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Fitting the vocational course in commerce to the needs of a particular community

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Fitting the vocational course in commerce to the needs of a particular community

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Content FITTING THE VOCATIONAL COURSE IN COMMERCE TO THE NEEDS OF A PARTICULAR COMMUNITY A Thesis Presented to the School of Education University of Southern California In partial fulfillment of the Requirements for the Degree of Master of Arts in Education By John Alvin Anderson June, 1926 UMI Number: EP69604 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. in the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI Dissertation R jblishing UMI EP69604 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code uesf ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 T his thesis, h a vin g been approved by the special F a c u lty C om m ittee, is accepted by the C o u n c il on G raduate Study and Research o f the U n iv e rs ity o f Southern C a lifo rn ia , in p a rtia l fu lfillm e n t o f the requirem ents fo r the degree o/mSTER..OP.ARTS.JN.EDUGATIOII.. D ate. OOHTEHTS Chapter Page I. Some Problems in Commeroial Education ............. 1 II. Procedure and Materials Used . .................... 7 III. Alphabetical Tabulation of Replies from Business Concerns .................... ... ,19 IV, Classification of Commercial Employees and Some Conclusions........... 29 V, Educational Training of Present and Future Employees ............................ 40 VI, Personal Qualifications of Employees ............. 45 VII. Commercial Equipment in Use........................ 47 VIII. Information Received from Graduates................ 50 IX. Recommended Courses of Study....................... 61 X, General Conclusions................................ 66 XI, Summary of Conclusions ....................... . 72 il LIST OF TABLES Table I. Table II. Table III. Table IV. Table V. Table VI. Table VII. Table VIII. Table IX. Table X. Table XI. Table XII. Table XIII. Table XIV. Table XV. Table XVI. Table XVII. Table XVIII Table XIX. Table XX. Table XXI. Table XXII. Table XXIII Table XXIV. Table XXV. Table XXVI. Table XXVII. Table XXVIII Table XXIX. Table XXX. Page Alphabetical Tabulation of Replies ............ 20 Employees Engaged in Selling ................. 30 Employees Engaged in General Clerical Work ... 32 Employees Engaged in Secretarial Work...........32 Employees Engaged in Accounting.............. .33 Miscellaneous Administrative Employees ........ 34 Employed in Transportation and Storing ........ 35 Commercial Machine Operators Employed ........ 36 Employees in Financial Positions .............. 37 Summary of Distribution of Commercial Employees .38 Education of Present Employees , .............. 40 Relative Importance of High School Commercial Subjects.................................. 41 Relative Importance of Junior College Commercial Subjects.................................. 42 Desired Personal Qualifications................ 45 Typewriters Used............................... 47 Comparison of Typewriter Equipment by Percentage.48 Adding Machines.............. 48 Bookkeeping Machines .......................... 49 Calculating Machines in Use.................... 50 Cash Registers in Use .................. 51 Miscellaneous Office Equipment ................ 51 Education of Graduates ............... .54 Most Beneficial Subjects Taken ................ 54 Extension Subjects in which Graduates are Interested................................ 55 Subjects which Graduates Think They Should Have Emphasized More........................... 55 The Graduates* Opinion of Important Heeds ... .56 Salaries of Graduates.............. 57 .Evaluation of Personal Traits by Graduates ... 58 Total Probable Openings Each Year........ .66 Probable Opportunities for Graduates Each Year . 67 1 CHAPTER I. SOME PROBLEMS IN COMMERCIAL EDUCATION Enrollment. One out of every three piipils in Amer- can public high schools is taking work in the commercial course. The report of the United States Commissioner of Education for the year 1922 indicates that about a third of all the pupils in the 13,700 public high schools examined Were making com merce their major study. This high proportion of young people studying to fit themselves for business positions suggests sev^ eral questions; 1. Is this situation a temporary one, or is there any evidence that it is likely to continue? 2. What are the aims of these pupils? Do they follow this work in high school with the object of fitting themselves also for college, or is their aim entirely vocationa.l? 3. If the commercial graduate of a high school is other wise qualified to do college work, will the colleges accept him? If not, is the basis of their refusal tradition, or the result of scientific investigation? Failing to get into col lege, what is the educational future of high school commerce graduates? 4. What pupils should take the commerce course? Those who have failed in academic subjects and choose commerce as an easier way through high school? How mcuy vocational and educational advisers most intelligently guide such pupils? 5. What subjects shall be offered in the high school and junior college commerce course and what shall determine their content? 2 6. Do the vocational opportunities in the community justify the commerce subjects offered? Development of Oommercial Education. An answer to the first question is suggested by a brief examination of the development of commercial education in this country. Com mercial subjects first appeared in public schools in 1895 when some of the larger high schools along the Atlantic coast began to introduce bookkeeping and shorthand into the curriculum. By 1910-11 the growth had spread all over the country and the 1 United States Commissioner of Education: reported that 11.3 per cent of all the pupils in public high schools that year were in commerce courses. This per cent increased to 11.7 in 1912, to 13.6 in 1913, and by 1916 had grown to 16.7. The 2 same authority in the report for 1922, which was published in 1924 and is the latest available tabulation, shows a faster rate of growth, with a per cent of about 34. At that time 10.5 per cent of all pupils were taking business arithmetic, 12.5 bookkeeping, 8.9 shorthand, 13.1 typewriting, and 7.5 other commercial subjects. The continuing high proportion of enrollment in these branches seems to indicate that from a fourth to a third of all high school pupils will continue to be in the commerce course. ^Report of U. S. Commissioner of Education for 1917, p. 559. ^Bureau of Education Bulletin Ho. 14, Biennial Survey of Education, vol. II, 1924. Puriooses of Pupils. Since the universities and col leges give but little recognition to commercial subjects for college entrance, these pupils evidently are not taking them for that purpose. In the middle west the tendency of the uni versities is to prescribe eleven of the sixteen entrance units, leaving but five that may consist of vocational subjects. In California, the restrictions in this regard are more narrow. The larger universities allow but three unrestricted units out of the sixteen. Commerce pupils in high schools, then, are evidently trying to prepare themselves for positions in busi ness. Collegce Recognition. The answer to the third ques tion is "Ho”. The colleges and universities in California will not accept a graduate of a high school commercial course unless he has had at least thirteen units of "academic" sub jects, including two years of mathematics and three of for eign language. Other prescribed units must include American history and civics, a laboratory science, three years of Eng lish, and the remainder of nonvocational subjects up to thir teen units, leaving but three that may consist of commercial subjects. Since it is impossible for a pupil adequately to prepare himself for a vocation in the business world with three units of high school work, he must early make the choice be tween college and business. That there are many young men and women in the country who have made the choice of a business career and later have found that they have the capacity and ambition for a college education, cannot be denied; but the doors of the universities are barred to them unless they take two more years of high school work. The junior colleges are in a measure coming to the help of such students, who may be admitted to "certificate" courses of standard university low- er-division standing, or to more definitely vocational courses which do not aim to prepare for further work in the universi ties. There are other institutions to which they may be ad mitted for special work, without a degree. It would be a use ful contribution to the cause of education if some qualified person should make a study of the college records of commer cial graduates with those of academic graduates with the ob ject of ascertaining the relative value of each type of secon dary education as university preparation. The mathematics and foreign language requirement is traditional in American univer sities; but the time seems ripe for careful and scientific in vestigation of the working out of this tradition to determine its relative worth in the light of present-day conditions. Changed Purpose. In the earlier history of commer cial education in American high schools it was the custom to regard the commercial course as a sort of catch-all for pupils who had failed in academic courses. While this practice pro bably resulted in some pupils "finding" themselves in high school work that seemed more nearly to touch their everyday lives and which had the vocational motive, it was perhaps wasteful of the time of many pupils whose natural ability was such that they could never succeed as clerks, salesmen, book keepers or stenographers, no matter how much time was given to the attempt at preparation. The problem of determining the minimum personal requirements for pupils who wish to enter 5 upon commercial preparation in high school could perhaps be approached through standardized guidance tests for the pupils, and job analyses, coupled with wide experience and sympathy on the part of vocational and educational advisers. Purpose of the present Study. This study is an at tempt to answer the fifth and sixth of the foregoing ques tions: What subjects shall be offered in the high school commerce course and what shall determine their content? Do the vocational opportunities in the community justify the commerce subjects offered? Consideration should be given to the problem of de termining who is best qualified to decide what makes the best preparation for employment in business houses. The individual business man, while not willing, nor indeed qualified, to under take the organization of a whole commercial curriculum, and whose opinion may be one-sided because of his close and con tinued contact with his own particular problems, is neverthe less an important individual to be consulted because he is the one who employs the commercial graduate, and it is his busi ness that gains or loses through the efficiency or inefficiency of the graduate*s work ^ He has had the advantage of learning from practical experience just how his own educational pre paration has worked out in the activities of business, and he should be capable of giving useful advice to others about to enter similar activities. It is the function of the school man so to harmonize and broaden the scope of the pupils* edu cation so that it will not be too narrowly vocational, and 6 here again the business man may be able to help if his collec tive opinion may be expressed. Where such large numbers are studying commercial sub jects for vocational purposes, is there a reasonable likelihood that they will use them, or are the schools each year turning out a large army of commercially trained boys and girls who will never be able to find positions enough to go around? The writer knows of a business college in another state that had organized and was conducting a large class of young men preparing to be come certified public accountants, when it was suddenly dis covered that two men so qualified could fill the needs of all that section of the state— and there were already four living and attempting to practice in the neighborhood. It is perhaps not necessary to justify the high school course in commerce on vocational grounds alone. The question of the educational value of commercial subjects as compared with academic subjects is not within the scope of this study. Its object is to learn as accurately as possible how nearly the commerce curriculum offered at the Pasadena high school and junior college fits the business community of Pasadena, and to arrive at some conclusions that may lead to necessary adjustments. 