Although the Placement Bureau is still in its infancy, some results may be recorded. It is already in touch with some 700 employers, about 550 having been personally visited. The table below gives the facts as to placements in former years, and may be interesting for comparison.
GIRLS PLACED AND REPORTED UPON
--------------------+-------------+-------------+--------+ | By Self or | By Alliance | | | School. | Employment | Total. | | | Bureau. | | --------------------+-------------+-------------+--------+ | | | | 1902 | 0 | 0 | 0 | | | | | 1903 | 39 | 7 | 46 | | | | | 1904 | 52 | 36 | 88 | | | | | 1905 | 29 | 61 | 90 | | | | | 1906 | 22 | 81 | 103 | | | | | 1907 | 10 | 77 | 87 | | | | | 1908 | 119 | 39 | 158 | | | | | 1909 By school | 157 | 1 | 158 | | | | | +-------------+-------------+--------+ | | | | | 428 | 302 | 730 | | | | | --------------------+-------------+-------------+--------+
This refers merely to the original or first placement of a girl. The total of _re_-placements for 1909 was an additional 230, including those of many former pupils who had heretofore placed themselves or been placed by the Alliance Employment Bureau.
The crucial question of wages is one that is extremely difficult to deal with in brief. The accompanying table gives a very general statement as to the range of wages obtained by graduates and the future possibilities in their trades, and read in the light of the comment below it is as specifically accurate as any "summary" can be.
---------------+--------------------------+--------------+---------------- Trade. | Wages When | After Two to | Future | First Placed. | Five Years. | Possibilities.
---------------+------------+-------------+--------------+---------------- | 1903 | 1909 | | | | | | Dressmaking | $3 to $5 | $4 to $6 | $6 to $13 | $25 or own | | | | establishment | | | | Millinery | 2.50 to 4 | 4 | 5 to 15 | 12 to 25 or own | | | | establishment | | | | Operating | 3 to 6 | 4 to 11 | 6 to 25 | 15 to 40 | | | | Novelty | 4 to 5 | 4 to 9[A] | 6 to 11 | 18 to 25 | | | | ---------------+------------+-------------+--------------+---------------- | | | | Art since 1907 | 5 to 8 | 4 to 7 | 7 to 15 | 20 to 30 | | | | ---------------+------------+-------------+--------------+----------------
The column for 1909 shows that at last a minimum wage of $4.00 has been established for all the trades named, even Millinery. There are exceptions, but they are almost always due to some special disability on the part of the girl, and do not fairly affect a statement regarding the wage for girls of normal capacity, who have done satisfactory work during their course. The small percentage of pupils who fall below $4.00 for their initial wage are those who either did not complete the school course, or who did poor work, or who are subnormal mentally or handicapped physically, or can work only an eight-hour day because they are under sixteen. It is true that when they are obliged to start on piece-work instead of a week-wage their earnings may fall below our minimum for a short time, but the first week or two is in that case not usually a fair test of the girl"s training or ability. Some little time is necessary for the readjustment involved in the change from school to workroom, and especially for attaining the "speed" necessary to earn a fair wage on trade piece-rates. The compensating advantage is that when she does begin to "make good" her improvement is usually registered in her earnings more quickly and accurately than it would be by the safe but slowly advancing "week-work." If after two weeks, however, the girl is earning less than $4.00, and thinks she "never can make out there,"
she is given an opportunity to change her place. But very often there is a sudden jump in earnings after ten days or so, as the girl gains confidence and speed. (One pupil earned $3.97 her first week on b.u.t.tonholes, and over $7.00 the second.) Another point to be considered in connection with the wage is the length of the season and the duration of any one place. The comparatively steady work and regular, if small, advance in the dressmaking, for instance, will often counterbalance the larger week-wage or piece-work earnings of the trades where the season is short or the positions of uncertain duration.
On the "rate of advance" in wage the Bureau is as yet too young to make any general statements.
Students" Aid
On account of the extreme poverty in the families of many of the students, some system of aid has always been necessary. The manner of giving it has changed, however, that it may be free from all tendency to pauperize or to deprive the recipient of self-respecting effort. At first it took the form of a scholarship, paid at the school every week, in equal amounts, to each student. A few months" experience, however, showed that it would be better to require a month"s apprenticeship without pay. If after that the girl was allowed to continue her course, she was given a dollar a week during her second month. Each month thereafter the amount was increased according to the skill and good spirit which were evident in her work. The maximum amount a student could receive in one year was $100.
