E'HEE SELECTION AND INSTRUCTEN OF PUBLIC SCHOOL CUSTODIANS IN SELECTED SCHOOL SYSTEMS Thesis ht tho MM ,3? Ed, D. MICHSGAN STATE COLLEGE Juaius fi. Barbour 3954 THE-$15 u Ll mu; "131:1";qu w: 1; m1; m1 HILIIHHIIZU E II —-~_._._V This is to certify that the thesis entitled Selection and Instruction of School Custodians in Selective School System presented by Julius E. Barbour has been accepted towards fulfillment of the requirements for W1— degree in W a Major profefor Date W 0-169 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place in book return to remove charge from circulation records THE SELECTION AND INSTRUCTION OF PUBLIC SCHOOL CUSTODIANS IN SELECTED SCHOOL SYSTEMS by 4‘8 Julius E. Barbour A THESIS \ Submitted to the School of Graduate Studies at Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION School of Education 195A '.' Put-1:15 . o o o .,_ y... ."D.“ . ...v U' kw.--‘ - o o...':p—A. ”‘an \ --A;..-~’ or I Q I . fl . ,..3--Fq @5- p“ ...‘.L.,‘ .9 ‘- ' I .vcyl‘.. r6 ‘4‘ ‘-:‘- ~~--.av V. § ”We! 1.: «;H,‘ iv.v,- U- “A u """“"”c- fir? ....-.4.d" v‘-'. L g . - .- ". +q. ' ' -U c... . - '0‘ ‘ H‘ _ - P‘. - - . (1.4, L5»..d I‘. 'dh‘ . a , .H‘. 3 / 'u.€I‘ L5 ”,3 6 ACKNONLEDGEHENTS The writer is deeply indebted to those individuals who by their inspiration, assistance, cooperation, and guidance, made this study possible. He is especially indebted to Professor Clyde M. Campbell, Head of the Department of Educational Administration and Supervision, School of Education, Michigan State College, for constant encouragement and helpful criticism so generously given. To the Michigan State College Professors Cecil V. Hillard, Leonard J. Luker, hilbur C. Brookover, and Morton S. Halter, and to Ralph VanHousen (deceased), the writer is grateful for valuable suggestions and counsel. J. E. B. - a- z-.. r L“ ‘1’ c ... .‘J-‘GL’ L . \ Riv..." ,- v-.¢g‘..’ ‘3- .. _ . ~ J :. '5‘"... """“-s-. . ‘4 l ‘ . . ‘u'u -. r' ~ .._ fl“, - ‘I .. v a O -.A ' .-'.""d ‘ -l‘ .5 . ".".~" A «r ~..__ 6. - CA.._~w ”A... '.v¢ b ‘r-“ A -._ ‘ ' .5“ pp _ r. ““"-¢C, -- v u. ‘a . h , "“‘ 9 .. ‘o. 1. ‘ ' a» ..__1’ - .‘ 'a,_‘ (h ‘, -‘ .‘ ”0., - O ‘,.r _ ‘ “‘ . v. "9 -‘ _'- '.p.‘~r ‘ ~'.a.' \’ . ‘k e..P . - -A- . . - L.- H "““-s l ' O r. v‘ ‘10:. ‘\ a- .. ”by _- ,- ' T . D. ‘ -...Gx :‘V A "“ L. l.‘ VJ. — . I V . N" 5.7: '. "3! I -....,. 4 !_‘_ ' ‘fiw Fa ‘ .'-. eu‘. I'v- .‘ w n. 4 r. .wo-c:v‘a’ J - -- L. _...-._. I ..y.,.. N,- . n :..J .I p Q V r" K. --s ~- . - U...A¢ -.... - . , ‘ n c... .N, O UHV .a - ":1‘_Q‘ 7"- .-.G- -_‘ ‘ t t‘ -\p H ,JCVVL‘- Julius E. harbour candidate for the degree of Doctor of Education Firuil examinations: July 30, lQSh, 10:00 A.F. ll? horrill Eall Dissertation: Selection and Instruction of School Custodians in Selected Michigan Schools Outline of Studies fiajor Subject: School Administration (Education) Ninor Subjects: Vocational Education (Education) Curriculum and Supervision (hducation) Sociology liographical Items Eorn, October 13, 1906, Wyandotte, Kichigan Undergraduate Studies, Central Michigan College of Edu- cation, AIma College, lichigan State normal College Experience: Custodian of methodist Church, Vassar, Michigan, 1920-?h; kaintenance uepartnent, Heinz Pickle Company, 1929; maintenance Departnent, Central Michigan Collefe of Education, 1930; Rural school teacher, Tuscola County, 192h-S; Principal, Tuscola, tichigan, 1925-29; Elementary teacher, Alma, lichigan, 1930-34; Elementary School principal, alma, Michiran, l93h-S; Junior High teacher, Alma, Iiichigan, 1937-h0; Junior Hiph principal, Alma, lich— iran, 1940-5; Naintenance Department, Alma Public Schools, l9h6; Consultant in School building Rain- tenance, Michigan State College, lgah-Sh. Eenber of Association of School business Officials of United States and Canada; Iichipan association of School Eusiness Officials; iichifan Association of School Em- ployee°° and Adult Education Association of America. “3 I _:.&~' ..v-"" I Julius E. Earbour candidate for the degree of Doctor of Education Final examinations: July 30, l95h, 10:00 A.N. 117 Horrill Eall Dissertation: Selection and Instruction of School Custodians in Selected Michigan Schools Outline of Studies Najor Subject: School Administration (Education) Ninor Subjects: Vocational Education (bducation) Curriculum and Supervision (Education) Sociology Ziographical Items Eorn, October 13, 1906, Wyandotte, Fichigan Undergraduate Studies, Central hichigan College of Edu- cation, Alma College, Hichigan State Lormal College Experience: Custodian of Lethodist Church, Vassar, Michigan, 192C-2h; laintenance Department, Heinz Pickle Company, 1929; haintenance Department, Central Michi an Collefe of Lducation, 1930; Rural school teacher, Tuscola County, 192h-5; Principal, Tuscola, Pichifan, 1925-29; Elementary tELCheP, Alma, tichigan, 1930-3h; Elementary School principal, Alma, Nichiran, 193h-S; Junior High teacher, Alma, Iflichigan, 1937—h0; Junior High principal, Alma, Iich- iaan, 1940-6; Maintenance Department, Alma Public Schools, l9h6; Consultant in School building lain- tenance, Michigan State Collece, 19hS-Sh. Renber of Association of School Lusiness Officials of United States and Canada; Fichipan association of School Business Officials; Fichifan ;ssociation of School sm- ployees; and Adult Education Association of America. THE SELECTION AND INSTRUCTION OF PUBLIC SCHOOL CUSTODIANS IN SELECTED SCHOOL SYSTEMS by Julius E. Barbour AN ABSTRACT Submitted to the School of Graduate Studies at Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION School of Education Year 1954 A oproved ~ W ___ --,._ r a. o“ f‘i“ 1‘. .. 34.1115 :.. who .. i-v J baL- P4 jf 5c onl custnd. sad in tge 1113’»? .;c.::'__:;n 502001 9 fit: for tl.e 1"” .5: on the basis states. 1' = ~ “‘et..n,.q m . ’ ; name-111m r vi «Le 5°51 :11; I"). ‘9’; ‘1', A» M«DCLssed y" “ . a. Le “pli‘r‘t l rc‘ Julius E. Barbour 1 SELECTION AKD INSTRICTION OF PCB 13 SCHOEL CLSTODIAK3 IN SELECTED T3 040?"? L .31 {‘3 TI LIC H 3 An Abstract The Problem. his study was concerned with the discovery of methods and criteria used in the selection of school custodians and of the methods and curricula used in the instruction of school custodians by selected Michigan school systems. Recommendations were formu- lated for the improvement of such selection and instruc- tion on the basis of analysis of experience in other states. Methods, Techniques, and Data. The ques- tionnaire-interview method was employed as the tech- nique most appropriate for the problem. Questionnaires were discussed with school adxinistrators and custodians during the first quarter of 1954. Data were collected relative to characteristics desired in custodians; in- formation received prior to employment of custodians; methods used in employing and instructing custodians; and work experiences concerning which instruction was 3 given to custodians. .‘iius 3. Barbour Jo:.c‘;tzsiort< ____......__ nese major firmi: 1. Te sci sifility for tl.e : P _‘. :erty as I911 t - 3 :27 grmmds . 2. Criter: czstadims have in fine I'nited Sta‘ sareliclirtan sc'm rastotlians. 3 m . llce " ix; reign followin". tation for the ac tause in the {M L'A'. 'VUL‘ a |'.()<:e( \“.‘ I \; &\‘ e ...n.1 systezs . if‘éor -‘ went was t'r V Julius E. Barbour 2 Conclusions. Results of the survey revealed these major findings: 1. The school custodianship includes respon- sibility for the maintenance and upkeep of school property as well as for the cleaning of buildings and grounds. 2. Criteria of characteristics of desirable custodians have been established in many communities of the United States and these have been followed in some Michigan school systems in the selection of custodians. 3. The interview with the prospective cus- todian following his submission of a written appli- cation for the accumulation of additional information to use in the process of selection of custodians has been a procedure which has been used in most hichigan .3 school systems. 4. The employment of custodians by verbal agreement was the method used in seventy per cent of the school systems of Michigan. 5. Employment of custodians began with a 30-60 day period of work on a probationary status in approx- imately one half of the school systems of Michigan. Leiixzutes of t” 9:“ :‘st liicldgatt 7. 76771“: “3 Tel Liciigazi a'flicants for c 3, 1n minded in ti e ‘; a \ o " ‘ ..st of can 1..“ on i‘ 5. d” ‘ \‘etx I h . c. L'v. . m QPZEI‘PQ . .J‘ 1:: 12 .. . 1: ‘H .-i , ' n ‘3' e (1:... ‘- ‘Jh.‘ . “(V V Julius E. Barbour 03 6. meloynent of custodians ¥as recorded in the minutes of the meetings of the boards of education of most Michigan school systems. 7. Federal state and local agencies were asked by few Michigan school systems to refer to schools applicants for custodial work. 8. No one of the Ticbigan school systems included in the survey employed custodians from a list of candidates compiled by a civil service commission. 9. Less than one fourth of the school systems studied attempted to discover whether those applying for custodial work possessed licenses for boiler operation. 10. Nearly all of the hichigan school admin- istrators had individual conferences with custodians for the instruction of these workers but many school systems needed to revise their methods of using printed material for instruction of custodians. ll. hanuals of custodial work practices were compiled by committees of custodians as a learning experience in few hichigan school systems. 12. Very few Richigan school systems were found to have any custodians enrolled in correspondence course work concerning building maintenance or operation. 13. Schor-l a O". f: "=t“"Ct,10n 1.4 .C‘ .A .- "in: cleariq.’ .a.~ u.‘ ' "...1c relations, tare of‘ grnzzm s. “ECO : (t: Z M- I ‘1... teness of var: V i 9“”! nuic 56.19015 2 3 o A ‘_ (D (-f .“F v3 - u ‘. «’1 ”.211 A".Sl.u N“. II ..:t0tlfins . 4. The ns't‘A ‘ '.AL‘.L‘n COI‘t-L.a( Julius B. Barbour 4 13. School systems of Rich’gan gave custodians instruction in seven phases of their work: public building cleaning, heating and ventilating, safety, public relations, floor care, building repair, and care of grounds. Recommendations. Based upon the findings of this study, the following recomrendations were made: 1. Investigation should be made of the effec- tiveness of various methods of instruction of custodians. 2. The application blanks now used by Michigan public schools ask for unused information. 3. A study is needed of the relationship be- tween physical condition of and work accomplished by custodians. 4. The effect of possession by custodians of a written contract should be investigated. 5. The relationship of method of selection to efficiency of york done by school custodians should be studied. 6. Further study of methods of teaching custo- dians to utilize new products, new equipment and new methods of work should be made. r. f‘ n KI 1.1; aoihOhlsDGEm ABS . . . . . . . ii LI€D Or ‘-“1 3 . . . . . . . Vl Clef‘ i l. IuJRQtJQElQN . . . . . . l Statenenc oi the irotlen . . . l Pertinency or LLC Problem . . . 1 Scope of the Problem . . . . 4 Trocedures . . . . . . 4 The Questionnaire . . . . . 5 The Sample . . . . . . 6 Data Secured . . . . . . 8 Treatment of Data . . . . . 10 II. HISTORICAL DETELCPLLNT OF THE SCHOOL CUSQOuIinsslp . . . . . . 15 The Public School Custodian's Responsibility for nduCational facilitation . . lb Responsibilities of Cusoodians in Public deletions . . . . 2O ?nc Custodien's BESPOHSibility for Safety 27 III. THE SELEJDION OE SJhQOL CUSTOLIAES 52 Qualirications of Capable Custodians . 52 Procurement of Applicants for Custodial Work . . . . . . . 41 The Apylication Blank for Custodianship 44 Employment Practices Used in Hiring Custodians . , . . . . 45 iii Y. E.l .. ~ . I L..U‘l .- '~. ‘Si‘ {Jackie f‘ o VJSd Izcas A;;lic Selezt , .- lttue of A. by 'c. ‘ ' \'-- onto. 1.! Mk Q4al*;: He**n+ ’. 5 Me He r! V. ‘ Hf LIA iuv'... . r‘ Instr; ‘36 Lo. IV. V. ‘l'fl-o‘ . f‘ V - , u :b' "j‘ Lt‘uJLViJk'a. .a-9‘J f"4‘ ' .2 t. - . L.pLolJ!v\J L :31) :tai \J.l b.‘..}:iJ(ZIL.L.’-(L CUS Qualificati Custodian 43.4.. LUHJYLL'T PHF‘V‘LIQQS UCLL‘ BY iGLN 5:19;:va 331':de 1;: " ... L 97" JD» INN-J o o o 0 one based ugon thich a were Closen . . . Employment Fructices Utilized by Selected Schools 1 Custodian Items of In Applicant Selected Items of In Of AL311C by Telect "li . '7’." ‘1“.‘1. ‘11}!4 It‘;.. A LLLJ‘.’ n licnigan in Employing formation Obtained about 3 {or Custodial vork by KiCnigan School Vystems . formation Concerning the Health ants for Custodial Zork Obtained ed lionigu Schools . . 1‘10?! 01" CU T OJ.3I.’.NS The Be;in.ings of Cuscodial instruction Values to b Instructi Qualificati hethods of The Course Instruction Instruction Instruction Instruction Instruction Instruction e Gained by Custodial on o o o o 0 one of Instructors of Custodians Instruction . . . of Study for Custodians . in Fafety Precautions . in Iublic Helations . . in Heating and Ventilating in Floor Care . . . in Care of Grounds . . in General Building peyuirs iv FAG 52 >9 (,9 E8 95 96 100 136 115 115 125 N9. .-. a -. b . . 0 ’ Q U 0 -AL C p -M v - I... A... v -o. 7 .. ‘5. v ‘5‘ n H") I (f) I I D J (I) '0 V. *n ~4. V -v o—V. V. \ A- 5 AA- Lu.» . ~- -— ,. .- - .4‘. ru- r. ‘ .u - ‘u - 0 - -- .L A-- U V ‘ V. J o v t *4 5‘ n, CHAPTER PAGE 1'“ Iethods of Instruction . . . 155 Items of Instruction for Custodial Work 144 Instruction of Custodians in Public Relation Duties . . . . . . 144 Instruction of Custodians in General Building Cleaning . . . . 149 Instruction of Custodians in Eloor Care 155 Instruction of Custodians Concerning Heating and Ventilating School Buildings 161 Instruction of Custodians Concerning Safety 165 Instruction of Custodians in Care of Grounds . . . . . . 179 Instruction of Custodians in Zeneral Building Repairs . . . . 185 VII. CULJJUSION? gfiu RfigbmlsflyhflUNS 159 Conclusions . . . . . . lc9 ReCOmmendations . . . . . 197 BIBLIOCRAPHY . . . . . . . 295 A“EnNDIX . . . . . . . 210 O ‘ F... -5»- «:94 ~£““ e C b a u"‘ U. C y \flu In h ‘01:... 1.; a S or it'll. E. C H O ite- .flvq V‘ 8;. Items of i I. s. u A» ”I. TABLE I. II.‘ III. IV. V. VI. VII. LIST OF TABLES PAGE Michigan School Systems Included in Study of Selection and Instruction of Custodians Classified According to Number of Teaching Positions in 1955-4 School Year . . 8 Selected Schools in Michigan Using Certain Characteristics as Criteria in Selection of Custodians . . . . . 55 Employment Practices Utilized by Selected School Systems of Michigan in Employing Custodians . . . . . . . 60 Items of Information Concerning Applicants for Custodial Work Obtained by Selected Michigan Schools . . . . . 71 Items of Information Concerning the Health of Applicants for Custodial Work Obtained by Selected Michigan Schools . . 78 Seventeen Lectures Given All Custodians of Oakland (California) During the 1917-18 School Year . . . . . . 85 Type, Number, and Years of Experience of Custodial Training Programs in Which State Vocational Education Departments Partici- Pated o o o o e o o 91 vi ’u 9“ I-: e.__ -.‘. . V-” ”HI. r on .0. TABLE VIII. IX. XI XII. XIII. 3(VI. Time Required to Clean Windows at Lichigan State Time Required to C hichigan State C College . lean Cnalkboards at Ollege . Number of Selected Schools in hichigan W Which Used Certain Lethods of Instruction of C Number of Selected Which Instructed Selected Aspects Number of Selected Which Instructio Concerning General Building Number of Selected Which Instructed Floors . . Number of Selected Which Instructed Heating and Vent ustodians Schools in michigan Custodians Concerning of Public Relations . Schools in hichigan in n Was Given Schools in Custodians SChOOlS in Custodians ilating Custodians Cleaning . Kichigan in Care of hichigan Concerning Number of Selected hichigan Schools Which Gave Custodians Instruction in Safety . Number of Selected Schools of Michigan Inich Gave Grounds. vii Custodians Instruction in Care of 126 127 156 146 150 162 167 l-J :- t1 1 Fl .ll'4 [32' V'YT' . Number of Celected Nichigan Schools Zhich Gave Custodians Instruction ConCernin; General Building nepairs . . . viii W ('9’ -D . ‘..b‘-.F O ‘ I ,_.,.AU . "“"'*v of In: :9..Lu.d‘- # - — .1199] (j I "‘ - . ~-.....,.a ‘I 6- V! , n I r‘UOAS G: ‘N-QMQbU ‘ ~ ‘ 0 av- I‘\A~ h“".‘ ‘V- ' l'u'~.unuyu . ~ ‘. “i“.‘Uu : NI; .1 visyyi‘u“~ u v 1 b .. ‘, . "”‘ ‘1 ' r x :.._./.l ‘ ‘u‘ ; . .p" ‘P‘ ‘r ‘ v “A" "use: ‘lc-AA H. . 'l‘ v a .."V“E “CL: 0.. » A h t - ‘ ‘VJ' ~0-e o: : we. e:;-O:iv.-e:‘ .¢““~. ‘a F F»y~-l' .u‘ ‘U" fi“. ‘. n .“"y\ u£~.v\l«d“s 'l.as . ‘ ‘ \r’ a v r. ‘ "U IL I‘ .‘ a .3; “ AP" ‘ \ ‘ O I~J“~ ‘\ F N U U I. . ~33".- ~ . I‘UI‘. .‘—._f- 5h“ “h. ' I‘. ’1. ~““‘¢l‘c - I . . QsU S‘, f'-‘ ¢‘ J ~ ‘ V‘ ‘Q. \ u A ‘, “; A“s ‘JL‘C 15": L w CHAPTER I INTRODUCTION Statement 9: the Problem The problem studied has been how to select and instruct public school custodians. Pertinency 9f the Problem A need existed for study 9: this problem. School administrators and/or their delegated representatives recommended for employment about five hundred school custodians per year in hichigan. Due to increased school building construction,this number had increased to more than eight hundred during the past year. More than three hundred new school buildings or building ad— ditions were Opened for occupancy in hichigan during 1955. Some of the larger of these buildings necessitated the employment of as many as six full—time custodial Workers. The problem of selection and instruction of ., . 0"... I'Aqus A'- o ‘ a... v-IVJAC 4‘. ”‘ .‘.‘ .., I; 'inv i~,“ L Vcav 1- a .I‘ ll‘ ‘4‘ struction of custodians. Scope 2: the Problem In Michigan more than 5,000 custodians work more than 225,000 man-hours per week cleaning, operating, and maintaining public school educational plants. The selec- tion of these custodians has been studied to discover the information Obtained from applicants for custodial work, the characteristics sought in applicants, the methods of recruitment of candidates used, and the employment practices utilized. The instruction of custodians was studied by tabulation of the methods of instruction used, a discussion with school administrators of their judgements of the effectiveness of the various methods, and a tabulation of the work Operations dOne by custodians in which instruc- tion was given. A survey of the literature was completed to dis- COVer the recommendations of leaders in the field of 'building maintenance and operation concerning the selece tion and instruction of school custodians. _PI‘ ocedures A survey of the literature as well as interviews With leaders in the field of building maintenance and operation in the United States and Canada was summarised 111 a series Of recommendations for selection and instruc— r1: i- «u v. .0... . 3-.‘F‘a I . n . In , ,..v I..- "1". ~rr ‘ ' r- "v , . - ' 4 . . -f‘-” . ~ ' I-' 5‘ '- l I C ""AOrrb \ a...5_ _ . 9u~3 .L 6 “, ,V' ‘~.‘ ‘ c. Q UP, "A .. -- -- . .__,5 Q ~O N‘a'o." ‘ .. ‘1 I, "~-.._‘ C A ~I Q. ‘I \“.<» r -L r- l,___ q 4 ‘I .‘~. .I .-‘_ I a “I .1 ,I / I .~| .‘I a. \_ ‘v._.', ‘- . 5 tion of school custodians. Administrators and/or their designated assistants in one hundred Michigan school systems were interviewed and the proposals for employ- ment and instruction of custodians discussed. The questionnaire was completed by the school administrator indicating the ones of the recommended practices which each administrator's school system utilized. Addition- al sugrested practices were noted at the bottom of the page of each questionnaire. The Questionnaire Investigation was made by interview of school ad- ministrative staff of the current practices in selection and instruction of custodians. The questionnaire was fOrmulated to find out the following: 1. The information solicited from candidates for Custodial work. 2. The lists of characteristics based upon which Custodians were hired. 3. The employment practices utilized in employing cUstodians. h. Wethods used in instruction of custodians. 5. Items of instruction given school custodians. 6. The value of the questionnaire to school ad- ministrators as an aid in planning for the selection and instruction of custodians. The Sample One hundred school systems of the six hundred three having a designated superintendent of schools were included in the study. School systems having more than one hundred ninety teachers were known to employ both an assistant super- intendent of schools and a superintendent of buildings and grounds,each of whom had some responsibilities in the selection of custodians. The names of these twenty—eight large school systems were printed on cards and placed in g a box. Then twenty names of schools were drawn to be included in the sample. School systems having more than ninety teachers but less than one hundred ninety-one teachers were known to employ an assistant superintendent of schools or a sapex-intendent of buildings and grounds who had some respon- Sibilities for the selection of and planning the instruction 9f custodians. The names of the forty-three school systems 93 that size were printed on cards and placed in a box. ( Twenty names of schools of this size were drawn to be in- clJlded in the sample. School systems having more than twenty-four but less than ninety-one teachers were known to employ a superin— 7 tendent of buildings and grounds who had some respon— sibility for the selection of and planning the instruc- tion of custodians. The names of these two hundred forty— five school districts were printed on similar cards, the cards placed in a box, and the names of thirty school systems were drawn to be included in the sample. School systems employing less than twenty-five but more than seven teachers were known to employ no assist- ant superintendent of schools nor superintendent of buildings and grounds. The responsibility for Selection and planning for instruction of the custodians of these small school districts was that of the superintendent of schools. The names of those two hundred ninety school Systems were written on cards, the cards placed in a box and thirty names or school systems drawn to complete the sample. Four types of school systems were included in the Study. Two of the five special act school districts were irlCluded. Forty-seven of the school systems included WEreerural agricultural schools. Forty-two school systems Wefergraded school districts and five were township unit @9113. One hundred school systems1 in the following fifty- lSee Table 1 . .v.‘ ‘ u. c ." -. _— TALRE I MICHIGAN SCHOOL SYSTEHS IKCLUDED IN STUDY OF ShIECTI“N AND IKSTRUCTION OF CUSTODIAHS CLASSIFIED ACCORDIIG TO NUNEER OF TLACHING POSITIONS IN 1953-1; scsoot YEAR IHWEER QFfNJCJSRS.l£IOYED 7 - 2Q 25 - 90 ,_i3}urllEOli_ __rrii_ 12L +_ math Alma Albion Ann Arbor kumna Twp. Bad Axe Allen Park Lattle Creek mmsa Eeaverton Battle Creek- Bay City NJGres Eeldinp Lakeview Berkley Eeuaire Eellevue Cadillac Lirmingham Emmonia Berrien Escanaba Dearborn Eergland Springs Holland Ferndale Ihdmley Eridreport _ Ironwood Flint Ikmexville Brighton Marquette Grosse Pointe Ferwell Fremont Mt. Clemens Hazel Park Ennnville Grand Elanc Luskegon Highland Park Fbwlerville Grand Ledge Heights Jackson Gobles Grandville Owosso Kalamazoo {heyling Hancock Plymouth Pontiac Ehnover- Kingsford Redford Port Huron Horton Lake Orion Union Royal Oak Harrisville fiarshall Rochester TaterfOrdewp. Hesperia harysville Roseville Wayne: [eke City hunising St. Ste. Earie nyandotte lake Linden Petoskey Taylor Center K = 20 Partin Pittsford Traverse City Fesick RUSkefon- Reed City St. Ignace Van Dyke Willow Run - Johlman South Lyons N = 20 biiles- Sparta Howard Standish QnSted Stanton Onaway Stephenson Powers- Three Oaks Spaulding Vicksburg gavenna wak efi eld $933 City N = 30 lllliamston «dojland 3‘ = Bo \ \M-~~" ' o . V‘ “ ‘Y‘ U .06."! -- I 0”! II"? 944, A- .3231, a." C ..',... ‘. .‘e‘otgdv, 1“ - t ».¢~ av ; ‘ J-L: Jan, A.‘ ‘|A fit-uv’ g“, - Cu I -h‘ ’I 'I . Na :23: V y : 'fiv-‘V r ."“-L:“: U l.‘fi "\ I . ‘. . u.‘ V- i _ :1.‘ ~, 'I~Vv ‘ ‘v >- I ‘- Q ‘4‘. 3 .‘ I ‘ 3‘“ ~ ". ‘ih ( ¢ ( I u I ‘. a 'e.‘_ ” tea.‘ :1... .C‘ r \ ‘5‘. u ' « ‘ho Cv‘ § A 4' \ '\ v . . ‘~‘.' , n ‘3 9 eight of the eighty—three counties of Michigan were in- cluded in the sample: Alcona, Alger, Allegan, Antrim, Arenac, Barry, Bay, Benzie, berrien, Calhoun, Cass, Charlevoix, Clare, Chippewa, Crawford, Delta, Dickenson, Eaton, Emmett, Genesee, Gladwin, Gogebic, Grand Traverse, Gratiot, Hillsdale, Houghton, Huron, Ingham, Ionia, Iron, Jackson, Kalamazoo, Kent, Lenawee, Livingston, Mackinaw, hacomb, Marquette, henominee, Missaukee, Montcalm, Muskegon, Newago, Oakland, Ogemaw, Ontonagon, Osceola, Ottawa, Presque Isle, Saginaw, Shiawassee, St. Clair, Tuscola, Van Buren, Washtenaw, Wayne, and Wexford. 3 The sample included school systems located in the four geOgraphic regions of Michigan distributed as follows: fourteen of the schools were in the upper peninsula of Michigan; twenty of the schools were located in the northern half 9: the lower peninsula; and the remaining sixty—six school systems were located in the more pOpulous southern 93;; p: the lower peninsula. IIQQEQ Secured l. The information obtained by each school system ’ from applicants for custodial work. 2.. The characteristics of custodians used as employ- ment criteria. 5. The practices and policies utilized in employing cuStodians. lO 4. The methods of instruction used with custodians. 5. The work operations in which custodians were given instruction. 6. The value of the questionnaire to the adminis- trator in planning for selection and instruction of custo- dians. Treatment g: 9333 , Questionnaires were placed in four groups: those from schools employing seven to twenty-four teachers; those from schools employing from twenty-five to ninety teachers; those from schools employing from ninety-one to one hundred ninety teachers; and those from schools employing more than one hundred ninety teachers. The first groups contained thirty questionnaires each and the second two groups (cited above) contained twenty questionnaires. Ten questionnaires were selected at random, three each from the two piles of thirty questionnaires and two each from the piles of twenty questionnaires. A brief note was attached to a blank questionnaire and one was mailed to the administrator 0f each of the ten school systems selected at random, aSKing if he would fill out and return the copy of the questionnaire at his earliest convenience. All ten questionnaires were returned within two WEEKS. The responses given in the interview were com— i I l f i v . __ H ,.. ~ . a '.o" ’ _.- v' , “fl-_ .9 .. .4 ‘3‘. ' ._ ha. -u.~ ‘ -s .u.--U H...“ .u-u dd“ . -<.- .1- . . y . . 54... 5 'Iva s 0.. 3. - ’\ :.¢,.._’ .. ‘ ‘ ‘ t - -»-. -~u :q. ._‘ A ,_..‘4'-; La: 'n‘. i— '“V I" O H amp, I‘ ~ ll pared with those given in the questionnaire returned by mail. Comparison of the total of responses given by ad— ministrators in the interview with those obtained in the mailed questionnaire revealed an average variation of 2.6 per cent for the ten questionnaires. The mailed copies were laid aside and all tabulations made from the questionnaires filled out in the interviews. Frequency tables indicating the number of school I systems of varying size, i. e., those employing seven to twenty-four teachers, twenty—five to ninety teachers, and more than one hundred ninety teachers, using certain .," 1 7,7 haracteristics as a criteria in selection of custodians; . i the number of school systems utilizing certain employment ‘practices in dealing with custodians; the number of school systems obtaining selected items of information concerning applicants for custodial work; the number of schools obtaining selected items of information concern- ing the health of applicants for custodial work; number a of schools using certain methods of instruction of custo— dians; and number of schools giving instruction to custo— dians in these aspects of custodial work: public relations, general building cleaning, care of floors, heating and i Ventilating, safety, care of grounds, and general build- ing repairs. l2 Comparisons were made and reported concerning the frequency distribution tables. .mrqr"? .— IAHTI“, fl . ” I”; I S.J.p '1“ U“ H- . C . I cvturi unvwi-l V“ K. ' ,...' ‘ you“ a. */\ ‘ j.‘,._'. we-lubnfi 8 UV ‘ . "' I. - $ "_ '9 4.. ‘a; do see tuft L E? the bez'irx ' \a .. ‘ ‘ u“. .h w L‘, Ik~i UM “0nL'..S S 31 my; e.,, .A ‘IVJ U- o 'w.‘..' l Sons-01 at CHAPTER II HISTORICAL DEVELOPMVWT OF THE SCHOOL CUSTODIANSHIP Janitors in churches and schools during the early rflneteenth century in United States kept the buildings warm flupugh tending stoves. They were assisted in cleaning the building by townspeople in a "building cleaning bee." In mflmols they were employed to visit the school a few times emch day to see that the building was being heated. By the beginning of the twentieth century,school systems employing "superintendents of schools" were beginning mDemploy janitors who would open the building in the morning, lump the building heated, and do some sweeping and dusting (fining the months school was in session. In 1903 Dr. Julius Barbour, trustee of the Washington wanship School at Bristol, Indiana,wrote2 his sister-in-law stating that he had been designated by the board of trustees to hire a janitor for the coming year. This man was to be employed "to sweep, dust, keep fires, and be available each hour school was in session to help by general painting and PePair of the building and furniture." Barbour had a scar on his arm.which he received when at 1h years of age he had \- 2Letter of Julius E. Barbour to Mrs. Fannie Revell, July 10. 