IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII —\—.I \l-.) .0300 '4 ‘I AN EVALUATION OF THE STATUS OF HIGH SCHOOL HOME ECONOMICS TEACHERS AND LUNCHROOM MANAGERS IN THE MICHIGAN AND OHIO SCHOOLS Thais for the Degree of M. S. MICHIGAN STATE COLLEGE M. Mame Harris 1945 c . u I . b‘ltllllll, L'll‘ti'lllll! s [{{r'l‘lt'llul‘ZKh'IlI-l .. [E . .hrl'Il AfifIIIQIIull AN EVILUATI E OF TYE STATUS OF HIGH SCHOOL EDIE ECON’LICS TEACHERS AND LUNCHROOM MANAGERS IN TKE MICHIGAN AND OEIO SCIZOO LS by M.Marie Harris m A THESIS Submitted to the Graduate School of Michigan State College of Agriculture and Applied Science in partial fulfilment of the requirements for the degree of 1 {I MASTER OF SCIENC t Department of Institution Administration School of Home Economics 1945 I“. ___ THESIS ACKNOWLEDGHENTS The writer wishes to acknowledge her indebtedness and express her gratitude to all those who have assisted in the preparation of the study,especially to Mrs.Mabelle S.Ehlers for her encouragement,her patience,and her guidance. To Dr. Marie Dye for her helpful suggestions and final review of the subject;to Dr.W.D.Baten for his generous assistance in the statistical interpretation;to Miss Sylvia M.Hartt for information on the history of school feeding3to Dr.L.J.Luker for his suggestions on important items in the data sheet; to Dr.G.H.Hill for his efforts in distribution of the 'guinea pig' samples to the schools;to Dr.Hazel M.Hatcher for her advice in setting up the data sheet and review of the paper,and to the public school staff of the high schools of Ohio and Kichigan,without whose aid the completion of this study would have been impossible. 1"“ I" R (’34 1 . l-J J‘: '«J «J II. III III. IV. GE LU 017' History TRODUCTION Purpose of IIOIHe schools . t‘. e study . . . . . Types of school lunchroom feeding . 330: I any F,-‘~-‘r'-- ‘1 l I 1L1JV .L.L.;N \J'. [\T—I 7““1 ',r.r;--'.T-. 1.1.1. -nnl U1.._‘.I Present circumstances Review of literature *"crlo" or -— IIITU"""" 1.1_Jk/L--‘ .1. ‘OU of school lunchroom feeding O C O O O O O O O O O O O . AID PKOCLDUIL S O O 0 Selection of the technique . . Plan and Method of Collection sampling of data preparation of Tabulation and interpretatiOn of data 11.31 AL Iln1u1.f L. .IrI‘AI'IOII «v ~ fly:- L\J71.OU11 v1.11 LUIICHROO LES ,AI-TD r “1'1”“ ' 4-!A1IAZI .41 L b 0 V. CO 9', C 1.5.; CO U11} IX. LI 1... C O- LAB! AG}; SUL- Arfdlfifl LIP HISO N 0"? so. IAFLISOTI O :J-".'.‘11‘.S o MPARI 1.1LA 1 1171.1: 'I'~\'.".'.' -I "X¢§.&-U\Ji‘ 'RS . JOKE CITED . "T ‘- Il’W T 4L1¢¢OJ~~J Lug J-‘1 1? OIKIO OPT-'L O AIID —‘.v- 11111 AhD A1.1) LJ1\\I~.L¢Q [(ul-L.) or HIGH *s*°,sciooh AUT; uIM 'i‘RAIL: me or LJILJ.HQJ-u . O O O O O O O '10 mir N"""‘ 0 r1 1' 'IL) .1.—JAV‘...J¢LL)’.L r—Fr 111C SI WI 1-0: ALI“ _ 'JJ-~ . . igICIKUIAN rv . . AL CKOJI.P.1 o o o o O "T’ Jl‘ilD Economics trained WOHIGD in the public the questionnaire C" Uo, OI)..11 $11. 101‘ uh hm, 1.1.1 13.»; I-\-r 'I LAC . In) on ‘JJL OIiO: ICS ,l. 1.1:.iC' - 1.11..- ‘OII OF OTTIO AND IIICL'JIC—AN TRAIIIED AND H "T" U11- .JI‘J...J:~:A ~-‘ ,- ‘- CJJIO l-‘ 030‘» (7. 01 '10-“) J-xJ ‘.._, 105 IOS TABLE I. II. III. IV. V. VI. 2 3 G.1 2 3 H. VII 0 LIST OF TABLES Percentage Distribution of Tit es of Persons Making Replies to Questionnaires . . . . . . . Distribution onHigh School Census . . . . . . Distribution of Authority of School Operations Distribution of Lunchroom Census . . . . . . . Distribution of Number and Training of Lunch- room Hanagers in Schools . . . . . . . . . . . Comparison of Home Economics Teachers,Teacher- Managers, and Cafeteria Managers . . . . . . . Educational Requirements and Experience . . Certification and Other Requirements. . . . Salary Schedules and Sources of Salaries. . Salaries and Salary Increases . . . . . . . Rewards . . . . . . .. . . . . . . . . . . . Employment. . . . . . . . . . . . . . . . . " O O O O O O O O O O O O O O O O O H . Benefits. 0 O O O O O O O O O 0 O O O 0 O O n O O O O 0 O O O O O O O O O O O O C H O O 0 O O O O O O O O O O O O O O 0 School Duties and Extra-curricular ACtiVitieSO O O O I O O O O O O O O O O O 0 Comparison of Ohio and Michigan Home Economics T8810hers O O 0 O O 0 O O O O O O O O 0 O O O 0 Educational Requirements and EYperience . . Certification and Other Requirements. . . . Salary Schedules and Sources of Salaries. . Salaries and Salary Increases . . . . . . . Rewards . . . . . . . . . . . . . . . . . . EILIplOInIIento o o o o o o o o o o o o o o o o I! BGHGIIIS. o o o o o o o o o o o o o o o o o " School duties and Extra-curricular ACtIVi‘tIBSo O O O O O O O O O O I O 0 O O 0 PAGE 58 59 4O 42 44 45 46 48 49 50 52 54 56 57 58 6O 61 65 66 67 68 69 ’1‘ AI: IE VIII. A. B. C. D. E. n arisen of Ohio and f' O Untrained Cafeteria Kanafeis . Educational Requirements and Experience Certification and Other Requirements. Salary Schedules and Sources of Salaries and Salary Increases . Rewards . . . . . . . . . . . . Ef’lplC-Twlet’lt o o o o o o o o o o o I! " o o o o o o o o o o 0 Benefits. 0 o o o o o o o o o o H . O 7.“ J. o‘ " u I L School Duties and Activities. . . . . . . . . . . f) :3 0 Educational Requiremen 3 Certification and Other R Salary Schedules and Sourc of Salaries and Salary Incre . Rewards o o o o o o o o o o o 0 Employment. . . . . . . . . . . “ (010.1 .’ (1;) pg J on m can (a ( H Benefits. . . . . . . . . . . . I! School Duties and Ext a-curricular ACtiVitieSo o o o o o o o o o 0 Salaries (1 ra-curricular O O O O O O O O O O O O O O O 0 Comparison of Ohio and Michigan Teacher- Rial/lagers O O O O O O O O O 0 La 0 O O O O O O O O O O O O O O O O O O O 0 d Experience lirements. . . «alaries. I: A». C ‘1 72 75 74 76 77 78 80 85 84 86 87 89 9O 92 95 94 95 97 98 100 101 CHAETLR I IETRODUCTIOH A PURPOSE OF THE STUDY The primary purpose of the study is to make a compar- ative evaluation of Junior and Senior High School Home Economics teachers, teacher-managers, and full-time cafeteria managers with a view to determining whether public school staff members have equal status as regards salaries, rights, benefits, privileges, etc. The secondary purpose of the study is to compare the status of each group in the states of Chic and Michigan. -g- HOKE ECOIOIICS TRAINEE WOHEN IN THE PUBLIC SCHOOLS __ The public schools are increasingly using more and more Home Economics trained women to participate in the educa- tional objectives set up by their boards of education. The once so-called domestic science or cooking teacher is now our modern Home Economics teacher with a well-rounded college education and capable of teaching a very complete course in any or all phases of homemaking. The second type of Home Economics trained person is found in many schools supervising and managing a school lunchroom in addition to her teaching reaponsibilities; she may be termed the teacher-manager. gIn an increasing number of the larger cities eSpeci- ally, the homemaking teacher is relieved of lunchroom responsibilities and there is a full time cafeteria manager who is eSpecially trained in her field of work. There has [been a tendency to employ untrained women as working managers, eSpecially for elementary schools in order to avoid paying the higher salary necessary for a trained person, but women trained in food service are without doubt the most logical persons for such positions. Their training fits them for the work required of a cafeteria dietitian. A food conscious public is more and more demanding in its realization of the need for control by persons trained in nutrition, skilled in the preparation of palatable and attractive food and experienced in business management (5). -5- TYPES or scaoos surcuaoor FEEDING A. The simplest form of school lunch is found in rural schools where the teacher in charge of all school activities directs preparation of one hot dish for the entire group (5). While the number of such schools is decreasing, there are still many of them, eSpecially in the more isolated areas. B. Community organizations and parents are responsible for full charge of the preparation and serving of the noon meal in localities where school authorities have not assumed responsibility. These groups, too, are in the minority in most areas. C. The concessionaire type of school feeding has been existent for many years. There are two types of concession- aire management (5): l. The commercial plan in which the cafeteria is Operated as a profit-making business for the benefit of the concessionaire. There are no valid reasons for any school cafeteria to be Operated by a commer- cial concessionaire (5). In the main it is difficult to regulate and maintain preper standards of kind and quality of food served and to set low selling prices since the nature of the organization demands that a profit be made (5). Since the cafeteria is built by .4- public funds as a part Of the school plant, no individ- ual should capitalize on the cafeteria for his own profit. If the concessionaire pays a small rent fee he is using public prOperty for private business with- out fair return for services; if he pays rent in compar- ison to the value Of the Space he occupies plus the utilities used, he will probably be forced to charge prices high enough that they will defeat the purpose of Operation of the cafeteria (5). 2. The service type of Operation is directed by some welfare organization such as the Parent-Teachers Association, at al. It is the type of concessionaire which has deserved credit in many school lunch pro- grams for demonstrating to the community and even perhaps more necessarily to the school officials, the need for noon lunch feeding and the benefits derived from nourishing food (5}. In many larger towns and in cities results have been so successful that the boards of education have assumed full reaponsibility for the cafeteria and it has been given equal consid- eration with other activities. In some small rural communities school feeding is still dependent upon the efforts of groups outside the school authorities. D. Central control through a board of education or other school authority may assume different degrees of super- vision as follows: -5- 1. Responsibility assumed through employment Of a ) director of cafeterias. Mary deGarmo Bryan says, 'From every point of view this is the most desirable.'(5) The method of control will vary with the number of cafeterias included in the plan. If there is one cafeteria, the manager will probably be responsible to the superintendent or principal for management of the entire service (5). 2. A community with two or three cafeterias may form a cOOperative scheme for buying all food, estab- lish uniform policies, menus and prices. Funds may be pooled and deposited to a cafeteria account from which equipment is purchased. The plan is usually not too efficient for a large school system (5). 5. Central management and control for all cafe- terias of the entire school systan. This type Of management varies widely in different cities, from one in which the centralization is limited to a few items,so that it is largely super-_ visory, to one in which the system is fully established and the cafeteria Operates as a unitary part of the system. Between either extreme are many organizations determined by the local situations. The trend in large cities has been toward complete central control (5). CHAPTJR II HISTORY AF RTVILW F LIT‘RRTVRE HI 3 “OFY OF SCHOOL LUFCHno " FE_ZDIYG School feeding is the result of a desire aamng con- scientious and philanthrOpic peOple to provide food for hungry children. Public school administrators have long realized that monies spent on educational machinery are too frequently wasted when used for those children who are 'bOgged-down' by an empty stomach or a salnourished and poor- health ridden body. The school feeding prOgram has been an educational movement, a problem of all countries dating back into the eighteenth century; The original object of the movement was to make it possible for every child to have access to an adequate noon meal even when in school, ard the interest has assumed widespread develOpments in America and EurOpe. -’T--'-:RLY 7%“CTT’I7TT"’TS IT? resort: Organized school feeding in EurOpe was an outgrowth of the Industrial Revolution. The first record of provision of school meals was in the city of hunich in 1790 (6) (8) when municipal soup kitchens were established by Count Rumford, a pioneer social worker, for the Imrpose Of feeding vagrants. The kitchens were intended to meet the needs Of all ages, and not only were vagrants fed, but the schools were encour- aged tO send hungry school children for a warm noon meal. - H—“H. Qm_ ., -7- Bryant (8) says, "This work was long unorganized but never discontinued, and in the seventies the obligation of pro- viding meals was put on the school authorities. From this ancient beginning the school feeding movement Spread through- out the German Empire until now it is national in sccpe. . ." (8). In 1849 a battalion of French National Guard (5) (6) (8) with a surplus in its treasury at the end of the year, presented the surplus to the school with the request that it be used for a public and general good as the nucleus of future apprcpriations for food and clothing. This was the beginning of the Caisses des nccles or school funds and in 1882 (8) the national compulsory school law contained one section requiring the establishment of a school fund through- out France to maintain universal school restaurants and children who could not pay were given free meals (5) (6). School feeding prcgrams in England were founded by Victor Hugo in 1865 (5) when he furnished warm meals in his home in the Isle of Guernsey, to children of the nearby school. London established The Destitute Childrens' Dinner Society in 1886 for feeding indigent school children (5). Little official notice was taken of the Hugo work until about the time of the Boer War when, in 1902, Maurice, surgeon general, reported (7) that only two out of five men were physically fit for military service. This aroused the country to a high pitch of excitement and for four years _.., _ ... “I" ~ -3- _ Y__ 2-.‘ _.