wholesale, Commission, Jobbing 3 Factory a main office positions b factory office positions 4 Hotel 5 Transportation 6 Public Utilities a heat, light, power b telephone 7 Banking a commercial b savings c trust companies 8 Insurance 9 Government a federal b state c county d city 10 Professions a office positions 4. The Commercial Occupations Survey In the making of studies and analyses of organizations, occupations and jobs in which commercial workers are employed the following procedure is followed : 1 The head of the organization to be surveyed should be first interviewed. An interview should be arranged with the head of the organization which is to be surveyed. His interest and cooperation should be enlisted and his counsel secured. In advance of such an interview definite questions should be formulated and these brought up in the interview. A suggestive form has been prepared for this and other purposes by the Division of Vocational and Extension Education of the New York State Education Department. This form follows. It is more effective to interrogate the executive during the course of the interview relative to the information desired than to leave the form with him to be filled out and submitted later. In the interview the executive should be informed concerning the purpose and method of the survey and his consent obtained to make an occupational analysis of the positions rilled by the commercial workers in his organization. 13 Public Schools of The Part-time School , Director FOLLOW-UP OF COMMERCIAL ESTABLISHMENTS Date . . Name of establishment Business in which engaged .' Name and title of person furnishing information Confidential Data 1 Total number of employees engaged : (a) Male (6) Female 2 Of this number, how many are of part-time school age? (a) Male (b) Female 3 Have you established a definite order of promotion among your commer- cial positions from lower to higher, so that a person beginning in your employ in a subordinate position can know the line of promotion ahead of him? (Answer yes or no) 4 Does your concern maintain a school of instruction or supervise the education of its younger employees? (Answer yes or no) 5 Does your concern attempt to keep in touch with part-time and evening schools which employees attend to advise with and learn of employees' progress? (Answer yes or no) 6 Is promotion open to those who satisfactorily complete instruction in part-time or evening schools? (Answer yes or no) 7 Is it important that messengers and junior helpers about an office be trained to operate a typewriter? (Answer yes or no) 8 Do you believe that the part-time school should provide special instruc- tion in the use of office appliances, such as adding and calculating machines, bookkeeping and billing machines, filing and indexing devices, addressing machines, duplicating machines, etc? (Answer yes or no) If so, what office appliances should receive special consideration? 9 Indicate briefly in what ways, if any, boys and girls in the following posi- tions are usually deficient as to (a) general education and (b) business education : 14 Positionsl Minimum Age And Experience Required General Education Business Education Range Of Salaries Paid 1 Messenger 2 General office clerk 3 Store cashier 4 Timekeeper 5 Shipping clerk 6 Receiving clerk 7 Stock clerk 8 Switchboard operator 9 File clerk 10 Mail clerk 11 Bundle wrapper 12 Delivery auto or wag- on driver 13 Typist 14 Stenographer 15 Dictaphone operator 16 Bookkeeper 17 Entry clerk 18 Ledger clerk 19 Cost clerk 20 Billing clerk 21 Sales clerk (.- etail Store) 22 Bookkeeping machine operator 23 Calculating machine operator 24 Duplicating machine operator 25 Addressing machine operator 26 27 28 29 30 lUse blank spaces for positions not listed. 2The term "General education" includes the common branches or fundamen- tal subjects, as arithmetic, penmanship, reading, spelling, oral and written English. 3The term "Business education" includes business subjects as bookkeeping, shorthand, typewriting, salesmanship, commercial law, commercial geography. 15 10 Indicate what general and business subjects you think should be taught. a Part-time school b All-day school (high) c Evening school 1 1 Method of obtaining employees (check on list given below) a Newspaper advertisements b Employment agencies c Applying to public schools d Applying to private business schools e Applying to other private schools (Signed) 2 The organization chart. An organization cgart of the concern should be made in which the sector of positions which are or may be filled by the commercial students in the part-time school is definitely shown and the possible lines of promotion carefully indicated. 3 The occupational analysis. An occupational analysis should then be made of the typical jobs which the organization chart shows that studies should be made of for the purpose of realizing the objectives of part-time instruction. Below is given a summary of an analysis of a typical job held by minors employed in retail stores, that of an office assistant in a retail store. ANALYSIS OF THE TOB OF OFFICE ASSISTANT IN A RETAIL STORE 1 General facts concerning the job a place: general office b length of learning period : 4 to 6 weeks c usual length of service : 2 to 3 years d special health risks: comparatively none e entrance requirements (not standardized) 1 age: 15 or older 2 sex: either, preferably female 3 skill: no special skill 4 physical and personal: normal strength, good eyesight, nimble fingers, carefullness, concentration, adaptibility, patience, will- ingness to co-operate and also to learn / education: 8th grade or higher 16 . II Duties a principal 1 follow rules and regulations as to time of arrival, dress, dis- position of parcels, relief time, shopping time, lunch hour (Required to report one-half hour before general staff and allowed to go home one-half hour earlier.) 2 dust desks 3 distribute sales books according to department and clerk, put- ting them in designated place on counter, show cases or shelf and collect sales books used on previous day, placing them in proper order in box : bring them back to general office 4 get charges, C. O. Ds. and refunds from main office, also spiked sales slips in cashier's box left over from previous day 5 sort charges alphabetically 6 take sales books out of box and arrange them in proper order on table, opened at correct date 7 check charges with duplicate in sales books 8 if charges and books agree, turn charges over to billing clerk, if not, report error to office manager for adjustment 9 file any sales slips left over from previous day 10 take from filing compartments sales slips of each clerk, add each slip separately, setting down on clerk sheet under clerk's number total amount of her respective sales 11 add up index cards in back of each sales book to ascertain if they agree with amount of clerk's sales slips, report any error on index cards 12 replace index cards in back of each sales book, being careful to put in right book, if cards are filled insert new cards, filing used cards; pack books in box in proper order for