7 CHAPTER II. PROCEDURE AND MATERIALS USED. Procedure 3b11owed. To attain this object, a sur vey of commercial occupations in Pasadena was undertaken in November, 1925. Two questionnaires were sent out, the first to all business houses that were likely to have commercial employees, and the second to fifty recent graduates of the commerce course of Pasadena high school. In addition to the questions relating to the curriculum, advantage was taken of the opportunity to note a number of more or less closely re lated facts such as personal traits, commercial equipment, educational preparation, opportunities for promotion, salar iés, and employment turn-over. The Questionnaire. A copy of the questionnaires used in getting this information is given on the following pages. Eight subdivisions were used in the first page, of the questionnaire to business houses in order to secure a uniform classification of the commercial employees. In the questionnaire to commercial graduates, it was the desire to get a view of the situation from the stand point of students who had completed the commerce course in the Pasadena high school within the past six years, that be ing about the length of time that the course of study has been organized in its present form. In selecting the indi viduals to whom this questionnaire was sent, the choice was .confined to those who had gone directly into positions from the high school and who, as far as was known, were making a success of their work. 8 In preparing for the survey, a preliminary copy was made of the questionnaire to business men and this was submit ted for review to a number of men in education and in business, including the director of research of the Pasadena city schools and the secretary of the Pasadena Chamber of Commerce. Sug gestions made were embodied in the final form, which was then mimeographed. In order to prepare the business men for this questionnaire and to get as high a percentage of replies as possible, it was announced and explained at each one of the luncheon clubs of the city, either by a school man who was a member of the club or by some other individual who would be sure to get a hearing. On November 25, 1925 the questionnaires were distributed by twenty high school boys who had commer cial classes during the afternoons. By special arrangement these boys were excused from their regular classes for the afternoon. Each one was given a certain section of the city and it was his responsibility to see that the questionnaires were thoroughly distributed. With the questionnaire was in cluded a letter to business men signed by the head of the com merce department and by the principal, Mr. William F. Ewing. This letter explained that within a few days the students would return to collect the filled-out questionnaires. On the following Monday the same boys went over the same territory and collected the replies. There is no published list of business houses in Pasadena who employ commercial help so that it was necessary to more or less "broadcast" the questionnaires and instruct the boys doing the distributing and collecting to find out the names of such firms who did not have commercial employees, to so mark the slip containing that firm’s name, and return it. In all, 1598 questionnaires were so distributed. About 900 of them came back marked "no commercial employees", 380 were filled out, and 318 were not returned, for a variety of reasons. In selecting the firms to whom the questionnaire should be sent, the classified section of the Pasadena tele phone book was gone over by three different persons, who check ed the names of those firms who would possibly have commercial employees. The result was the 1598 firms to whom the ques tionnaire was sent. The names of these firms were typewritten on 3 x 5 cards, with one name on each, together with the address and the nature of the business. These slips were then arranged geographically, even to the street number, to facilitate dis tribution. In order to prepare the students best to handle the job of distribution, they were called together as a group and a period was devoted to explaining to them the object and method of the whole project. They were impressed with their personal responsibility and told that they would be graded upon their success in collecting complete information. Most of them undertook it as a serious piece of work and nearly all were quite zealous in their efforts. Only two out of the twenty were given a mark below passing. In these cases the territory had to be covered a second time. The importance of returning each slip was impressed upon the pupils doing the collecting. A complete reply was expected in each indi 10 vidual case and the students were quite accurate in follow ing these instructions. The project was probably worth while for the stu dents who distributed and collected the questionnaires, as it made them better acquainted with Pasadena business houses and probably stimulated their interest in business affairs. In one or two cases individuals even formed acquaintances that may result in a position upon graduation. There were many interesting experiences reported. One zealous boy went into a Japanese florist’s establishment and insisted that the proprietor fill out one of the questionnaires. The man could not read or write English but this did not satisfy the sol icitor, who was so insistent that the situation became em barrassing, and the Japanese man very much excited. Finally another collector arrived and smoothed out the difficulty. Another instance may be mentioned: Two boys were covering the Pacific Southwest office building, which contains many offices of professional men. They went into the office of one well-known attorney who was sitting with his feet on his desk, smoking a cigar. When he was approached with the re quest that he fill out the questionnaire, he informed the boys that he was accumstomed to being paid for his time and if they would pay him he would be glad to serve them; other wise not. In the next office they had better success. It was the office of another firm of attorneys equally well- known. Their office was found half filled with clients and others and the junior partner was apparently extremely busy. When the boys approached him with the questionnaire, he 11 courteously heard them through and sat down and filled it out while they waited. An important lesson in citizenship was involved in this experience for these two boys. One of them remarked later that he thought he saw the reason why the office of the first attorney was empty of clients and that of the second was filled. The tabulating of the returns took more than fifty hours of work, though the net result has been boiled down to . a few pages of tabulated material. In order to get some estimate as to how completely these tabulated data cover the commercial employment situa tion in Pasadena, and how far they may be relied upon in reaching conclusions in which the total number instead of the oronortionate number is involved, the following check up was made ; To the total number of individuals (2948) engaged in clerical occupations in Pasadena in 1920 as reported in vol.IV of the census report, was added 54 per cent, which is the estimated rate of increase since 1920. This gave 4540 as the probably number now employed. This is 500 more than the present survey shows, the total being 4040. However, the Government census includes all individuals living in Pasadena, while the present survey includes only those working in Pasa dena, and it is known that there are probably hundreds who live here and work in Los Angeles and other neighboring cities. After the replies were tabulated in alphabetical order (pp.19-26) a second check-up was made with the class ified directory and it was found that but twenty-two firms 12 known to employ at least one commercial helper had failed to return the questionnaire. A second copy of the questionnaire was sent to each of them, and the replies incorporated in the tabulated results. A conservative estimate would place the survey as between 80 and 90 per cent complete, with the prob ability nearer 90 per cent. The questionnaires to business houses and to grad uates, and the letters which accompanied them, are given on the following pages. HXOH SCHOOL Am JUNIOR COLLEOE Pasadona», California November 30, 1925. To Pasadena Business and Professional Men: The Commerce department of the Hi^ School and Junior College wishes to give its students the kind of business training that will enable them to fit into the business life *f this com^ ÿwnity. To do this best v/o think that we should know more than we do about the opportunities and responsibilities that exist for our young people In oommercial occupations in Pasadena. • Will you help us got this information by filling out the enclosed question blank? It should not take very much of your time, and the in formation and oxpre-ssions opinion which we hope to get from you will bé a real help in planning and carrying en our w#rk in commercial education. One of our students will call for this blank within two or three days. Cjprd^dl^ yours. "ead of the Commerce Department. Approved r (This is the questionnaire that was announced at several of the luncheon clubs last week.) 13 Page 1, Firm Eame smih O P ç Œ M m o jA L , o c c o p pbsadena,‘California November, 1925• _______________Business Engaged in Pilled out by^ 1. POSITIONS AND NUMBER EfelPLOIED. 1 Amounting: Male p©- IVIfinancial male Accountants... Bookkeepers... Cashiers**.*... Paymasters. Time keepers*. Gost Accoun tant a ...... Auditors..*., II Secretarial Stenog raphers. ... OÿpiSts (only), Filing Clerks, Secretaries.., Office Managers. Ill, Selling Retail Salesmen, Wholesale Salesmen, Selieitirs.*. Sales Managers... • Advertising Managers*... Fleer Walkers.... mie Fe- 711 G^eral Tellers....... Collectors..... Treasurers..... Crédit Managei^s, 7 Transporta tion & Storing Shipping or De livery Clerks.. Mail Clerks Receiving Clerks...., Stock Clerks... Invoice Clerks* Stores Managers 71 Machine Operat- Burroughs Bookkeeping. ElliottrFisher Bookkeeping. Underwood " f ^thers , Cun^tmeter Calculating. .. Burroughs » .>♦. Monroe .... Mimeograph...... Multigraph.. ... All Others. ..*. male Clerical Information Clerks... Male P©-^ male Telephone Switchboard Operators*., Telegraph Operators..., Proof Readers. Office Boys or cirls.... Messengers. Combined Book keeper^ tonag- raphers....... Combined Sales— men-Stenog- raphers.... Combined Sales— men-Bookkeepers, Mi sc e 1 Iane ous Clerical.,..•••. 7III Misceliapj^ous Executive Purchasing - Agents Inspectors . Claim Adjusters*. Insurance Managers . . * . . . . Statisticians... .j,... . Business Managers....... Others- li 2. TRAINING OF EMPLOYEES ' " In Clerical Occupations Number of Pasadena High School Graduates employed (full time} .. Number of Pasadena High School Students employed (part timej^. Number Junior College students employed,. (part time) Number of ether high school graauates employed................ Number ff business college graduâtes employed ................ Number #f University Graduates employed .................. Number of commercial employees who have had no special training Mala * # * *u f Female In training young people for business what subjects should be emphasijzed more in mur junior and senior hig^ schools? (Underscore three in each group) Spelling, penmanship, English# business arithmetic, shorthand, salesmanship, type writing, economics, bookkeeping, office practice, physical education, commercial law, others_ _____________ __________________________________ In our junior college*. English, mathematics, accounting, salesmanship, eco nomics, physical education, public speaking, business law, office practice, fi nance, foreign trade, secretarial studies, advertising, others^ 3* PERSONAL QUALIFICATIONS OF EMPLOYEES What qualifications do you require when employing young commercial workers? Please number the following in the order of their importances Industry..... Accuracy..... Initiative.... Reliability... Co-op e ration.. Leadership. . physical Vitality....... Quickness of Thought... Attentiveness........... Retentiveness of Memory, 4. OOMMEROIAL EQUIPT.ÎENT IN USE Which of the following office machines No. in use Burreughs Adding Machines....... Burroughs Commercial posting Machines. Burroughs Bank posting Machines. Elliott-Fisher Bookkeeping ” Underwood Bookkeeping Machines.. Moon-Hopkins Bookkeeping- Billing Machines.. Burroughs Calculators.......... Comptometers. ..... ... . .... Monroe Calculators ...... Dalton Adding Machines.. . Sundstrand Adding Machines..... Marchant Calculators.... . are you using in your business? No. in use Mlmecgraphers ..... Multigraphs.......... National Cash Rfgistors. Remington Cash Registers.... jther Cash Registers.... ëndenvood Typev/riters. ^ • Remington Typewriters.^*- ■Royal. Typewriters . L. C. Smith Typev/ritors iToiseless Typewriters.. Dictaphones* ..... Ediphones. ........... Todd Check Protectors.. ........I 5. COMMERCIAL HELP TURNOVER What do you estimate tO be the annual rate of turnover among your commercial eiaplic^ees? That is, about what percent of them are changed each year? _________ lASALENA HIGH SCHOOL. AHL JUHIOR COLLEGE December 7, 1925 To Graduates of the Pasadena High School Commerce Course: I am making a study of the experience that our graduates have when they go to work in business positions, with the idea of so modifying our course that it will best fit the needs of the students we are to have in the future. You are one of our graduates who I feel has made good and I v^/ould like to know more about your ?;ork and to get some suggestions from you. Will you fill out and return to mo the in closed questionnaire? With best wishes for your continued success, I am, Sincere-l-ÿv yours, JAAriSS Hedd of the Commerce Department / ^ 17 Faga. 1. (Érap.i Name SURVEY OF OOmCRGIAL OCCUPATIONS Pasadena, California November, 1925. . Employed by ____ Kind of work Length of time with present fir% 1. EDUCATION Schohl Years attended Nature of Course Taken (general* academic, scientific, commercial, etc.) Grammar School . High School , _____________________ Business College . _____ _ College or University . Which of the’ following subjects contributed most toward your success in your present position? Mark three subjects, 1, 2, 3, in order of importance to you. Spelling Penmanship^ Business English, Business Arithmetic_ Shorthand Office Training^ E 0 onomi c s Bookkeeping____ Accounting_____ Public Speaking_ English________ Typewrit ing Sale smanship___ Foreign Trade_ Commercial Law Physical Education^ Advertising_______ Business Organization Lfe.thematics_ Sciences___ Languages__ History____ Lite rat ure_ Psychology^ Would you be interested in attending late afternoon or evening extension classes of college grade in any of the foregoing subjects? Please underscore such sub jects, or add them hereto. If you had your educational work to do over again, what studies, if any, would you emphasize more than you did? 1. 