‘P England was the scene of a most searching self analysis. In 1906 Parliament passed the Provision of heals Act (5) which gave local educational authorities permission to install restaurants as part of the regular school equipment and to serve lunches for children attending elementary schools (5). Holland was the first country to have national legis- lation with provision for school meals (8). The compulsory education law of 1900 authorized “municipalities to provide food and clothing for all school children, whether in public or private schools, who were unable, because of lack of food and clothes, to go regularly to school or to those who probably would not continue to attend school regularly unless food and clothes were provided." (8) Host of the aid was given by supporting voluntary societies. Amsterdam.and other towns were providing meals both summer and winter (8). Switzerland was the second country (8) to make national provision for school meals. Its federal ruling of 1903 made it obligatory to supply food and clothing to children in need. In several cities and districts provision was also made for children to be given breakfast (8). Italian municipal school feeding began in 1896 (8) when the San Remo council reorganized the previously priv- ately supported institution as a regular city project. In 1894 Milan carried out a system of feeding by the Committee of Patronage (8). A large prOportion of Italian children -9- was furnished meals with resulting definite increases in attendance. The work at Padua is distinguished for being the first (8) in the world where attempts were made to have school meals planned scientifically to meet requirements of the children. Dr. Tonsig, the director of medical inepection, planned the meals to provide one-half of the day's total requirements, and in prOper relation that 75 per cent of the necessary fat and protein were provided (8L Austria accepted a small share of the national school feeding ideas. In the early 1900's the service was reach- ing few who were in need and the meals were served for only four winter months (8). A majority of the Swedish cities maintained well organized meal systems administered by subsidized societies with school authorities cOOperating. Breakfast was often served in addition to the noon meal. Much attention was given to feeding in the rural districts because the schools were so very far apart (8). Belgium, with no compulsory school law, provided food especially in the kindergartens and guardian schools, for the very poor children and for those children whose parents worked away from home. City subsidies were granted to provide for the poorest children (8). Similar types of school feeding Spread rapidly through all EurOpean countries. Holland, England, Denmark, Switzer- land, Italy, Finland, Austria, Belgium, and France provided -10- for school meals by national act (5); Germany, Norway, and Sweden made provision through extensive municipal legislation. Russia fed all children in its schools and Spain moved toward a similar provision. In all countries arrangements were made for feeding the indigent children without dis- crimination (5). Latin American participation in the school lunch program was also significant. Although school feeding was not undertaken on a national scale in any of the countries of Central or South America until late in the 1920's, rapid develOpment of lunch programs in the past few years indicates that state and school authorities have started action on a broad scale to meet the serious problem of mal- nutrition in those countries. Free breakfast, lunch, and milk projects, supported in part or wholly by government funds are now maintained in Nicaragua, Argentina, Mexico, Chile, Uruguay, Cuba, Costa Rica, Colombia, Ecuador, Peru, Brazil, Venezuela, and Paraguay (10). 1333mm STATES INTEREST trip EARLY PARTIQLPATION The United States has been slow in adOpting any plan of school feeding. Long after the experimental stage had been passed in EurOpe (8), school feeding was regarded with skepticism here. In rural communities the great distances from school have made it necessary for the majority of school children to eat one meal a day away from home. -11- Convenience of remaining at school in towns and cities has increased the lunch problem. The lunch box brought from home was the first source of school lunch and is very common still in many communities and cities (5). "It may contain white bread and fried pork in rural sections in New England, or cornbread and fried pork in some rural sections of the South; its contents are determined primarily by the contents of the family larder. It may be a nourishing meal, adequate for the needs of the growing child, or pitifully insufficient sustenance; it may be planned as a whole meal, or as a part which is to be supplemented by food purchased elsewhere. In any case it illustrates the first type of school feeding in this country, a type in which the school assumes no obliga- tion for providing food."(5). The first record in this country of meal service to school children is that of the Childrens' Aid Society of New York City when in 1853 (5), they gave food to all children in their first Industrial Schools; responsibility for the project was later assumed by the public school system. The purpose was two fold: first, the hungry children were fed, and secondly, it acted as an inducement to the vagrant children of the city slums to study industrial training (5). Louise Bryant reported (6) with the creditable auth- ority of Robert Hunter, author of "Poverty", that in the 1890's 60,000 to 70,000 children in New York alone arrived at school hungry and unfitted to do well the work required, and by another authority (6) that in the same city 175,000 children failed in their studies because they did not get -12- the right kind of food. Dr. haxwell, superintendent of the city schools, urged the installation of lunches in all the elementary schools, where a warm nourishing meal could be bought at cost (8). Little progress was reported for several years, but with the beginnings of the science of nutrition,nany peOple, especially those in the cities, became aware of the need for prOper feeding of school children. Surveys reported amazing conditions of malnutrition with accompanying behavior problems and mental sluggishness (5). Opposed to this picture and the malnutrition in Dew Yurk City, the Americans were told that "they do things better in EurOpe"; that there, in most of the large cities, at the noon period children file in line for a meal ticket regardless of whether they can pay or not. The children progressed in school better and there was none of the starvation as pointed to on our side of the water (6). It was evident that the lunch box could not be relied upon as the sole source of adequate food. Penny lunches were Opened in a number of cities to provide low cost meals to children already defin- itely undernourished or to those destined to become so due to poverty or poor home feeding (5). The first of these penny lunches was that started by the Starr Center Association, a benevolent organization of Philadelphia, in 1894 in one school in a poor district of that city; the plan was very soon extended to another . 7 ‘9 :m‘ ' -1..” Ar “2‘.” -15- school (5). Out of this work develOped a Lunch Committee of the School and Home League which gradually enlarged the exper- iment of school feeding in Philadelphia (25). In 1909, with the completion of the William Penn High School, one of the largest schools in the city of Philadel- phia, Dr. Herrick, the principal, protested against the old form of concession to janitor or caterer (25), and was eventually granted Operation of a type of lunchroom which is keynoted in many of our present schools. The plan was to have a Home Economics graduate as the director and lunches were to be served on sound food principles, the project to be self-sustaining. Kiss Emma Smedley, a pioneer in the field of Institution Administration, was the person chosen for this position. Within a year the cornerstone of Phila- delphia school lunches was laid and by 1912 the Board of Education established a department of High School Lunches (25). In 1915 similar types of organization were extended to the elementary schools (25). Philadelphia was thus the first large city to establish a system of central control for all school cafeterias (5). In 1894 the Boston School Committee passed upon an order that only such food as was approved by them could be sold in the city school houses (5). hrs. Ellen H. Richards pioneer in the field of Home Economics, instigated the resolution after her interest was aroused at the menace to health that lay in the snacks which children purchased at _14- the corner stores or at the janitors' lunch counter (20). All food was prepared at the central kitchen and distri- buted to the schools; menus were carefully worked out under lira. Richards' supervision (so) (5). In 1907 the Womens' Educational and Industrial Unioneassumed reaponsibility for the school lunch service (5). The central type of service was a definite feature of the Boston school system; modifications of the plan have been adOpted under more recent deveIOpments of the organization. The board of edu- cation now Operates most of the school lunchrooms in Boston.* As early as 1895, Cleveland had arrangenents made with concessionaires (5) to provide basket lunches to pupils and in 1909 feeding centers were established in many elementary schools by the Women's Federation of Clubs. In 1918 a trained dietitian was appointed for centralization of the system (5). Chicago began school feeding in 1902 (5), serving one nourishing dish each day enabling the children to purchase food with the money they had been Spending on undesirables. Previous to this penny lunches had been penny pieces of candy or gum bought across the hazardous street at the too often dirty school store. With a glass of milk and a cookie ‘*Hrs. habelle S. Dhlers, Professor, Institution Administration, hichigan State College. .'_l-"':" . ' 7.4“;3’ LP...— _ -15... now sold the children for the same penny, the school took over the sale of candy, the profit from which paid for the glasses and napkins (14). After two years of this type Of penny lunch progress, the school board gave assistance which made it possible to serve one nourishing dish at noon. Womens' clubs were responsible for the establishment of the early lunchrooms in high schools. They were later taken over by the board of education which now maintains a centralized system (5). The Board of Education in Rochester had direct control of lunches as early as 1905 (5). This city was one of the first to move lunchrooms from the dark basements and to put as much stress upon the planning and equipping of the lunch- rooms and kitchens as upon any other part of the building. The resulting cafeterias were well ventilated, well lighted, and almost always located on the first floor. The present organized central system Operates as a department in it- self (5). Until 1905 St. Louis fed its school pupils by a con- cessionaire arrangement and since 1912 a supply commissioner has been in charge of lunchroom administration (5). Louisville was one Of the first cities in the South to establish a school lunch, which it did in 1915 (5). Food was served both in the morning and at noon; the workers wemevolun- teers. A self supporting centralized department was estab- lished in 1916 (5). -15- Rural school lunch service has deveIOped more slowly than in the cities. In the main it has consisted of one hot dish daily at school as a supplement to lunches brought from home. Granges, Parent Teachers Associations, 4-H Clubs, Red Cross nutritionists, home demonstration agents, and church societies have organized some type of school feeding in many communities (5). Township trustees, churches, school boards, and clubs have given support in securing equipment and supplies. State college extension services have been especi- ally active in the supplying of information and suggestions. Likewise, State Departments of Public Health and Education have cOOperated in organizational materials (5). SEE UNITED STATES GOVERNKEYT‘EROVIDES ASSISTAEQE Agencies of the Federal Government, eSpecially the Bureau of Human Eutrition and Home Economics and the Depart- ment of Agriculture had been interested in school lunchroom workaor many years prior to 1930 (10). However, it was not until the great depression of the 1930's with its para- dox of hunger and large crOp surpluses that the school lunch really gained momentum. It was during these years that the apparent danger of malnutrition became a matter of national concern.‘ Local funds in many instances were inadequate even where the need was greatest and active Federal aid was necess- ary. Closely related to this need was the prOblem of farmers who were struggling with agricultural surpluses. Disposal -17- of these surpluses was necessary to support farm prices (10). The Department of Agriculture instituted a direct pur- chase and distribution program as a part of the plans devel- Oped under the Federal Emergency Relief Act subsequent to 1955‘*(17), to help farmers in their problem of surplus dis- posal by distribution through state welfare agencies in the school lunch prOgram. The Federal Surplus Commodities Corp- oration became the principal agency for the diaposal of the agricultural surpluses* (17). The program.was relatively small and was followed by the inception of the Works Progress Administration in 1955 (19). Kany school programs became joint projects with the National Youth Administration in cOOp- eration with local educational, civic, and welfare organiza- tions (10). With the Presidents' Reorganization Plan To. III, the Federal Surplus Commodities Corporation was consolidated ' with the Division of Karketing and Karketing Agreements of the Agricultural Adjustment Administration into the Surplus marketing Administration effective June so, 1940 (7). The latter became the Agricultural marketing Administration by Executive Order of February 25, 1942; this agency was made a part of the Food Distribution Administration the following December and effective as of Januaryzfl, 1944, the Food Distri- bution Administration became the Office of Distribution Of the War Food Administration (10). u-miss Sylvia Hartt, formerly State Supervisor Works Progress Administration (kichigan) School Lunchrooms. Through the decades from these beginnings have come our school lunchrooms and cafeterias as they exist today. Originally for the purpose of serving undernourished and poor children at low cost, school feeding has gradually assumed the status of an indispensable feature of the health.and teaching pregrams in the majority of schools. According to Bryan (5), it was estimated that there were approximately 64,500 cafeterias in addition to 11,500 schools serving single hot dishes in 1951, and that cafeterias were Opening at the rate of about 7,500 annually (5). More recent figures were obtained from a survey made in 1945, by the Federal Security Agency, U. S. Office of Education. This survey (22) indicates that from a total of 215,715 schools reported, 59,590 schools or 28 per cent were serving lunches. It is estimated by the above office that 50,000 schools and 4,255,000 children are benefited through milk and lunch programs supported by the Food Distribution Adminstration. This means that about one in four of the public schools in the U. S. serve lunches to the children attending them; for all the schools located in urban areas the percentage is 56 and for the rural schools it is 26 (22). The report further indicates that the larger the city the larger is the prOportion of schools serving school lunches, the percentages decreasing from 42 in cities of 100,000 papulation to 26 in the rural schools (22). Also, —n4m.