distribution .on the following morning 13 add sales slips up according to department and place total amount of sales for each department under correct department heading on department sheet 14 add entire number of clerks' sales and entire number of depart- ment sales on their respective sheets, making the totals balance 15 add C. O. Ds to total of each sheet, place amount of refunds on each sheet 16 report the amount (same for each sheet) at the main office to ascertain whether it agrees with amount of cash taken in, if not find error and correct it 17 tie up sales slips according to department and file; file refunds and C. O. Ds., also charges after they are billed 18 enter amount of each clerk's sales in clerk book and amount of department sales in department book 19 go to cashier about once every hour to obtain present day sales slips and file according to clerk 20 answer the telephone 21 relieve cashier 22 go to different department heads with mail for signature 23 get orders and enclosures to be put with letters 24 put up mail b occasional 1 attend cash register any part of the store during sales or holi- days 17 2 assist in taking monthly statements off books 3 get stationery from stock 4 compare bills with billing clerk III|[ Knowledge required a regular duties 1 store rules, organization, officials 2 different departments, their heads, clerks 3 order in which departments come in order to faciliate distri- bution of sales books 4 learn the letters used to represent each department and clerks' numbers 5 proper manner of checking charges and marking books 6 importance of correctly sorting charges 7 importance of filing sales slips correctly, according to depart- ment and clerk number 8 how to add quickly and correctly (use of adding machine and comptometer) 9 importance of putting proper card (index) in sales book 10 how to make out clerk and department sheets, also to balance them 11 importance of keeping each clerk's sales slips separate 12 how to file charges, sales, refunds, C. O. Ds. 13 how to take care of clerk and department books 14 different processes through which sales, charges, refunds, C. O. Ds. pass, and how to follow them in case of error 15 to whom to report errors 16 how to answer the telephone 17 where and how to locate officials 18 how to take cars off system, make change accurately, spiking the sales slips, how to send out cars 19 different pockets for various denominations of money 20 how to tell counterfeit money 21 to whom to go for mail, heads of departments etc. 22 where to get enclosures for mail 23 how to put up mail (parcels post regulations) b occasional duties 1 how to operate a cash register 2 how to take monthly balances off books for statements 3 where to find stationery in stock 4 how to compare bills c related knowledge 1 trade terms 2 how to trace lost slips and charges from clerk to ledger 3 why she does as she does 4 how to read correctly and understand sales, charges, C. O. Ds. and refunds 5 names and addresses of charge customers and their credit IV Promotional outlets a billing clerk b cashier c clerk of charge accounts d assistant bookkeeper 18 5. ORGANIZATION OF COMMERCIAL COURSES OF STUDY Having set up the objectives for part-time commercial courses and determined the source of instructional material for the setting up of courses of study the next step is to organize such courses. For convenience in organizing courses of study all commercial occupa- tions of junior grade may be classified in two major groups: 1 office positions 2 store positions In the office group is included such positions as: 1 messenger 2 general clerk 3 shipping clerk 4 receiving clerk 5 stock clerk 6 file clerk 7 mail clerk 8 typist 9 billing clerk 10 entry clerk 11 store cashier In the store group is included such positions as: 1 sales person 2 bundle wrapper or inspector 3 stock clerk 4 stock marker / 5 messenger / At least two distinct commercial courses should be provided in the part- / time school (a) office training and (b) store training, in order that the desire and fitness of the student to enter the office work field, or the mer- chandising or store end of commercial work, may be determined. These two major courses may be differentiated into as many separate occupational courses as there are occupational class units. But for the purpose of attain- ing the objectives set up not less than the two mentioned courses must be provided if in the community and in the school are found persons representing these two major occupational groups. The next step is to work out the teaching content of the courses to be provided. The various occupational analyses and job analyses will show what should be taught in office training and store training courses, or any of the differentiated courses into which these two major groups may be divided. The teaching content of the courses should be organized in terms of unit lessons and the unit lessons put over by the teacher in one or all of three ways a class instruction b group instruction c individual instruction The unit instruction sheet should be used as a supplementary teaching device. 19 6. A TYPE COMMERCIAL OCCUPATIONS SURVEY For the purpose of illustrating how a commercial occupations survey or study is made, and the results which may be obtained from such a study, there is here presented a study relating to the job of call boy in the general yardmaster's office of a railroad. The study includes: 1 an organization chart of the general yardmaster's office 2 analysis of the job 3 thirty-six unit lessons 4 a unit instruction sheet for one of the unit lessons. Job analysis. Call boy or caller in general yardmaster's office : I General facts concerning the job a place: general yardmaster's office of railroad company b length of service : six months to one year c length of training period: three to four weeks d special risks: none e entrance requirements age : 1 6 years or over sex: male skill: none personal: accuracy, courteousness physical: normal, no special requirements education : sixth grade or higher II Duties a Regular 1 follow office rules and regulations as to time of arrival, lunch period, departure and advice when unable to report 2 inform relieving employee of unfinished business or other per- tinent facts 3 keep desk and supplies in desk in order 4 prepare register of crews and trains 5 procure information from engine dispatcher as to engines and engine crews assigned to trains 6 advise car dispatcher of engines, enginemen and conductors assigned to trains 7 call crews for regular trains departing during night hours 8 call extra men for vacancies on regular and extra trains 9 keep record in book of men called 10 maintain "extra board" list of extra men 1 1 furnish standing of extra men when required 12 give permission to lay off to men holding positions or on extra board, and make necessary arrangements to fill vacancies 13 notify regular crews when trains are annulled or departing time changed 14 arrange with general yardmaster, chief train dispatcher and engine dispatcher for turning turnaround crews 15 accept displacements and