2. 3. What do you regard as the most important needs of our commercial courses at the high school and junior college? Please mark three, 1, 2, 3, in the order of their importance: More vocational work Less vocational work_ More academic work__ Less academic work__ More excursions to business houses Vocational g u i d a n c e__ More business practice and less theory^______________ More theory______________ More outside reading. More severe marking 18 Page.2. (Emp.) 2. PROMOriON AND SALARY What are the opportunities for promotion in your present position? (in answering this question it is suggested that you name the nec^t position above your present one for which you would be-eJLiglble and after that succeeding positions to which you have a possible opportunity for promotion. If possible give the salaries paid.) What was the salary paid you in your first position after you finished your commercial course at school? #______ per month. How many months did you work at that salary? What v/as the nature of the position?____ __________________________. Describe your succeeding promotions, both as to salary and position after that What is your present salary? _ Remarks concerning salary matters^ per month. 3. GENERAL Are the social conditions under which you v/ork satisfactory?^ Are the physical conditions satis factory? Describe any special social facilities which your employer provides^ Would you advise other young people to train for similar virorlc?_ Which of the follov/ing traits have you found most important in your work in the business world? (Number them in the order of their importance.) Industry Reliability Physical Vitality__ Accuracy,________Cooperation Quickness of Thought Initiative Leadership ________ Good Memory________ Attentiveness Remarks : 19 CHAPTER III. ALPHABETICAL TABULATION OF REPLIES FROM BUSINESS CONCERNS The pages of this chapter consist of a tabulation of that part of the data received from business men giving the number of commercial employees. It is to that extent the raw material from which the study was made and is of value in the placement activities bf the commerce depart ment in both the high school and junior college. No special conclusions may be drawn from the table itself. The chap ters following this one contain the same material rear ranged, compared and analyzed. Table I. ALPHABETICAL TABULA- TION OF REPLIES Name A.B.C.Electric Co. Ltg.Fixt. A.B.C Transfer Co. Transfer Acme Elec. Co. Elec.Con. Acme House Cleaners Hs. Clng Alderman Co. Pest Cont A.B.Allen Dentist A.C.Allen Lawyer Allen & Bird G-en. Con. Ambler Feed & Fuel Feed,Fuel Ambler Crain,Mill. Mfg. American Railway Trans. A,B.Anderson Dentist Anderson Typewriting Co. Machines & Supplies Jewelry Railroad Collection Ins. Hs.Moving Elec.Con. A.D.Armstrong A.T.& S.F.EyCo. Austin Collection, George A.Backner C.H.Basore Go. Baines Brothers Brockton Shoe Mart,Shoes Bhend Elec.Cons.Co,Elec. F.WVBirnie Auto Elec Blankenhorn Real Estate L.W.Blinn Lumber Co,Lumber Blythe Witter & Co.Bonds Dr.H.F.Boeckman Dentist Dr.A.H.Bouok Dent ist Best Brush Co. Brushes Albert W.Blake Grain ^.A.Eown Co.,Invest. Ser. Braddock Pharmacy Drugs Braddock Phar.Br. Drugs Braden Cal.Prod. Preserving Bradley-Wise Paint,Oil J.R.Bragdon & Co,Real Estate Brenner & Wood L.0,Brockway George Brown ^^Burton M.D. Gal.Cloth.Store California Co. Carroll Hdwe.Go. Carter & Webster George P.Cary Casamajor,Doty,B.,Stocks ,Bond Casamajor,Doty,B. Bonds [ Cass Roof Co. Tile Roofing Men Furn. Architect Int.Dec. Physician MenClothi Inv. Bonds Hardware Law Law bO - P 0 o o Ü r -i •H H Cv - P C D A Ü CD CO bO d • i H rH r-4 (D CO 1 —( cd -H d •r4 6 0 d *r4 p n CO C O d C C H p <D A O C D d •H Ü cd c u o •rH p C D rH o rH (d p C D d C D c b C O d o C D d c d rH rH C D O C D • H C O ( D C D 0 rH 1 rH C Ô +3 o 3 3 2 3 5 1 1 2 2 1 3 1 1 6 1 1 1 1 2 1 1 4 1 1 8 1 1 5 7 1 1 2 2 8 6 18 3 2 2 7 1 4 5 1 11 1 1 1 1 2 1 1 2 2 4 1 7 1 1 1 1 4 6 2 1 1 4 1 1 1 3 1 3 4 1 1 20 1 21 1 1 2 5 1 8 2 2 4 4 1 4 9 1 15 1 1 2 2 5 1 8 1 4 5 3 3 3 1 4 1 1 2 4 1 1 2 2 2 4 1 1 1 1 1 1 1 1 2 1 1 1 1 2 lble I. ALPHABETICAL TABULA TION OF REPLIES Name Business bO p ; • H 0 0 o o Ü << iH CÔ •r*t + 3 ( D N Ü ( D C O bO Ü •iH r-4 r 4 ( D CO 1 —1 cd • H Ü d t d r i .r4 k bD ç d *r4 o +D CO . C O { = ; £ d H 0 > A O 0 f d • H o c d C O o h < D rH O r-4 cd A 0 G e C O b o 0 cd r-4- r-4 0 Ü C O *r4 ( D 0 0 0 rH 1 rH C D 4-> O t-» R.E.&G.W .Oazel, Lines-Shades 1 8 1 4 Central Nat.Bank Banking 5 5 5 1 16 H.0 .Chaffee Co. Grocery 6 7 47 1 33 84 Wm. Chalmers Civil Eng. Oh.of Com.& O.A. Public Bus. 4 3 6 Cit,S.Bank of Pas. Banking 4 6 5 4 3 82 City Dairy Co. Milk Dist. 3 3 1 5 City of Pasadena City 37 36 6 10 6 41 58 174 G.A,Clark Co. C.& Furn. 6 8 1 1 10 W.A.ClarkjM.D. Surgeon 1 1 Clarks Top Shop Tops & Re. 1 3 3 W.A.Cochrane Co. Real Est.Ins.1 1 3 Community Hdwe. Hardware 1 1 R.L.Coldwell Dentist Commercial Bk.of Pas. Banking 3 1 1 8 1 Com.Playhouse Ass*n.Theatricals 1 1 1 6 Commonwealth Inv.Co.Investing 1 1 Dr.J.D.Condit Physician Con.Glove & Hos.Co. Store 1 4 5 Cow Butter Store,Dairy Prod. 12 8 18 26 R.L.Cowgill Jewelry Crane Co. Supplies 1 3 3 8 3 16 J.R.Crockett Dentist F.J.Cronk Dry Goods 3 8 Dr.G.M.Crow Dentist ' Crown City Dairy Creamery 4 1 3 1 3 1 1 4 17 Crown City Ice Ice Mfg. 3 1 8 1 1 7 Crown City Mattress,Mfg.Mat. 1 8 3 Crown City Mfg.,Planing Mill 1 3 1 5 Or own Emp orium Gr ojo e r y 11 3 8 13 4 1 3 36 Crown àbtel , Hotel 3 8 4 Crown Transfer Co.,Transfer 4 1 5 Cruickshank,Brooke,Evans Attorneys 4 8 6 Bennett & Haskell Architects 1 1 3 4 Daugherty*8 Relishes,Foods 6 6 Lee S.Davis Co. Building 1 1 3 1 5 Davis-BakerCo. Real Estate 1 3 19 iH 23 C.P.Day Corp. Engr. Cons. 3 1 1 1 6 George Deacon Physician Deweys Dept.Store Dry Goods 3 2 O.E.Dickinson Druggist 3 3 5 P.S.Doane Physician 1 1 Dr.E.E.Donnelly Ost.Phys. 1 1 Dorn-Sykes Co.,Real Est.Ins. 1 3 1 4 Dunham & Thompson Attorneys 1 3 3 1 7 Dr. John Dunlop Or.Sur. 1 1 O-U-Dust Co. Mfg. 3 1 31 1 35 Table I. ALPHABETICAL TABULA TION OF REPLIES Name: Business Eastern Finances Ins^ Loans East Side Feed,Fuel F.&JF. J.Y.Edward M.D.,Prac.of M.S. S.Cal.Edison Co.Elec.L. & P. Eidemiller Print Printing Elite Catering Catering Ellis Bishop Co Ins.Real E Equitable Life Assur.Life In Everard & Co.,Mfg. & Ret.J. Drugs Dentist Phsician Bânking Banking Ost.,Sur. Men’s Wear Fair Oaks Phar. Dr.J.B.Filman A.A.Finch M.D. First Nat.Bank F.T.& Savings Dr.S.D.Fitoh Harry FitzGerald Florsheim Shoe St.Shoe Store Forest Lawn Memorial Cemetery Frick Martin & Co.Bonds H.C.Folts Elec. Cons. Fuller Brush Co. Brushes Fuller Hotel Hotel W.P.Fuller & Co.,Paints,Clas Z.B Calloway Oontr. Carben Fancy Bak.Whole,Ret. Gas Range Ex.Ap. Gas.Heat. A.G.Gehrig ' Gen.Cont. Gibson Co. Home Equip. Good & Wadsworth Ins. E.L.Goodson Rad. Business* G.C.Gossard Dentistry Granzow & Granzow Auto Ser. Graves & Pratt Motor cycle M.E.Hagadorn Hahn & Hahn Hale Elec.Co. W.A.Horsley A.R.Harvey Hawkins Drug Co. Henley & Haines Physician Lawyers Wire,Fixt. Grocery Grocery Drugs Ins. Henry & Coleman Pres. Phar. Hewson Motor Co Automobile A.M.Hiblestroo Physician Hodgdon,F.W. Phy. Surg. Hogan Fin.Mort.Co. Loans Home Furnitur e Be t.Furn. Home Tel & Tel Go. Telephone bO r , •r-f -A a o o Ü 1 —1 bû C O C O 0 a 0 •rH . " A C Q 0 A A A b rH n 0 0 o o C O + 3 A iH 0 r H • H tH C O O O b P, H Cd c d 6 cd bD •fH 0 rH H -A Ü . fd c d r H 0 *A fd w •rH A 0 rH A r H c d q rCd 0 O C D Ü rH r ; c d Ü fd C O - A 0 0 ♦A A C d 0 • A O C O C O & - > d J 2 1 3 1 1 1 3 9 4 13 4 10 5 9 7 61 1 6 1 8 1 2 5 1 1 10 3 3 6 1 2 9 3 1 4 1 1 1 1 2 3 5 2 3 3 2 2 12 2 1 3 4 1 1 2 8 2 2 1 8 9 1 1 2 1 1 1 5 2 38 4 0 52 1 9 1 2 15 1 1 4 1 3 1 11 1 1 1 3 1 2 6 2 1 12 1 1 3 3 2 2 1 1 1 1 2 . 2 3 1 4 2 3 4 2 19 4 1 2 7 3 1 2 6 3 3 1 1 2 9 9 1 3 4 8 2 4 6 1 4 1 1 7 1 1 2 . 3 2 7 3 2 1 6 2 21 6 6 10 343 1 3 8 9 Table I. ALPHABETICAL TABULA TION OF REPLIES Name Business bû •rH - P b b o o Ü r - ' C D • r- 8 - p 0 A Ü 0 CO bO b • i H rH rH 0 CO r A C d . r - l Ü b c d b • i H f a O b * i H A A -P CO C O b c d A A 0 < § • 0 b • H r b O A t o o • r H A 0 1 —1 O r-4 c d A 0 b C O b o 0 b c d rH 1 —1 0 O C O *p 4 0 0 0 !> i O rH P> a r 4 C D +3 o E-» J.A.Hook Plumb,,Hard. 1 1 1 2 5 Hotel Green Hotel 6 3 3 5 1 18 Hotel Pasadena Hotel 1 4 1 6 Hotel Vista Del Arroyo 5 2 5 7 2 21 W.K.Howard Who1e.Gandy 1 1 1 3 Howard Motor Co. Auto 5 1 2 1 2 1 2 2 16 H.S.Huckins Phy. Surg. 2 2 4 W.C.Humphreys Feed,Fuel 3 1 4 G.L.Hunt & Sons Dry Goods 4 4 paul Hunter Physioian 0 Hunter Dulin,Stock,Bonds 2 5 7 B.Herington & Sons Lumber 1 1 2 Ide & White Auto Financ 2 7 3 4 16 J.F.James R. Estate 10 10 E.P.Janes,Inc. R. Estate 1 6 34 2 1 1 1 46 Oscar Johnson 0 Johnson Lumb. Lumber Yd. 1 7 1 1 1 11 Jordan & Stout Gen. Ins. 1 2 2 5 Eafateria Shoe Store,Shoes 2 6 2 1 11 Keller Bros. Auto Deal. 4 1 10 3 1 1 20 J. H. Kindel Auto Deal. 1 1 6 2 10 Cora S.King Phy. Surg. 3 3 HvM.Kirk Dentistry 1 1 John Kleker Hardware 1 2 1 4 A.L.Kloeckner Surveying 1 1 Knight,Stetson,Lester Inv. Secur. 1 4 1 6 Lake Ave.Hard.& Furn. Hard.& Furn. 1 1 Lamanda Park Serv.Ser.Sta. 2 2 Lamanda Park Phar. Drugs 1 5 1 1 8 0.F.Lamb & Sons Fun.Direc. 0 H.B.Landreth Law 1 1 2 W.E.Langstaff Elec.Oonstr 1 2 1 4 La Vina Sanatorium 2 2 4 H.D.Leddy Attor.at Lai 1 1 Lee Radio Shop Radio 0 C.W.Lincoln Dentistry 1 1 Lincoln Nat .L.Ins. Life Ins 5 1 6 Lincoln Phar. Drugs 5 6 1 1 2 15 Lindley Motor Co. Auto 1 2 9 1 1 14 C.D.Lockwood Medicine 1 1 Logan & Bryan N.Y.St. & Bone 6 1 7 La Mariposa Hotel 0 J.B.Lyons Investments 2 2 L.G.MaoLaughlin,Brokerage 2 5 3 2 1 13 I.Magnin & Co. Ready to We£ r3 2 1 4 2 4 16 A.W.Maine Investments 1 2 1 3 Table I. ALPHABETICAL TABULA TION OF REPLIES Name Business O.H.Martin Physician T.W.Mather Co. Dry Goods Maryland Hotel, Hotel Bartlett & Mathews,Cement C Mathews Paint Co.,Whole,Ret F.C.E;,S.J.Mattison Surg. R.H.McCormick Elec.Contr. Dr.J.H.McKeelar Geo.MeLane Law McLaren Body Wks Auto Rep. McLean * s Book Shop 2nd Bks. S.M.McClure Invest.Secur. J.T.McNie Dental Labor. Frank Meline Real Estate Meyer Dept Store Dry Goods H.L. Miller Electrical E.R.Milliken Law Model Groc.Go. Whole,Retail Modern Phar. Drugs Money Back Store Furniture J.B.Morgan Elec.Con. Morse & Gates R.Estate Hunger & Hunger,Plumb.Heat. Alfred Murray Go. Building Walter M.Murphy Automobile Mutual Outfit.Co. Clothing F.C.Nash Groc.& Dep’t Nat.Bank of Com. Banking Nat.Cash Reg.Co. Retail Nat.City Co. Invest.Bank. Neher’s Phar. Drugs C.S.Newcomer Mtgs.Real Est W.G.New Myer Retail N.Y.Loan & Jewelry 0 *Hara,Livermore,Baken Interior Dec.Antiq Orange Grove Phar. Drugs Orth Van & Stor.Moving,Stor Pac.Elec.Rail. Elec.& Bus Pac.S.W.Trust & Sav.Bank Oak Knoll Br.Pac.S.W.Bank Altadena Br. Pac.S.W.Bank H.R.Packard Dentistry Parker & Parker Law J.Tyler Parker Dentistry parsons & Nelson Real.Ins. Pas.Auto Paint. A.Painting Pas.Bake.Co. Wholesale Bak Pasa.Blue Print Co. ^ bo : J -H i - f . r > : b : b • o ; o . * O : < rH Cd * 1 — A cd -A 0 A Ü 0 CO bO b •r4 rH rH 0 CO rH Cd •H o b cd r : l •H faO b *r4 A n A CO « b td A &"* A 0 & 0 b •H ,b Ü cd rH CÜ O •i H A 0 rH O rH cd A 0 b 0 CÜ3 0 b o 0 b cd r 4 rH 0 Ü CO *r4 CO 0 0 >> 0 rH 1 rH CD A O B -4 0 ! 9 4 78 2 9 3 i 5 2 2 4 1 4 3 30 . : 3 1 1 5 1 3 2 1 1 8 1 1 ; 2 1 3 1 1 1 1 2 : 1 1 1 2 1 6 1 2 3 1 1 0 : 3 3 72 1 : 2 81 : 6 3 10 1 2 3 10 2 37 : 1 7 2 1 11 1 1 ii3 11 68 5 8 4 5 18 11 2 1 5 r 1 5 6 : 1 2 1 4 : 1 1 2 1 4 1 6 : 2 3 1 2 3 3 4 4 22 0 : 1 1 10 1 1 4 : 1 1 2 4 : 8 7 88 2 38 8 2 1 1 5 4 i 2 2 2 1 7 ; 1 1 4 6 1 1 2 3 3 1 1 : 1 1 2 0 2 1 1 4 1 1 \ 1 1 2 : 2 1 4 5 11 59 ! S 18 1 1 8 2 10 12 67 : 2 4 4 1 0 : Z 3 2 2 9 1 1 X 1 0 ; 2 3 6 1 1 13 0 : 1 3 4 j 1 1 3 3 4 12 Table I* ALPHABETICAL TABULA- nTÏON OF REPLIES Name Business Pasa.Buiok Serv. Auto Repair Pasa.City Schools Schools Pasa.Cooper.Dairies Milk D. Pasa.Evening Post Newspaper Pasa.Furn.Co. Furniture Pasa.Hospital Hospital Pasa.Ice Co. Mfg. & Del.ice Pasa.Knitting Go. Pàsa.Merchants A. M.Ass’n Pasa.Milling Co. FIour,Feed Pasa.Motor Sup. Auto Access. Pasa.NatM Bank Banking Fair Oaks Agency Banking Pasa.Orange Asso.Citrus Fr. Pasa.Orien.Rug Works Rugs Pasa.Plumb.Co. Plumbing Pasa.Preventorium Pasa.Pub.Library Library Pasa.Realty Board R.Estate Pasa.Sta.& Printing Co. Pasa.Trans.& Storage ^.& 8. Pasa.Vocation Bureau Pasa.Wicker Co. Payne Furnace & Supply Co. Peop.Fin.& Thrift Ind.Loans Perkins Phar. Drugs O.E.Phillips Jewelry,Radio Chas.E.Post C.J.Platt J.E.Platt Poppy Inc. Prud.Ins.Co. Design,Build. Realtor Phy,Surgeon Clean,Dyeing Life Ins. Public Steno. Co. Pub.Steno. C.R Pyle Co. R.Estate,Ins. R.E.Ramsay Medicine Raymond Theater Theatrical J.Ross Reed Physician Reed Lore Shop Reed Furn. Res.Corp.of Cal. Auto Finan. Remington Co. Typewriters H.F.Reynolds Dentist L.L.Riccardi Lawyer Richardson & Richardson Osteo. Phys. Surg. G.E.Ri chardson,Plumb.Heat. W.H.Roberts Occulist E.Roeth Plumbing R.M.Rogers Dental Surgery b o b •H b b o o o r— CD •r~i A cd A 0 ■ A Ü 0 ZD bO b •rH rH rH 0 CD rH cd ' r i O b •rH (h b.O b mrH A r - A CD 0 b cd A e-4 A 0 A O 0 b •rH r b Ü â C O o •r4 A 0 iH O rH Cd A 0 b 0 CÎ5 0 b o 0 b Cd H rH 0 Ü CD 0 0 0 0 rH 1 rH C D A O 0 3 15 1 16 5 40 2 9 1 1 13 4 2 12 3 2 41 5 18 87 4 3 25 2 6 1 3 3 47 2 3 1 5 1 12 4 3 2 1 4 1 15 A 1 1 7 1 V 10 4 2 3 1 1 1 12 1 1 2 1 0 4 6 4 4 28 1 1 2 2 6 1 1 2 0 2 1 ' 3 0 1 1 2 2 6 1 1 1 1 10 2 2 1 5 2 2 4 0 1 1 3 1 6 1 1 2 1 1 0 1 1 1 3 2 5 1 1 9 2 2 2 2 8 12 3 5 73 5 94 1 181 2 1 1 4 1 1 6 2 1 11 1 1 2 1 1 1 1 8 9 23 2 2 0 2 1 3 1 2 1 4 1 1 1 1 1 1 1 1 2 2 4 1 1 0 Table I. ALPHABETICAL TABULA TION OF REPLIES Name Business O.S. Rohne Pub.Accountant E S.Rosenberger Drugs Carl Runde Dep’t Store Rust Furn.Co. Furniture Safeway Store Grocery Sanders Elec.Co. Fixt.Appl. Santa Fe(Lam.Park) R.R. Schlueter’s, Elec.Appliance Sec.Nat.Bank Banking 8ec.Tr.