-1m.__—_ -19... the larger the city, the larger is the prOportion of children who obtain their noon lunches at school; the percentage decreases from 55 in the largest cities to 22 in schools of rural communities (22). Generally speaking, it is the larger schools and not the small ones in any given group which have school lunch services. This tendency becomes more pronounced as the p0p- ulation center grows smaller; it may be seen from the fact that in the largest cities 42 per cent of the schools have lunch service, but they enroll 55 per cent of the children; in the rural communities 26 per cent of the schools have lunch service and enroll 41 percent of the rural children (22). W. H. Gaumnitz, Senior Specialist in Rural Education Problems, in a letter to the writer says, "While we have no complete data it is our guess that school lunches are defin- itely on the increase." The rate of increase continues due to the trend of shorter noon hours and the requirement that children remain in the building during lunch periods. It has been augmented by the necessity for feeding indigent children. The general welfare of children has been of foremost consideration. Kethods of establishment and management have varied with each communities' resources. hducators have recognized the Opportunities for integrating knowledge and exPerience in the lunchroom with classroom teaching, health, and living. -go- PRESEFT CIRCUHSTAPCQS OF GOVLRYHLUT PARTICIPATION Both houses of Congress have again authorized through the Agriculture ApprOpriation Act for 1945, the use of $50,000,000 for community school lunch programs during the year 1944 — 1945. The same amount was allocated for use in 1945 - 1944 (10). The allocation provides food for consump- tion by children in non-profit lunchrooms of high school grade or under and for child care centers. It was recognized that, with the United States at war, the problem of providing a nourishing noonday meal for millions of school youngsters was complicated by extraordinary conditions--millions of mothers were working at war jobs and the stress and strain of all-out war were endangering the health of America's youth. Congress, too, was aware of the fact that the school lunch program continues to be a good outlet for seasonal abundances of agricultural commodities, thus lending aid to its price support prOgram (10). The program for the year 1944 - 1945 uses the authoriza- tion to supplement locally available funds for carrying on feeding programs, Some of the money will go to reimburse Sponsors already working with the War Food Administration and will be used to purchase food surpluses (10).’ -21- REVIJI.’ or Lfrgzzsmuzas To the knowledge of the writer there are no published materials available on the subject of the status of lunch- room managers and Home Econ mics teachers who are working in the same community or school. In 1942, a joint committee on School Lunches of the American Home Economics Association and the American Dietetics Association conducted a limited survey in fifty-eight cities ranging in size from 50,000 to 1,000,000, to study the qualifications of lunchroom managers and to compare their rights, salaries, and benefits with the privileges of teachers. hiss Pendergast, Assistant Super- visor, Detroit City Lunchrooms, conducted the study and reported it at the American Dietetics Association convention in 1945 at Pittsburgh. The study has not been published but the writer has had access to a brief summarization of the results obtained. The survey indicates that the public schools do not offer lunchroom managers status comparable to teachers. lfiriefly stated there were differences in the following I'espects (26): In most high schools Home Economics teachers were expected to have a bachelor's degree. A degree is rarely required of lunchroom managers but such training is recog- nized. Teachers are usually employed by the Board of Edu- cation; 50 per cent of the managers are similarly employed With the remaining 50 per cent employed by the lunchroom -22- director, business manager, or principal. Few of the managers have a contract with the employer but all of the teachers are employed under contract. 30 cases were reported where teachers had to pass Civil Service examinations but three cities reported managers under Civil Service. Teachers were benefited with tenure but not the managers. Teachers' salaries are paid from tax funds. In most cities managers' salaries are paid from lunchroom receipts, based directly or indirectly upon volume of business. Most schools financially reward teachers for advanced degrees but there were few instances of such provision for managers. In 1942 - 1945 the salary range for teachers in the cities reported was $1,200 - 5,500; for managers it was $800 - 5,000 with more managers than teachers at the low level. With some exceptions, teachers have sick leave allow— ance ranging from five to ten days with an additional three to five day allowance for death in the immediate family. Managers had either none or the same amount as teachers. The summarization indicates that this was the one item in which there was a comparable relationship between contract and non-contract employees. Almost all teachers have access to a retirement fund but only half of the managers belong to a city or state retirement fund. The report concludes that in as much as school lunch- room management is a field not yet seriously considered by Home Economics trained women, if graduates are to be encour- aged to enter it as a career, the above inequalities of status must be corrected and the position must be as inter- esting and challenging an occupation as teaching, financially and socially attractive to the qualified person. CHAPTER III. SELECTION OF TECHHIQUA AND PROCJDURB SELECTIOP OF THE TECHNIQUE The total number of high schools in Hichigan as listed by the United States Office of Education Bulletin (28) was 853 in 1940 and the number in Ohio listed in the same bulletin was 1268. The total number of both states was so great as to eliminate the possibility of individual study or interview in each school to determine qualifying status and information of its Home Economics teachers and lunchroom managers. As a result, and in order to acquire the most accurate information from the field, the questionnaire method was selected. PLAN AND PnZPARATION OF THE QUnSTIONFAIRE In constructing the questionnaire, there were two groups of information which needed to be included. First, the gen- eral information such as, high school census, the number of high schools with lunchrooms, the number of students the lunch- rooms served, and the type of management under which the lunch- rooms were Operated; secondly, the still more important and related details of the status of the Home Economics and lunch- room management staff of the public schools. The question- naire was principally constructed in check list form to facilitate the ease of response so as to stimulate a high Percentage of returns, and to simplify tabulation and -23- interpretation of replies. It was an attempt to eliminate generalized statements. Following the general information as Specified above, the questionnaire prOper consisted of forty Specific questions ion status, simply stated, and in most cases requiring only a checked 'Yes' or 'No' reply or a single word answer, for the Home Economics teacher, and/or the teacher manager, and/or the full-time cafeteria manager. I The questionnaire was then checked by the Head of the Institution Administration Department and suggestions were made by her and two of the staff of the education Department. In addition Opinions on form and content were given by four graduate students who had been public school staff members. The sheet was then sent to ten schools for inapection and trial. These schools were also the 'guinea pigs' on the required time, the average of which was used later in the introductory letter. The principals and superintendents were requested to make suggestions for improvement and after slight revision the questionnaire was ready for large scale produc- tion and distribution. KLTHOD OF SAKPLING It was suggested that the value of the study would be increased if comparative evaluations could be made of two states. Therefore, Hichigan and Ohio were chosen, the former because some previous acquaintance had been made with a few -26... lunchrooms in the state, and the latter because it was the writer's home state in which she had both taught Home Econ- omics and managed a lunchroom. It was still not feasible to mail questionnaires to the more than 2,000 schools in both states. Cities of 10,000 population and above (16) (27) were chosen for the study and it was decided to use only junior and senior high schools due to the fact that many elementary schools have a wider range in type of noon feeding than do the advanced grades. The final list included fifty- nine Ohio cities and forty-two Kichigan cities (see appendix). The question arose as to whether a school superintend- ent would be able to furnish all the requested information without extra work in his office and upon suggestion, the mailing list was made up of the names of superintendents in those cities of six schools and less, and names of principals in those cities with more than six schools (l5) (19). This made a total of 254 questionnaires; one hundred eleven or 43.6 per cent were Michiran schools and 145 or 56.4 per cent were Ohio schools. COLLECTIOP OF DATA The questionnaires were accompanied by a letter of introduction and explanation from the investigator, in addition to a self-addressed stamped envelOpe. The total \ returns were 151 from the 254 distributed or a reply total -27- of 59.4 per cent, with seventy-five or 49.6 per cent from Kichigan and 50.5 per cent or seventy-six returns from Ohio; There were twenty-two replies or 8.6 per cent which furnished no useful information; from this number there were eleven or 4.5 per cent who replied by letter or note on the question- naire that they were unwilling or unable to furnish any infor- mation and eleven or 4.5 per cent indicated that they had no cafeteria and/or Home Economics department. This made a total of 129 or 50.7 per cent with data. Four of the number checked the general information and made no explanation of omission of the specific questions; the remaining total of 125 or 49.8 per cent gave data on both the general and specific questions, upon which the tabulations and interpretations are based. The number used includes sixty from hichigan and sixty-five from Ohio. Let it here be noted that numerous questionnaires were checked for Home Economics teachers, teacher managers, and full-time cafeteria managers; many schools had both Home Economics teachers and lunchroom managers, and some schools had Home Economics teachers as well as teacher-managers. TABUIATIOF Ann IFTZRPRJTATIOE OF THLIDATA Numerical tabulations were made on the general questions in order to get figures on the range of school census, the range of lunchroom census, and the type and training of lunch- room managers. -28- Accordingly, numerical tabulations were made on the Specific questions for l) the Home economics teachers, the teacher-managers, and the cafeteria managers, 2) the Ohio and hichigan Home neonomics teachers, 5) the Ohio and Kichigan cafeteria managers, both trained and untrained, and 4) the Ohio and hichigan teacher-managers. The tabulations were set up in tables on a percentage basis of number of useful returns, in order to evaluate the status of each group and to compare the two states. CHAPTLR V. GEIERAL INTERPRETATION OF HIGH SCHOOL CEHSUS, LUDCHRO H CENSUS, SCHOOL AUTHORITY OPERATION OF LUNCH- ROOMS, ADD TRAINING OF LUNCEROOM.KANAGERS An examination of Table I discloses the distribution of the range in title of persons making replies to the questionnaires. In as much as the data sheets were mailed to superintendents and principals, it is rather interesting to note the wide variation in the titles of the persons in whose hands the Sheets finally fell and those peeple who were reSponsible for the information. It will be noted from the table that ninety-five or 62.9 per cent of the total replies came from superintendents and principals; fifty-eight or 58.4 per cent from superintendents and thirty-seven or 24.5 per cent from principals. The original mailing list included 65.0 per cent principals. The third highest percentage of returns is from the cafeteria manager, followed by five returns from persons acting both as Home Economics teachers and lunchroom managers. Although the number is almost negligible, it is interesting to note that two cases indicated the person making the reply was Counselor or Director of Pupil Personnel and Research. Table II Shows that twenty-nine reports indicated that from one to ten schools in a city or system have enrollments up to.500. Sixty-eight replies, thirty-eight of which were from Ohio, shows one to five schools per city or school system with a range of enrollment of 500 to 1500 students. -50- TABLE I. PhRCAFTAGE DISTRIBUTIOE OF TITLLS OF PERSOFS CULSTIOKFAIRLS KAKIFG RLPLILS TO —1 ? Clerk Total . - Title reply signatures replies Ohio ) Mich. No» % Do. % No % ) Superintendent of Schools 58158.4 28 57.5 50 59.5 Principal 57 24.5)19 25.5 18 25.6 No signature or title 15 9.9 7 9.5 8 10.5 Cafeteria/Lunchroom Manager 7 4.6 5 4.0 4 5.5 Home Economics Teacher and ‘ Cafeteria/*Lunchroom Mgr. 5 5.3 4 5.3 1 1.3 Director/Supervisor School Cafeteria 4 2.6 5 4.0 l 1.5 Home Economics Teacher 4 2.6 2 2.6 2 2.6 Assistant Supt. of Schools 5 2.0 21 2.6 ‘ 1 1.5 Supervisor of Home Economics 5 2.01 1 1.5 2 2.6 Secretary 2 1.5 1 ‘1.5 1 1.5 - Assistant Principal 2 1.5 2 2.6 - -~ I Head Homemaking Dept.and Lunch- room.hanager l .7 0 - l 1.5 Foods Teacher 1 .7 0 - 1 1.5 Director Pupil Personnel and Research 1 .7 0 - l 1.5 Foods Teacher and Cafeteria ) Manager 1 .7 l 1.5 O - Domestic Science Teacher 1 .7 0 - l 1.5 l .7 0 ~ 1 1.5 Head Vocational Dept. l .7 0 - l ,1.5 Counselor 1 .7 0 - 1 1.5 Head of Home Economics 1 .7 0 - l 1.5 Secretary to Principal l .7 1 1.5 O - Clerk to Supt. { l 07 1 103 O "’ I 1 /*indicates or -31- TABLE II. DISTRIJUTION OF HIGH SCHOOL CENSUS lTotal Census in school/* schools Ohio mich. ‘ No. No. No. 1. less than 500 1 school 19 9 10 2 " s 8 6 2 4 " 1 1 0 10 “ 1 1 0 2. 