notify men displaced 16 keep unauthorized persons out of caller's office 1 7 issue orders on storekeeper to conductors for necessary supplies 18 notify men successful in bidding for positions advertised 19 secure information as to number of cars repaired during pre- vious twenty-four hours for operation report, due 8 A. M. 20 secure information as to engines ready for service and number of cars delivered to connecting lines for operation report 20 i t^ h r 21 b Incidental duties 1 messenger service 2 assist in checking, stocking and the distribution of supplies 3 notify lineman in time of service trouble or private telephone troubles 4 call livestock caretaker after business hours and on Sunday 5 call relief clerks for extra work 6 answer city telephone III Knowledge required a office rules and regulations b that portion of the general operating rules and working agreements that apply to his job c sources from which to obtain information for various purposes d* keep in touch generally with the run of business to the end that advice may be given to extra men of probable extra work e to whom to refer questions or disputes and interpretations of rules and working agreements / importance of keeping accurate records g location of various streets in city and approximate location of house numbers h location of homes of men and places frequented by extra men when not on duty i when turnaround . crews are registered off duty, ascertain where they lodge so they may be called when needed j number of train ; nature and terminal of trains arriving and departing k location of physical characteristics of terminal, various sub-offices, tracks by number or name, designation and various calls on private telephones IV Promotional outlets a crew dispatcher b yard clerk (various kinds) c chief clerk d assistant yardmaster e general yardmaster V Teaching content a arithmetic 1 fundamental operations 2 tables, liquid, linear, averdupois, time, weight, dozens 3 how to make requisitions 4 how to compute wages 5 how to keep personal cash account 6 how to calculate mileage from time tables 7 how to compute adjusted tonnage b English 1 use, pronunciation, spelling and meaning of railroad terms (operating department ) 2 oral English 3 telegrams 4 reading instructions 5 tone of voice 6 addressing officials and other employees 7 how to talk on the telephone 8 how to receive and deliver messages 9 how to use correct and forceful English 22 c writing 1 figures 2 proper names 3 carbon copies 4 development of legible handwriting d history and civics 1 history of local community 2 economic relation to railroad 3 current events and their effect on railways 4 growth of railroads 5 legislative control of railroads 6 necessity for regulations in business and civic life 7 common duties and obligations of a citizen 8 value of cooperation 9 use of leisure time e hygiene 1 personal cleanliness (teeth, hair, hands etc.) 2 exercise 3 eating at lunch period 4 ventilation, light, personal habits 5 suitable clothing 6 value of health / geography 1 location of community, county and state 2 rail, water and highway routes serving city 3 location of towns on railway 4 connecting lines and their location 5 articles manufactured and shipped over lines 6 sources of raw material shipped 7 location of streets in home city g technical 1 railroad organization 2 history and traditions of road 3 names of officials 4 operating rules and working agreements as applied to position of caller 5 rules and regulations of office 6 necessity of courtesy as basis of success 7 how to organize work most efficiently 8 care of desk 9 how to use various types of telephones 10 importance of observation 1 1 handling of mail (railroad and United States) 12 how to make the necessary forms 13 reason for and use of statistical material 14 importance of accuracy in all matters connected with the trans- portation department 15 free transportation for employees (Federal and State laws governing same) 16 value of ' 'safety first" propaganda 1 7 how to use books of instruction 18 kinds of trains and classes of freight 19 adjusted and actual train tonnage. Reasons for tonnage ratings and how determined 23 20 car seal protection ; types 21 wreck trains 22 State and Federal laws governing movement of livestock 23 co-operation between railroads in handling the business of the nation reading material 1 books of rules, operating department 2 railroad economics 3 biographies of pioneer railroad builders 4 Railway Age Outline of Thirty six Unit Lessons. Call Boy or Caller (A course of study for boys employed or desiring to be employed in this special job) 1 Courtesy, honesty, neatness, accuracy, punctuality, cheerfulness, in- dustriousness, attentiveness, persistance, safety first 2 Ability to execute orders 3 Telephone a use a phone b finding numbers c tone of voice d repetition of messages 4 Office rules and arrangement a rules and regulations as to time of arrival, departure and lunch b arrangement of supplies etc. in office 5 Record work a forms, spaced columns, proper entries 6 Preparation of train register a list of regular trains b check of men laying off c check of rest period d entries when men lay off e entries when crew arrives 7 How to figure time and prepare requisitions a hours of service law b time crew registers for duty c requsitions 8 How to call men a designation of position, train and time of departure b necessary entries in caller's book and securing proper signatures 9 How to call men a calling by phone b arrangement of home calls to best advantage 10 Notification to men a change in departing time or annulment of trains b when displaced c successful bidding for positions d when set back to fireman or trainmen e reduction in force / line men 24 g live stock caretaker h extra clerk 1 1 Notification to men continued 12 Calling wreck or emergency trains a train crew b wrecking crew c maintenance of way men d notify department if necessary e necessity of quick and accurate attention 13 Use of time tables a employees b passenger department 14 Filing records a importance of filing b need for system c importance and value of records 15 Physical characteristics of city a location of streets b approximate location of house numbers c places frequented by men, such as clubs, etc. 16 Physical characteristics of terminal functions a receiving yard, hump office, hump b classification of yard, cripple and shop yard, transfer and freight house, round house and private telephone lines and stations 17 Officials of railroads and their jurisdiction a general yardmaster, agent, trainmaster, superintendent b general superintendent, master mechanic, superintendent of motive power, superintendent of transportation, general manager 18 Relations of transportation department with other departments a motive department, maintenance of way department b traffic department, fuel department c accounting department, car service department 19 Relations of transportation with other departments 20 Physical characteristics of railroad system a terminals, home divisions, connecting divisions, system b principal cities