1903. I. Ix.- 14 been the janitor of the school which his mother conducted in the basement of the Baptist church in Romeo, Michigan, in 1860. In his letter he stated that he "questioned the advisability of employment of older school children around the hot stoves of one room school buildings." He stated he was "convinced that the building of these new school buildings with their furnaces in the basement for heating an entire building calls for the services of an adult janitor." Barbour hired the janitor and made out the written (mntract in his office which was then signed by the janitor and the other board.members. By 1906 this board of education had agreed that its functions in the hiring of teachers and the school janitor should be a consideration of the applicants' rmmes and credentials submitted by the superintendent of schools. In 1915 Harry A.Barbour had left a joint medical practice with his father at Bristol, Indiana and was practic- ing medicine at Beaverton,‘Michigan and was serving his second term.as board of education member. In this Gladwin (Michigan) county school system he Observed high school boys working part time to do the Janitorial work. In the next board of education meeting .‘..‘-A. . D .- ._..._ o ~§ou 15 following his re-electionj he moved that the superintend- ent be requested to submit the name of an adult to be em- ployed as a "full time janitor to tend the furnace and clean the building during the months school is in session". By 1920 Garber4 had completed a dissertation in which he investigated all the duties commonly required of school janitors. He recommended that custodians be em- ;floyed to work for a calendar year rather than a school year. Pk contended that the school grounds should be cared for during the summer months rather than be allowed to grow up ”knee high in weeds which are cut by the mowing machine the day or week before school Opens". 5 By 1925 Charles E. Reeves had completed a disser- tation, 5p Analysis 0 Janitorial Services in Elementary Schools, in which he cited the work operations done by School janitors and suggested practices he had observed Wtdch.lead to more economic Operation of the school plant. 5Board of Education, Beaverton, Michigan. Minutes Oi‘meeting on August 10, 1913. 4 a . . . J. A. earber, fhe School Janitor, (unpublished :Ooctoral dissertation, George Tasnington University, Tash- zington, 1920), o. 205. J. . 5Charles E. Reeves, An Analysis 9; Janitorial Ser- ches in Elementary Schools_Tunpublisned Loctoral disser- tation, Teachers College, Columbia University, New York, 1945), p. 60. "un’. n r' Ju.-bu-: ...-.. wagers - ‘0 _.--I‘f" ‘ .-; . . -.A .- ‘ .P‘ ‘ I‘V— .:"-\ 1 ' 0“ “I. 'Gvel U-‘ ..-v.oo O '._'_."."a. of V‘ 1...-.-quv " , .0 ‘ ‘ - .' :a.:..-::a::c e -" E h -‘ .— 16 During the next four years educators began to refer to the workers performing janitorial duties as school custodians. In 1929 a suggested instructional program6 was.formu1ated on the campus of Michigan State College by a committee of custodians from fifteen school systems of lichigan. 7 H. M. Schwartz had completed in 1926 a study stressing the need for development of effective techniques in maintenance of schools. Rogers8 followed the trend of referring to building nmintenance workers as custodians when he wrote: The public school custodianship may be defined in terms of areas of responsibility; for educational facilitation, for public relations, and for health and safety. The Public School Custodian's Responsibility for Egpcational Facilitation The custodian of the public school was declared to 13s more than a sweeper or furnace tender. It was observed ‘— 6Charles Bradley and others, §_Suggested Training 3Pngram for Public School Custodians (Lansing: State Iioard of Control for Vocational Education, 1929) pp. 28. 7H. M. Schwartz, Improvement in Maintenance pf Pfiflfldc School Buildings (New—York: Teachers CoIIege, Ccflumbia University, 1926) pp. 23-h. I 8James F. Rogers, The School Custodian. Bulletin fiih United States Office of Education (daShington: United' Simtes Government Printing Office, 1935), p. 53. Q '1' gm "‘AU a '° - 2 ‘0’- .o“ -n he.-v.. 'J ! .v‘w.‘v“-": J 21?-r‘v.-.7s‘b“ . "- -. ’- -v. ‘ pacfi,qn”c .V‘vsob‘ "' 1v5fi‘fi" 9" ‘ h-.v—b‘-“b. q ' O ‘ P" fi V! .-e&-" av I. ‘ Q g,“ «A i " '1' “J on \4 ‘A 'V I 3"““I‘18t 6 unit-0V" he O ‘ n I '99 +bah". " .... L mm“ men 0,”, toot--vh . .. ....,- u: L .-.-.9|...; ...3 Ex. Q AN—A|1Iv: Q ‘- vv..v--A\Ael: ‘. ‘ 'I I we" aowa4 A n '. ‘ h r-* - “JV . el.\sc:‘ : Do ne 1 o . I O W‘ m L. anew .19.; t v 1u$: cc ' ‘ . “"V¥.|OOO antineer, a 0 ~ - .ar tne C?“ |me“ , « “.1... .1‘ -<~. « a: A! "-5 ..ser"e' at 17 that the custodian had a part to play in providing a setting in which education takes place. His responsibility for'environmental conditions was commented upon by Linn9 in 19148 : Teachers and pupils are influenced by their en- vironment. They unquestionably do better work in clean, attractive, and comfortable rooms than they can do in dirty, stuffy areas that are too cold or too warm. To the extent that he can provide more appropriate conditions, the custodian is aiding in the teaching and learning processes. Linn was not the first to point out these responsi- bilities for providing a clean public school building for, fellowing his study of school systems in Nebraska, Viles10 had concluded: New and improved school building facilities will not render the services for which they were intended if the men employed for building service fail in their duties.....He (the custodian) is the caretaker, the engineer, and the person having direct responsibility for the comfort of the occupants of the building. Norman Wolfe11 reported that school custodians were observed at work by school pupils who were in the ¥ 9Henry H. Linn, Leslie C. Halm.and K. P. Grabark- ieWicz, The School Custodian's Housekeeping Handbook (New YoPk: Bureau of Publications, Teachers College, Celumbia UniverSity, 1914.8), p0 8. 10Nelson E. Viles, The Custodian at Work (Lincoln: The University Publishing Company, 1941),—§} 9. 11Norman A. Wolfe, "Annual Report of the Assistant Superintendent of Schools at Birmingham, Michigan," December, 191m. p. 10. I'.. o“ C «73" ' ..a 3- a 0 ....a —." . . :n Q’ V pn~v ‘ '.o‘ _"_ -~ 5 .. ‘3": . 0 :_‘.‘-a.v~ . - a x . . .fi-‘rnr a - -H_‘.dw-v ‘ u u“ ~ - "'_ .0.--‘--.. ‘. " ‘ "S '93-- \« . u .- -. --‘¢ v‘b vii-i-- a -. n r - P "-, ' .aA... 5. . o. u OAV ro-u d~ A“ v... - ..,.v- ._,_ h ‘vundu ‘1 'th - I ’ ‘r‘ ”.ar ‘i -I— “J- . g " -""‘ " HP “~-y’“..‘ \_v' .-:‘ . «re-9‘ .’. N... a," b“! -.. u -...‘ 'fl‘“ p ~‘..< ‘ VJE.. . v ‘.. . '.‘ “firea‘ . --: c I, 0 q ~ ---\-V- ‘___ .,. . N‘: Oh‘ ‘ ..‘.\ a 9“ a I 2" A.“ § ‘ . . “V ~V.‘VV‘ ‘~:. ‘~ F "~15 a. a I'. ..c. N ‘ so.) .. C L. ' *VUJ.’ ‘ 4“ , r. 6 fl ‘ “we .“ I" .‘ "““‘1 d 9 h v “o.“ ”-“ a ”v 5 Cl 7 l -v‘ - 4‘ - ‘ " § J‘~v . .. -.,-. "'h-aA v I‘C“V : «._ .,~ .,. “'45 5-. V... . " n ‘M U '- 'v ' ‘5 ; . b R) r\\ custodian, he concluded, needed to know the present philosophy of education to be able to interpret that which he saw going on in classrooms. Nichols stated that the custodian was one of the first persons who needed to In convinced of the need for having a bond issue approved fbr.needed school plant expansion. Nichols added to the concept of the school custodianship a statement of need for instruction of custodians in the public relations aSpect of his (the custodian's) work. It is not only outside the school building that the custodian comes in contact with the public. hodland has indicated that the community use of school buildings brings people into the school progerties at times other than during school hours. He points out that the custodian mikes or loses friends for education among these adults; The school custodian is a public relations agent. Visitors to a building often Judge the schools by what meets the eye. If everything is neat, orderly, and clean, a favorable impression is made before these visitors reach classrooms or offices. If the building is dirty, unkept and unattractive, the visitor often assumes that classroom instruction is done somewhat slovenly and ineffectively. In other words, the school custodian is in a key spot to sell educational services to the community 25Nodiand, 22. cit., p. 50. " l . . r... Q «3“ .‘fifl‘ ‘t. 'ou t A cent--1? n; n.5,...ut . . .U nev '1‘ - ..n A? r: C PD ...‘.».. J- . b - '1.- \A .-U \ nu a " ”W‘f‘HR .‘OOJ‘ .. \r " is. .' n. 1 ' I- h '0. V.. ' ‘vo cg‘. ' L'ue an -3.“ are gv‘v “1‘:# v.“ vb.» ‘ I" ‘ O V‘- Q" _ ‘s&‘ v..- «2- 2. “v“ a. 2.4 .. 2”,, 2‘1»:- 2: Harold Hyndszu pointed out that these custodial vmrkers must have a sense of self-reliance. He cited nnny occasions in which the custodian will be the only mufloyee of the board of education in the building when adults use the building and developed the idea that the custodianship includes the duty of "hosting" when visitors come to his building. The Custodian's Responsibility for Health A century ago,the pupil who worked part-time in keeping the fire in the stove going in the school room was not thought of as having any responsibility for the health of his fellow students. Through the years there has been develOped a con- 'cept that the custodian does cleaning for health reasons as well as for those of cleanliness. Viles2S brought this point out in his study and Erainardzé added the idea that children are required to attend public school; that these children are entitled to sanitary surroundings; and that the custodianship is one of the agencies responsible for 2h 25 Hynds, 22, cit., p. 28 Viles, gp. cit., pp. h-o. 26Brainard, 22. cit., p. 2. I';r’:"':fi '; .. Jud-1&ueu bf '2‘ A‘ a-“ 1‘- :...J\.'.L Cu: to..- ”‘u..~ ~¢ “'_‘:_e o 6' ‘ :zffi4‘» ' «mm m 22 24 this sanitation. Lamb27 emphasized the need for custo- dians to know of the germ theory of disease and Linng8 stressed his (the custodian's) responsibility for main- taining clean air filters through which air is passed in school ventilating systems. Chipman29 stated in 1946 that children are en- titled to use toilet facilities which have been sanitarily maintained by school custodians. His conception of the school custodianship included a building maintenance em- ployee instructed in and practicing those sanitary proce- dures necessary for the prevention of the spread of disease germs. Nichols50 reported in his study of Ohio school systems that he found boards of education, school ad— :ministrators, teachers and custodians themselves agreeing that the school custodianship included responsibility for knowledge of and use of sanitary procedures by the school custodian in safeguarding the health of those using public __ 27Alfred Lamb, "A Training Program for School iustodians," School Business Affairs, XIV (April, 1948), 6 7 28 29Gordon P. Chipman, "What True Custodianship Means," Nations Schools, XYYIL' (September, 1946), 44, 46. 50 NiChOlS , _O_Eo Cit o , p1). 43"b0 Linn, _p. cit., p. 2. ""“al living 3‘. .a.‘ Q :0 SCI" 0 a: b':l*nw‘ va—v-v ‘ I work is untreated :“'~ t.” “‘0- Ch '3‘ o . men iI‘: 9" “" “V I: ‘- ~$ Hos C...“ 1’ 201‘ Imps, C b01935, one S‘JC: avoid Villa‘s!" ~.-“Vhl. . . fl 4 i! 25 school buildings. He reported that the custodian who covers odors in toilets with deodorants rather than relying upon cleaning methods is teaching the children who observe him to evade those cleaning processes necessary for healthful living. In 1958 Rogers51 sought to improve custodial service in schools by pointing out some situations he had observed; Janitors who push sweepings of the schoolroom under the radiator, who neglect dusting and fail to scrub and clean prOperly, who keep dogs in basements and who leave at 5:50 before their clean- ing work is done are not satisfactory to principals interested in healthfulness of the children attend- ing the school plant..... When fresh air vents are clogged with dirt and filth and plenum chambers are used as storage rooms for mops, dustcloths, brooms, and dust m0ps and boxes, one wonders what excuses can be advanced for such avoidance of provisions for the health of children..... Dirty window panes, dust laden walls and furniture, basement rooms in which worn out equipment and debris is allowed to accumulate, and toilets in filthy con- dition cannot contribute to it (school health) and cannot be excused in any school system. In Birmingham (Alabama) the school administrator 1 advanced the idea that one area of health with which the Custodianship had responsibility was through provision of clean fixtures for lighting, clean walls and ceilings, and 31Rogers, gp. git., pp. 15~16. t 8Y6: er - 31' C A I've v ave C» Q , . a -f‘ ' V view "D’ uan 1‘ _-L'Aav ‘7‘ .h‘ ,c, 9 'IV \‘ Dc AFR u.bnu sage “C fl, ‘4‘ A ‘d‘v ..y p urn neck ".o ,. .Iv. I 'I‘ - I- 4 4 3 . s Q. r .u a u .ru . . .3 en a: .C . C a «or n.“ s c a: r“ 1H a: r“ n c P. s. O u 5V win Aflv .‘L .5 AV 4‘ S o n . i a» Ca . o e .flu a v. av. e a. 3 -u \u n: «U a. 1y u‘ an 1n n. .J t QM ad n v . V w! :3 :3 a» - . :~ v . ,au .n .1" . c n.“ Au 9. .4 a .e {a rd. A v .. e A. .0 Ac C» -1 L n... 26 periodic replacement of light bulbs. The Eational Engi— neer in reporting the studyjd in its Volume II stated: Eight buildings were checked with a light meter. On the average corrections following the taking of the meter readings showed an increase of from a reading of twelve foot candles to a reading of forty- four foot candles. Installation of new bulbs of the same wattage added fifteen foot candles, and correc- tions of voltage conditions added eleven foot candles. Sight conservation by provision of adequate light through the procedures cited above constitutes another en- largement of the concept of the school custodianship. Dr. Fisnbein55 of the American medical Association summed up the health responsibilities of custodians by stating: We must train children from earliest period of awareness to proper habits with regard to cleanliness. Cleanliness and personal hygiene should be integrated in the curriculum of schools. Cleanliness should be- come second nature in man, and its performance should be automatic..... Use of clean facilities kept so by the school custodian is necessary for school pupils, as neces- sary as the studies in World War II showed clean facil- Tities to be. In our experience in World War II it was proven that hand to mouth infections were the chief routes for spread of respiratory diseases such as coughs, colds and pneumonia. 52"Dirty Fixtures Make Light More Expensive," National Engineer, II (September, 1947), 700. 55Morris Fishbein, "Hygienic Laws of Cleanliness," Janitorial Training, XII (November, 1948), 14. 4‘ no. A F . . p .m- v‘..‘~v L-- b 'P‘c!‘ '“A- K uo-u “-~ - ‘ a h. .v '3" "Jon- .v‘el . "|:3f9 ‘3 :"~-MU - v...‘ ~‘A-- A‘M'v - . r., vaLC 4 0 v-““" '- ““'- I“ 1-. ‘ a U' s- . r- ~- ‘A - ‘ .4 "A U 27 The Custodian's Responsibility for Safety Another development in the concept of school custodianship has been a rec0gnition of the need for provision by building and maintenance employees for the safety of those using school properties. 7 Halsey)4 mentioned the responsibility of school custodians for safe boiler Operation to prevent explo- sions. After noting that a low pressure boiler (one carry— ing less than fifteen pounds per square inch of heating surface pressure) can blow up with as much destruction as a high pressure one, he cautioned custodians to watch the water level in heating vessels and be sure enough water is present in the boiler at all times: Durin- the past year there were reported to my company The Hartford Steam Boiler Inspection and Insurance Company) twenty-eight instances of collapsed boilers in public school buildings. Of this total, one collapse was the result of scale, and the other twenty-seven were caused by low water. Nine of the low water cases endangered occupants of the building and were caused by inattention of the boiler operator. The remaining eighteen were the result of failures of the automatic controls on the boiler. He concluded that the low water cut—off valves and automatic water feeding devices on the boiler should 54William D. Halsey, "Inspection for Safety of Power Plant Equipment," National engineer, LI (September, 1947), 658-660. . . «1‘2". ”'° DIV-1‘ — 'I'.’ d‘“c . :aintairea, A v- 1 cg:-ect-y o observe sa: «:-‘r~-:wr-v~ 'i-L:U‘J\A¢La¢.' -. 11:;25 nus: '1; case of correct the means he :a of ezergenc and Study ace 3116 salety 1g «,.‘. a. - '\“~ 1 . ~."',“a“fl n ‘ “C“‘Lp t: 28 be checked daily by the custodian to see that they were in.operating order. Hodges55 also called attention to the boiler room as a potential threat to the safety of building occupants in 1949 when he stated; A school boiler room can be considered safe only when (l) the equipment is in good mechanical working order - this means correctly installed, adequately maintained, regularly tested by the custodian, and correctly Operated; (2) the custodian must know and observe safe standards of Operation and (5) every custodian having boiler operation and maintenance duties must be so familiar with the action required in case of emergency that he will be able to act to correct the danger without conscious thought - this means he has been drilled on what to do in each type of emergency. Yurgaites56 indicated that each school system should study accident records to discover methods of elim- inating safety hazards. He included in the concept of the custodianship the idea that custodians at other school buildings should follow the example set by those in his institution (University of Chicago) and be instructed in safety practices; Safety is a part of a custodian's responsibility; safety to himself, his fellow workers, the students, 55Kenneth V. Hodges, "Boiler Room Safety," National En ineer, LIII (November, 1949) 20-21 56Ben Yurgaites, "Custodian as Seen from the Super- gésor's Office," Janitorial Training, XIII (November, 1949), 28 , o t; 11‘ en E sci a: all :0 le c W L. 539; Q fill?” 933;"; t“! a 5 ~ ~ mess In a szori :. rag Stair i :21: 213331213 0°" g9 and the public. ?e have a safety committee drawn for all specializing type of custodial workers which meets once each month at which time reports of any presumed hazard is reported and the situation checked upon by that group. Accidents are talked over and the group leaders are encouraged to keep their men safety conscious by calling attention to and and all conditions which might lead to injury to people or property endangerment. Custodians are given regularly written instructions on how and where to look for fire or explosion hazards with Special emphasis on attics and basements. Our record to date has been good. Vilesal7 agreed that another aspect of the safety precautions to be observed by custodians included alert- ness against fire hazards; He (the custodian) should report to his business manager structural defects which might cause fires. There are many fire hazards he may remove. He should keep extinguishers filled as per the instructions for each type and should be instructed in which type to use on each of the six classes of fires. Inflammable materials should not be stored in school buildings unless in a fireproof vault.....He should avoid storing paper, oil, or other combustibles under stairs, stair landings, or exit steps.....He should know the hazards of careless use of electrical service..... Before leaving the building at night, he should make a circuit of the building looking for fire hazards....."Hot spots", such as furnace rooms, home economics rooms, science rooms, waste paper baskets in toilet rooms, and shop rooms should merit his special attention..... Should a fire occur he should know and act upon the fact that his first duty is to turn in the alarm, his second duty is to aid in getting building occupants out of the building, and his third duty is to attempt to protect prOperty values. 37Viles, pp. cit., p. 19. 5O Brainard and Lamb, who conducted a round table discussion of the custodian's responsibilities for safety at the Association of School Business Officials of United States and Canada in Cleveland in 1955, listed the follow- ing school prOperties which should be checked by custodians for safety: Playground equipment Fences on school properties Disposal facilities for glass, paper and rubbish Ent ance and parking lot lights on school grounds Sidewalks and steps (especially in northern states during winter months) Unchained, unlocked panic bars on exit doors Existence of poisonous herbs, such as poison oak Signs directing traffic where children and vehic» ular traffic intercross on school grounds Exterior building conditions which might cause falling slate, spalling brick, loose stone, or snow or ice on steep roofs to fall to the ground or building roof or skylight During the past eighty years the leaders in the field of building maintenance have changed the concept of the school custodian from that of one who tended the fires and swept the building to that of a person sharing responsibilities for educational facilitation, for public relations, for health, and for safety. As Eldon Sessions of Ohio State University stated to 1200 custodians at Michigan State College in 1954: The task of the custodian has grown in its implications through the years. This year or next should see addition of some responsibil— ities for civil defense added to our idea of the school custodianship. Our schools will be- come hOSpitals and feeding stations when the first "A" or "H" bombs fall on our country. If such an attack comes, it behooves the custodian to know his responsibilities and to have learned beforehand how to live up to them. CHAPTER III THE SELECTION OF SCHOOL CUSTODIANS Formulation of a questionnaire concerning the selection of school custodians was preceded by a study of the findings of authorities in the field of build- ing maintenance and operation in the United States. Selection of custodians was found to include the following operations: formulation of a list of characteristics deemed desirable in school custodians; formulation of a list of the methods of recruitment of custodians; study of the interviewing and collecting information about candidates for custodial positions; and compilation of a list of methods found effective procedures in employment of custodians. gpalifications g: Capable Custodians In 1929 Michigan State College invited fifteen custodians from as many Michigan school systems to participate in a series of meetings to plan for selection and instruction of custodians. This committee38 agreed upon the following as their list of qualifications desirable for Michigan 38Bradley and others, _p. cit., p. 3. WE; '. I custodians to possess: a. He must never have been convicted of a felony. b. He must be a citizen of the United States. 0. He must pass a suitable examination set up by prOper authorities. d. He should pass a physical examination given by a competent physician e. He should be between the ages of 21 and 50 when first employed. f. He should be temperate, industrious, and trustworthy. g. He should have satisfactory home relations and good home environment. h. He should have clean personal habits. 1. He should be emotionally stable. In an attempt to find out why these qualifica- tions were agreed upon, several members of the original committee of fifteen were interviewed in 145;, twenty- four years after the publication of their report. The following statements were given in explan- ation of the list cited above: Extreme criticism had been leveled at school administrators in two school systems who had tried to justify the employment of men who had been pre— viously convicted of felonies and were under arrest for a succeeding offense while being employed by school systems. Mothers and fathers of pupils in school ObJect to having these men working in the buildings which their children attend daily. Capable custodians should be able to support school administrative policies by voting at school elections. Citizenship being necessary to vOte, it was deemed an essential for custodians. Custodians might be instructed in their duties but such instruction could be speeded up and better service given school children and teachers if some screening were done before hiring by requiring an examination be taken on the work of custodians. One man on the committee had seen a fellow custodian fall from a scaffold. Physical exam- ination revealed that because of his blood pressure he should not have been working at any strenuous occupation. Another came from a city where a few years before it had been agreed by the board of education (which included three saw mill owners) that those injured at the saw mills should apply for work as school custodians. Subsequently, it became a fact that no one custodian in the school system was not crippled in some way. This committee felt that such men could not do effectively the vigorous work required of school custodians. None could recall the reason why they had settled !_ on twenty one as the minimum age for employment but "‘ the fifty year maximum was agreed upon because it was the oldest age at which a custodian could begin work and qualify for a school employee pension in those schools where retirement was compulsory at age sixty five. (There was no sncial security act in force at that time.) “£41... Observations of committee members of the problems caused by lack of temperance, trustworthiness, and industriousness led the committee to include the necessity for possession of these traits in their list of qualifications for school custodians. It was the observation of several of the committee that when home conditions became unstable it was difficult for their fellow custodians to do as good work as formerly. Hence they agreed that candidates for custodial work should be chosen from those having satisfactory home conditions and good home environment. One of the committee had worked for several years in a school building with a man who chewed tobacco and spit throughout the building. Another had seen his r fellow-worker appear day after day in school hallways wearing a shirt which had not been washed or ironed for weeks. The requirement for clean.personal habits was approved by the committee. One custodian reported a school system in which an emotionally unstable custodian had barracaded the school building and attempted to set it afire. The re- quirement for emotional stability was included to in- sure emotional as well as mental stability. “.0 ”V. —d 9 . A..rl. a v.3 w. gtn+u '; A_ 3‘5! .4- M A culvhsrt I.rL .I t .'A w . V 1 V’ r—r ._ I‘_ '-~-‘. a“ 5 \\_J] Brainard59 suggested these qualifications be considered in selecting custodians: Preference ismsually given if you have had pre- ‘Vious custodial experience.....If you are a vigor- ous, alert, strong and healthy man.....You must :possess a number of skills.....and have some :mechanical ability.....schools prefer the applicant for custodian who is married.....Good character is essential for you should be the type of person with whom parents are willing to have their children associate.....You must be firm but tactful and fair .....You should be a citizen of the United States .....If you have gone through high school you are more apt to appreciate the problems of education .....You must be able to read English and.....you must be able to write.....you should be proud of your job and loyal to your school.....cleanliness and neat- ness begin with you.....for visitors get from you their first impression of the school. Viles40, who also completed his doctoral disser— tation in a study of the school custodianship, stated his requirements for a school custodian when he reported; The janitor should have an eighth grade education .....He should be between the ages of 25 and 50 years when employed.....but physical ability is more im- portant than age.....lack of vision and partial deaf- ness are handicaps.....in addition to physical ability, the janitor must be free from communicable diseases .....The influence he exerts makes it important that he be clean of body, mind and habits. Nine years before that time Womrath41 had concluded that: The janitor should be an economist in the use of 59Brainard, op. cit., pp. 8-11. mViles, 0P. Cite, Pp. 10-12. 41George F. Womrath, Efficient Business Management of Public Schools. (Milwaukee: Bruce Publishing Company, E52), p. 219. 56 supplies, a sanitarian, a moralist, a first class liousekeeper, a sociologist, a diplomat, a mainte— .nance engineer and an expert mechanical engineer. ' ’3 Ruel DanielsQLof Belleville, (New Jersey), sum- Imxrized.his thirty-five years of experience in selecting custcxiians when he stated the qualifications he felt necewssary for school custodians: 1. He should be between the ages of 2) and 45 wnen first employed. 3 (r 2. He should be able to PCnd with reasonable skill and write legibly. 