& Sav.Bank,Pasa.Br. Sec.Tr.& Sav.(Maryland) Shaffer & Nyberg R. Estate Shell Co.of Gal. Oil Bus. H.H.Sherk Physician Dr.L.Siever Dentistry Dr.A.Siewert Dentistry Silver Lake Pines R.Estate Simeral Lumber Co. Retail Siihons Brick Co. Bricks Simpson, Simpson Law R.T.I.Smith Obstetrician Auto Dealer Fuels,oils,etc Law Transportât io$ Standard Mach. Gen.Mach.Work Standard Oil Co. Whole,Ret. Star Drug Co. Drugs Stationery Vending Co. Star News Pub.Co. Newspaper W.R.Staats Co.,Gov.Mun.Bonds Smart & Final Co. Grocery Stone,Bliss,Sanford Med. Stephens & Co. Invest.Secur. Stevens Hdwe Co. Hardware G.L.Stimson Co. Design,Build Stinchcomb’s Retail Shoes S.W.Straus & Co. Bonds W.E.Smith H.R.Slayden W.A.Spill Southern Pac Strunks Groc. W.C.Stryker Summit Groc. L.C.Taylor W. C.Taylor L.L.Test Grocery Dentist Grocery Sheet Metal Life Insur. Thompson Adv.Gen Adv.& Print 1 Tile Studio Installation : 1 Tooker Gordon Real Estate Tooker-Jordan Corp Dep# Store16 bO b •iH A b b o o Ü 10 2 13 cH CD •H A cd A 0 A Ü 0 CQ bO b •A rH I— I 0 CQ cd ♦ r i Ü b cd b • rH bO b •rH A r A CQ r a b cd A E - 4 0 & 0 b •iH ,b Ü c d •rH A 0 H O rH cd A 0 b 0 < 3 U i b o 0 b cd 0 Ü m •rH t o 0 0 ) o H Î H CD A O E-« 1: 6: 5: 2: 1: 1; 1: 3: 2 1 1 13 3 4 1 1 1 1 2 3 5 11 2 3 15 3 4 11 1 10 3 34 15 5 4 4 3 3 4 4 4 3; 2: 2 1; 4 7132 1 3 14 2 3 1 3 2 2 3 4 2 11 4 6 2 1 1 1 1 2 20 1 1 2 1 1 1 1 5 23 1 1 1 1 7 18 1 2 23 2 3 9 24 3 4 3 21 21 62 9 6 26 2 1 1 18 8 1 5 2 17 8 2 20 1 36 0 1 74: 111 44 1 5 6 4 6 5 4 1 6 4 1 0 4 7 5 201 r-4 Table I. ALPHABETICAL TABULA TION OF REPLIES Name .........W ai X k ^ R9. ... Tiiroop Groc. Grocery T.H.Tupman Aut omoblie Two Sisters’ Bakery United Build.& Finance Go. VanSittert Hard. Hardware El Vovra Apart. Apartments H. Yenzke Physician Vogan Iron Works Orn. Iron Vose & Williams Marbelite A.O.Vroman Books,Station. L.D.Wagner Phy. & Sur M.R.Ward & Co. Realtors Waterhouse Manu. Orna.Iron R.G.Waterhouse Dentistry West Coast Bond & Mortgage. West Auto Supply Co. West.Union Tel Co.,Telegraph Wetherby-Kayser Footwear J.S.Wothard White,X-Ray Lab. F.H.Whitman Drugs Wine gar t Drug Co. Drugs L.A.Wolff Co. Auto Finance CVG.Wiggins Oral Surgery Wiokinson Scott,Mfg.Ltg.Fixt F.A.Williams Dentist Washer Wilson Elec.Appliai Wm.Wilson Co. Real Estate Name Blank Name Blank Name Blank Name Blank Name Blank Name Blank Name Blank Name Blank Name Blank Name Blaa k Name Blank Name Blank Wood & Wood Plumbing bo : t o m b ; 0 0 •A • •A U i 0 A : A A b > * 5 r ; 0 0 0 0 h o * c d A • P4 I —1 0 rH b 1 -H rH C D : 0 0 b P. •A I f n C d cd e A ; cd Ü0 •r f *6 ; 0 rH rH H b • A b Ü • , b cd rH b Î 0 •A b 0 ( "A A 0 rH o ; A r -f cd b ; rb 0 Ü C D O • Ü r 4 b b • Ü b 0 A Ü ; < D 0 •A A ; cd 0 •A 0 < : C D C D E - i ; ^ C Î 5 B - l 2 ij 3 4 2 6 0 3: 2 i 1 6 4 1 6 : 1 u 1 1: 1 1: 1 6 8 4i 6 7 2 2 21 2 2 1: 3 6 1 1 12 2: 2 1 1 1; 2 2 2 7 4 li 5 2: 1 39 42 1; 9 2; 5 17 : 1 1 2 2 1: 3 2 6 1: 1 2 ; 2 2 1: 1 2 2 2 1: 1 10 12 0 3! 2 8 2 15 1: 8 9 1 1 0 1 1 0 1 \ 3 4 2; 1 7 2 1 13 0 li 1 1: 1 X 3 2 2 0 22^57 1U26 151 339:237 891 j 506 4229 28 The foregoing totals do not agree,in every respect with those in the summary given in Table X. The explanation is that Table I was made up from the replies exactly as given by the business men, and the totals in Table X include some corrections discovered to be necessary when the second tab- ulation was made. Eighty nine delivery boys are listed in Table I under the heading of transportation and storing. As these employees are not within the scope of the survey, they were deducted in the tabulations on the following pages. A hundred other similar deductions were made from other clas sifications. The fact that nearly all of the important business firms in the community are represented in Table I seems to attest to the effectiveness of the method used in making this survey. The two features that perhaps contributed most to the high percentage of returns are the personal canvass of pupils and the announcements made at the luncheon clubs. The business and professional men of the community are evidently interested in the schools and willing to help in a project of this kind if it is presented in a way that gets their attention. The luncheon clubs, by their whole-hearted support of the undertaking, gave a demonstration of their possibili ties in very real and practical service in establishing a closer touch between the schools and the public they serve. 29 CHAPTER IV. CLASSIFICATION OF COMMERCIAL EMPLOYEES AND " SOME CONCLUSIONS Turnover. The data concerning employment-turnover are introduced at this point in order that the results may be used in arriving at some approximation of the total number of business positions that will be open to commercial grad uates each year. There were 157 replies from business men to this question, including those who wrote down "0**. The total came to 2033, which, divided by 157 gave an average rate of annual turnover of 12.9 (plus) per cent. As a zero rate of turnover is an impossibility, considered throughout a period of years, the 45 who so reported have been deducted from the total, leaving 112. The use of this figure as a divisor yields an average rate of employment turnover of 18.15 per cent. This per cent of the present commercial positions in the community will therefore be open to people seeking employ ment in them each year. In computing the possible number of vocational op portunities each year, the rate of increase in population must also be considered. According to the estimate of the secretary of the Chamber of Commerce, which we are assured is conservative, Pasadena’s population in March, 1926, is 70,000. In 1920, according to the census report, it was 45,354, which makes an increase of 54 per cent or at the rate of about 9 per cent per year. Adding the estimated rate of increase to the 18.15 in the preceding paragraph, an^ allow- 30 Ing further for business firms not replying to the question naire, there is apparently room for 30 per cent increase in commercial employees each year. This rate will be used in the discussion of the following tables showing the numbers and classification of commercial employees. Selling. The data given in this chapter were com piled from the replies from business houses. Of the eight classifications used the selling group proved to be the largest, disclosing the fact that 34.4 per cent of all the commercial workers in the community were salesmen. These classifications are introduced in the order of their numerical importance. Table II EMPLOYEE# ENGAGED IN SELLING Total Retail Salesmen Wholesale Salesmen Solicitors Sales Managers Advertising Managers Floorwalkers Male Female 647 370 65 0 181 30 55 2 17 7 13 5 978 414 1392 These data make it apparent that more attention should be given by the schools to the teaching of selling, particularly retail selling. The selling of goods is an occupation in which one may begin without a very extensive preparation, but this is no reason why the schools should not attempt to give the pupil a broad understanding of the functions of the salesperson, the factors that make for good salesmanship and open the door to promotion, and the ethical aspect of the occupation. One is convinced on studying the high proportion of salesmen that the school commercial de- 31 partments would be justified in encouraging, if not requir ing, a semester or perhaps a year of salesmanship of each pupil majoring in commerce. A class of thirty pupils pre- parsing to become salesmen should be made up of about 20 boys and 10 girls, based upon the sex distribution of the above table. The business community of Pasadena can appar ently absorb 278 salespeople each year— 195 men and 83 women. More discussion of such a required or recommended subject is given later in this study. General Clerical. The classification under ’ ’Gen eral Clerical Work" came second in numerical importance with 20.6 per cent of the total. This, however, includes 342 switchboard operators reported by the telephone company, who are trained by the company in a special school and pre sumably have not received any part of their technical prepar ation in the public schools. As is the case with other cor poration schools, these people can perhaps be trained better for their specialized duties by the telephone company than by the public schools. Omitting them from consideration in reaching conclusions as to the organization of school work, there still remain 491 general clerical workers, of whom 68 are female telephone switchboard operators employed by others than the telephone company. As suggested later, some training may be given to girls in this activity through the Glasses in office training. There are 85 combined book- keeper-stenographers, of whom 69 are women, indicating that this is the only combination general clerical position for which the schools need to devote much preparation. There 38 are 99 in this group to whom a knowledge of bookkeeping is essential, the two combining bookkeeping with other activi ties. The tabulation indicates that there will be general clerical positions open in the community each year for 125 women and 41 men. Table III EMPLOYEES ENGAGED II GENERAL CLERICAL WORK Total cl.342 Tel Go. ) Male Female Information Clerks 15 23 Telephone Switchboard Operators 4 410 ( Telegraph Operators 15 4 Proof Readers 6 0 Office Boys and Girls 28 14 Messengers 29 18 Combined Bookkeepers-Stenographers 16 69 Combined Salesmen-Stenographers 13 10 Combined Salesmen-Bookkeepers 10 4 Miscellaneous Clerical 71 74 207 626 833 Secretarial. The third group in numerical im portance is the group of secretarial employees, which em braces 11.9 per cent of the total number of commercial em ployees in the community. Sevehty-seven per cent of them are women and 23 per cent men. Table IV. SHOWING EMPLOYEES ENGAGED IN SECRETARIAL WORK Male Female Total Stenographers 16 185 Typists 17 27 Filing Clerks 4 39 Secretaries 17 79 Office Managers 51 13 105 343 448 There is apparently little demand for boys as steno graphers. On the sex classification given above there should normally be but two boys in each shorthand class of thirty pupils. There is apparently room in Pasadena each year for 33 89 secretarial employees, of whom 21 should he men and 68 women. It appears probablie that many general managers were included as office managers, not properly classified under the secretarial heading. Accounting. The accounting classification, with 9.8 per cent of the total, is fourth in point of numbers. It will be noted that women are apparently taking the place of men as bookkeepers, while men continue to occupy the positions of accountants. Table V. EMPLOYEES CLASSIFIED UNDER ACCOUNTING Hale Female Total Accountants 51 18 Bookkeepers 80 110 Cashiers 31 76 Paymasters 7 2 Time-Keepers 13 5 Cost Accountants 10 1 Auditors 24 7 216 219 435 The study of bookkeeping, long considered as the most important in the commercial curriculum, is not, accord ing to this table, as essential as the selling and secre tarial studies. However, it must be borne in mind that there are many individual positions in other classifications to whom a knowledge of the subject is necessary. There are 99 individuals in the general clerical classification and 191 in the machine operating group who are doing work that is definitely of a bookkeeping nature. This fact should be noted in a study of the relative value of commerce subjects. Not counting these, to avoid duplication, the opportunities each year for accounting employees total 43 men and 43 women. 34 Miscellaneous Administrative. This group is cal-1- ’3d miscellaneous "executive" in the questionnaire, but since "administrative" is more nearly characteristic of their duties, they will appear henceforth under the latter title. Under this classification 6.9 per cent of the total are listed, there being 181 men and 97 women. This includes 52 librarians listed by the city libraries, most of whom have had special library training in institutions outside of Pasadena but who are included because the duties of most of them are to a certain extent clerical, especially as regards filing and typewriting. Table VI. MISCELLANEOUS ADMINISTRATIVE EMPLOYEES Male Female Total Purchasing Agents 29 22 Inspectors 12 1 Claim Adjusters 5 2 Insurance Managers 12 4 Statisticians 5 3 Business Managers 63 1 Others 55 12 (Librarians, City, Female) 52 181 97 278 There is apparently room in the community each year for 12 male business managers, only one woman being listed under this classification. Some attention should be given to business organization and management in the Junior college, though it is questionable if a subject of this nature could be made room for in the high school course. There is but one additional classification under this general grouping that seems to warrant special atten tion, and that is listed under "others". These employees— 55 male and 12 female— are probably engaged in occupations 35 connected with management and may be provided for with th0se listed as business managers. An important service may be rendered the community in giving clerical training to pu pils who are expecting to become librarians, as suggested above. In drawing conclusions from these data, it must be recognized that most of these administrative positions are not open to beginners, but are rather positions dependent upon promotion. Transportation and Storing. This classification takes up 6.2 per cent of the total, 90 per cent of them being men and but 10 per cent women. Shipping or delivery clerks, the second largest group under this heading, and stock clerks, the third largest, should receive some special consideration in the high school and junior college classes in salesmanship and merchandising. The term "Stores mana gers" was evidently misinterpreted by many business men to mean general managers, and it is probably not safe to draw conclusions from this item. There will apparently be room for 45 men and 5 women each year under this general group ing. The figures do not include 230 trainmen reported by the Pacific Electric Railway. Table VII. EMPLOYED II TRANSPORTATION AND STORING Shipping or Delivery Clerks Male 35 Female 3 Mail Clerks 12 0 Receiving Clerks 30 3 Stock Clerks 69 9 Invoice Clerks 8 5 Stores Managers 230) 73 3 (Trainmen, P. E. By. 2 ë 7 23 250 Machine Onerating. The machine operating group. 