on road, their size and importance c connections and interchange points 21 Nature of traffic moved by railroad a materials manufactured on line and forwarded b raw and other materials received c balance of traffic d passenger business 22 Definitions of railroad phraseology 23 Railroad forms a waybills, loaded, empty, card, memo, revenue b train lists, train consists, home routes c booking sheet, location sheets, interchange report 24 Operating rules and working agreements and their points pertaining to his job 25 Compilation of statistical information a engines ready for service b cars delivered to connections 25 c engines and cars assigned to trains 26 How to organize work for most efficiency and with least confusion 27 Legislation applied to railroads a hours of service law b full crew and eight hour law c live stock laws, State and Federal d explosives, seals, free transportation 28 How trains are made up a size of engine, tonnage, reason for tonnage rating b effect of temperature on tonnage c relation of speed to tonnage 29 Beginning and development of railroading 30 Beginning and development of railroading, continued 31 Freight slow, fast, perishable, livestock, merchandise, company 32 Car service a necessity of prompt movement to avoid congestion and delay b causes of delay and how to avoid c demurrage, per diem 33 Observation safety first 34 Cooperation with associates as an agency for success and promotion 35 Duties and responsibilities of other positions in local organization 36 Review. UNIT INSTRUCTION SHEET Unit 6 Call Boy or Caller. (General Yard Master's Office ) Job: Preparation of Train Register. Objective: Making entries on Train Register. Instructions 1 Remove register for the closing day and file in binder. 2 Place blank form for new day in holder. 3 Fill in headings. 4 Transfer to new sheet entries of turnaround crews registered off duty for rest. 5 Enter list of extra conductors. 6 Prepare list of regular trains for current twenty four hours, noting vacancies by reason of regular men laying off. 7 Enter home terminal crews on special work. 8 Compile list of extra trainmen. 9 Enter list of extra men holding regular positions. 10 Show names of men off duty and reasons therefor. 26 Trade Terms Place in notebook the meaning of the following terms : Regular Crew . Home Terminal Extra Crew Timetable Turnaround Crew Assignment Extra men Displacement Regular men Train Register Problems 1 Extra train 5085 arrived from Amsterdam at 1 :45 A. M. Engine 600, caboose 560, Conductor Brown, Trainmen Smith, Ames and Green. Off duty 2:00 A. M. Rest up 10 A. M. Called for 10 A. M. Make necessary entries on train register. 2 Extra 6053 arrived from Boston and will turn with three hours off duty. Make necessary record. 3 Maintenance of way department order work train for construction on duty at 10 A. M. Crew to run to Troy^ Engine 650, Cab 700, Conduc- tor Hoffman, Trainmen White, Dolan and Frank. Make necessary record and assign extra men. 4 Extra 7018 returning from Amsterdam registered off duty at 8 A. M. Crew consisted of Conductor Smith, Trainmen Burdick, Thomas and Daley. Place men in proper position on conductor's and trainmen's extra lists. 5 Trainman Albright holding regular position on Train 2016 lays off duty on account of illness until further notice. Cab 456, Jones Conductor, Trainmen Black, Williams and Wilson. Make necessary entry in off list. Also assign man "first out" to take his position, making neces- sary notations. 6 On account of insufficient number of cars in classification yard, following changes are made in regular crew: train 1008 is annulled, engine 564, cab 460, Conductor Mahar, Trainmen Keefe, Pritchard and Cahill. Train 2607 is set back three hours. Make necessary record in list of regular trains. 27 7. SUGGESTIVE COURSES OF STUDY For the purpose of assisting teachers who are attempting to formulate courses of study there is here presented a number of courses which have been worked out by part-time teachers. The following courses in general elementary business practice and related subjects is now in use in the Albany, N. Y., Part-Time school. They were prepared by Miss Grace A. Wooster and W. 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C .2 i B d ^.a8 e-S c ia: l-l 11 I" 3 *$ j^ p 3 bJO C U3 O o ^ :i , S c w"" II al 3 c c *4*3 03 s a,-s ^ c O i_i cu rt .2 o3 J^ Typewr - flj <5 S 6fe 40 RETAIL TRAINING The following course in retail training is now in use in the Schenectady, N. Y., Part-time School. A Course of Study in Retail Selling Lesson 1 Retail Selling a development of the modern store and salesmanship b discussion of position held by each pupil and the exact duties of the position c chances for advancement Auxiliary information names of articles sold at various counters at which girls are employed Lesson 2 Responsibility of position of sales person a take place of firm in meeting customers b maintain reputation of store c set standards of service for new sales persons d build reputation of store by honest representation of merchandise e maintain the dignity of a sales person Auxiliary information names of streets in the city Lesson 3 Courtesy a character and manners are expression of courtesy b several kinds of smiles used by the sales person; the one the sales person should always possess c self-control d self-consciousness e how to say "Thank you" / acts of discourtesy to be avoided g why courtesy pays Auxiliary information use of c'ty map to locate streets in order to direct customers Lesson 4 Initiative and tact a meaning and importance b how to develop c ways in which to use tact d danger of tactless remarks and effect on salesmanship e have pupils give examples of tact from their own experiences Auxiliary information use of city map to find location of business centers Lesson 5 Speech and voice a importance of pleasing voice and right use of it; practice speaking with moderate tone b how a good selling voice may be trained c importance of a good vocabulary d why is it necessary to be a good listener Auxiliary information use of city map for railway routes 41 Lesson 6 Lesson 7 Lesson 8 Self development a development of character and intellect b necessity of observation and memory 1 interest and attention 2 try to remember customers names and faces c the ways of remembering names and faces Auxiliary information directing customers by railway to different streets Mental factors a cultivate friendly relations with customers; overcome shyness b have confidence believe in store believe in goods believe in elf c concentration, enthusiasm, loyalty, imagination d how to develop imagination, constructive power, memory Auxiliary information a location of important manufacturing centers b reasons for the location Talks by a retail merchant on topics considered in the first seven lessons Lesson 9 Service a how to greet customers b true description of goods c knowledge of goods d study of service features attracting customers e waiting for change / be sure name and address is correct g packing and wrapping h delivery Auxiliary information study of local manufacturers