1‘ 5. He should have the equivalent of a grade school education. I» 4. His appearance should be neat. i 5. He should be strong healthy, and possessed of good eye sight and hearing. fl va ‘ 6. He should be alert and not hesitant, but not prepossessing. H. H. Iinn,49 former superintendent of buildings andgrounds at hinneapolis (Minnesota) and wuskegon (L ichigan), summed up his qualifications for a school CLlstodian when he stated: 1 The custodian must be gentlemanly in his actions, E courteous respectful, oblia ging, pleasant, careful about gossiping about s hool af:airs, honest, faith— ' ’D 1 - ~ (1 "- ‘ _ | r E“Ruel Daniels, "Selection of School uUStOOlauS," 1 iflligty-hourth Convention Proceedings of the association SQ; School Business Officials (K lamazoo: Association or School Business Officials, 19%). pp 899-242- 1; ‘ ‘)LiLn, 9-20 Clto, p. 100 57 :ful, loyal to associates, dependable, and able to learn to Speak quietly while on duty..... He must have clean hands and face in the presence of pupils teachers, and visitors..... shaving and bathing daily.....with clothing reasonably clean. h 44 . n ., . , . L. 0. Thompson, editor or Janitorial Train— l2£;1nagazine, former director of custodians at the Los Iflhyeles public schools, and guest lecturer at colleges in ssixteen states last year on the methods of selection 3361 instruction of custodians, stated these qualifica— ticlns which he believed necessary for custodians to 90$ Sees: The custodian should be free from bad habits, neat in personal appearance, established and settled down, experienced in machinery and equipment Oper- ation and maintenance, possessed of a sense of re— sponsibility and sufficient intelligence to search for new and better ways to do his work, and be quiet in his discussions. 45 Francis Scherer, superintendent of school build— irngs at Rochester (New York), announced his preferences ill the selection of custodians by listing the following gllalifications: l. Willing and able to do a good day's work regardless of age. \ 44L. 0. Thompson, "How to Pick a Good Custodian- Ilingineer," Janitorial Training, XIV (February, 1950), 44. 45Francis R. Scherer, "How We Select Custodians," sflanitorial Training, XII (harch, 1951), 56. 2. Henest and of good character. 5. Possessing an energetic attitude and willingness to work. 4. Willing to learn and take orders. 5. Of clean and neat appearance. 6. In good health. 7. Loyal to the job. 8. Possessing an ability to keep things to himself and refraining from being "bossy" or "gossipy". 9. Possessing a liking for children. 10. Able to work harmoniously with teachers. 46 J. M. Clifford listed the following character- istics necessary for a satisfactory custodian to Possess at time of employment: Age: 25-40 years Citizenship: American born or naturalized. Physique: Good health as demonstrated by doctor's examination. Not over 15% var- iation from standard tables of height and weight. No serious deformities. Education: High school Aptitudes: Mechanical aptitude Social Status: Preferably married. Satis- factory home relations. Personal habits: Temperate, industrious and honest. Economic Status: Home owner preferred. Must ( have a good record as living within financial means and paying bills. Occupational Expectations: Propose to make school custodial work his life work. 4 F a“ is 31‘ 1:. I ‘l a? -a “Fmbnauz‘i '> "L A‘sfi'fif‘j’}? :Jza’fJg- __ 46Jack M. Clifford, "The Economic and Social Status Of Non—Teaching Personnel in Michigan Public Schools," (unpublished Doctor's dissertation, University of Michigan, Ann Arbor, 1944), pp. 55-4. 59 Clyde Davis47, supervisor of custodians at Tacoma (Washington) public schools, summed up his required characteristics for custodians when he stated in 1948: The most satisfactory age for initial employ- ment (of custodians) is between 25 and 58 years .....We have found a church member to be a better risk. One who has joined a church is a better moral risk than one who hasn't.....Custodians must be chosen who can be treated as a member of the faculty and whose responses are gentlemenly enough to make teachers willing to accept them as such.....He must not be a "grouch" who responds to all teacher's requests for assistance with a curt refusal. 48 Alfred Lamb , Superintendent of Buildings and Grounds of Wayne University (Detroit) pointed out that in his thirty—five years of selection of custodians he had observed that: There have been many lists compiled by very com- petent people of the characteristics which appli— cants for custodial work should possess. I be- lieve any one or combination of these lists offers a valuable guide in selection. I wish to make a strong plea for the inclusion of one particular characteristic, that of depend- ability. We can use at our institution custodians of different ages, races, religions, and heights 4701ydc E. Davis, "Selecting and Training the Janitor-Engineer," Janitorial Training X (April, 1948), 18-20. 48Alfred Lamb, "Qualifications for Custodians," (unpublished speech made before those attending the Sixth Annual Conference for Custodians of the Upper Pen- insula (Michigan) at Marquette, June 24, 1955). c. .1 RI 51V 1‘ w . . 6H“. L . «3', bani «a .z.‘ Tic I 1 II‘ I‘l . “A. way 40 and weights but if the man will not be there to Open a building at seven o'clock which is supposed to be Opened at seven o'clock, he be- comes an immediate problem to us. We must have an employee who will do what he is supposed to do, at the time he is supposed to do it, and in the manner in which he is supposed to do it. That is what I mean by dependability. 49 Norman Wolfe agreed that there are many lists of characteristics of value,but asserted one item often neglected in consideration of the appli- cant was his (the custodian's) ability to have charge of a building during the evening as he performed assigned work in it. Should the custodian who does the cleaning be asked to supervise the building? This is our greatest problem in evening use of buildings. If we are to maintain our buildings and protect school property, we must select those for custodians who can take charge of buildings as well as clean it .....Very often groups using our buildings make requests of our custodians that are not always reasonable. We must employ those (custodians) who can meet this problem as diplomats.....We have tried in our schools at Birmingham (Michigan) having lay leaders of groups using the buildings at night take charge of these buildings. This causes many problems.....We must attack this problem through our more careful selection of the custodians who are to work in those buildings. 50 Otto T. Freeman , assistant superintendent of schools at Wichita Falls (Texas), advocated the 49Wolfe, 0p. cit., p. 55. 50Otto T. Freeman, "Selection and Training of School Custodians," School Business Affairs, XIV (October, 1950), 5-4. 41 following qualifications for custodians: The person of middle age is apt to develop into the best custodian. He should be neat, sober and honest. If he is married, has children, and owns his own home he is an excellent prospect. The person's education for the work in our state (Texas) is not given too mucn consideration but certainly an illiterate person is not desirable. Floyd C. Hack’l, business manager of Asbury Park (Maryland) Public Schools formulated these policies of selection of custodians: In selection of a custodian as much time should be given as in the selection of a teacher.....tne list of qualifications sought should be formulated before interviewing prospects.....His (the custo- dian's) age should be about twenty-five and it should not exceed forty-five for beginners.....It would be advisable that he be married and understand home responsibilities.....He should be physically sound and should have an understanding nature with interest in children and an ability to say "Yes" or "No" to teachers when necessary.....He should be tactful and willing to work.....Today we can expect him to be a high school graduate and a person of good moral character.....We should know of his avocations..... he should have some interest in the world outside the domain of custodial work. Based upon the recommendations of the authorities cited in this chapter, the section of the questionnaire concerning recommended qualifiCations to be possessed by custodians was formulated for use in the study. ( Procurement 9f Applicants for Custodial Work Following the formulation of a list of charac- teristics based upon which school custodians are to be 51Floyd C. Hack, "Personnel Work for Custodial Staff," School Business Affairs, XVI (October, 1950), 5-4. Vol“: 42 selected, it becomes necessary to have more than one applicant if the employing person is to exercise any choice other than acceptance or rejection of that can- didate. Suggestions of methods for procuring applicants for custodial work have been made by school business managers and assistant superintendents of schools. In- cluded in these suggestions have been the following: Request present employees to suggest names of possible candidates for custodial work. Request the local office of the United States Unemployment Service to refer candidates. Request employment officials of local industries to refer applicants who do not like factory work but who might make good school custodians. Place placards advising readers that school custodians are needed at those points where large numbers of people will see them. Insert advertisements in local newspapers, on local radio and/or television.pr0grams. Publish news stories concerning openings at new school buildings and need for custodians. Request board of education members to assist by referring candidates for custodial work to the school employment office. ‘ Advertising in newspapers of other cities where an oversupply of labor is known to exist. Request other school systems to supply names of substitute and prospect lists of school custod- ians. Request book and maintenance supply salesmen to pass information about existing vacancies to other school systems. 45 In the formulation of the questionnaire used to survey prevailing practices of recruitment of applicants for custodial work in Michigan school systems, certain of the suggested methods were not included. Nichols'52 study of Ohio custodians, completed and reported in 1955 indicated that the assumption of re- sponsibility for referring candidates for custodial work by boards of education had led to increasing problems for i the school administrator. His study indicated that of the five city school 1L1]; ' systems, twelve village school systems, and twenty—five local school districts the assumption of responsibility for recommending candidates for custodial work or actual hiring of them by board of education members had raised administrative problems in more than 90 per cent of those communities using this system. Use of placarcs by nichigan school systems was not investigated because of hree objections to the method cited by those who had used it: Distribution of the placards was time consuming to a disconcerting degree when compared with 0311— r 1&3 the newspaper office and inserting an adver- tisement. Such placards have to be collected when the >2Nichols, pp. cit., p. 42. 44 custodial position or positions are filled neces- sitating further travel and more use of time. There was little evidence that the placards do more than to remind readers of a notice or adver- tisement they had previously read in the newspaper, seen on the television screen, or heard from the radio station. Advertising for custodial workers in newspapers in other cities had been tried with diSappointing re- sults. It was not recommended by the authority mention- ing it as a possible method of recruitment of workers and was not included in the questionnaire. For the same reason, the practice of asking other schools to send names from their substitute and/or worker prospect list was excluded. Requesting salesmen to contact workers in other school systems was excluded because of the Opinion of several of those using the questionnaire in the trial period that it was best not to raise the issue in light of professional ethics of school administration. The Application Blank for Custodial Work Following the decision to investigate the methods of recruitment of applicants for custodial work in Richigan schools, it was decided to make a study of the information gained from applicants through the ap— plication blank. 45 VilesS3 contended that all those applying for a custodial position should be given opportunity to fill out an application blank as part of a good public relations program of a school system. He indicated observation of the person as he filled out the blank would give clues as to his methods and capatilities to complete the written records to be required of the ap- plicant if he were hired. John Stoysu, Superintendent of Buildings and Grounds at Teachers College, Columbia University, Kew York, has pointed out: The application blank for employment should serve two purposes. It should contain all the information needed in fo min? judgement of the applicant and all the information the payroll department may need to record accurately and to pay wages. MooreSS found that application blanks should include the fewest possible items which will contribute the required information, if the information obtained is to be accurate. He reported that questionnaires containing items which were puzzling to the applicant _____.i53iiie__ Nelson Viles, improving School Custodial Service gulletin 1; Federal Security Agency: United States Uffice of Education, 1949), 9. 3. John Stoy, "Managerial Records and Reports," gghool and College hanagement, XX (November, 1950), 6. SSHerbert Moore, Psyphology for Business and Industry (New York: HcGraw-Fill Company, 193d¥7 pp. 150:1. 46 because of lack of clear statement invited deception on the part of the applicant. Bukovac's56 study at Michigan State College in 1941 indicated no statistically significant re- lationships existed between answers on items in the application blank and ratings for competency of custodial work done by these applicants. It was her conclusion that supplemental information gained from the applicant in an interview produced enough changes in written answers on the application blank to establish statistically significant relationships between the items of information on the application blank and ratings for competency of custodial work of these applicants. Application blanks used by public school systems were studied rather than letters of reference given candidates to present to prospective employers. (157, It was indicated in the studies made by Lair 56Marie Agnes Bukovac, An Analysis 2: the Application Form in the Selection 9: Cafeteria Workers. (unpublished Masters thesis at Michigan State College, East Lansing, 1941), pp. 1-58. 57Dona1d A. Laird, The Psychology 2; Selectin Em lo ees (New York: McGraw—Hill Company, l§575, pp. 85-§ . 47 l — 61 58, Moor379 Burttbo, Bingham and Freyd , Mathewson , and Korganée, that little credence could be given to statements in letters of reference given candidates to carry with them. Morgan65 indicated his study showed that ap- plication blanks tended to be filled in with more accurate information by applicants if ample space (double spaced if typewritten) was given for writing answers. He also pointed out how necessary it was for the paper to be clearly captioned Application Blank so that those fill— ing it out would not conclude the blanks meant positive employment. Laird64 reported on a study of 100 letters of "8" w . ., ,, 7 c. B. matnewson, "A Survey of rersonnel ran- agement in 195 Concerns," Personnel Journal, X (Jan- uary, 1952), 223—51. 59herbert loore, PsycholOgy for Business and industry (New York: thraw-nill Company, 1999), pp. le-jl. ' 60H, W. Burrt, Employment PsycholOgy (New York: Houghton mifflin Company, 1925): pp. 409-41. L. - . ,. .fi ‘ , 6 w. V. D. Bingham and w. breyd, Procedures in Employment Psychology (New York: thraw—dill Company, E. B. lorgan, "Interviewing for Selection," Industrial Management, LXI (February, 1921), 159. ::Morgan, pp. cit., p. 155. Laird, 9p. cit., p. 98. ’T‘ l 3:332:17.- -:mmfi“* fl 48 application and the application blanks subsequently filled out by the same 100 persons: Employees selected primarily on their apparent merits as indicated by their letters of applica- tion were chosen scarcely more objectively than if the first five who appeared were employed....how- ever, the process of having the applicant fill in a blank furnishing requested information does ex- ceed the values of random choice of Candidates in their order of application for work. Employment Practices Used lg Hiring Custodians Consideration of applicants for a vacant position is followed by choice of some person to be employed if the yacancy is to be filled. Authorities in the field of building maintenance have recommended employment practices to be used in hiring custodians. Clifford65 pointed out that there should be no question about the agreement to hire a custodian. He stated that the employment of a custodian should be recorded in the minutes of the Board of Education meeting immediately preceeding his (the custodian's) beginning work. As director of a state-wide retire— ment fund (Michigan School Employees Retirement Fund), Clifrord pointed out that several cases each year are brought to his attention where it is necessary for the minutes of the Board of Education meeting to be 65Jack a. Clifford, "rust Custodians Be Old ten?" American Qchool Board Journal, CXIX (September, 1949), 28. (I9 surveyed for proof of employment by the Board of Education of a custodian now claiming retirement benefits. Clifford66 also pointed out the need for having a medical examination record filled out by a competent physician for consideration before de- cision concerning employment of an applicant for custodial work is made. Each year claims for re- tirement benefits based upon disabilities incurred while employed by school boards have to be investi— gated. The existence of medical examination records compiled prior to employment has been found by Clifford to be helpful and in some cases very necessary to protect the rights of employer as well as employee. Daniels67 pointed out in 1948, the need for choice of employees for custodial work without re- gard for his political connections. he advocated that the basis of selection should be on the basis of the applicant best able to perform the work. The question of who he (the custodial candidate) knows, or what politician is sponsoring him, or 60Clifford, on. , p. 29. cit. 67Daniels, pp. cit., p. 241. _lmn5‘.'- “‘1 Us: 50 what board member is recommending him should not even be considered.....The type of names of reference given by the candidates tells something about him. If it (the reference name) is a politician, I am immediately on guard and inves- tigate the candidate more closely..... Covert68 cited the desirability of having the applicant for custodial work visit the building in which a vacancy occurs so that he may know something of the work requirements in that building before he agrees to employment. He indicated there was value in having presently employed custodians meet candidates, particularly in those buildings where a number of custodians work. The reaction of those presently em- ployed to candidates for work gave some clue as to how these applicants would be accepted by the present workers. Viles69 pointed out the need for employment to begin with a 30-60 day probationary period of school custodial workers, particularly in those school systems having no pre-employment tests of knowledge and skills of custodial work. Nichols'7O dissertation pointed out the need 68Covert, 2p, cit., p. 12. 9Nelson Viles, Improving School Custodial Ser- vice, Eglletin 13 (washington: Federal Security Agency, United States Office for Education, 19h9), p. u. 7ONichols, 3p. cit., p. 45. V141; 51 for having the selection of custodians under the direction of the superintendent of schools or his agent acting with authority delegated by the board of education. CHAPTER IV SELECTION AND ERPLOYMEKT PRACTICES USED BY SELECTED MICHIGAN SCHOOL SYSTEKS IN EMPLOYING CUSTODIANS Investigation was made of the current practices of selecting and employing school custodians in one hundred school districts of Michigan. Four aspects of ‘dm-Ir , the problem were studied and are reported upon in the following pages: qualifications based upon which the u #5-. custodians were employed; methods of recruitment of i applicants for custodial work; information gained from applicants by completion of an application blank; and employment practices used in hiring custodians. Qualifications Based Upon dhich Custodians Were-Chosen The number of school systems of four sizes, 1. e., those employing 7-2h, 25-90, 91-190, and more than 190 teachers, as well as the total of 606 schools using the characteristics recommended by leaders in the field of building maintenance are indicated in Table II on the r following pages. Immediately to the right of the number of schools using each characteristic has been indicated the per- centage which that number constitutes of all the schools studied in the category of size. 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NZ N O.” N Z H mm H K HWW H 2 mHOOflom maogowop WMO£owop maonowom: maczowep OOOHOOH; + HOH OOH - HO OO . mN ON . s - , :4; OOO mo OCH%OHQEo OCHOOHOEo wQHOOHQEo mcHhoHQEo mOHBmHmMBLHCD mHoonom mHoozom mHoo£om mmwp£ow [1"01‘: 'v I‘ll-.1 ‘1‘ ill, ‘1' III {I y '1‘: iii mz¢HQOBmDO a0 ZOHBOMme 2H «HmMBHmO md mOHBmHmwBO m Sowgz cfi QCHUHHSQ pHmH: mcwHUOpmso o>Hpoonoam pachemmw Hanao> CH pmmodapm psoEHOHdem mopmpwpcmo HwHUOpmso pmemmSm moohOHmEm mmpmpHUCmo Hwfipopmso pmomem maoQEmE Cofipmospm ho tamom wepscHE COprospm mo pawom EH popaooea psoS%0fldEm mHoosom zwdHSon age do cmao>fisb muoxowop maesmmep mpefiowep macsommp + HOH OOHuHo 00 I mm :m I m msfimoagEm mcH%0HQEo unwhoamEm wcfihoagso mHOOEom mHoosom maooflom -mwpoflom maoHBodmm Bamzwoémzm mZ©w Ufimm no mo OH on :a e.mo om e.em NH moeeeaeewo HaHUOQmSO pmomdom mcoapmm Hoosom mm mm m: mm mz Hm Hz mm Hz mHOOSon macroaop maosowep whefloemp mpwflowop ewaaeowa * Hoe ooa-ao om - mm :m u e mOHeoemm eemaeogmam poo mo mcHhOHQEo wcfihoamso mCHhOHQEw acahoagfie omam>HCD maoomow maoozom mHOOSom maoonom Ilti mzaom HH>Ho hp UcHHQEoo wepmvacwo mo pmHH Soap mH uCoE%0HmEm w Om OH 0: w ~.O m 5.0 m mmpprpcmo peach op momma meHocemm HmOOH pcw epmpm .Hmmopom mm OH m OH m 0.0N O m.mm OH mammmm HQOOH CH haopm exec CH pcoQ:ocmw mmHocwom> Hwflpopmso mm ON : Om OH 0.0J NH N.OH m pocprno ohm amxaoz BOHHoh w mm EH: ou COHpomma afienp new mcwHOOpmso Aeflpo pHmH> msmHUOpmzo o>HuoQOoam Maw NR NZ NR NZ HR Hz HR Hz meomom amoflowep maoflowep wacsowep maa£oeep 23303 + H3 03 - 3 oo - mm :m u e 53er BZEEEE poo mo wthOHQEo chhoHQEo w:H%0HQEo mGH%0HQEo omao>HQD mHoozom mHoonom mHoonon mHoosom wzwwHQOBmDO OZHEHHnfim 2H WQWMHEOHE ZH WEMBmkm Hoomow QMEQAHmw wm QQNHHHBD mmOHeoHsp mHoonfim mHObzow mflwonom mHoozom l1 mzmeme Hoomom ZH MQQHsb mHooflom mHoomom mHooxom mHoocow II. I..- .I It. mumewwm Hoomom zaonUszDdBomHmm ZH QNZHH mgmdB 75 COHmeLoucH No EopH exp wcHsHmeo mfiopmhm Hoozom smmHgon boo mo ommpcoohom n mfi COpreaomcH Mo SmpH mzp wCHCprmo mHoonem popooHom mucozp No mmmpcmopmm n NM anH map mchprno mHoorbm OoPObHom hpsozu O0 pengdz M Na QoHpmaaoacH mo SOHmeLomcH no EmpH 05p CoHpmfipomsH mo EopH mchHmeo mHoosom pepOOHcm mpaan mo oawpcooamm 05p chcHwPQo mHoozom III r—4. 3.. H OopomHom mpaHSp go aoQEsm 0m 0a m 0m 0 0.00 0H 0.0H 0 eommommoa mmmemoaq ON cm 0 ON 3 O.ON @ O.ON O mocmpmmopm msoHuHHom 00 05 0H 0: 0 s.0: 0a 0.00 0 spaaaeoapas N: on w Om O m.md MN O.O: NH Lapses no Loczo ofiom mm 00 a 00 0 F.0s 0m 0.00 0H ago; Haaeopmso SH COHQQSmeQH mason mm 00 0H 00 0H 0.0m ma p.00 NH ooaaanpaam Mex No” N.., No,\. N.. Hex. H. Ho.\ H . \5 x z p x... ..H .... C 7H \7 , Z mH00£ow .Wpoflowop mpmflowop mammommp macsomou camanoaz 3 W.H0H: 9-00H-H0 300.-{mm 3 gm w s 00Haaam0azH s0 mwaeH OOO Mo .cc TonLEm eLHKVOHQEo .0:th recto cC.......o 35o I!meo>HGD wflhoflwm mHoosom mwmfimom mHooflom measmsm a00m0m s40 00Heanse0msam 0H asuHa9m0 w00: .H....«HOD.LH_HWHE mOrA mewfiwmeEmd @BHM,E_AUZOC AQADZHBZOUV >H Marja. ZQHamerbZH ho EMEH 74 Seventy-seven per cent of the school systems included in the study asked the candidate for custo- dial work to supply the names of two or more references. In the schools employing less than twenty-five teachers the fact that forty-seven per cent of the school systems did not require submission of references was due to the fact that administrators of schools of this size had little difficulty finding someone in the com- munity who knew the candidate. Fifty-seven per cent of the school districts asked candidates for custodianship whether they were willing to take training for the work. Larger schools asked this information in fewer instances because many had a statement of policy under which custodians were hired that new employees were required to enroll in instruction given in preparation for their work. Sixty—three per cent of the hichigan school systems obtained from applicants for custodial work a statement of educational grade completed. Several reasons for disinterest in this item were most fre— quently given by administrators of the other thirty school systems. Some expressed no hOpe for employment of high school graduates in their community for "that kind of work". Three school superintendents went as far as to say they hoped most of their graduates would 75 go into business or the professions. Some indiCated their pay scale for custodial workers was not high enough to be attractive to high school graduates. Some stated they believed high school graduates would soon become bored with the monotony of the work. Sixty—three per cent of these systems asked the candidates to indicate the nature of his work at his last three positions. This item, of all on the application blank, was most frequently left blank. many applicants when interviewed did not know the technical name for the work Operations they had per- formed and skipped filling in that information. Sixty per cent and sixty-three per cent of the 606 public school systems in Hichigan obtained a list of the last three places of employment and the length of time employed at each of the last three jobs, respectively. All schools employing more than one hundred ninety teachers asked custodial candidates for a list of the last three places of employment while all but one asked for a statement of the length of time employed at each of the last three jobs. In communities employing less than twenty—five teachers, approximately one half of the school administrators indicated that they did noc obtain this information. They pointed out their ability to obtain such inform— ation on the spur of the moment from community sources. 76 Fifty-nine per cent of the school administrators obtained from candidates their reasons for wanting custodial work and fifty-six per cent the reason why those applicants left their last three places of em- ployment. School administrators Opening their inter- view with prospective custodians with the question, imously enthusiastic about this lead question. fheir contention was that the answer to this question gave them meaningful statements based upon which to judge the candidate. Reasons for leaving the last three jobs proved to be the item which school administrators indicated they intended to delete from their next printing of application blanks because of the lack of similarity 01 reasons stated by applicants and by their former employers. The fifty-five per cent of the schools studied which asked custodial applicants to state their birth- place were unable to indicate uses they made of this item of information and were considering dropping it. Nationality, home ownership or renter status, religious preference and licenses possessed were items of information solicited from Candidates for custodial Work by less than one half of the school systems in— Cluded in the study. 77 State law that high pressure boiler Operators of hichigan must possess a license caused only twenty per cent of the school systems to ascertain prior to employment if custodians possessed such licenses. School administrators employing unlicensed Operators expressed little concern about the matter due to lack of enforcement Of the legislation. Many had not thought through the implications if such an unlicensed Operator were to neglect a boiler, thus causing an explosion. Several during the interview prepared a memo concerning the matter for presentation at the next meeting of the board of education. Items 2: Information Concerning the Health pf Applicants for Custodial "ork Obtained by Selected hichigan Schools Height and weibht were the most commonly obtain- ed items of information concerning the health of ap- plicants for custodial work, with fifty per cent of the Michigan school systems soliciting that information. Fifty per cent of the school systems of the sample Obtained from candidates for custodial work a statement concerning the nature of the last illness causing loss of work time. Ninety per cent of the school systems employing more than ninety teacners obtained this information. More of these larger school systems had sick leave policies for custodial workers CowpmSLOMCH mo Smpfl memo uCHCanQo maoonom swaflficflj pouooaom poo wo ogmpCooaoh Soapsesogca no Eopfi zero msflcflmppo maooflcm peuooaom mpcozp wo ouprOomoa coflpwfihoasfl mo Eepw Home mdflcflwpno maoosem popOOflom hpCezp MO 90255; COHQJELOMGH mo EopH Some msflcflwpno mHoozom Umpooaow hphwflp mo OnproosOm GWMJWJLO.HHAIMO Emufl Sotoqwmpamaofiflo ma00£om wepomflmm hphflflp MO $098.32 rm - : .I--..t.i 1.11 I a. i3. NH mm Ha m: a s.e m mm mm a om e m.ma : om o: a om OH a.aH m an ow ea oe NH m.mm N em 00 ma om oa p.0m HH 0: cos om ow ea p.03 :H me me ma mm HH 0.0m o as 00 NH 00 ma m.mm OH om Om as as an a.as an om ow ea on ma m.m: ma mm ma mm mm me H2 H2 ii.mHoo£om uwo£Onop .WLMflwxmwiuwwwmwmep manages; - + H»H oaauao - ooumm 000 HO rcfihoamso wcflhoaaso ncahoamio .slmmmwwampigsmwpmmpm;axmwmpapm “scones ICIVII'I‘I‘I ,l'l"- II I‘. a me n m? H Hum H HZ m.ma 3 mpmoe Emma so cwEmommwB 0.0m o hmpux me n.0H m coflpwcHoow> m.m: ma mofipflsmomom 5.0m Ha cadmmosm UOOHM m.mm N 08H» mo mmOH ncflmsmo mmocfiafi pmei 0.0m ma wacaem so eggpmsm m.mm ma COHmH> m.md ma usmfiox p.03 3H pflmwom H on H H, m-®£o©©p 1 am . a manage eaHzeaezoo Kcasoanso aoHeasmomzH no msaeH waoocow alt-I’ll.» I- It‘ I- n.‘ J: 1"! ".III. (I. V .- lixs|0'll.l.\ I'.‘I I'll" I'll..- I'.I.IIII.‘II . Q.‘ '.‘I'. vi'.'ll ‘ , .v .15 I .. n!..\. n mQOOEUm EdegUH: QdBodéhm ZH QmZH mum¢e AAHQOBm,. o ZOHEdszhZH @O mEmBH 79 in print and needed accurate information about prior illness than the smaller schools, where only thirty- five per cent of the schools obtained this information and few had policies in print pertaining to sick leave for custodians. Information about the vision of candidates was secured by forty—six per cent of the school systems of Michigan. Only forty-eight per cent of the school systems secured information about deformities. Eorty- six per cent of school systems checked applicants for custodial work for hernia or rupture. This indicated a failure on the part of the other fifty-four per cent of the school systems to keep records which might be used to indicate that a worker had some injury when applying for a position rather than having develOped it while on the school payroll. Blood pressure of custodial applicants was Ob-- tained by only thirty-nine per cent of school systems studied. Non-possession of such records in more than one half of the school systems indicated the possibil- ity that custodians in the majority of schools studied might be assigned types of work which workers with some type of heart condition should avoid for their own as well as pupils' and teachers' welfare. Vaccination of those applying for custodial work was checked upon by only twenty per cent Of the ‘0 eo school systems. School systems employing less than ninety—one teachers checked upon this condition in but six of the sixty districts visited. Thus, in fifty—four districts it was found a needless chance was taken that at some time a custodian might contract and expose many to small-pox. Only twenty-two per cent of the school systems studied Obtained reports on Wasserman or Kahn tests or X—ray examinations for tuberculosis of candidates applying for custodial work. Feelings of chagrin were expressed by school administrators of every size school district investi- gated concerning the lack of evidence of physical condition obtained by school districts about candidates for custodial positions. As one superintendent of schools stated: If there has been one area in which we (the school administrative Officials) have been neg- ligent, it has been in this area of gettin health information about candidates for custodial work. The need for such information is clear to me and could have saved me some administrative headaches twice in the last twenty years. I have taken course work in four colleges and have not had anyone discuss this tOpic (the need for health examinations of applicants for custo- dial workers) in any one of my courses in education: al administration. From experience I knew we need some help in this matter. This lack of accumulation of information con— cerning the health of applicants for custodial work vill be considerable less in the future if all these 81 administrators indicating an interest in having their boards of education adopt such policies have the success they (the administrators) thought would be experienced. CHAPTER V THE INSTRUCTIOK 0? SCHOOL CUSTGDIANS Formulation of the questionnaire concerning the instruction of school custodians was preceded by a study of the findings of authorities in the field of building maintenance and operation in the United States. This investigation Of instruction of school custodians has been reported in this chapter under the following headings: the beginnings of custodial instruction; the values of custodial instruction; qualifications of instructors of custodians; methods of instruction of custodians; and the content Of the course of study for custodians. The Beginnings of Custodial Instruction Possibly the first study concerning instruction of custodians was Garber's dissertation?1. He found that prior to 1920 only Sixty-one references contained information of any importance on school custodial work. Further, he discovered only one reference in education- al literature written prior to 1910. ‘71 James a. Garber, The §£hool Janitor (unpub- lished Doctoral dissertation dedrge :ashington Univer- sity, hashington, 1920), p. é 85 At San Francisco in 1911 the National Education Association heard a report from a previously appointed ’Committee on Efficiency of Janitor Service". W. D. Frost of the University of Wisconsin, in giving this report72, described an instructional prOgram for the "janitors" working in one of the buildings of the university. This "short course" for janitors of one building of the university was expanded to include custodians of all the university buildings and its findings and recommendations were added to a non-credit course offered by extension. In 1912, at the National Education Association meeting in Chicago, 0. m. w11s0n75 told how to select and use a "head janitor" who could instruct other jan- itors. Impetus was given custodial instruction by the passage Of the Smith-hughes Bill by Congress in 1917. Under the direction of H. h. Linn of that city, a custo- dial training program was established which took advantage of allocation of federal funds for this type of instruc- 2m - . 7 w. D. Frost, "Our Short Course for Janitors," National Education Association: Addresses and Proceed- ings. San Francisco: 1911. pp.—Eé§:7:' 790. h. Wilson, "The Standardization of Janitor Service,” Natiqnal Education Association: Addresses and Proceedingg. Chicago: 1913. pp. 467-9. ea tion. In 1917 the Oakland (California) Board of Ed- ucation changed the designation of "school janitor" to that of "school custodian". A series of seventeen lectures74 were given at meetings of all custodians of the city. (See Table VI.) About the same time Iowa State College at Ames established a short course for custodians. Lectures and demonstrations were given at various locations throughout the state in the evening and school systems in the area were invited to send their custodians. By 1924 Colorado State College of Education had established a "custodial training program" at Greeley 75 under the direction of H. S. Ganders in which custo- dians were given directed work experience in residence at the college. Experts gave class lectures and con- ducted discussions, demonstrations and experimental work on custodial tasks. The Kansas State Board of Vocational Education began custodial instruction in 1927 when its first 74J. A. Garber, op. cit., p. 19. 750. C. Reeves and H. S. Ganders, School Building Management (New York: Bureau of Eublications, Teachers College, Columbia University, 1928), pp. 28-9. TABLE VI SEVENTEEY LECTURES OAKLAND (CALIFORNIA) DURIR» -.-.-_.— —'—- .—-— “-3-.- 0.... . -—-.-..o _._.—..—~--- GIVBN TO ALL CUSTODIACS OF THE 1917-18 SCHOOL YEAR What the Edard of"EEJEEETEHMWPréEfEén€"of"Board‘of“”— NUKEER IECTURE merit 1. Expects of a Custodian 2- What the Superintendent Expects of a Custodian 3. What the Business Hanager 10. 11. 12. 13. l7. Expects of a Custodian Cooperation Between the Principal and Custodian Custodian's Relationship to the Pupil The Custodian's Relation- ship to Recreation and Social Center Activities The Custodian's Part in the wider Use of the School Plant Some conditions in the School Environment which may Affect the Child's Health The Care and Use of the Drinking Fountain How to Handle Emergencies at the School Fire Prevention and Control Heating and Ventilation The Operation of Oil Burners The Use and Care of Steam Apparatus Automatic Temperature Regulation The Operation and Care of Electrical Equipment The Oiling of Floors Education - Oakland Acting Superintendent of Schools - Oahland School lusiness Manager Oakland President of Principal's Club - Oakland Secretary of Principal's Club - Oakland Superintendent of Recreation Department of (City of San Francisco) High School Principal, Alameda Assistant Professor of Epi- demology, University of California Designated Oakland Custodians Professor of Hygiene, Univer- sity of California Chief, Oakland Fire Department Assistant Professor of Ag- riculture,Mechanics, Univer- sity of California A company Service man Licensed Engineer from City of Cakland A company Service man Supervising Inspector, Elec- trical Department, City of Oakland A custodian Trained in the work 86 /O was attended by thirty— custodial training class three men. In 1927 a school custodian wrote Pres- ident W. A. Brandenberg stating he had attended a "janitor's school" in Colorado and asked him to have Kansas State Teachers College give a similar course. This course took place on December 12 through 16 of that same year. By 1929, E. Dale Kennedy, Superintendent of Schools at Clare, Michigan, discussed with President E. C. Variner of Central michigan College of Educa- tion, the problem of custodial instruction. Dr. Tariner, who had been superintendent of schools at Saginaw (michigan) saw the need for this instruction and invited schools of central iichigan to send custodians to a two day ”institute" at Mt. Pleasant (Michigan). E. Dale Kennnedy was director of this "institute" and the meetings continued yearly until its sessions were consolidated with a series begun at hichigan State College in 1954. .- By 19j2 Womrath had reported/7 that the instruc~ 76Kansas Janitor—Engineer Schools 1927 pg 19§8 (Topeka: Kansas State Board for Vocational Education, 1958), PO 70 7George F. Womrath, Efficient Business Admin— istration of Schools (nilwaukee: Bruce iUbliShng Company, 19325, pp. 59-45. 87 tion of custodians was recognized as part—time vocation— al education and costs of this instruction were being reimbursed by federal aid and state aid under provisions of the Smith-Hughes, Smith-Sears, and Smith-Towner Acts. In 1955, Ralph Tenny, Director of Short Courses at Michigan State College, was asked by the board of edu- cation of his district, (Okemos, Richigan) why a short course could not be organized for custodians. In 1954 a group of custodians met at Michigan State College with the cooperation of the State (Mich— igan) Board of Control for Vocational Education, formu- lated a long range plan for custodial training. Dur- ing the summer of that year, the first "short course for school custodians" took place with 150 enrollees attend- ing lectures and demonstrations at Morrill Hall. By 1955, the meeting of this group had enrolled 870 persons in the "Twentieth annual Conference of Custo- dians and Engineers”. The enactment of the George-Dean act by Congress in l9j6 gave additional financial means which enabled state departments of education to be reimbursed from the national treasury for part of the funds spent in providing for custodial instruction programs. This bill designated "service” occupations in addition to ag— riculture, hOme economics, and trades and industries as 88 being eligible for reimbursement of state and local funds spent. Rogers' study,7é5 published in 1958 showed that in 1955 there were seven colleges giving instruction to school custodians, i.e., Colorado State College of Education, Purdue University, Iowa State College, Kansas State Teachers College, hichigan State College, University of hinnesota, and University of Nebraska. /9 1 Studying the same problem in 1941, Shuter added Columbia University and Texas Agricultural and hechanical College to the list of those found by Rogers to be giving instruction to school cue to dians In 1941 a committee of fifteen custodians, from as many cities in hicnigan, petitioned Lichigan State College and the State Department of Public In- struction to consider a plan whereby instruction in custodial work could be given in various cities in the state. The curtailment of travel during World War 78 J. F. Rogers, The School Custodian, Bulletin Number 2. United States Office of :ducation (wash1net0n. United States Government Printing Office, 1958), p. 12. 79L. B. Shuter, "A Training Program for Columbus, Ohio," (unpublished laster' s thesis, 'Ihe Ohio State University, Columbus, 1941), 50-51. II led to postponement of consideration of this plan but in 19h6 it was put into effect. An advisory committee composed of Cecil Willard and Clyde Campbell of the School of Educa- tion, Michigan State College; Dean Torin G. T-'iller, School of Engineering, Michigan Ltate College; Director Ralph Tenny, Institute of Short Courses, Michigan State College; E. E. Kinney, Superintendent of Buildings and Utilities, Michiran State College; Balcolm V. Whale and Harold Van hestrienen, Office for Vocational Education (Fichipan) and Charles trad- ley, president of Lichigan Association of School Employees, met quarterly in 19h6 and 19h? at Lichigan State College to plan and direct this instructional programq In l9h8 RiceCO found nine colleges operating such instructional programs for custodians. In 19h9 at the suggestion of De. hldon Sessions, an instruc- ticnal prorram for custodians began at Utah State Agricultural Collece. VUOJ. D. Rice, "An Analytical Survey of Training Facilities for Public School Custodians," (unpublished Doctoral dissertation, Colorado State College of Education, Greeley, l9h9), p. 21. Harold Nichols in 1953 surveyed cities of the United States and taoulated the types, number and years of existence of their custodial instruc- tional schools. Pis table XXIII is reported (with his permission) as Table VII on the following page. 0 Dr. Dresslerw summarized the broadest view- point on instructiOn of custodians when he suggested possibilities of having traininy for those who wished to be employed outside school systems. In 1939 he recommended: In a city as large at St. Louis (Hissouri), there should be a definite training school for custodial-engineering employees, maLing it pos- sible for the men and women engaged in these services to learn the "what", "when", "how", and "why" of these various jobs and responsibilities. This school should not only train new recruits, but give in—service training to persons who might wish to secure employment in this field in private industrial plants. The Values to be Gained by Custodial Instruction The most comprehensive study of the values to be gained through instruction of school custodians was completed by Nichols82 in his statewide study of custodial instruction in Ohio in 1953. He noted the . 8113'. C. Dressler, Portland Oregon School Survey (Yonkers:'florld Look Company, 191§7, p. 13. 82Nichols, 2p. cit., pp. 118-120. 91 -I 'O--- t . .lt' "K'II ‘1 -I‘I‘I’b‘ll‘l‘ll '10.! i'l'li’u. .I It]- 'I'll‘.‘-|tll‘ln¢i|" '1' -nl‘lll’ll. amomwmmoLMSo oflo uCHasp popwpomo coca * - .w --a;i-tze:rrzmmm,;;.is::--t!:- om:;;iaiswmwpbz m H om H om H scHthM m CHmcoomHfi OH m copacHSWQx poschCoomHQ chHgaHb mmmH cH 0» seHm pcossos H H z s e 5e»: oochpaoowHQ memos om commeccee HH NH mHCm>Hmmcsom m m w m somoso H m m «posse espoz m pm m m xaow 302 NH m exmmspcz mH m HegemmHa OH : duomocCHE m m mH Hm caaHSOHs m 0 ocsz om H mm oH wBOH om mm m mwmcmx m m uproHoQ UoSGHpGOomHQ N m uSOHpocccoo mH H m Hm OUwLOHoo 0H em chsooHHmo mH * mH o mmmcwxad :H iilizH «GONH9< oesopmHNA cocopmem oesopmHKm CH msmow Lopgza CH mpwow sopfidz CH mamow monfldz momoHHoo mo COHp mHoosom HwooH ho psospmmdea COHueospm maqem nwaodouoo masoaflp CoHpmaoQouoo zuzoaflp HwQOproo> mo COHpooaHQ 609036200 mHOO£ow peposwcoo mHooflom LOUCD UmHOSUGOO mHooflom mesmHoHBmfim mazflzBrdmmm ZQHE weaem EUHmB ZH mzdxoorm UZHZHmmB HdHQoemzo so MozHemHNH mo mm mqm¢e 92 followin: results accruing to local school districts: HouseLe1ping standards, custodi al-a ministra— tivc r -lationships, safety factors in school plant operation, custodial-teacver relatio‘shi cue to} a1——pupil re etionrhips, school morale and safety practices showed i~provenrnt..... ....1conovaies in sav n s of fuel, electricity, water, consu.mat1e supplies, equipment and machinery m aint n1nce, and general carpentry repairs were noted. etter use was rade of cleaninr tire as .n s learned work schedulinf and planning. S Linn foundv through operation and evaluation of a custodians' training school in Finneapolis, that approximately the same values accrued where his train- ing operated on a city-wide basis: Improved morale anon“ custod ians., hi her stand- ar(is of housekee epinf, better use of Clea ning materials, interest by custolians in the total school program, better public relations, and economies of plant operation were shown by our studies to be attainable throurh instruction of custodians. At Eilwaukee careful records were kept on their city-wide school for custodians operated during the school years of 19h2-h3, 19h3-hh, and lth-uS. . Q Halubowiczvu kept careful records on three aspects of 83Linn, op. cit., p. 20. 8 LL "1‘. Hilliam Halubowicz, ilwaukee's Successful Enpineers' School," American School roard Journal, 7KIII (Au ust, l9ho), 26f 95 custodian work in the city schools. He checked fuel consumption before and follow- ing the instructional period. He included c0nsider- ation of the degree-day in his computations, thus cen- pensating for weather changes. A degree-day is a term used to represent weather conditions which determine heating load. It (a degree-day) represents the number of degrees that the mean temperature for any given day is below 650 H. Thus, a mean temperature of 620 for three days would epresent nine degree-days. His second series of records involved the amounts of floor seal used by custodians. he also attempted to find out whether such courses of instruc- tion built resentment against the school system on the part of Milwaukee school custodians. His study of this aspect was conducted in unique fashion. Halubowicsz found that every custodian of the Milwaukee schools who entered service returned to take up his former custodial position. Interview with each of these brought out the fact that the instructional sessions had built a loyalty to the school system that 85Halubowicz, 0p. cit., p. 26. 94 offers of other positions with better salaries could not disrupt. While his judgement considered only one aspect of the problem, it did point out a trend toward building sentiments which caused former employees to return to their jobs. His records of the amount of floor seal used showed that each year less seal was used as the lessons on how to conserve it were given. His records of coal consumption in the City of Lilwaukee schools show less fmel used each year: In 1941-42 (the year before our training classes for custodians), 55,565 tons of coal were used dur— ing 6680 degree-days. In 1942-45 (the first year of our instruction for custodians), only 28,755 tons were burned in 7551 degree—days. In 1945-44, just 27,886 tons of coal were used in 7202 degree-days. In 1944-45 there were 25,474 tons of coal used. In other words, our school system (hilwuakec, Wis- consin) used 8,094 less tons of coal in the 1944-45 school year than we used the year before we began our custodial training (1941-42) even though the degree-days increased considerably. No mention was made in halubowicz's statement of the comparative number of hours that school build- ings were kept open during the war years, nor were his records complete with regard to the mean wind velocity which affects fuel consumption in buildings oriented to have large glass areas facing west. Records compiled at Santa honica (California), Denver (Colorado), Topeka (Kansas), Miami (Elorida), Dearborn (hichigan), Cedar Rapids (Iowa), Omaha 95 (Nebraska), East Eranfie (Few I€PSBY): Austin (Texas), d Savings in Cleaning 2“ (D and Seattle (gassinrton), shO’ supplies and fuel following instruction of custodians. Lt Ohio State University, at VichiLan State Colle e, anl at Lorthern Kichipan College of Education, enrollment in custodial instruction has risen each year 0 L for ten years. Ioards of tucation pay 95 per cent of all fees for room, board, registration and travel for these enrollees. The increasinp size of these en- rollments, costin; thousands of dollars, would indicate that boaris of education can see evidence of lenefit in better practices of custodial work on the part of these employees. U) Qualification f Instructors of Custodians Experienced custodians who have had satisfac- tory recorls of accomplishment, make the most capable instructors of othrr custodians if {iven effective teach— ing technicues. Uhile methods and materials have‘their importance, experi nee has shown that the "teacher" is the deciding factor in whether or not class instruction Of custolians continues. Virginia, Texas and Rin— neapolis had excellent courses of study and employed proven methods resultinr in better custodial services in public schools; however, when personnel operating 96 these programs left those positions, the value decreased to the point where efforts toward such instruction ceased. Only the largest of school systems have suffi- cient "depth" of personnel to instruct in all phases of custodial work. The efficient Operation and servicing of the modern school plant requires that the one instructing custodians have a broad background of engineering, construction, educational and public relations exper- ience. Instructors should have proved their efficiency by having performed the various Operations and procedures of a capable school custodian. 86 e: . P ... r . Prosser summarized the qualifications of custodian work instruction by saying: Those who teach in evening industrial school must possess three indispensable assets: (1) they must be workmen of recognized skill or success in the thing they teach; (2) they mist be masters of the technical knowledge with which they deal in their teaching; (5) they must be able to teach others what they know. Methods 9f Instruction In teaching the duties of a custodian to men be- 86 A . . fl C. A. Prosser and T. H. quigley, Vocational fducation lg a Democracy (Chicago: American Technical boCietYa 19497, p- 59- . w. fl 97 ginning that work, the instruction has been organized in the followinp ways to assist these new men to pain competence. In Seattle, (dashinpton), an old school building has been utilized for this purpose. here a series of "laboratory situations" have been established. In one part of the buildinf, alled the "mechanical section", are to be found in operating condition, boilers, steam engines, plumbing systems and fixtures, thermostats, and air conditioning units. Special controls on each make it possible to create problems of operation which *JO befinning custod ans are taught to track down and correct. In another room of the building is a variety of door closers, locks, panic bars, traps, valves, pumps, and motors. Each can be disassembled and assembled. 'tnnq to re- The beginning custodian "learns by doing' seat a valve, adjust a door closer, and put graphite instead of oil in a door lock to ease its open +4- :5 (‘3 CD :3 Q. closing. Another section of the building is equipped with a great variety of floors. Each type can be discussed and worked upon by mopping, sealing, waxing, polishing and dusting. Still another room has a display of all the tools, equipment and supplies used in the Seattle school system. Each is handled, used and discussed in this introductory course for custodians. In Denver, (Colorado), the instruction of e- ginning custodians has been individualized, whereas, in Seattle instruction is given in groups. In Denver only certain phases are covered by a demonstration to the group. A series of "work assignment” sheets have been devised. When one has been completed and approved by the custodial instructor, the beginning custodian starts the next work assignment. Each assignment covers a number of Operations. The re- placement of a window pane in a sash is taught as nineteen operations, some of which include softening up the old putty for removal; removing the faulty glass; cleanins frame for the new glass; measuring for size of the pane; sizes of glass so that the ready-cut proper size pane can be selected or if it is necessary to cut one, a determination of the most economical practice in selection of larger glass to be used, etc. Denver sends out its beginning custodians as workers in its school buildings with a record of having satisfactorily completed a 288 unit course, each working at his own speed. 99 In Pontiac (Richigan), custodians are hired and placed in the senior high school to work under the in- struction of the head custodian of that building. In a modified apprentice type of teaching, he instructs each beginner in the work operation of his job. Con- currently, the beginning custodian enrolls twice a year in a ten-week course in custodial work along with other more experienced men. These classes meet in the eve- ning for three hours once a week. Instructors are provided by Michigan State College. In the area of public relations and understanding and interpreting school rules and regulations, school systems are instructing custodians in small or large group conferences with the school administrator or supervisor custodian present. Critics of this method are quick to point out that such instruction is not as effective when the same person who must "discipline" the men calls them tOgether for "instruction". Some phases of custodial work need constant re-emphasis to the men. For variety, the articles in periodicals which pertain to their work may be circu— lated among the custodians. A wide variety of slides and motion pictures and other visual aids are available for the instruction of custodians. Sales representatives, if briefed upon w";"; 3... . i .L.‘ l.. . il'lth... . v V v 100 the specific needs of a school system or building, may conduct demonstrations of proper firing of an oil burn- er, methods of getting accumulated wax from baseboards, of efficient uses of a newly purchased vacuum cleaner. Nichols concluded in his study87 of ninety-one school systems in 1953 that there is no one standard- ized practice in the instruction of custodians that has been proved superior. The Course pi Study f2: Custodians Examination of the following recommended courses of study for custodians indicates there exists general agreement on the subject matter to be covered among those who have been operating such instructional pro- grams for a period of years. At the Emily Griffin School at Denver (where all Denver custodians and some from other cities of the Rocky Mountain area are trained), the eleven units of instruction are as follows: 1. Sweeping and Dusting 2. Floor Maintenance 3. Washing h. Classroom.Mechanics “U..— . -.-—.-- g—w ‘87Harold Nichols, pp, cit., p. 113. ‘\ ‘..-...' S. 6. 7. 8. 9. 10. 11. 101 Plumbing Repair and Maintenance Carpentry Electric Motors, Fixtures and Controls Painting Firemanship Heat and Air Control Hardware Repair East Orange,(New Jerseyjhas organized its in- struction of custodians into the following six units: 1. 2. 3. u. S. 6. School Housekeeping and Sanitation I School Housekeeping and Sanitation II School Housekeeping and Sanitation III Heating Ventilation Miscellaneous Activities including Fire and Accident Prevention, Care of School Grounds and Job Assignments and Human Relations. The Omaha, (Nebraska),Public School Custodial School included the following area of work in its instructional prOpram for the 19h? summer session: 1. 2. Scheduling Work Assignments Steam Plant Operation a. Emergency Heating Plant Operation b. Operation of Down-Draft and Up-Draft Boilers ll. 12. 102 Steam Plant Operation a. High Pressure Plant Operation Care of Fluorescent Fixtures Care of ASphalt and Rubber Tile Floors Electrical Plant Raintenance Sanitation, Dusting and Polishing Emergency First Aid Glass Installation Maintenance of Old Wood Floors laintenance of Linoleum Maintenance of Concrete Floors Walls Wood , ‘) Trim, Furniture and Glass. 19. Brown and Kee Care of Renovated Buildings 58 . m operated the Los Anaeles Custo— dial Training School by teaching the following units of work: 1. R) \fi4>\x Boiler Operation Fuels and Euel Burning Equipment Boiler Types and Care Boiler Operation Records Heating and Ventilating Systems 58H. . . . 'v . ,. hilliam P. Brown and Irv1n B. nee, Builuina .—-————Q Operation and laintenance Series (Los Angeles: Re- search Publishing Company, la4e), p. 5. V‘uO: Systems 7. 8. 9. 10. ll. Dr. in.Lincoln 1o; Fittings and Equipment of Steam Heating Cleaning Minor Repairs Duties of Maintenance Personnel Safety Care of Floors 89 Alanson Prainard‘ has experienced success (Nebraska), Muskegon and Dearborn (Hichigan) in organizing instruction of custodians into the following units: 1. 2. ..~.m.,E@li- Relation of the Custodian with Others Planning an hffective work Schedule' Equipment Used by the Custodian Supplies Used by the Custodian Treatment and Care of School Floors Cleaning and Dusting the School Building Heating the Building Ventilation of the Building Fire Prevention Accident Prevention Care of Blectric Service Units “.- Brainard, op, cit., p. 5-7. 104 12. Conservation of Equipment and Supplies 13. Maintenance of buildings and Equipment in. Care of the School Grounds T. -- v CO F . ° '. UP. helson E. Viles,’ School Building Special- ist of United States Office of Education, recommended the following units in light of his instructional experience: 1. An Analysis of the Custodians' Job 2. Housekeeping 3. Daily Floor Cleaning a. Other Cleaning Duties 5. General Care of the School Plant 6. Safety in Schools 7. Developing a Work Program CD 0 Types of School Floors \0 . School Floor Maintenance 10. Heating and Ventilating Systems 11. Fuels and their Combustion 12. Firing the Furnace 13. Care of School Heating Systems la. Miscellaneous Duties a. Care of Furniture 90 Viles, 3p. cit., pp. 5-7. 105 b. Lawn and Ground Care c. Termite, Insect and Rodent Control 15. School Building Repairs The course of study for school custodians developed and used by Michigan State College is in- cluded in Appendix A. This course of study of 300 clock hours of training classes has been completed by 200 custodians and revised every other year to meet existing instructional needs formulated by custodians, administrators and instructors. The Connecticut State Department of Education began a series of instructional classes91 in l9hh which are still in operation. Their broad areas of emphasis have been (1) cleaning, (2) heating and ventilating, (3) maintenance, (A) school grounds and (5) safety, health, a1d sanitation. Francis R. Schererge, Superintendent of School Buildings, Rochester (New York), reported a need for organization of training for building main- tenance and operation and study of costs in fifty 91A. M. McCullough, "Connecticut Custodial TPraininp Program," School Business Affairs, XI (November, 19AM), l. \ 92Francis R. Scherer, "Maintenance of School Eiuildings," Sghqgl Business Affairs, XIV (November, 19u8), l. 106 cities in which he found approximately one third of the money spent for public school purposes in those cities in the ten-year period (1936-h5) was budgeted for construction, operation and maintenance of build- ings. Needs for instruction of custodians were cited by him when he stated: The day of the earlier type of janitor is rapidly passing. The newer school plants need a custodian who can give more expert attention to these plants because of the intricacies of equip- ment and controls. The increasing use of boilers, hot water storage and compressed air, introduces potential hazard that requires instruction for intelligent supervision.....We need better trained custodians than in the era of stove and furnace heat. It is the kind of job for which training should be of the in-service type. -. 93 liles suggested: The instructional program for custodians should be set up in a series of attainable steps so that the learner may measure progress. Instruction in Safety Precautions 'Custodians need instruction in safety practices. They need to learn how to inspect a ladder for safety as well as how to erect and use a ladder safely. It is imperative that they be taught how to determine the safety in the use of belts for outside window washing 93Vi1es, 92¢ Pit-:0, PP- 5‘70 107 as well as the hooks in the casing to which the snaps on the belt are fastened. If a window basket is used, practice should be given in using the basket while on the floor before trying to adjust weight shifting and foot work while suspended outside a school building. He needs to know that: Lighting is important at the strategically vital spots -- around pages and indicators, on stairs and ladders, entrances, doors and exits. Loiler opera- tion demands that one see quickly and easily and be able to {0 immediately where needed without be-. ing handicapped by poor lisht or none at all. Ex- tension cords need inspection frequently to elimi- nate sources of electric shock.....Stairs must be kept clear and free of obstructigns to prevent stumbling and falling accidents.lu The cleaning and waxing of floors should result p . . OS in sale, slip-proof surfaces. ns sar1on Telford,/ of the School and College Division of the National Safety Council pointed out: One third of all the accidents reported to us (Kational Safety Council) as occurring on school property take place in the school gymnasium. He need to teach how to avoid slippery floors in these school gymns..... 91‘lenneth August, "Boiler Room Safety," rational M NH (January. 19119), 23-h. m 95Marion Telford, "Safety Wethods and Practices Arxflied to Schools," Proceedings, The Association 3: Eighogl Business Officials, (Falamazoo: Association of Eichool business Officials, 19h8), 2h5. 108 We find the second most dangerous place in the schools is the corridor and steps. Part of these accidents are due to poor lighting, part to poor scheduling which leads children to go down corri- dors in a hurry, and a part is due to the need for training in floor care. Steps must be kept in good repair and custodians taught how to inspect and repair faulty treads and risers. ' I would like to suggest a training of custodians so they rec05nize a hazard and correct or report it when they see it is of very real gnportance in safe maintenance of a school building. b The sizes and types of electrical fuses used for replacement should not be selected by guess work by custodians but these men snould be trained to know the prOper fuse for the circuit. 0 As Auéust“7 has pointed out, they must not pro- ceed on the basis of too little knowledge. Lack of a little knowledge - the particular knowledge which makes the difference between efficiency and waste or safety and disaster, is what makes the difference between the competent and incompetent custodian. The successful cus— todian is one who recognizes the necessity for obtaining thOfOUéh training in the knowledge re- quired to handle his daily tasks more effectively.... The hazard of overloading lighting cirouits on Sta es should be taught custodians. 9.. \J \O OIbid, p. 24s. \0 , 7Kenneth August, "Is a Little Knowledge fiflgerous?" National Engineer, Llll (Rovenber, 1949), 109 We always have a problem of the quantity and distribution of lirht on a stage. It is your (the custodian's) responsibility to be trained to know how much load we can put on the circuit.9 Custodians should be instructed aiout the proper time to turn on exit and yard lights in time to prevent falls by persons arriving for night meetinps. Possess on and knowledre in use of the first aid kit is essential, especially for those times when he works alone in his building. He should also be taught to have to lift in such a way as to avoid injury to himself. His instructions should ensure the safety of the building and its occupants by building the habit of checking the safety devices of his heating system. He should learn to turn valves slowly on steam lines as he opens them under pressure. In entering the boiler for summer inspection and cleaning, whether he 'be alone or working with some one, he needs other safety precautions taught to him. Hot water tanks can eXplode as well as boilers and the custodians'instruc- ‘tions should include safe operation of those heating units. at Cecil F. Nickle, "Stage Setting and Lighting," Proceedincs of Sixth Annual Conference for School C‘JStodians {Ehst Iansing: hichigan State Colle e, 1939), p. 49'. V 9. u‘t a 110 The erection of safe, temporary bleachers is an exercise in which he should be practiced under supervision. Use of guards on machinery used in his (the custodian's) shop should be stressed to the point of becoming "second nature" to him. School playgrounds, their fences, and their equip- ment should become his concern as he is trained in detect- ing and correcting, or suggesting correction of unsafe conditions. If acids are to be used, he must learn of their safe handling and storage. In burning paper and refuse, he needs to know how to operate an outdoor and indoor in- cinerator. The use of power equipment for lawn care, hauling or snow removal should be taught the custodian. He (the custodian) should be taught to guard the safety of those entering his building by mastery of the removal of snow, gravel and ice from sidewalks on the_ school property. Inspection of the exterior of the building for Iloose slate, mortar, brick or sills should be taught Cnlstodians. The use of a pair of binoculars to check the tucickwork and caps of tall chimneys should be illustrated. Schools have glass, chemicals, paint, paper and (Ither refuse which needs to be disposed of and the lll custodian needs to be taught safety practices in this process. Penfrace99 pointed out that alertness to pos- sible causes of contamination of the school water supply muSt be emphasized. At Rockford, Illinois the bursting of a water main caused 400 deaths through water polution in 1958. An auxiliary water tank placed high above an industrial plant was filled with water for cool- ing industrial plant equipment. Then certain valves were turned, this poluted water from a germ-laden pond rushed through the city mains. A cross connection can occur when back syphonage is produced by Opening wrong valves or by repairs by ”handy men" who have no knowledge of hydrostic pressures or hydraulics. Custodians should be taught to be on the look-out for possible faulty plumbing and report needs for plumbing repairs to water supply to those who can summon a licensed plumber. maintenance of hygienic Operation of septic tank installation is another task for a specialized techni— Cian, with the custodian needing instruction on situa— tions to look for which might indicate further trouble in septic tank operation. The operation of pumps in flooded or usually .danm>areas without having the danger of electric shorts Occurring is another situation in which custodians should O 99E. L. Ienfrace, "Cross Connections and Back fyphonage," Proceedings 9: 6th Annual Conference For " hool Custodians (hast Lansing: hichigan State College, K} ; x39 , p. 58. 112 be taught to be alert for unsafe practices. The uses of the six kinds of fire extinguishers needs to be a basic part of the instructional prOgram 3 . . . fl g 100 .. for all scnool custodians. ernold o. nenner , nich- igan State Fire marshal, has pointed out; A 2% gallon soda acid extinguisher should be the most satisfactory for school use, except for electri- cal fires where a carbon tetrachloride one should be available. The custodian's first duty in case of fire is to summon the fire department. He may then ' return to try the small extinguisher if the fire is ; a minor one. Prevention of panic due to faulty means of exits is also a measure in which the custodian should have instruction. Panic bars are placed on exit doors for emergency use and should not be chained. mXit lights should be maintained with bulbs burning during build— ing occupancy, especially at night. W._,.._ L In setting up chairs in a school meeting place, custodians should be taught to have the aisles three feet wide. In classrooms no aisle should be less than seventeen inches wide; in high schools they should be at least twenty inches. A side aisle should be at least thirty-seven inches. We recommend no more than fourteen chairs in any one aisle across. -r Custodians handle many extension cords and work around electrical outlets a great deal. They should be instructed in emergency first aid measures to use in case one of their fellow workers suffers electrical shock. 100 A . i. , . Arnold C. Renner, ":afety and hire Hazards in Schools," Proceedings of 7th Annual Conference for School Custodians (East Lansing: michigan State College, l§40§, p. 16. 115 In planning their work, all the custodians should be taught to make a complete circuit of the building before looking up at night, taking particular care to check toilet rooms for smoldering paper in baskets, shops for glue pots left plugged in and home economics rooms for stoves left on. The safe methods of storage of inflammable materials should be stressed. In school garages the bus-mechanic-custodian needs to be taught to use extension exhausts when running gasoline motors indoors. Some custodians will need instruction in the methods of assisting children to cross traffic-laden streets. Instruction in Pubfig Relations The school custodian's instruction should include discussion with him of his role in public relations. We are using school buildings more and more in late afternoon and at night. He needs to be taught how to be the host to the public in his building. The handling of civic center and other public meetings is definitely in the lap of the custodian on duty. If the night meeting runs on longer than arrangements were made for, the custodian should report their late leaving in his daily report. He should let the central office discipline the organ- ization.... It is very important that the custodian use tact and diplomacy in answering questions and adjusting 114 to situations as they arise.... Some of these questions and suggestions may require a negative answer, requiring firmness. In our school (Glen- dale, California), our system has an ironclad rule that pianos may not be moved from buildings or over footlights in auditoriums without written permission from the assistant Superintendent. If they suggest their group do the movin’, this re- quest must be denied by the custodian, as he tact— fully explains previous experience of injury to personnel and damape to prOperty.... Outside telephone calls after hours when the ' custodian is the only one in the buildings should i be handled with courtesy....101 "MW He (the custodian) should be taught how to compile the facts which could be used in a report to the public. 811-. The facts concerning a bond issue should be given 3 by the school administration toc:ustodians as well as teachers. Any other special programs such as school - 'wide clean up days should be gone over with custodians in advance. Equally important is to ask custodians to share in post event evaluation. In school sgstems where the names of teachers in each building are published in special editions of the becal papers, custodians should also be included as a Iflirt of the school team of personnel all working for , education of children and adults. Custodians need to know the objectives and methods Oi‘ education today if they are to interpret today's \ I“-.. 1.-“ --__—- lOlJOhn T. Cate, "Custodian' Relationsvaith the Sgaff and the Public," E93202; lusippss affairs, XIV ( {inuary, 19h8), 1-2. . I -w- 115 schools to those with whom they (the custodians) come 111 contact. Such knowledge is not absorbed merely be- <3ause men work in today's buildings but they (custo— ians) need instruction on present day education, which :in so many cases is so different from the schools of the custodian's youth. Custodians need instruction in r lationships with children, pupils, teachers, principals and super- Visory personnel. They need thorough and periodic briefing on current school system rules and regulations. The public relations aspect of giving custodians training so that they might conserve the school tax dollar should be stressed in the instructional meetings for those custodians. Instruction in Heating and Ventilating After having teen taught the types of boilers, furnaces, water heaters and fuels used for combustion, the custodian should be instructed in safe and econom- ical operation of the school heating and ventilating system. Custodians need to know that they are taught to fire boilers to prevent scale formation, as tests of boilers have shown that scale acts as an insulator against transfer of heat from fire box to water in tubes in the following ratio: k. W,, should be related to boiler roof safety. As Hodges 116 Scale Thickness Fuel Loss 1/52 of an inch 12% 1/16 of an inch 15% 1/8 of an inch 20% 5/8 of an inch 25% The instruction in boiler operation efficiency 102 has pointed out: ‘h We need to train them (custodians) in safety. They need to be taught as they enter the boiler room to listen to determine if the plant sounds right. No one can.describe this reaction, but effective boiler operators know the noises that should be present and miss a noise that should be present. They sense some of these things. Custodians need to be taught to look at the water column, the pressure gauges and the instruments as their next move in entering the boiler room. The custodian then checks with the man on duty the previous shift to ask how the equipment has been running and to ask if anything unusual has been noticed. Next he blows doen the water column and checks the water levels, the fire, drafts, pumps and injectors. He does not guess the plant is running correct- ly. His instruction has drilled him in methodical checking of the heating and ventilating p1ant.... But emergencies do occur and the instructions custodians receive enable them to COpe with these emergencies. For example, if the water is below the danger point in the boiler, as an outcome of his instructions, the custodian should know how to kill the fire, open the fire doors, and cool off the boiler.... 102Kenneth V. Hodges, "Boiler Room Safety," National En ineer, LIII (November, 1949), 21-2 117 As a result of training, the custodian should know every valve in the plant, why the valve is there and for what each is used. They have been taught what moves to make in a heating plant which ensures the safety of others in the building as well as themselves. Effective combustion and smoke abatement are directly affected by stoker operation and maintenance practices,and custodians should be instructed in these practises. As oil burners become more generally used in school buildings, instruction in their operation and servicing should be given custodians having to fire 105 these units. Richard Lemkuhl drew on his experience as smoke inspector in Cincinnati when he stated: Custodians need to know how to fire without violation of smoke ordinances which violations are judged on the density as determined on a Rengleman chart or Umbroscope. Oil, can,if im- properly fired, create blacker smoke than coal. In all instruction of custodians on oil burner op- eration, they (the custodians) should learn how to correct the following most common causes of oil smoke: (l) clogged nozzles, (2) water in oil stor- age tank, (5) no oil pre-heaters to heat heavy fuel oil when starting. Some burners will burn.#5 oil Without pre-heatin but in all cases #6 oil will require heating. %4) clogged strainers, (5) im— prOper air adjustment to burner and (6) poor design of combustion chamber. The return of condensate is Speeded if a vacuum IOfillichard Lemkuhl, "Smoke Causitive Factors and Corrective Measures," National Engineer, LIII (November, 1949) , 180 118 pump is installed in school buildings. The custodian needs to be taught the ordinary practices, such as bleeding the pump, which constitute vacuum pump main- tenance. Installation of unit heaters in classrooms has necessitated the inclusion in the instruction of cus- todians training in cleaning, operating and maintain- t ing these heating devices. The Industrial Unit Heater 3 Association has discovered: Regular, scheduled maintenance of unit heaters is not expensive. Custodians should be instruct- .u ed in how to clean heating elements at least year- ; 1y as dirt seriously reduces the heating capacity a of the unit. Fans need to be cleaned more often as a dirty fan will get out of balance and cause excessive noise and vibration. He (the custodian) should be instructed how to check to see that the fan is CE proper position and that set screws are t' 1 1ght. During World War II the problem of securing fuel and trained custodians to Operate heating plants in school buildings led the American Petroleum Institute to issue a handbook on heating and ventilating. The 105 study indicated that instruction of custodians 104The Care and Maintenance 2: Steam and Hot Water Heaters, Bulletin 12 (Detroit: Industrial Unit Heater Association, 19527: p. 2. 105How -t_o_ Save Money _o_n Oil Heating Washington: American Petroleum Institute, l§45), p. 7. 119 should include practice in the observation of the following suggestions: 1. Adjust door closers to close outside doors promptly. 2. Keep temperatures low enough so teachers won't be tempted to open windows. 5. Prevent heat loss due to boiler soot. 4. Inspect the insulation of boilers and pipes. 5. StOp up air leaks around the boilers. 6. Keep boiler water clean for faster heating. 7. Get more heat from less fuel by installing bdffles e 8. Insure clean, better burning fuel by use of oil filters. 9. Complete insulation for exposed pipes. 10. Check pitch of steam pipes. 11. Clean the filters in warm air ducts. 12. Use a shield behind the radiator to reflect heat into classrooms. 15. Check radiator valves. 14. Check draft control to keep too much heat from escaping up the chimney. 15. Check size and angle of the nozzle. 16. Save fuel by means of a quick-acting ignition. 17. Clean oil lines, filters and tanks. 18. Stop "oil drip”. l9. Insulate hot water tanks. 20. Repair leaky water faucets. 21. Reduce room temperature to 60 at night. The use of temporary school building structures, heated by small domestic type oil heaters necessitates instruction of custodians in the maintenance of this equipment. Eight important steps in this service routine follow]-06 1. Clean control strainer ‘ I06Facts Every Service Man Should Know About Space ‘Heater Service, Form DS TS-6 (Lansing: Duo Therm Div- ision of hotor wheel Corporation, 1950), p. 27. 120 Flush line from tank to control Clean oil control Femove hex plug and clean oil inlet to burner Check high and low oil flows Adjust oil flow if necessary Take draft gauge reading and correct down or low draft e. Clean burner if necessary \1 O‘Ul PU‘ m School custodians need instruction in the repair armi installation of seven types of separating traps. As 10 . GCNild 7 p01nted out: They (custodians) must know of these types of tra s; thermostatic, ball float, float and thermo— static, upright bucket, inverted bucket, thermo- dynamic, and tilting. The control of boiler feed water to prevent cost— ng repairs to boiler tubes is another activity in which . A-. :1 - t. c- r T4,, . at . 106 Clustouians need instruction. As Cunard nmerson of (Che New York Association of Power Engineers stated: Times have changed since 1852 when any type of water was used in boilers. Now we need to train custodians to take water samples, analyze them, and treat the boiler water accordingly. Some school buildings are in Operation which were constructed prior to 1910 in each state. Custodians of O , . \ . l 7harv1n Gould, Notes 9p Qperation 9: Steam Heat- ing Boilers and Auxiliaries (Ames: engineering Extension Service, Iowa State College, 1952), p. 58. 108Edward Emerson, "Self Education from Advertising," Rational Engineer LCIII (February, 1949), p. 22. J. l“,- '. these buildings need instruction in hot air furnace operation and maintenance. In 1959 Professor C. H. Pesterfield of Michigan State College summarized this 1098s follows: situation You (the custodians) need to learn how to Op- erate efficiently hand fired furnaces. This is the purpose Of your instruction. You will need to allow considerable ash to accumulate on grates in mild weather and carry a fuel bed Of some five to eight inches in thickness. In cold weather, shake down the ash more often and carry a ten to twelve inch fuel bed for best results providing ample time and temperature is allowed for burning the volatile gases. No part of the plant is more important from an operating standpoint than the boiler Operator. he needs instruction. Custodians should be instructed in proper care (If ventilating fans, in cleaning and preventing stor- agge in plenum chambers, and in maintaining humidifiers. The maintenance of three types Of thermostats 110 W618 stressed by Harmon as an area in which custo- dians need instruction: The human body is constantly engaged in the pro— duction Of heat from metabolic processes within the cells. Body temperature represents the balance struck 1090. H. Testerfield, "Considerations to be Under— :tOOd in the Firing of Coal," Proceedings 9}; Sixth Annual FEEEQggence for School Custodians (hast Lansing: Michigan state College, 1959): p. 46. _‘ . 110Darrell Boyd Harmon, Controlling the Thermal .gEiiggpment 9f the Coordinated Classroom (hinneapolis: noneywell Company, 1955), pp. 1 and 6. 122 by the heat produced in the tissues and the heat loss to the environment. fihen environmental temperature factors place demands on the mechanisms for maintaining body temperature, the altered phys~ iOIOgy alters the effective functioning of those body systems used in cultural and learning tasks.... Though his attention is not focused upon his sensation of discomfort, we will find the cold child moving about, squirming, wiggling, flexing his muscles, activating against heat loss. The overheat- ed child gradually drifts into a state of comparative lethargy and passivity long before he is aware that I he is uncomfortable. ‘ So we see the need for instruction in maintenance >w] cxf the mechanical apparatus (thermostats) which control ” tflae thermal environment in which children learn. ‘r- Custodians need instruction in how to estimate 5 1ibe amount of supplies and equipment needed for a coming sachool year. They need to know how to order and stock Lnarts and supplies for emergency repairs. As the Crane Ccmnpany pointed out:111 Custodians cannot order by nickname or by word. Like other craftsmen they need to understand the language of piping. Certain terms have special meanings quite different from their usual mean- ing in everyday conversation. miller and Form112 stressed the matter of use of technical terminology when they observed: Jargon is developed more extensively among highly skilled workers because "everyday language" does not lllPiping Pointers for Maintenance hen (Chicago: Crane Company, 1944), p. 4. C, . 112Delbert Miller and William H. Form, Industrial tfiEfléflLng (New York: Harper and Brothers, 1952), p. 290. 125 contain the words that refer to objects and occurrences at work. The training in Judgement concerning the com— ;xleteness of c0mbustion should be based upon measure- Inent by instruments. Flue gas analysis and stack tem— anrature reading and recording should be part of the ‘instructional program for school custodians. In 1949 Davis stated; A medium cost CC Indicator Draft Gauge may be purchased which will pay for itself in the first year of usage and does not require an expert to operate it. Custodians should have in their train- ing prOgram instructions in its use and practice in altering combustion operations based upon its read— ings. - The preparation of a school boiler for the summer lay~up period is another set of Operational skills in which school custodians need instruction. As Brainard144 has commented; If the boiler is to be out of service for a month or more, it should be emptied, opened and cleaned internally and externally by the school custodian. This is an important area of instruc- tion as the boiler and breeching include steel parts which deteriorate more rapidly when the boiler is not in operation than when it is. —‘ 115Clyde B. Davis, "Selection and Training the School Custodian," Janitorial Training XI (april, 1948) 18. 114Alanson Brainard, pp. Cit-a P- 175° 124 Miles115 advocated training custodians in the skills of tesinning the heating plant Operation in I V} e., the fall: when the custodian puts his heating plant into Op- eration in the fall, he needs to be instructed to treat it as he would a new one. If filled with water for summer storage, this water should be drained Off and newly treated water added. If it (the boiler) has been laid up dry, he will replace all plugs and hand hole or man hole covers and fill with treated water. He should warm the boiler up slowly to permit even expansion. As he warms the boiler up he needs to learn to test all valves, gauges, and pumps. Tans and motors should be run for about two hours and then stopped for inspection. All this warming up should be done at a time when the building is not in use. Nany other items of instruction will comprise the complete instruction given to custodians on heating and ventilatinfi but one factor needing particular stress is he cleanliness of the boiler room. Good houseleeping in the boiler room is an activity in which the custodian should be made to see the relationship between orderli- ness of boiler room and safe operation of the plant. As Alfred Lambllé, Superiniendent of Euildings Enid Grounds at Mayne University (Detroit), has concluded: A dirty boiler room is a dangerous one. Laxity in cleanliness, I have found, goes hand in hand with unsafe Operational practices. we can get a pretty good idea Of the safety Of children and teachers in fillEsplo ,0 , p; son ;iles, on. cit., p. 32. . 116Alfred 0. Lamb, "Boiler Room safety", Proceed- .flflg Of the 19th Annual Conference for School Custodians -£ast‘tansing: Michigan state College, 1952), p. 21. 125 a building as far as heating Operation is concerned by inspection of a boiler room for orderliness and cleanliness. Instruction i3 Building Cleaning In the instruction of school custodians in build- ing cleaning, it is imperative that they (the custodians) be given authentic information about uses of cleaning equipment and supplies. In 1942 W. A. Davenport kept care- ful records at Michigan State College and concluded; Cleaning in any branch in any building_at Michigan State College is divided into costs of 95$ for labor and 5% material. Any material which will do the job easiest and that will save as much labor as possible and still not ruin walls or floors, is thelmgterial or supply you (the custodians) should use. Linn's studies118 at Columbia showed that custodians need instruction in cleaning classrooms with fixed seats, individual chairs, and tables and chairs as well as dust- ing furniture, equipment, and woodwork with dust cloths Which they have been instructed to prepare for use. Stor- age Of dust mops and cloths in fire proof containers was also stressed as an instructional need. Measurable loss occurs when lighting fixtures are r... 117W. A. Davenport, "haintenance of falls and Floors," Ezgpeedinas g: the 9th Annual Conference for School Gusto: anflé (hast Lansing: u.ichigan State College, 1942), p. 25. 110H. H. Linn, Op. cit., pp. 151-60. 126 C. TABLE VIIIll’ TIME REQUIRED TO CLEAN WINDOflS AT MICHIGAN STATE COLLEGE fi CLEANIKG SOLUTION USED E rlxnow FARE Amonia Alcohol m.s. FT““ I SIZE and water and water Compound :s and water ‘ 2 sq. ft. 35.h sec. 66.0 sec. 59.2 sec. 3 sq. ft. 30.5 sec. 55.6 sec. 50.0 sec. h sq. ft. 38.8 sec. 70.0 sec. 6h.2 sec. 6.sq. ft. h5.0 sec. 86.7 sec. 75.0 sec. M“ ““119" M C. N. Rix, "Collected Data on Use of Time by instodians, "froceedings of 8th Annual Conference for 59§§Qdian§ (hast Eafisffig?7fii&§igafi State Colle§5._l§ul) ° )0 127 120 TAELE IX TINE REQUIRED TO CLEAN CHALLBOARDS AT KICHIGAN STA”? COLLEGE Imam; “tr'fz'l?§;‘”fo ‘an ' " lO SQ. FT. 0? EOAQD SPACE QUEHfZNT USED ~-——-.....-—c——o ‘— —-——- 7.,» -”-.<- H_. .“—.m-—- ”.‘. m”- - -4... .. _ *"V- -_._ - -,.._._...,__.A--.....-._.-..-. - ‘_--- ~v_.- _.... _. “ow-‘ 17.6 seconds Misto treated cloth 33.2 seconds Eerosene and rags lh.5 seconds Water and sponge 33.8 seconds Sponge, sqecgee and water M‘“. C. N. Rix., op. cit., p. 9. 148 not kept clean. Vable VIII shows the effect on clean- inc tine needed for the use of three solutions for wash- ing windows. Table IX shows the results of time studies on cleaning tlackboards. Findinps in studies such as these should be used in the instruction of custodians. Cleaning toilet fixtures and partitions, urinals, wash bowls, mop sinks, supply rooms, as well as compil- ation and posting of work schedules, has been the subject of extensive time and notion study in the 103 angeles, (California), area and these results1231 should he uti- lized in instruction of custodians. Instruction i Floor Care *— The school custodian's instruction in the care of floors should include the following itens, it is agreed by Linn122, grainard123, and Yileslgu. _ C v P nds of floors and floor coverings used in school buildinrs: \. Preparation of sub—floors 12]"- . . nerbert Chellis, william T. frown, Harvey Cooper, Edgar Elder and Glen koDorman, Instruction Sheets for f‘ o to 0 ~ (~ uustodians (Los angeles: Frank nippins Wrade school, 1937), pp. l-lwo x“. 122H 0 1’1. Linn, 5213-. Cite, pp. 72-9"?e 12 . . 3Alanson brainard, on. ci ., pp. 3—96. 7 , 12uNelson Viles, op. cit., pp. 7u-3h and 90?-?h6. —— 129 Laying of floors Sanding floors Etching and sealing concrete floors Waxing floors Sealing asphalt tile floors Polishing floors Vacuum cleaning floors Push broom sweeping Dust mop sweeping Sweeping with dust cloth over push broom Refinishing floors Floor stain removal Damp mopping entrance hall floors Gymnasium floors instgugtion of Custodians in Care 3: Grounds The grounds about a school building should be cared for in summer as well as in winter. Pupils and citizens should be able to take pride in pointing out the community's educational plant. Custodians need instruction in how to care for school grounds. As C. P. Halliganlzs, Professor of ___-lwmfzg_..._ C. P. Halligan, "How to Maintain Attractive Grounds," Proceedinis of 7th Annual Conference for School Custodians East Kansing; Richignn State College, .9 P0 748' all... i 150 Landscape Architecture at Michigan State College has stated: You folks (the custodians) create public good will toward education as you care for school grounds. But these tasks cannot be done by guess work. You will need instruction in correct ways to do this work. Halligan126 has pointed out that custodians need instruction to avoid the three most common difficulties in maintaining lawns which are - that lawns are not fed enough (fertilizer), are not watered enough, and are out too close. Professor James Tysonlg? of Michigan State College divided the information custodians must learn about lawn care into two activities: Making a New Lawn 1. Grading 2. Draining 3. Lawn Soil Texture, organic matter, soil improvement, thickness of surface soil needed, clay lay- ers, damage to lawns h. Grasses for Lawns Common lawn grasses recommended Seed mixtures for difficult locations T—TTWMEI26_”"~— C. P. Halligan, lbid. p. M9. 127James Tyson, growing Beautiful Lawns, Bulletin 22g (East Lansing: Extension Service, Michigan State 151 5. Preparation for seeding To lime or not to lime a new lawn area Use of fertilizer for different seed mixtures Special fertilizers for different seed mixtures Fitting the soil 6. Seeding the lawn 7. Care of the new seeding during early stages of growth Care of Fstablished Lawns 1. Lime on established lawns 2. Lawns need fertilizer Fertilizing the open sunny lawns Fertilizing shady lawns Soluble fertilizers natering the lawn Mowing the lawn Sprint cleaning of the lawn winter protection for the lawn Reseeding to thicken turf . Controlling weeds Uandelions and plantains Crabgrass shite clover Amount and times to apply "2,4-D" Chickweed Removal of weed killers from spray equipment Reseeding and fertilizing bare spots left by killing weeds ODx] O\\n.;:-\Jo The care of trees, shrubs and flowers is another arena of duties in which authorities agree that the custo- di£u1 should be instructed in the methods proven by re— Searmfixto be effective. Patching and repair of surface play areas is a VKHflC operation in which custodians need to be trained as well as the construction and maintenance of signs de- notinp~parking areas and bicycle parking racks. Football stadiums, baseball fields and stands, cinder and clay tracks, jumping pits, school forests and school camps confront the school custodian with main- tenance problems for which he should have training. Structural, sidewalks, curb, and flag pole maintenance is another area of work in which the custo— dian should be taught. Instruction in General Building Repairs Custodians who engage in general building re- pairs should be taught how to erect a safe scaffold and work safely thereon. The following list includes many other Opera- tions for which instruction should be given custodians: Caulking; point tucking brickwork; painting and Varnishing; water repellent treating of walls; window glazing; window shade, sash cord, and venetian blind re- pairs; locks, panic hardware, and door check maintenance and repair; plumbing maintenance; eave trough and down Spout maintenance; roof and chimney and flashing repair and maintenance; plastering; carpentry repairs to wood- WOrk, walls and partitions; and minor electrical repairs Such as replacement of switch plates. Use of custodian's time on these types of work has been justified by studies such as the one reported 1&5 12d - '«v f‘ by R. W. Shafer, Business manager of the cleveland Public Schools, in 1952: An accurate record was kept by the Cleveland Public Schools this year for the application of "Formica" tops and sanding and refinishing furn- iture by our custodians. The cost per table arm chair for covering and refinishing 90 table arm chairs was as follows Labor - 5/4 hour C 32.25 per hr. $1.69 1 and 5/4 sq. ft. of "Iormica" 0 45¢ per sq. ft. plus glue Q 5c per sq. ft. .88 Total $2757 The cost per 2' x 6' primary table for covering and refinishing 70 tables was as follows: Labor - l and 1/2 hrs. Q $2.25 per hr. $5.56 12 sq. ft. ”Formica" Q 45¢ per sq. ft. plus glue 5 5¢ per sq. ft. 6.09 Total $9.58 'The cost per pupil desk of the same Operation on 40 desks was as follows: Labor — 1 hour Q C2. 25 per hr. $2.25 5 sq. ft. of "Formica" Q 45¢ per sq. ft. plus glue ( 5¢ per sq. ft. 1.20 Total 35.75 The whole project was justified for the follow— iing reasons: 1. It produced a better top at less cost than bids by outside contractors. 2. A surface resistant to wear and tear and sanitary in all respects was installed in a short time. 0 128Robert W. Shafer, "Repairs and haintenance of VChOOl Furniture at the Cleveland Schools," (unpublisned report civen at School for Custodians The Ohio State University, Columbus, 1952), p. 5. \3, 5. A marked improvement in raising the il— lumination and removing light contrasts in classrooms was achieved. 4. The custodians were happy with their work because of the ease in cleaning. 5. An appreciative group of teachers and pupils resulted from the work. The instruction of custodians in general build- ing repairs can be justified by comparison of costs of the tasks they are taught to do with the bids of non— school employed workmen. CiAPTmR VI lNSTuUCTICN OE SCdcoL CbSTODIAHS TN SIX aurtnsn LIX PUBnIC SoncL SYSTnMS IN “IchiFAN Investigation was made of the current instruc- tion given school custodians in six hundred six school systems of Michigan. The methods of instruction and the items of custodial work in which instruction was given were studied. Kethods pf Instruction The method of instruction most commonly used in Kichigan public school systems was found to be that of liaving an individual conference between the school ad- Ininistrator and the custodian. (See Table X on the fkbllowing pages.) The two schools not using this method Chontended that their large number of employees justified gueoup meetings only. however, other school administrators llaving equally large numbers of employees pointed out tfllat there was some loss of freedom of expression in the E§roup conferences for which they compensated by having Cnle short (five to fifteen minute) private discussion Wi th each custodian. Degree of formalization of individual conferences vEVLI‘Z'Led as it was found that more than eighty per cent ‘If the school administrators had these instructional WU Cowposnpmsfi go nonpoa.mcfim5 mampmhm Hoosom smmwSOH: pepooflom poo mo mumpsmepom n MR Coflposnpmsfi ao poflpoE mcfims maopmhm Hooxow Uopoeflom musezp mo omwuceosom H mm COflpossmeH mo nonpoE gnaw: mEopmMm Hoosom Umpomficm hpcozp mo Lonfisz n ma Soaposnpmcfl Lo pompoe.msfims mamumhm Hooxom pmpoofiem mppwfip wo channeosom n HR COHposnpmcH mo eczema mafia: mEopmhw HOOSom popoeaem mppflzp no Longdz n Hz so me a ma ma O.OOH om p.0m as woman soap seamsm-aoorom CH mcmMUOpmSO Haw mo mucfipoer 0N mp ma om OH 0.0N mm F.0w om mmmson magnum mo HQQQOmpoQ moawm hm Qo>Hw who: mCOprspmGoEmQ mo ooa om ow ea Q.ew om F.0s mm mapspapmea ees: sepwpm CH woaaosCo mcmfipouwso mm mm as mm NH O.OOH om m.mo em eeeeanaw mooCopchoo msosu HHmEm mm 00 ma 00H om 0.00H om 0.00H om newswppw mausosomcoo stmH>QGCH mm mm mz mm me am Hz Hm Hz wHoosom msesomep msonowmp mangomop msoxowwp newness: + Had ooa - so om - mm mm - Q . . .g- -. . 1 000 @o msfihoagam unwhoamso anamoamao QCHmOHQEo ZQHBchEUzH so DouEuE empo>HCD mHoomom mHWOSOm mHooflom maooxow WZQHwoembo no WJHBobghmzH mo mmomfima zHaemao mam: EQHma nemHmoH2.aH mnoomom Qmeomamm so mMmzmz N mam <8 199 sessions on a school bus, in a boiler room, or in a vacant classroom. Small group conferences between custodians and school administrators took place in fifty-five per cent of the school systems having more than one hundred ninety teachers employed, although this method of instruction was the second most commonly used one among the 606 Michigan public schools. Custodians were enrolled in state-wide institutes in.eighty-two per cent of the Michigan school systems studied. The use of sales personnel to give demonstrations ‘to custodians of the correct use of supplies or equipment “Has a method utilized by seventy-nine per cent of the Ctistricts. Only three school systems had experienced emiough dissatisfaction with this method that they were chnsidering altering this instructional practice. The apprenticing of all beginning custodial efluiloyees to work under the direction and instruction of eXperienced workers was a practice found to be in use in SiJcty-four percent of the school systems. Ninety—five .Pel? cent of the large school systems (those having ten or “KIDS buildings) used the method. School systems employing less than twenty-six teachers had one, two or three cus- tedians. Administrators did not set up one custodian as na- m 140 an authority on the work. Furthermore, these small school systems were discovered to have one, two or three of their custodial workers employed on different time shifts. Sixty—six per cent of the 606 Michigan school systems had periodic meetings of all custodians em- ployed for the purpose of instruction. It was pointed out that such matters as the retirement law, school rules and regulations, employment practices, and ex- planation of need for additional revenues from tax millage or bond issues voted were handled with more convenience when there was one instructional session for all custodial employees. Of the school systems which had utilized this method none could be found which were considering adandoning the practice as long as the same administrator remained in the school system as the superintendent. Slightly more than one half of the school systems mimeograpged and distributed information for their custodians. Circulation of magazine articles on cus- todial work among those employees, and the use of the services of the school nurse, county health units workers, and/or fire department staff as instructors were methods utilized by less than one half of these schools. Forty- five per cent of the Michigan systems were found to be forlowing the practice of the mimeographing of material or 141 of circulating magazine articles. gowever, they were considering the abandonment of the practice because of the reluctance of custodians to read, discuss, criticize, and act upon these written suggestions. During the interviews many school administrators decided to continue the practices and to augment the reading material with meetings of custodians at which the main points in the articles were to be summarized and illustrated. While less than one half of the 606 school systems had employed a consultant to work with custodians and to direct their instruction, another forty-one per cent had heard of this method of instruction from other school administrators, were convinced of its worth, and were planning to try it within the next three years. The school administrators not using the services of school nurse, county health unit workers and/or fire department staff members to instruct custodians indicated the idea had not occurred to them and twenty- six of the administrators visited formulated plans to try the method during the coming school year. Slightly more than one fourth of the school dis- tricts conducted a series of city-wide meetings for the instruction of all employees, such as custodians, teachers, etc.. Each administrator claimed values of cooperation, 142 staff spirit of unity, and loyalty to board of edu- cation policies resulted but none had attempted to measure these values which they stated ha” accrued. The most frequently voiced objection to in- struction of all employees at one time were: the variety of shift time at which employees worked; the distance and inconvenience of traVel involved in getting all em- ployees together; the variety of interests of the group which made it difficult to select tOpics for instruc— tion in which there would be mutual interest; and the in- formal picnics, parties, and other social events which brought these ;0ikers together in an atmosphere which superintendents characterized as superior for building espirit d' corps. Once a week classes for the instruction of custodians took place in thirteen per cent of these 606 school systems. hearly one half of the school districts employing more than one hundred ninety teachers had these weekly classes for custodians and each had evaluated the method as worthwhile enough to plan for continuation of the method. Seven additional school systems of the same size indicated an interest in initiating such an instruc- tional series. Five per cent of the school systems visited had their custodians compile a manual of suggested custodial 11+ 5 practices as an instructional experience. Each admin- istrator stated he experienced unexpected benefits as a result of this procedure among which were: a better spirit of cooperation among custodians, the discovery of unsuspected short—cuts in methods of cleaning which had been used effectively in some buildings but the advantages and benefits of whicn had not accrued to other school buildixgs, a stimilus to keep better re- cords to discover effectiveness of methods of custodial work, and a decrease in the requests for different brands of supplies for various buildings, which gave opportunity for standardization. Study by custodians to complete a correspondence course or pass a licensing examination was a method of instruction used by five per cent of the Richigan school systems having superintendents. The most frequently voiced objection to study for passing a licensing examination was that the em- ployment situation for custodians might change into one in which it would become as difficult to employ ”certi- fied" custodians as it has been in the past years to Obtain "certificated” teachers. It appeared that few raising this objection would claim that "certificated" teachers were less com- petent. The reason most commonly given for objection to a 144 requirement that custodians must pass a licensing exam- ination appeared to be a weak One. Cn the Other hand, the prOponents of studying for licensinc could furnish little evidence that licensed custodians did superior work compared with unlicensed ones. The lack of use of correspondence course work as a method of instructing custodians was shown to be caused in part by the fact that seventy per cent of the school administrators interviewed did not xnow such courses were offered. ' f Items of Instruction for Custodial fork The curriculum for instruction of custodians was investigated in one hundred selected Lichipan scnool systems under seven divisions of building main- tenance responsibilities: public relations, general building cleanins, floor care, heating and ventilating, safety, grounds care, and general building repairs. Check lists of Specified duties in each division of building maintenance reSponsibilities were compiled from the recommendations of authorities cited in Chapter V. Each duty of building maintenance listed was noted in each school system surveyed wnich offered instruction to its custodians concerning the item. Instruction pf Custodians in Public Relations Instruction of custodians in their duties in the 145 Operational procedures necessary when public schools were used at night was found to be the most frequently used item of instruction. See Table XI on the next paje.) Schools employing more than ninety teachers were found to begin custodians on the night shift. School districts employing less tnan twenty- five teachers gave instruction in Operation of building services at night in only fifty-three per cent of the schools visited. Administrators stated that because their custodians knew most of tne duties required of a night shift worker in a public school that these custodians needed little instruction in this regard. Instruction concerning school rules and reg— ulations were given custodians of sixty per cent of the 606 Michigan school systems. However, thirty-seven of the forty schools surveyed employing more than ninety teachers gave such instruction. School districts of that size were found to have such school rules and regulations in writiné. In smaller schools, school administrators stated their rules and regulations were generally understood by their custodians, when these workers were employed due to previous contacts with the school. 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I- .1 \l. «I_I ._1 w~CHnVOHQCL® C..HH.-.»..~U_,HOL :OHBLFFNVEJURH E0 U FE mHo.o.rom II 11.1.! -“..I1Ill1'11ll.lll‘ll m haw H3 0.“. was _HEe HMS OHAAZA 30 muLAmm< Qmeo ..Am $fH:CALa U 0qu JABDH m ma 10:2,. ”94:3,... ._. LH? H: mMOOLUm QNBUAQAW ho mAmHEEH HK MémfiB 147 soHpodgpmcH Lchon :oHposppmcH Ho fiopH Ho SopH mHooflom chpoLHo mHoosom mLHilo UmpooHom COHHoSLHwCH HO SQHH LCHpmmwo mHoocom UopomHmm hudmzp Ho LGASSK COHHOSAmeH Ho copH LCHpoHHo wHoor om we pcmHmm hpLHzp Ho oquCoopom U®AOOH®m 000 HO mmecmopoA Hucmzp Ho mLQpCmopom / Hr“ (\1 (\i C'\ \ ‘\"“ x)‘\.~:- / v9 CQHHospmeH Lo roHH :HpoHHo mHoosom Jopoo How HALHSH Lo papa 3H n H mH mm m 0H m H.0H m H. o m >2©0p COHpmozwm Ho mfioflpofi ucw wmpHpomhAo Lo vamHzccH 3H OH @ mH m m.mm H m.m H Ago: mcwHHOHQSO LQHfiz CH LCHGHHSA Ucm mmec Ho coHpmoHHnsm pom :oHHmHHQFOQ om mm HH mm N p.03 AH m.m H mmSme UCOQ Umwomogm LCHCAQOCOc mpoML co mcwHUOAmSO LCHLoHpH mm OH 0 om OH H.0m HH m. mm H cmumHggoo coHpm>ocog ucHwHHsp new Lchmeo LmLESm LCHCAOQCOQ mpowH Lo coprOHHASL pom coHumHHQEOL om mo mH o: m m.mm 0H m.mm m ,Hmmz no Haw an Eij0 mUCSOpu Ucw LoxooH .wLGHUHHSH Hoosom Ho COHHwLon mow m2\ NHH NM» m H H92 HHH HMH HHH .IIIIwHoQMMWIIAWIHWNMH::@H.£0-IKII chAMWAA mposowmp cagHHoHu + HCH - OQHIHo - OOImm Hm I H m oHaqum oHHH:H 00¢ Ho ucHHOHgam LcHHOHxHo LCHHOHggm ucHHonzo cuHhmmozoc HQHHopcpmH an maHHH omho>ch mHoonoa M-Hoo ow mHoorom .-MHoo£om- -I.I- II .' 111.11-.1 101,1 1‘1 I 111. '1. AHJHBSHHm OHHADM mHaHQOBmUb QABoDKBmHH EOHH:.Z AQAH to mBOHAm < QABoAHAm «UHHOHE EH mAOOmom QMBQmfimw 00v HN MHQ¢B c 5.....HH_ HVHQHHOU ho mflszz 148 school dollar while about the same percentage of school systems gave custodians instruction in relationships with teachers, principals, pupils and supervisory personnel. Sixty per cent of the districts offered some instruction to custodians on relationships nith the public. lhey recognized the situation in which larie numbers of adults used the scnool buildinp as a con- munity gathering place for meetings of various adult education activities. Less tian one half ol the school systens op— erated a school locker clean—out or grounds clean-up day. Those public schools giving such instruction to school custodians in this area of activity constituted all but one of the schools having such an event. About one third of the school systems surveyed offered instruction to custodians on compilation of facts for publication concerning the summer building and grounds cleaning completed and concerning the facts about prOposed bond issues. Thus, only one school system in three made sure their custodians were well informed for community contacts by instructing these custodians about the facts concerning hose bond issues. Conversation with custodians revealed that in three in- stances the vote of the custodian canceled that of a 149 citizen voting for school plant enlargement through bond ing 0 Only fourteen per cent of tne 606 hichigan public school systems gave any instruction to custodians in the objectives and methods of education. The eighty- six per cent left to the custodians the tast of analyzing objectives and methods of educational processes he ob- served in his daily work as he was able or inclined. Instruction of Custodians in General Building Cleaning Instruction of school custodians in toilet room care was the item of public building cleaning in which the largest percentage (91 per cent) of the school systems surveyed participated. See Table XII on the following pages.) Seventy-eight per cent of the school systems studied gave custodians instruction in use of cleaning supplies. every school system employing more than ninety teachers had such an instructional activity in prOgress. The same percentage (78 per cent) of 606 school systems also gave instruction in correct use of cleaning equip- ment. School systems employing less than twenty-five teachers gave instruction to custodians concerning correct use of supplies and equipment in sixty-two per cent of the thirty schools surveyed. Lack of authentic information abOut cleaning supplies and equipment appeared to be 150 ComposspesH Ho SepH msHHo..Ho mHoorem cme LOH: UepeoHtm 000 Ho omw pcoosem I m \.. \ x.) \t: coHposspmsH Ho EeHH LCHHeHHo mHooOHom UopcoHom Hanezp Ho otwpceopom u aw coHpossmeH Ho EepH ucHHeHHo mHoonem UmpoeHem Hpcosp Ho smHESH n m; coHpozspncH Ho EOHH acHnquo wHooHom UoHooHom hpsHHp Ho emwpsmopom n -Hm I. -- conosspwsH Ho EmpH ;sHsoHHo mHOOHom popooHom HHAHHH Ho soHESH H ex Hw 00 mH mm NH 0.00 mm 0. on LH ecH 2H 9Q OH mO OH OOH om m.mw mm 0.00 OH weHeamHo ommozorm new immHO epmHH .Loow .BOUCHH OH OOH om OO OH H.OO om O.OOO OH msoonmmaHo OcHeOOHO O». HO OH mm HH m.mO Om m.mO OH - AmOHsHHHH OCHHHOHH uchprus& use wchaeHu Os OOH om OO OH O. OO mm 0.00 OH HCOFOHSOO OchaOHo H0 mm: HOOHHOO mm OOH om OOH om m. mo. mm 0.0@ wH moHHHmsm asstoHe Ho om: poohsoo Ho OOH om mo 0H m. mm mm F.0w om mHzon Ewes 62w mesHLs .mEOHpHp sHmH .mossnKHH poHH0p wssteHo MOW. N1 N5 NO... N....H Ham H2. H1. H H mHoosow whosomop whosomep mwonommp mpmxowop caOHHOHH H HOH OOH-HO OO mm . Hm -.H Os HHHHO OHH.HH:HHHHKH.LH OOO Ho OnHHOHHSO meHHOHHam ncHHOHOsO meHHOHOsm OH Hm OHOO HOHHOOFEO OHH no OHHHH l.omao>Hsb mHooHom mHoosom mHmozow mHooHom UHHHHHHHHQ H HHHHOHHDH H...H VHHHHU - HHHVHQ H,. o m... H .5995 HHBobeemHH HQHH3 H3;Hn QHH HH mHoosom HHBQHHHw Ho EHHHHH HHX HHHHB “. 151 mm COHHozppwzH Ho POOH OCHHQHHO mHoocom cw HHQHH 000 HO OOOHCmoHoH H OH CQHHQSHHmcH Ho EOHH OCHHOHHO mHoorom Tmpochm >HC®$H Ho OOOH500HOH N am COHHosppmcH Ho EQHH OCHHOHHO OHoozom OOHOOHOO Hpcozp Ho HOHESH n O? coHposHHmcH Ha EOHH OCHHOHHO mHoosom OOHOOHOO HHHHHH Ho omwusmopmm n HR anpongw .H Ho SOHH HzHHOH Ho mHOOOOO Omuomem HHHHHH Ho Lopgc H u Hz OO OH mm m m. om O O. OH m OHOHOHHHO ®>HHOHHOHEHEOO How mwpoomp OoHHSOOH OGHHCOOOHH ch MCHHHHFOO Om AH Om OH H.03 3H 0.0H m mostoflom Hhoz OCHHwoc ch OGHHHQ 0O OO OH m\ MH 0.00 OH 0.0m O . mHoH HmHngm OHCH m OCHHOOH OCO OCHLOHO HOCc; .OQHCOHHHOHSOOH I . H.) Ii x“ 1.140. 4. HO OH OH mO OH H OH mm 0.0H OH OOOUHHOO OOH Hcem .moxwz Ho mmmpm OOHOCHHOQO OH COHHOOHHHQO HwHCOEHpm mmxm mm mm OH OO OH 0.00 pm v.0: HH mOoop HHHHSO HHHOOHO OHH ICHOHCHOE OQO mHCHm HOE uchmeO m)... .erL N....H N x N: --.;.\ HM H3\ H4 mHoorow oHvLomaH OHucomcH .HMbomep OHCHOOOH OOHHOOHH + HOH - O0H-Ho . OO mm - Om . H OHHHHOHO OHHOHHOH H..H HO OOO Ho HCHHOHQ;Hmv OCH>0H050 OCHHOHDEQ LCHHOHOEmuv OHHLPHCHOO HQHBOSVEOHH HO OHHOH omHo>HCD mHOOHom mHOOHoO wHoosom wHoozom OHHHHHHHHH OHHHHHHHHH HHHHVH 1“. O HHH. Hm MOHHUO w HHOHHQOHHU HO QHBOOFOUHH HOHH3 HHOHHO HH HH mHoomO QHBOHHHO HO HHHHPH HQHDHHHOOOV HHx HHHHHHLH Ho OHOHGmoHom u HY :0: fiwMWosppmcH Ho EOHH HCHHwMMo mHOOLom Oopoo Hmm pHHHLH mo HOLESZ u Hm mH OO OH mm O 0.0H m m.m H made Hoom OcHaaHzm mnw me me om mwz HON .HL Haw .H: I OHOOLom wumLodop mmoLowop IWEQ gow H OLOLQOOH :OHHOOHc + HOH OOH HO OO-mm Om - O OHH.HHHO OHHQHHOH HHOOOHO 000 Mo OCHHOHQEE HcHhon?m OCHHOHQEO OCHMOHQEO OHHgtmL;:m moweobmewzH mo mhmEH twmpmpHQp mHOOLom MHODLom mHOOLom mHooLom OHHHHZHHHO OZHQQHDH nHfi-HHHHO O HHLmHO .OO my. HE 0595 QHBODV OOH EOHES OHHOHEOHZ 2H mLHHmOm QMBOmpdm mo KMHEDZ HOME/EB LOOV HHN «HS-Ht 155 the principal reason why these snall school systems had a lower percentage of instruction in every Operation of building cleanirg than did those school systems empIOy— ing more than twenty—four teachers. The larger school systems compensated for the lack of Knowledge in this field by hiring outside consultants, going to local businesses and industrial escablishments for.cspable instructors, or accepting the offers of maintenance supply company salesmen to give special instructions to custodians followin; receipt of a large order from these schools. Sligkmly more than seventy—five per cent of the 606 Michigan public schools having superintendents were found to be offering custodians instruction concerning cleaning windows, door plate and showcase glass; lipht— ing fixtures and claserOH furniture. Instruction on preparation, use and safe storage of dust cloths was g'ven to custodians by seventy—one per cent of the school districts studied. Ehe possible effects of accumulation of dust upon those subject to respiratory diseases as well as the public relations value of well dusted rooms, corridors, locaers and offices was stressed. Instruction was given in sixty—four per cent of the schools visited in care of the places which the 154 public and pupils did not usually see, such as a custodian's supply, storage and office rooms. Sixty-four per cent of the school systems enlisted the help of the custodians by instructing them in the experimental application to designated areas of waxes, seals, and polishes. The Richigan State highway Depart- ment has eiperimented with yellow and white paint by placing lines parallel across highways using a different paint manufacturer's product in each line which is spaced one foot from each other. A sign (Paint Test Area) was posted beside the highway at that point indicating that manufacturer's grades and brands of paints were being tested prior to ordering. More than one half of the schools testing pro- ducts by applying to adjacent areas received the idea from observing the state highway testing prOgram. Only a few less than one half (forty—seven per cent) of the school districts visited gave instruction to custodians in requisitioning, handling, storing and packaging supplies into smaller lots. About one third of the schools gave instruction to custodians in the important duty of conpiling and posting their schedules of work. No written record of duties to be done by custodians or their substitutes employed on a temporary basis arranged according to a . 