Wage Earning and Education

by R. R. Lutz

For the head of such a school, it would be desirable to secure a man or woman of more than usual ability and discernment who, above all else, could sense the business and routine of each contributing store from the standpoint of the employee and of store organization. It would be the business of this person to become familiar with the available sources of knowledge in the different stores and then arrange for the presentation of this knowledge to the various classes. By coöperation with the floor men, heads of sections and departments, as well as with the employees themselves, he should come into close contact with the requirements of the workers and should gather from the different stores those who, because of their common need, can be made into a "school unit." It would also be necessary to employ assistants of practical experience who would attend to the details of routine teaching, and act as interpreters for those experts who have the knowledge but not the ability to impart it even to a small class.

It is realized that a scheme of this kind would involve the overcoming of many objections and difficulties of adjustment before it could be put into actual operation. It would necessitate mutual concessions and forbearance on the part of everybody concerned, but the results would unquestionably justify the labor.

A third method, already in operation in Boston, New York, and Buffalo, calls for the coöperation of the stores and the schools. This partnership, it is claimed, makes certain that the needs of the pupil are considered before the demands of the business. It insures equal opportunity for all employees so far as instruction is concerned and it divides the expense of maintenance between the industry and the school. It is to be regretted that this scheme frequently results in the employment of teachers who, although certificated for regular school work, have no other qualifications, instead of persons of practical experience. The employment of such teachers too often leads to the following of ordinary school practices and academic traditions rather than the methods and practice of business.

In some quarters it is maintained that this instruction should be entirely taken over by the public schools, thus relieving the store of any responsibility in the matter. It is probably not now advisable for the school to assume full responsibility for such training. The heavy expense involved and the physical limitations of the schools would make it difficult, without the coöperation of the store, to reproduce the trade atmosphere necessary for real vocational training. As a result, the instruction would become abstract and theoretical, with the major portion of the effort limited to a continuation of elementary school subjects taught with reference to their application to department store work.

Character of the Instruction

The analysis of the industry shows that in each occupation or job there is a definite amount of knowledge which must be acquired by the efficient worker. A study of this analysis and of the examples of technical knowledge needed by the worker at different points in the industry will show that no such thing as a general course is possible. In every case the character of the instruction should be such that it will answer a definite need of the employee. What this instruction should be in specific cases can be settled only, on the one hand, by a thorough analysis of the occupation to determine what demands it makes upon the workers, and on the other, by a careful study of the workers themselves to ascertain how far they have been unable to meet these demands without assistance. Lessons can then be organized dealing with such subject matter as individuals or groups have failed to grasp, the lack of which limits their efficiency or restricts their usefulness. It can readily be seen that this instruction will cover a wide range of subjects, from the use of fractions needed by checkers and salesgirls in yard goods sections, to the special technical knowledge of fine furs required by the salesperson who handles this merchandise.

The method by which this instruction can best be given is in a series of short unit courses. In every case the length of the course is to be determined by the subject matter. For instance, two one-half hour lessons may be a "course," when this time is sufficient for the necessary teaching.

The group or class to which this instruction is given might be made up of those who need the same technical knowledge, although they might expect to make a different application of this instruction. For instance, the unit course on silks might be given to a group composed of salespeople from the silk section, the waists and gowns section, and the section of men's neckwear.

The report gives detailed examples of the kinds of technical knowledge needed in the different departments of the store. It maintains that such instruction cannot be successfully given by regular school teachers. As in other industries the teacher needs actual experience in the occupation for which training is given. Academic training and teaching experience are desirable and valuable, but among the qualifications demanded of a teacher of this kind they are of secondary importance.

The final chapter of the report contains valuable instructions for young persons who desire to secure positions in retail trade. These instructions cover such matters as work papers, methods of securing a position, and requirements for employment in various kinds of department store work.