raw materials manufactured products Lesson 10 Knowledge of goods cotton a plant, part used, where grown b manufacturing of cotton goods c cotton goods mercerized d properties of cotton 1 burns easily 2 absorbs water slowly 3 creases easily 4 soils readily 5 shrinks 6 better conductor of heat than wool or silk 7 less elastic Lesson 11 Talk by local merchant or manufacturer on the manufacture of cotton goods 42 Lesson 12 Silk culture a where first used and how spread b countries leading in production of raw silk c silk worm; 30 meals each day d cocoon and chrysalis e requisites of good silk / properties of silk 1 lasts for years 2 strength 3 sheds dust 4 gloss destroyed by careless washing 5 easily scorched Auxiliary information location of important wholesale houses and reasons Lesson 13 Linen a countries producing, conditions, climate b properties 1 water evaporates quickly and makes it cool nextltc the skin 2 washes well 3 air penetrates better than cotton 4 strong 5 luster very high 6 does not dye well 7 less flexible Auxiliary information have the class make a list from memory of the differen materials from which merchandise is made Lesson 14 Moving pictures from General Electric Company Lesson 15 Tests for textile fabrics a tearing test b burning test c sizing test Information about laundering a soaps b sunlight c rubbing d changes in temperature e kinds of weaving, as plain, diagonal, cassimere, wide wale, satin Lesson 16 General knowledge a knowledge of goods by different names b location of stock and contents 1 what lines sell best 2 sizes, colors and styles called for and not in store 3 how long articles have been in stock 4 use of utility articles 5 competing goods 6 colors Auxiliary information how store compare with competing stores 43 Lesson 17 Study of the customer a why customers are lost b methods of pleasing customers c how to dismiss customers d effect of contradiction e store attitude toward customers / how to handle the looker on g how to direct customers h tactfullness with careless customers Auxiliary information transportation affecting price reasons Lesson 18 Telephone a importance of telephone sales b how to handle a call c securing name and address of caller d example of good telephone service e the delivery service / speak into the 'phone Auxiliary information charge accounts Lesson 19 Wool a why a knowledge of wool is necessary to successful'selling b sources of supply c the sheep and other wool bearing animals as camel,fgoat, llama, vicuma d discussion of experience in washing goods e rules for washing Auxiliary information discussion of winter fabrics for winter styles Lesson 20 Mental stages of a sale a attention 1 advertising 2 display b interest c desire to possess d closing the sale Auxiliary information how many trains enter and leave the city Lesson 21 Selling points a analysis of goods b suiting argument to customer c expressed in words easily understood d appeal to motive of profit 1 pleasure 2 comfort 3 convenience 4 vanity 5 style e display 44 / careful demonstration Auxiliary information ways of advertising Lesson 22 Exchange of goods a abuse of exchange privilege b regulation of exchange privilege 1 non-returnable goods 2 returnable goods 3 conditions 4 gifts 5 unjust demands c losses due to exchange d do not urge customers to take goods on approval e effect of courteous exchange / handling of returned goods Lesson 23 Talk by a buyer Lesson 24 Mail order business a mail order houses b mail order sections of local stores c duties and responsibilities of mail order shopper Auxiliary information the producing markets as London, Rome, Florence, Yokohama, Paris Lesson 25 Ten laws of personality a self-mastery b self-reliance c reliability d good sportsmanship e duty / good workmanship g team work h kindness i loyalty Auxiliary information a suggestions for graduation gifts b demonstration sale Lesson 26 Talk by a retail store executive on topics covered in previous lessons Lesson 27 Discussion or debate on a subject such as, "Do charge accounts do more good than evil?" Lesson 28 Review of qualifications necessary for successful selling. Dis- cussion of experience of pupils in stores. COURSES OF STUDY IN BUSINESS OFFICE PRACTICE The two following courses in general elementary business office practice 45 are used in part time schools, Syracuse, N. Y. Course of Study in First Year Business Office^Practice. Lesson 1 "Look well, act well, be well." a look well 1 cleanliness 2 care of hair, face, nails 3 choice of clothes 4 value of good personal appearance b act well 1 how to speak 2 how to stand 3 how to sit 4 importance of businesslike, pleasing manner c be well 1 proper food, rest, exercise 2 what it means to your employer and yourself Lesson 2 Making folders a folding paper b cutting tab c lettering name Exercise in making folder for filing work Lesson 3 Indexing a purpose b directory arrangement Exercise: from given list of 20 local firms, make out cards in directory form and arrange cards alphabetically (directory arrangement) Lesson 4 Directory a purpose b use of index c information to be found Exercise : practice in use of various divisions of directory Lesson 5 General city plan a divisions dividing city into North, South, East and West sections b how streets are numbered c Main business street? Nature of business? Why? Lesson 6 Factors contributing to good telephone service a promptness c courtesy b tone of voice d English Exercise: give examples of courteous answers to such calls as: May I speak with Mr. Brown? Is this the white goods depart- ment? (wrongly connected with white department). Lesson 7 How to use telephone a names of parts of telephone 46 b position at telephone c how to find number d how to call number e what to do when "cut off" Exercise: practice in finding and calling numbers, also, deliver- ing message, (if telephone is not available, toy telephones may be used) Lesson 8 Location of prominent public buildings a government buildings b educational c office d newspaper Exercise : practice in directing to particular building from school Lesson 9 How to take care of callers a how to greet caller b information to be obtained from caller c importance of remembering names and faces d courtesy to be shown caller e form for information desk record Exercise: have one pupil take part of information desk clerk others act as callers Lesson 10-11 Filing a what to file 1 correspondence 2 receipts 3 miscellaneous records b where to file 1 spindle 3 Shannon 2 box 4 vertical c how to file 1 alphabetically (only method taught) 2 numerically 3 geographically Exercise: practice in filing and finding correspondence and records Lesson 12 Prominent business streets within one-half mile circle a location b nature of business transacted Exercise : locating important business establishments on above streets Lesson 13 business qualifications a what they are: honesty, courtesy, clean personal habits, industry, promptness, thoughtfulness, enthusiasm, initia- tive, loyalty, ambition, dependability b discussion of each characteristic c call attention to lack of above