4. .D. r! 155 time schedule was compiled and posted in thirty-eight of the one hundred school systems surveyed. ness than one fourth of the u Sume school systens (I) gave custodians instruction in co pilation of required records for administrative officials of tne school systems. It was assumed that the blanks to be filled in (or in some instances oral or written requests for information) could be interpreted by custodiens. While only twelve per cent of the school systems instructed custodians in swimming pool care, this figure included ninety per cent of the school systems of hichigan having such facilities. Instruction of Custodians Concerning Floor Care The waxing of floors was the worn Operation of floor care in which the largest percentage (99 per cent) of the school systems gave instruction. (See Table XIII on the following pages.) Large numbers of citizens entered the school gymnasium to see basket ball ganes who did not enter classrooms and it was found that three fourths of the schools visited gave their custodians instruction in gymnasium floor care. The polishing of floors by using hand buffers or machines was a work Operation in which seventy—nine r0 _>,emHH Lowe SH soHHOSLHmsH OCHpHO mEeHmHm HooLom COOHLOHZ OeHomH m OOO Ho OHOHLOome ll ‘- ‘ L EOHH Loam CH LOHHosHHmcH OLH>HO mHooLom OOHoeHom hpcozH Ho OHOHceoLmL n OW EOHH Lowe CH COHHosLHmsH OLH>HO mHQOLom UeHomHem hpCmsH Ho LOLESZ n mL EOHH Loam LH soHHospHmsH HCH>HH mHooLom OeHomHem OHLHLH Lo OLOHsmoLeH u Hm EOHH Lowe CH CoHHongmsH HLH>HH mHOOLom OeHoe Hem tHLHLH Ho LOLESE n Hz OO mO OH OO OH m.mO mm m.mm OH OOOHOHHOL Hoorom OH Cams OCHLooHO Ho mOLHL OO OOH om mO OH O.OO Hm 0.00 OH OeHmoozm sooth swam OO OO OH OO OH O.OO Om m.mm OH OOOOHH OOHLOHOHHOO mO OO OH mm OH O.OOH Om O.Om OH otao HOOHH aeHmaqsOO OO OO OH mO OH m.mO OH 0.00 OH OOHOOozm Oos HOOO OO mO OH OO OH 0.00 Om 0.00 Hm OHOOHH OOHLOHHOO mO OOH om mO OH O.OO Om O.OO Om OHOOHO OOHHOO OH . mm H H mm HO HO HO HO HO mHooLom OLOLOOOH wLeLQmmH OLmLoOOH mLOLoOmH OOOHOOHL - HHOH ; OOH-HO ; OOHmm . 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H/ Epr LOOO CH LoHpostmLH HLH>HH mHOOLom COOHLOOL OOHOOHOO O00 Lo OHOHLOoLOL u mm WU OLLH Loam CH LOHHOSLHOLH HLH>HO mHooLom OOHOOHOO hpLoZp Ho onHLooLOL n NR EOHH Loam LH L0HpospmeH HLH>HH mHOOLom OOHOOHOO LHLOBL Ho HOLESZ n Hz EOLH Loam CH LOHHospumLH HLH>HO mHOOLom OOHOOHOO OHLHLH Ho OHOHLmonL n HO EOHH Loam LH LoHposLHmLH HLH>HO mHOOLom OmpomHmm OHLHLH Lo HOLESH u HL OH mm HH ON 2 m.mN O 0.0H m EOOLL LOSL pmpo LHOHO pmsu LHHB HLHQoozw Hm 0m 0H ON 3 F.0m 3H m.mm 0H mLOOHH HLHUCOO om mm HH mN m m.m: MH 0.0: NH HO>0OOL LHOHO LOOHL H: 0O NH mN m 0.0m mH m.mm 0H OLOOHH HLHHOOO OLO OLHLOHL 03 OH OH m: 0 0.0m mH O.H: 3H OLOOHL HLHLHOHO Eszow> Hm OO OH OO O O.OO OH 0.00 OH OOOOHL OHHO OHOL mm HOHHOOO HO mm OH 00 NH 0.00 MN 0.03 NH OLOOHL HHOL oocwhpco OLHLLoE LEOQ Qx WOO N “H NH. \ N ..... MOO H ”H Hex H 4. mHOOLOO wLoLommH wwlmx:m.m OMOLOOOH OHOLOOOH OOHHLOHH L H H - OOH HO OO-mm :m - O OOOO OOOLO 2H Loo ho HE HHOHQ.0 ACHHOHLHm HLHHOHLEm OCH%OHQE® 0H §.ZMBOLH a0 mHHBH omLO>HLD OHOOLOL OHOOLon OH.ooLOo mHooLow '3"I'l'.ll"| .! .II'...|"I' ~Iu.’l'l.l.. ' -‘IVII’IEIII- ‘5'] III 0 I- '-' ‘2'!!! OLOOHL L0 flmzo OLHZEHOZOU WZHHQOBODO QLBODLBOZH ZOHZO LH: H:0H ZH OLOOZOW QLEQHHHO LO mmmZDZ LQLOLHOOOOH LHHL ELLOO HMO Rx 1* COHH Lowe LH LoHpostmLH HLH>HN mHOOLom COHHLOH: UmpomHmm 000 Ho mcwpcoopmm H mm SOLH Lowe LH LoHuozngLH HLH>HN mHOOLom wmpomHOm hpcmzp Ho mmmpcmopom H mm EopH Loam LH LoHpospmeH HLH>HH OHOOLom UOHOOHOO hpcoZp no LoLFSL n ma EouH Lomm LH LoHpozuprH HLHHHH mHOOLom cmpcmHmm hHmHLL Ho meuLmoLom n Hm EOHH Lomw LH :OHHosprLH HLH>H0 mHooLO w LOHOOHOO hpLHLp Ho LOLESL u Hz OH OH O OH O O.OO O O OLOOHL OOHHOH NH om O OH O 0.00 O O.O m OOOOHO-OOO Oo :oHOOLOOOLO OH OH :H OH m m.mH : m.m H moOHO OOHOOOL OOOHOOL Lm>o mLOOHH Ho ooLmLOHLHmH Mow N: N _. NON N..” HQ H; HO; Hum mHoQLOw OLOLoO»H mLoLomop mLoLowwm OLLLOOOL OOOHLOHx - HOH OOHwHO OO mm , HO -‘O mmOO mOOLL OH 000 Ho HLH:OHQ;m HLHHOHQEQ HCHroHr HLH>0HoEm cwpotrbw H ho MOHEH mmampHLL .mHoome. mHooLum mHooLow mHOOLom mmoogm ho Ammo 0LHm 00 n 0 QHBODLBWLH :0 H:H. aflquoHH ZH WHOOL 0m QHBQHHEW ha mMMEDZ H31: LHOOV HHHH uqmww \ J mHOOSom Cmmflzoaa popcofiew poo mo cumpceohem u MW Eopw some Ga cosposspmcfl uGH>Hm maooscm Uopeeflem hpCeEp go eampceopom H mm Sopfl some :H coflpoSmecH nCw>Hu wfiooflom pepooaom manezp ho LcmESE I ma Eopw homo CH Coflposapmcfl QQH>Hu mHoonom Umpoeflem mpafiza mo eumpceepmm u +m fl mcw>fim maoocom popooaem mphfllp go peQES; n fin Smpfl Some CH CoHpcspwmc l \uv'llllll‘llllll'l‘.. "UOI mm mm NH mo ma 0.00 ma 0.0J ma whopwon popmz new Honm .mhcafio~ Lo mamas om ooa on me ma s.ea mm 0.0: ma pewspaepp papa: eoec po\pcm Leaflop mo Hoppsoc Ho mm NH ow 0H 0.0m 3m m.mm 0H eonmnopswmi Use Coapwaomo LoxOpw mo mo 0H 00 @H m.mm mm n.0m 3H awwgch Lo\pcm mcficmofio LmHHOM do mx OH om 0H m.m~ mm N.QH m mmfisg Encom> mo COmeLomo @cm oonCechm: ow OOH om mm NH 0.00 mm p.03 :H Sofipoommsw use asumwa noEEsm pom maeflflop mo Coapmpmgepm as me 0H ow ea m. m mm p.00 om soapstone season team Max NR N3. Ni. mm,” H1 H_..» HM? HM? mfiomzch whercmep wwwSormu whwnwmep mHMLemmp smashes: . 4 sea \ coauao . oo-mm - em - e eaHeaeHegas and ezHeqam moo no ucasoanso eeHsOHQEm acaaoamso acaaoanso eZHzmrezoe aoHeeememih no mameH emaepfisb .MHbo:ou maooflom mHoomow maoonen ., was...uHHE_mm> 433‘ UZHJJL wwfiHzmflowHOc QNBODmBmZH >HN mgmfie :OHLE zwchoHE 2H mqoomom QMBOMQMQ m .,._...« HQGBWDD b0 mmmfihz tn . . . I. N... fieHH Some CH :oHucsppwcH OCH>HO mHQOSom cc H£o H1 OoHooHcm OOO no eanCoopem I «v :mpH gene CH COHpeOLHmcH WnH>He wHoo£ om OewomHom mHQQZH Ho emeHCeOH m H mm 19 EoHH Lowe CH coHHoshpmcH OmeH; :Ho {5c amepoomom hpstH mo Honzzm n m: 1b cmHH Some CH soHuosHHusH usH>He mHoo Lam Hence cHem buHng Ho eumHCeon n HR 1 “EOPH .Emm CH COHHOSLHOCH LCHPHO mHOOrHow HOQPOQHQW hpLHSH .HO 1H®HH1-,5H.H H HZ $ mm m 0 N.@ m m.m HwoLSHmLeMEQH Joe Hm ch wHwMHscm mmm eSHH mo ems Ham COHHmQHFLo no; 0H om : mm m 1.0m HH m.m H coapatteo eca oosmcochwE Qomcnsm HHm How am mm NH 00 NH H.0H m. 0.0m o mpapmosnon1-oapessoea ecu oHconpcoHo .OHHHoeHo no mosmsoHLHm: OJ OO NH Om OH H.0J OH 0.0m O mHHs Q11 hosetgoeo 10% we eHHmasm Use aupcm OQonOHm Ohm ncHLmOLO He om m mm ma m.m: mH 0.0m o memensn HH0 10 mosmonusE One coHHmLoQO me me ma om OH m.me 0H H.0m @ acmeaaeam meaaeear can as oo @H mm ma m.mm 0H H.0m HH woeacmpsaas map“ was m>Ha> Mex We... N....H No.1 NH Hex HHH Hex HZ L. h IIIIIIII hII- \I., II. mHQOSo egos mop maefloeop mfip rocop wheromep .CQOHLOH; w HoH HYoHI Ho OOI um :m I m ..JnELAHHEaH> UHHO1PEHH_ COO. .HO :Ongmw waHhOHnHiw ,wCH%OHQF®1wQH.OHnHE® G..,1H..1.C.Vr_.?(L _.._7\,_-.7»1CL...:_.1U__:. PC 0 .1.IHrr.H owho>H9, mHoocen mHoQLew mHQosow m.Hoo£oo . ”BHOHHHHBOM>.HTOH1%1IEHHJ.- .OH.H c130 av1wO..P swbc Queo::ew3H mOHmB ZHOHEOHr 2H mHOO11ow QHBOMHHU ho rmmnbz AQH:ZHH:QQV >Hx mamas 164 the lay up of boilers until the next heating season. while only fifty-nine per cent of the school systems gave custodians instruction in treatment of boiler feed water, it was noted that another twenty- five per cent used water from the Great Lakes which required little informational instruction for treat- ment. Another ten per cent using water which deposit- ed considerable scale or caused caustic embrittlement of tubes, relied upon private firms who contracted to treat the boiler feed water. Seventy-four school systems included in the study had stoker fed fuel burning boilers. Sixty- seven of them were found to te offering instruction in the operation of the stoker as well as maintenance procedures to use with stokers. Considerably fewer of the schools of Hichigan (hl per cent) offered instruc- tion in the care and operation of oil burners. Pri- vate contractors were often relied upon to serve these heating devices. Instruction in maintenance and operation of vacuum pumps, valves, traps, water heaters, ventil- ating fans, ash handling equipment, plenum chambers, and humidifiers was given by about one half of the school systems surveyed. Of these installations the danger of explosion was much greater with water heaters. 165 However, the percentage of school systems giving in- struction concerning water heaters to custodians was no greater than for some of the equipment with which there has been a smaller incidence of explosions. The fact that but one fourth of Michigan schools offered instruction to custodians in maintenance of electric, electronic, and pneumatic thermostats, was found to be due to their reliance upon manufacturers' service men to do these repairs. The small percentage of school systems offering instruction in hot air furnace maintenance and oper- Q ation was found to be the result of the replacement of these heating media by oil burning heating equipment. Perhaps the most disturbing finding concerning instruction of custodians in this area of work was the fact that only four per cent of the schools taught methods of determining flue gas analysis and stack temperatures. Utilization of these two measurements would have made possible the adjustments in air flow, stoker worm speed, or oil flow regulation which result ( in more econOMical operation of school building heating equipment. Instruction of Custodians Concerning S etv “‘ __‘__ AL—d. More school systems {ave custodians instruction in care of toilets to conform with safety standards than in any safety practice. (See Tatle XV on the following pages.) The size and type of fuses for safe usage was recognized as a needed item of safety instruction by eighty-one per cent of the one hundred Fichigan school systems studied. The danger of overloading circuits through improper fusing was a recognized hazard by school administrators who had experienced similar problems in their residences. Fire inspectors also assisted in building alertness to this problem by in- cluding a check of panel box fusing in their inspec- tions. The danger of costly damage to boilers, as well as possible explosion endangering building occupants, was given recognition by instructing custodians in checking safe water levels in boilers by seventy-nine per cent of the Michigan school systems. Danger to property as well as personnel was also recognized by provision for instruction in use of fire extinguishers by eighty-one per cent of the school systems studied. Following the death of a.custodian in a Rich- igan school due to opening a valve too rapidly ("crack- ing the valve too fast"), state-wide attention was centered on the accident and seventy-seven per cent of the school systems gave instruction concerning f EopH Some CH COHHoSEHmcH QQH>HQ mHoozom CJWLHC . popooaem mom Ho e.mpco qoLcm » ma EoHH some CH coHposaHmeH cchH; mHoorem eHopeeHom knacflp go o. Hcooao- u «R 7. EoHH Some CH :oHHosppwcH m2H>Hu mHoosem pepeoHem apcmzp mo acHESH n NH Wm EoHH some QH COHHosaHmcH HCH>HH mHoonow empooHow hpaHLH Ho eiepcooaoH n H? ..EeHH Como CH COHHozapmaH HQH>HH mHoorem peHeoHow tptHiH Ho; ao_oE3H u 1 mm co wH 00 EH 0. ea am e. co om , me>Hc> eeo page Lopez pcw was new HmHoSstech axe paw moxop eaHH .v moxon Hmcmm .mmSopHZm peeHH mo coHumoOH we mo 0H co NH H.eo om 0.0H Hm mamas HHs Ho meozmHsach :xo oaHH Ho on : hedomaopm He me 0H om wH m.me mm m.me mm mm>Ha> egos onH EmHHoe acheao on me 0H om mH m.mw mm 0.0N Hm mEmHHoe CH HmsmH Lopez chem zooSo 0H thHHQ¢ He 00 HH 00 HH 0.00H om m.me 0H swam: eemm EOE memSH Ho oQEH use eNHw Q mo 0H om mH O.OOH om m.me mm meeaecepm HHQHem HHHHsanHeOo 0H mEooa Ewes new peHHou Ho came mHooflow aoc.JwH maoLowcH wwefiowop taoxooep e.eHHOH \ + HtH 00H Ho , oo-m so -- mHeHHpeonm EHHE coo Ho neHHOHcao ecH:OHHs ceHHOstm mcHHOHoe eiHHrH EH00 HoHeemnHm.H we waHHH omao>Hap mHeoSOH wHoo: -mHooflom m HoOLO) demdw zH ZOHBobmamHH mHN HHJ: EoHH 50mm CH QoHposppmcH mQH>Hm mHOOSom cmuHSOHH onOOHom 000 HO wwwpcwohom EmpH Home CH CoHposppmcH mcH>Hm mHoogom vopomHmm hpzozu Ho mmwpcoopmm H mm Q, EopH 50mm CH CQHHosppmcH wQH>Hw mHoonom UmpomHom hpsmzp Ho HmQEdz u NH Wm EmHH comm CH GOHposppmcH wCH>Hw mHoosom wouomfiom HHHHSH Ho ommpcoopmm n HR EoHH Howe SH QQHHOSHHmQH mQH>Hp mHooHom wmmoova mpamgm Ho Hopfism u Hz om 00 HH mo mH m.mH mm H.Hm HH chmH hHHQSm Hopmz Hos Ho.C0HHmHoHo om mm 0H ow 0H m.mw mm m.mm OH mnoov UmsHmnoc: .UmHOOHcs SHHz mpon oopHucoHpospmeo HCHchchwE Hm mm HH OOH om p.00 om 0.0H NH - so EQQHHHH an HHEHE thH apes; mEoopn 62m .mmoE mcH>w®H UHopw on meo oo om OH mm OH 0.00 Km 0.0m m mwa3 EOHH Hm>oEeH ozopm HHwEm wcw 00H .zocm HH OH :H om mH H.00 om 0.0m mH HchmoHo Ham mcmez mcH . IBOHHOH mHOOHH HoopmnHHHm .mem Mom N 1 N J N ,1. N A H R H Z H o\, H A fix. it?! . r< - r» k . mHoosom mpmgowop mpmnommp mHoLommH mpmgowmp cmEHEOHH.Z H HOH 00HuHm ; om - mm 1 :m - H mHoHHEHUHmH HHHEHH 000 H0 HEHHOHogw HEHHOHHSm ECHHOHggo ucHHOHHgm oHHzmHoHoo HoHHobmHmHH Ho m HHH omHo>Hcpa. mHoonom mHoosom mHoonom mHooLom MBHRN HHQHB m>¢o monE.ZHUHEOHS ZH mHOOHUm DmeomHmm HO mmmzpm EmpH Lccm CH COHHQSLHmsH QC .>HQ mHoogom :aQHLoH; TopomHmm QOQQ - oowwpcmohmm u mm EmHH Lama CH GoHpostwcH acH>H; wHoo Low @mpcmHow hHCsz M0 oonCmoLoL n mN EmpH Lame CH COHposmpmcH ECH>HQ mHOOLom nopomHmm thsz ho EoLESL n mz 170 I! T EopH Loam CH GOHHo::HwGH QCH>HQ mHOOLom Qmpo wHom LHEHLH mo mumpcooaem SmpH Low 0 CH COHpozppmcH EGH>HQ mHOOLom Qmpoonm MHLHLH Q0 HmLESH n Hz i - -i I] N: 00 HH mm HH N.Qm NH m.mm N mmHamaz sou c. 3 mnHmpso :oH unmEmHsvm Q0 COHHHHCOQ ccHLomLo a: ma NH om EH N.Qo om N.Qm @ 0QOHS? Lo .uHmE LHa .mLHM Q0 mwmo CH moHpsm om mo mH mm HH m.mo 0H N.om HH mummpp mam mmopm .mpmmHE thswm mo LmeoL QCm COHpoopr om mm MH mm NH 0.0Q QH m.mm OH ; mmsmop Leave mcw mHmoHEwLo .mmeL mo me0 HmHU m me Hm mm NH ON HH m.MN mm o.om m mHHmz mam mEoLm EHapm xhww CH HEEHH cCHC -prch 3m mu mH mp mH N.Qm mm 0.0m o puesmstm UQSOEQMQHQ mo LHmmmL Uca COHpoommcH M1 N? N ,H NZ N 1W Hm.“ H A Hm; Hwfi mHooL-oQ mLmLowmp mHoLodW H mLoLome mammmdmm I. chHEoH; - H HOH OOH Ho ow mm Jm . N m oHH HcL;CL HHHEHQ OOQ Q0 QGHQOHmEo QCHQOHmio QCHQOHCSQ QCHEOH me QQHQJRQ 20: QHBELKHQHH Bo QEEBH oaL-o>H:D m Ho>.oQ mHoo.LoQ mHooLoQ.. mHooLoQ .Ill' ’...ll'll l'. ' I- ’1' ll .l.‘ I..- 9 15"! III! -. MEQEQQ ZH ZSHBODKEQZH QZQHQOEQSU m>N HHLQB 171 HmHH some CH COHHozHHmcH usHpHg mHoosom CmeEOHH onomHmw «00 Ho meHCmoHoH u MK I . I L. EmHH game CH QoHHospHmcH QH>HL mHoocom JwHowHow MHCQEH Ho ®CcHCooH¢m 1 mm éoHH Sumo CH COHHQSHHmQH HEH>HH aHoorom UmHoo How MHQGSH Ho LoHEsm u mu EmHH Lgcw CH COHHospHmCH usH>Hu mHoogom fimHOOHmw LHHH EH Ho wmchmonm n H1 5;. t 2 \. ioHH wam CH COHHoanmzH LGHbHu wHoozo m UQHom H mm ;HHHH H Ho Hmafism u Hz Mm om OH on m p.03 :H m.mm N mHHHw uca .uc ::®>o Ho XOHHH .HmHHoE .m QHwH -m mmOOH HoH HOHHonw wcHwHHs 5H Ho COHHommmcH mm OH 0 mm HH 0.00 QH m.mH q moHHHogopg Hoosom so mmocow Ho opmo 0: ON 3H ow 4H m.mm 0H 0.0m o wHCOQHOHow 6cm meom mcopHm Ho ouwHon wcm mms CH @Hmc Hg 00 NH mm HH H.0m HH m.mm H mcoflpwgooem upgmm co HwHHonfi chHmHme GEQHH Ho 0mm 0: m: w mw mH m.m0 0H 5.0m w HCQEQHSUm 90308 HoZom Ho omb od 00 NH mo mH H.0m HH m.mm OH mHHoo conconm Us“ c:mH Ho CoHHoQOcH mo“ m2” my” mm» mHM H32 H2” H3“ HHH wHoofiom mHQLCQw oSOmQH mumzommH muosoamH . H‘HJHWHMHAOH- 4 ll \ ‘\ --Il‘uxm‘ \ II H... 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Hr. ._:L. 0 y-..HELHH~H,:u_.H Lb u..HEH wamnwmm HHH UKHHHhtm H_mHH \443HH _Ho m>K HQHHB 172 EOHH Comm CH COHHodpprH mCH>HC mHoozom COOHCOH: Cmpom Hum 000 Ho mcquaopom u mw EOHH C? m CH CoHHOSOHw CH LCH>HO OHOOCOO COHOOqu pHCOzH Ho mOcHCmogmm n ma ?OHH Comm CH CoHposOHm CH OCHpHO OHOOCOO WopomHmw hpszu ho Conszz n m: EOHH Lame CH COHHOSOHOCH CHpHm wHooCOw OOHOOHmm CHCHIH mo OLOHCOOLQH u HR FOHH Soc m CH COHHozppc cCH OCH>HC mHOOCom Ocpoonm haLHCH A0 9098:: u Hz mm mm, m mm O m.mm OH ~.0H m moUOHQ 3mm OCO OCOCHCowCOOCH>oE Co OOCOSC Ho om: OCO pCmEcome mm mo mH ON : 0.0m o 0.0H m , OEOHmhm OCHCOCHQ CH :OOOCoflmhm gown: mo COHHC¢>OOm Om mO mH mm H 0.00 HH H.\H m mOoHOmHOaOO Os :H (Om Oo OOOEOOOOOOH Hm mm H OH OH 0.0m O O.OO O O mOOOOOOHO hampoofimp mmwm Ho COHHOOCM mm ON 3H 00 NH 0.0m O 0.0m Q OQCHHHmo Co Lopmem Ho COHHHOCOC mm OH OH OH O 0.00 HH 0.0m O OOHOOOHO >0 HHOOOHO OHCHOOHO Ho COHpCmmem mm OO OH mO mH 0.00 OH 0.0H m OOOOOOH conOopxo OCO gopm Ho om: owmm Ml mi N ..H N x N, A H1 H_.. 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OH.oocon O.OBHHOHMHw ....H WOHHBLDH 9,54,.me rhmzufloemHE m>¢c COHCH AquCoHH CH mgmomom QQBOmHmw he CHAOS; HQADHHBAOOV >X NHM4E 175 umpw Loam cfl CoflpOSLpucH mcfl>wg mHoonom cwuflSOH; Umpomeom ©0© go mumucoomom H mm Eopw Eowm Cw Coaposupmcfl mcfl>wu mHoozem Umpomamw hpsozp mo muwpcwokom I mfl Empfl Sumo CH CoprSmecH ucfl>au maoogcm vopooamm upcozp mo Lonfism u a; qufl Loam Cw Coflposppmcfi uCH>Hw wHOOSCm Uepooamm mphflsp mo mngCoopmm n w& Sana Sumo CH Coapodppmcfl mcH>Hu mHOOSum @mpomfimm hphflflp k0 MQAEZH n rm ma OH m mm m 0.0m o o.oH m . , hpmcoom cum mcfiwppzo mumpm gcflwoopmnogwflh ma ma m mm m m.mm w m.o m macaw oflmgwpp Hamsm mmopow owmwwhp awfi50fixo> mo QOCMCmeHwh 0H ON 3 ma m 5.0m m 5.0 m ‘ mpoowcfi whopOE mCHHomwm unaccsg cfi ems pmsw£x0.concmpxm @fi om J ma m n.0m m o.oa m qugLSOOO phogm cappovam amorpfiz mamam wwuooam CH mmfism mo Ccfipwpmmo Hm om OH mm m m.mm OH 5.0 m myopmpocflocfi Lo sOprpwmo mm mm m om : m.mm N m.mm N A mpfix UH“ pmpfim mo om: CH omvofizocx Ucw mo Qonmommom Manx Nd. NMH N“ ‘ N HI. HM H).\ H ”H mHodflom mpczowOp mLoLomop ugemowmp mHMHOmop cwWHSOH; ‘ + HWH - oofl-am J oaumm - fim . w muoHubaommm wggpqm 000 go chmOHgso Lcflmoagam LcHhOHmEo gawmoagso mszmegoo :uHeozvepr so m maH mmpo>fisb maoogom ma00£on maooflow mfiooxow ‘l wadhfim 2H onaobmemmH wEmHmmembo m>x mmmme 174 cwpfi Loam CH Coflposupmcfi mcH>HO mHOOSOm cwwHLOH: vmuooawm 00¢ 90 mumpCmopmm n ma EmpH 50mm CH COHpospmeH mcflpwm mHOOLum Umpomamm hpflozp mo ogmpcooamm I ma Empfl 50mm CH COHpostmGH uchHw mfloozom wmpooamm haemzp go LOQESZ n ma EmpH Some CH coHposgpmcH mCH>HImeOOLOm Uouooflmm hppflxp mo mumpcoopmm n H& $mpfi Some CH Cowpeggpwzfi mcfi>wu mHooscm Ucpooflem hphflflp Mo hmflgdz I ma O mH m OH m m.m H N.O m Hp03HOHpO Oca OmcsHso mo mpmazoocflp Sufi: coHpOOQOCH OH OH m OH m ~.O m m.mH : .opo .Hooxm OHLMOOHO LOO , pcmfipwopg @Hw meH@ >ocmgpm§m NH OH m OH m O.Om O O.O m mmcHOHHzp Hoogom pawn mpmmppm mmOcHow CwLUHHCHo .HO Ooflmpmflmmfl ma ma NH mm mm H2 Ha Ha HH maowflom OLOLOOOp mpwfiowop whosomop mpm£oqmp OOOHLOHO H HOH OOHIHO OOImm Hm I O OOOHOOHOHOO mequm 000 Mo mcflmoagzm mcHhoagflm mcflhoamfio wcflhoamflm mmHaIdozoo maweobmgwuH he mumeH mmpopmmb mfl©030w maooflom mHoomwm meoswm MBNme EH ZOHEOSVOmaH mz¢w EDHEB ZN mgmde 175 opening such valves correctly. The recent tornado at the Eeecher School district of Flint, Vichigan, had also dramatized the need for havinp custodians Fnow the location of all light switches, panel boxes, fire extinguishers, and gas and water shut- off valves. Three fourths of the Michigan school systems surveyed offered instruction in these items to custodians. Stimulated by one major explosion of a water heater in the Earoda (Fichigan) schools which caused injury to many school children and by minor eXplosions of boilers in other schools causing property damage, seventy-four per cent of the school systems of Nich- ifan studied offered instruction to custodians con- cerning safe operating conditions for safety valves, pop—off valves, and low water cut-off controls on water heaters and boilers. The prevention of falls by persons arrivini for night meetings was facilitated by giving custodians instruction concerning turnirg on exit and yard lights prior to arrival of school users by sixty-five per cent of the schools surveyed. The importance of fire prevention by having the custodian make a complete circuit of the building before locking up for the night was stressed by but seventy 176 per cent of the schools. The dangerous practices involved in cleaning boilers, (entering through small Openings into the boiler, the use of improper extension cords, light bulbs without guards, ordin- ary light bulbs instead of explosive-proof ones, and scaling boiler interiors without the protection of goggles) was covered by instruction of custodians in sixty-six per cent of the school districts surveyed. Storage of inflarnatle materials was a topic concerning which sixty-one per cent of the school systems gave custodians instruction. Local fire inspectors pointed out this need to school admini- strators and were utilized as instructors by thirty schools. Safe pedestrian traffic into, through, and out of schools was recognized as a problem and instruction given in about two thirds of the districts in these work practices: waxing floors in a manner to make them slip-proof; maintaining obstruction-free exits during building occupancy; checking all doors to rake certain panic hardware is i- working order and unchainei; and .3 removing snow, ice, sleet, and small stones from en- trance walks and steps. Fifty-four per cent of the schools gave instruc- tion on inspection and repairs of playground equip- ment. Prevention of falls was emphasized by the same ‘a. . 177 number of school syste s by instruction concerning maintaining lighting facilities on stair steps and 0 L "D e disposal of glass, ,hemicals, F0 $30 stair wells. The and other refuse was a topic also cove1ed in the inf struction of custodians in one half of the schools. A national, state or local emerhency suct as k- bombing, flood, or riot, which might involve use of _J school buildinrs, would find forty-eight per cent of p the school systems facing the emergency without having given their custodians any prior instruction in the nature of duties to be performed in such an emergency. Ho ever, since the survey was wade, 1108 custodians of more than three hundred school systems of Fichigan were h given an account of the special duties faced by school ( custodians when a tornadv destroyed school properties at Eeecher School in Tlint, Michigan. Inspection of lanp and extension cords for their safety was taught custodians of fifty-two per cent of the school systems visited, while the storage and precautions to be used in use of strong acids and detergents was covered by instruction of custodians in one half of the same school systems. Considerable use of ladders was involved in the duties of school custodians but only about one third of the districts offered custodians instruction concerning 178 safe practices in using them. In one third of the schools these workers were taujht how to check equipment before using it for outside window washing. Cne third of the schools studied also taught custodians how to test room ceilings to see if there was any danger from loose plaster, while thirty-five 0 ant tau ht these workers how to inspect building (‘ k. h/fi tax—P ‘ exteriors for loose sills, ‘rick, mortar, slate or stone. About one third of the districts instructed cus- tod LJO ans in the erection of safe terpdrary bleachers for use at athletic events. However, nearly twenty per cent of the 606 Vichigsn public schools had discontinued use of temporary bleachers and had installed the perranent type. The safe operation of incinerators was an activity in which only twenty-one per cent of the schools gave instruction, although seventy per cent of the systems had such installations around which children were observed playing. Less than one fourth of the school districts gave custodians instruction in the use of first aid kits, with which about the same number of schools equipped the offices of custddial workers. haergency first aid treat- ment for electrical shock was aught custodians in only ten per cent of the schools surveyed, even though these 179 workers handle electrical extension cords and work around motors at frequent intervals. Instruction of Custodians ’n Care of Grounds School systems employing more than ninety teachers were found to have one or more employees who specialized on care of school grounds, while one half of the schools studied had custodians work into their schedule the care of grounds "when time permitted them to do so con- sidering their other maintenance duties". Only three work operations wrre found in which more than one half of the Bystem surveyed gave instruction to school cus- todians, i. e., cutting grass, maintenance of flag poles, and'watering and seeding lawns. Several of the operations in which less than one half of the school systems pave instruction to custodians were those in which they had had experience and instruction other than that offered by the school: scheduling grounds work; sidewalk repair; planting, protecting and trimming trees, flowers and shrubs; fertilizer selection and application; and uses of insecticides and chemical weed killers. Although care of football fields, stadia, baseball (diamonds, and cinder tracks involved problems different :from those usually encountered in care of rrounds at home, less than one fourth of the schools gave instruction to custodians in these phases of custodial work. 180 .EmpH Some CH COHpos2pmcH WCH>HS €022 Lowe CH :oHpos2pwcH 3022 meme :2 2022o32pmcfl Bone 22 Q022032pmn2 us2>2g mHOOQc mQH>Hw EopH SepH Some CH QoHposspmcH - ‘0:.1..l’.ll.";.'."'!§ .ll...lll‘-. 'lll' toil-'- '.I'- - IIIIII'. 5m me m2 om Q2 5m mm 22 m: 0 mm mm 22 o: s on m 22 me me 2m m5 m2 05 32 mm me m2 m5 m2 25 om 02 mm 52 MR. m2 NE N2 NA 0. 0mHyaeww---wwu-.wasz0uuseamem.-0 cal2s02s + 292 002-20 pop 20 QCHhOHmEo us. . use 010 .20 2 H022». 0.0 -m-H0OnO.TW03: I- 0W0H 00.1.40 .3 mmzpoee H>mw EQHEE ZNUHEDHE ZH mdoomom QMBQ- ..II "I'-. .... 0.0m mH 0.05 Hm m.mm ea 0.0m mH 5.e5 mm 5.05 mm 5.0m mm Ho“ HH. UCH02A0.Q . C..P 000 lm LCHhOHQEo mHoosea mmdo .05.!"l‘l 0"..." "' 2H H>K MHHfiB ll W\ % mHoogom :ngSOHm UopoeHm am 000 Mo ouepCeo2om a msflpflu nHooflem UmpooHom hquZQ mo mcwpceo2om n ma Lc2>20 mHoozom nepooHew mesozp 20 2mafism H mm II ‘H ‘0 \ m nopoeHom hp22£p 2o omproo2om d mHoocom popoeHemmWLHLp mo 202552 II I.— y f... 0.0N 5.0 m.mm m.mm m.mm n.0m 0.0m o 1..qu N N m2eHH2x neoz HwowfieLo Use oUHoHpoowCH 20 on: hHemo2 meSopHm m2e30H2 .moo2p .tchcme mbs2nm ens msHsaHLp .mchoepo2m x203 mecso2u uCHstoLom mssz mCHUoom mum uCHLopr ooswCechwE oHon wme mmw2m mCprso 92e£cd0ozp . :m 0 LCH%OHmEo mHoocom ll - 0 —!.'I."'I-.a'.' " .I’“.I‘l......ll.|1"lll‘ll. ‘ It... '0‘ l“ 1'01. 1-!- ’III' 5 ZCHBUDLEWZH.WR¢ WQZDOKU i0 UJH wHoogow CeuHJUH. depooHem 000 He mmmHCmoCem H mm soHH Coo 0 CH COHHossmeH CH> . iH002 om popooHe om apCo H go o wHCeoCom n m; eopH Come CH CoHHo:.HwCH LCH>Hu mHooCom wopoonm apCeBH Ho Capes; n as CUHH Ceso CH COHHo CCHmCH HCH>Hw mHooCcm CopoeHom hHCHCu Ho o.wHCooCom n H? :oHH Co as CH CoHHQSCpm CH CH>HJ mHooCom veHoeHem kHCHCH Ho Cede s. u 2; w om 3 mm HH m.m H m.m H upo .wHHQ mCHQESH .mxowCH tho CCa CoUCHc e2 om 0 mm 5 m.mm H H.e m me2m2e ees messes 2Hsnemem 5H m4 0 0m 0 m.mm 5 e.@ m .ope “weeps uCHCCwQ mCHHwCuHuow mCme QC CHmHCHmE CCw cCHHmom 2m mm m on 2 H.0m 22 s.e m awash 0202022 Co 2Hwe e2 “Cw CoHHoCCHmCoc 2m mo H2 00 m2 m.m; m2 v.0 m me2m2e ees mse2ea2m 22aCC00e \ 0 .1 o 0 J x J . Ho Cm um Hr o: c 0.0m o m w d , UecwHasv Uses nCHCHwCC mCe tCHHe>o2 om me m2 mm 22 0.02 m2 m.n2 s soaps 22ees ees CoHpoeHom 2oNHHHHCoh m1 ma mu mm mm 2. 22 2w 22 mHOOCcn chCcmeH wteCcscC eCoCcsep uCeCemcp ewe2eo2- . 202 002-2c - oo-nm _.m - 5 conscCH ea HrHC cos 20 we2.292.220 ac2w02. o CCHHOHCLo .c2po2 :o :22 «2.;JH CQHHe.-Hn22 no u 292 om2o>HFH wHooCon mHooC u mHoomow mHooCom M>mu mQHme ”CmeoHa EH n Hoomom mQEHQ Cf ho «Hr—.220 EH JUEHL 7.2.. ...H m2......._.HQ.:_Hcm2_.o QHBomémm ho mmHbe AQHCZHBBOQV H>X CHHHC mHooCom CmuHCOHC mmpooHom 000 HO ouprmopom I my Hm cpr Coma CH COHpostmCH LCH>HH uHOOCcm Copo®2wm mpCczp Ho ohmpCmoCmm I my GOHH Comm CH COHpoCCmeH mCH>Hm mHOOCom mopmoHom hpCozp no CmCESH u up CopH C020 CH CoHHoshCmCH LCH>HL mHOOCcm UmpoeHow hppHCp Co CLCpCooCmm n WW m:H Ceca CH COHHCCCHwCH QCH.>HC MHOOCcm wmemHmm mHCHCH Co CCQSCH n a Iv-|.\1"i‘ .‘ii‘v .I.‘ Inn'lpll . l‘l‘Onll. o mm2do HOOCow (W C) C) m x H M H o m.m H mmopw -Cpm 0Com Hoorcm m 0m : \H m m.m H m.m H mv oZC Umommgswup . pr CHme CCC m50C2 CSQHH Ho opus m: m 3 m H NW m. H1 Hm H. Hm :alfiwmmmhflhmuiwmhc.ifime “LmAmWCCC.I MCC rHc.moH .thcMHwVM Cu-.CC0H . q .HwH wHHH n -Hw “um ...nm 2?” I N. an :»_.L .mm r-mu 000 C0 CcHno2mro 2.2.62p m LC22029.0 CCHHo2mCm an .r cams umpggrueu H Co mrHeH mmpmpH.p aHooCou oHOOCcu :Hoo cw mHOOCow waive... ...HO C96 2H ZOHEOHHm_H.m,HH mZHHQOEWCU M>£C LOHLC BC HJCH: ZH mwoomcm QMEQNHHw ho SQMZDL HQCDCHHCOQV 2>x CCHCH 155 Few schools included in the survey had bitumin- ous or asphalt surfaced areas of school grounds, school- owned forestry areas, or school camps; hence, less than ten per cent gave custodians any instruction in mainten- ance of these areas. Instruction of Custodians in General Euilding fispairs Successful maintenance of school properties in- volves a miscellany of general repairs not mentioned under the previous captions of instruction in this chapter. Eirhty-nine per cent of the school systems em- ployin; more than twenty-four teachers gave instruction to custodians on care of window shades, venetian blinds, and sash cords. In the small schools only forty-three per cent of the schools gave such instruction. Several administrators of schools Where no instruction was given pointed out that the item for replacement and repair of shade and sash cords was one which had been eliminated from their budget by pressure of what the board of edu- cation considered more press HF nee s, such as salary increases for teachers, need for additional textbooks. for increased enrollments, or provision of additional equipment or supplies for floor care. Almost the same percentage existed for instruc- tion in window glazinf. (See Table XVII on the following 11.34;. [.0 2‘ I. «IMW 104 pages.) The reason given by the smaller school systems for lack of instruction of this item was the reliance placed on the custodian to utilize what previous exper- ience he had had in glazing. Instruction in painting and varnishing was given in about sevent“ per cent of the districts surveyed with largest schools showing the lowest percentage which gave instruction to custodians. Special painting crews not classified as custodians were required to possess membership cards in craft unions for th m to paint public buildings in many of those cities. Vaintenance of panic hardware, locks and door checks were work operations in which sixty per cent of the schools gave custodians instruction. Sliphtly less than one half of the school systers gave custodians instruction in minor plumbing and carpentry repairs. Larger school systems relied on licensed tradesmen to do major repairs. (Use of a plumber's friend to free drains in washbowls of collection in the trap was con- sidered a minor repair while disconnecting the pipe to & clean the drain more thoroughly was considered a major Instruction in carpentry repairs was given custo- dians in about one half of the school systems surveyed while slightly fewer gave their custodians instruction in buildinr and usinr scaffolds. Fourteen school systems 185 EeHH Some SH COHpoSHHmQH wCH>Hu wHOOSOm :mmHsoHE pepooHom 000 HO ommHCQoLem I m EQ EoHH Some CH CoHHossHmcH mCH>HH mHooficm UoHooHem HHCQZH Ho eumpcoohom n R EeHH some CH coHHosspmsH wcH>Hm mHOOCom UopoeHem HHCezp Ho 903352 I wz EmpH Lowe CH COHposapmcH mQH>He mHoonom pepooHem HHHHzH Ho owdpceoaom HIHR .lle,-c.-:;:v.mmHHgmwmw1mH cOHHosmwmeH:mmH»Hm:mwmmmHm maps Ham HHHHHH Ho assess n HH 0: mm HH mm HH m.me 0H H.0H m meHOHHmom HeHms ees eeHeHHsH we om OH oe. mH m.me 0H m.mm 0H HHaH H:Hcaesae w: mo ma mm HH H.00 om 0.0m o moussechsS HCHQESHL oo 00 NH on pH 0.0N Hm 0.0m mH HdeoH vcw eosmcouchE geese Hoop use oawzmpws OHQwQ .mxooq :0 OH :H om 0H O.OH em H.ea sH HcHNaHH soecHH He ow 0H mm HH 0.00 Hm m.me MH HHsHoH egos gnaw ees szHQ GmHHoco> sewage zoecHz OH mm HH 00 NH m.mo mm m.mm eH waHemHeHa> ees meHHchH -- {tam -mz. whim! ...NH. ....HLP!H.HH -..,wm..- .H.-HH....: : I 2.1... nHooeo1.mHe;oseH mHeLe.eH oaezcme wHeLoe mp asaHHaHa -.HoH .OOH He oc mm am - H mmHHHHm wHHHHH H HHWHH e 000 H0 ...,EHHbHHH.s asHsSH?a HcHHOHrga :eHHOHcsm eHHHrueHoe ::HH pose H co T HHH .;Wmawomamwl;cmflppnemfl- «MHoo:c)-ionH%¥©Wy:i “Hoowmm:z-rf.- «z;a:s;: l f--:--t;-; all mmHmmmc @HHQHHSH Hi. Hm GHHVWH moo HQ-BosremHH m Haw HQD B U; c HH>X figade H>mc mcHsa mgoonom zmemcHg QHBQHHQW to mHH_b: 166 mH OH 0m om 3m O: o: MI LII." mHoozom COHHQOHS 000 H0 mmHo>HCD III- I .." EQHH Soww CH COHHosmpmcH wCH>Hu mHoonom EwHHSOHE UmpovHHO 000 HO muwHCmoHOm a mfl EmHH somo CH COHposHHmCH HCH>HH mHoosom @mpomHmm HHQOSH Ho mmmpCmonH H mm SmHH sowm CH :oHHOSHHmcH mGH>Hw mHoonom UmpooHom HHCOBH Ho HoQEsz a ma EOHH Loam CH COHHosgpmcH HCH>Hm mHoozom OOHOOqu HHHHQH Ho mHQHCmoHom n HR 23H mem. .c. H mmHHHEHMHTHcHPHH -WHHOHHUH- .Hafi..mHom Him: Ho H335 u Hz mm H OH m m.mm H H.O m mpCmEmmmn Osw mHsz Ho HCOEHmOLH HCOHHOQOH Hmpwn OH m mH m H.Om O m.mH : wsHpmpmeH m: 0 mH m m.mm 0H O.ON o oocwcmchmE QESQ UCw Haoh on w mm m 0.0: NH m.MH : HHmeH Ucw mocwcechwE psommczon was smsomp o>wm OH OH m: O m.m: mH m.mm H mcoHHmHHmecH HOHHmeH Ucw .HoCSHSO .HOOH Ho mHmc OO mH om O m.m: MH H.Om HH mHHwHQH HHOHHHooHH mm m om 0 0.0H mm m.MH 3 wcHstmo m aux N z N Ow. N 2 HQ H Z How H 2 mHMQMQQH mpafiommm. WWOLOHmH wwo£WUWH u HOH OQHIHO 001mm . fim n m mmHHHHm manHHbH Hmmmzmo .HHHHHOHHHHO .EHHOHQEO wcHHOHmEo VHCHHOHQSOUHHHFHDHHOQ HHOHHhJHm..HmHH E0 WHEBH mHooxom mHoonom mHoonom mHoozom mmHmmHm wZHQHHDH medeH @szmmczoo ZOHBobmemmH mafiHQonDO m>¢w 30 H 2...“... mHoomcm AQHDZHBZOOV HH>N mgmflfl afiuHuon QHBUJHMW mo mmmzbz 1&7 :mHH Some CH CoHposppm LH cchHw mHoonom CwHHSOHz Umpoova 000 to ow apnoopom u m& EopH Loam CH CoHposppmcH HCH>Hmm mHoogom w®H00va mpcvzp Mo ®HHHC®opwm u NW EHHH nowm CH coHpospmeH QCH>Hm .muoHom Gm HomHom hpcozp H: Lmngsz n ma _ ......wa EopH noww CH QoHposgpmcH LQH>HH mHoonom UopooHom hpszp Ho OHHHCoopom % ll tzo--t-- cmmm.cowm CH coHpozppm.cH gmmwwHw mHoorom mmHooHom.:pH.H£p mo ponesz I Hz OH m H OH H 0.0H m I o.QH m HcHHHm: HH mg 0 HH m m.mm H o.m H HgozHOHHH mcHHosH HsHoH MR N?“ NE N1. ma H1 Ha HQ H2 I.MHOOQWM: mPWMWHWW;i mLQALUWW.LmLW£oo¢H mHWLVMWW & iifatf szHsow; , H HJH _ooH Ho .. ooumm .H& --H HHHHHJWHH;,HH HmHHZHu DOC W0 .HCHPOHH‘HHO RCHNAOHQHWHO .WWGHHHHOHQF “WCHHHOHDEQ UZHZKJOZOD ZUHEDDV .mm2H PO mwmeH vugprc.D-- mHooflom oHoogoi .mHoo.:om LHoo£oJ -4 : .. H - Ill“ u- ‘i. O. . 1 ,u I. I ... .. . 0| 'II'I'I" ‘IO‘II‘II‘I -.l' I. | "t-l.l .I'! .1- C. -ll.-. ..!' ."§!I-l- II‘I""I|'"|’ l!.-l CI’III.I.'I-I hill---.. l14“..l. v.l ‘EII umH¢m SUHEE mqoomom ZQQHEUH; QMBOMHMW ho mmmzbz AQHDZHBZOUV HH>N mHm.eii.en.s. :5 heals .....b e used experimentally and results evaluated. The increase w...‘ --.._-—o-.— hu—W of incidence of instruction of custodians necessitates evaluation of the effectiveness of various methods of instruction. villi! ll‘ll‘llll! lHJ. E13190 1’18 I’d BIBLIOGRAPHY August, Kenneth, "Eoiler Room Safety, " National Eng_neer LIII (January, 19h9), 13- -4. .11.“ , "Is A Little Pnowledpe Danperous?" National Engineer, LIII (November, l9h9), 11. Personal letter of Julius E. Barbour to Nrs. Fannie Revell, July 10, 1903. Eeaverton (Michigan) Board of Education, linutes of meeting on August 10,1915. Binrham, w. V. D. and N. Freyd, Procedures in Employment Psycholos New York: NcGraw Hill Book Company, Inc., 1926. 2 7 pp. Bradley, Charles and others, A Suggested TrainingrProLt ram for Public School Custodians. Lansing: State Board of Control for Vocational EduCation, 1929. v + 28 pp. Brainard, Alanson D., Handbook for School Custodians. Lincoln, Nebraska: University of Nebraska Press, 194s. ix + 262 pp. Brown, william T. and Irvin B. Fee, Buildinr Operation and Naintenance Series, Volumes I-X. Los Angeles: Research Publishing Company: 19EE.. _3§6_ pp. Bukovac, Narie Agnes, An Analysis of the Application Form lg the Selection of Ca1eteriag .Jorkers Unpublished Naster's thesis,11ch1ran State Colle e, East Lansing, 19u1. 38 pp. Burtt, H. B., Employment Psycholohy. New York: Houghton Nifflin Company, 1929 net pp. Care and'Naintenance of Steam and Hot w'ater Unit Heaters. Bulle etin 12. Detroit: Industrial Unit Heater AssoCiation, 1952. A pp. CEtte, John T., "Custodians' Relations with the Staff and the Public," School :usiness Affairs, XIV (January, 19MB), 1- -2. 205 204 Chellis, Herbert and others, Information Sheets 1or Custodians. Los Angeles: Frank 11“‘1HS Trade SCnool,1937.1S; pp. Chipman, Cordon, "what True Custodianship Neans," Nations Sphools, XXXIX (September, 19LC), MN, MS. Clifford, Jack H., The Economic and Social Status of Non-T ea chin; Personnel in Iicr i an Pfiblic Schools. Unpublished DCCtor' s *dissertation, University of“ Nichi an, Ann Arbor, 1911u. 329 pp. "lust Custodians Be Old Nen?" American Sc ol Board Journa1,wx September, 19h9), 2 -S. Covert, James C., "Pontiac Schools Custodial Policy," School Nanaggmehg, XIX (October, 1949), 12-3. Crawford, C. C., The Techn D J. gue of Research in Education. Boston: Houphton, ”i 11 i f .11 T—JO”l;’al'l§/, 1823—‘0 310 pp. Daniels, Huel, "Selection of School Custodians" Thir_ty- ILourth A.nnua 1 Conference Proceedings of the Association of ScnoCl Business Of1ici:ls. 1A1»; lazoo, 11chig an: Association of School Business Officials, 1948. Pp. 239-h2. Davenport, N. A., "maintenance of walls and Floors, Proceedin s on Ninth Annual Conference for School Jus- £2d1ans. East Lansing: nicn11an State Colle e, 19 42. Pp. 25:31. Davis, Clyde E., "Selecting and Training the Janitor-Engineer," (\I Janitorial Erain1gg, XII (April, ,AC), 15-20. "Dirty Fixtures lake Light More Expensive," National Engineer, LI September, 19h7) , 699-701. Dressler, F. C., Portland, Oregon School Survey, Yonkers: A‘orld Book Co.pan3, 1915. 607 pp. H lxderson, Edward, "Self Education from Advertising, National Engineer, LIII (February, 1949), 22. fkigj§_Every Service Nan Should.Nnow About Space Heater Service, Form DS TS- 6. Lansing: Duo Therm (Division of Notor wheel Corporation), 1950. 36 pp. 91 ishbein, Norris, "Hy ienic laws of Clea nliness," Janitorial Training, XIII (November, 1948), lh-S. PL) C) \jl Freeman, Otto T., "Selection and Trainin' of Custodians," School Lusiness Affairs, XIV (July,1946), 1-2. Frost, H. D., "Our Short Course for Janitors," National Lducation Association: Addresses and Proceedian. San Francisco, 1911. Pp. 977—992. Carber, J. A., The School Janitor. Jashington: George Washinyton University, 1920. 205 pp. Could, Earvin, Notes an Operation of “team Feating Eoilers and Auxiliaries._ A.ues: Lngineerin3 thension Service, Iowa State Colle e, 1952. 47 pp. Graham, Everett E., "Twenty Years of Light work," Janitorial Trainin,, XIV (October, 1950), 32. Hack, Tnloyd C., "Personnel Hork for Custodial Staff," School Business Affairs, XVI (October, 1950), 3— 4. Halligan, C. D., "Pow to Laintain Attractive Grounds," Proceedinrs of Seventh Annual Conference for School *—' 1 . .fi-—fi******w*— (usloiians. Last Ians1ng: nich1gan State Colle 1941. Pp. 47-50. Halsey, Jilliam D., "Inspection for Safety of Power Plant Equipment, "_Nationa1 Engineer, LI (September, 1947) OSC-év. Halubowicz, William, "fiilwaukee's Successful Lngineers' School," .merican School anrd Journal, CXIII (August, 191(6) 9 2: 24’7- Harmon, Darrell Bovd, Controllinc Thermal Environment of the Coordinated Classroom. Linneapolis: aneywell Company, 1953- 45 pp. Hod 3es, Fenneth "Eoiler Room Safety, " National Engineer, LIII (November, 1949), 20- 3. Hopper, w. 0., "Custodial Efficiency," Janitorial Tra ining, XIII (May, 1950), 3L. HOW to Save loney on Oil Bea ating. Washington: American Pet- roleum Illstitute, 19u3. 29 pp. Hynds, Harold D. "The Importance of School Building Service work," imerican School board Journal, CXIII (October, 1943), 38:H1- 206 Laird, Donald A., The vachology of Selectin Emp 1o\ees, ..J .M‘ Q New York: EcGraw Hill Book Company 1‘237. 390 pp. Lamb, Alfre d C., "boiler ROO‘.n Safety" Proceedin‘s of Ninet: enth Annual Conference for School Custodians. ..- —_. EaSt-Lansin; chisan State Colle e,1952.mPp. 20— 2. "A Traininp Pro; ram for Scnool Custodians," School 9 Eusiness Agfairs. XIV (April, lQLB),1, 6- 8. *C—O-N -— Lemkuhl, Richard, "Smoke-Causative Factors and Corrective Measures," National Enginegg, LIII (November, 1949), 18-20. Linn, Henry H., Leslie C. Ealm, and.K. P. Grabarkiewicz, The School Custodian's Housekeeping Handbook. New York: Bureau of‘PublicatioHs, Teachers Collegm Columbia University, 19nd. xviii + 256 pp. Mathewson, S. E., "A Survey of Personnelihanagement in 195 Concerns," Personnel Journgl, X (January, 1932), 225-31. YcCullough, A. N., "Connecticut's Custodial Training Pro E,ram," School Business Affairs. XI (movember, 19hh), 1 ,h. Miller, Delbert C. and Nilliam E. Form, Igggstrial'Sociol- 031. New York: Harper and Brothers, 1952. X + 876 pp. Moore, Herbert, Ps yc_holo§y for Eusine_ss and Industr New York: cEraw Hill Publishing Comoanv, 1939. 37 pp. Horgan, H. 5., "Interviewing for Selection," Industrial Kanagement, LXI (February, 1921), 159. Kyers, Joe 3., "Public Relations for Custodians," Janitorial Trainins, XIV (March, 1951), —_ “*u-hn Nichols, Harold Lefioy, A CustodLal U‘raining Prograrn for the State of uhio. Cnpublis ned Doctor's dissertation The Oh1o State Jniversity, Columbus, 1953. xi + 281 pp. Nickle, Cecil 3., "Stage Setting and Lighting," Proceedings of Sixth Annual Conference.for School Custodians. East 5*- Lansing: nica1 an State Colle; e, 1939. Pp. h7-h9. Nodland, Arthur, "A Pat on the Back," Janitorial Training, XI (October, 19u7), 30. 207 Penfrace, E. L., "Cross Connections and Back Syphonage," Proceedin s of Sixth A.nnual Conference for School Custodians. East Lansing: nichiganb State Colle e, 19.? 0 Pp. 30‘43. Pesterfield, Charles H., "Considerations to be Understood in the Firing of Coal," Proceedian of Sixth Annual Conference for School Custodia d2§° East Lansing: Lich- igan State Colle e, 19:?. Pp. 43-7- Piping Pointers for Laintenance Men. Chicago: Crane Company, 19hh. 31 pp. Prosser, C. A. and T. H. Quigley, Vocational Education in a Democracy. Chicago: American Technical Society, IQMQ. vi r 575 ppo Reeves, Charles E., An Analvsis of Janitorial Services in Elementary Schools. anublished Doctoral d:issertation, Teachers Colle(e, Columbia University, Lew York, 1925. 212 pp. Renner, Arnold C., "Safety and Fire Hazards in Schools," Proceedings of Seventh Annual Con_ference for Scrool 1910. pp. lu-17. Rice, J. D., An Analitical Survgl_ of Traininc Facilities for Public School Custodians._ Unpublished Doctor's dissertation, Colorado State College of Education, Greeley, 1949. 235 pp. Rix, C. N., "Collected Data on Use of Time by Custodians," Proceedings g£ Eighth Annual Conference for School Custodians, East Lansing: Fichi;an State College, lQLl. 'pr"6:III" Rogers, James F., The School Custodian. Bulletin g. United States Office of Education, .Jd511n ton: United States Government Printing Office, 19 3 pp. Sharer, Robert N., "Repair and haintenance of School Furn- iture at Cleveland Public Schools," Unpublished report given at School for Custodians, The Ohio State Univer- sity, June 15, 1952. Scherer, Francis H., ”How we Select Custodians," Janitorial yraining. XVI (march, 1951), 36-7. 206 n ,l! 1 School Eusiness 1"“:, ‘9‘er aint enance of SCh ool uild s, XIV (hovember, 194 b), Schwartz, H. 1., mprove_ment in 'Eaintenance of Public School Euildin; s. New York: Teachers CClle e, Solu oia Tniver- sity, 192o. 190 pp. Shuter, L. E., A Traini published haster's Columbus, 1941.1 Program for Columbus, Ohio. Un- hesis, The Ohio State University, pp Stoy, John C., "nanaoerial Records and Reports," School and ColleLe hanagcncnt XX (Lovember, 1950), o, 7, 11. ”—n .- wofl¥i Telford, Earion, "S afety Methods and Practices applied to Schools," Proceed1n,s of fln1rtJr-Eourth 1nnua1 Con- ference of Assoc1ation of School Eusiness Officials, Kalaf‘azoo: Association of School Eus1ness L1ficials, 19”-: 0 Pp o 21.3-2-7 o Thompson, L. 0., "How to Pick a Good Custodi an- unrineer," Janitorial Training, XIV (Eebruary, 1950), 44. Tyson, James, Growinfif .-eauti1u1 Lawns. Eulletin 22'. East Lansing: ExtenS1on Service, uica1ran State Collefe 1947. 23 pp. Viles, Nelson E., The Custodian at Work. Lincoli: University -. o 10 ‘ _ r' o“_—-X"—\—" Puol1sc1ny Company, 1941. 1x + 591 pp. , Improving School Custodial Service. in lle etin.Lg. 1;. Office of Education. ”as ington: United States Govern- ment Printing Office, 1949. v + 32 pp. Wilson, 0. M., "The Standardization of Janitor Service," National Education Association: lddrcsses and Proceedingg. Chicago, 1912. Pp. 462-7. Jolfe, Norman A., "annual Report of Assistant SLperintendent -..-.~ .I-O-—--O~ ‘-'-.'-—. 0 of Scnools at Eirm1n han, iiChi itan. December 1,1941. 42 pp. . .- --— ~—..----_ 1r111r1'EL1r1, Nomrath, G. E., LfTicient Eusiness Administration of Public Scho51s. hilwaukee: Eruce 1uolis1ing ’ launy 1952 410 pp. Yur rga aites, Een, "Custodian as Seen from Supervisor's Cfficc," Janitorial Training, XIII (November, 1949), 26-8. APPDED IX 1 Selection and Instruction of Public School Custodians in Selected School Districts Part One THE APPLICATION BLANK The following items constitute a compilation of the information about prospective custodians collected by selected school systems in various parts of the United States. Please check the items of infor- mation your school system now obtains in considering applicants for custodial work. Name“ Addre ss_____ Phone Number“ Birthplace“ Nationality_____ Religious preference_____Marital status_____Home owner or renter____ Years residence in community“ Educational grade completed“ Licenses possessed_____ Hours instruction in custodial mrk____ Willingness to take training in custodial work_____ Name of two or more references_____ List of last three places of employment____ Length of time employed in each_____ Reasons for leaving each_____ Work operation performed at each____ Reasons for applying for custodial po sition_____ Height“ Weight“ Vision_____ Blood Pressure“ Vaccination____ Was serman Test Deformities Rupture or hernia Other 3: 9 O". Selection and Instruction of Public School Custodians in Selected School Districts Part Tw CHARACTERISTICS OF CUSTODIANS The following is a list of characteristics for custodians to possess as stated by leaders in the field of school building maintenance. Will you please check those used is your school system in consideration of applicants for custodial positions. Must never have been convicted of a felony _____Must be a citizen of the United States of America ____Must be able to pass a written examination on custodial work ”Must pass a physical examination by a competent physician “Must be 21 years of age or older ____Must be temperate, industrious, and trustworthy Must indicate by condition of own living premises an interest in well-kept home and grounds ____Must have satisfactory home relationships _____Must have clean personal habits _____Must be emotionally stable _____Must be interested in youth and their problems Must be educable in building maintenance methods 3 Selection and Instruction of Public School Custodians in Selected School Districts Part Three EMPLOYMENT PRACTICES IN HIRING CUSTODIANS The following is a list of the most comonly used practices in the United States in employing custodians. Will you please check the ones used in your school system in selecting custodians. Paid advertisements of Open custodial positionsinserted in local newspapers _____Custodial positions which are open are announced in news *stories in local papers Employees suggest candidates for custodial pesitions School patrons suggest candidates for custodial positions Board of Education members suggest candidates for custodial positions “Federal, state, and local agencies asked to refer applicants “for custodial positions The prospective custodian interviews other custodians and their reactions to him as a prospective fellow worker are obtained _____The prospective custodian visits the building in 1h ich there flexists a vacancy to be filled ___Custodians are hired from a list certified by a civil service “commission Employment concluded in verbal agreement Employment arranged by written contract or agreemsit “Record of employment of custodians entered in the minutes of “Board of Education meeting anloyment begins with a 30-60 day probationary period 1; Selection and Instruction of Public School Custodians in Selected School Districts Part Four METHODS OF INSTRUCTING CUSTODIANS Preparation of school custodians for their duties has been achieved in new cities and states during the past 25 years. A variety of methods used has been listed below. Will you please check those used in your school system. Individual conferences between administrator and custodian Small group or all custodians in a building confer with administrator Meetings of all custodians in the school system with the administrator Meetings of all school employees, i.e., custodians, teachers, cafeteria workers, bus drivers, etc. , with the school administrator Apprenticing all beginning custodians to work under the direction of experienced workers Once a week in-service instruction classes attended by custodians Custodians enrolled at state-wide institutes at Marquette or East Lansing Enrollment by custodians in correspondence classes Custodians study individually or in groups to pass a licensing examination A consultant is employed to assist custodians to do a more effective type of wrk A manual on custodial work is compiled by committees of custodians as a learning experience Information for custodians i's mimeographed and distributed Articles on custodial work appearing in periodicals are circulated among custodians Demonstrations are given by sales personnel of supply companies Instruction is given by nurses, sanitarians, fire inspector, and/or boiler inspectors, etc. Selection and Instruction of Public School Custodians in Selected School Districts Please mail the first four parts of this questionnaire along with Part Five (attached) to: Julius Barbour Continuing Education Service Kellogg Center Michigan State College East Lansing, Michigan Vfiil.you please indicate {Eur reaction to the estionnaire by checking any of the £0 owing statements an indicating on the space provided the name of the custodian who represented your school system by filling out Part Five. Com.letion of the uestionnaire has assisted us in lann fog the selectiongand instruction of school custodians.ing We would like to receive a summary of the findings revealed by tabulation of the questionnaire. we are indebted to who represented the custodians in our school system in completing Part Five of the questionnaire. Please fill out the three lines below: Name Position School District 6 Selection and Instruction of Public School Custodians in Selected School Districts Part Five INSTRUCTION OF SCHOOL CUSTODIANS IN SELECTED CATAGORIES OF WORK Custodians need to know how to perform satisfactorily a variety of work operations. Authorities in the field of building maintenance agree that custodians need instruction in the items listed on the following pages. On the line before each item will you please make a check mark if custodians in your school system receive any instruction in the iten. If they rely upon past experience (before being hired by the present school system) or are given no instruction concerning the item, please do not put a check mark on the line before each item. Section.A Instruction in Safety Precautions Safe use of step and extension.ladders Checking condition of equipment for outside windOW'washing Care to avoid leaving mops and brooms where they might be tripped over Care of toilet and wash rooms to conform with safety standards Safe, slip—proof floors following cleaning and/or waxing Condition of plaster on ceilings Location of light switches, panel boxes, fire boxes and extinguishers, and gas and water shut-off valves _____Sizes and types of fuses for safe usage “Inspection of lamp and extension cords ____;Prevention of circuit overloading on stages, etc. _____Maintaining light in dark stair steps and wells Turning on exit and yard lights in time to prevent falls by persons arriving for*night meetings Possession of and knowledge in use of first aid kit Operating conditions of safety valves, pop-offs, and low water out- offs of boilers 7 ______Opening boiler blowdown valves _____D1tering boilers for summer cleaning ______Ability to check safe water levels in boilers ____Safe operation of hot water supply tanks _____Inspection and repair of playground equipnmt Erection of safe tanporary bleachers Placement and use of guards on moving machinery and saw blades Care in use and storage of strong acids and detergents Operation of incinerators Use of power mover equipment Care of fences on school properties Small stone and snow/ice removal from walks Inspection with binoculars of chimney caps and brickwork Inspection of building exterior for loose slate, mortar, bricks, or overhanging sills Detection and repair of faulty seats, risers and treads Safe disposal of glass, chemicals, paint and refuse Prevention of back syphonagd in plumbing systems I Maintenance of septic tank installations Operation of pumps in flooded areas without electric shorts occurring Energency use of fire extinguishers of all types Enforcing "No Smoking" regulations Duties in case of fire, air raid, or cyclone Maintenance of obstruction-free exits with unlocked, unchained doors Use of flame resistant material in party decorating Flameproofing stage curtains and scenery 8 Emergency first aid treatment for electric shock, etc. Completion of a circuit of the building befbre locking for the night Storage of inflammable materials Extension exhaust use in running gasoline motors indoors Maintenance vehicle traffic across pupil traffic areas Assistance of children across streets near school buildings Section B The Custodian as a Public Relations Agent Operation of building services at night when the public uses school property Compilation for publication of facts concerning summer cleaning and building renovation completed Briefing custodians on facts concerning proposed bond issues Operation of school building, locker and grounds clean-up day or‘week Compilation for publication of names and buildings in.which custodians work Knowledge of objectives and methods of education today Relationships with children and pupils Relationships with teachers, principals, and supervisory personnel Relationships with the public School rules and regulations Wise use of the school dollar spent for building maintenance HI! 9 Section C Heating and Ventilating “Types of boilers, fuel and water heaters ______Safe boiler operation ___Boiler cleaning and/or repair Stoker operation and maintenance ____Operating and maintaining oil burners _____Control of boiler water and/or feed water treatment Maintenance and operation of vacuum pumps Care of unit heaters Valve and trap maintenance Hot air furnace operation and maintenance Maintenance of ventilating fans, plenum chambers, and humidifiers Maintenance of electric, electronic, and pneumatic thermostats Ordering and stocking parts and supplies for emergency repairs Ash handling equipment Methods of determining and using flue gas analysis and stack temperatures Preparation of boilers for summer lay-up and inspection Section D Public Building Cleaning Correct use of cleaning supplies Correct use of cleaning equipment Cleaning classrooms with fixed seats, individual chairs, and tables and chairs Dusting furniture, equipment and trim Swimming pool care Cleaning and maintaining lighting fixtures * indow, door, plate and showcase glass cleaning 10 Cleaning toilet fixtures, partitions, urinals, md wash bowls Cleaning mop sinks and maintaining orderly supply rooms Experimental application for observation of various seals and waxes to designated areas Requisitioning, handling, storing, and packing into smaller lots cleaning supplies Canpiling and posting work schedules Compiling and presenting required records for administrative officials Section E Floor Care ____Kinds of flooring and floor coverings used in school buildings Preparation of subfloors _____laying floors ____Sanding Floors ______Etching and sealing concrete floors Sealing asphalt tile floors Waxing floors Polishing floors Vacuum cleaning floors Push broom sweeping Dust mop sweeping Sweeping with dust cloth over push broom ____Refinishing floors Floor stain removal _____Damp mopping entrance hall floors ____Maintenance of floors over radiant heating pipes Gymnasium floor care Section F Care of Grounds Scheduling outside work _____Leveling and draining yard surfaces _____Eertilizer selection and application _____JSeeding and watering lawns _____Cutting grass Uses of insecticides and chemical weed killers Planting, protecting, pruning and summer care of trees, shrubs, and flowers Care of bituminous and asphalt resurfaced areas Construction and repair of bicycle parking racks Posting and maintaining signs designating parking areas, etc. Football stadiam.and fields Baseball stands and fields Cinder and clay tracks, jumping pits, etc. School forestry areas School camps Flag poles Sidewalk repair Section G General Building Repairs _____Building and using scaffolds _____Ca1king _____Point tucking brickwork _____Painting and varnishing _____yhter repellenttreating wells and basements Window glazing _____Rflndow shade, venetian blind and cash cord repair 12 lock, panic hardware, and door check maintenance and repair .____;Welding _____;we11 and pump maintenance _____fiave trough and down spout maintenance and repair _____;Plumbing maintenance _____Care of roof, chimney and flashing installations _____Plastering Carpentry repairs Electrical repairs Please mail this part of the questionnaire when it has been completed to: Julius Barbour Continuing Education Service Kellogg Center East Lansing, Michigan Please indicate your reaction to this part of the questionnaire by checking any of the following statements: Completing this part of the questionnaire has assisted us in planning for instruction of custodians ‘we would like additional copies of this part of the questionnaire Our school system has been represented by: in checking Part V of the questionnaire. AVE? 13 '56 Nov 8 ‘sa inning 5 0,; [W4 go "I7'1!li'flill'lll'lill“