36 seventh on the list in the order of numerical importance, includes bank bookkeeping machine operators, which it was expected would be the largest single classification in this branch of commercial employment. Under "others" are listed more than twice as many, indicating that perhaps a number of bank bookkeepers were listed under the general classification, or that some hand bookkeepers were in cluded. Table VIII. COMMERCIAL MACHINE OPERATORS EMPLOYED Male Female Total Burroughs Bookkeeping 41 16 Elliott-Fisher Operators 0 11 Underwood Bookkeeping Moh.Oper. 2 5 Other, Bookkeeping 93 24 Comptometer Operators 3 11 Burroughs Calculating Mch.Oper. 6 6 Monroe Calculator Operators 5 4 Mimeograph Operators 1 8 Multigraph Operators 0 3 All Others 1 1 152 89 241 It is probable that in a community of this size most of the operators of duplicating and calculating machines do this work in addition to other duties, the table thus representing merely the number who do this exclusively. The numbers of each kind of these machines, given later in the table showing commercial equipment in use, make this evident. This would probably not apply so closely to the bookkeeping machine operators, whose duties are less general. There are 191 in this group to whom a knowl edge of bookkeeping is desirable, if not necessary. The business community will apparently be able to absorb 30 men and 18 women each year in the machine operating group. 37 Two thirds of the bank Burroughs machine operators are men, and the operators of other bookkeeping machines are almost exclusively women. Financial. The financial group is eighth and last on the list in numbers. More than half of the whole classi fication are tellers, probably for the larger part in banks, and of these 70, or 84 per cent, are men. Collectors and credit managers, respectively, are second and third in number. Tel ler practice should be given some attention in the office training classes discussed later in this paper, and collec tions and credit management embodied in the junior college course in business organization and management. The busi ness field in Pasadena can apparently take care of 38 men and five women each year who are classified as financial workers. Table IX. EMPLOYEES IN FINANCIAL POSITIONS Male Female Total Tellers 70 17 Collectors 38 1 Treasurers 11 3 Credit Managers 21 3 140 23 163 Summary. Discussion of each of the above groups ha,8 already been given with the presentation of tables II to IX. Attention is again called to the numerical importance of the selling group. For purposes of ready comparison of the relative size of commercial employment groups, the following table is given: 38 Table X. SUMMARY OF DISTRIBUTION OF COMMERCIAL EMPLOYEES Arranged in Order of Numerical Importance: Male Female Percent of 1. Selling 978 414 1392 34.4 2. General Clerical 207 626 833 20.6 3. Secretarial 105 343 448 11.9 4. Accounting 216 219 435 9.8 5. Miscellaneous Adm. 181 97 278 6.9 6. Transportation and Storing 227 23 250 6.2 7. Machine Operating 152 89 241 5.9 8. Financial 140 23 163 4.3 Totals 2206 1834 4040 100. The rate of turnover is an important thing in find ing the probable number of positions open to high school grad uates in the business community each year. It is difficult to reach a definite and dependable figure for this; and after one ha.s reached a ratio, its application under varying condi tions is uncertain. An effort has been made to be conserva tive in estimating the number of vocational opportunities in this chapter. No account has been taken of the opportunities that undoubtedly exist for graduates of the Pasadena high school and junior college in business houses in Los Angeles. Possibly there are more Pasadena graduates employed in Los Angeles than the reverse. Positions combining the duties of bookkeeper-steno- grapher, bookkeeper-typist, stenographer-salesman, and book- keeper-salesman are comparatively rare. The largest of these groups is that of bookkeeper-stenographer, of whom there were 85. Of these 69 were women. The conclusion is that an indi vidual must endeavor to prepare himself definitely to be a stenographer, a bookkeeper, or a salesman, before trying to fit himself for a combined position. 39 Similarly it will not be worth while for the schools to train commercial workers who are qualified only for type writing. The secretarial group includes but an insignificant number of workers whose sole duties are typewriting. It is clear that if one expects to be a secretarial workers, short hand must be included. That bookkeeping is still an important study is evi dent by the numbers who use it. According to the tables in this chapter, 725 are reported as engaged in some form of bookkeeping or accounting work; and while there appears little justification for regarding this subject as forming the back bone of the commerce course, there is still sufficient reason for making it a general requirement for commerce pupils. Three general requirements appear thus justified for all pupils majoring in commerce: a year each of salesman ship, bookkeeping, and typewriting. 40 CHAPTER 7. EDUCATIONAL TRAINING OF PRESENT AND FUTURE EMPLOYEES Present Employees. The object of this question to business houses was to ascertain, so far as possible, the ex tent of educational preparation which, their commercial employ ees had received and to determine in a very general way the institutions which they had attended. It will be noted that educational data were obtained on but little more than half of the total commercial employees reported. The significance of this table must therefore depend upon the percentages rather than the totals. Table XI. EDUCATION OF PRESENT EMPLOYEES Male Female Total Percent Number of Pasadena High School Graduates Total Employed Full Time ——————— —159 145 304 21.2 Number of Pasadena High School Graduates Employed Part-Time ———————— 41 5 46 3.2 Number of Junior College Students Employed Part-Time ———————— 15 2 17 1.2 Number of Graduates of Other High Schools Employed Full Time —— ————— —164 210 374 26.0 Number of Business College Graduates Employed ———————————— —119 144 263 18.3 Number of University Graduates Employed —————————— —— —115 29 144 10.0 Number of University Students Employed- -6 0 6 .5 Number of Employed Without Any Special Commercial Training- ------ -228 54 282 19.6 Total reported on 847 589 1436 100. It is apparent that with the growth of the community there have come to Pasadena many graduates of other high schools who have taken positions as commercial workers. That is the 41 largest group of any given under educational preparation. Had these workers been long residents of the community, many of them would probably have been graduates of the Pasadena high school, which group is second with 21.2 per cent of the total. The third classification in size is the group listed as with out special commercial training. These, it will be noted, are mostly men (81 per cent), indicating; apparently, that there are five times as many opportunities for untrained men to secure commercial employment as there are for untrained women. In tabulating the data it was observed that the larger part were in the selling group. Important Subjects. Business men were asked to underscore three most important high school subjects out of a group of twelve commonly found in commercial courses of study. The following tabulation gives their response. Table XII. RELATIVE IMPORTANCE OF HIGH SCHOOL COMMERCIAL SUBJECTS No. Votes 1. English 150 2. Spelling 136 3. Business Arithmetic 134 4. Penmanship 100 5. Salesmanship 91 6. Bookkeeping 51 7. Office Practice 39 8. Typewriting 31 9. Commercial Law 28 10. Shorthand 26 11. Physical Education 23 12, Economics 20 The business man evidently wishes his employees thoroughly trained in the fundamental subjects of English, spelling, Arithmetic and penmanship. He says so in no un certain terms. These four studies received more than three- fifths of the votes cast for all of the twelve. Of the more 43 specialized subjects salesmanship led, followed by bookkeeping. A similar list of thirteen junior college commercial studies was included in the questionnaire and the business man was asked to evaluate them by underscoring the three he regard ed as of the highest relative importance. Table XIII. RELATIVE IMPORTANCE OF JUNIOR COLLEGE COMMERCE SUBJECTS No. Votes 1. Engli sh 155 2. Salesmanship 95 3. Mathematics 85 4. Accounting 70 5. Business Law 65 6. Publie Speaking 62 7. Office Practice 43 8. Secretarial Studies 37 9. Economics 37 10. Finance 26 11. Physical Education 25 12. Advertising 24 13. Foreign Trade 2 English again leads by a wide plurality, but sales manship, a specialized subject, is second and mathematics third. The conclusions drawn from these tables point unmis takably to the necessity for more thorough preparation in the use of the English language. Proposals for meeting this sit uation are made later in this study. Although graduates of outside high schools consti tute the largest single group of commercial workers, it seems probable that this condition will change with the stabilizing of the population when the rate of annual growth becomes more nearly normal. Local institutions may probably count on fill- -ing more and more of the vacancies in competition with out siders. It is increasingly important, therefore, that the local schools endeavor to make their program of comercial education fit the conditions of the business community as near 43 ly as possible.- More effort should be made to keep the busi ness men of the community in touch with the possibilities of securing good commercial help at home. Young women entering the field of commercial employ ment should be advised of the difficulty which untrained wom en are likely to encounter in securing commercial positions. Table XI shows that but 54 untrained women are employed in commercial positions in the city at present. With a vacancy possibility of 20 per cent per year, there would be room for but 11 such workers annually. More emphasis must be placed upon the teaching of English and the other fundamental subjects of spelling, sales manship, and arithmetic. These four subjects lead in impor tance in the opinion of business men as shown by Table XII. Part of the need for more English instruction may be met by requiring more English in the commercial course as suggested later in this paper; but a difficult situation arises with regard to penmanship, spelling, and business arithmetic: The Gal ifornia State Board of Education passed a ruling in 1924, ^ to become effective in July 1927, forbidding the high schools of the state to allow credit for these subjects toward high school graduation. Clearly there is need for the business man to be given an opportunity to be heard on the subject. The evidence of the value of these fundamental subjects as ^Circular letter to high school principals from California State Department of Education, dated July 2, 1924, 44 part of the high school commerce curriculum is overwhelming, as far as the situation in Pasadena is concerned. If the Pasadena business community is a cross-section of the larger business community of the state, which seems probable, then there can be no doubt that business men, if given s j i oppor tunity to express themselves, would ask for a revision of this ruling. Strong efforts to get this expression before the state board should be made. The study of salesmanship should be emphasized more, particularly in the junior college. Business men gave it fifth place in importance as a high school subject and second place as a junior college subject. 45 CHAPTER VI. PERSONAL QUALIFICATIONS OF EMPLOYEES On the questionnaire ten traits were listed and business men were asked to number them from 1 to 10 in the order of. their importance as personal qualifications of commercial employees. The results were scored by giving a value of 10 to each first-place vote, 9 to each second-, 8 to each third-, 7 to each fourth—, 6 to each fifth-, 5 to each sixth-, 4 to each seventh-, 3 to each eighth-, 2 to each ninth-, and 1 to each tenth-place vote. Table XIV. SHOWING DESIRED PERSONAL QUALIFICATIONS Score Per cent 1. Reliability 2419 17. 2. Accuracy 2095 15, 3. Industry 1748 12.5 4. Initiative 1717 12. 5. Cooperation 1530 11. 6. Quickness of Thought 1076 8. 7. Attentiveness 1040 7. 8. Physicy&l Vitality 934 6.5 9. Retentiveness of Memory 884 6. 10. Leadership 586 4. The above table shows that reliability is clearly the most desired trait. This is not surprising as it is a general term that in a measure covers all the others. Ac curacy, the second most desirable quality, is one that may be taught very definitely in many commercial subjects. The others may be emphasized as a part of certain subjects. The knowledge of the business man’s evaluation will add weight to the teacher’s advice. Leadership is apparently not valued highly by employers of commercial workers. Later in this study (Table XXVIII, page 58) is presented the graduates’ opinion of these traits. In both 46 lists reliability and accuracy are the first two traits in importance, though the order is reversed, the business man placing the greater importance on reliability and the grad uate on accuracy. The very large pluralities given these two traits and the agreement of the two groups as to their importance is full of meaning to commercial teachers. Quick ness of thought, attentiveness, leadership and even physical vitality, sink into comparative insignificance when compared with reliability and accuracy. Business men want to be able to depend upon their employees to do the task assigned, in an accurate manner; and the fact that both of these groups rate initiative in fourth place indicates that both recognize the importance of the individual’s being able to think for himself and act for himself in the carrying out of the as signed task, A commerce department should of course refuse to graduate or recommend any student found to be deficient .in either of these traits. To send one of them into a business house would be only to delay the crash for which he is evi dently headed, and the public, having paid the cost of the ybusiness education” which he has been given, would now pay for the experience of learning that he is incompetent. 