qualifications in previous work of pupil watch future lessons for improvement 47 Lesson 14 How to fold a letter properly, address and stamp envelop for mailing a how to fold letter (various size envelopes) b how to insert letter c how to address envelope 1 three-line address; four-line address 2 indented and block form d return address e where to write Personal Please Forward Box 71 Exercise: fold letters for various size envelopes, put into envelopes, address and affix stamps Lesson 15 Mail a classification b rates on first, second and third classes Exercise: weighing and determining cost of mailing letters, newspapers, booklets Lesson 16 Registered mail a what to register b how to register Special delivery a what to send special b how to send special Exercise : addressing letters and packages to be sent registered and special Lesson 17 Locating street railway routes Lesson 18 Parcel post a domestic rates, zones, insuring, C. O. D. b foreign rates, registering, weight Lesson 19 Wrapping bundles for mailing a security b appearance Directing a necessary information b legible writing Lesson 20 Outgoing mail a enclosures ("under separate cover") b folding letter (small, large or window envelope) c sealing and weighing d stamping (machine or hand) Lesson 21 Incoming mail a care in opening c sorting b checking enclosures d dating e knowledge to be gained by~clerk 48 Lesson 22 Location of important manufacturing centers a reasons for location b shortest route from school Lesson 23 Postal money order a what postal money order is b how procured c why used d how cashed Exercise : making application for postal money order Lesson 24 Checks a what check is b important points in making checks c filling in stub d indorsing 1 blank, special 2 in case of incorrect spelling of name on face e certified checks / advantage of using checks for all payments Exercise: filling in stub and making out check Lesson 25 How to make out a deposit slip a purpose b filling in deposit slip c depositing Exercise: making out deposit slip Lesson 26 Banks a savings b commercial c names and location of local banks Lesson 27 Location of wholesale houses and commission houses reason Lesson 28 Forms of remittance a coin, stamps, postal money order, express money order, check (certified), bank draft b how to send each c when to use different forms Lesson 29 Receipt a what receipt is b form of receipt (essentials) c signing for others d when receipt is not necessary Exercise: making out receipt Lesson 30-31 Invoices a meaning of invoice bill b various forms of invoices c terms used on invoices d extensions totals 49 e checking Exercise: making out invoices Lesson 32 Statements a how statement differs from invoice b when issued c purpose d how to check statement Exercise: making out statement Lesson 33 Commercial terms (acceptance, acknowledgment, affidavit, bankrupt, bill of lad- ing, bonus, broker, capital, clearing house, common carrier, copyright, credit memorandum Lesson 34 Record work a how to rule b center figures in proper column Lesson 35 Time clock record a operation of time clock b responsibility of clerk in keeping record c explanation of time sheet form d transferring time from time card to sheet e totaling time / checking to insure accuracy Exercise : making out time sheet from time cards Lesson 36 Factors favorable to growth of city a site b transportation facilities 1 railroads 2 interurban lines 3 waterways 4 state roads c material d labor e business sense / good water g educational advantages Course of Study in Second Year Business Office Practice Lesson 1 Making folders a folding paper b cutting tab c lettering name Exercise : making folder for filing work Lesson 2 Reading and checking figures a business way of reading figures b business way of checking figures Exercise : dictate figures and have them read back and checked 50 Lesson 3 Making out time sheet a operation of time clock b transferring data from time card to time sheet c totaling hours d checking Exercise: making time sheet from time cards Lesson 4 How to use wage table a purpose of wage table b form of table c how to prevent copying wrong figures Exercise : by use of wage table figure wages on previous week's time sheet. Verify results by performing calculations in the common way. Lesson 5 Making change memorandum a purpose of memorandum b form for memorandum c how to summarize amounts on change slip Exercise : making out change memo, and change slip for previous week's pay roll. Lesson 6 Filing a what to file 1 correspondence 2 miscellaneous records 3 records required by industrial business 4 receipts b where to file 1 spindle 2 box file 3 Shannon 4 vertical Lesson 7 Filing a how to file methods alphabetically, numerical, geographical, sub- ject, follow-up b how to alphabetize Exercise: arranging card index (name) in strictly alphabetical order Lesson 8 Pennmanship simple lettering and numbering Lesson 9 Filing a equipment for vertical filing 1 cabinet 3 guides (tabs of various sized cuts) 2 folders 4 compressor b indexing alphabetically 1 division of alphabet. (25-40-80-120, etc.) 2 how to file 3 transferring 51 Lesson 10 Filing numerical method 1 arrangement of guides 2 alphabetic card index 3 disadvantages Lesson 11 Filing geographic and subject methods arrangement of guides Lesson 12 Filing a card record systems 1 indexing name, location, subject 2 standard sizes of cards 3 use of card record system in insurance business, real estate, purchasing department 4 Metal indicators and their use Lesson 13 Personal account record a value of keeping account b form for account c how to make entries d balancing account (weekly) Exercise: making personal account record Lesson 14-16 Principles of debit and credit a analysis of numerous simple cash transactions into debit and credit b journalizing to establish debit and credit Lesson 17-21 Principles of debit and credit applied to buying and selling on account Lesson 22-26 Use of ledger a reason for grouping items under accounts b posting from journal c checking and pencil footing Lesson 27-29 Taking a trade balance a what it does and does not show b correcting mistakes Lesson 30-32 Bills and statements billing from orders and from ledger Lesson 33 Commercial terms (collateral, coupon, demurrage, depreciation, dividend, draw- age, exchange Lesson 34 Bank statements a form and reconciliation with check book b filing cancelled checks 52 Lesson 35 Bank draft a what bank draft is b how obtained c when to use Lesson 36 Mimeograph how to operate 53 8. EQUIPMENT AND METHODS FOR TEACHING COMMERCIAL SUBJECTS Typewriting The typewriting department should be well equipped with standard key- board typewriters, desks and chairs. To this should be added other equip- ment commonly found in up-to-date typewriting departments of a modern high school, such as duplicating devices, files, dictionary, and an assortment of brief typewriting textbooks. In small communities where it is not feasi- ble to equip special rooms for the part-time typewriting classes arrangements should be made to use the typewriting room of the day high school either after high school hours or on Saturday morning. Typewriting is very popular among part-time pupils, hence the more urgent need for care in directing the choice of those who elect this subject. Care must also be exercised to see that an undue amount of time is not de- voted to typewriting to the exclusion of other vocational and related sub- jects. In states where the minimum attendance required of part-time students is four hours per week approximately 25 per cent, of the time may be given to typewriting. 25 per cent, to business practice and 50 per cent, to related work. For the 17 and 18 year old group of potential stenographers or typists it may be desirable to increase the time allotment in typewriting to 50 per cent. There are two schools of thought concerning the method of teaching type- writing in the part-time schools. One group of teachers holds that after the first few lessons the sight system should be used (insist upon the use of all fingers) since it is the most direct. They base their argument on the fact that with the limited time, one or two hour periods per week, it will be from two to four years before students who use the touch method will be able to do comparatively simple copy work. By the sight method they claim more immediate results may be accomplished. The other group favors the touch system since it will enable those who may later care to per- fect themselves in typewriting to do so without the serious handicap which they would have provided the sight method were used. The touch method predominates in New York State and is almost invari- ably used except in a few part-time schools in the vicinity of New York City. Business Practice The equipment of the busines's practice room should be very much the same as the equipment found in the business practice room of a modern high school. Among other things this should include: large, flat top students' desks with provision for two colors of ink, movable charts, black boards, dictionary, good assortment of reference books on bookkeeping, salesman- ship, office practice, arithmetic, commercial geography, commercial law and penmanship. In addition the following will be very helpful: railroad time tables, city and telephone directories, commercial agencies' reports, business magazines, catalogues and advertising matter of business establishments (especially local firms), bank statements, government pamphlets and re- ports. The John Hancock Life Insurance Company, Boston, Mass., and the Metropolitan Life Insurance Company of New York, have a series of pamphlets for distribution which are especially helpful and suggestive. If possible it is desirable to have in each business practice business room one listing adding machine, one calculator and suitable files for classifying the miscellaneous material. 54 The aim of the general course in business practice is not primarily to pre- pare boys and girls in the part-time school for bookkeeping positions, al- though in some isolated individual cases conditions may justify such an aim. Generally the aim is to give pupils working acquaintance with some elemen- tary business customs and practices which will be essential and helpful to them in whatever walk of life they may permanently enter. To be spe- cific it is intended to be more cultural than vocational. In admitting pupils to this course care should be exercised to see that the pupils have the neces- sary foundational training. It is questionable if any should be permitted to elect business practice who have not had the equivalent of a grammar school education. Under no conditions should the size of the class exceed twenty in number. An attempt should be made to classify pupils into as /nearly homegoneous groups as possible. The method of instruction in part-time schools and classes is a most in- teresting and perplexing problem. It is generally conceded that the prob- lems confronting the commercial teacher in the part-time school are radically different from those of the day high school teacher and therefore many of our old methods are seriously questioned for use in the part-time classes. Among other suggestions as to methods may be mentioned the unit in- struction sheet, sometimes called the job instruction sheet, which is rapidly gaining favor among those who have given any considerable thought to 1 teaching problems. The individual instruction sheet is distinctly a teaching agency to sup- plement the efforts of the teacher and in no case should be used to supplant the work of the instructor. It is a unit of organized teaching material that has been prepared for the use of the pupil under conditions that will insure the greatest amount of directed individual progress. It is specifically an agency that provides educational work for the pupils according to their varying abilities and interests for the duration of each class period. It is but a means of attaining ' 'self-education through purposeful activity." The entire plan for individual instruction and the use of instruction sheets is not advanced as a scheme to overturn present pedagogical practices but rather as a means of organizing and providing instruction that will more nearly provide for the needs of the individual members of every class. Class instruction will always have a place and should be used in every in- stance where it is certain that all the pupils will receive the maximum of benefit. If class instruction does not meet the above standard group teach- ing should be utilized, and finally if both class and group methods fail to provide the greatest amount of instruction the pupil is able to assimilate then it is absolutely essential that the individual method be used. An hon- est application of the principle stated in the preceding sentence will promptly demonstrate that individual instruction is of prime importance and has a place in every class room. The individual instruction idea and the unit instruction sheet are not pre- sented as new theories. The entire plan in one form or another has been a part of good educational practice for a great many years. The form under discussion is a composite development and represents-the best of the instruct- ion methods employed by the correspondence schools, the best practice used in school science laboratories involving the use of manuals and lastly the idea of the factory job sheet. (See "Unit Instruction Sheets and In- dividual Instruction" by Rodgers and Furney for a complete discussion.) 55 9. RETAIL SELLING The fact that retail store service employs more boys and girls than any other single commercial vocation has brought to the attention of school ad- ministrators in all schools, and particularly in the part-time school, the need for courses to prepare young people for this type of work. Commercial educators will be quick to realize the great opportunity that is thus afforded, them to get behind the nation-wide movement to reach thousands of boys and girls who for one reason or another drift into the retail selling vocation without adequate training. In a vocation so rich in content the problem of the organization of the course of study in retail store service for part-time schools is one of the great- est importance. Obviously such a course must not be too extensive or be- yond the needs and aptitudes of the group. A study should first be made of the kinds of stores in the community. This study will determine in a large measure the scope of the work to be included in the course. In general it may be said that courses in retail selling in the part-time school should include some phases of simple arithmetic, textiles and merchandise, store problems and principles of selling. The general course given below is suggestive of what may be included in a course for junior sales people. 1 Arithmetic a fundamentals to develop speed and accuracy b United States money c unit of measure; yard, foot, inch, dozen, pound, etc. d fractions; use in store work e decimals; store problems / aliquot parts g bank checks and receipts h percentage i making out simple bills and invoices j budgets 2 Textiles and Non-textile a observation and study of staple goods ; cloth b fibers c raw materials ; cotton, wool d spinning and weaving e manufacturing process; cotton, wool / finished product; cotton, wool g study of silkworm, manufacturing processes artificial silk h non-textile; leather, etc. i notions, small wares, making of pins, needles, buttons 3 Store Problems a tying knots b making change readily c qualities which make for efficiency a willingness to serve b quickness, accuracy d wrapping of delivered goods in paper folding or packing suits, dresses, skirts, waists / kinds of customers g discussion of store problems 56 4 Principles of Selling a sales-slip practice b store organization c store courtesy d approach to customer e care of stock / talking points of merchandise g power of suggestion h demonstration sale The above course is based on a two year program and may be enlarged or shortened to meet the needs of a particular group. Special mention should be made of the demonstration sale. This demonstration should be pre- pared with considerable care. If possible, secure an adult sales person who can illustrate some of the various types of customers. Definite instruction should be given to the class concerning points to be observed in such a sale, thus enabling the pupil to concentrate on certain phases of the operation. As in the case of the course in office practice, the method of teaching re- tail selling in the part-time school is a perplexing problem. Some instruc- tion given should be supplemented through the use of the job instruction sheet ; on the other hand there will be ample opportunity for oral discussions and reports on the various phases of store problems and organization. 57 10. BIBLIOGRAPHY 1 Bulletins: No. 22, Retail Selling; No. 34, Commercial Education, Or. ganization and Administration; No. 46, The Turn-over of Labor; No- 54, Survey of Junior Commercial Occupations; Miscellaneous 161, Sug- gestions Concerning Part-time General Continuation School Classes in Commercial Subjects; Federal Board for Vocational Education, Wash- ington, D. C. 2 General Vocational Education Series No. 1, Bulletin No. 1, Syllabus of an Introductory Course on Part-time Education, University of Cali- fornia, Berkeley, Cal. 3 School Document No. 4, 1919, Boston Continuation School, Circular of Information and Courses of Study, Superintendent of Public Schools, Boston, Mass. 4 Business Employments, F. J. Allen, Ginn and Co. 5 Occupations, Gowin and Wheatly, Ginn and Co. 6 Miscellaneous Series, No. 97, Training for Foreign Trade, MacElwee and Nichols, Bureau of Foreign and Domestic Commerce, U. S. Depart- ment of Commerce, Washington, D. C. 7 Survey of Commercial Occupations of Charleston, S. C., Paul S. Lomax, Superintendent of Public Schools, Charleston, S. C. 8 Survey of Commercial Education in the Public High Schools of the United States, Leverett S. Lyon, George Banta Publishing Co., Mena- sha, Wisconsin. 9 Syllabus of Commercial Subjects for Secondary Schools, The Univer- sity of the State of New York, Albany, N. Y. 10 Vocations for Business and Professional Women, The Bureau of Voca- tional Information, 2 West 43rd St., New York, N. Y. 11 Occupations, U. S. Census, 1910, Vol. IV. 12 Occupational Analyses in Department and Specialty Stores, Indianap- olis, Indiana, Survey for Vocational Education, Vol. I, Appendix D, page 325. 13 Part-time Education Series No. 3, Bulletin No. 2, and Anaylsis of De- partment Store Occupations for Juniors, 1920. Issued by the Univer- sity of California, Berkeley, California. 14 Bulletin No. 54, Survey of Junior Commercial Occupations, Federal Board for Vocational Education, Washington, D. C. 15 Survey No. 1, Bank Positions, Vocational Guidance and Employment Service for Juniors, New York City. 16 A Guide to the Study of Occupations, F. J. Allen, Harvard University Press, Cambridge, Mass. (An extensive bibliography on occupational studies.) 17 Boys and Girls in Commercial W'ork, Bertha M. Stevens, Division of Education, Russell Sage Foundation, New York City. 18 Descriptions of Occupations, Office Employees, Bureau of Labor Sta- tistics, U. S. Department of Labor, Washington, D. C. 19 Office Training and Standards, Frank C. McClelland, A. W. Shaw Co. (Contains an extensive bibliography) 20 Clerical Practice, Anderson, Rose and Staples, American Book Co. 21 First Lessons in Business, Bexell and Nichols, J. B. Lippincott Co. 22 Office Practice, Cahill and Ruggeri, The Macmillan Company. 23 Modern Filing, Yawman and Erbe Mfg. Co., Rochester, N. Y. 24 Bulletin, 1919, No. 55, Business Education in Secondary Schools, U. S. Bureau of Education, Washington, D. C. 58 25 Bulletin No. 22, Retail Selling, Federal Board for Vocational Educa- tion, Washington, D. C. (Contains extensive bibliography) 26 Department Store Occupations, Iris Prouty O'Leary, Division of Edu- cation, Russell Sage Foundation, New York City. 27 The Human Side of Retailing, Ruth Leigh, D. Appleton & Co. 28 Training for Store Service, Women's Educational and Industrial Union, Boston, Mass. 29 Our Economic Organization, Marshall and Lyon, The Macmillan Co. 30 Syllabus for Secondary Schools, Commercial Subjects, New York State Department of Education, Albany, N. Y. 31 Vocational Education, David Snedden, The Macmillan Co. 32 Introduction to Vocational Education, David Spence Hill, The Mac- millan Co. 33 Methods of Teaching in High Schools, Samuel Chester Parker, Ginn &Co. 34 Education, Herbert Spencer, D. Appleton and Company. 35 Retail Salesmanship, Norris A. Brisco, Ronald Press Co., New York City. 36 Exercise in Business Practice, Cowan and Loker, Ginn & Company. 37 Part-time Education Series No. 10, The Work of Juniors in the Tele- graph Service, 1922, Issued by the University of California, Berkley, California. 38 Office Practice and Business Procedure, Florence E. McGill, Gregg Publishing Co., 285 Fifth Ave., New York City. 14 DAY USE RETURN TO DESK FROM WHICH BORROWED LOAN DEPT. This book is due on the last date stamped below or on the date to which renewed. . Renewed books are subject to immediate recall. 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