501 - 1500 f 1 school 45 24 19 2 “ s 18 10 8 5 “ 5 4 1 5 “ 2 0 2 5. 1501 - 2500 1 school 24 15 9 2 " s 1 l O 1 4. 2501 - 5000 1 school 2 0 2 5. 5001 and up ‘ 1 school 2 1 1 Number of reports made on an entire school system 40 22 18 No reply on census question 27 14 15 /* indicates or -32- It is significant that the greater number of schools reported in this study have enrollments somewhere in this range. In the 1,500 to 2,000 enrollment ranse there are twenty-five reports of one or two schools in the city or system. There is a rapid decline in both the number of replies and the number of schools when the enrollment figure reaches above 2,500 students. « The board of education and the lunchroom manager or director share twenty-three to twenty-two reSpectively in the Operation of the lunchroom‘by school authorities. There were thirty-eight additional replies which specified school authority Operation but gave no specific title. It will be noted in Table III that there were only two reports, each in Hichigan, of outside agencies Operating the lunchroom and these were the Parent Teachers Association and another type of community organization. Table IV indicates that there were four instances of one to twelve schools in a city or system which were serving less than 100 students. Twenty-nine replies, with twenty of the number from Lichigan, showed one to thirty-four schools serving between 100 and 250 students, and thiflW-six cases, with nineteen from hichisan, had one to five schools serving between 250 and 500 students. There were thirty-three replies with schools serving up to 1,000 pupils. As the number of students served in the lunchroom increased, there were fewer replies noted and fewer \ L -03.. TABLE III. DISTRIBUTION or AUTHORITY or LUICHRoon OPLRATIOES Total Ohio Kich. Authority Title of Operation 4— To. No. No. 1. By school authorities { 97 59 58 School authorities, no Specific title 58 21 17 Board of Education ‘25 19 4 Lunchroom/*Cafeteria Manager/ Director 22 15 7 Lunchroom Dept. 4 l 5 Home Economics Teacher 2 2 O Superintendent 2 0 2 Board of Education and Cafeteria Kanager 1 O 1 Junior High School Principal 1 0 1 Manager-Cook l 0 l Home Economics Dept. l 1 0 High School Student Assn. l 0 1 Board of Education and Director of Home Economics 1 0 l 2. By outside agency 2 Q 2 P.T.A. 1 O l P.S.T.0. (community organization) 1 0 l [*indicates or TABLE IV. DISTRIBUTION OF LUFCHROOK CENSUS Ohio { Census in school * schools of the system. NO' No. ‘ Ho' 3. less than 100 served 1 school 2 0 2 2 “ a 1 1 0 12 " 1 l 0 b. 101-250 served 1 school 22 8 14 2 " s 5 1 4 5 " 1 0 l 54 “ 1 0 l 0. 251-500 served 1 school 50 12 18 2 " s ‘2 1 l 5 " 2 2 0 4 " 1 0 l 5 " l 0 1 d. 501-1000 served- 1 school 27 16 1 ll 2 " s 5 2 1 5 " 1 1 0 4 “ 2 1 1 6. 1001-1500 served 1 school 15 8 7 2 “ s 2 2 0 f. 1501-2000 served 1 school 12 6 7 2 " s 2 O 2 g. 2001 and up served 1 school 4 4 0 5 " s 1 1 0 No lunchroom and/or Home Econ. 22 p 10 12 No reply to question 7 4 5 /* indicates or schools. There were five replies of one to three Ohio schools serving more than 2,000 students. The evidence in Table 7 shows that the greatest number of schools or school systems have one manager regardless of her training and other duties. There are thirty-one instances of a Home Sconomics trained teacher-manager being the one manager of the school lunch. Twenty-nine replies indicated one Home iconomics trained full time manager per school or school system. Thirty cases pointed out the fact that they had one untrained manager. There were forty-seven untrained cook-managers reported for one Ohio city. ~56- TABLB V} DISTRIBUTION OF FUEBER AFB TRAIKIEG OF LUFCH- BOOK EAHAGLRS IL SCHOOLS Number of lunchroom managers according to training Home Economics trained teacher- manager mgr.per school/*school system t! I! it n W n N H l! I. u I! II N I! I. I! ‘ 1' I! CfiIFXle-J Home Econ.trained-full-time manager 1 mgr.per school/*school system 2 m 1‘8." '7 I. n g n N N N 4 Nonéfiome Econ.treined teacher-mgr. Non-Home Econ.trained, full-time managers 1 mgr.per school/'9 school system 2 “18.1.8." I: n n 3 It 1! It II II 9 If N H i} I. 12 “ It W I? n 47 Cook mgrs. Other types of management indicated P.T.A. select own director Mother has responsibility-- parents do all Hospital dietitians No reply to question No lunchroom Total Ohio Mich . 31 19 12 4 2 L 2 2 1 1 5 l , 2 2 0 2 29 17 12 1 1 O 1 1 0 O 30 16 14 1 O 1 3 2 1 1 1 O l 1 0 l 1 1 O l 1 O 1 1 0 1 1 1 O 10 3 7 22, 10 12 /* indicates or CHAPTER V. COXFARISON CF HOLE LCOFOKICS TLACHLRS, TEACHLR-EAYAGLRS, AID CAFLTLRIA KANAGJRS D In the majority of the junior and senior high schools studied Home Economics teachers and teacher-managers are expected to have a bachelor's degree. The value of such training is recognized in slightly more than one out of three schools for the cafeteria managers. A Food and Nutrié tion or an Institution Administration major is expected of more teachers and teacher-managers than of the regular cafeteria managers. According to results in Table VI A, 61.0 per cent Of the cafeteria managers are required to have experience in their field of work'but only 19.0 per cent that are required to have apprentice training. A smaller number of teachers than teacheremanagers is expected to have experience and only a few in either position serve an apprenticeship. A minor share of the cafeteria managers have any type of certification for their positions. Both state and Smith- Hughes certificates are required of the Home Economics teachers and teacher-managers with 11.0 per cent of each of the latter being required to have life teaching certificates. Any additional requirements are negligible for either group, though there were indications that successful experience was regarded as important. Seventy-five to 80.0 per cent of all the schools Operate on a salary schedule for staff members. There are m.ow 0H m.HH m w.ow mH hHmwa om H.mH mH m.mm NH m.wm mm 02 . 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L L I I.-.lII.III.|I.I .711 I- - II IIIII 2 géL 2 .02L 2 H02L H mmmfl..LI WmmmwmnlLIMmmwmmmll L mmmcommmd L mcoHpmmsw mHHmHmHmzLIhmcomma ”maul 080m If.II W ..m0HumHmm Ho Immopsom Uuw mmHsUmcow mHmHmmI m~2 LH.L .HzIHI2z0 2.1 m12IH-HuI.nMu-IH .mumm.mmL noHLQLQoa mLom 2.000H122200 .oLBLmHm22 -41- more cafeteria managers who are not on a salary schedule than reports indicate to be true for the teachers and teacher-managers. Teachers' salaries are paid from tax funds; in two out of three instances teacher—managers salaries are also paid from tax funds. In 75.0 per cent of the cities, 4 cafeteria managers' salaries are paid from lunchroom receipts with 11.0 per cent based directly or indirectly on the volume of business in the lunchroom. Smifiiéflughes funds were used for salaries of teachers and teacher-managers in scattered instances. “’—_*"."'P monthly and bi-weekly salary payments are made in almost all cities. A few school systems pay their cafeteria managers weekly. The minimum salary ranne for teachers is $1,100 - 5,000 with an average of $1,715. The maximum salary range for teachers is $1,750 - 3,600 with an average of $2,650. The average salary is $2,170. According to Tahle VI D, teacher- managers' salaries are not as high,as teachers' salaries. Statistically, the teacher-managers' average salary is not significantly less than the teachers' average salary*3 The minimum salary range for the teacher-managers is $1,000 - aaoo * The method of determining this significance is Eaten, W. D. Elementary Statistics, p. 220: t - i" ‘f' e - actual difference of means - zero ' S bnl icanc standard error of difference of means It is considered that the t value must be equal to or greater than 2.6. -42- ¢ «mommmaoeH omHfi a o omH 3 nm% 0mm% 1 o ammopoaH CH ommmm Hmsmcm mmMprm may one was? m.Hn_ mm o.mm_ OH a.mH_m sagas oz oommw mmmww omomfi mampmpd oomea com a comma whpmHmm sombw loome nomwa hamHmm QH mweam ESEHNmE mmmamam may mH Hana o.mm =mH. m.mm_ m 0.5 _n magma 02 man m mmme meHw encampa ommme . comma oooma waaaflmm :oemw nOOOHw IQQHHw mpmHmm 2H mmmwm EdsHmHs mampmpm may mH Hana m.m m m.m m a.mfi m mmfifimmn oz e.H H I o a o mxmms NHm kpm>m m.om mH m.mm OH m.mm «H hHHpncE $.05 Hm m.em ma a.mm an afiamme-am m.e n a o n o mHMmma I o I o w.H H when Hoosom mH hpm>m ¢.H H ®.m m Now N :. = :. NH e.H H m.m H w.H H .m% Meg mummshmm OH wchg mmHHmem mam cmumo Bow a“. .02 R 00.2.. R 40.2 hmwnamz hmmwsaé hmsomme mmmmommmm mQOHumea wHamumwmo upmxomme ldUom msom ummmmmpesH hamHmm use mmemHmma mmmuaza: eHmmHmm mnmde 1| VI.I, -45- with an average of $1,625; the maximum salary range is $1,200 - 5,500 with an average of $2,595. The average salary of teacher-managers is $2,080. Cafeteria managers‘ average salary is significantly less than the average salary of the other groups*; The minimum salary range for cafeteria managers is $540 - 2,850 with an average of dl,595. The maximum salary range is $750 - 4,500 with an average of $2,200. The average is $1,790. Host cities give annual salary increases of an average of $90 to their teachers and teacher-managers. About 60.0 per cent of the cafeteria managers are included in the annual increases with an average of $80 per year. Teachers and teacher-managers are generally financi- ally rewarded for advanced degrees and special work. A wide range in rewards will be noted in Table VI E. Recognition for special work was rewarded in two out of ten instances for the cafeteria managers; it was more probable that she would receive a promotion if she had additional training. The superintendent or the board of education employ the teachers and teacher-managers. The board of education employs one in three cafeteria managers with the superin- tendent and the cafeteria or lunchroom supervisor employing *Baten. 5;. cit. ¢.ee an m.mm mH m.nm mH aHgomo oz fioH H I O 00H H 2 2 “Hm I 0 wow H I O z .— OWN. 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H CDCDCDL~ N N H {CHI-{H H 0‘6 NH'O'O l0 d‘Hr-lm thmp 02 .pmsm + meHochm .umsm pwmpmHmmd novemch\mmupHssoo *\m0me9 Homeomuom : SoongcesH *\.HomH>.HmHHHHm 6239.30 coHumodcm Ho carom uncommueHamQSm .am we cheep H .aeem HmusmwohuIMhmHo hHmma oz panamemppImamHo .pmdm pacumHmmd homH>nmmdm *\H0pomuHo eHnouoweo .vmsm +.om Ho cueom .ugsm cam HmmHoaHhm coHucoseo no chaom mmuHHESoo *\cOHmmo Homeomnmm uemcnmchammum no mmmeHoeH *\ wmeHHOHQSm any mmoc on: waves mafipmoHHmew mH Eon! as a .a m .02 a ooz newness Hnopmweo humane: Iumnoama panacea Agnew osom mmmeonmmm meoHumcsa IungHOHmsmI mmmwQ/HdHH Ehdo 5.2.mmmw3HdHImmmode .mmmmoae mOHHHoHHOOfi MZOm ho zomHmdmfioo 9a m H> MHM¢B O.OH OH H.HH O O.HH HH HHHOH oz ¢.Ob mm H.eb pm m.oo mm 02 wcoastmH b.m b O.m m H.mm dH mow GOmeanwNm HcooH Ho madam a mH 0.0 O e.HH a H.HH a aHmon oz H.OO NO O.OO HO O.HO OO oz HOOHHeaOH o.m w I o O.H H new QOHpmanmNm OOH>Hmm HHpHc a mH O.mO Os H.HO Om O.OO Hm eHHOw oz e.H H O.m H 0.0 e a O I O I O O.¢ O = a m.a O O.Om a O.OH OH = O O.m m O.m H H.OH OH = m O.O O O.m H a.mH O name H m.OH HH O.m H O.H H . .oa O OH O O.O a O.O O OJ O 822 Hanofiapoae 02 .w I O O.m H O.H H OOHO> eoz HOOHHOH acmeOHOapoae map OH Hues A... . O.OO mm O.Om OH H.OH OH HHHOH oz O.HO am H.HH O _ e.Om OH 02 O.HO Om O.¢O OH 0.00 O» was OmaeeOH OHOHH OH m.mm OH 0.0 O O.¢H O HHQOH oz O.OO Om O.O m m.O m as O.OO Om H.OO OO O.mO NO was HOOQOHO One an eases Hoaaueoo s OH OR 002 R 00.2 R 00.2 Hmwwnms Hamedmz panacea mmmnommmm chHHOOSG mHHmummmo Humeemma .noom csom fl IHCOSHOHmsmI wmmw<842 ¢Hmmemh mqmda -47.- about another one in three. Applications for employment are most often made with the superintendent, the board of educa- tion or the cafeteria supervisor. Teachers and teacher-managers are employed by contract; 50.0 per cent of the cafeteria managers are employed under contract. Fifty-six and 55.0 per cent respectively of the teachers and teacher-managers have tenure with a probation- ary period of six months to five years. The largest number of replies to this question shows in Table VI F2, 8 two or three year probationary period. Less than one half of the cafeteria managers have tenure and their probationary period is generally three to six months if any time at all is required. One city school system expected its Home Economics teachers to pass Civil Service examinations. In four school systems reporting, the cafeteria managers were under Civil Service. State or local examinations were required of teachers in fourteen instances and seven school systems expected their cafeteria managers to pass a state or local examination. There are practically no restrictions on living or conduct activities of the teachers, teacher-managers, or cafeteria managers. Scattered comments of interest will be noted in Table VI F5. Almost all teachers and teacher-managers have access to a retirement fund. About 65.0 per cent of the cafeteria managers benefit from a city or state retirement fund. A "h O.Hm Om m.¢m OH m.nn Hm hHmmH 02 I O I O O.H H HOnOpHH same I o o.m m 0.0 m ucseeoo ngocmu Hana: n.m O m.m H m.m O Hesuoz m.¢ n I o OHH H coaHuHe ooom has we mean 0.0 O O.m m n.O e «osceoo Hayes Ooow wooeeeoo ¢ION OH ¢.Hm HH 0.0n mm chHHOHHpmcH oz :0 OOOHHOHHHOOH an» mHm «was O.OO Om O.OO O 0.0m OH HHHOH oz O.mw mm H.Om om m.mO ow chHHOHHmeH oz O.H H I O I i O HHHHHpOpOOOOOm I o m.m H I o eoHumnomHn O.H H I o I o madam esp Ho «nochmm O.H H I O I O Hanson z . O.H H I O I O HHHO one : O.H H I O I O OHHEHH HHHO eHeuHe ¢.H H I o I o OOHpumm HHPHo . ¢.H H m.m H O.H H cmHHHns Ho Hesnew 02, w m.m m m.m H O.H H hHeHcm uHeuHu . I O I O O.H H HOeH I O I O O.H H OHHHp Ham I o O.m n m.n m Hmnoemu Ooom Hem we OOHHSOOH omega wwsH>HH I o I o O.H H HchpHH hnm> no meOHucHHummu map One was: & 002 R 002 g .02 newness pmwwcmz Hmnocma mmmaommem ueOHHmmea WHHOHOHOO ngccme .aoom mEom [Hail [IP71 "an“ I E IunOsHOHmsmI mmmbd242 ¢Hmmemm4 33 93.3.3853.» OOuHsHH .WOOH.HH m IHMOOOHIO Omcmm «H see .Oum hams Rom .o . mm O.OO OH O.HH O O.O O OHHOO oz . 