47 CHAPTER VII GOmiERCIAL EQUIPMENT IH USE There is certain standard equipment used by busi nesses, and it has been the practice during recent years for high school commercial departments to equip themselves to train pupils in its use. What ha.s guided the schools in the choice of the equipment bought for instruction purposes? If pupils are to fit into the business community it would seem a reasonable policy to teach them to use the kinds of commercial machines they will use when they go to work. The present survey therefore included a census of office equipment. Typewriters. There are more typewriters in use than any other single machine. It was found that the Under wood and Royal were the leading makes, 73 per cent of all typewriters in use by business houses in the community be ing of these two kinds. Table XV. TYPEWRITERS USED Per cent Royal 365 37.7 Underwood 247 35.1 Remington 92 13.1 L. 0. Smith 73 10.4 Noiseless 11 1.6 ' Others 15 2.1 There are of course many more typewriters than this in use in the community; but the enumeration is confined to business use only. The typewriter equipment of the commerce department in the Pasadena high school and junior college in March, 1926, is shown in the following table, with a compari son with the foregoing table to show how nearly the school equipment coincides with that of the business community. 48 Table XVI. COMPARISON OF TYPEWRITER EQUIPMENT BY PERCENTAGE In Community In Schools Schools too few Schools too Royals 37.7 ^ 27.5 ^ 10.2 ^ many Underwoods 35.1 42.5 7.4 Remingtons 13.1 14.2 1.1 L. 0. Smith 10.4 15.8 5.4 Noiseless 1.6 0 1.6 Others 2.1 0 2.1 100.fo W U T f o 13.9 f o 13.9 ^ “ The small number of machines reported as “Noise less" and “Others" does not justify their use for teaching. If the equipment in the school is to coincide with that in the business community, the number of Royals should be in creased and the Underwood, Smiths and Remingtons decreased. However, since all these machines have the standard keyboard and it is possible to transfer from one to another without prolonged loss of efficiency, the item of the make of type writers is perhaps not of primary importance so long as the school equipment approximates that of the business houses employing high school and junior college graduates. Adding Machines. That the commerce department should be equjpied for teaching pupils how to run the Bur roughs adding machine seems well established by the numer ical importance of the Burroughs in business houses of the community. Table XVII. ADDING MACHINES Burroughs 209 Sundstrand 50 Dalton 21 Victor 6 American 1 Others 6 The Sundstrand and Dalton represent the same gen- 49 eral principle in their keyboard, which is fundamentally dif ferent from the Burroughs. If the adding machine equipment of the commerce department should be as high as four machines, one of them should be a Sundstrand, which arrangement would coincide with the use of the machines in the community. Bookkeeping Machines. Banks and the larger retail stores of the community show a quite general use of book keeping machines, the most numerous being the Burroughs bank posting machine, followed in order by the Burroughs commercial posting machine, the Elliott-Pisher, and the Underwood Bookkeeping machine. Table XVIII. BOOKKEEPING MACHINES Burroughs Commercial Posting Machines 18 Burroughs Bank Posting Machines 41 Elliott-Fisher Bookkeeping Machines 12 Underwood Bookkeeping Machines 6 Remington Bookkeeping & Billing Machines 3 Moon-Hopkins Billing & Bookkeeping Machine 1 Bookkeeping machines are costly equipment; but these standard machines last for many years and the first cost must be distributed over the whole period of their use. There are enough of the two types of Burroughs book keeping machines in the business community to warrant at least three of these machines in the commerce department, two of which should be arranged for bank posting and one for commercial posting. Calculai ing Machines. Exclusive of the adding and listing machines there are two main types of calculators— key-driven and crankrtdriven. Of the first group there are 35 listed and of the second 27. ' Equipment in each type should therefore- include an equal number of Comptometers and 50 Monroes, these being the leaders of each kind. Table XIX. OALOULATIIG MACHINES IN USE Monroe Calculators 23 Comptometers 26 Burroughs Calculators 9 Merchant Calculators 5 Comptographs 1 Table VIII, showing the number of calculating ma chine operators in the community, taken in comparison with the above table, makes it evident that most employees use the calculators merely as a part of their duties and that only a few do this work exclusively. This would indicate that the school should train as many as possible of its com merce pupils in the fundamentals of machine calculation, but that it would not be justified in spending much time in train ing for speed operation. The maximum number of calculating machines justified under present conditions would be not more than three of each type, three Monroes and three Comp tometers. DuplicatinR: Machines. Thirty-nine mineographs and 24 mult 1graphs are reported in the replies from business men. Here again the employment classification data indicate that operating these machines is but a part of the duties of the secretarial helper. It seems probable that at least two in dividuals in each office are able to operate the duplicating machines. If this is true, then about 114 commercial workers are employed in using them. Allowing for 20 per cent increase each year, not more than 23 individuals need be trained an nually for this work by the schools. This could be accomplished by a single machine of each type in the commerce department. 51 The present equipment of Pasadena high school and junior col lege includes three mimeographs, which is three times as many as are needed for instruction purposes. The extra two must be justified by their use for administrative purposes. dash Registers. With the evident importance of salesmanship it appears evident that the school should give some instruction in the use of the cash register. As its operation is not difficult to learn, one machine should be enough to serve the whole requirement. A recommendation concerning the teaching of cash register operation is made later in this paper. Table XX. CASH REGISTERS IN USE Per cent of total National Cash Registers 141 82.5 Remington Gash Registers 11 6.4 Others 19 11.1 171 100. Miscellaneous Office Equipment. It appears evident that the commerce department should have one Todd check pro tector, but that is the only kind of machine that seems war ranted in the following list. Table XXI. MISCELLANEOUS OFFICE EQUIPMENT Todd Check Protectors 97 Other Check Protectors 37 Ediphones 9 Dictaphones 6 Addressographs 3 Folding Machines 1 Sealing Machines 1 The small number of dictating machines appears hard ly to justify the expense of purchase and maintenance by the school department. Possibly such an investment could be just ified if the machine could be used as an aid in the shorthand 52 classes. Otherwise its usefulness as a teaching device in this community is not worth its cost. The data presented in this chapter make it evident that the aim of instruction in the use of office equipment should be general rather than specialized. Beginning with the type writer— the use of which is so widespread that no young com mercial worker can be said to be equipped if he does not have the ability to use it efficiently— and continuing in diminish ing degree through other standard commercial machines including the cash register, the adding machine, the calculating machines, the bookkeeping machines, and the duplicating machines, the commercial pupil should be given a period of instruction on each one. The aim should be to make him familiar with the whole field of mechanical office equipment as a part of his business education, but not to make him a speed operator, of any one. As pointed out in the discussion of each type of equipment, there is a large enough representation of each kind of the standard machines in the Pasadena business com munity to justify the schools in supplying for the use of commercial classes a completely equipped model office. Further discussion of the instruction in office train ing is given in the chapter on proposed courses of study on a later page. 53 CHAPTER VIII. INFORMATION RECEIVED FROM GRADUATES Of fifty questionnaires sent by mail to selected graduates of the commerce department, twenty-three were filled out and returned, eight were returned undelivered because of wrong address, fourteen were not heard from, and five telephoned or reported in person that they expected to reply soon. This low percentage of returns of a questionnaire sent by mail (52 per cent), as compared with the personal canvass method used in the one sent to business men, suggests two things; (l) Questionnaires sent out by mail are much less effective, even where personal interest is involved, than those distrib uted and collected by personal visits. (2) The secretarial training classes should make some study of the obligation conferred by a self-addressed stamped envelope. Twenty-two complete replies were received from grad uates of the commerce course in response to this special ques tionnaire, a copy of which is shown on pages 17 and 18. The first question asked about educational preparation, both in the high school and after graduation. It is recognized that too many general conclusions, must not be* drawn:from a group representing but: a minority ^ ] of the total number of recent graduates. The selection of young commercial employees to whom the questionnaires were addressed, as previously explained, was purposely confined to those known to be employed at present and making at least a reasonable success of their work. Education. It is evident that very few graduates 54 of the commercial course go on to college. Probably the three who attended the university from 1^ to 2 years were the same three who took the general college preparatory course in the high school. Table XXII. EDUCATION OF GRADUATES Completed grammar school 22 Completed high school 22 Took course in business college afterward 3 Attended college or university from 1^ to 2 years 3 Took general college preparatory course in high school 3 Took commercial course in high school 19 Subjects Contributing: Most Toward Success. Twenty- four subjects were listed and it was asked that they be num bered 1, 2, and 3 in the order of their importance. In . ■ scoring the votes a value of 3 was given to each first-place vote, 2 to each second-place, and 1 to each third-place vote. Numbers higher than 3 were disregarded. Some voted on as high as 14 different subjects. Table XXIII. MOST BENEFICIAL SUBJECTS TAKEN Score Score Typewriting 33 Business English 6 Office Training 29 Business Arithmetic tied Shorthand 24 Commercial Law, Languages, Public Speaking “ Bookkeeping 10 English Economics " Penmanship 9 Salesmanship, Mathematics " Typewriting, office training and bookkeeping appear justified as general requirements for all commerce pupils, and shorthand for all in the secretarial division. Junior College Classes in which Interested. It was desired to ascertain what subjects would be of interest to commercial graduates in extension or part time work in the junior college. Accordingly a list of 24 subjects was pro- 55 vided and the graduates were asked to underscore the ones they would possibly take up while continuing their work. The following subjects are numbered in the order of their importance as indicated. Table XXIV. EXTENSION SUBJECTS IN WHICH GRADUATES ARE INTERESTED 1. Bookkeeping 2. Shorthand, Psychology, Business Practice, Languages-tied 3. English 4. Literature 5. Mathematics The information given in this table will be use ful in planning junior college extension work, though the number replying to the question do not suggest a wide in terest . Subjects Needing More Emphasis. The graduates were asked to indicate what subjects would be emphasized more if they had their high school work to do over again. The following table shows the subjects so indicated, listed in the order of their importance. Table XXV. SUBJECTS WHICH GRADUATES THINK THEY SHOULD HAVE EMPHASIZED MORE 1. English 6. Spelling 11. History and Civics 2. Business English 7. Spanish 12. Commercial Law 3. Shorthand 8. Accounting 13. Mathematics 4. Bookkeeping 9. Office Practice 14. Public Speaking 5. Language 10. Penmanship It will be observed that English again leads in the opinion of the graduate. Most Important Needs of the Commercial Course. In order to secure an expression from the graduates on general objectives and practices in commercial training as offered at the Pasadena high school, ten general suggestions were made 56 and the individuals were asked to number three of them 1, 2, and 3 in the order of their importance in the