Early in the second year it became clear that a still more radical change was advisable, and a plan was adopted whereby the need of the girl"s family became the only basis upon which money was given. A committee was formed, whose membership was composed princ.i.p.ally of workers from the leading social settlements. Each applicant for aid was referred to the member of the committee living nearest her home. An investigation was made by the settlement worker, and aid was given in proportion to the necessity, varying in amount from car fare to the equivalent of a small wage. The girl went weekly to the settlement for the money. In this way the aid was separated as far as possible from the school atmosphere, and it was made clear to the girls and their families that the money was in no sense pay for work. As indicative of this change in viewpoint, the term "Scholarship" was replaced by that of "Students" Aid." In addition to its other advantages, the new method reduced the cost for aid to less than one-half of its original proportion.
Since this time the aim has been always the same--to aid the girl handicapped by poverty so that she might prepare herself for efficient wage-earning. A member of the school staff is secretary of the Students"
Aid Committee, and she knows personally every applicant wishing aid, and makes the initial visits and investigations. This plan has proved advantageous in making a closer connection between the school and the home, and in securing a more uniform standard of relief.
The Students" Aid Committee consists at present of representatives from sixteen settlements, who meet twice a month to discuss and decide upon the merit of each applicant. If aid is granted, the girl is a.s.signed to the settlement nearest her home and goes there weekly for her money. An envelope showing the amount due the girl is sent from the school to the settlement worker, and on this is indicated any absence or tardiness. It is one of the duties of the member of the committee to inquire the reasons for any irregularity in attendance, and, if necessary, to report to the parent. In addition, each settlement worker renders valuable service by giving friendly oversight to the girls and families in her group, by doing as much for their welfare as time will allow, and by reporting any unusual conditions to the Students" Aid Secretary.
Students are at times sent to the school for instruction with a request for aid from some charitable inst.i.tution, church, hospital, school, or settlement which knows and is interested in the family; but, in general, a girl needing financial help comes without such recommendations, and consequently a more thorough investigation of the case is necessary.
Inquiry is always made at first of the Charity Organization Society, in order to learn whether her family has received or is receiving other relief. The "trial month" without aid gives time for the gathering of facts about the family, and for a test of the girl"s ability and character. Aid is never promised to a girl before her admission.
A useful method has been worked out for determining the amount of aid which may be given in any one case. The total amount of the family income is obtained, and from it are deducted the fixed expenses for rent, insurance, and car fare. From the remainder the per capita income is found which must provide for all other expenses, that is, for each person"s share of food, clothing, light, fuel, medicine, and all incidentals. It was estimated that a family could not maintain a decent standard of living on a per capita income of less than $1.50 a week.
Although each case is considered on its merits, aid is almost always given when the per capita income is less than $1.50; in some special cases it is granted when the income exceeds this amount. The following table shows the income of the seventy-eight families that were being aided by the school on June 3, 1909.
------------------+-------------------- Weekly per Capita | Number of Families.
Income. | ------------------+-------------------- | $ .00 to $ .49 | 16 | .50 to .99 | 26 | 1.00 to 1.49 | 20 | 1.50 to 1.99 | 10 | 2.00 to 2.49 | 3 | 2.50 to 2.99 | 1 | 3.00 to 3.49 | 2 | ------------------+--------------------
Relief given by charitable inst.i.tutions has not been included in this income.
Each girl receiving aid is told the reason for its bestowal in such a way that she will neither look upon it as money earned nor feel humiliated as a recipient of charity, but will understand that it should mean for her an opportunity to obtain a good education. It therefore is inc.u.mbent upon her to show a realization of its value by becoming a responsible and earnest worker. Students receiving such a.s.sistance are expected to attend regularly, unless for excellent reasons, and the reports from their departments must be satisfactory in regard to their work, att.i.tude, and effort. If a girl varies from this standard and, after talking with her or with one of her parents, no improvement follows, the aid may be suspended or withdrawn. Improving circ.u.mstances in a family occasionally make it possible to decrease or even to give up the aid. On the other hand, it is often found necessary to ask additional a.s.sistance from special philanthropic sources when the need is very great.
Night Cla.s.ses
Night continuation cla.s.ses are a part of the aim of the school. They have offered training in expert parts of the Operating, Dressmaking, Novelty, Millinery, and Art trades. The cla.s.ses were well attended, the work successful, and continued application for the renewal of the instruction has been received. This cla.s.s of education requires the most skilled teachers and is consequently expensive. Lack of money to conduct both the day and the night work adequately has made it necessary to close the night cla.s.ses temporarily. There is every reason to hope, however, that they will be reopened in the near future, with still greater facilities for teaching the advanced parts of the trades.
Student Government
The Student Council concerns itself with the government of the school, the aim being to place it as far as possible in the hands of the students. It also a.s.sists in developing their sense of responsibility.
The Council is composed of representatives elected from each cla.s.s, who have been chosen for their executive ability and good character. They meet once a week with one of the supervisors to discuss questions of general school discipline and regulations. Each member is responsible for maintaining order in her cla.s.s when it is not under other supervision, for settling disputes among the girls, and for reporting disobedience to school laws.
Graduate and Department Clubs
Some form of alumnae a.s.sociation has been in existence since the end of the first school year. This important phase of the Trade School work is now thoroughly organized, and gains for us the warm cooperation of those who have benefited by the instruction. The Graduate a.s.sociation includes those who have received the certificate of the school; the department clubs, however, are more democratic, and admit to membership any girl who has been in attendance. These a.s.sociations work together for the benefit of the school. They hold frequent business as well as social meetings. They plan definite ways for getting in touch with Manhattan Trade School girls who are just entering trade, in order to help them to adjust themselves to their work and to increase in them loyalty and responsibility to the school; for improving themselves and working girls in general by discussing topics of interest concerning their trades, and by giving entertainments which are of real interest and value. They have carried out schemes for adding to the general finances of the school or for obtaining money for special objects, such as shower baths for the gymnasium. They have given several suppers to bring the faculty and former students together, in order to discuss informally trade and school matters.
FOOTNOTES:
[A] This maximum is not in paste or glue work, but in the silk lampshade trade.
PART II
REPRESENTATIVE PROBLEMS[B]
The organizing of a girls" trade school in any given locality necessitates the meeting of many problems of a serious nature. Some of these appear immediately and require consideration before a satisfactory curriculum can be developed, but most of them are hydra-headed, and one phase is no sooner settled than another arises. Attention must be given to them whenever they come if any progress is to be made in solving the question of the broadest and yet most practical education for the girl who must earn her living in trade. These problems are so connected with the keenest yet most obscure social and industrial questions of the day on one hand, and, on the other, with the future of the race, that they are often very puzzling. Some of them can never be entirely settled, though they can be temporarily adjusted to immediate needs. The following are selected as representative.
Direct Trade Training
Many schools of a domestic or technical nature have been opened in the United States, but the instruction in them is for the home or for educational purposes rather than for business. The trades, if they are represented at all in these schools, are general in character, covering often many branches of an industry in a short series of lessons, and not having the particular subdivisions and special equipment which are found at present in the regular market. Employers of labor have not been favorably impressed with the practical usefulness of the graduates in their workrooms. As the sole reason for the existence of the Manhattan Trade School is to meet this requirement of employers, and therefore to develop a better cla.s.s of wage-earners directly adapted to trade needs, the instruction must be in accord with methods in the shops and factories of New York City. Such specific trade education for fourteen-year-old girls was new, and therefore the problem of organization had to be faced for the first time in America. Careful study of the workrooms and the industrial conditions of New York City was essential before the aims or the curriculum could be decided upon and the school could be opened for instruction. Furthermore, if the training is to be kept up to date this study of trade conditions must not cease, and readjustments of the curriculum must equal the changes taking place in the outside workrooms. Consequently these problems must be met repeatedly.
Need of Preliminary Training
On beginning the trade courses at the school a difficulty was discovered immediately which brought home the truth of the complaint made by trade that young workers are utterly incompetent. The students coming to the school were allowed by law to enter trade, as they had met all requirements for obtaining their working papers, but they were not found to have sufficient foundation to begin the first simple steps at the school without some preliminary training. The defects which were especially evident were: (1) lack of sufficient skill with the hand; (2) inability to utilize their public school academic work in practical trade problems; (3) dullness in taking orders and in thinking clearly of the needs which arise; (4) absence of ideals; and (5) need of knowledge of the laws of health and how to apply them. Preliminary, elementary instruction in all of these subjects had, therefore, to be organized and given to the entering students before they could begin upon their true trade work. Such instruction is and will continue to be necessary unless the public elementary school arranges to give, between the fifth and eighth grades, a more satisfactory preparation to those who must earn their living. The Manhattan Trade School has been obliged to give from two to eight months to elementary branches of instruction alone. The kind of work needed varies constantly with the condition of the students. Every one requires some of it, but many must take months of tutoring. Public instruction could readily give the practical academic work which the school has organized. Such instruction would not only directly help the pupils who must leave early to work, but would lay a good foundation for the vocational education which is being planned for the early years of the public secondary schools.
Vocational Training
As the courses at the Manhattan Trade School developed, an intermediate phase between the preparatory work and the direct trade training took definite shape. This middle ground partakes in many ways of trade processes and lays a good foundation for shop work. It utilizes the early education, gives point to it, awakens in the student enthusiasm for her chosen trade, and shows her that it is worth her while to work hard if she would succeed. It takes from four to eight months, according to the student"s ability to meet the requirements. Public instruction could also develop this intermediate field to advantage for those who, not wishing to enter the regular high school course, would be glad to avail themselves of further practical education. Such occupations for women as cooking, sewing, garment and dressmaking, millinery, laundry work, home nursing, household administration, care of children, novelty work, electric power operating, salesmanship, and other interesting activities can well be offered in Vocational Education. As the student in her chosen field plans, considers expenses, and contrives to utilize her material she gains skill, adaptability, judgment, and the true basis of criticism. The world"s work interests her as its meaning becomes clear through her own experiences, and she begins to see ways to better her condition and to be a factor in the improvement of her home. She appreciates the value of her early education, and finds it worth while to think clearly and to act wisely; she listens to instructions, asks sensible directions, and goes to work without waste of time. The elementary and intermediate training just described, which the school found it must give preparatory to its real trade instruction, has proved advantageous as an introduction, for the student can now quickly adapt herself to the work in the school shops, as she possesses the foundation qualities needed to make the best worker. She has to begin at the simplest trade work, to be sure, but can rise as rapidly as she shows ability. She has been carefully watched by her instructors and turned gradually in the direction best fitted to her.
Trade Shops
Offering courses in many varieties of trade work exactly as they are found in a city like New York has many recurring difficulties, as has been before stated. The constant and rapid adaptations to fashion, the new mechanical devices introduced, and the labor situations are factors to be considered. The management must be ready at a moment"s notice to change, increase, or drop work according to the demands of a fickle market. It would seem, therefore, that at present the problems of the school trade shops are of too serious and unsettled a character for adequate solution by public instruction as at present organized, for (1) it would be difficult to persuade the ma.s.s of taxpayers that added tax rates are advisable for beginning a continually altering form of education which has not yet commended itself to all employers or to all wage-earners, and which must be more or less expensive; (2) the usual public school committee man knows little of trade conditions, and would probably be averse to allowing a school the freedom to change at will its course of study and even the very trades it teaches; yet, on the other hand, if the trade school must wait for board action before altering its plans, it would prejudice the value of its instruction, which must be flexible if it would train its students directly for the market; (3) the impossibility of obtaining its teachers from the usual "waiting list" and the difficulties attending the selection of a satisfactory teaching force.
The possibilities for offering highly specialized, skilled work are great, but the poverty of the students limits their time at the day school. To help all girls who work, and who wish to get ahead, night cla.s.ses have been organized from time to time, and during the day also temporary instruction is offered to any one who has a slack time in her trade. As the school is organized into trade shops, with the same specialization as in the market, a student can enter or be placed from almost any point. This increases its usefulness but complicates its management.
Obtaining and Training Teachers