0.0H OH H.HH O O.OH O 02 0.00 we O.mO Om O.mb we OmwisnfieHssso OOOOBOHHO OOH OH .9 HOO OH .OO OH .OO OH Oanmpd .OO ova .OO OOIO .OO oOIm Omamm yucca Ono cH when mums Bow .O .OOBOHHO OH O>OOH HOHO HH R .02 g 00.2 R 00.2 “Hmweeefi Hmmcdcs genomes OOOcomOOm OQOHHOOma hcucmao Ihenowma Aseem osom IOpHmOaOmI mmmdflZflE «Hmmemmdo Q2d.mmmw¢z¢2rmmmodme .mmMmddme WUHEOZOQE MEOm ho ZOmHmdmsoo .m w Hb mnmde -51- higher percentage of cafeteria managers than teachers is allowed vacation with salary; the average range is fifteen to twenty days. Teachers and teacher-managers average ten to fifteen days vacation with salary. Teachers and cafeteria managers earn sick leave allow- ance of five to fifty days per year with a greater number of teachers than cafeteria managers being paid full salary. Teacher-managers earn three to thirty Gaye'with 42.0 percent paid at full salary. There is a negligible number of either group which obtains no salary with sick leave. Benefits of accumulated sick leave days are more often in evidence for the teachers and teacher-managers. The cafeteria managers are very limited in the possible length of time sick leave may accumulate but the former are permitted to accumulate allowances of from three to five years. Additional benefits of visitation and conference time, attendance at professional meetings, and three to five days for death in the immediate family are evidenced for each position. The salary supposedly covers expense of attendance at conventions and similar expenses such as travel, of the public school staffs in most instances. Table VI 05 indicates occasional allowances for such expenses as mileage, uniforms, etc. The average work week for the three positions is five dare; one cafeteria manager worked a five and one-half day O.OO OO O.OO OH O.OO OO OHOOH oz O.HO Om O.HO OH O.OO Om OOOOOOOO Omaha 02 I o m.m H I o OmOOHHs I o m.m H I o Oczoesn O.H H I o I o manomHeb I o I o O.H H has Hst HHHE eOHpOom> chuhmo I o I o O.H H HHO OHO>OO OHOHOO I o I o O.H H OOeOgNO HO>OHH .oe Hem 0Hfi wcmpecpm OHO OmmccgNO HOQHO pan: m H.OO HO O.HO HH O.HO OO OHOOO 02 .O I O I O O.H H OOH 0.0 e m.m H 0.0 m OOOOOO Om OOOHaonpdd I o O.O m O.H H OHOHOOHO Hp psOO ems: m.e n 0.0 m 0.0 w OOOeOme HHd weeBOHHs One OOOOOQNO m.>¢ em m.em OH m.om mm OOOOOQNO oz OmaHuOOs no OOHpccheoc noes tom .0 .o o .O R a z R 2 O z OOanmOOm OsOvamed Heweems Hmmmcmfi HOSOmOa Wmucumwmo Iumnomme .socm OsOm IOpHmOcOmI mmmwmz42 mHmmemmmo mad .mmmwmz4filmmmomfia .mmmmodma moHEOZOQfi mEOm ho zomHmdeOo .n w H> QHMdB -53- week. Teachers supervise very few employees; teacher- managers average about ten employees to supervise and cafeteria managers from ten to thirty or more. Teachers are expected to take part in extra-curricular activities ranging from occasionally to one hour per week for banquets, teas, clubs, etc. Cafeteria managers are less often expected to supervise activities as is evidenced in Table VI H. mMHmconmOoo mmmeHceH 4‘ I c I o o.H H has wpuwm QHHB mymswemm * m.mn em m.¢H m n.vH m meoc ammomgo HHd m.m , m ¢.m n m.> . m mmHHm> wmxoogo HH¢ . o ..HHH HLI o o mwewm mcHquHpow Hmnpo .o .000 .Hn H .Hg H mmeopd .Hn m I o .9: m I 0 .HQ m I o mwcwm mnsHo .o .000 .000 .HL m mmmam>d .p: H I o .H: H I 0 .MS H I o mmcwm mmmu .p .000 .h: H *.ooo mmmum>d How Hmos Hem manon mpwEHMonmd ®.mm pH e.HH a «.mm 0H sHmmc oz H.Ho we o.o¢ wH o.bm 5H 0% wcmpstmH a.mH HH o.m¢ 5H o.e¢ om mmw mmHHHpHpom HmHSOHHHSOImHHMm mad s.es mm b.mm m H.mo He sHHmc oz m.m @ I o m.o a a: was Hm m.mH m m.m H I Q on I Hm b.m b m.a H I 0 ON I HH m.mm oH H.um om H.HH 5 OH I H . m.m m o.m m m.m m mmHHw> ampssv wmmenmmsm " I o m.m H . m.¢H m msoz mega ow mmmHOHmso heme Bow ”b.0H NH e.Hm HH 0.0m nH chmc m2 _¢.H H I o I o m>mc mm _ m.Hm mm ©.m© em a.mb on mass m «Hams Hans ammumpm mew mH was: s .02 _ m .02 R How a urn r, .I .I Hmwmcmfi Hmmmemfi Haemmwe momma mom chHurmSG anmpmHmo .ngomma . com msom ImmeH>Huom HdeOHHHSOIwHHMm use mmHHSU HooaomI mmmw¢2dh ¢Hmmemm¢o 03¢ .mmmm¢m¢hImwmo¢me .mmmmw MHmda CHAPTER VI. 003343130? OF OHIO ATE KICH GA? HOKE‘LCOFOHIES TEACHERS Junior and senior high schools of Uichigan and Ohio almost unanimously expect their Home Economics teachers to have a bachelor's degree. In addition many of the schools Specify that the degree be obtained in the field of Food and Futrition or Institution Administration; Ohio leads in the latter requirement with 61.8 percent and Kichigan follows with 44.8 percent. As noted in Table VII A, few schools in either state demand any apprentice training. Experience is expected of 52.9 percent of the Ohio teachers and Hichigan asks for experience in 51.0 percent of the cases. Life certification was a "must have" in seven Michigan 'schools. Both states require a state teaching certificate in almost all instances and in addition some cities specify a Smith-Hughes certificate. Good health, successful experi- ence, and continuous study were listed as additional require- ments more often in the michigan replies. The reports were 87.0 percent to 86.0 percent reapec- tively for Ohio and Kichigan Operation on a salary schedule. Only four Michigan cities recorded a negative reaponse. Almost all teachers' salaries in both states are paid from tax funds. Smith-Hughes funds were used to supplement local tax funds in one Ohio city. Salaries are paid bi-weekly and me 1115th o m.nH e o.em m sHmon oz m.mm 0H c.0m b oz O.Hn m m.mm mH no» womHstmH moemHHmmxm mH m.em s o.om e sHmoa oz e.mm Hm o.Ob em 02 ¢.m H m.m m mew wcmHHddmn meHeHpr mOHuempgmm mpmdcmpm pmog mH e.0H m s.eH m sHmoc oz m.ee nH m.mm m oz m.ee MH m.Ho Hm mos «emaHsamc Manse COHHHHHSZ one each a no QOHHmechHSed eoHpsqumeH cm mH I o I o mHmmp oz ¢.n H m.m m 02 0.0m mm H.em mm new wompflswmn mmnwmc m.aeHmnocp a mH o .0 o 00 k z k z mmmcommmm meOHpmmsa memHaon OHQD mamSosme eHEOcoom esom ImoemHngNm can mpemEmpstmp H .mdo ..H Hdoficml mmflmodwe moHLOZOom whom Z MHm¢E -57~ N I figNd‘Ol-IHO OHHHONQ‘ (no: mmmd‘ 0.000. m Ob N <0 mm NNLON 5H OV‘KDOHOKQ HHOHHNCD N N hHmmH oz muemsmaHedmn Hmnwo oz mmmHSoo mHHsHommm moemHHmQMm Hemmmmoosm huspm mdosereoo anwmm Houoeusno coco hHmwp oz usages: Hoonom :mHmpemmecapm HdGOHmH>on .omm mmewsmIaaHam w maspm mpsam oHHH h wmpemsmHstoH Hague may mam pegs wumHHSUmh mH QOHHeoHMthmo peak r e a .oz mm HQOHE 0H£o muonoeme mOHeoeoom esom mmmeommmm meOHpmmsa I HI ililnHHHIL .II'II mmmmUdme mOHEOZOom mzom Z4meUHE Qz¢ OHmO ho ZomHm¢mEOo ImuemsmHstmh Hmnuo use eonmeHHHpHmoI om HH> @Hmde I o o.m H mmngmwspHsm .eouuom ease .mohdom peeve Scum cmpHnmc mH mHeHem MH a.sm m n.nn «H sHHmn oz ¢.ws Hm b.eo Nm 02 I o I o mew wmmmnHmsp Mo ms=Ho> co cmmep mmHueHcm mud O.Hm m m.mn mH k3mm.H oz H.mm mH m.mm ON 02 m.o m m.m H mm» pauHeonm aoohsoeHHH Baum 33 meHHmHsm mud m.o m m.@ m sHmoc oz _ I O mom N 02 WW H.mm em m.mm on new «mange may easy ang mmHnsHam ace . I o m.HH e sHmmp oz m.nH e I 0 oz m.om mm m.mm on new medcmnom hanwm w.eo mpmpmmo ampmhm any mmon s .oz R .02 I. semHQOHE oHso memeommmm meoHHmmsd mumnoema moHEOQoom maom mmmmadma mOHEOzoom mgom Z4GHmUHE Q24 OHmU mo ZomHmdNEUo ImHmHmm mo mmousom use mmHScmnom manemI IO HH> age -59- The minimum salary range of Ohio Home Economics teachers is $1,100 - 2,000 with an average of $1,440; the maximum salary range is $1,950 - 5600 with an average of $2,760. The average salary is $2,045. The minimum.salary range of Michigan Ikme Economics teachers is $1,300 - 5,000 with an average of $1,798; the maximum salary range is $1,750 - 3,400 with an average of $2,580. The average salary is $2,175. DeSpite the fact that the averages of the two states appear to vary in Table VII D, the average salary of the Ohio Home Economics teacher does not differ significantly from the average salary of the Hichigan Home Economics teacher*. Michigan city schools give average annual increases of $110 compared to $85 for Ohio cities. Advanced degrees and special work are recognized in practically all cities of both states with the range Specifying salary increase or salary scheduleaadvance to $100 - 125 per year. Rewards of $100 - 500 are recognized for completion of a master's degree, with Ohio teachers in the upper bracket of the range. Ohio superintendents assume more responsibility for receiving applications and employing teachers than do super- intendents inimichigan. The board of education is second in number of instances receiving applications and employing teachers in the former state. Hichigan boards of education, *Baten. 0p. cit. ~60- H.¢m b w.HH e mHmmm oz OHHe new assumpd 0mm I o a omH I OH w emcee pmomamcoeH Hedges omeAme we» was was: m.sH _m m.m _ n sHmmn 02 I I oobmw mpmpmms ngs = ommwa momma omsampd oochomus oaenIomme mmeamaesHam asaHxsa «mantra may mH page e.OH %» a.m m sHmmn oz mmsH oeeHe mmsum>< ooonIoome ooomIooHHw omeemaeceHsm aeaHaHa mmaampa tea mH page m.a m m.sH a anmn 02 «.0H m n.mn HH sHapeos m.mm en m.mm nH sHammsIHm I o. m.m H when Hoonom mH humpm I O 0.0 N I = = NH I .0 m.m H yeah peg mpemEhwn 0H «UHmm mmHHmHsm eHe_emuMo Rom ItI R :02 II,R .02 III. II emegoHE oHno memeommom meoHummdd mhmflodme m ofibofloom 080m mmmmédme MOHEOZOOM HEOm zemeOHEVQZd.OHmU mo zomHmdNEOU ImmmwmpouH hHmHmm new mmHhmHemI on HH> End-H- ~61- H.em s a.nm m mHnmu 02 I o m.m H a a 00 I o m.m H z : omm m.mH v I o a : omH I o m.m H mampmms How 00H 4.» H I 0 .ns can 0mm; m.sH a m.m n .c% 9mm mmH I 00%» I o m.m H Hues .mM% H Mom .08 Hem d.» H m.m m unseen oz ¢.m H m.m & adaHHas umpmonw m.sH a s.eH m moaa>ae mHsemaom snaHam #.n H m.m m mnmpmms new : : ¢.OH n m.om s omemaoeH hasHmm e.» H I o quuoSoum wmemhmme emoampem one Anon Hmaommm new unseen may mH was: a ..oz_ m .02 eme;0HH OHeo mmmeonmom mcoHummad muonoaoa mOHaonoom maom InchesmmI Edna mOHEOZOom gem ademoHE and ono No ZOEmde-Hoo Ifi HH> Hana-H -62... superintendents, and boards of education with the recommend- ation of the superintendent assume responsibility for employment in reSpective order. There were indications that Michigan teachers are sometimes employed by a personnel committee or director. The superintendent receives the majority of the applications. According to this study a larger number of Ohio than Michigan teachers are under contract. Also a greater number of Ohio teachers has tenure. It is significant to note in Table VII F1, that 51.7 percent of the Michigan Home Economics teachers reported do not have tenure. The probationary period in Ohio averages three years with a range of none to five years. Michigan's average is slightly less than two years with a range of none to three years. One Ohio school city was found where teachers are expected to pass Civil Service examinations and eleven Ohio cities gave state or local examinations to their teachers. Three Michigan cities gave state or local exmninations. More than 60.0 percent of both the Michigan and Ohio cities reported no restrictions on living and conduct, but it is interesting to note in Table VII F2 the various other comments that were made. All of the schools that made replies specified that the Home Economics teachers were on a retirement plan. Ohio has an average of ten days vacation allowed with salary for . Ho mmumoHeeH *\ 5.0m o m.sH a sHmma oz s.Hm mH m.m H 02 0.5m m ¢.ms em mew weasemu sheep mH s.om a m.m n sHeme om - e.m H m.m H as eeoemHm m.ms mm m.mm on new use as usage Hoeapeoo s mH m.mH a m.HH a sHmme oz I o m.m H .pasm w HmmHoanm I o m.m H .vmdm + .pQSm .HmHmmd e.oH m m.m H nopommHa \monwo\mmuHHESoo Hmecomumm m.sH* n m.mm m eoHamoeem mo eusom m.¢H «H n.mm NH unmeempeHnmmsm e.OH m s.om 5 .am so spasm + .emem emaHsOHQam may mace one - mm m.em s s.sH .s sHemc oz - I o m.m H nomH>Hmmsm + .um Ho venom I o m.m H HemeempeHnoQSm 4 HsmHoeHum _ s.om o m.m H coHpsosem mo ensom I o m.m m mmpuHsaoo *\00H%Ho Hmeeomnmm m.mm sH s.so mm unseempaHnmmsm ‘ «mama eOHpeOHHmms mH aces 09 m .02 a. .02 IIII III. - II.I II esmHnon OHso newcommmm anmemsw _ amazomme moHeosaom msom W IpemEAonamI mmmmodme mOHzozoom mfiom z MHmda -54- mmfimbdfle mUHECZOOH mEUm_24meOHEWde OHMU ho ZOmHmdNHOO amen mH mums HH II sHmon 02 I m.o m m m H HsnmpHH mum> .m n Homoeoo honommu «.0H m m.m n mewmm I o m.m H nouHuHo hes we mean w.» H m.m m woubnoe Hayes coow «assumes m.¢¢ NH n.nn NH msOHuloummh 02 no mGOHHOHMHmmu new one pens 0.5m m m.mm m sHmon oz ¢.n H I o eoHans he Hasuow 02 I o m.m H seeHem eHepH- I o m.m H been I o m.m H mHHHp ham ¢.m H m.m H possum» doom use now omega I o m.m H HanmpHH sum> n.mo mH m.Hm Hm mnOHHoHuummp oz wmerHH so meOHHoHuummn on» one was: «.5H m o.sH a sHmmn oz $.mp Hm 0.00 5H 02 wuohHsdon $.0H n n.mn HH mm» eoHpseHest HeooH no madam e mH $.0H n m.HH d hHmom oz o.mm ow n.mm mm oz womanuoh .I o m.~ H mow eoHuseHamNo moH>umm HHpHo a mH e.He NH o.om o eHgmu as I o m.HH e a m I o m.m n a e m.o w m.nm m r n m.¢m b >.¢H m a m m.nH a m.HH e new» H w.» H I o .08 0 cu m m.m m m.m H uOHhmm museoHusnope oz e.n H I i o couop Hoz chHumg haseoHpsponm on» mH was: s .e a e as IMH£OHS OHno someommmm mQOHpmmsa genomes mOHeoeoon seem IHQmBAOHnsflI IN h HH> Hflmdfi ~65- those who were given any allowance. The Michigan average was slightly less with eight days and a similarly small number given the allowance. Full salary for five to sixty days of sick leave allow- ance with an average of fifteen days is granted for 47.0 per- cent of the Ohio teachers, Hichigan teachers are granted five to fifteen days of full salary with an average of nine days for 41.4 percent. There were four cities which reported no salary after five to ten accumulated days. more than seven out of ten Eichigan and Ohio schools permit sick leave allow- ance to accumulate for their Home Economics teachers. In Ohio sick leave can accumulate an average of four years; Michigan permits an average of five years. There were a few cases in which sick leave might accumulate indefinitely. Other allowances to the Home Economics teachers in either state were at a minimum. Upon referring to Table VII G2 it is noted that there are instances of conference allowance; professional meetings, death in the immediate family, etc. One Ohio school city pays $60 per extra-curricular activity. Almost all cities extend no expense allowances for meetings or general expenditures. Michigan seems to pay more convention expenses than does Ohio. There were cases in Michigan of authorization as needed. The average work week is five days for the Home Economics teachers. She supervises few employees in either state. Approximately an equal percentage of teachers participate in -66- mmmefima moHHHozoom .I-HHHom ameoHH-H HHzI-H CHE .mo acadgoo HEM H I m ewes .Esooe .- m.o N I o s OH 2 I 0 2m H .8 m n33. 238 on .o «as H I 0 was om .. .. mom «6 H I o see-does on on as flow Hen-Hyena .Hmfio msom .H- erm- H I o .3 mH .Hom e.n H I o HsHpewanHHe .se om Him H I 0 .3 0H .Hoh .pHHm Mo 53 mmmH .hHsHsm HHS” .o I 0 2m H HHfi 0H amped-.3 om 8e 233 HHE .p .3. 0H 23 9H omsnmpd .3 3 I a .3 on I a owes-H sued-s HHEH .a “...HH. «H Hée aH sum-Ham HHPH .532 Has. wen-S. 39: 38 mH muusm hsflsmmu up» He span was: .3 m .3 0H omens-5 ammoou Hens-HS wee-53s 3 use mH I 0 use 0H I o omesm han-wm fies sage-esp meme bums tom 22 a. tom -. .392 oz mime mm 0.2. 3.. 02 m6 N m.m n new pcmBOHHs bsHsm 5H: cos-woe» mH m.-.H n as: a has.» 3- l O I 0 Oz m.mm To. «.mm mm new .3me Heme-oh Hon a sheep mH lh-Il III I & .02 R .02 nde-HOHHH o g, someogmmm unoHummHHa muons-woe moHsoeoom oeom ImHHHmemmI .H w HHP age -57- mmHNOdMB mOHEOzoomflflEom ZdemU E 924 on6 mo zomfimdmzoo mHHeHMmesH mmmeHecH .MmeeH * «.mm 0H H.ee mH eHHma oz O.Hn m m.He eH mmoemsoHHs segue oz e.n H I o .mae m use susHsm .pem use HpmHsm somspmp .an I o m.m H spHpHpoa ansoHnunoIsuHNm you owe ¢.n H I o HmeeononHc .ec om I o m.m H mmeHHoms HwGOHmmmmonm e.n H m.n m sHHssH opaHemaaH eaan ooempmweoo I o m.m H use eoHuspHmH> new msHa wempHm one mooeeBoHHs nmspo use: .nh n .9» e omepmpd wepsHssaoos .935th m swag-H In?» H ewe-am «H use munch heme Boa .o m.o m m.HH a sHman oz m.nH e b.¢H m 02 n.mp mm _ n.n> am new pepHvsHssso meemsOHHs we» mH .3 .nc m .so mH ammumpd .ue OHIn .sc ooIn omemm «use» one eH whee mass has .s . uoBoHHm mH opemH.HeHm mH R —002 x 00.2 _udenoH: 0Hno momeommmm msoHumqu FMMonouoe moH80eoom oaom , “u ImuHmoeomI .N o HH> HHMdH m.ee nH 0.0m sH HHeme oz e.n H I 0 see HHem epHs sOHpmom> eHspmmo ¢.m H I o HHs mmesHoeH kHsHmm m.bn HH 0.0m 5H mememgxm peeve oz womHemmw was mememgxm segue pegs 0.5m HH m.sm m sHesn oz e.m H I 0 was m. m.sH m I o sesame ms smanoepeH ,m I o m.m H weepomHm mp Heme eons ¢.OH n m.m H mmmemmwm HHd wcmBoHHs was nonsense O.Hn m 0.50 mm momemexo oz mmermms so meOHucmpeoo goss.som _ A R .02 R .o: eswflneHs oHso memeommmm . meOHpmmsa mnmnosms mOHaoeoom msom ImemmsmmI mmmmudma mOHEozoom MEOm ZdemOHE 92d on0 m0 zomHmdmzoo .n.w HH> mnmwa AHHOOOHmsoOO amusOHOOH .ooo * N.bH m m.HH d mflon : : v.0H m m.m H mmHnmp Omxomgo HHd .OOO .H: H mmsmmpd .hn m I 0 .un NI.OOo ewemm mmHquHpom hmgpo .O .000 .OOO awesopd .ne H I O .ne NI.ooo amuse mpsHo .0 .OOO *.OOO mwsmmpd .ne HI.OOO .he H I o ewesm mama .p .hn H .m: H mmmampd .mn H I 0 .mg m I o Owesm mwmswesp .s new Home pom meson OHOEHMonmd s.OO O e.Om OH eHems oz O.Hn m m.nm m 02 weeanme Momnv dH Hob¢ 0H mmw. mmHHwPHPOM .HwHHHOHIHLHHHOISPNm mHAH mHImH OH m®mpm>4 shoe once .wOmemOQSO ho onIo no omIo mmesm hemp OO mommOHmam mess 30m EON O 28 _ s same as 22. ON «.2. 5. .8 O 38: Has aegis 2: 2 as; R .02 OK 00.2” :smHeowfi OHno memeommmm meOHHmOSG _Mmonosme mofifioeoom msomw I’ll! III . ImmeH>HHOO OOHOOHHMOOIOOHNO new OOHHSO HoonomI mmmmodfle QOHEOZOOH EEOm ZdemoHE flaw OHmO ho Zomfimdmzco .HH HH> Ema-He extra-curricular activities in each state. The range in the length of time spent on activities is likewise very similar. CHAPTER VII. COHTARISO” OF OHIO AYE: CHIGAL TRAIIT AD AND UHTRAINAIrCAIAIA.IA AA-A-iR“ A bachelor's degree is required of trained cafeteria managers in Michigan and Ohio. Seventy-five and 84.0 percent respectively require that the manager be a Food and Nutrition or an Institution Administration major. hichiganzidvocates apprentice training for 84.6 percent of its trained managers. Experience, as Specified in Table VIII A, is expected of an average of 76.7 percent of the untrained managers in both states. Slightly more than one in three trained managers are expected to have experience. Ohio requires more state and Smith-Hughes certification from.its trained managers than does Kichigan. Two Ohio cities require an untrained manager to have a health.certificate and one Michigan city requires a Food Handlers' certificate. One.Michigan city specifies that a master's degree in Insti- tution Administration is required. Both states authorize salary schedules for their cafeteria managers but a smaller percentage of untrained managers are on salary schedule. Ohio reports all untrained managers' salaries paid from lunchroom receipts; Michigan reports 50.0 percent from a Similar source with little depend- ence upon the volume of business. About '2.0 percent of the trained managers in each state are paid from lunchroom receuflm with Michigan having Slightly less than Ohio thus paid. wOmmHsOOm moemHemesm mH OOOOHOOOO weHOHOHH OOHuemagms OHOsOmam umom mH OOOpHsOOH OOHOE OOHHHpHsz One OOOm O so OOHPOOH IOHOHOOH OOHHOHHHOOH es mH OOOMHSOOO OOHmmO m-HOHmeomp s OH O.OO e O.sH a s.s H O.sO O OHOOO oz O.O H O.e H .O.OO s O.OO a as O.Os OH «.Os OH O.OO O O.sO O mm» 0.00 e H.OO O s.b H s.OH O OHOOO oz O.Os OH O.Os AH s.s H O.OO HH , oz O.OO H I O O.eO HH 0.0H O was _ O.OO .O O.sH a I O O.OH O OHOOA oz .0 0.0s OH O.OO OH 0.0H O O.OH O 02 m I O _ I O O.OO HH .Os OH new I O I .O I lo _ I O OHOOO oz .OOH OO .OOH ON I _O O.O H as I O I O .OOH OH O.OO OH as» R 02 R. a; ORIIrmH_mw :3- . . 3. I .. a, -. ..-I «IL SCH: _- owinrNI; SOHL “I o..HrH_.C II mmmmogmmm cmstHpmb _ Oochma AH“ "Fl A. IIIIIII mhmwmsmz memewwo f I‘ll‘flnl ‘1 meOHummsw ImoemHmOeNm was mHeOsOeHsemn HOOOHpOosOmI mme¢z¢§ MHMdB -74- .mohdom mass .mondom Hosea O.O H I O I O I O OOHOOOO OooO HOOOOOO seem OOOHHOO OH OOOHOO OH I O I O I O O.OO O OHOOO oz O.OO OH O.OO OH .OOH OH O.OO OH 02 OOOOOHOOO Ho 0.9” n bfmm m I. O .I O mmw. mEHHHob no cmmmn. mmHIHmHmm mud O.O H O.O H O.O H ROO OOHOonO .p I o m.¢ H 0.0 H m.o H Rom mmNmp .m Scum Hemopmm 8883 .3322. OH O.HOHOO OH 0.00 O I O I O 0.0 H OHOOO oz O.OO O I HO O.OO O 0.0H O 02 OOOHOonO O.OO OH .OQJOO O.OO O O.OO OH OOH OOOOH acne OHOO OOHOOHOO OOH O.OO O 0.0 O O.OH O 0.0 H OHOOH oz O.OO O 0.00 OO O.OO O O.OO HH 02 OOOOOO O.OO O O.O H 0.00 O 0.00 O OOH ass acne OHOO OOHOOHOO One O.OH O I O I O O.OH O OHOOO oz o.mH n m.mn m 0.0 H I 0 oz mesOmnom HMOHOm O.OO OH O.OO OH O.OO OH O.OO OH was O so 3230 amp-as 8:. moon R Toe R on R .02 R .02 .eoHs OHOO .OOH: OOOO OOOHMHOOD OOeHOOa Ill+ mOmeommmm OOOHHOOOG mummseOOAOHpmHOMOo ['"HNIIIIL mmMuRZRZ demBtho QWZHOmaZD mad QMZHOmB zdemonmed OHmO ad ZomHmdeOO ImmeOHOm HO mapsom OOO OOHsOmgom mpmHmmI Io HHH> mnmwe -75- Salaries are paid bi-weekly and monthly. Both states indicated instances of saa1aries paid weekly,teo. The minimum salary range for Ohio trained cafeteria managers is Ol,050- 1,500 with an average of pl,425;the I maxiuw nu salary range is pl,665- 4,500 with an average of p2,800. The avera e Salem is p2,050. The minimim salary range of Iichigan trained managers is pl,000- 1,850 with an average of $1,645;the maximum salary ran ge is O1,500- 3,250 with an average of p2,:50. T17e avera e salarr is A2,255. Although the Ohio avera e aaiears to be less than the Michigan average,the average salary of the Ohio trained cafeteria manager does not vary significantly from the average of the Mich igan trained manager. * The minimum salary range of the Michigan untrained cafeteria manazze rs is ”63'- 2,100 with an average of $1,400; the maximum salary range is QOOO- 2,600 with an averawe of $2,F70. T e averag e es 1a: [ is 91,755. The minimum salary range of the Ohio untrained cafeteria managers is @500- 2,850 with an average of p1,1;0;the maximum salary range is ;750- 2,550 with an average of Ol,610. The average salary 18 $1,305. Although there are differences in the average Salaries of the michigan and Ohio untrained managers the salary in O1io does not “ii fer significantly from the average salary in nichigan.* 3p '1 Dateno Op. Cit. -76- o.mm HH m.m¢ OH s.b H O.ON a mHmwa oz 05% o¢a cow oHHfi omwampd wmomwmaqu anIOHw OOHIO % mmHIOHa omH-msa mmamm Hausa» wmwuwpm may on» “can O.OOM 0Hhm.aH#a. s.a H s.na_s aHmou 02 aso « oHo # on ma comma omatmpd comm ommm onmn coma waanwm Ioomfi Iombfi IOOMH% Immon mwmdm ESSHNwS mmwpmpw may mH was: o.m¢_ m O.Hm%n o.on_¢ a.mH_n aHgma oz ooaHa _omHH mawHa mmaHa ommampa OOHN onmm ommH oomH waaaHmm Immoa -oonm -oooHa -OOOHw macam asaHeHa mwaampm may mH Has: o.m H m.¢ H I o I o hHmoh 02 I o n.5H a I o O.OO HH aanuos a. o OH ¢.ms mH m.mm NH o.mm a aHamms-Hm o.m H I o I .o I 0 .ma: m mumpm o.m H m.w H «.0 H mHamms I O I O l 0 Now H a : 2 NH I o I o I o m.o H .ph awn mpnmammm OH wwwwm mmHamem was gonna tom &. .02 a 02 a .02 a 02 .1 .nuHs OHOo .eoHa OHOQ mommommmm chHummad coaHnuucD omnHmpe mammmcms wHumpmmwo {11 mmmwazaa «Hmmemmao mmzHamezp pza nmzHHmH zamHmoHa mza OHmo mo,zOmHmamaoo ImmmmmaonH mumHmm cam mmHawmeI on HHH> mnmda -77... 0.0a m m.om nH m.©¢ m m.Hm m mHmmn oz 0.0% m m.em m H.mm n I 0 camsmp oz I O I O I 0 Now H = : 0mm I 0 I 0 I 0 «.0 H mnmumsa yoH mmH I o I o I o m.m H .na pmg mmHIOOH 0.m H I o I o «.0 H moem>©m dewmgom mnaHmm I o I 0 I 0 m.0 H mumpmme now = : «mmmummc 0.0H m O.O m v.5 H O.OH m mmamaosH apmHsm censuses cum ayes HaHoogm I 0 I _0 H.nm m I 0 cOHuoaoum How unseen msu mH was: 1 IIIIIII ilIJHIIIIiIIIIL III I & .om IR omianwpz [La .02 .nbwfi owmo .gwmz omno momsomwmm mQOHumoaa cmnHmppcb cmmwwaa «Howdqms “Humuowwo ImwnmsomI mmmwfifis «Haammdo QEHHEES 9,2. magma 5.me32 94m 025 mo :0 madmfloo .m HHHP Ema. no moumochH *\ 0.0H n 0.0H 0 H.0m 0 0.0H n aHmoa oz 0.0 H I 0 I 0 I o mmppHEEoo \ nopomuHc \oOHMHo Hmnnomnmm 0.0 H O.Hm 0 I o 0.s0 0 nomequnm SoonnomsH \ «Hampmwmo 0.00 0 0.00 0 0.00 0 0.0« ¢ QOHHmoscm Mo undom 0.0 H I 0 I 0 I 0 .ymdm H .HQSm.pmHm04 0.0m 0 0.sH a 0.0H m 0.mH m OsmanmngOOQSm I o 0.¢ H I o «.0 H .am no chaos + .amsm 0.0 H 0.0 H u I 0 I. 0 .p950 w HmmHomHam I 0 0.0 H OH.0« 0 I 0 monommmaHIMano «maHmonao on» moon on: 0.00 0 p.H« 0 I 0 0.0H « hHmma oz 0.0 H I o I o m.0 H .OQSm panamammd 0.0 H H.0m 0 5.5 H n.Hm 0 pomenoadm \popooch wHumumwuo .0 0.0 H m.¢ .H I o I o .pmnm + HamHoanm v. 0.0H n 0.0H n «.0¢ 0 I 0 coHumodcm Ho dumom . 0.00 b «.00 h H.n«_ « 0.pn 0 unocnmusHumgfim 0.0 H I 0 I 0 I 0 omupHaaoo *\¢0HMMo Honcomnom I 0 0.0 H H.«« n «.0 H quSmmmapIMHmHo «0008 sOprOHHnmw mH Sons 09 11.2; 21%.; ha AOHEI1I 0Hno soda oHno mmmnommmm mcowpmmSG wmdehucbI meHth I mumwmcm! «Hampmwwo IunmahonsflI mmmwd242 dememhdo nmszmBZD 92¢ szHdme ZdemOHS Q24 OHmO mo zomHm¢mEoo .H h HHH> mgmde -79- The average annual increases are greater in Hichigan than in Ohio for the untrained managers with $70 and O40, ? reapectively. I Advanced degrees and special work are given recognition for trained managers in the form of promotions or salary increases in both states. There is a negligible number of untrained managers given any recognition for extra training. The cafeteria SUpervisor and the board of education employ a large preportion of the Ohio trained Kanaaers. The latter employs the majority of Iichigan trained managers. I Applications for the former are most often received by the N superintendent and cafeteria supervisor in reapective order, with the board of education and the superintendent receiving applications in Kichigan for the trained managers. The board of education and the cafeteria supervisor mploy the greater percentage of untrained Ohio managers with applications taken by the superintendent and the cafeteria director. Kichigan untrained managers are more often employed by the board of education with applications received at the superintendent's office. Eighty-seven and one-half percent of the Ohio managers with training are working under contract while less than one in three Hichigan managers are under contract. Approximately one in four managers without training in each state are under contract. ~80- mmmdedE deEBMMdo szHdeZD 924 szHde ZdGHmOHE 92¢ OHmO mo 20 mHmHHAHSO o 0.0H 0 0.5H a I 0 5.0H 0 magma 02 0.00 5H 0.05 0H 0.00 ‘0H 0.00 0 oz 5soaHsama goapaaHamxo I 0 0.a H 5.5 H 0.H0 0 00» HaooH no muapm a 0H 0.0H 0 5.0 m I 0 «.0 H aHnma 02 0.00 5H 0.00 0H .00H 0H 0.H0 0H 02 500aHas0H aoHpa I 0 53¢ m I O momfl N mmW IQHEdunm mofirhmm HHPHO w mH 0.00 0H m.00 0H «.00 0 0.00 0 aHgoa 02 I O I O I 0 Now H 2 m I 0 0.a H I 0 0.mH m = 0 0.0 H I 0 5.5 H I 0 = 0 I 0 0.a H H.0m 0 0.0H m pawn H 0.0H m .0.0H 0 5.5 H 0.0H 0 .0a 0 I 0 0.0 H 0.0H 0 I 0 I 0 OOHnmg anamoapapoag oz 5a0Hnma I 0 I 0 H.0m 0 I 0 amps» nos aaaaoapapona may 0H was: 0.0a 0 a.00 5 0.00 0 0.0H 0 anma oz 0.00 0H 0.00 0H 0.0H m 0.0H 0 oz 0.0H m 0.0H 0 «.ma 0 0.05 «H 00% 5mnsc0p mamap 0H 0.00 0 «.00 5 0.0H m «.0 H ads.H oz 0.0a 0 0.5« HH 0.00 5 0.0 H 02 56000H0 0.0m 0 5.Hm_ 0 0.00 a 0.50 «H was 0am as mamas Hostages a 0H a .00 R .0a m on & .oa .acHs 0Ha0 .aoaa OHSO mammogmmm maoHumma0 odewapmb cosHsae mammmcmz mHaowmmmo IuamahonsmI II .N h HHH> mqmda ~82- Tenure is granted to 75.0 percent of the Ohio trained managers but slightly less than 50.0 percent of those in Michigan. A small number of the managers without training has tenure in either state. The probationary period for the former ranges from three months to five years in Ohio and from three months to two years in Iichigan; the latter group ranges from three months to three years for Ohio and three months to two years for Kichigan. There are instances of no probationary period for the latter group. Four Ohio cities require Civil Service examinations for their cafeteria managers. A still greater number of Ohio cities require a state or local examination. There is but one city in Xichigan which cited either type of exmnin- ation for its managers. It will be seen in Table VIII F5 that there are few restrictions on living or conduct among cafeteria managers regardless of training. A retirement plan functions in both states for their cafeteria managers with Hichigan having the greater percent- age. One in four of the trained managers is granted vacation with.salary'iniflichiqan which is twice that in Ohio. The latter's untrained managers are allowed more days of vacation but only one in six receives any salary with vacation. Full salary for sick.leave is paid an average of ten to fourteen days, respectively, for trained and untrained Ohio managers. Michigan allows eight and ten days in the same order. Sick leave allowances for trained managers are m.om nH «.ms oH m.oe o s.me a . ngma 02 0.0H m - o - o m.o H emNHaHo saw me mama 0.0H m e.m m a.» H m.o H Hsaaoz o.m H o.ma m n.mH m m.o H essence Hausa eoou passages 0.0H m m.en m H.nm m m.en o mQOHuoanamma 02 no msOHaOHapmma was and page o.me m m.em m m.mn m n.5n a ngmn oz o.m H - o - o - o emupHne no Hsapom oz - o - o - o m.e H senses aHapHu "m a o n.e H - o n o spasm yo psmaammm 8 .. o .. o .. 0 m5 H 53mm cHfiHs . o.m H a o u o n 0 ulopch Hoogom sH - o n.¢ H a.a H - o mpHaHH apHo eH . o n o n o m.o H mOHpnmm HHpHo . o - o b.e H u o spHHHpspommmmm awsHpHH o.me m m.©m nH m.oe o e.ne a meoHaoHuammn oz so meOHaOHapmmn any was page . 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H4 “HLQPQLLCU 10"! i :mHmeemMu mmmwmfldb «HmrBLL do QL HHmaH RD and 0H: am: mam LOH: Qfid UHmo no :QmHm wmfloo .N w HHH> MHmde '87-. \+;r. humeOHmmomw mmwQOHOcH .ooel O.OO m O.OO O O.OO 5 0.0H n mean = = * o.m H m.e H 5.5 H m.o H mmHam> Ommooao HHd .000 .000 u o .600 mwmhm>< .ne 0-0 .000. O n O .ne N-O mwesm mepHpHLos amass .O .660 .000 u o .060 mwmam>d .ns Hao doonnv n 0 .mg mno mwsmm mpsHo .o .000 .000 n o .000 wwwpmpd 63H: .ooo Boo .. o .. o .93 Huo mmnmm mama .o. .060 .060 n o .060 mwsnm>d ..a£ whooothmhooo n 0 4H: Huo mmcmm macadamp .w _ how Home amm.mun camsHNohmg O.OO O n.5H a H.mm m O.Om a aHama oz 0.0m 0H 0.00 OH m.m5 0H 0.0m m 02 wumaHawma mmeHpHuom 0.0m w o.mH n n o o.mm e mew asHsOHaasOaaume and O.5e HH O.5e HH O.OO O O.Hn m sHmmn 02 I o 5.m m m.mH m m.mH m as was om I o n o m.mH m n.5m m onuom _ n o o.nH n n.mH m m.mH m omnHH 0.00 m ¢.on 5 5.5 H m.m H OHIH wmmeanSm o.m H a o 5.5 H u o mmHnmp ampasz away on mmOHOHmam mass as O.Om H. n.5H e 0.0H m 0.0H m 398 02 a O _ a O - O m.O H .sO an O.OO OH O.OO OH O.OO HH O.HO mH .sa m Laos: ance emanmps was mH page fin. .02 an 02 a .02, a, 02 .AOHE OHSO .noHE OHgo cmnHHMHCD can. ya mmmcommmm mQOHpmmsa mwmmmcwz «Hamymmmo ammeH>Huow ywHSOthsoasapHm was mmHHSO Hoosoma mmmw424fi demBmmdo szHdeZD 924 nmszma ZdemOHEOQz< on0 m0 ZomHmdeOo .m HHH> mmmds CHAPTER VIII. COKEAHISOH OF OHIO AID KICK GAE TEACHER-EAFAGLRS There is almost one hundred percent agreement in the schools of Ohio and Michigan that teacher-managers Should have a bachelor's degree. Fifty percent of the Ohio cities agree that the teacher-manager should be a Food and Nutri- tion or an Institution Administration major and 47.1 per- cent in Michigan expect the same. Apprenticeships are specified in 11.1 percent of the Ohio cases but only 5.9 percent of the Michigan cities expect in-service training. Both states prefer experienced teacher-managers with 66.7 percent of the returns from Ohio and 41.2 percent of those from hichigan favoring the require- ment. State and Smith-Hughes certificates are necessary in approximately equal ratios in most of the schools studied. Other requirements are almost negligible but health, contin- uous study, and tuberculosis examinations are mentioned in Table IX B of the Kichigan reports. A larger number of Ohio than hichigan schools favor salary schedules for their teacher-managers; only 70.6 per- cent favor such schedules in the latter state. Salaries are paid both from tax funds and lunchroom receipts. Michigan tends more definitely toward the use of tax funds for teacher-managers” salaries. Two Ohio cities indicate that salaries are derived from both sources, one on a half-and- half basis, the other with 75.0 percent from taxes and 25.0 a... II I m.5H n O.O H sHmoa oz m.He 5 5.5m m 02 m.He 5 5.wo NH mew wOthsvmh mocmHamgNm mH O.HH m H.HH m sHama 02 0.00 OH O.55 eH oz wemanOmn msHsHsap m.m H H.HH m an» OOHuemnmgm mpsaamam pmom mH Aw I o m.m H mHmmh oz «Ooandmn 8, m.mm m ¢.¢¢ m 02 Hanna QOHLHMLSZ One coca a no . 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I 8 NH 3 o _ o.m H .Hh pom mpemeasm OH memm mmHHsHmm was emHmO Rom s .oe H .0: swwH£0Hz 0H£o newcommmm mQOHHmmSG HowdmmEuHcsomce smmmsmHosH hHsHmm mmmw¢3ew mHaemaom thHsm n o ©.m H mHmHmms How a = wmcmHmmu ecoempum cam HHoB o.mm i e H.HH m wmsmpceH mHsHmm HmHommm How camsmp may mH was: ‘& .oH R. .02 assH (H.HH 0 He. memmmewEuHogowma mmmgommcm mUOHummdd umcpmsmma mincHZdfilmmmode z¢meUHE 92d OHmO mo zomHmdmZoo om NH Mgmde -95- Ho mmumchcH *\ mesemp mHmnp mH «omsmHm was as semen HcsHHsoo a mH wmaHmonac may meow on: poems COHHaOHHQQm mH 2033.09 n.mn e m.mm a HHema oz ¢.mm m w.m H 02 m.mm w m.ms mH mew m.HH m m.m H sHeon oz m.m H o.m H 02 m.mm wH m.mm 0H mew m.HH m 5.5m m sHmmn oz m.m H a o homemcmam EooH:ocsH \HomH>Hmm:m mHAmHmmco o.sH m m.mm o :oHHmoewm Ho wasom s.ee HH m.mm a cemeemaeHcmHSm a o H.HH m COHHsceem Ho eHeop use HemoempeHHmQSm u o m.m _ H HeadmmmHHuHHcHo m.HH m m.mm e ngme 02 m.m H I o HouomHHo *\HomH>ng5m sHHmHono m.m H m.mm e COHHmoenm Ho epsom n.0s mH 0.0m m pemeemaeHemesm n o m.m H HmpammmppuHaeHo m . o a w“ . o .2. ems HOHE. ono mmmeommmx meoHpmwsG mHmudemEupmmosm IHQQEHOHQEMI mmmcHo m mH m.mm oH o.mm oH sHemn 02 I o m.m H a m m.m H n.mn o a n m.m H I O a N m.m H I 0 name H I o o.m H .06 0 cu m m.bH m I o oOHHmm mamQOHuwpon oz m.m H 1 o empopsbz weOHnmm aeseOHaepoae we» mH Haas OR 00ml OR 002 ' ncwHSOHE oHno mammogmmm mCOHHmmsa mumwsdmfiIHmsosme IummSHOHmemI mmmdedEImmmode ZdUHmUHE QZ< OHmO mo ZOmHm¢NEOU .N h_NH Mmmde ~98- mmmw¢z¢2ImmmUdme.ZdemoHE mad on6 mo ZomHmemzoo e.sH m o.m H HHHmH oz m.>H m s.oH m 02 s.eo HH b.5b eH mow wmpHHeHSESO cognacHHe may mH .p .mw 0 .mm m. mmmhm>d .me oHIm .ee onuo emcem «seem weo eH meme hams eon .e cmsoHHe mH mpemH Howe HH m.m H o.m H .sc mH Ham .pfim Ho Hen mmmH .HHeHem HHSH .o 1 o e.m H HHsm.se 5 genes .ss s aansm HHsa .p .me m. owm mw mghmpd .se mHIm .me mH-m amuse sHmHem Hst .m N.He a e.ea a ansHmm HHae empamH HOHm meHasa omega eHem _ . mH kaHsm HeHammH on» Ho when Hans .mp OH .mw m mwmpm>¢ I _ .ee on wcchHHs mH ImmewHHox .mo OMIO mwsmm hpmHmm QHHB QOHuwoep mama mesa Bow m.sH ‘ n b.0H m eHemn oz m.mm m p.00 NH 02 ¢.mw m b.0H m mow wweBoHHw.mHeHem HHHB GOHpmoep mH e.mm a H.HH m anpH 02 I o o.m H 02 _m.ws mH m.mm mH new wcch HemsoHHpmH a chHH mH & .om1 a .o: ameSOHz OHQO memeommow msoHpmmSG mnmweesSIHmnceme ImHHHmemmI .H 3 NH mflm¢e -99- Ohio grants permission for the allowance to accumulate in 77.7 percent of the cases with the Michigan percentage at 64.7. The average time of accumulation is approximately the same in each state at four to five years. Almost no other allowances are granted and few expenses are allowed the teacher-managers as noted in Table IX G2. The average work week is five days and Ohio managers supervise more employees in their schools than do the Kichigan managers. Extra-curricular activities are expected almost three times as often by the Ohio staff as in the Michigan schools. The range on the types of activities is similar in both states but Ohio teacher4managers who super- vise activities spend more time on the activities than do the managers in the Michigan cities. ~100- message: 2 ImESUHVB H20 mnHuH GHQ OHmo mo :0thde 200 .N w NH quds H.5e m 0.9m a sHHmn on N.He. s H.Hm HH moanegxm mmmpo o: m.m l H I o mammHHH m.m H I o magmas. 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SUI:I.‘."V.’.I”D CITCLULJICITS In general summary, it seems in order to point out the limitations upon which conclusions may be drawn, The results are dependent for their value upon the interest and thought exercised by those individuals who participated in filling out the questionnaires. These results are applicable to the Home Economics teachers, the teacher-managers, and the cafeteria managers in Ohio and hichigan public schools, only insofar as there is evidence of random sampling from the scatter of the returns. We assume that the returns are representative. If Hue tionnaires had not been used, far fewer cases could have been visited or studied. The results are interpreted thrmigh numerical tabulations from these results in the two states. Subject to these limitations and facing the lack of other studies for comparison, the following conclusions may be drawn: Cafeteria managers are not on the same educational level vith teachers and teacher-managers. Far too great a number of practical cook-managers are "making the grade" by the trial and error method. Salaries for full-time cafeteria managers are not comparable to Home Economics teachers. The average salary of the teacher-manager does not differ significantly from that of the Home Economics teacher. Also, the averas e ~105- salary of the teacher-manager does not vary significantly from the average salary of the cafeteria unnaPer. Teacher- managers are not preportionately reimbursed in several respects for their additional reaponsibilities in the lunch- room. School systens do not rive sufficient encouragement financially or throurh promotion for individuals to give very serious consideration to expenditures for advanced degrees and special work. school systems should eliminate the inequalities for benefits from a retirement fund, vacation salary, and sick leave allowances if they hepe to attract trained manasers inuotheir schools. As far as a comparison of the states is concerned, the average salary of teachers in Kichigan is not significantly greater than the average salary of Ohio teachers. Cities in the latter state expect greater specialization and exper- ience in the field. A majority of the Ohio teachers is employed by contract and has tenure; sick leave benefits are more evident for that state but Lichisan schools provide reimbursement for more expenses incurred. Ohio schools expect more experience and apprentice training from their teacher-managers than do the Iichigan schools, which less frequently Operate on a salary schedule. The average salary of teacher-manacers in Ohio is not ~104- sisnificantly less than the average salary for teacher- managers in hichisan. Ohio shows higher annual increases and increuents due to advanced degrees. Extra-curricular activities take on more importance in Ohio but the state provides greater benefits and more tenure. Specialization requirements and apprenticeship instruction are more often expected of the trained cafeteria managers in Kichiran than in Ohio w th experience unani- nously preferred. Both states favor extensive experience for the untrained manager who is seldom on a salary schedule. The average'hichiean salaries are not significantly higher than the average Ohio salaries for either trained or untrained managers. The most differentiation is among the latter in the two states. Eichiaan includes a larger percentage of both groups in its retirement plan but sick:leave allowances are more liberal in Ohio, and more managers are under contract and have tenure. School cafeteria nmnagement as a career is a field still in its infancy. The possibilities are many and varied. The field must be made both interesting and challenging for Home Economics trained women. The comparative status of the various groups involved in this study might well be investieated on a national scale. LlThhATLRE CITED 1. The Administration of School Lunch Programs. Federal Security Agency, U.S.Office of Education. Circular 5211, (June 1942), 42 pages. ; .2. Baker,Katherine L. School Cafeterias. Practical Home Economics 7 (June 1329), pp. 182-185. o. Boughton,Alice C. Report on the Penny Lunches Served by The Starr Center Association,Philadelphia. Journal of Home Econonics 2 (April 1910), pp. 178-180. 4. Briggs,fioward L. and Constance C.Hart.' The Business of Running a Modern School Lunchroom. The Nation's Schools 8 (Dec.1951), pp. 60-64. ‘ 5. Bryan,Mary deGarmo. The School Cafeteria. New York: CI’OftS, l‘JSb.’ . 6. Bryant,Louise Stevens. School Feeding in Europe. Journal of Home Economics 2 (April 1910), 7. Ibid. General DevelOpment and Present Status of the School Feeding hovement. "Journal of Home Economics 4 (Dec.1912), pp. 472-477. 8. Ibid. School Feedingjlts History and Practice at Home and fibroad. Philadelphia: Lippincott, 1915. ‘9. Carpenter,Rowena Schmidt. Federal Aid to School Lunches. War Food Administration,Food Distribution Admini- stration. Reproduced from The Nation's Schools (Sept.1945), 6 pages. 10. The Community School Lunch Program. War Food Administra- tion,0ffice of Distribution (Sept.l944), 19 pages. ll. Craig,Hazel T. The History of Home Economics. Practical Home Economics 22 (Oct.1944), pp. 408,450. 12. Kittredge,Mabel Hyde. School Lunches in the Large Cities of the United States. Journal of Home Economics 18 (Sept.l926), pp. 500‘5120 15. Lunch at School. U.S.Department of Agriculture,War Food Administration,0ffice of Distribution NFC-9 Revised August 1944. 14. 15. 16. 17. 18. 21. 22. 25. 24. m 01 o 6. (\3 -106- hasslich,George. The Beginnings of a Penny Lunch. Journal of home Economics 11 (May 1919), pp. 210-215. Iichigan Education Directory and Buyers Guide. Grand Haven,Mich.: The Michigan Education Directory, 1945-1944, pp. 51-65. Michigan,0fficial Directory_and Legislative manual. The State of hichigan: 1945-1944, pp. 151-144. Michigan Works Progress Administration of the Federal Works Agency. Final Report of School Lunch,Food Production,and Food Preversation. Sylvia H.Hartt and others. March 1945. Hichols,George A. The How of the Lunchroom. American School Board Journal 64 (Jan.1922) pp.65-64. 0hio,Education Department of. Educational Directory. Columbus: Beer, 1944. Pulsifer,Julia. History and Development of Lunches in High Schools. Fourth International Congress on School Hygiene 5 Session 52 (1915), pp. 524-528. School Lunches as a Wartime Measure. The Cooperating Committee on School Lunches. (Jan.1945) 5 pages. School Lunch Developments in the Public School System, October 1,1945 with Generalizations From School Lunch Statistics in the Public Schools,October l, 1945 (carbon COpies) Federal Security Agency, U.S.0ffice of Education. School Lunch Management. U.S.Office of Education, Nutrition Education Series #5. Smedley,Emma. High School Lunches Under School Board Control. Fourth International Congress on School (Hygiene_5 (1915), pp. 529-555. Ibid. The School Lunch-Its Organization and Management in Philadelphia. Philadelphia: Innes, 1950. A Study of Administrative and Teaching Schedules of managers of School Lunchrooms and Cafeterias,With a View to Promoting the Establishment of Academic Status for Them. Joint Committee on School Lunches American Home Economics Association and American Dietetics Association (Survey by Miss Pendergast, Assistant Supervisor,Detroit City School Lunchrooms) 1942, (data unpublished). -1o7- 27. U.S.Bureau of the Census. Sixteenth Census,1940. Akron,0hio: Danner Press, 1&41. 28. U.S.Office of Education Bulletin 1940,no.2 Biennial Survey of Education, 1356-1958, Chapter V, pp. 2. 29. Washam,F.O. Centralized Control of School Lunchrooms. American Restaurant Magazine 18 (May 1955), pp. 46,85-84. 50. West,Bessie Brooks and LeVelle Wood. Food Service in Institutions. New York: Wiley, 1955. APPENDIX Introductory letter Samples of questionnaires Follow-up card Names of schools included in the study -1oa- Introductory letter November 50, l9hh Dear superintendent/principal: There are an increasing number of women training for Home Economics teaching and Institution Management, including school 1unchroom.feed- ing. iHome Econondcs women are doing three types of Jobs in the public schools, namely: 1) teaching Home Economics, 2) teachinngome Economics and managing a lunchroom, and 3) managing a lunchroom on a full-time basis. Are you employing Home Economics teachers and cafeteria managers from.whom.you require an equal amount of education and experience, and from.whom.you expect the same quality and quantity of work? Are they on equal or varying status as regards tenure, vacation, retirement, salaries, etc? Having once been a Home Economics teacher and lunchroom.manager, I am especially interested in people doing such types of Jobs. I am.a grad- uate student in Institution Administration, and have set up the enclosed data sheet, sponsored by the department, to determine the status of Home Economics teachers in Michigan and Ohio compared.with that of the lunchroom managers. ‘ Will you as the superintendent/principal of your school system, kindly supply answers for your high school Home Economics teachers and lunchroom.managers (include Junior high schools, but not elementary schools). Please check replies as indicated and any items which require fumther explanation may be starred and referred to the reverse side of’the letter along with additional comments. I shall appreciate your cooperation in the information and will be grateful for a reply by Dec. 12. Will you please do it now! From the 'samplings' taken, the time required is only about 20 minutes. If you are interested in the results of the study, please indicate by a check mark in the upper left corner, page 1 of the data sheet. Very sincerely yours, Graduate student Institution Administration Michigan State College v-p Dorm to principals . Michigan State College November 19Mi High School Cafeteria Management Data Sheet Name of the city. V”--.m.mutm.m.flvmuun .1 Name of the school .................................. . .................................... 1. City pOpulation _ Census date 2. Total high school census(include junior high) ........... .W W , 5. Ibes your school have a lunchroom? (Check) 5 Yes( ) No( ) A. Is the lunchroom operated by h a. school authorities agYes( ) NO( ) title -------------------------- Hmu,fl. ..V. b. outside agency, as P.T.A. b; name of agency ..................... 5. Check the approximate number served in the lunchroom. a. .................. less than 100 c... . , 251 to 500 e. H 1001 to 1500 b. ................... 101 to 250 d.wvy,.n 501 to 1000 f..nm.l501 to 2000 g. .,”,.2001 and up 6. Check the qualifications of your lunchroom.manager.6 a. Home Economics trained, teacher manager a) ..... b. Home Economics trained, full- time manager b; c. NOnrHonm Economics trained, teacher manager 0; d. Non—Home Economics trained, full- time manager di i, home Econ. E Teacher— ‘ Lunchroom ‘ Teacher ; Manager i Manager l. Is a bachelor's degree l"“”f“”“‘”"”’""‘"vl" “‘ '“'"'""+"T‘ "”'“"‘3 required? 3 1; Yes( ) No( ) ; Yes( ) No( ) Yes( ) No( ) 2. If the custom.varies, in— j i , » dicate approximate %. 1 2‘ %Yes( )%No( ) 3%Yes( )%No( ) ,%Yes( )%No( ) 5. Is an Institution Admini- ‘ i f ‘ stration or Foods and Nu- - f ; ’ trition major required? 5 ‘ Yes( ) No( ) i Yes( ) NO( ) YeS( ) NO( X k. If the custom.varies, in— L E i I dioate approximate %. ha %Yes( )%No( ) f%Yes( )%No( ) ¢%Yes( )%No( ) 5. Is post graduate appren- i i ' tice training required? 5 Yes( ) No( ) ; Ye s( ) No( ) 3 Yes( ) No( ) 6. Is experience required? : 6; Yes( ) No( ) f Ye s( ) No( ) ; YeS( ) NO( ) 7. What certification is 1 f z i ; required? . 77 ’ 3 8.Mmtamwmeoflmrrw ' : quirements? ; 84 n.mn..,. m. , 9. Does the system operate , , i on a salary schedule? 9% Yes( ) No( ) ; Yes( ) Mo( ) . Yes( ) No( ) 10. Are salaries paid from ' 1 f - tax funds? ,10 1 Yes( ) No( ) f Yes( ) No( ) Yes( ) No( ) 11. Are salaries paid from ‘ i ; E lunchroom profits? ill - Yes( ) No( ) 1 Yes( ) No( ) 1 Yes( ) No( ) 12. If source of salary is , ‘ divided, indicate % from 12, - I a. taxes 3 ag,, % taxes = ......... . % taxes 1 “.m % taxes b. profits 1 , %profits - .......... %profits : .1” %profits‘ 15. Are salaries based on 1 3 l s volume of business? ‘15 ‘ Yes( ) No( ) I Yes( ) No( ) ' Yes( ) No( )1 1h. If salary is derived i ‘ from.other source, name. ilk: 15. How often are salaries ' . paid? i15f 16. What is the reward for special work and ad— vanced degrees? ‘13 17. What is the average I i q : minimum.salary? El? 5 $ ”Hm ,wuvn .. $ H.H.H, ...H‘ S 18. 19. 20. 21. 22. 25. 24. 25. 26. 27. 28. 29. 5o. 51. 52. 55. 3h. 55- 56 57- 38. 59- #0. § 7 Home Econ. E Teacher— j Lunchroom 1 Y L “Irasherwm ”1,, Laanasseer,_i. 1,11_Maaaser 11., ‘ L What is the average ; = i : maximum salary? i18§ $ .............................................. ‘ $ Himmnwumwmm 3 $ What are the average annual ? 1 increases? Is there tenure? What is the probationary 1 period? Is a civil service exami— é ! l , i I t l 19: 1 sh. ,. $ .. ., 20; Yes ( ) No ( )1 Yes ( ) No ( )‘ Yes ( ) No( ) nation required? :22i Yes ( ) No ( ) § Yes ( ) No ( ) lYes ( ) No ( ) Is a state or local ex- f 3 amination required? {25; Yes ( ) No ( ) ; Yes ( ) No.( ) lYes ( ) No ( ) Is vacation with salary 5 y 2 allowed? l2h; Yes ( ) No ( ) ‘ Yes ( ) No ( ) QYes ( ) No ( ) How many days vacation with : , 3 : salary allowed? 125-.Hm.miim.m days What part of the regular 3 E ‘ ; salary is paid those taking § 2 ; sick leave? i a. full salary ' a;‘.m ent. b. half salary ' b ”W immnm c. full salary less pay of sub o'uw.mmm.w d. some other fraction of pay. d:uwmwmwm e. no salary 3 e, If a. b. c. .days é “a“- _ days sick leave is allowed 127 how many days in one year ; a ..Ww-mum .days i.... 1.. . days 1 HM ,, days is the allowance cumulative b Yes ( ) No ( ) f Yes ( ) No ( ) r Yes ( ) We ( ) how many years may it A ~ accumulate? ? b‘ ”m.nmw yrs 4 What other allowances are given? 128 ii. How much 'conventions' or ; j,m_mnn..wn .H. . I. -H ”.V .1--” 'meetings' expenses are allowed ‘ $ ......................... . $ -.-,. ”mmm ‘$ What other expenses are \ granted? :50: H..,W.mmmm.m-u :._ .VH..W -..H Is there a retirement plan? :51; Yes ( ) No ( )7 Yes ( ) No ( ) yrs . . “yrs . Yes ( ) No ( What are the restrictions ‘ ; on living? '52‘-wmnfl,_mmWWMMp . L What are the restrictions ' .kum.,.mw.munm.§ on conduct? g55_ To whom is application j _ “m” m_ E made? fiui ...W.. V... 5 Who does the employing? 355 ,H. V Is a contract drawn up i g 3 i A and signed? $56: Yes ( ) No ( ) ‘ Yes ( ) No ( ) Yes ( ) No ( ) How many employees do they 1 j supervise? E57‘ What is the average work § ; week? 158'.-.MMHU.Hdays : ., . ”days 3 U..- “days Are extra-curricular 3 l g activites required? :59‘ Yes ( ) No ( ) Yes ( ) No ( ) Yes ( ) No ( ) Approximate hours per 3 ' week for. 3401 a. banquets 1 a; __._. _hrs hrs E hrs b. teas ' bl V hrs 1 ,,.,‘ .hrS j . ... hrs 0. clubs c: ..hrs . -Wm.--. hrs ? --fl..hrs d. ether activities Bjm_ hrs i...muw.m hrS f. u H. lhrs 1 Name of person making reply Tltle..nummm,vwmwvwnun Term to superintendents. Michigan State College November 19Mt High School Cafeteria Management Data Sheet 1. City populatio .................... , ......... ‘Census date, .mmmmm -..mm 2. Total high school tarsus (ihdifiaé junior high) 2 p 5. Number of high schools in the city ( include 3r. high) 5_ h. How many of the high schools have a census h a. less than 500 a‘ b. 501 to 1500 b} c. 1501 to 2500 ci d. 2501 to 5000 d? e. 5001 and up e y 5. How many of the high schools have lunchrooms? 5 6. How many of the lunchrooms are operated by a. school authorities 212....w title ............ WW.H. .HH.H .. ..,. b. outside agency, as ?.T.A. b‘ name the agency , ..w .m ., .H-., 7. How many of the lunchrooms serve 7 a. less than 100 a; b. 101 to 250 b; c. 251 to 500 c?. d. 501 to 1000 at, e. 1001 to 1500 e3 ................................ f. 1501 to 2000 ft- g. 2001 and up gs“ 8. Total number of lunchroom managers 8 W 9. How many of the total lunchroom managers are 9 a. Home Economics trained, teacher managers a.“ b. Home Economics trained, full—time managers b1“ 0. Non-Home Economics trained, teacher managers c;w d. Non—Home Economics trained, full—time managers d§m Home Econ. ‘ Teacher— Lunchroom Teacher 3 Manager . Manager 1. Is a bachelor's degree ..~ m ( required? 1 1: Yes ( ) NO ) 3 Yes No ‘ N 3 2. If the custom varies,in- 1 ( i ( ) ( ) j Yes ( ) 0 ( ) dicate approximate %. g 2 1%Yes ( ) %No ( 5. Is an Institution Admini— E g stration or Foods and Nu— ' ' v was ( )%No ( ) mixes ( )%No ( ); l ‘ trition major required? 3 5 : yqfi ) No f Y a g 1 4. If the customvariesJ in— 1 1 ( ( ) { es ( ) NO ( ) 1 Yes ( ) No ( ) dicate approximate %. ; hf Yes No § la 5. Is post graduate appren— { .% ( ) % ( ) ‘%Yes ( )%NO ( ) ipYes ( )%NO ( ) tics training required? 5‘ Yes ( > No ( )? . . ; Yes ( ) No ( ) 1 Yes No 6. Is experience required? 7 6 Yes ( ) No ( ) % Yes ( ) No ( ) 3 Yes ( g No ( g 7. What certification is i 2 1 l i 1 required? ' 72 i l ; 9. What are the other re- ‘ ‘ ' quirements? '81 , i 5 9. Does the system operate ‘ ‘.W:II::IWWHVHVIH % 1.1....hmm .1. y m..,,um ._ 1 ! on a salary schedule? E 9‘ Yes “.MWN.H .. 1- ”m m...t.,.fl. i -_.Hm,flm-,m. . ‘ 10. Are salaries paid from I g ( ) O ( ) Z Yes ( ) NO ( > E Yes ( ) N0 ( ) : tax funds? :10 ‘ Yes N . ' l 11. Are salaries paid from E 1 < ) O ( ) 1 Yes ( ) NO ( ) g Yes ( ) No ( > 1 lunchroom profits? i113 YYes N 1 , ‘ ‘ 12 If source of salary is } é ( ) O ( ) 3 Yes ( ) N0 ( ) a Yes ( ) NO ( ) divided, indicate % from 312: ‘ f :- tiégits E is . ..................... % taxes ;.Wmmm. % taxes 1,.mm-..% taxes - D g ;b “.m.% profits 11.1mm-%profits l .mwm.%profits 15. Are salaries based on ; 3 ‘ } volume of business? 15 L Yes ) No ‘ l 1 . . y . 14. If salary is derived a f ( ( ) 2 Yes ( ) NO ( ) l Yes ( ) NO ( ) from other source) name. j1h{ : y 15. How often are salaries t ? paid? 115% 16. What is the reward for : ,, ....... . ...................................... 4 special work and advanced ' degrees? {16;. ______ i 17. What is the average 1 1 ‘ minimum salary? '17§$ $ ‘ g H ............................. . ..... N» 18. 19. 20. 21. 22. 25. 2h. 25. 26. 27. 28. 29. 50. 51. 52. 55- 5h. 55- 56 57- 58. 59- 1+ 0 What is the average maximum salary? What are the average annual increasefi? Is there tenure? What is the probationary period? Is a civil service exami- nation required? Is a state or local ex- amination required? Is vacation with salary allowed? How many days vacation with salary allowed? What part of the regular salary is paid those taking sick leave? a. full salary . half salary b c d e. no salary If sick leave is allowed a. how many days in one year b. 0 how many years may it accumulate? What other allowances are given? How much ’conventions‘ or 'meetings‘ expenses are allowed What other expenses are granted? Is there a retirement plan? What are the restrictions on living? What are the restrictions on conduct? To whom is application made? Who does the employing? Is a contract drawn up and signed? How many employees do they supervise? What is the average work week? Are extra—curricular activites required? . Approximate hours per week for . banquets . teas . clubs . other activities 0.0699 is the allowance cumulative : $50 €51: f58: :H59 Yes () 31.0%., v i i v 5 fiBhE”EEBfiI”“”“”T“ ,.,_Tesgh.er,., , . full salary, less pay of sub 0‘ immmummm.-. . some other fraction of payE a .111 ..m .da , b' Yes ( ) No ( ) g §55:.153:,;:H51::T:'1m ‘ 'Lej'0‘16’s' ‘ ,, .,,.Ma.sss,e,r 1 Yes ( ) No ; Yes ( ) No f Yes ( ) No Yes ( )VN 'g.. ("1 Yes ( ) No ( é Yes ( v days 0( ) éYes ( ) No ( _hrs . .hrs mhrs __ .hrs Hmh.hrs hrs Jmflwmmm hrs Name of person making reply‘ ”_‘m Tltle,flmwwmnmmwmwwwmm.mw-.m.m m,,mm- “agate.“ ' 1 ( () () V -days days 0( ) . , Manager. ,., . m._,, _ , ,Mr Lunchroom '(')WN5(‘) ers ( ) No ( ) gYes ( ) No ( EYes ( ) No ( ) ..... days E E i i .t :' i ; ., ....days ‘ 1 Yes ( ) No ( X 1 .‘E 3 _yrs T .$ Yes ( ) No ( ) ) No ( days ) {Yes ( ) No ( )é . _hrs -llZ- FOLLOW-UP CARD Hichigan State College December 15,1944 Dear superintendent/principal: Under date of November 30, you were mailed a High School Cafeteria Management Data Sheet for an evaluation of the status of Home Economics teachers and full-time Cafeteria managers. I have not received your reply to date. It is most important that I have the information on your school/schools in order to make figures complete for my thesis. Will you please pick tLe data sheet from your file of'l'll-do-those-tomorrow' items,check it,and drop it into the mail today? Thank you. Sincerely yours, /‘. flvtoi.7¢4a¢gj Marie Harris SCHJOLS AND CITIES TO ERIC; wfinbilunnAlhhS MERE hAILZD MICEIGAN * Adrian * Alpena * Ann Arbor Battle Creek Lakeview Sr.High Ann J.Kellogg Northwestern Southeastern Southwestern W.K.Kellogg * Lakeview Jr. * Bay City Benton Harbor * Birmingham * m :2: >2: 3:: * Dearborn Detroit (sr.high) * Cass Central Chadsey * Commerce-East Commerce Cooley Denby Eastern * Mackenzie Miller Northeastern Northern % Northwestern Pershing Redford Southeastern * Southwestern Western % Redford Union a Barbour ( jr.high) * Burroughs % Cleveland * Condon Durfee Foch % Garfield * Greusel * Hutchins Jackson Jefferson 3:: * * indicates schools/cities from which replies were received '33- st=* * x=* * Detroit (cont'd) Mckichael Neinas Nolan Post Sherrard Tappan * Wilson .5 * T*‘corse Escanaba Ferndale Flint (sr.Ligh) . ’0 Beecher fiendle Bentley Carman Dye * Kearsley Utley h .. 3 * I .. Longfellow Lowell I‘LCKinley Whittier Zimmerman s:¢£=* Grand Rapids -ll4- Emerson (jr.high) Cemtral (sr.high) s" ll. Creston avis Tech. Dstawa Hills South Union Godwin Hts. Burton Harrison Park Vocational fi=$ * I § :1: 3:: I: Eamtramck Hazel Park Highland Park Holland Iron Mountain Ironwood Jackson Kalamazoo * Milwood % Oakwood * Western State (sr.high) -115- Kalamazoo (oont'd) Lincoln (jr.high) * Roosevelt * Vine W shington Woodward 3 Lansing Lincoln Park ,2 l l" Marquette Lenominee Iiidland Honroe Ht.Clemens thkegeon fiuskegeon Hts. : 9,: 2,: ::: 3 * Niles Owosso * Pontiac * Port Huron River Rouge Royal Oak 2: * * Saginaw Sault Ste.Marie * Traverse City "9 Wyandotte s‘v Ypsilanti OHIO Akron John R.Buohtel Central East Garfield Jennings Kenmore North South W8 S t * Alliance Ashland % Ashtabula I .9 :3}: 3' 3 1.7 -L‘LV * Barberton Bellaire * Cambridge Campbell Canton Chillicothe * Cincinnati (reply made for entire system) Hartwell Hughes Walnut Hills Western Hills Withrow Woodward Bloom Douglas Oyler Rothenberg Stowe Washington Cleveland % Central Collinwood % East ' East Tech. % Glenville % James Ford Rhodes John Adams * John Hay John Marshall Lincoln South * West % West Tech. Addison Albert Bushnell Hart. Alexander Hamilton Audubon Central Empire Fairmont Kennard Myron T.Herrick Nathan Hale Patrick Henry Hawlings Thomas E.Edison Occupational Thomas Jefferson Wilbur Wright * Wm.Dean Howells Willson * Cleveland Hts. I n ; 0‘s 5‘; I.‘ V i: 5!: 11‘ * 'I .l .4 ,‘n k '1 ‘ ) 6 '4 D ' a. ,‘: $ -117- Columbus Central East North South West Barrett Champion Crestview Everett Franklin Indianola McKinley Mound Roosevelt Starling West Coshocton Cuyahoga Falls C ‘~ ,1 0r 5'- | .§ ,! 3‘; oh oh I‘ 'l‘ ’0' I :m 3 i'a fi.‘ Dayton Dunb ar Fairview White % Kiser Roosevelt Stivers Wright do ‘I East Cleveland East Liverpool Elyria Euclid Findlay Fostoria Fremont Garfield Hts. Hami lt on Ironton Lakewood Lancaster Lima Lorain Mansfield Harietta Hartins Ferry 3 : :1: :1: .‘o O.\ >;< 8. I 'r 3:: 2:: J . 0' s -118- Massillion Middletown Mt.Vernon Newark New Philadelphia Niles Norwood Painesville Parma Piqua Portsmouth Salem Sandusky Shaker Hts. Springfield Steubenville Struthers Tiffin Toledo " De Vilbi S S Libbey Scott Waite Woodward Jones Point Place Robinson 3 “ ‘\ 0p o“ I” A... I» O‘- L ‘Q '1‘ do Varren Wooster Xenia Youngstown Chaney East Rayon Scienceville South Woodrow Wilson Hayes Hillman * Princeton I O“ a: 3:: :fl: .' q * Zanosville ""“.‘"~‘ 3. . ‘ woe—w. i, '“ «2’. . _ ..'~_ 34! t. . _w a H 3* " 3‘ W53 I - ‘\" J55“ as .... ‘7 Mg 59 159% 1 35 J