improvement of the work. The replies were scored as before by giving first- place votes 3 points, second-place votes 2 points, and third- place votes 1 point. Table XXVI. THE GRADUATES* OPINION OF IMPORTANT NEEDS Score 1. More business practice, less theory 41 2. More vocational work 29 3. More visits to business houses 13 4. More outside reading 9 5. More academic work 6 6. Vocationad guidance 5 7. More severe marking 4 8. More theory 2 It is clear that these graduates are almost unanimous in their belief that the practical side should be emphasized. In tabulating the restklts it was discovered that all of the first-place votes were given to the first three questions above listed. Opportunities for Promotion. Asked as to the oppor tunities for promotion in their present positions, eleven re plied that there were opportunities in other positions with the same concern. One replied that promotion was dependent upon the growth of the business. The answers to the questions about future salaries were so few and so vague that no attempt will be made to present them here. The trend of the replies to this question of promotion indicates that the majority are alive to the possibilities of promotion and are working toward it. Past and Present Salaries. Graduates of the high school commerce course receive a median salary of $75 a month 57 when they take their first positions, work four months at that salary, and are a present receiving a median salary of $97.50 a month. These figures represent, it must be kept in mind, but 23 graduates, all comparatively recent. A larger group extending to earlier years would no doubt show a higher salary. Table XXVII. SALARIES OF GRADUATES A. Beginning Salaries-, per month Amount Nc $50 52 55 60 64 65 75 80 85 110 B. Months Worked at 0. Present Salaries Beginning Salaries per month Receiving Months No. Working Amount No. Re< 2 1 3 $60 1 1 2 1 70 3 1 3 5 75 1 5 4 3 80 1 1 6 3 85 1 1 8 2 90 3 5 9 2 95 1 3 24 1 100 1 3 105 1 1 110 1 115 1 125 3 140 1 200 2 250 1 Since the salaries paid have but an incidental con nection with the primary purpose of this study, which is to fit the course of study to the needs of the community, and since the group of graduates under discussion, while prob ably representative, is but a fraction of the total, no ex tended discussion of salary matters need be taken up here. The questions asked of graduates concerning promo tion, salaries and social conditions yielded no data, from which any special conclusions may be drawn, but, like various other units of this study, they may have value in vocational guidance and their inclusion seems justified on those grounds. Twenty-one replied that social conditions were satis- 58 factory and one that they were not. Ten reported that their employers were providing special facilities for social purposes. Asked if they would advise other young people to train for the same kind of work they were doing, twenty-one of the graduates replied "yes” and one replied "no". Kinds of Firms Employing these Graduates. Ten of the graduates included in this questionnaire were employed in banks, two each in mercantile establishments, bond houses, and gas companies, and one each in life insurance companies, building contractors, realty companies, steel companies, sales engineering, and the Los Angeles stock exchange. With nearly half in banks, it is evident that bank organization, banking practice in all kinds of clerical detail, a study of the local banking community, and the building up of the special vocabu lary used in banking work, should be included in the commerce course. This may be made a part of the subject of office train ing, recommended later in this paper. Personal Traits. This group of employed graduates were asked to number ten personal traits in the order of their importance toward success in a business position. The follow ing table gives the replies, scored as before, a first-place vote counting 10 points, a second— 9, etc., to tenth-place votes at 1 point. Table XXVIII. EVALUATION OF PERSONAL TRAITS BY GRADUATES Per cent Per cent 1. Accuracy 19.42 6. Attentiveness 7.26 2. Reliability 19.21 7. Industry 7.25 3. Cooperation 11.84 8. Leadership 5.13 4. Initiative 11.42 9. Physical Vitality 4.47 5. Good Memory 10.70 10. Quickness of Thought 3.41 59 In the evaluation of these traits by business men, reliability was first and accuracy second. The graduate rates these two first but in reverse order, with accuracy first and reliability a close second. Industry, rated third by the busi ness man, was given seventh place by the graduates. The rest of the traits were rated in about the same order by both groups. The fact that stands out is the importance of reliability and accuracy in the opinions of both the business man and the grad uates. As pointed out in the discussion of table XIV, accuracy is a trait that may very definitely be developed in several commercial subjects, and it should be especially emphasized in bookkeeping, shorthand, typewriting and office training. Reliability may less definitely be inculcated in class work, but it is clearly a trait that every teacher of commerce sub jects should try to develop and encourage in his pupils. The graduate recognizes the importance of better preparation in English, as made clear by Table XXV. The evi dence of this need is thus made doubly convincing when consider ed along with the business man’s opinion set forth in Tables XII and XIII. Typewriting was named by the graduate as of first importance among the most beneficial subjects of a more strictly vocational nature. This adds justification for the general requirement of a year of this subject for each commerce major, mentioned in the concluding paragraph of Chapter VII. This group of graduates is almost unanimously of the belief that the commerce course should contain more actual business practice and less theory. Before drawing conclusions from this expression it must be borne in mind that this group is 60 made up largely of individuals who are still in their first positions, confronted by the necessity of making good in rou tine duties and not concerned as much with underlying princi ples; but the necessity of keeping instruction on a practical plane is evident from this expression from graduates who are facing immediate problems. Beginning salaries — $75 a month — seem quite low, and the time which this group had to.work at the beginning salary — four months — quite long. Two of the individuals in the group are earning $200 a month each, and one $250, indicating that the road to promotion is still open for those who are prepared and capable. 61 CHAPTER IX , RECOMMENDED COURSES OF STUDY A. Hig:h School The course of study on the next page is based upon the one which has been used at the Pasadena high school, with the following changes suggested by the survey; General science placed in the ninth year to make room for salesmanship in the 10th; salesmanship required of all commerce pupils; an addition al semester of English, called Current Business Literature, re quired in the 13th. Blank lines indicate electives. Other subjects are arranged to conform to state and local require ments. j General Science in the 9th year meets the state re quirement of a year of laboratory science. American Citizen ship and Occupations in the 9th year constitute one unit of the required social science major, of which Economic Geography in the 11th year or Industrial Economics in the 18th provides a half-unit, and a year of American History and a semester of Civics in the 11th and 13th complete the three units. Physical Education is required in each year. It is suggested that the year of Home Making required of all girls be taken in place of the electives offered in the 11th and 12th years. No provision is possible to meet the need for high school instruction in penmanship and business arithmetic since the state board rulings at present forbid their inclusion as high school subjects. The need is none the less recognized. 62 Accounting RECOMMENDED COURSE OF STUDY High School Secretarial 9-1 English Junior Bus. Training General Science American Citizenship Physical Education 9-2 English Junior Bus. Training General Science Occupations Physical Education 10-1 English Salesmanship Bookkeeping Typewriting Physical Education 10-2 English Salesmanship Bookkeeping Typewriting Physical Education 11-1 Business English Bookkeeping Economic Geography English Junior Bus. Train. General Science American Citizenship Physical Education English Junior Bus. Training General Science Occupations Physical Education English Salesmanship Shorthand Typewriting Physical Education English Salesmanship Shorthand Typewriting Physical Education Business English Shorthand Typewriting Salesmanship English Junior Bus. Train. General Science American Citizenship Physical Education English Junior Bus. Train. General Science Occupations Physical Education English Salesmanship Bookkeeping Typewriting Physical Education English Salesmanship Bookkeeping Typewriting Physical Education Business English Commercial Illustrât it Retail Selling Physical Education Physical Education Physical Education 11-2 Business English Bookkeeping American History Physical Education 12-1 Office Training Cur. Bus. Literature American History Physical Educat ion 12v2 Office Training Industrial Economics Civics Physical Education Business English Shorthand Typewriting American History Physical Education Office Training Cur. Bus. Literature American History Bookkeeping Physical Education Office Training Industrial Economics Civics Bookkeeping Physical Education Business English American History Retail Selling Physical Education American History Cur. Bus. Literature Bookkeeping Advertising Physical Education Industrial Economics Civics Bookkeeping Sales.Laboratory Physical Education 63 B. Junior Collège By electing a sequence of studies allied to salesman ship or accounting, the two-year junior college student may fit himself, on completion of the first group, to be a salesman or an accountant, and on the completion of the second group a secretary. RECOMMENDED COURSE OF STUDY. GENERAL BUSINESS First Year First Semester Subject Hours Business English 3 Elective 3 (or Orientation) Accounting 3 Business Mathematics 3 Economics or Geography 2 Salesmanship 2 Physical Education Second Year Public Speaking Finance Business Law Accounting or Retail Selling Foreign Trade or Retail Advertising 3 2 3 2 3 Second Semester Subj ect Hours Business English 3 Elective 3 (or Orientation) Bus.Mathematics 3 Accounting 3 Economics or Geo. 2 Salesmanship 2 Physical Education Finance 2 Business Psychology 3 Accounting or Merchandising 2 Business Organi zations Real Estate Elective 3 2 RECOMMENDED COURSE OF STUDY. SECRETARIAL First Year Business English Shorthand Typewriting Elective or Orientation Salesmanship Second Year Public Speaking Shorthand Office Training Accounting Business Law Elements of Finance 3 5 5 3 2 3 3 2 3 3 2 Business English Shorthand Typewriting Elective or Orientation Salesmanship 3 5 5 3 2 Business Organization 3 Office Training 2 English 3 Business Psychology 3 Finance 2 Elective 2 64 The same arrangement of practical laboratory work during the last year as that suggested for the high school is recommended for the junior college with the object of providing for greater specialization than is. otherwise possible. This specialization would come, in the case of the student pre paring for salesmanship, by practical selling of goods in the school book and supply store, or by Saturday work in local stores, or both. In the case of the student of accounting, the office training work, given during the second semester of his final year, would provide for this need; and the secre tarial student would serve as a secretary during at least a semester of the time given to office training. The curricula suggested above, it will be seen at once, are not completely the result of the recommendations brought out in the survey. The survey was not intended to furnish the complete course of study, but to throw light on the existing course of study and to suggest necessary or de sirable changes. The changes, as regards the junior college course, are mainly two— the inclusion of salesmanship in the first year, which has actually been done and so appears in the new catalog for 1926-27, and the reorganized content of the office training course. Other units in the curricula are merely presented here as being part of the suggested course of study for "diploma" students in the Pasadena junior college, part of which are required by state law and local regulations. But there is hardly a subject in the whole commerce curriculum— both high school and junior college— that is not touched by the facts brought out by this survey. A copy of the findings 65 placed in the hands of each commerce teacher should result in modifications of emphasis in many studies, and in a little better foundation for vocational and educational advice to young people who are fitting themselves for employment in the Pasadena business community. The social and ethical aspects of business educa tion have not been touched upon at all in this paper. The writer recognizes them as the most important of all. No educational department worthy of the name would wish to have its graduates go into the activities of business with their eyes looking continually downward at the dollar in stead of upward at the ideals of human service. But these are things that cannot be taught as subjects. An unselfish, and at the same time sane and sensible attitude toward his relations with the business public must be taught the pupil, necessarily as a sort of by-product of other subjects; and the teacher should understand something of the significance of the new spirit that is growing up among business men, as a result of the activities of the service clubs and other agencies that recognize the value of cooperation, even among business rivals, and try to instill something of this spirit in the pupils. 66 OHAPTEÉ X. GENERAL CONCLUSIONS Vocational Opportunities. Before reaching conclu sions as to whether the schools have been training more young commercial workers than there are probable vacancies, it is necessary to bring together the vocational information pre sented in Chapter IV. The following table shows the oppor tunities that exist each year, based upon an estimated turn over of twenty per cent per year applied to the numbers now employed. The positions are listed in the order of their numerical importance. Table XXIX. TOTAL PROBABLE OPENINGS EACH YEAR Position Male Per Cent Female Per Cent Total Per Cent of Total Salesman 195 70. 83 30. 278 34.4 ^ General Clerical 41 24.7 125 75.3 166 20.6 Secretarial Work 21 23.6 68 76.4 89 11.9 Accounting 43 50. 43 50. 86 9.8 Mise.Administrative 36 65.4 19 34.6 55 6.9 Trans. & Storing 45 90. 5 10. 50 6.2 Machine Operators 30 62.5 18 37.5 48 5.9 Financial 28 84.8 5 15.2 33 4.3 439 58.9 366 41.1 805 100. That all of the positions will not be filled by graduates of the Pasadena high school and junior college is evident from a study of the educational data presented in Chapter V,, which indicates that but 25.6 per cent of those at present employed are products of this institution. Since there are no grounds for the assumption that this proportion will apply to the future, and since the factor of competition for these positions is so uncertain, the attempt to go beyond the total probable openings is more of an estimate than an 67 analysis of known facts. Even though the high school and jun ior college should be able to place its graduates in but a fourth of the vocational openings each year, it is still justi fied in training two hundred young commercial workers annually, 109 of whom should be boys and 91 girls. The following table shows the positions for which these 300 young people should be trained: Table XXX. PROBABLE OPPORTUNITIES FOR GRADUATES EACH YEAR Position Male Female Total Salesmen 49 21 70 General Clerical 10 31 41 Secretarial 5 17 22 Accounting 11 10 21 Misc. Administrative 9 5 14 Transportation & Storing 11 1 12 Machine Operating 7 5 12 Financial 7 1 8 109 91 200 Recommended Courses of Study. Three main divisions of the commerce course appear justified by the findings of this survey— selling, accounting, and secretarial. The duties of the individuals in the general clerical group are probably covered by all three of these main classifications, and in any case are so indefinite that no attempt to provide a separate course for them seems warranted’ ; and no other single group is large enough to require a special arrangement of studies. The three-division grouping of studies suggested is designed to train the pupil to become a salesman, bookkeeper, or steno grapher upon graduation. Further specialization must be taken care of by the content of subject matter. It happens that the Pasadena high school and junior college already has in use a grouping of commerce work into these three lines. No change. 68 therefore, is indicated by these findings, as far as the main grouping is concerned, but there are changes in the arrangement of subjects, and more extensive changes in subject matter, clearly desirable. These are set forth in the discussion fol lowing each recommended study. This discussion will not try to outline the whole content of each subject, but only that part of it suggested by the information and conclusions presented in the preceding chapters. The instruction given to pupils in the selling group should be made to include some study of the problems of trans portation and storing, which will take care of these two groups, embracing 40.6 per cent of the total. The secretarial subdivi sion, whose "technical major" is shorthand and typewriting, should include in its office training work, given during the last year, the operation of modern office machines, filing and other actual clerical practice to provide for the machine oper ating and general clerical groups as well as the secretarial. The accounting division should include, in addition to its two years of bookkeeping, the operation of office machines, parti cularly of the calculating and bookkeeping type, filing, teller work, and general clerical practice, so that the general cler ical, miscellaneous administrative, and financial groups may be provided for as well as the accounting. The recommendation is, then, that the three-course plan be followed, and that the final year be the one in which further specialization should occur, mainly through the content of the office training course, to provide for the numerically smaller commercial occupations. 69 To provide for such specialization the keynote should of course be attention to the needs of the indivi dual, and individual instruction and guidance should be given by a teacher who is familiar with the use of each machine and with the demands that will be made of each pupil in the busi ness community. The secretarial people should devote a se mester of this course to actual secretarial work and the other semester to learning the use of the office machines, with em phasis on the duplicating machines. The pupils in the ac counting division should do practical bookkeeping and teller work for one semester and devote the other semester to ac quiring a mastery of the calculating and bookkeeping machines. The salesmanship pupils should in their final year undertake the management of the school book and supply store, under faculty direction, as a "finishing off" process preparatory to taking their first positions as salesmen. This practical laboratory work must be justified by other means that the business man’s opinion of its rela tive value. It is ranked as seventh in importance by him, as shown in Table XII. Indeed, it cannot be justified at all on this showing if it interferes with the six subjects that pre cede it in value. It need not so interfere, but may be made to supplement them. And as a single subject which offers the best opportunity for specialized training to meet the needs of the community, especially the training of groups too small to warrant special classes (notably the miscellaneous admin istrative, transportation and storing, machine operating, and financial), it seems a necessity. The weight of the graduates’ 70 opinion must be added to this. He regards office training as the second most beneficial commerce subject taken while he was in high school, as shown by Table XXIII, and he lists "more business practice" as the most important present need of the commerce department (Table XXVI). Finally, this prac tical salesmanship and office training work, with its inti mate contact between teacher and its constant touch with every day realities and reactions, suggests many opportunities for encouraging the development of reliability, accuracy, industry and initiative, the four personal traits ranked as most de sirable by both business men and graduates. Ninth Year Subjects. The work of the ninth year commerce pupils in the Pasadena junior high schools is plan ned to contain the following subjects: English, Junior Busi ness Training, Citizenship, Occupations, General Science, and Physicial Education. The work of the senior high school begins with the tenth year. Tenth Year Subjects. This is the year in which it is suggested that specialization into salesmanship, secretarial work, or accounting, begin. The salesmanship pupils will here begin the study of Salesmanship, the accounting pupils Book keeping and the secretarial (Shorthand. Aside from these sub jects all tenth year pupils in the commerce courses will take English, Salesmanship, Typewriting and Physical Education. One year of Salesmanship is thus suggested for all pupils in the commerce course. There would, of course, be no difference in the subject as given to pupils of the different groups, and those who found themselves especially fitted for salesmanship 71 would have had an opportunity to find it out and would continue in the salesmanship course. Eleventh Year Subjects. In the eleventh year pupils would continue the study of their ’ ’technical major”— the sales manship group taking Retail Selling, and accounting their second year of Bookkeeping, and the secretarial their second year of Shortha,nd and Typewriting. Other subjects would in clude Economic Geography, Business English, Commercial Illustra ting, and Physical Education. Twelfth Year Subjects. Office Training would be the all-important vocational subject for the accounting and secreta,rial pupils, and the salesmanship pupils would study advertising during the first half and Salesmanship Laboratory Practice during the second. The content of these subjects has already been discussed. American History, Civics, Industrial Economics, Physical Education, and a semester of twelfth-year English for all pupils found to be deficient in this respect would complete the year. Junior College Subjects. In the suggested curricula for the "diploma” course for the junior college an opportunity is provided for the student to major in one of the three lines of accounting, secretarial work or salesmanship, according to his choice. As in the high school course, practical laboratory work is taken up in the last year and the student given an opportunity for further specialization. A year of Salesmanship, to be taken in the first year, is recommended for all junior college commerce students. 72 CHAPTER XI. SUMMARY OF CONCLUSIONS This study was made mainly to provide answers to two questions: 1. What subjects shall be offered in the high school and junior college commerce course, and what shall determine their content? 2. Do the vocational opportunities in the community justify the commerce subjects offered? In a community of the size of Pasadena there is not extensive enough specialization among commercial workers to justify the schools in offering short-unit courses designed to prepare young people for specific positions outside of the general subdivisions of salesmanship, secretarial, and account ing. These three groups of studies, each with its minimum of two years of required work along the special lines of salesman ship, shorthand and typewriting, and bookkeeping, coupled with the specialization possible in the practical laboratory work of the final year, should come as near to fitting the indivi dual for commercial work in this community as any plan which it is feasible for the schools to undertake. The study of English should receive more attention. The high proportion.of salesmen in the business community suggests strongly that more salesmanship should be taught in the schools. These two needs it is proposed to meet by the addition of a semester of English in the Senior year of the high school, and by making a year of salesmanship a general requirement for all commerce pupils. In 73 so far as the growth of personal traits may be brought about in school, the development of the qualifications of reliability and accuracy should be a constant effort of the commerce teach er. Besides English, penmanship, spelling and business arith metic should receive more attention. The business men of this community are too well agreed upon this need to leave any doubt of the schools* responsibility. The most conservative conclusion that may be drawn from the data on vocational opportunities presented in this study is that the schools are training considerably fewer young business workers than the community can absorb. Without ad ding ten or twenty per cent for the firms which did not reply to the questionnaire, without considering possible openings in Los Angeles or other neighboring cities, and at the same time accepting the possibility that the public schools of Pasadena will be able to place their graduates in but a fourth of the positions open each year, there still remain two hundred annual vocational opportunities for commerce graduates of the high school and junior college. With more systematic efforts toward placement than have hitherto been possible, with closer touch between the school and the prospective employer, and some follow-up of employed graduates, the field could no doubt be widened and the number of opportunities increased. 74 ACKNOWLEDGMENTS The writer of this paper wishes gratefully to acknow ledge his obligation to Dr. F. 0. Touton of the University of Southern California for his guidance and helpful criticism dur ing the progress of this study; to Mr. Martin L. Pearson, in structor in the Pasadena high school and junior college, for his assistance in making the survey; to Mr. W. Hardin Hughes, Di rector of Research and Service in the Pasadena schools, for his help in making the results available to others through publica tion in the Pasadena Research Bulletin; and to the administration, teachers and pupils of the Pasadena high school and junior col lege, whose interest and cooperation have made the work possible of accomplishment.

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Asset Metadata

Creator Anderson, John Alvin (author)

Core Title Fitting the vocational course in commerce to the needs of a particular community

Contributor Digitized by ProQuest (provenance)

School School of Education

Degree Master of Arts in Education

Degree Program Education

Degree Conferral Date 1926-06

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-52859

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Document Type Thesis

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Rights Anderson, John Alvin

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Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

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Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA