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DEPARTMENT OF THE INTERIOR 
 
 U BUREAU OF EDUCATION 
 
 BULLETIN, 1922, No. 24 
 
 THE SCHOOL JANITOR 
 
 A STUDY OF THE FUNCTIONS AND ADMINISTRA- 
 TION OF SCHOOL JANITOR SERVICE 
 
 By 
 
 JOHN ABSALOM CAREER 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 
 1922 
 
ADDITIONAL COPIES 
 
 OF THIS PUBLICATION MAY BE PROCURED FROM 
 
 THE SUPERINTENDENT OF DOCUMENTS 
 
 GOVERNMENT PRINTING OFFICE 
 
 WASHINGTON, D. C. 
 
 AT 
 
 10 CENTS PER COPY 
 
 LIBRARY OF CONQRi88 
 
 NOV 9 -19?^ 
 
 DOGUMKNTS UIVlHION 
 
(J 3 CONTENTS. 
 
 Chapter I. — Introduction : Page. 
 
 1. Reasons for making the study 1 
 
 2. Objects of the study . 1 
 
 (a) Administration of janitor service 1 
 
 (6) Functions of the school janitor 1 
 
 3. Plan and method of study 2 
 
 (a) Research of literature .i 2 
 
 (J) Questionnaire 2 
 
 Text of questionnaire 2 
 
 Number of returns and method' of treatment 3 
 
 Chapter II. — Importance of the school janitor's position : 
 
 1. Development of the janitor service 3 
 
 2. Safeguards valuable property 4 
 
 3. Sets housekeeping standards .- , 4 
 
 4. Moral influence of the janitor 5 
 
 5. Control over health conditions 5 
 
 6. Relation to fire hazards and safety 6 
 
 Chapter III. — Administration of janitor service : 
 
 1. Selection and appointment 7 
 
 (a) Methods used 7 
 
 (6) Physical examination 7 
 
 (c) By whom recommended 7 
 
 {d) Standards of efficiency 8 
 
 2. Compensation of janitors . 9 
 
 (a) Salaries paid . 9 
 
 (&) Compared with salaries of teachers 10 
 
 (c) Basis for determining compensation 10 
 
 (d) Number of rooms not an equitable basis- 11 
 
 (e) A standard rate for each class of work 12 
 
 (f) The Boston schedule 13 
 
 3. Janitors' quarters 13 
 
 (a) Living quarters 13 
 
 (6) Office room 14 
 
 ■a. Rating and promotion of janitors 1.5 
 
 (a) Methods of promoting 15 
 
 (&) Keeping service records ,^ 16 
 
 (c) A practical plan 16 
 
 5. Tenure 17 
 
 6. Method of employing and paying assistants 18 
 
 7. To whom janitors are responsible, and their supervision 19 
 
 (a) To whom responsible 19 
 
 (6) Supervision 20 
 
 III 
 
IV • CONTENTS. 
 
 Chapter III. — ^Administration of janitor service — Continued. page. 
 
 8. Instruction and training of janitors 20 
 
 (a) Little opportunity for instruction 21 
 
 (&) Schools, classes, and conferences recommended 21 
 
 (c) Some methods used 22 
 
 Programs of three conferences 22 
 
 Subjects of 17 lectures 23 
 
 Outlines of short courses 24 
 
 (d) Regular programs needed 25 
 
 Chapter IV. — Functions of the school janitor: 
 
 1. Daily cleaning of floors 26 
 
 (a) Vacuum cleaners 26 
 
 (&) Sweeping compounds 27 
 
 (c) Oiled brush 27 
 
 {d) Dry broom 28 
 
 (e) Tests of various methods of cleaning _ 28 
 
 2. Periodic cleaning and treatment of floors 30 
 
 (a) Scrubbing floors — j. 30 
 
 (&) Oiling floors 30 
 
 3. Dusting 32 
 
 (a) Prevention of dust 32 
 
 (b) Fresh-air chambers 33 
 
 (c) Frequency in dusting 33 
 
 (d) Methods employed 33 
 
 (e) Why dust is dangerous 34 
 
 4. Washing windows 34 
 
 {a) Frequency , 34 
 
 (&) Testing different conditions 35 
 
 5. Cleaning toilets 36 
 
 Chapter V. — Rural school janitors: 
 
 1. The Ohio survey 37 
 
 2. The Illinois survey 39 
 
 3. Janitor work by teachers 40 
 
 4. Centralized schools 40 
 
 Chapter VI. — Summary of results and conclusions: 
 
 1. Relative to the importance of the position 42 
 
 2. Relative to adminstration 42 
 
 8. In relation to functions of the janitor 43 
 
 4. Standardization 44 
 
 Chapted VII.— Bibliography 45 
 
 Appendix A. Sample examination questions 47 
 
 Appendix B. Regulations for the cleaning and care of school buildings and 
 
 grounds--. 48 
 
 Appendix C. The Boston salary schedule 51 
 
THE SCHOOL JANITOR: A STUDY OF THE FUNCTIONS 
 AND ADMINISTRATION OF SCHOOL-JANITOR SERV- 
 ICE/ 
 
 Chapter I. 
 INTRODUCTION. 
 
 REASONS FOR MAKING THE STUDY. 
 
 There are three reasons why the following study of the school janitor service 
 has been made: 
 
 1. The importance of the janitor's position in a modern school system. 
 This is seen by a consideration, especially, of his relation to the up-keep 
 and sanitation of buildings in his charge, the health and safety of their 
 occupants, the educative value of the janitor's work, and his influence upon 
 pupils from a moral standpoint during the years most vital in the formation 
 of character. These various relations are discussed in some detail in Chapter II. 
 
 2. The nonappreciation of the janitor's importance on the part of school 
 officials and the public generally. 
 
 3. No comprehensive study of the subject has heretofore been made. 
 
 From these considerations, the need fOr such a study seems conclusive. If 
 school boards, superintendents, principals, teachers, parents, and janitors them- 
 selves can be led to understand and appreciate the importance of the janitor as a 
 responsible school officer, and can be shown wherein the service should be im- 
 proved and the methods by which this may be accomplished, it is believed that 
 a valuable service will have been rendered to the cause of public education. 
 
 OBJECTS OF THE STUDY. 
 
 In pursuing the study there have been two main objects of investigation, as 
 follows : 
 
 1. The administration of school janitor service. 
 
 2. The functions of the school janitor. 
 
 The data and discussion in relation to administration are embraced in Chap- 
 ter III, and include such matters as the selection and appointment of janitors, 
 their compensation, living and office quarters, rating and promotion, tenure, 
 method of employing and paying assistants, to whom janitors are responsible 
 and their supervision, and the instruction and training of janitors. 
 
 Matters relating to the functions of the janitor are included in Chapter IV, 
 under the general headings of daily cleaning of floors, periodic cleaning and 
 treatment of floors, dusting, washing windows, and cleaning toilets. 
 
 1 Numbers in parentheses in text refer to items of bibliography, p. 45. 
 
2 THE SCHOOL JANITOR. 
 
 PLAN AND METHOD OF STUDY. 
 
 Two lines of investigation have been pursued, under the following plan and 
 method : 
 
 1. First of all, thorough research was made through the literature bearing 
 on the subject, and any data which seems to be valuable and pertinent are 
 either included or refei'ence is made to them. In the bibliography. Chapter 
 Til. will be found what is believed to be a fairly complete list of references to 
 publications containing information of any importance on janitors aud janitor 
 service. These references are all numbered, and when a citation to any 
 of them is made in the text, it is by the number corresponding to siieh pub- 
 lication in the bibliography. The sources embraced in this part of the 
 investigation may be grouped in five classes, as follows : 
 
 (a) Books on school hygiene, which, as a rule, contain a chapter each on 
 school housekeeping. 
 
 (h) Books on school administration, some of which also contain chapters 
 on the cleaning and care of school buildings and grounds. 
 
 (c) Educational surveys. More than 50 school surveys were examined — all, 
 in fact, of any importance that have been made, so far as could be determined. 
 Most of these make some reference to the janitor service. About 25 of them 
 contain data of more or less value in showing the actual conditions in the 
 janitor service as found by the various survey experts and specialists, 
 
 (d) School reports containing information on the subject. 
 
 (e) Special articles in periodicals and in proceedings of educational asso- 
 elations on various pbases of the school janitor question. 
 
 2. The second source of information was the replies received to a question- 
 naire sent to the superintendents of schools in all cities having a population of 
 2,500 or more. Following is the text of the questionnaire : 
 
 1. Are janitors selected and appointed by civil service or merit system? 
 
 (a) If so, send sample list of examination questions or your standard of require- 
 ments. 
 
 (■6) If not so selected, wlio passes upon qualifications of applicants and recommends 
 them to scliool board for appointment? 
 
 (c) Is a physical examination required? 
 
 2. Are janitors promoted on basis of merit or len^h of service? 
 
 If upon merit, who makes recommendation for promotion? 
 
 3. Do you have any school or classps for the instruction and training of janitors, either 
 
 before or after appointment? 
 If so, what method is followed? 
 
 4. Do the janitors employ their own assistants? 
 
 5. Who pays janitors' assistants? 
 
 6. Are janitors employed for the entire year, or for the school term only? 
 
 7. Give salaries of janitors. 
 
 (a) Highest. 
 (&) Lowest. 
 (0) Average. 
 
 8. State the basis, or bases, upon which the compensation of janitors is fixed. 
 
 9. Are janitors paid additional amounts for extra service, e. g., when buildings are used 
 
 by civic bodies? 
 
 10. Are janitor.s, in addition to salary, provided with living quarters? 
 
 11. To whom are janitors responsible? 
 
 12. What mpthod of cleaning flooi-s is employed 7 
 
 («) Ordinary dry bi'oom? 
 
 (&) Brush or broom with use of sweeping compound? 
 
 (c). Oiled brush? 
 
 (d') Vacuum cleaner? 
 
 13. How often are floors scrubbed? 
 
 14. (a) Ave floors oiled? (6) If so, how often? (c) IIow is oil applied-i 
 
 15. How often is dusting done? 
 
SCHOOL JANITOE S POSITION. B 
 
 16. What melliod of dusting is used? 
 
 (a) Feather duster? 
 
 (&) Damp cloth? 
 
 (c) Any other method? 
 
 17. How often are windows washed? 
 
 18. How often are toilets cleaned? 
 
 19. To what extent does the janitor have responsibility for discipline of pupils upon 
 
 school premises? 
 
 20. Are janitors unionized? 
 
 Kindly send copy of school hoard rules and regulations regarding janitors, and 
 special reports, if any, relative to janitor's work. 
 
 In reply to this questionnaire 1,109 returns were received. All answers 
 were first carefully tabulated under their proper headings, and summaries were 
 then made of all replies to each question. The data thus summarized appear 
 in the various sections to which they belong throughout the study, together 
 with whatever interpretation and discussion they seem to require. 
 
 A summary of results and conclusions growing out of the study will be 
 found in Chapter VL 
 
 Chapter II. 
 IMPORTANCE OF THE SCHOOL JANITOR'S POSITION. 
 
 Some well-known specialists in education are of the opinion that the janitor 
 is about the most important person in a school system. Doctor Dresslar says : 
 " The janitor of a modern school building is, next to the principal, perhaps 
 the most important officer in the school" (30). Terman expresses the same 
 opinion in the following language : " The position of janitor is a very responsi- 
 ble one ; no other individual about the school building, unless it is the principal, 
 has so much influence over conditions which affect the health of pupils (3). 
 Another eminent school authority says : "A good janitor is harder to replace 
 than a good teacher, and in most cases than a good principal" (1). 
 
 These statements are not extravagant. Most people, however, fail to realize 
 their truth ; in fact, most people never go so far as to give the subject any 
 thought at all — not even the mothers and fathers of the children. That 
 school boards do not have an adequate conception of the importance of the 
 janitor as a school officer is evidenced by the fact that most janitors are still 
 selected and appointed for personal or political reasons rather than on the 
 basis of merit ; and, strange to say, a great many superintendents and principals 
 also fail to appreciate the importance and responsibility of the janitor as* a vital 
 factor in education. 
 
 DEVELOPMENT OF THE JANITOR SERVICE. 
 
 The cause for the nonappreciation of the janitor's position is not far to seek. 
 It is due to the failure to realize that the requirements in this branch of the 
 public service have grown along with the advancement we have made in educa- 
 tional matters generally, and especially in the matter of school buildings. In 
 the days when almost any kind of a building was good enough for school pur- 
 poses, the question of the janitor was not so important. About the only duties 
 he was expected to perform were those of building fires and sweeping. Now 
 there are literally scores of duties for him to perform, many of which are not 
 usually considered by those who employ him. This development of the janitor's 
 duties, both in variety and importance, makes it necessary that he now be 
 
4 THE SCHOOL JANITOR. 
 
 classed as a responsible and intelligent school officer, technically qualified to 
 manage a modern school building, and with knowledge and skill in handling 
 and caring for its expensive equipment. Following are five general require- 
 ments showing the impoi'tance of the janitor's relation to the school and its 
 management. 
 
 SAFEGUARDS VALUABLE PROPERTY. 
 
 It is a matter of no small importance that the care and safeguarding of 
 valuable school property rests upon the janitor. A man who is charged with 
 the management and care of a building worth, say, $200,000, a heating plant 
 worth $30,000, and other mechanical equipment worth perhaps $25,000, is a man 
 of some importance in the community ; and hundreds of janitors have charge 
 of school plants costing many times more than the figures given. Moreover, the 
 janitor is responsible for keeping a check on the use of fuel, light, water, and 
 supplies to the amount of many thousands of dollars every year. The common 
 practice of selecting persons who are not suited for the positions, either by 
 nature or training, has frequently resulted in inefficient service, wasted sup- 
 plies, and early deterioration of valuable school plants — to say nothing of the 
 indirect but far-reaching results which show themselves in school fatigue, 
 languor, sickness, and more or less permanent physical defects which the chil- 
 dren develop while in school and carry with them through life. 
 
 SETS HOUSEKEEPING STANDARDS. 
 
 In the second place, the janitor sets the housekeeping standards of the 
 school. He is to the school what the housekeeper is to the home. His work 
 in setting conditions of right living is valuable as a fundamental means of 
 education. He not only sets standards of cleanliness and sanitary condi- 
 tion of floors, windows, toilets, basements, etc., but he also has large con- 
 trol over the attractiveness of rooms, yards, lawns, and the entire premises. 
 The investigation shows that some buildings are not kept in a neat and 
 cleanly condition, either inside or out, and that the grounds often present 
 a ragged and unkempt appearance. In one city having a population of 
 157,000 (27), in addition to the usual accumulations of useless d6bris, the 
 basements of school buildings are being used as henhouses. In other cities 
 both buildings and grounds are clean, attractive, and everything is in order. 
 
 Obviously, one of the school's chief duties is to inculcate in our children 
 a taste for neatness and cleanliness, as well as an intelligent understanding 
 of their importance. This should be done both by precept and example. 
 Children from homes where housekeeping standards are high should not have 
 them lowered at school, where they are supposed to prepare for right living; 
 and children frOm homes in which the standards are too low should be 
 shown at school, as far as i)ossible, what correct housekeeping is. It is cer- 
 tain that the conditions under which children live in these schoolhouses 
 for 5 days a week, 9 months a year, for 8 or 12 years, have much to do with 
 establishing their own standards and habits of cleanliness and order when 
 they leave school and set up homes of their own. Doctor Putnam is probablj 
 not far wrong in saying that we have been running our schools too much 
 under the impression that they exist mainly to get children through the grades, 
 or graduate them from high school, or prepare them for college, or train 
 them to make money, instead of keeping in view the true object — "to make 
 good mothers and fathers of better children" (5). 
 
SCHOOL janitor's POSITION. ' 5 
 
 MORAL INFLUENCE OF THE JANITOR. 
 
 Again, the janitor's position in the school is important from the moral stand- 
 point. The fact should be constantly borne in mind that we place in our 
 school buildings practically every citizen of the country at his most critical 
 age — the age not only of most rapid physical growth and development, but 
 the age when moral and intellectual standards are set up, and when character 
 and ideals are formed. The janitors who preside over these buildings neces- 
 sarily come in close and intimate association with teachers and pupils, afford- 
 ing daily opportunity for moral service which must be tactfully and wisely 
 performed. The reports received show that in 60 per cent of the cities the 
 janitors have direct responsibility for discipline of pupils upon school premises. 
 This responsibility extends all the way from merely reporting misdemeanors 
 and irregularities to teachers and principals, to general supervision and 
 authority at all times. In many cases the janitor has the same authority as 
 teachers for discipline during school hours, particularly at recess and noon, 
 and even greater responsibility before and after school. No teacher in a 
 school comes into more vital contact with the boys than the janitor, especially 
 in and around boys' toilets, in basements, corridors, and on the grounds. The 
 position of school janitor, therefore, is not the place for a man of uncertain 
 reputation or doubtful integrity ; but along with his special training he should 
 be a man of high intelligence and sterling character. 
 
 LARGE CONTROL OVER HEALTH CONDITIONS. 
 
 The janitor of a school building derives m-uch of his importance from the 
 large control he has over health conditions in which pupils and teachers must 
 live. It is now generally recognized that the physical development of the 
 child is just as important as the mental. Physical environment is the most 
 important factor in the health and physical well-being of pupils; and the 
 school officer who has most direct and continuous charge and control of the 
 physical environment of school children is the janitor. The two details of 
 environment wnich most affect health, as well as efficiency, are sehoolhouse 
 cleanliness and sehoolhouse air; and, both cleanliness and the kind of air 
 which children must breathe while in the building — its temperature, moisture, 
 degree of dustiness — depend largely upon the janitor. 
 
 Nervous disorders, dullness, pallor, colds, catarrh, and a group of symptoms 
 called " school fatigue," have come to be recognized as common accompani- 
 ments of the educative process. Under these conditions, diphtheria, pneumonia, 
 and tuberculosis more easily develop. It is probable that the overheated, ex- 
 cessively dry, dusty, and otherwise vitiated air of the average schoolroom, where 
 children are compelled to congregate and where their health habits and ideals 
 are formed, is largely responsible for the prevalence of these disorders, not 
 only in school but also in after life. Moreover, diseases are frequently spread 
 either by the germs being transmitted from one person to another through the 
 air, or by a well person coming in direct contact with disease germs that have 
 been deposited on desks, furniture, toilet fixtures, etc., which have not been 
 promptly and thoroughly disinfected. Again, serious eyestrain' may be caused 
 by accumulations of soot and dust upon schoolroom windows. And all these 
 things, in turn, have a direct bearing on methods of cleaning and manner of 
 handling the school plant, which, in their last analysis, rest upon the efficiency 
 and faithfulness of the janitor. 
 108204° 22 2 
 
6 THE SCHOOL JANITOH. 
 
 RELATION TO FIRE HAZARDS AND SAFETY. 
 
 Perhaps the most important matter resting upon the janitor in connection 
 with his management and care of the school plant, is his responsibility iu 
 relation to fire hazards and the safety of children. 
 
 H. W. Forster, in his bulletin on Fire Protection for Schools (46), points 
 out that the most effective safeguard against fire danger is to prevent fires 
 from starting. This can only be done, of course, by removing, as far as pos- 
 sible, the causes from which fires originate. Some of the most common causes 
 of fires in school buildings are overheated furnaces and carelessness in firing, 
 leaky gas pipes, careless use of matches by smokers, accidental ignition of waste 
 paper, spontaneous combustion among supplies and accumulations of rags, 
 waste, old materials, etc. It is evident, therefore, that one of the principal 
 elements in the removal of fire causes in school buildings is efficient house- 
 keeping, and especially in keeping basements clean and in order. 
 
 Various inflammable liquids, such as benzene, gasoline, alcohol, kerosene, linseed 
 oil, and turpentine, are used in connection with technical courses in school, as 
 well as by the janitor for cleaning and other purposes. These liquids fre- 
 quently find their way into buildings in considerable quantities. Some of them 
 are spontaneously combustible and burn very rapidly when ignited, even' to the 
 point of explosion. Whether or not all such liquids are kept in safety cans at 
 all times, and when not in use are carefully stored away in the safest possible 
 place, either within or outside of the main building, depends upon the intelli- 
 gence and faithfulness of the janitor. Such materials are frequently found 
 carelessly scattered around, or thrown together in a corner or dark room in 
 the basement, along with accumulations of broken seats, broken ladders, worn- 
 out brooms and mops, waste, rags, and the like, some of which are more or less 
 saturated with oil or wax and are subject to spontaneous combustion. 
 
 Such accumulations of inflammable material, old worn-out supplies, and jimk 
 of all kinds, are responsible for the very common origin of fires in basements of 
 school buildings. The Indiana State board of health reports that more than 
 50 schoolhouse fires occur every year in the State of Indiana alone, and that 
 most of them originate in the basement. (4) The well-known fire in St. John's 
 Parochial School, Peabody, Mass., which occurred October 28, 1915, and in 
 which 21 girls lost their lives, started in the basement containing a large 
 amoimt of combustible materials. 
 
 A janitor who is careless or indifferent in regard to fire hazards, in the 
 smallest details, should not be tolerated under any circumstances. His house- 
 keeping should not only be maintained at such a standard as to prevent fires 
 as far as possible, but he should be familiar with and know how to use the 
 fire-fighting equipment, and should know beforehand just what he will do in 
 case of fire. Such simple precautions as keeping matches in closed metal or 
 glass cases, the prohibiting of smoking in any part of the building, and seeing 
 that all outside doors are kept unlocked during school hours are of the utmost 
 importance. When the disastrous fire occurred in the Lakeview Grammar 
 School at Collinwood, Ohio, on March 4, 1908, one of the vestibule doors on 
 the first floor was bolted ; a jam occurred there, the children became panic- 
 stricken, and 73 pupils and two teachers were burned to death. 
 
 From all of the foregoing, it is apparent that the intelligence and care exer- 
 cised by the janitor in keeping the building clean, and his efficiency in handling 
 the entire school plant, constitute an important factor in safeguarding the lives 
 of millions of children during the time they are required to stay in the school 
 buildings we provide for them. 
 
ADMINISTRATIOISr OF JAiS^ITOR SERVICE. 
 
 Chapter IIL 
 ADMINISTRATION OF JANITOR SERVICE. 
 
 I. SELECTION AND APPOINTMENT. 
 
 METHODS USED. 
 
 To the question. "Are janitors selected and appointed by civil service or 
 merit system?" 1.085 replies were received. Of these, 796 answered " no " ; 
 213 ansro'ered " merit " ; and only 76. or less than 7 per cent, reported " civil 
 sei-vice " as the method used. 
 
 It was requested that all cities using the civil service or merit system in 
 the selection and appointment of their school janitors submit a sample list 
 of examination questions, or a statement as to their standai-d of requirements. 
 Some replied that they give no written oi: formal examination, and none of 
 those reporting " merit " as their method submitted the desired list or state- 
 ment. This points to the conclusion that in most of these cases the so-called 
 merit system consists mainly of some oral questions, and a selection made 
 largely on the recommendations which the applicant is able to produce. This 
 may mean that there is an honest, intelligent effort made to secure men who 
 are qualified by training and experience for the position, or it may mean that 
 the applicant with the most influential recommendations gets the appointment, 
 whether or not he is the best man for the place. 
 
 PHYSICAL EXAMINATTOlSr. 
 
 The returns show that only 73, or a little less than 7 per cent of the' 
 1,067 cities reporting, require applicants for the position of school janitor to 
 pass a physical examination. This would seem to indicate that improvement is 
 needed along this line, inasmuch as good health and physical endurance are 
 essential to successful and satisfactory janitor service. 
 
 BY WHOM RECOMMENDED, 
 
 Ah effort was made to ascertain who passes upon the qualifications of ap- 
 plicants and recommends appointment to the board of education in those schools 
 where the civil service or merit system is not employed in the selection of 
 janitors, A summary of the replies received is given in the following table : 
 
 Table 1. — Selection and appointment of jamitors. 
 
 Recommended by- 
 
 Superintendent of schools , 
 
 Buildings and grounds committee of the 
 
 board 
 
 Superintendent of buildings, custodian, 
 
 or head janitors 
 
 Committee on janitors 
 
 Principal 
 
 Business manager 
 
 Property comniittee of board 
 
 Number 
 of 
 
 cases. 
 
 Recommended bv — 
 
 Secretary or clerk of board 
 
 Chief engineer 
 
 Some member of board , 
 
 Political leaders , 
 
 Board acts as a whole without recom 
 mendation , 
 
 Total 
 
 Number 
 of 
 
 cases. 
 
 11 
 4 
 3 
 I 
 
 157 
 
 677 
 
8 THE SCHOOL JANITOE. 
 
 The summary shows that in the largest number, 342, or 50 per cent of the 
 cities, the superintendent of schools makes recommendation to the board ; in 
 41, the committee on buildings and grounds ; and in the same number, the 
 superintendent or custodian of buildings. The committee on janitors recom- 
 mends in 30 cases, and the principal in 19; while in 157 cities the board acts 
 as a whole without outside recommendation. Only one of the cities reporting 
 had the courage to say that recommendation for appointment of janitors is 
 made by political leaders. 
 
 STANDARDS OF EFFICIENCY. 
 
 Several lists of examination questions were submitted by cities in which 
 janitors are selected and appointed through the civil service system. One of 
 these (from Newark, N. J.) is reproduced under Appendix A, in the hope that 
 it may be suggestive to schools desiring to introduce the civil service method 
 for determining the qualifications of applicants. 
 
 The importance of the janitor's position should be sufficient reason for re- 
 quiring that in every case he pass an examination testing his fitness for the 
 work he is expected to perform. Competitive examinations for janitors are 
 just as necessary as for teachers, and all appointments should be made upon the 
 basis of merit and demonstrated fitness, and never because of political in- 
 fluence, personal friendship, or the whim of the school board. Every school 
 system should adopt for itself a minimum standard, below which janitors 
 should not be allowed to fall. We have fairly well-established standards of 
 efficiency in many other kinds of public service, as well as in private affairs, 
 where less money is spent and where the service is less important from the 
 standpoint of public welfare. Elementary teachers in most cities receive less 
 pay than the janitors, and yet they are required, very properly, to reach and 
 maintain standards of efficiency involving the expenditure of much time, 
 money, and effort. 
 
 A few years ago the qualifications of a school janitor were not so exacting, but 
 the proper operation and care of a modern school plant require a man with con- 
 siderable and varied scientific knowledge and training. He should not only 
 know how to build fires and keep them going, but he should know why a fairly 
 even temperature should be maintained, and what the injurious effects upon the 
 human system are when rooms become excessively hot or cold. 
 
 He should not only know how to operate a ventilating system, but he should 
 have a clear understanding of the need of fresh, clean air, and the injurious 
 effects of stale, impure air. 
 
 A school janitor should be required to have sufficient knowledge and training 
 in mechanics to be able to handle and care for gas engines, electric motors, and 
 switchboards, to control plumbing fixtures, to take proper precautions against 
 the spread of fires, understand the use and management of thermostats, and 
 the various modern aids to good sanitation. It is little short of a ci'ime for a 
 city to go to the expense of erecting modern school buildings and equipping them 
 with up-to-date apparatus and fixtures, and then turn them over to janitors 
 who do not know how to care for them, and who do not have the intelligence 
 and training to understand their purpose or appreciate their value. 
 
 Before any one receives an appointment as janitor, it should be known that 
 he has expert knowledge of the best modern methods of cleaning, sweeping, 
 dusting, and general sanitation. He should know how to oil floors and keep 
 them in condition; he should know the necessity for sweeping compounds and 
 how to make them. It is no small task to keep several acres of floor space neat 
 and sanitary in a schooUiouse full of children, and' if a janitor is to be successful 
 
ADMINISTRATION OF JANITOR SERVICE. 9 
 
 he must not only have a genuine love for cleanliness himself, but he must know 
 how to remove dirt and dust in the most effective manner. There is no sufficient 
 reason why scientific knowledge and methods should not rule in the janitor 
 service just as fully as in any other department of the school system. 
 
 Another matter that should always be carefully considered in the selection of 
 a school janitor is the element of character. He should be a man of good morals 
 and of good habits, and should have such a genuine interest in school boys as to 
 altogether discountenance any tendency towards vulgarity or improper conduct 
 in any part of the building or anywhere on the premises. In his daily contact 
 with the boys in the basement, toilets, halls, and on the playgrovmds, if he is 
 coarse, careless, and immoral, or is a man of low or questionable habits, he will 
 necessarily exercise a degrading influence upon them. 
 
 II. COMPENSATION OF JANITORS. 
 SALARIES PAID. 
 
 It was requested in the questionnaire that each city state the highest, the 
 lowest, and the average salary paid to its school janitors. The main object 
 in securing these data was to get the average salaries paid janitors for 
 the purposes of comparing them with salaries paid other school officials, 
 especially teachers. 
 
 Taking the average of all the replies received on this point, it is found that 
 the average salary paid to janitors is $980.42. It should be noted that this 
 average is made up from cities in every section of the country, in some of 
 which the salaries are very low. Furthermore, there is reason to believt^ 
 that many cities, in getting the average submitted, included the very lowest 
 amounts paid assistants and helpers, some of which are for part time only. 
 If all such cases could be eliminated, as they should be, the general average 
 would be somewhat higher. 
 
 It should also be borne in mind that the averages given are exclusive 
 of the additional compensation received for extra service, such as evening 
 schools, evening play centers, vacation schools, vacation playgrounds, free 
 lectures, etc. This item would also raise the general average, inasmuch as 
 622 cities, or 65 per cent of those reporting, pay additional amounts for such 
 extra service. A few cities also furnish living quarters to all or some of 
 their janitors, and the value of these is, likewise, not included in the averages 
 here given. 
 
 Even as it is, however, the average salary paid janitors, taking the country 
 over, is higher than the average salary paid elementary teachers. This is 
 indicated, in the first place, by some of the survey reports. In the city of 
 Oakland, Calif. (28), for instance, it was found that kindergarten and ele- 
 mentary teachers are paid a minimum salary of $780, and a maximum of $1,200 
 per annum. The minimum salary paid school janitors is $900, and the maxi- 
 mum $1,200 per annum. In Elyria, Ohio (21), at the time the survey was 
 made (1917), school janitors were paid from $840 to $1,260 per annum. 
 
 The median salary of elementary teachers in Elyria was $700. The median 
 salary of janitors in elementary schools was $975, or $275 more than for 
 elementary teachers. The highest salary paid a principal of elementary schools 
 was $887.50, or $372.50 less than the highest-paid janitor, and only $47.50 
 more than the lowest-paid janitor. 
 
10 
 
 THE SCHOOL JANITOR. 
 
 In Table 2 are listed 50 cities in which are compared the average salaries 
 of elementary teachers ami the average salaries of janitors in the same cities. 
 These cities are selected from all sections of the country, and are believed 
 to represent the situation generally. In every city, except one. janitors are 
 paid higher salaries than teachers — in some cases twice as much. The single 
 exception is the city of Boston, where the average for teachers is $1 more 
 than for janitors. 
 
 Table 2.—Averaffe }^carly salaries of elementary teachers, compared with 
 average salaries of janitors in certain cities. 
 
 Cities. 
 
 Phoeiiix, Ariz 
 
 Fresno, Ca'if 
 
 Denver, Colo 
 
 Boise, Idaho 
 
 Moline, 111 
 
 Oak Park, 111 
 
 Rockford, lU 
 
 Indianapolis, Ind. . . 
 Dubuque, Iowa. . .. 
 MarshaUtown, Iowa 
 
 Lawieuce, Kans 
 
 Newport, Ky 
 
 Augusta, Me 
 
 Boston, Mass 
 
 Fall River, Mass 
 
 Maiden, Mass 
 
 Kalamazoo, Mich.. . 
 
 Dululh, Minn 
 
 Minneapolis, Minn.. 
 
 Winona, Minn 
 
 Meridian, Miss 
 
 Missoula, Mnnt 
 
 Grand Island, Nebr 
 Hackensack, N. J... 
 Paterson, N. J 
 
 Teachers. 
 
 Janitors. 
 
 $810 
 
 $900 
 
 950 
 
 1,275 
 
 552 
 
 1,375 
 
 900 
 
 1,100 
 
 630 
 
 1,200 
 
 750 
 
 1,300 
 
 544 
 
 1,140 
 
 761 
 
 1,140 
 
 538 
 
 1,116 
 
 600 
 
 1,056 
 
 533 
 
 865 
 
 630 
 
 900 
 
 519 
 
 900 
 
 1,001 
 
 1,000 
 
 646 
 
 1,170 
 
 679 
 
 1,100 
 
 635 
 
 1,850 
 
 724 
 
 1,230 
 
 937 
 
 1,250 
 
 577 
 
 900 
 
 478 
 
 720 
 
 1,080 
 
 1,260 
 
 521 
 
 960 
 
 750 
 
 786 
 
 706 
 
 1,000 
 
 Cities. 
 
 Raton, N. Mex 
 
 Corning, N. Y 
 
 Dunkirk, N. Y 
 
 Charlotte, N.C 
 
 Fargo, N. Dak 
 
 Cleveland, Ohio 
 
 Dayton, Ohio 
 
 Elyria, Ohio 
 
 Tulsa, Okla 
 
 Salem, Oreg 
 
 Easton, Pa 
 
 West Chester, Pa... 
 
 York, Pa 
 
 Laurens, S. C 
 
 Sioux Falls, S. Dak 
 
 El Paso, Tex 
 
 Marshall, Tex 
 
 Ogden, Utah 
 
 Portsmouth, Va 
 
 Richmond, Va 
 
 Everett, Wash 
 
 Seat lie. Wash 
 
 Kenosha, Wis 
 
 Madison, Wis 
 
 Cheyenne, Wyo. . . . 
 
 Teachers. 
 
 $686 
 016 
 600 
 426 
 713 
 791 
 654 
 700 
 604 
 675 
 546 
 600 
 483 
 473 
 673 
 687 
 459 
 638 
 489 
 578 
 858 
 1,021 
 585 
 634 
 &i0 
 
 Janitors. 
 
 $912 
 
 1,100 
 
 1,020 
 
 960 
 
 1,000 
 
 1,,500 
 
 1,320 
 
 1,550 
 
 1, 260 
 
 810 
 
 960 
 
 1,142 
 
 &40 
 
 720 
 
 1,200 
 
 900 
 
 540 
 
 1,320 
 
 1,200 
 
 1,000 
 
 1.224 
 
 1,476 
 
 1,320 
 
 900 
 
 1.020 
 
 It is probable that salaries of teachers in some of the cities have been raised 
 during the past year. It is also true that teachers' salaries are for the school 
 term only, while 75 per cent of the janitors are employed for the entire year. 
 But an average increase of as much as 50 per cent for teachers would still 
 not bring them up to the average salary of janitors. In fact, as late as June, 
 1919, about the time the data in regard to janitors were collected. Dr. P. P. 
 Claxton, United States Commissioner of Education, stated that " the average 
 salary of school-teachers in the United States, 600,000 in elementary and high 
 schools, including principals and special supervisors and expert teachers, is 
 about $625" (45), or about $355 a year less than the average salary of school 
 janitors. This does not mean, of course, that janitors are paid too much; 
 but the salaries of janitors as compared with those of teachers have a direct 
 bearing upon the importance of the position, and the need of standardizing 
 this service through civil service entrance requirements, and in every possible 
 way endeavoring to put it on a professional basis. 
 
 BASIS FOR DETERMINING COMPENSATION. 
 
 The important thing in connection with the compensation of janitors is not 
 the specific rates of pay, but the basis upon which the salary schedule is made. 
 Varying conditions in different cities and sections of the country will naturally 
 govern the specific salaries paid, and consequently salaries may be expected 
 to vary considerably; but the bases upon which wages are fixed are capable 
 of being standardized, as they can be adapted to conditions in any locality. 
 
ADMINISTRATION OF JANITOR SERVICE. 
 
 11 
 
 Request was made in the questionnaire for a statement as to the basis, or 
 bases, upon which janitors' salaries are determined. Of the 573 cities report- 
 ing on this feature, 95 stated that they have no established basis. It is prob- 
 able that practically all of those which did not report likewise have no regular 
 basis upon which salaries are fixed. The various answers received are given 
 in the following summary. Table 3, a glance at which will indicate the great 
 number and variety of factors which really enter into the cost of cleaning 
 and caring for a school building : 
 
 Table 3. 
 
 Factors used in determiuing the compensation of janitors. 
 
 Cities 
 report- 
 ing. 
 
 Size of building 
 
 Number of rooms - 
 
 Size of building and groimds 
 
 Size of building and kind of heating apparatus 
 
 Floor area 
 
 Floor area, size of grounds, type of heating apparatus 
 
 Size of school 
 
 Size of building and grounds, and kind of cleaning equipment 
 
 Floor and window area, size of grounds, kind of heating apparatus 
 
 Size, character, and condition of building 
 
 Number of rooms and amount of floor area 
 
 Union wage scale 
 
 Size of building, number of windows, and type of heating apparatus 
 
 Size of building, number of teachers , and pupils , area of lots and walks 
 
 Floor area, paved area, and mechanical equipment 
 
 Cubic contents of building, glass area, yard, lawn, sidewalks 
 
 Number of rooms, number of trees, size of grounds, and Mud of heating apparatus 
 
 Floor area and amount of coal consumed 
 
 Number of rooms, lineal feet of sidewalks, square yards of gyimiasium 
 
 Number of rooms, number of fires kept, square feet hall space, size of lawn and playgrounds 
 
 Salary arbitrarily fixed— same for all Duildings 
 
 No established basis 
 
 Total 
 
 179 
 
 167 
 
 30 
 
 28 
 
 19 
 
 13 
 
 11 
 
 7 
 
 6 
 
 3 
 
 3 
 
 3 
 
 93 
 573 
 
 It will be seen that the size of the building is given by 179 cities as the only 
 basis used in fixing salaries, and in 167 cases the number of rooms is the only 
 determining factor. Both of these are used in a few other cities in combina- 
 tion with other factors. It is quite probable that in many cases " size of 
 building " and " number of rooms," as given in the reports, mean the same 
 thing. It is surprising that either of these alone is used in such a large 
 number of cases, and it is still more surprising that the actual amount of 
 floor space is given in only 43 cases altogether, either alone or in combination 
 with other factors. It is also remarkable that such a small number of cities 
 mention the. heating apparatus and other equipment as determining factors. 
 The size of grounds is mentioned in 60 cases, while the important matter of 
 window area comes in for recognition only eight times, and the character 
 and condition of the building only three times. 
 
 Taken together, the reports indicate that in most cities the pay of janitors 
 does not depend upon any recognized principle, but varies from building to 
 building according to some traditional plan. 
 
 NUMBER OF ROOMS NOT AN EQUITABLE BASIS. 
 
 The common plan of fixing janitors' pay upon the basis of the number of 
 rooms or size of building alone does not equitably distribute the salary in 
 accordance with the service rendered. Such a scheme takes no account of the 
 actual floor space in the rooms and corridors to be cleaned; of window area 
 
■12 THE SCHOOL JANITOR. 
 
 to be washed ; of lawns to be cut, which differ in size in most cities and very 
 widely in difficulty of cutting ; of sidewalks to be cleaned, which vary in area ; 
 of the age and condition of the building, or of floors and heating plant in 
 the building, all of which vary widely and always react to the disadvantage 
 of the janitors in the older buildings. It is probably true that all of the 
 factors mentioned, which enter into the efficiency of the janitor service, cannot 
 be taken fully into acccount, but it is believed that most of them can be 
 evaluated, at least approximately, in making a salary schedule. 
 
 A STANDARD RATE FOR EACH CLASS OF WORK. 
 
 In some schools a flat rate per building or per room may approximate the 
 amount that would be allowed on a floor space, ground area, cubic contents, 
 or other basis. But a standard rate should be adopted for each class of work 
 performed by janitors. This rate must necessarily be somewhat arbitrary 
 and in accordance with the compensation deemed adequate to the service re- 
 quired. In the main, salary schedules for janitors can be arranged in terms 
 of five classes of work, viz: (1) Heating, ventilating and supervision; (2) 
 cleaning in the building; (3) care of yards and sidewalks; (4) care of lawns; 
 (5) washing windows. 
 
 (1) Compensation for heating, ventilating, and supervision may be based 
 upon the type of plant, the amount of work required in its operation, and the 
 number of persons employed on the engineering and janitor force. Another 
 plan is to base compensation for this item of work upon a classification of the 
 buildings according to the number of cubic feet actually used for school pur- 
 poses, and the character and condition of the buildings. The latter plan is 
 probably the more equitable, inasmuch as the work required for each building 
 can be arrived at with a greater degree of accuracy. 
 
 (2) A fair method of compensation for both daily and periodic cleaning of 
 buildings is to allow a rate sufficient to cover the cleaning of free area, such 
 as corridors, and to this amount add a certain sum for each room, depending 
 upon the kind of room, and in some instances (for example, assembly halls) 
 upon the size of the rooms and kind of seats ; or, allow a rate covering the 
 entire floor area as if it were all free area, and then an additional amount for 
 each room, according to the kind and size of room. In the latter case, the 
 amounts allowed for the different rooms should pay for the difference in labor 
 required to clean these rooms and the labor required to clean the same amount 
 of free floor area. 
 
 It takes more time, and therefore costs more, to clean (sweep or scrub) a 
 given area in a classroom than it does to clean the same area in a corridor. 
 Also, it requires more time to scrub a toilet room than to clean the same area 
 in the basement playroom. 
 
 The work involved in cleaning a high-school building usually varies greatly 
 from that in an elementary school building of the same size, because of the 
 presence of laboratories', lockers, and other special equipment peculiar to high 
 schools. There is considerable extra work entailed in cleaning this special 
 equipment, and superior qualifications are required of the janitor in charge to 
 insure intelligent care of expensive apparatus. A just and practical method of 
 allowing for this extra work would be to allow higher rates for the cleaning 
 of special rooms, such as laboratories, manual training and domestic science 
 rooms, and also an extra rate per thousand square feet for the entire floor ai'ea 
 
ADMINISTRATION OF JANITOR SERVICE. 13 
 
 of such schools to provide for the cleaning of such equipment as lockers, and 
 for the general higher qualifications demanded in the high-school janitor. 
 
 Some cities have, in recent years, adopted the plan of paying for all cleaning 
 on the basis of the cubic contents of the building, just as they do for the heating 
 and ventilating service. 
 
 (3) Compensation should be allowed for the care and cleaning of yards and 
 sidewalks at a specified rate per square foot or square yard for the entire area. 
 
 (4) The care of lawns should also be paid for on the basis of their total 
 area, at a specified rate per square toot or yard, which is usually somewhat 
 higher than the rate for yards and walks. In some cases there should also be 
 a rate for the care of trees, according to their kind and number, 
 
 (5) Compensation for cleaning windows should be commensurate with the 
 frequency with which local conditions require windows to be washed, and the 
 area of glass to be cleaned. This class of work should include all windows, 
 transoms, doors, and glass in permanent bookcases. Some cities allow a rate 
 per square foot for each washing on both sides of the glass ; others allow a rate 
 per square foot per year for a specified number of cleanings on both sides. 
 
 Some standardized plan along the lines indicated should be worked out by 
 every city, large or small, to suit its particular conditions. Of course, there 
 will always be found in each building some conditions not present in all, and 
 for which extra compensation should be allowed, such as night scnools, com- 
 munity center meetings, care of swimming pools, and the like. 
 
 THE BOSTON SCHEDULE. 
 
 As a concrete example of a good salary schedule for school janitors, atten- 
 tion is called to the new schedule for the city of Boston, a copy of which is 
 given under Appendix C. This schedule has been used by other cities, towns, 
 and institutions as a basis for fixing the salaries of janitors, or for devising 
 schedules of their own to suit their special conditions. In this schedule, five 
 factors are used as a basis upon which to compute the compensation, viz : 
 
 1. Cleaning. 
 
 2. Heating, ventilation, and superintendence. 
 
 3. Washing windows. 
 
 4. Care of yards and sidewalks. 
 
 5. Care of lawns. 
 
 Compensation for factors 1 and 2 (cleaning, heating, ventilation, and super- 
 intendence) is according to the cubic contents of the building, at specified 
 rates per cubic foot ; compensation for factors 3, 4, and 5 ( washing windows, 
 care of yards and sidewalks, and care of lawns) is according to areas of such 
 items, at specified rates per square foot. The sum of the amounts thus arrived 
 at in any particular building is the annual compensation for its janitor service. 
 
 III. JANITORS' QUARTERS. 
 
 LIVING QUARTERS. 
 
 To the inquiry as to whether janitors, in addition to salaries, are provided 
 -With living quarters, replies were received from 1,099 cities. Of these, 22 
 indicate that they provide living quarters for all janitors, while 52 cities report 
 
 108204°— 22 — —3 
 
14 THE SCHOOL JAN-ITOR. 
 
 that such quarters are furnished to one or more of their janitors. In the 
 remaining 1,025 cases, or 93 per cent of those reporting, janitors are nut 
 furnished with living quarters at all. 
 
 If a citj' undertal<es to provide houses or apartments for its janitors in any 
 way, it should be done in a more eflicient manner than has usually been the 
 case, as indicated by the various school reports, surveys, and other data at 
 hand. With few exceptions, living quarters provided for janitors are located 
 in the basements of the school buildings. They are usually at one coi'ner, with 
 about two rooms exposed on one side of the building, and an interior bedroom 
 having no immediate connection with the outside. Generally, no effort has 
 been made to give them a sunny exposure. As a rule, therefore, the janitors' 
 flats are dark, cold, poorly ventilated, and are sometimes damp and unsanitary. 
 In some cases they are reported to have no toilet facilities apart from those 
 provided for the school children. 
 
 It is obviously a short-sighted policy which requires janitors to live in 
 dismal underground quarters, not only because it is inhuman, but from the 
 standpoint of the service itself; for the type of janitor who is satisfied, or 
 even willing, to live in such places is not usually the type of person who could 
 be expected to render the kind of service a school needs. Either better 
 q,uarters shoiTld be furnished, or the responsibility for housing the janitors 
 abandoned altogether, and their salaries raised accordingly. 
 
 In some cities the by-laws of the board of education require that janitors 
 shall live within a certain specified distance from their respective buildings. 
 In New York City, for example, the maximum distance is 1,500 feet; but it is 
 not always possible, especially in the congested foreign quarters, for a janitor 
 to secure reasonable accommodations anywhere within the prescribed radius 
 of the building in his charge. So, taking into consideration the protection of 
 school children, as well as the proper performance of the janitor's duties, 
 living quarters for his family are being provided on the roofs of all large new 
 school buildings erected in New York, the same as is now done in many large 
 oflice buildings. In the larger school buildings this would seem to have a de- 
 cided advantage over the basement apartments, particularly for two reasons: 
 Better living conditions can more easily be provided, and, if necessary, the 
 janitor's family can be isolated in case of illness. However, it is believed that 
 only in the largest cities, and then only in exceptional cases, should living 
 apartments for janitors be provided in school buildings. 
 
 Typical provisions in regard to the residence of janitors are contained in the 
 rules and regulations governing the janitor service in the city of Oakland, 
 Calif., and are as follows: 
 
 Section 1. Eacli head janitor shall reside within a reasona))le distance of 
 the building or buildings under his charge. He sliall see that his name and 
 address and the number of his telephone, or of the nearest telephone from which 
 he may be called, are on file in the offices of the principal and secretary-business 
 manager. In case of change of address or telephone number, either or both 
 shall be immediately reported in writing to both offices. 
 
 Sec. 2. It shall be the duty of each head janitor to fill out, post, and maintain, ' 
 outside the main entrance of tlie building to which he is assigned, a card sup- 
 plied by the board of education giving his name, address and telephone number, , 
 location of the nearest hydrant and fire-alarm box, ^ 
 
 OFFICE ROOM. 
 
 Considering the importance of the janitor as an officer in a modern school 
 system, more attention should be given to the question of providing him with 
 
ADMinsriSTEATION" OF JANITOR SERVICE. M 
 
 suitable office quarters in the building. In nearly all of the older buildings, 
 and in some of the more modern ones, no provision has been made for a com- 
 fortable and properly equipped office or room set aside for the janitor's own 
 use. If he is assigned any quarters at all, it is usually a little dingy room 
 opening off from the coal bin, with a cement floor and whitewashed' walls, or 
 still worse, a small cleared space around the boiler, with some hooks or nails 
 driven in the wall on which to hang his coat and hat. 
 
 The fact that the janitor's office must usually be located in the basement 
 is no reason why it should be made uncomfortable and unattractive. It should 
 not only be convenient to the boiler room, but should be so located that it is 
 well lighted and receives at some time during the day the direct rays of the sun. 
 A wood floor is probably the best for a business office, but one of cement is 
 not objectionable if covered with suitable material. 
 
 In furnishing the room, two things should be kept in mind: First, comfort, 
 in view of the fact that in extremely cold M^eather the janitor's hours at the 
 building are very long — frequently from 4 or 5 o'clock in the morning until 
 10 o'clock at night, in order to keep his fires going strong enough. In the 
 second place, it should be remembered that the janitor in a school system of- 
 any size has a great many duties to perform besides tending fires, cleaning, 
 sweeping, and dusting. He usually receives the supplies, keeps account of 
 the time of- workmen in and around the building, and does various other 
 things of a clerical nature. If he is to do this work efficiently, he should be 
 provided with- a good desk at which he can write and keep his accounts, and 
 a cabinet in wliich to file his correspondence, bills, and other papers which 
 he is obliged to handle. He should be provided with several chairs, and in 
 many places it would be desirable to furnish him with a comfortable couch. 
 
 There should be direct telephone connection between the janitor's and prin- 
 cipal's offices. Also, there should, of course^ be direct connection from the 
 janitor's office to the fii-e-alarm system; and where the building is equipped 
 with a system of thermographs for indicating the temperature in each room, 
 the recording apparatus should be installed in^ the janitor's office. 
 
 Adjacent to the janitor's office, there should be a small toilet room for his 
 exclusive use, with a lavatory and hot and cold running water provided. 
 
 If school janitors were provided with comfortable and convenient office 
 quarters along the lines above indicated, it would not only go a long way 
 toward impressing them, as well as the entire school community, with the 
 importance and dignity of the janitor's position, but would also pay large 
 dividends, in the way of better service, on the small amount of money invested. 
 
 IV. RATING AND PROMOTION OF JANITORS. 
 
 METHODS OF PROMOTING. 
 
 Of the 918 cities reporting on the question of promotion of janitors, 667 
 make promotions upon merit, 30 upon length of service, and 279 upon both 
 merit and length of service. 
 
 In cities where merit is the controlling factor in making promotions, in- 
 formation was requested as to who makes recommendation to the board of 
 education. This information was furnished by 602 of the cities, the replies 
 being distributed as shown in the following summary: 
 
16 THE SCHOOL JANITOR. 
 
 Table 4. — Promotion of janitors. 
 
 Recommended by- 
 
 Cities 
 report- 
 ing. 
 
 Superintendent of schools 
 
 Superintendent of buildings 
 
 Supervisor of janitors (or head janitor) 
 
 Committee on buildings and grounds 
 
 Business manager 
 
 Principal 
 
 Committee on janitors 
 
 Chief engineer 
 
 Secretary of board 
 
 Board acts without special recommendation . 
 
 Total 
 
 397 
 32 
 28 
 25 
 17 
 15 
 9 
 7 
 5 
 67 
 
 602 
 
 KEEPING SERVICE RECORDS. 
 
 If promotions are to be made with fairness to all tlie janitors, it is very im- 
 portant tliat accurate service records be kept. It seems to be the practice 
 generally to assign the best men to the larger buildings, and where pay is 
 based upon the number of rooms or size of building, such assignment is really 
 a promotion. But in most school systems no efficiency ratings of janitors are 
 kept, and the personal judgment of the superintendent, principal, committee on 
 janitors, or other officer or committee over them, controls nearly all promotions 
 to the larger and better buildings, and to higher salaries. 
 
 It is no small task to rate the efficiency of janitors with entire fairness, owing 
 to the great variety of duties devolving upon them. But it can be done, pro- 
 vided there is intelligent supervision and inspection, and if regular reports are 
 made and records kept. In all efficiency i-atings for promotional* purposes 
 there are several things which must be taken into consideration, such as: (1) 
 Leadership, which includes organizing and executive ability; (2) industry, 
 which is always shown by the quantity and quality of work performed; (3) 
 personality, embracing such qualities as force of character, personal ap- 
 pearance, manners, language, tact with children; (4) attitude — whether satis- 
 fied and loyal, or dissatisfied and complaining. 
 
 Along with the efficiency rating, proper credit should also be given for 
 seniority of service. 
 
 A PRACTICAL PLAN. 
 
 A very simple, practical plan for classifying and promoting janitors and 
 engineers according to merit is the one followed in the schools of Chicago. The 
 Chicago board of education has classified all these positions in four groups, 
 as follows : 
 
 Group A. — ^All positions of school janitors and engineers receiving a total 
 salary of $3,000 or more per annum. 
 
 Group B. — All receiving a total salary of $2,500 per annum or more, and 
 less than $3,000 per annum. 
 
 Group C. — All receiving a total salary of $2,100 per annum or more, and less 
 than $2,.50O per annum. 
 
 Group D. — All receiving a total salary of less than $2,100 per annum. 
 
 Instead of civil service promotional examinations, advancement examina- 
 tions from group to group are held by the civil service commission at the re- 
 quest of the board of education, and no janitor or engineer can be transferred 
 
ADMINISTEATIOI^ OF JANITOR SERVICE. 17 
 
 out of his group, but must qualify for transfer to a higher group by passing 
 the advancement examination consisting of a test on duties and operation of 
 plants. Credit is given for both seniority and efficiency. An efficiency system 
 has been devised, consisting of three factors, as follows: (1) Industry — vi'eight 
 5; (2) Economy — weight 3 ; (3) Attitude — weight 2. 
 
 The mark given under each factor is multiplied by the weight attached there- 
 to, and the general mark under the head of " quality of work " is the result 
 of the total credits under the three factors, divided by 10, the total sum of the 
 weights. The mark thus obtained, together with the credit given for seniority, 
 determines each man's standing as compared with others in his group. 
 
 It is believed that a plan similar to the foregoing could be used by any city 
 of considerable size for rating and promoting its janitors. Of course, the groups 
 would have to be changed according to salaries paid and other local conditions. 
 In the smaller cities, instead of classifying into groups, janitors could be 
 rated according to merit and all placed in one list, and promotions made in the 
 order of their grade and standing on the list. In any event, it should be well 
 understood by all concerned that promotions to the better positions and higher 
 salaries will always be made solely on the basis of merit and seniority, and 
 never on account of politics or personal favoritism. 
 
 V. TENURE. 
 
 The inquiry as to whether janitors are employed for the entire year or for 
 the school term only, brought 1,057 replies, distributed as follows : 
 
 For entire year 800 
 
 For school term only 148 
 
 Some for year, some for term 108 
 
 For 11 months 4 
 
 For term plus one month 1 
 
 For term plus one week 1 
 
 Total , 1, 0.57 
 
 It will be observed that 800 cities, or about 75 per cent of those reporting, 
 employ their janitors for the entire year; 143, or a little over 13 per cent, for 
 the school term only ; while in 108 cities some are employed for the year and 
 some for the school term. 
 
 In a study by W. S. Delfenbaugh of school administration in the smaller 
 cities (11) it was found that in 958 cities, or 71^ per cent of those reporting, 
 janitors are employed for the entire year, and in 380, or 28i per cent, for the 
 school term only. 
 
 YEARLY TENURE PREFERABLE. 
 
 It is believed that every school system, however small, should have its 
 janitors, or at least some of them, on duty the year round. The additional 
 amount paid for salaries during the summer vacation will be more than offset 
 by economies in other directions, and there is usually plenty of work for 
 competent janitors in and around the buildings during the entire time school 
 is not in session. In the first place, buildings should have a thorough 
 cleaning immediately after school closes, and again just before the opening 
 in the fall. During the rest of the summer janitors should be able to make 
 many minor repairs to the building and equipment, such as repairing seats and 
 desks, locks on doors, adjusting loose shelves, putting in window glass, etc. 
 Every janitor should also have the necessary knowledge and training to make 
 
18 THE SCHOOL JANITOR. 
 
 minor repairs to plumbing: and heating apparatus. He should also be re- 
 quired to mow the grass, water the flowers, and trim the shrubbery, if any, 
 and keep the entire premises in respectable condition. 
 
 Perhaps the best reason wliy janitors should be employed and paid for 
 the entire year is the fact that a better class of men can be secured by that 
 method, and the advantage would, therefore, be reflected in more efficient 
 service throughout the year. Many cities lose more every year on account 
 of wastefulness and inefiicient service than it would take to pay the salaries 
 required to employ first-class janitors.- 
 
 VI. METHOD OF EMPLOYING AND PAYING ASSISTANTS. 
 
 The janitor force employed in the care and operation of a well-regulated 
 school plant is made up of several grades of employees : 
 
 First, there is a supeiwisor of janitors if the system is a large one, or a head 
 janitor in smaller systems, who has general supervision of all janitors and 
 their assistants, inspects the work done, instructs janitors in their duties, 
 and sees that each building is furnished with the necessary supplies, tools, and 
 appliances. 
 
 Second, a janitor (sometimes called head janitor or janitor-engineer) in 
 charge of each building, who is directly responsible for the operation, main- 
 tenance, and sanitary condition of the building and grounds in his charge. 
 He is also frequently held personally responsible for any damage done to the 
 building, grounds, fences, and other property in or about the building, caused 
 by the misconduct, carelessness, or neglect of his assistants, and the cost of 
 replacing or repairing same Is deducted from his salary. 
 
 Third, janitors' assistants, janiti'esses, matrons, and other helpers employed 
 for the detail work of firing, scrubbing, sweeping, dusting, oiling and mopping 
 floors, cleaning windows, caring for yards* and sidewalks, etc. 
 
 In very large buildings, there is usually a separate engineer for the mechani- 
 cal equipment and a separate janitor for the housekeeping department, each 
 of whom is held responsible for the proper performance of the work in his 
 department, and each having as many assistants as may be deemed necessary. 
 
 There are many buildings, of course, where no assistants are employed, the 
 janitor in charge of each building doing all the work himself. Wherever assist- 
 ants and helpers are necessary, however, in the cleaning and care of school 
 buildings, it is a matter of considerable importance as to which is the best 
 method of employing and paying such assistants — whether the janitor and all 
 his assistants should be employed and paid directly by the board, or whether 
 only the janitor in charge of each building should be so employed, and he, in 
 turn, employ and pay his own assistants and helpers. In order to ascertain the 
 practice in this respect in different cities, these two questions were included in 
 the questionnaire : " Do the janitors employ their own assistants ? " and " Who 
 pa.ys janitors' assistants ? " 
 
 Of the 94G cities reporting on the first question, 509 state that the assistants 
 are employed by the janitors themselves. In the remaining 437 cities, such 
 assistants are employed directly by the board. 
 
 There were 880 reports on the question as to who pays janitors' assistants. 
 In 372 cases they are paid by the janitors, in 502 directly by the board, in 5 
 some are paid by the janitors and some by the board, and in one city (Cincin- 
 nati) by the "cleaning contractor." 
 
ADMINISTRATION OF JANITOR SERVICE. 1-9 
 
 Two objections are made to the plan of janitors engaging their assistants 
 and paying tlieiu out of tlieir own. salaries. In the first place, it is said that 
 tliis plan places the janitors under too strong temptation to employ a cheap 
 grade of help in order to get the work done with the least possible expense ; 
 and in practice it has frequently worked out this way. The other objection 
 urged is that the school authorities have no control over the character of per- 
 sons so employed, such as parents would wish to have exercised in the selection 
 of persons with whom their children come in such close dally contact. 
 
 This question was thoroughly investigated some years ago by the civil service 
 commission of the Chicago Board of Education (38). The report includes the 
 experience and opinions of a number of the larger cities of the country. The 
 conclusion reached", following experiinents and tests, was- that it is more eco- 
 nominal and efficient to have one janitor, janitor-engineer, or custodian in charge 
 of all classes of work in connection with each building and its grounds, with 
 authority and facilities for employing and paying all his assistants and helpers. 
 
 This plan has the advantage of placing the power of discipline and immediate 
 dismissal in the hands of the janitor. Under the other system the janitor's 
 sole remedy for nonattention to duty or insubordination is to report the matter 
 to' the school board, by whom an investigation is made, and if necessary the 
 delinquent suspended by the president of the board and^ placed on trial before 
 some official or committee. This is a lengthy process. It is not conducive to 
 good administration, and tends to lower housekeeping standards. 
 
 It would seem that the first objection to janitors engaging and paying their 
 assistants can be removed by the board employing tlie janitor and giving him 
 a stated amount for himself, and then placing at his disposal a certain maximum 
 sum per month or day which may be used only for paying his assistants. The 
 other objection can be met by having a rule specifying the age limit, physical 
 qualifications, and moral fitness of all assistants and helpers, and requiring that 
 all such employees pass an examination accordingly. This gives the school 
 authorities a check on the character and fitness of persons employed by the 
 janitor; 
 
 It is believed that this plan is also better than the contract method used in 
 some cities, in which case the janitor service is done under contract with the 
 janitor, janitor-engineer, or custodian, at a specified amount a year, who hires 
 and pays all his assistants, makes minor repairs, keeps the clocks in good order, 
 etc. As a matter of fact, in all cases where the janitor is given one lump sum 
 amount sufl!icient to compensate him and also pay his assistants, it is virtually 
 getting the work done by contract. 
 
 VII. TO WHOM JANITOES ARE RESPONSIBLE, AND THEIR 
 
 SUPERVISION. 
 
 TO WHOM EESPGNSIBLE. 
 
 There were 1,065 replies received to^ the question "To whom are janitors 
 directly responsible?" In 814 of the cities reporting, or about 76 per cent, 
 janitors are responsible to the superintendent of schools or to the principal, 
 or to both ; in 125 cases, nearly 12 per cent, they are responsible directly to 
 tlie board of education as a whole or to one of its committees — the committee 
 on janitors, on buildings and grounds, on repairs, etc. In 48 cities the janitors 
 are responsible directly to: the superintendent or custodian of buildings ; in 29 
 to the supervisor of janitors or head janitor ; and in 20 cases to the business 
 manager. Table 5 contains a complete summary of all the reports received: 
 
20 
 
 THE SCHOOL JANITOR. 
 Table 5. 
 
 To whom janitors are responsible — 
 
 Citie-s re- 
 porting. 
 
 Superintendent of schools 
 
 Principal 
 
 Principal and superintendent 
 
 Board of education or one of its committees 
 
 Superintendent or custodian of buildings 
 
 Supervisor of janitors, head janitor, or chief engineer 
 
 Business manager , 
 
 Super\isiug principal 
 
 Secretary or clerk of board 
 
 Teachers , 
 
 Commissioner of jjublic buildings 
 
 Superintendent of maintenance and equipment 
 
 Truant olficcr 
 
 "No one" 
 
 Total 
 
 530 
 
 167 
 
 117 
 
 125 
 
 48 
 
 29 
 
 20 
 
 10 
 
 10 
 
 2 
 
 2 
 
 3 
 
 I 
 
 1 
 
 1,065 
 
 SUPERVISION. 
 
 The fact that in 88 per cent of the cities janitors are responsible to the 
 superintendent, principal or board of education, indicates that in most com- 
 munities janitors are either subjected to no supervision at all, or else that such 
 supervision is merely nominal. Very few members of school boards have the 
 technical knowledge of heating and ventilating plants, and modern methods of 
 cleaning, to enable them to properly supervise and direct such work, and the 
 same thing is true of many superintendents and principals. Even where they 
 do have the technical knowledge and training required, they do not generally 
 give it the time and attention which this service demands. 
 
 Janitors, as well as teachers, need careful supervision. In large school 
 systems, all janitors should be united in a department presided over and 
 directed by a supervisor of janitors, who. in turn, is responsible to the super- 
 intendent of schools. He should be a competent engineer familiar with the 
 various types of heating and ventilating systems, and the best methods of 
 operating them. He should be familiar with accepted standards of school- 
 house construction and arrangement, and the latest and best methods of keep- 
 ing buildings in a clean and sanitary condition. 
 
 In cities of moderate size, such a man could very well act as head janitor 
 in some large building, such as one of the high schools. He could profitably 
 spend a portion of his time visiting the other buildings, supervising the janitors, 
 and instructing both janitors and principals in methods of cleaning and caring 
 for the buildings. 
 
 In the smaller school systems it is still more necessary to combine janitorial 
 supervision with other duties; the most practical plan is for each principal 
 to supervise the work in his own building; but supervision of some kind is 
 necessary, if efficient service is to be secured. 
 
 VIII. INSTRUCTION AND TRAINING OF JANITORS. 
 
 There is probably no other governmental position of equal responsibility filled 
 by appointees so entirely lacking in technical tniining and oversight as in the 
 case of school janitors. As a consequence, most of our school janitor service is 
 haphazard. Even among the better class of janitors, the work is usually done 
 by rule-of-thunib methods, iind such methods are sure to break down when- 
 ever there is a change in conditions. 
 
ADMINISTRATION" OF JANITOR SERVICE. 21 
 
 LITTLE OPPORTUNITY FOR INSTRUCTION. 
 
 Very few janitors have had any opportunity for instruction in regard to 
 the scientific principles underlying tlieir worli, and fewer still have had any 
 training, prior to their first appointment, in the sanitary care of school 
 buildings. The only information they have about such matters has been 
 "picked up," just as was the case with nurses before training schools' were 
 provided. Even where civil service examinations are held, there are few, if 
 any, questions on sanitation, one reason being that candidates have had no 
 opportunity for instruction. In a study of various school problems and con- 
 ditions in the smaller cities by W. S. Deffenbaugh (11) it was found that of 
 1,248 cities reporting, only 66 give any examination in methods of sanitation 
 to applicants for the position of school janitor, and in many of these such 
 examination is merely perfunctory. 
 
 SCHOOLS, GLASSES, AND CONFERENCES RECOMMENDED. 
 
 Practically every writer who touches this janitor question at all recognizes 
 the fact that if we are to have efficient school housekeeping we must have 
 janitors who have been specially trained for their work, and all advocate 
 schools, classes, lectures, conferences, etc., as the best means of accomplishing 
 the desired result. 
 
 The fact that the janitor service in any city is on a civil service basis does 
 not make schools and classes less necessary or desirable, any more than in the 
 case of teachers' meetings, institutes, and conferences. In such cases, and in 
 all cases, programs should be arranged with a definite view of awakening the 
 professional interest of the janitors through organized study and conferences, 
 and by providing hooks, magazines, etc., relating to their work. 
 
 Some definite plan should be adopted and systematically followed by each 
 city. The official who is centrally charged with the care of school buildings- 
 superintendent of buildings, supervisor of janitors, janitor-engineer, or what- 
 ever his title — should organize a school or classes where janitors can secure 
 instruction in the principles and methods relating to their positions, and all 
 janitors in the service should be required to take this course. 
 
 From the loose, careless manner in which a great deal of the janitor service 
 is rendered, it is evident that a large percentage of the janitors are not only 
 ignorant of the principles underlying their work, but of the best methods of 
 performing some of their most elefnentary duties, such as cleaning, oiling, and 
 care of floors; how to make and use sweeping compounds; proper methods 
 of dusting, washing windows, and cleaning toilets. Instruction that would 
 bring about improvement even in such matters would be of great value in 
 raising health and housekeeping standards, and could be given in any school 
 system. 
 
 Moreover, janitors' conferences would be of great value in many school 
 systems in bringing about a closer acquaintanceship among the men themselves. 
 The surveys reveal the fact that frequently janitors do not know the names of 
 men in other buildings. Methods used by one man are new to another, and 
 valuable experiences are not shared. For example, some janitors use more 
 coal than necessary, through lack of understanding of combustion and stoking; 
 others waste water, gas, and electricity; on the other hand, some are skillful 
 in saving, and in making the most of conditions. Some know how to oil floors 
 satisfactorily, while others have the constant complaint of teachers and pupils. 
 If janitors' organizations were formed for the purpose of studying janitorial 
 108204°— 22 4 
 
22 THE SCHOOL, JAaSTlTOR. 
 
 problems, where all such experiences could be discussed and examined iutelli- 
 gently, savings would be effected and better service would result. 
 
 SOME METHOE>S USED. 
 
 In order to ascertain what efforts are being made in various school systems 
 to give instruction to janitors with a view to increasing their efficiency and 
 raising the standard of this service as much as possible, these two questions 
 wei'e asked : "Do you have any school or classes for the instruction and training 
 of janitors, either before or after appointment? If so, what method is followed?" 
 
 Of the 1,088 cities reporting, only 51, or less than 5 per cent, attempt to give 
 instruction of any kind to their school janitors, the other 1,037, or 95 j>er cent, 
 answering "no" to the first question. Two of the cities reporting affirmatively 
 did not mention the method used. A summary of the 49 reports received as to 
 method employed is given in Table 6, following, In very much the same language 
 as received. This summary might have been somewhat further condensed, but 
 it seemed best to px'esent it this way, as each item given contains some varia- 
 tion from the rest. It will be noted that there is a great variety of methods 
 reportetl — ^janitors' conferences ; " round table " meetings ; evening classes ; lec- 
 tures ; instruction by superintendents and head janitors ; courses by university 
 extension departments, etc. 
 
 Table Q.— Instruction of janitors. 
 
 i ■ 
 
 Cities re- 
 porting. 
 
 Methods used. 
 
 Weekly meetings (Saturdays) of all janitors; duties discussed by clerk and experienced janitors. 
 
 Montlily meetings for conference, instruction, and discussion of problems 
 
 Four " round table " meetings each year for instruction by the superintendent 
 
 Meetings twice a year 
 
 Meetings for conference and instruction by superintendent 
 
 Janitors' meetings; sonw'books read; suggestions given 
 
 7 or 8 lectures a year, of technical nature 
 
 Occasional lectures 
 
 Lectures twice a year 
 
 Lectures and personal instruction, demonstrations, and discussions 
 
 Lectures by experts from Iowa State College 
 
 Courses given by extension department. University of Wisconsin 
 
 Instruction by superintendent and head jaxiitor 
 
 Classes for janitors in evening school 
 
 Night classes for 4 months, conducted by chief engineer 
 
 Evening courses on ventilation 
 
 Evening courses on fuel, combustion, etc .^. 
 
 Instruction in sanitation, heating, and ventUation *. 
 
 School conducted by building department 
 
 Method not given 
 
 Total 
 
 1 
 
 8 
 
 2. 
 
 2 ' 
 
 9 
 
 2 
 
 1 
 
 1 
 
 1 
 
 9 
 
 1 
 
 1 
 
 4 
 
 2 
 
 1 
 
 ii 
 
 51 
 
 In explanation of the scope and character of some of these conferences, 
 lectures, and courses, a few actual programs executed, subjects discussed, and 
 outlines of courses followed are given herewith : 
 
 1. Following are the programs of three " janitors' conferences," held in the 
 schools of Highland Park, Mich., during the school year 1917-18 (52) : 
 
 Conference October 23, 19 ff: 
 
 I. Some elements of promotion in rank and salary. 
 II. The chief janitor's technical knowledge. 
 
 Suggestive: (a) General facts about the heating plant; (l>) economy 
 in firing and .stoking; (c) temperature, thermostats, and ventilation. 
 III. Standards of work. 
 
ADMINISTEATION OF JANITOR SERVICE. 2S 
 
 Conference January 8, 1918: 
 
 I. Scientific demonstration of humidity and the impurities of the schoolroom. 
 II. Uniformity, use, and economy of janitors' supplies. 
 III. Standardization. 
 Conference April 16, 1018: 
 
 I. The janitor as a moral force, relative to — 
 
 (a) The management of high-school pupils. 
 
 (b) The management of elementary pupils. 
 
 (c) Civic responsibility of the janitor. 
 
 (d) Playground democracy and the janitor. 
 II. The janitor and the health conditions of the school. 
 
 (a) The janitor or the family physician, which? 
 (6) Foes of good health as related to the janitor, 
 (c) First aids the janitor should know. 
 
 2. The Oakland, Calif., board of education, recognizing the broader scope 
 of the modern janitor's usefulness in a school, reports that it has elevated ( ?) 
 his official rank to that of " School custodian." At the same time steps were 
 taken to give these custodians the benefit of the advice of experts living in the 
 vicinity, bearing upon the various phases of their vpork and responsibilities. 
 A course of 17 lectures was first given in the spring of 1917 (59). No two 
 were given by the same person, each lecturer being an expert in his particular 
 subject. The subjects of these lectures, together with the official position of 
 each lecturer, are as follows : 
 
 Lecture 1. Introductory lecture : What the board of education expects of the cus- 
 todian. By the president of the Oakland board of education. 
 
 Lecture 2. What the superintendent expects of the custodian. By the acting super- 
 intendent of schools. 
 
 Lecture 3. What the business manager expects of the custodian. By the business 
 manager. 
 
 Lecture 4. Cooperation between the principal and the custodian. By the president 
 of the Principals' Club. 
 
 Lecture 5. The custodian's relation to the pupils. By the secretary of the Prin- 
 cipals' Club. 
 
 Lecture 6. The custodian's relation to recreation and social center activities. By 
 superintendent of recreation, San Francisco. 
 
 Lecture 7. The custodian's part in the wider use of the school plant. By principal 
 of the high school, Alameda. 
 
 Lecture 8. Some conditions in the school environment which may affect the child's 
 health. By assistant professor of epidemiology, University of California. 
 
 Lecture 9. The use and care of drinking fountains. By a specialist on the subject. 
 
 Lecture 10. How to treat emergencies at school. By professor of hygiene. University 
 of California. 
 
 Lecture 11. Fire prevention and control. By chief of Oakland fire department. 
 
 Lecture 12. Heating and ventilating. By lecturer in architectural mechanics. Uni- 
 versity of California. 
 
 Lecture 13. The operation of oil burners. By specialist on the subject. 
 
 Lecture 14. The use and care of steam-heating apparatus. By specialist on steam 
 heating. 
 
 Lecture 15. Automatic temperature regulation. (Illustrated by models and slides.) 
 By expert of temperature-regulating devices. 
 
 Lecture 16. The opei-ation and care of school electrical equipment. By supervising 
 inspector, electrical department, city of Oakland. 
 
 Lecture 17. The oiling of floors. By specialist on the subject. 
 
 3. Referring to the report of one city (Marshalltown, Iowa), that instruction 
 is given by experts from Iowa State College, it should be explained that this is 
 a brief course for janitors given by the department of engineering extension. 
 The course is printed in a 48-page pamphlet used as a textbook for classes, or 
 for instruction by correspondence, and comprises eight illustrated and practical 
 chapters on the following topics (58) : 1. Heat; 2. Heat travel; 3. Coal and com- 
 bustion ; 4. Methods of firing ; 5. The heating plant ; 6. Good and bad air ; 7. 
 Humidity ; 8. Sweeping, cleaning, and sanitation. 
 
24 THE SCHOOL JANITOR. 
 
 When >:iven as n short course one i>f those texts Is funiishetl eneh man, and 
 rtve evening nieetiiiKs for reeltatlon niul dlseusslou are eouducted. Tlie In- 
 Ktructor also calls on each man iiidividnally durluf? the day iu order that he 
 may take up the 8p**clal problems of his plant. 
 
 Tills course Is als4> jilven by correspondence for the benefit of jaultx)rs in charge 
 of bulliliuK-s in small towns where there Is not a sufficient number to form a 
 class, 
 
 4. One of the cities rcpctrtinj; (Oslikosli, Wis.l, states that courses are given 
 by the extension department of the I'niverslty of Wisconsin. This course, in- 
 aiugurated by I>r. Win. P. F'rost (47), embodies scientlttc and practical infor- 
 mation which every janitor should possess. An outline of tlie course follows: 
 
 Ventilation: 
 
 Tin- coinpogitlon of the air. 
 
 Thi' rt'latlvc liiiportiincf of the vnrloiis oon.pononts from n hygienic stiin-lpolnt, in- 
 cluding tlie nrfiount of iilr r<>qulrod per bond, por hour, etc. 
 
 Naturiil iiK-thuds of ventilation, including the principles of uir movementB. 
 
 Mec'iauii-al methods of ventilation, 
 
 General princiides. 
 
 Various pystems. 
 
 Independence of heatinj; and ventilntinfr systems. 
 
 The, effect of bad air on health, and the importance of pure air in maintaining the 
 health tone. 
 Jlratinij: 
 
 The necessity for heat. 
 
 The amount requlrt-d. 
 
 The systems of hiating and the advantages of each. 
 
 The <flf<'ct of insutB<ient heat on health. 
 
 The eflTect of too hot rooms on health. 
 
 Thi- effect of wide fluctuations on health. 
 Moisture in the air: 
 
 Moisture In normal nlr. 
 
 Moisture in air of heatf-d rooms. 
 
 Kflfect on health. 
 
 Methods of testing and modifying humidity. 
 Water: 
 
 I)anger8 from impure water. • 
 
 Dangers from common drinking cup. 
 
 I'rinciples and types of sanitary fountains. 
 Clcaniiifj: 
 
 I>ust and its dangers. 
 
 <ompositlon. 
 
 Kffect on the system. 
 
 Air-lM»riie diseases. 
 
 Methods of cleaning. 
 
 I>ry sweeping and dusting. 
 
 T'bo of dust-layers and dust cloths. 
 
 Vacuum cleaners. 
 
 Methftds and frequency of washing floors and woodwork. 
 I'lumbinff: 
 
 Klementary principles, 
 
 ("are of traps and Closets. 
 
 IVrliidle inspection. 
 Dlnintcction: 
 
 (Jeneral principles. 
 
 Llqiil<l disinfectants. 
 
 Cnseous disinfectants. 
 
 Iieodorants. 
 fipilHnu: 
 
 Dangers from spitting, 
 
 NeeeMsify of preventing, 
 Hjtittoiinn: 
 
 Forms. 
 
 Care, 
 
ADMINISTEATION OF JANITOR SERVICE. 25 
 
 REGULAR TROGRAMS NEEDED. 
 
 These occasional lecture courses and meetings for instruction, as well as the 
 short courses outlined, are aU well enough as far as they go ; but the real need is 
 for schools, classes, conferences, or instruction in some form, as a regular, 
 established thing in every school system of any considerable size. An example 
 of such classes are those maintained by the schools of St. Louis, Mo. (53). 
 The meetings are held each Saturday forenoon. Among the regular instructors 
 are the chief engineer, superintendent of shops and repairs, superintendent of 
 janitors, superintendents of plumbing and electric work. 
 
 Such subjects as tlie following are discussed : The chemistry and use of 
 soaps ; effect of soap on varnish, paint, and woodwork ; chemistry and physical 
 properties of varnish, paint, and pigments ; methods of cleaning and treatment 
 of floors ; dusting ; nature and use of disinfectants ; chemistry and properties 
 of coal and all other fuels ; principles of combustion and proper firing ; care 
 of boilers ; oils and lubricants ; air conditions and principles of ventilation. 
 
 After each lecture there is a free and open discussion of the subject, in 
 which each one is urged to express his opinion and give his experiences. 
 
 The statement is made by the St. Louis commissioner of school buildings 
 that these weekly lectures and conferences have been the means of greatly 
 increasing the efficiency of the entire janitor and engineering force, and that 
 there has been a reduction in the cost of operation and maintenance of approxi- 
 mately 25 per cent. 
 
 It is believed that, with some modifications, the course of instruction sug- 
 gested by Doctor Dresslar in the Portland, Oreg., school survey (30) would 
 admirably meet the needs of such regular meetings in most cities. This 
 course, with some additions and slight changes, is outlined below : 
 
 1. Lectures by the superintendent and medical inspector on such subjects as the 
 following : 
 
 Dust and its dangers. 
 
 The selection and placing of school desks. 
 
 The care of blackboards. 
 
 The disinfection of toilets and schoolrooms. 
 
 The general management of basements. 
 
 The care of the health of a janitor. 
 
 The proper temperature of a classroom, and why. 
 
 How diseases are transmitted. 
 
 2. Technical instruction by the school engineer, department mechanic, or other 
 person or persons qualified to do so in the following subjects : 
 
 How to build fires and stoke economically. 
 
 The theory and supervision of thermostats. 
 
 Plumbing fixtures. 
 
 Sweeping compounds and how to make them. 
 
 Oiling floors. 
 
 Management of fans. 
 
 The disposal of ashes and cinders. 
 
 The management of vacuum cleaners. 
 
 Sweeping and dusting. 
 
 Protection against fires. 
 
 DifEerent methods of cleaning. 
 
 3. Special devices, or " tricks of the trade," set forth and illustrated by the most 
 eflScient janitors in the service. 
 
 4. Lectures by selected principals on : 
 Fire drills. 
 
 The care of school property. 
 The general management of boys. 
 The moral influence of janitors. 
 Opportunities of a janitor. 
 The care of playgrounds. 
 
 5. Discussion of the latest and best information relating to the work of janitors, 
 gathered from magazines and books. 
 
26 THE SCHOOL .TAXITOR. 
 
 Instruction and trainiu}:: as sujitjested in tlie foregroing pases would not 
 only secure greater efticiency in the janitor force, but it would enal)le school 
 authorities to establish entrance requirements and demand professional prepara- 
 tion of all applicants for janitorial positions. In other words, it would take 
 the Janitor's office out of the field of politics and favoritism, and introduce 
 a system based upon merit. 
 
 Chapter IV. 
 FUNCTIONS OF THE SCHOOL JANITOR. 
 
 I. DAILY CLEANING OF FLOORS. 
 
 On the method of cleanin<r floors, reports were received from 1,097 cities 
 These show that S91 cities use brush or broom with sweeping compound ; 
 276 use the oiled brush ; 222 vacuum cleaners ; 366 use two or more of the 
 methods mentioned. JIany school systems use the vacuum cleaner only in 
 the high school, or other one or more of the most modern buildings. 
 
 VACUUM CLEANERS. 
 
 It is now generally knowni that the best method of removing dirt from 
 floors, as well as from walls and furniture, is by the vacuum system. It is 
 true that vacuum cleaning has fre(iuently not proven a success, but it i3 
 believed that this has been due to the selection of the wrong type of cleaner, 
 to faulty installation, or failure to operate the machine properly. Faulty 
 installation has probably been the most common mistake. 
 
 In the survey of the public-school system of San Francisco, Calif., made in 
 1917 (34), it was found that while vacuum cleaning systems were installed 
 in all the newer school buildings in San Francisco, most of the janitors used 
 them but once a year — during the vacation period. Others used them oc- 
 casionally to clean the rugs and carpets in the principal's office. 
 
 Other school surveys and reports indicate that this same condition pre- 
 vails in a gi'eat many places. There are two reasons given for this failure 
 to use the vacuum systems installed. First, the only openings to which the 
 suction hose can be attached are in the halls, one opening to serve several 
 room.s. This 'necessitates a long, heavy hose, entirely too heavy and un- 
 wieldy for a man to handle with any degree of satisfaction. In the sec- 
 ond place, on account of the length, the friction of the hose is so great 
 that the suction is reduced to such an extent that the force is not grea*; 
 enough to gather up the sand and dirt from the floors. 
 
 For these reasons, many hundreds of thousands of dollars worth of vacuum 
 cleaning machinery installed in school buildings is not used enough to warrant 
 the expense of installation. 
 
 From observations and time studies made a few years ago by the Chicago 
 board of education (38), as well as reports obtained from other cities at 
 the time, it was found that the labor cost for vacuum cleaning was about 
 the same as for sawdust and broom sweeping, where the frequency of cleaning 
 was the same. But the quality of the work must be considered as well as 
 
EUNCTIONS OF THE SCHOOL JANITOR. 27 
 
 the expense. Following are some of tlie advantages of the vacuum system of 
 cleaning schoolhouses : 
 
 1. By this method the dirt and dust are gathered up from the floors and 
 walls, and carried directly from the rooms to a central place of deposit, 
 preferably in the basement, where they can not be of any further danger to 
 the health of pupils and teachers. 
 
 2. The- dirt that finds its way into the cracks of floors can only be re- 
 moved by the use of the vacuum cleaner. Broom sweeping, even with the 
 use of sweeping compounds, does not get the dirt and dust out of the cracks. 
 
 3. The vacuum method makes it unnecessary for the janitor to go over the 
 room the second time in order to dust furniture, wainscoting, railings, etc., 
 as no dust is stirred up. Valuable time, therefore, is saved. 
 
 4. A fourth advantage in the vacuum system is that by this method walls 
 and ceilings may be cleaned without injuring them, and without throwing 
 clouds of dust into the air. 
 
 5. Vacuum cleaning has still another distinct advantage. Teachers and 
 pupils, especially in high schools, frequently find it desirable to. stay after school 
 hours on account of club meetings, work in laboratories and gymnasiums, re- 
 hearsals for plays, and the like ; but in most cases the rules require them to 
 leave shortly after the close of school. And even if they are permitted tg stay, 
 the atmosphere in the entire building is dusty when the cleaning work is 
 being done. With vacuum cleaning, teachers and pupils could be permitted to 
 stay after school hours, and the janitor could be permitted to start clean- 
 ing immediately upon the dismissal of school. 
 
 SWEEPING COMPOUNDS. 
 
 But in some places, especially in some of the older buildings, the installa- 
 tion of vacuum cleaning systems is hardly practicable, and some other method 
 of cleaning must be followed. 
 
 Where it is impossible to secure the vacuum system, the next best method 
 is to scatter sweeping compound on the floor, and then gather up the dirt 
 and dust by the use of a fiber brush or broom. There are many standard 
 preparations, sold in the market under various names, which catch and hold 
 the dirt until it can be gathered up into a pile and removed. These prepara- 
 tions are usually made with a basis of sawdust or paper, mixed with water, 
 oil, or wax. Some of them are expensive, but any intelligent janitor can make 
 his own sweeping compound at very small cost. Dampened sawdust, with 
 a little clean sand and disinfectant mixed in, will be found just as effective 
 as any of the patent compounds on the market. 
 
 It is found that in many places there is a prevailing belief among janitors 
 that if floors have been oiled the use of sweeping compounds is unnecessary. 
 As a matter of fact, sweeping compound reduces the number of dust particles 
 to such an extent as to justify its daily use, both in halls and classrooms. 
 
 OILED BRUSH. 
 
 Oiled brushes are now being used to a considerable extent for removing dirt 
 from floors. This is an ordinary brush furnished with a small tank containing 
 kerosene. The kerosene feeds down slowly from the tank upon the brush 
 and keeps it slightly moist. By keeping floors well oiled and using this type 
 of brush in sweeping, the floors can be kept reasonably free from dust and dirt. 
 
28 
 
 THE SCHOOL, JAXITOB. 
 
 DRY BROOM. 
 
 The worst method used in the removal of dirt is that of dry sweeping with 
 the old-fashioned In-oom, and it is surprising that as many as 137, or about 12^ 
 per cent of the cities reporting, still use this method. This sort of sweeping 
 removes only the coarse dirt, which is harmless because it can not be breathed 
 into the lungs. The fine dirt, the only kind that is injurious, is stirred up 
 and mixed with the air, to settle on desks, walls, woodwork and floors as soon 
 as the sweeping is done. 
 
 TESTS OF VARIOUS METHODS OF CLEANING. 
 
 A study which throws a great deal of light on this phase of the subject is 
 the series of bacteriological tests made by William D. Frost and Vermillion A. 
 Armstrong (48). These tests are valuable because they show the effective- 
 ness, or ineffectiveness, of the various methods of cleaning, and should serve 
 both as an additional warning against the dangers of dust and dirt, and as 
 an incentive to all school authorities to see that the most improved methods of 
 cleaning are employed. Some of the main results of these tests are summa- 
 rized as follows : 
 
 Dry broom. — In order to test cleaning by ordinary dry broom, a moderately 
 clean floor was selected, the number of bacteria per sq. cm. was determined, 
 and the floor was then swept. The results are shown in Table 7: 
 
 Tarle 7. — Cleaving effleiency of ordinary broom (bacteria per 
 
 centimeter). 
 
 square 
 
 Experiment. 
 
 Number 
 
 found on 
 
 floor. 
 
 Number 
 
 after 
 sweeping. 
 
 Percent- 
 age of 
 bacteria 
 taken up 
 
 in 
 sweeping. 
 
 1 
 
 73 
 4S 
 28 
 90 
 
 9 
 
 5 
 
 3 
 
 39 
 
 
 2 
 
 
 3 
 
 
 4 
 
 
 
 
 
 60 
 
 14 
 
 77 
 
 
 
 While this experiment .shows that a number of the bacteria are removed by 
 the operation, it should be recognized that a large portion of them go into 
 the air only to settle on the floor again. A number of experiments which were 
 made in another connection indicated that the number of bacteria in the air 
 after sweeping, over and above those ordinarily present, was such that seven 
 bacteria were falling on each square centimeter per hour ; so that, if the room 
 were tightly closed, it would not be long before the floor would have nearly as 
 many bacteria as were found before sweeping. 
 
 Oil broom. — In Table 8 are shown the results of 10 tests made with a patent 
 oil broom. These tests indicate that as much as 37 per cent of the bacteria can 
 be removed from the floor by the oil broom ; but experiments 8 to 10 show that 
 the use of this broom may actually increase the number — in this case there 
 was an increase of 4.50 per cent. The broom with which the test was made had 
 been used several times, and an effort had been made to thoroughly clean it 
 before using the test ; but this was found to be a difficult, if not impossible, task. 
 
FUNCTIONS OF THE SCHOOL JANITOR. 
 
 29 
 
 The bacteria increase was due to tlie number whicli still remained in the broom 
 from previous usage, in spite of the cleaning. 
 
 Table S. — Tests made icith a patent oil broom {bacteria per square centimeter). 
 
 Experiment. 
 
 Number 
 
 found on 
 
 floor. 
 
 Number 
 
 after 
 sweeping. 
 
 Percent- 
 age of 
 bacteria 
 taken up 
 
 in 
 sweeping. 
 
 1 
 
 620 
 
 1,008 
 
 363 
 
 380 
 541 
 595 
 
 
 2 
 
 
 3 
 
 
 
 
 
 
 660 
 
 505 
 
 23 
 
 
 
 
 4... 
 
 8,900 
 
 6,500 
 
 26,600 
 
 19, 500 
 
 4,450 
 8,600 
 16,000 
 15, 300 
 
 
 5 .. 
 
 
 6 
 
 
 7 --- 
 
 
 
 
 
 
 17,875 
 
 11,087 
 
 3Z 
 
 
 
 
 8... 
 
 4 
 4 
 3 
 
 23 
 13 
 18 
 
 
 9 
 
 
 10 - 
 
 
 
 
 
 
 4 
 
 18 
 
 1450 
 
 
 
 
 1 Increase. 
 
 Siveeping compound. — In this test a patented product was used. The com- 
 pound was sprinkled on the floor or put into a reservoir on the broom to be 
 swept ahead of the broom. Results of the test are shown in Table 9. 
 
 Table 9. — Tests made toith sweeping compound and broom {bacteria per 
 
 square centimeter) . 
 
 Experiment. 
 
 Number 
 
 found on 
 
 floor. 
 
 Number 
 
 after 
 cleaning . 
 
 Percent- 
 age of 
 bacteria 
 taken up 
 
 in 
 sweeping. 
 
 1 
 
 448 
 936 
 442 
 
 126 
 
 1,084 
 
 398 
 
 
 2 . ... 
 
 
 3 
 
 
 
 
 Average 
 
 608 
 
 536 
 
 28 
 
 
 
 i 
 
 Vacuum cleaners. — For this test, two permanent systems were chosen, one in 
 which the vacuum is produced by an electric fan, and the other by means of 
 a steam aspirator. Of the many different types of portable cleaners, five were 
 selected for use in this test. 
 
 Both of the permanent systems tested proved satisfactory from a sanitary 
 standpoint. One removed 95 per cent of the bacteria from the floor, and the 
 other 79 per cent. Of the portable types, several proved quite efficient, the dif- 
 ferent types removing 82 per cent, 77 per cent, and 57 per cent, due to varia- 
 tions in motive power, manner of construction, shape, and size of brushes. 
 
 In the permanently installed systems bacteria in the dirt are taken out of 
 the room entirely, and if the discharge pipe is properly located, the bacteria 
 
30 
 
 THE SCHOOL JANITOR. 
 
 are a matter of no further concern. The condition is different in the portable 
 systems, whicli discharge tlie air directly into the room. In some, the air has 
 been filtered or strained through a bag; in others, the dust and bacteria are 
 retained by a series of baffles. Thus it is ordinarily quite impossible to keep 
 the bacteria from getting back into the room. It has been demonstrated that 
 bacteria may be carried from one room into another by these portable cleaners, 
 because they allow the escape of bacteria contained in the dirt. For this rea- 
 .son, traveling cleaners may be an actual menace to health, for if bacteria can 
 be carried from room to room they can probably be carried from house to house. 
 
 II. PERIODIC CLEANING AND TREATMENT OF FLOORS. 
 
 SCRTTBBING FLOORS. 
 
 It is evident that in many places there is too much washing and scrubbing 
 of wooden floors. The old-time belief that the only way to have a clean, sani- 
 tary floor is to scrub it with water and soap still seems to be quite prevalent. 
 A summary showing the frequency with which floors are scrubbed in the 923 
 cities reporting on this point, is given in Table 10 : 
 
 Table 10. 
 
 Frequency. 
 
 Daily 
 
 Twice a week 
 
 Weekly 
 
 Twice a mouth 
 
 Monthly 
 
 Once in 6 weeks... 
 Six times a year. . . 
 Five times a year. 
 Four times a year . 
 Three times a year 
 Twice a year 
 
 Cities 
 report- 
 ing. 
 
 
 1 
 
 42 
 
 18 
 
 121 
 
 6 
 
 9 
 
 2 
 
 55 
 
 126 
 
 234 
 
 Frequency. 
 
 Once a year 
 
 As needed 
 
 Irregularly 
 
 Rarely 
 
 When directed by principal 
 
 Once in 2 years 
 
 Once in 5 years 
 
 Never 
 
 Total 
 
 Cities 
 report- 
 ing. 
 
 169 
 95 
 6 
 4 
 1 
 1 
 1 
 32 
 
 It will be seen that 42 cities scrub the floors weekly, 18 every two weeks, 
 121 monthly, 55 four times a year, 126 three times a year, 234 twice a year, 
 and 169 once a year. In 95 cases the floors are scrubbed " as needed," and 
 in 32 cities they are not scrubbed at all. But all except two of the 32 cities 
 where the floors are never scrubbed report that the floors are regularly 
 treated with oil, with a frequency ranging from yearly to monthly. 
 
 The best authorities agree that schoolroom floors should not be scoured 
 except when absolutely necessary. Experience has demonstrated that too 
 frequent washings have a very injurious effect upon most wooden floors. The 
 alternate swelling and shrinking of the boards widen the cracks, cause the 
 boards to warp, the grooves to split, and in the course of time the surface 
 becomes rough and splintered. Moreover, the widened cracks become filled 
 with dirt and mud, which dry and give rise to clouds of dust when the boards 
 are walked over. If floors are once well cleaned, and then kept oiled or 
 waxed, it is very seldom that they will need to be scrubbed or washed. 
 
 OILING FLOORS. 
 
 The large number of cities which report that their schoolhouse floors are 
 oiled indicates that this treatment of floors is in more general use than it 
 
FUNCTIONS OF THE SCHOOL JANITOR. 
 
 31 
 
 was a few years ago. A summary of these reports is given in Table 11. 
 There were 1,073 reports received in answer to the question as to whetlier 
 or not floors are oiled. Of these, 890 cities, or about 83 per cent, reported 
 in the affirmative, while 183, or 17 per cent, stated that floors were never 
 oiled. 
 
 In the cities reporting on the frequency with which floors are oiled, it will 
 be noted that the range is all the way from daily to yearly, the largest 
 number in practice being 372, twice a year, and the next, 197, once a year. 
 Those who are best qualified to speak on the subject state that as a general 
 thing floors should be oiled at least two or three times a year. 
 
 Included in the following table is also a nummary of the reports as to how 
 the oil is applied. An oil mop, a brush with an oil reservoir, a sprayer or 
 atomizer, and other special oiling devices under the head of " oilers," are 
 given as the most common methods of applying the oil to the floors. 
 
 Table 11. — Oiling floods. 
 
 Frequency. 
 
 Cities re- 
 porting. 
 
 How oil is applied. 
 
 Fre- 
 quency. 
 
 Daily 
 
 Twice a week 
 
 Weekly 
 
 Twice a montli 
 
 Monthly 
 
 Once in 6 weeks . . . 
 Six times a year . . . 
 Five times a year. . 
 Four times a year. 
 Three times a year 
 
 Twice a year 
 
 Once a year 
 
 As needed 
 
 Never 
 
 Total 
 
 1 
 
 1 
 
 10 
 
 3 
 
 25 
 
 2 
 
 6 
 
 2 
 
 43 
 
 79 
 
 372 
 
 197 
 
 73 
 
 183 
 
 Mop 
 
 Brush 
 
 Sprayer 
 
 Oiler 
 
 Sprayer and mop 
 Cloth 
 
 Brush and mop.. 
 
 Oiled broom 
 
 Oiled pad 
 
 Oiler and mop . . . 
 Oiled sawdust . . . 
 Sheepskin 
 
 Total 
 
 275 
 
 259 
 
 124 
 
 94 
 
 19 
 
 11 
 
 5 
 
 3 
 
 3 
 
 2 
 
 1 
 
 1 
 
 797 
 
 A great deal has been said both for and against the use of floor oils. Boards 
 of education have frequently been known to forbid their use entirely. The 
 three principal objections urged are: (1) That the use of oil increases the fire 
 hazard; (2) that it soils the clothing of pupils and teachers; and (3) that 
 the oil has an unpleasant odor and is otherwise disagreeable. 
 
 It is believed that all of the objections are due to the use of poor quality 
 of oils and to carelessness or ignorance in their application. Before the oil 
 is applied, the floors should be thoroughly cleaned, and allowed to dry. Then 
 a very light coat of hot oil should be spread over the floors, either by means 
 of a brush made for the purpose, or sprayed over with an atomizer. The oil 
 should be well rubbed in with a felt pad or woolen cloth, and all that is 
 not absorbed carefully wiped up. The floors should then be allowed to dry 
 for several days before the rooms are used. The oiling will, therefore, usually 
 have to be done during the summer vacation, or the Christmas or Easter 
 holidays., If the work is intelligently and carefully done, there can be no doubt 
 that oil makes the best finish for schoolroom floors. 
 
 This treament of floors, when properly done, has at least two distinct ad- 
 vantages, as shown by various tests and experiments: First, it preserves 
 the floors and improves their wearing qualities; and, second, it reduces the 
 number of floating dust particles and the number of bacteria in schoolroom 
 air very much below what they would otherwise be. 
 
32 
 
 THE SCHOOL JANITOR. 
 
 The amount of gerni-caiTying dust in a room can be tested by exposing to 
 tbe air, for a given time, a gelatin plate of standard size and material. This 
 plate catc'lies the floating germs and acts as a culture medium for the develop- 
 ment of colonies of bacteria. The plate is then examined under the microscope, 
 and the number of bacterial colonies counted. The results of such a test are 
 given in the following table from Doctor Lambert (51) and show quite clearly 
 the effect of floor oil on the number of bacteria in schoolroom air : 
 
 Table 12. 
 
 Plates exposed. 
 
 5 minutes in still air 
 
 30 minutes in stiU air 
 
 5 minutes during sweeping 
 
 5 minutes just after sweeping 
 
 5 minutes beginning 10 minutes after sweeping 
 5 minutes beginning 15 minutes after sweeping 
 
 Colonies of bacteria. 
 
 Floors 
 
 Floors 
 
 treated 
 
 not 
 
 with oil. 
 
 treated. 
 
 
 
 7 
 
 2 
 
 12 
 
 38 
 
 456 
 
 11 
 
 79 
 
 6 
 
 62 
 
 1 
 
 31 
 
 Other tests referred to by Lambert in the same article show that bacteria 
 are no more numerous over an oiled floor four weeks after treatment than over 
 an unoiled floor two days after scrubbing ; and that an old, worn floor is more 
 sanitary when oiled than a new, well-laid floor which is not oiled. 
 
 in. DUSTING. 
 
 PREVENTION OF DUST. 
 
 Good school housekeeping is largely a matter either of preventing dust or of 
 removing it. Attention has already been called to the fact that much can be 
 done in the way of preventing dust by keeping the floors well oiled, the use of 
 sweeping compounds, and by means of the vacuum cleaner. In addition to these 
 improved methods of sweeping and treating floors, a number of other things 
 can be done to prevent the manufacture and accumulation of dust in school 
 buildings. Some of these are : Requiring the children to keep their shoes as 
 free from dirt and mud as possible, foi* which purpose there should always be 
 a liberal supply of good doormats; requiring, as far as possible, all play and 
 physical training exercises out of doors, as it has been found that the stamping, 
 inarching, and play of children in the rooms and halls increase the amount of 
 dust in the building many times over. 
 
 A great deal of dust can be prevented by using the blackboards only when 
 actually needed ; substituting the so-called " dustless " crayons for the soft chalks 
 so generally used ; collecting with damp cloths and removing the chalk dust 
 from the trays of blackboards at least twice a day ; taking all erasers from 
 classrooms and cleaning them thoroughly at the close of each school day. 
 
 Basements, also, should have special attention with respect to dust, particu- 
 larly when they are used for playground purposes. As a general thing, base- 
 ments are not well ventilated, and the movement of children's feet over the 
 cement floors produces a mineral dust, which is the most injurious kind of dust, 
 on account of the sharp, cutting character of the particles. For this reason, 
 
rUNCTIONS OF THE SCHOOL JANITOR. 
 
 33 
 
 as well as for moral reasons, some cities have abolished basement play alto- 
 gether. 
 
 FRESH- AIK CHAMBERS. 
 
 Where the building is supplied with a mechanical ventilatins; system, much 
 can be done to keep the air pure and wholesome by keeping the fresh-air supply 
 free from dust. The surveys and reports examined show that in a large per- 
 centage of buildings the fresh-air chambers are used as storage rooms. In 
 them are often found piles of sand, kindling wood, oil cans, brooms, mops, old 
 boxes and barrels, the accumulated trash of several weeks, and frequently all 
 covered with a coating of dust. Ea'cu where the fresh-air chambers are not 
 used for storage purposes, if the intake is on a level with streets, alleys, and 
 sandy playgrounds, they must soon become dust-chambers through which the 
 air must pass into the classrooms, to be breathed by teachers and pupils. 
 Fresh-air intakes should be elevated 10 or 12 feet above the ground, and fresh- 
 air chambers should, of course, be kept clean at all times. 
 
 FREQUENCY IN DUSTING. 
 
 As to the frequency with which dusting is done, the returns show that of 
 the 1,043 cities reporting, 933, or about 89^ per cent, dust daily. While this 
 at first would seem to be a very good showing, yet it must be admitted that for 
 as many as 110 cities, or 10^ per cent, not to dust daily, the range being all 
 the way from three times a week to never, is a little disappointing. Every- 
 one knows that dusting should be carefully done every da5!^ This should be 
 done in the morning before pupils begin to assemble, all sweeping having 
 been completed the evening before. 
 
 The frequency with which dusting is done in the cities reporting, and also 
 the methods used, are shown in the following table : 
 
 Table 13. — Dusting. 
 
 Frequency. 
 
 Cities 
 reporting. 
 
 Method used. 
 
 Cities 
 reporting. 
 
 Daily 
 
 933 
 
 22 
 
 38 
 
 20 
 
 13 
 
 4 
 
 7 
 
 1 
 
 5 
 
 Damp cloth 
 
 778 
 
 
 Oiled cloth 
 
 151 
 
 Twice a week . . 
 
 Feather duster 
 
 129 
 
 
 Dustless duster 
 
 41 
 
 
 Oiled duster 
 
 23 
 
 
 Treated cloth 
 
 16 
 
 Rarely , 
 
 Dry cloth 
 
 16 
 
 Twice a year 
 
 
 5 
 
 Never 
 
 
 3 
 
 
 
 2 
 
 
 Medicated cloth 
 
 2 
 
 
 Wool duster 
 
 1 
 
 
 String duster. . 
 
 1 
 
 
 Total . 
 
 
 Total 
 
 1,043 
 
 1,168 
 
 
 Less number using 2 or more methods . . . 
 Actual number cities reporting on 
 
 166 
 
 
 1,002 
 
 
 
 
 METHODS EMPLOYED. 
 
 If dust is to be kept doM-n or elTectively removed, the method used is of the 
 utmost importance. There were 1,002 reports received on the method, or 
 
g4 THE SCHOOL JANITOR. 
 
 methods, employed, two or more methods being used in some cities. As will 
 be seen from the table, 778 cities use damp cloth, 151 oiled cloth, 129 the feather 
 duster, 41 " dustless '' dusters, and 23 oiled dusters. The remaining 46 reports 
 are distributed among various methods, as shown in the summary. 
 
 Dusting should be done in such a manner as to take up and remove as much 
 of the dust as possible, and at the same time stir up and dispense as little 
 as possible during the process. As stated in a previous section, where the 
 vacuum system is in daily use, the dust is taken up and reraovetl along with 
 the coarse dirt, and dusting as a separate operation is largely eliminated. 
 Where vacuum cleaners are not used, the method of dusting which has been 
 found most effective is by the use of a cloth slightly dampened with water or 
 moistened with oil or wax. The so-called " dustless " dusters now on the mar- 
 ket usually consist of a piece of coarse cloth dipped in some oil preparation, 
 and then allowed to dry until only enough oil remains in the meshes to catch 
 and hold the dust. 
 
 The most inefficient way to dust is with the medi?eval feather duster, and 
 the wonder is that this pernicious method still holds sway in the school build- 
 ings of so many progressive cities. The reports .show, as stated above, that 
 it is used either wholly or in part in 129 cities, or 12* per cent of all those 
 reporting. It should not be necessary even to call attention to the fact that 
 feather dusters should not be permitted in a school building. They do not 
 remove the dust, but only stir it up, either to settle down, again on furniture 
 and woodwork or breathed into the lungs of occupants of the building. This 
 method of dusting is worse tlian none at all, and should be prohibited by law. 
 
 WHY DUST liS DANGEROUS. 
 
 As already stated, dusting is one of the most important matters involved in 
 the care of school buildings. Every janitor or custodian of a school building 
 should not only know that dust is a common cause of ill health, but he should 
 know the composition of dust and why the presence of dust particles makes 
 the air children breathe so injurious; that in one cubic inch of good country 
 air there are said to be 2,000 particles, while in a cubic inch of city air there 
 are 3,000,000 particles, made up of dried manure and sputum, tobacco, ashes, 
 soot, shop and house sweepings, decaying vegetation, bits of stone, glass, and 
 cement. To these particles are frequently attached disease germs, and when 
 such particles are breathed they irritate the air passages and make them 
 fruitful soil for the growth of these germs, which multiply and produce colds in 
 the head, catarrhal conditions of nose and throat, bronchitis, and tuberculo&lsi 
 The prevalence of these disorders among people who live in cities, and the 
 composition of dust in city air, should bring school and municipal authorities to 
 realize the need of better housekeeping, cleaner streets, the elimination of all 
 smoke and dust nuisances, and improved sanitary conditions generally. 
 
 Some one may say that scliool children will have to breathe this kind of 
 air the rest of the 24 hours of the day, so why not while in school? The 
 answer is, that it is the school's duty to keep the air in school buildings as free 
 from dust and other impurities as possible, and if it can be kept purer and more 
 wholesome there than that which must be breathed in the city generally, cer- 
 tainly something has been gained. 
 
 IV. WASHING WINDOWS. 
 
 It is evident that most schoolroom windows are not washed often enougiu 
 There is little use to provide a specified amount of window area, as compared 
 
$^ 
 
 FUisrcTioisrs of the school janitor. 
 
 with the floor area in schoolrooms, if the glass is not kept clean after it has 
 been installed. 
 
 Of the 1,009 cities reporting on the question as to how often windows are 
 washed, 125, or 12 per cent, do not wash the windows oftener than once a 
 year. In 302 cases, or 30 per cent, they are washed only twice a year ; in 
 136, or 13 per cent, three times a year ; and in 91 cases, four times a year. That 
 is to say, as shown in Table 14, in 654 cities, or 64 per cent of those reporting, 
 schoolroom windows are washed from once to four times a year. If the exact 
 facts were known in regard to the 216 cases reporting "as needed" (which 
 may mean much or nothing according to circumstances), it is quite probable 
 that the above last named percentage would be very much larger. Only 93^ 
 cities, or 9 per cent, wash their schoolroom windows as often as once a month. 
 By a reference to the table it will be seen that the largest number report a 
 frequency of twice a year. It is believed that this, or even three or four times 
 a year, is not sufficient as a general thing. Of course, the freqiiency must 
 vary with the locality. In smoky manufacturing cities, it is sometimes de- 
 sirable to have classroom windows washed on the outside every day or 
 two ; and there are very few cities and towns in which Avindows should not be 
 cleaned at least once a month during the school year. 
 
 Table 14. — Washing qcindows. 
 
 Frequency. 
 
 Weekly 
 
 Twice a month 
 
 Once in 3 weeiss. . . 
 
 Montiily 
 
 Once in 6 weeks. . . 
 Six times a year... 
 Five times a year. 
 Four times a year. 
 Thi-ee times a year 
 
 Cities 
 reporting. 
 
 6 
 3 
 1 
 
 93 
 4 
 
 16 
 4 
 
 91 
 138 
 
 Frequency. 
 
 Twice a year 
 
 Once a year 
 
 As needed 
 
 Irregularlj'' 
 
 Occasionally 
 
 When required by the authorities 
 
 Total 
 
 Cities 
 reporting. 
 
 302 
 
 125 
 
 216 
 
 5 
 
 6 
 
 1 
 
 1,009 
 
 TESTING DIFFERENT CONDITIONS. 
 
 An investigation made by the Boston branch of the Association of College 
 Alumnae, referred to by Dr. Putnam (5), shows how varying conditions which 
 exist at different buildings, even in the same city, require variations in the fre- 
 quency with which windows must be washed, if they are to be kept clean. The 
 rules required that the windows should be washed twice a year. The object of 
 the investigation was to ascertain whether this was often enough, or whether 
 with this number of washings there were any windows on which sufficient dirt 
 accumulated to obstruct the light enough to injure the vision of pupils. A. 
 photometer was used to measure the amount of light admitted before and after 
 the windows were washed (1) on the inside, and. (2) after washing on both 
 sides. 
 
 l^'or this study, the school buildings were divided into three groups: (1) Those 
 that were situated on high ground where there were no obstructions, such as 
 ti'ees and near-by buildings, to shade the windows; (2) buildings on streets 
 of medium width, and surrounded by buildings the average height of which 
 was less than that of the school building ; or the buildings whose window area 
 was somewhat less than it should be ; and where smoke, dust, and other impuri- 
 ties were "present in average quantities ;" (3) the worst class of buildings was 
 made up of those located where there was a great deal of dust, smoke, and 
 other impurities in the air, and where they were surrounded by tall buildings 
 and by alleys, and which were old, with insufficient window area. 
 
36 
 
 THE SCHOOL JANITOR. 
 
 In order to have the intensity of the light as nearly constant as possible, all 
 the tests were made on dull, overcast days. 
 
 The results of the investigation showed that in the best group of buildings 
 the light was about 4 per cent stronger after washing the windows on the inside, 
 and about 10 per cent stronger after washing on both sides. 
 
 In the second, or intermediate class of buildings, the light before washing 
 was reported as being about half as intense as that of the best buildings, and 
 the gain, both after the inside and outside washings, was about twice the gains 
 shown, respectively, in the best buildings, or about 20 per cent in all. In other 
 words, the windows of the second class of buildings were dirtier, both inside 
 and out, and consequently needed washing oftener than those of the the best 
 group. 
 
 In the third or worst class of buildings, it was found that before the windows 
 were washed the intensity of the light averaged about one-fifteenth as much 
 as that of the best buildings. The gain was about 21 per cent after washing 
 on the inside, and about 6 per cent more than that after washing on both sides, 
 or 27 per cent in all, showing that this group was also dirtier than the best build- 
 ings and needed more frequent washings. 
 
 Two weeks after the windows of all the buildings had been washed the light 
 was again mea.sured. The windows of the second or intermediate class had 
 become three times dirtier than those of the best- group, and those of the worst 
 group had become six times dirtier. This would indicate that if the rule requir- 
 ing all windows to be washed twice a year was sufficient for the best class of 
 buildings, those of the intermediate and worst groups should be cleaned from 
 three to six times as often. 
 
 The results of the investigation show that in cities where the school buildings 
 are surrounded by such widely varying conditions, they should be grouped in 
 the manner indicated, and a frequency rule for washing windows applied to 
 each group, instead of requiring that all windows be washed the same number 
 of times. 
 
 V. CLEANING TOILETS. 
 
 Many of the educational surveys examined state that the toilets were found to . 
 be in an insanitary condition. An examination of the reports on the question 
 as to the frequency with which they are cleaned would seem to point toward the 
 same conclusion. By referring to Table 1.5, it will be seen that only about 
 51 per cent of the cities reporting have the toilets cleaned daily. The frequency 
 in the remaining 49 per cent ranges from three times a week to yearly. Iri 
 268 cities, or 27 per cent, toilets are cleaned weekly, and in 143, or 14 per cent, 
 they are cleaned "as needed." 
 
 Table 15. — Cleaning toilets. 
 
 Frequency. 
 
 Daily 
 
 Three times a week 
 
 Twice a week 
 
 Once a week 
 
 Twice a month 
 
 Once a month 
 
 As needed 
 
 Six times a year — 
 
 Frequency. 
 
 Four times a year. 
 Three times a year 
 
 Twice a year 
 
 Once a year 
 
 Irregularly 
 
 Frequently 
 
 Total 
 
 Cities 
 reporting. 
 
FUNCTIOIsrS OF THE SCHOOL JANITOR. 
 
 37 
 
 It is very important that schoolhouse toilets be kept scrupulously clean at 
 all times. Disease gernrs are frequently found in great numbers upon seats, 
 doors, and walls of toilets, and even on the handles of outer doors. Besides 
 the routine daily cleaning of toilets, all toilet-room floors should be washed up 
 at least once a week ; and toilet seats, chains, and the handles of toilet doors, if 
 any, should be washed frequently with a good germicidal preparation, not merely 
 a deodorant — a distinction which school authorities, as well as other people, 
 frequently fail to make. A deodorant merely neutralizes offensive odors, 
 generally by substituting an odor that is pleasing for one that is not pleasing. 
 A disinfectant or germicide destroys or renders harmless infectious matter 
 and disease-producing germs. 
 
 Direct sunlight is the best disinfectant, and the prevalence of disease germs 
 in toilet rooms is frequently due to the fact that these rooms are so located, 
 and face in such a way, that the direct rays of the sun are shut out during the 
 greater part of the day, and in a great many cases altogether. Sunshine and 
 cleanliness will prevent and destroy more gernrs than any artificial disin- 
 fectant known. " Sunshine, Supervision, and Soap " has been suggested as a 
 Avorthy sanitary slogan for every school, not only in connection with the care 
 of toilets, but in all other housekeeping matters as well. 
 
 Chapter V. 
 RURAL SCHOOL JANITORS. 
 
 It was not the intention to make a study at this time of rural school jani- 
 tors, but in following out the various lines of investigation in connection with 
 city schools, some facts and figures have been gathered incidentally which 
 throw a good deal of light upon the janitor service in rural communities, and 
 it is thought that a few of these are of sufficient value and interest to be 
 included in the present study. 
 
 THE OHIO SURVEY. 
 
 An intensive study of 659 rural and village schools in 88 counties, in the State 
 of Ohio,. (29) reveals a condition in regard to rural school janitors which is 
 more or less typical of the service throughout the country. The following 
 tables give in a condensed form the data collected by the survey commission 
 in reference to the frequency of dusting, kinds of dusters used, scrubbing, 
 sweeping, and the pay of teachers for doing janitor work : 
 
 Dusting. 
 
 
 Township. 
 
 Special 
 district. 
 
 Village. 
 
 High 
 school. 
 
 
 One 
 room. 
 
 Central- 
 ized. 
 
 
 592 
 497 
 
 17 
 15 
 
 13 
 12 
 
 13 
 13 
 
 22 
 
 
 20 
 
 
 
 Dusted. 
 
 Per cent. 
 
 Daily - 
 
 61.2 
 29.4 
 6.2 
 3.1 
 15 
 
 66.7 
 20.0 
 13.3 
 
 58.3 
 41.7 
 
 92.3 
 7.7 
 
 75.0 
 
 
 25.0 
 
 
 
 
 
 
 Actual number dusted less than once a week 
 
 
 
 
 
 
 
38 
 
 THE SCHOOL JANITOB. 
 Kinds of dusters. 
 
 Township. 
 
 One 
 room. 
 
 Central- 
 ized. 
 
 Special 
 district. 
 
 Village. 
 
 High 
 school. 
 
 Number of schools visited 
 
 Number of schools reported on. 
 
 592 
 575 
 
 Using- 
 
 Per cent.i 
 
 Yarn duster 
 
 Dry cloth 
 
 Damp cloth 
 
 Treated cloth 
 
 Feather duster 
 
 Actual mmiber using feather duster 
 
 3.0 
 67.6 
 24.2 
 
 4.0 
 
 11.0 
 
 63 
 
 12.5 
 25.0 
 31.3 
 12.5 
 31.3 
 5 
 
 91.7 
 16.7 
 8.3 
 
 38.5 
 
 53.8 
 
 15.4 
 
 30.8 
 
 23.1 
 
 3 
 
 20.0 
 40.0 
 3.5.0 
 25.0 
 40.0 
 
 1 Percentages do not total 100 per cent because in some schools more than one kind of duster is used. 
 
 Scrubbing. 
 
 Township. 
 
 One 
 room. 
 
 Central- 
 ized. 
 
 Special 
 district. 
 
 Village. 
 
 High 
 school . 
 
 Nimiber of schools visited 
 
 Number of schools reported on. 
 
 592 
 559 
 
 Scrubbed. 
 
 Per cent. 
 
 Never 
 
 Once a year 
 
 Twice a year 
 
 Three times a year, 
 Four times a year. 
 
 3.7 
 68.2 
 20.0 
 
 3.2 
 
 4.8 
 
 10.0 
 30.0 
 
 76.9 
 
 23.1 
 
 33.3 
 16.7 
 16.7 
 33.3 
 
 Siceepinrj. 
 
 
 Township. 
 
 Special 
 distr'ct. 
 
 VlUage. 
 
 High 
 school. 
 
 
 One 
 room. 
 
 Central- 
 ized. 
 
 
 592 
 574 
 
 17 
 14 
 
 13 
 13 
 
 13 
 13 
 
 22 
 
 
 21 
 
 
 
 Swept. 
 
 
 Per cent. 
 
 
 
 
 
 
 
 Daily 
 
 57.7 
 
 30.7 
 
 11.0 
 
 .7 
 
 57.1 
 
 35.7 
 
 7.1 
 
 76.9 
 
 100 
 
 81. 0. 
 
 
 
 
 
 
 19.0 
 
 
 23.1 
 
 
 
 
 
 
 
EUEAL, SCHOOL JANITOES. 
 Pay of teachers for jmiitov work in one^'e&m township schools. 
 
 39 
 
 Number 
 
 of 
 teachers. 
 
 Number 
 report- 
 ed on. 
 
 Per cent receiving per mouth — 
 
 Number. 
 
 receiving 
 
 no pay 
 
 (iUegal). 
 
 More 
 
 than $2. 
 
 $2. 
 
 ILess 
 than $2. 
 
 Notliing. 
 
 353 
 
 322 
 
 20.2 
 
 37.3 
 
 40.1 
 
 2.4 
 
 8 
 
 It will be observed that 61 per cent of the one-room township schools re- 
 ported on were dusted daily, and that & per cent were dusted once a week, 
 or less. 
 
 About 11 per cent of the schools used the deadJy feather duster, while 24 
 per cent used damp cloths in dusting. 
 
 The report also shows that floor oil for the prevention of dust was used by 
 11.6 per cent of the township schools. 
 
 Nearly 4 per cent of the floors of the one-room township schools were re- 
 ported as never scrubbed, 68 per cent as scrubbed but once a year, and less than 
 5 per cent as scrubbed four times a year. 
 
 Of the one-room township schools, 57 per cent were swept daily. All of 
 the IS village schools inspected were swept daily. Out of 614 elementary 
 schools of all kinds, 7.3 were swept only once a week, or less. 
 
 The report further shows that only 5.2 per cent of the one-room tawnshipy 
 43.8 per cent of the centralized township, 7.7 per cent of the special district, 
 and 52.3 per cent of village schools visited use any sweeping compound. 
 
 THE ILLINOIS SURVEY. 
 
 In the Illinois school survey (25), made in 1917 under the direction of 
 L. D. Coffman, one of the studies embraced the rural schools of IS counties,, 
 in which there were more than 3,000 schools. Obviously, it was impossible for 
 the commission to visit them all. So, the superintendent of each county was 
 asked to select for visitation his best school, his worst school, and two of his 
 average schools; the basis of the selection being the building and its equip- 
 ment, and the interest manifested by the community in the school. Follow- 
 ing this plan, 78 schools were visited by a member of the survey staff, accom- 
 panied in a few instances by the county superintendent. From the report of 
 this survey, the following facts are gleaned in regard to janitor service: 
 
 As a rule, the teachers did their own janitor work — what little was done. 
 In many cases there was apparently no attempt to keep the grounds clean and 
 attractive and the toilets were in a very insanitary condition. 
 
 Stoeepmg. — Floors were not generally well swept. There was dust in corners 
 and under the desks, and food upon the floors.. The sweeping was frequently 
 done in the morning. 
 
 Dusting. — No intimation as to how dusting was done. The only statement on 
 this point is that when sweeping is done in the morning, the dusting is a 
 " useless piece of work.." 
 
 Blackboards. — For the most part, blackboards were -reported to be in a 
 fairly clean condition ; likewise, the ledges and erasers. However, in 16^ or 20 • 
 per cent, of the schools visited, the ledges of blackboards were reported full 
 of chalk dust. 
 
 ScrubMuff floors, — ^As a rale, floors had been scrubbed in the fall before the 
 openmg of school. Except in rare instances, it was found that rooms were not 
 scrubbed oftener than once a year- 
 
40 THE SCHOOL JANITOR. 
 
 Walls. — In many of the schoolrooms the walls and ceilings were begrimed 
 
 with smoke, the papering loose and discolored — a fertile soil for disease germs. 
 
 Windows. — Even in the best of schools the windows were seldom washed. 
 
 JANITOR WORK BY TEACHERS. 
 
 In 357 of the 659 classrooms visited by tlie Ohio Survey Commission, the 
 teachers did the janitor work, o53 of whom were in one-room township schools. 
 Contrary to law, 8 of these received no pay for their services. Over 40 
 per cent received less than $2 per month. 
 
 Both the Ohio and Illinois survey reports show that in some districts poorly 
 paid teachers have immaculate school buildings and grounds only as a re- 
 sult of their own efforts and their determination to live in clean surround- 
 ings. They are frequently without either the material or moral support of 
 their communities. In some cases the teacher has to scrub the school build- 
 ing before school can be opened in the fall. 
 
 The real trouble, not only in Ohio and Illinois, but almost everywhere else, 
 lies in the fact that most of the rural school districts consider tlie care of 
 school buildings of little or no importance. Teachers should not be expected 
 or required to do their own janitor work in order that they and the children 
 may have clean buildings. To pay teachers a few dollars extra per month for 
 this sort of service, or to employ a man or woman in the neighborhood to do a 
 minimum of janitor service for a mere song, or to get pupils to do the work, 
 does not meet the situation. 
 
 Doctor Dresslar makes the suggestion (2) that a competent man could 
 be employed in each rural district to give his entire time throughout the 
 year to the care and up-keep of the school property in his district. Such a 
 district janitor could sweep and clean every schoolroom once a week, "keep 
 the yard free from unsightly piles of ashes, care for the outhouses, and make 
 light repairs. During the vacations the buildings could be cleaned more 
 thoroughly. Such a janitor should be responsible to the supervising princi- 
 pal and make regular reports to him. The daily cleaning, dusting, care of 
 fires, etc., would still devolve on the teacher and pupils." 
 
 CENTRALIZED SCHOOLS. 
 
 In all progressive rural communities the tendency is to abandon the one- 
 room buildings, on account of lack of attendance or other cause, and to re- 
 place them by the centralized school. In many instances all the rural schools 
 of an entire township are consolidated at one point, where a large school build- 
 ing is constructed with ample provision not only for all grade schools but 
 also for a township high school. 
 
 This new type of rural school building has made necessary a new rural 
 school officer — the janitor. In the one-room building the teacher may act 
 both as instructor and janitor, as already stated, but in the modern consoli- 
 dated building, with its up-to-date system of heating and ventilation, sanitary 
 drinking fountains, sanitary toilets, adjustable seats, electric lighting, gym- 
 nasium, assembly roofii and public auditorium, a janitor must be employed not 
 only to care for the building, but to supervise the many details connected with 
 the efficient working of the entire equipment. 
 
 We have already seen that the importance of the janitor's position has not 
 been generally recognized by city school officials, and so it is not to be won- 
 dered at that in the rural districts the importance of the janitor and his work 
 in relation to the welfare and efficiency of the school is almost wholly uuap- 
 
EUEAL SCHOOL JANITORS. 41 
 
 predated. While great progress has been raade in the construction of better 
 school buildings, little or no progress has been made in the method of select- 
 ing janitors to care for and manage them. Politics still dictates the choice in 
 most cases ; in others, the position is " raffled olf " to the lowest bidder. Not 
 infrequently the man who has most fully demonstrated his ability as a failure 
 in other occupations is made school janitor through sympathy. 
 
 In a certain township in Indiana (4) an expensive consolidated grade and 
 high-school building was erected, equipped with modern heating and ventilat- 
 ing system, sanitary drinking fountains, modern toilets and plumbing through- 
 out, and every possible provision made for the safety and welfare of the pupils. 
 But the service of fans, furnace, and fountains proved to be very unsatisfac- 
 tory. When an inspector from the State board of health visited the school 
 he had no difficulty in locating the trouble. The janitor did absolutely noth- 
 ing except sweep the floors (with a dry broom), shovel coal into the furnace, 
 and wheel the ashes out. He knew less than nothing about heating, ventila- 
 tion, and cleanliness, and in fact he was himself shiftless by nature and per- 
 sonally dirty. When one of the trustees was asked why such a man was em- 
 ployed, he replied that this man had a hard time getting along, and that the 
 township had to keep him and his family every winter, " so we thought if we 
 gave him this job he wouldn't be on the township any more." Here was a man 
 who, because he had proven himself incompetent and a complete failure, was 
 given charge of this splended new building and its valuable equipment, and, 
 what is of far greater importance, was made responsible for the health and 
 safety of 200 school children. 
 
 In citing this case, the Indiana State board of health says that it is by no 
 means an isolated instance. There are hundreds of school janitors, not only 
 in Indiana but in every State in the Union, both in country and city, who 
 have no technical knowledge or training, and who are incompetent and unfit, 
 physically, mentally, and morally, for the positions they hold, but who con- 
 tinue to hold their places and draw their pay either because the authorities 
 place partisan politics, personal favoritism, and. false economy above the 
 present and future welfare of their children, or because they wholly fail 
 to appreciate the importance of efficient school housekeeping. 
 
 As the country districts become more densely populated, and as school con- 
 solidation increases, the janitor will become more and more a necessary rural 
 school officer. Rural boards and trustees must, therefore, in some way be 
 brought to understand what modern conditions require a school janitor to 
 do and be. 
 
 In the consolidated school building, the same service is required, and, of 
 course, the same principles apply, as in a modern city school building. 
 The only important difference in the two situations is that, in any one rural 
 community there is only one janitor, with probably a few helpers; conse- 
 quently, he does not have the opportunity for meetings and conferences that 
 city janitors have. In order to meet this condition as far as possible, the fol- 
 lowing suggestion is made for the instruction of rural janitors and the de- 
 velopment of their professional interest : 
 
 Bring together in a janitors.' institute at least once a year all janitors of 
 the county, such institute to be presided over by the county superintendent of 
 schools, or, better still, by a county supervisor of janitors. At such an institute, 
 extending through one week, there could be short courses of instruction, con- 
 ferences, and lectures on special subjects. Proper provision should be made 
 for compensating all janitors who attend, as in the case of teachers in 
 attendance upon institutes. Increased efficiency and improved service would 
 more than offset the small expenditure involved, 
 
4:2 THE SCHOOL. JANITOR. 
 
 Chapter VI. 
 SUMMARY OF RESULTS AND CONCLUSIONS. 
 
 IMPORTANCE OF THE POSITION. 
 
 1. The importance of the school janitor's position is seen from the following 
 considerations : 
 
 (a) His responsibility in the management and care of valuable school 
 property. 
 
 (&) The educative value of his vrork in setting housekeeping standards. 
 
 (c) His influence upon pupils from a moral standpoint. 
 
 id) The large and continuous control he has over the physical environment 
 and health conditions of the school. 
 
 (e) His responsibility in relation to fire hazards and the safety of children. 
 
 2. Owing to the nonappreciation of the importance of the janitor's position 
 by parents and school authorities, improvement in the janitor service has not 
 kept pace with the advancement made in school buildings, nor with the progress 
 in matters of school hygiene and sanitation. 
 
 ADMINISTRATION. 
 
 1. Only 76 cities out of 1,08-5 reporting, or 7 per cent, use the civil service 
 method in the selection and appointment of school janitors. Every city should 
 give civil service examinations, or have some other effective merit system for 
 testing the fitness of applicants for the position, just as well as in the selection 
 and appointment of teachers, nur.ses, and other public officials. 
 
 2. Out of 1,067 cities, only 73 require applicants for the position of school 
 janitor to pass a physical examination. 
 
 3. The average annual salary of school janitors in the United States is found 
 to be $980.42, or about $355 more than the average salary of elementary and 
 high-school teachers in the country, including principals, special supervisors, 
 and expert teachers. 
 
 4. Very few cities have any equitable basis for determining the salaries of 
 janitors in accordance with the intelligence and skill required and the amount 
 of work to be done. 
 
 Every school system should have a standard rate for each kind of service. 
 Salary schedules can be arranged in terms of five classes of work, viz: (1) 
 Heating, ventilating, and supervision; (2) cleaning in the building; (3) care 
 of yards and sidewalks; (4) care of lawns; and (5) washing windows. 
 
 5. Accurate efficiency ratings should be kept of all janitors, which, along with 
 seniority of service, should govern in making promotions to the higher and 
 better-paid positions. 
 
 6. A comfortable, well-furnished office room should be provided in every 
 school building for the sole use of the janitor. 
 
 7. It is questionable whether living quarters for janitors should be provided 
 within school buildings, except in the largest cities, and then only in special 
 cases. 
 
 8. About 75 per cent of the cities employ their school janitors for the entire 
 year. This method is both more efficient and economical than that of employing 
 them for the school term only. 
 
 9. It is good administration, as well as more economical and efficient, to have 
 one head janitor, janitor-engineer or custodian in charge of all classes of 
 work in connection with a building and its grounds, with authority and facilities 
 for employing, paying, disciplining, and discharging all assistants and helpers. 
 
RESULTS AND COIsTCLUSIONS. 43 
 
 The main objection to this method is removed by giving the janitor a specific 
 amount for himself, and placing at his disposal a certain maximum sum per 
 month which can be used only for paying assistants. 
 
 10. Janitors, as well as teachers, need careful supervision. Every school 
 system should have a supervisor of janitors, if the system is a large one, or a 
 head janitor in a small system, to supervise and Instruct the others, and direct 
 them in the details of their work. 
 
 11. Janitors should understand the principles \mderlying their work. They 
 have, however, had little opportunity for instruction. Prior to their first ap- 
 pointment, most of their information has been " picked up," as was the ease 
 with nurses before training schools were provided. 
 
 Only 51 cities out of 1,088, less than 5 per cent, attempt to give instru.ction 
 of any kind to their school janitors., Every school system should provide classes, 
 conferences, or lectures for the instruction and training of such employees. 
 With a view to arousing their professional interest, they should also be pro- 
 vided with books, magazines, and papers relating to their work. 
 
 Regxilar weekly meetings for instruction, and conference are reported to 
 have greatly increased the efficiency of the janitor force, and reduced operating 
 and maintenance costs as much as 25 per cent. 
 
 FUNCTIONS. 
 
 1. The most effective method of removing dirt from floors, walls, and furni- 
 ture is with vacuum cleaners — when properly installed and operated. About 
 20 per cent of the cities use this method, either wholly or in part. 
 
 The next best method is brush or broom with sweeping compound. About 
 82 per cent of the schools use this method, either altogether or partly. 
 
 The worst method, used by 12^ per cent of the cities, is the ordinary dry 
 broom without sweeping compound. 
 
 2. Wooden floors should not be scrubbed except when absolutely necessary. 
 
 3. Treatment of wooden floors with floor oil two or three times a year is an 
 efl:ective means of reducing the amount of dust and increasing the wearing 
 qualities of the floors. The objections that the oil increases the fire hazard and 
 soils clothing are removed by the use of a good grade of oil properly applied. 
 
 4. Much can be done to prevent dust in schoolrooms by (1) keeping floors 
 well oiled, (2) the use of sweeping compounds, (3) using vacuum cleaners, 
 (4) requiring children to keep their shoes as free as possible from mud and 
 dirt, (5) requiring, as far as practical>le, till play and physical training to be 
 done out of doors, (6) using blackboards only when actually needed, (7) giving 
 special attention to the care of basements, and (8) keeping the fresh-air intake 
 and chamber free from dust. 
 
 5. While 89 per cent of the cities report that dusting is done daily, 12^ per 
 cent of all those reporting still use the feather duster, which only stirs up the 
 dust but does not remove it. Where the vacuum system is not used in cleaning, 
 the best method of dusting is by means of a cloth slightly moistened with 
 water, oil or wax. 
 
 6. Most schoolroom windows are not washed often enough. In 654 cities 
 out of 1009, or 64 per cent, the windows are washed from once to four times 
 a year. As a precaution against possible injury to the eyes of children, win- 
 dow glass should be kept as clean and clear of dust and dirt as possible. The 
 frequency of washing required varies with the locality. 
 
 7. Toilets should be cleaned da41y ; and toilet seats, chains and handles of 
 toilet doors should be washed frequently with a good disinfectant. 
 
44 THE SCHOOL JANITOR. 
 
 STANDARDIZATION. 
 
 The investigation shows that there is very little agreement as to definite 
 standards of janitor service in different cities. That better standardization 
 Avoiild result in improvement needs no argument. It also seems clear that 
 any school system could easily establish fairly definite standards for practically 
 all phases of this service by giving it the attention it deserves. 
 
 1. Every city could establish standard entrance requirements l)y civil service 
 examinations or other effective merit system. 
 
 2. While specific salaries paid will necessarily vary in accordance with local 
 conditions, the basis upon which compensation is fixed can be standardized 
 so that the rates of pay will be fair and just to all concerned, and in accord- 
 ance with the amount and character of service rendered. 
 
 3. We have reasonably definite requirements in the matter of ventilation. 
 "We are told that, in order to keep the air in a schoolroom pure, there should 
 be 200 cubic feet of air space provided for each pupil, with an inflow and exit 
 of about 30 cubic feet of fresh air per occupant per minute. We have ways 
 by which the amount of air flowing in and out can be measured, and so it is 
 feasible to insist upon the proper standard of fresh air in every room. 
 
 4. In regard to temperature, most authorities agree that a temperature 
 ranging between 65° and 70° is about the correct standard for schoolrooms, 
 and that it should never be allowed to get above or below these limits. Ex- 
 cessively high or low temperatures, or sudden and wide fluctuations, are in- 
 jurious to health and impede the child's progress in school. With all the in- 
 formation at hand in regard to temperature, and the ease with which it may 
 be measured and controlled, every city should see to it that correct standards 
 in this respect are maintained in all of its school buildings. 
 
 5. We also have approximate standards in regard to air moisture. About 
 50 per cent has been fixed as the lower limit of relative humidity, and 70 per 
 cent as the upper limit. It has been found that, in order to maintain the 
 same relative humidity at a temperature of 68 degrees, air requires six times 
 as much moisture as it does at 20 degrees. Since we have ways and means 
 for introducing moisture into the air, and have apparatus and methods for 
 measuring and controlling the degree of saturation, it is possible to maintain 
 a fairly definite standard of humidity in schoolroom air. 
 
 6. There are also accepted principles in the matter of schoolroom lighting. 
 It is agreed that the clear window area of a schoolroom should be from one- 
 sixth to one-fourth of the floor area, according to locality and obstruction 
 of surrounding objects. This has a direct bearing on the matter of cleaning, 
 because dirty windows mean a reduction in the amount of light admitted, 
 varying from 10 to 50 per cent, according to the amount of dust and dirt which 
 is allowed to accumulate, either inside or out. It would seem, therefore, that 
 definite standards could be established for lighting, and also in regai'd to the 
 frequency with which windows in any locality should be cleaned. 
 
 7. It is, of course, not quite so easy to set standards in the matter of dustiness 
 as in some of the other important details of school housekeeping. We have 
 thermometers for measuring temperature, hygrometers for measuring humidity, 
 anemometers for testing air currents, and photometers for measuring the 
 intensity of light, but so far no instrument has been devised for standardizing 
 schoolroom dustiness. About the best practical method for measuring dustiness 
 is that used by good housekeepers — rubbing a white cloth lightly over surfaces 
 after they have been cleaned. If the cloth is soiled, the cleaning has not been 
 well done, and should be done over. 
 
EESULTS AND CONCLUSIONS. 45 
 
 8., In general, an essential factor in standardizing the cleaning and care of 
 buildings and grounds is the adoption of a regular schedule of work to be 
 done. Every school system, large or small, should have such a schedule. This 
 should include directions as to the frequency with which floors are to be swept, 
 oiled, or washed ; stair rails, door knobs and woodwork cleaned ; windows 
 washed; toilets cleaned; javds and sidewalks looked after; walls brushed 
 down; blackboards and erasers cleaned; dusting done, etc. And not only 
 the frequency, but the methods by which the work is to be done should also 
 be specified. 
 
 Where it is practicable to do so, if janitors can themselves have a part 
 in planning the details of their cleaning schedule and making the rules for their 
 guidance, they will probably take greater interest and pride in seeing that they 
 are carried out. But in any event, a regular program is absolutely necessary 
 if buildings are to be kept clean. To require a janitor to keep the building 
 " in a sanitary condition," or leave him to do things " as needed," is not sufficient. 
 In Appendix B will be found a set of rules and regulations for the cleaning 
 and care of school buildings and grounds, now in force in the city of Minneapolis, 
 Minn., which can be modified and adapted to conditions in any particular city. 
 
 BIBLIOGRAPHY. 
 
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 1. Ayres, Williams, and Wood. Keeping the schoolhouse clean. In their Healthful 
 
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 Chapter XIII. 
 
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 University Extension Journal, Seattle, Wash., 1914. 
 
 16. Brookline, Mass. Educational survey of the public schools. 1917. 
 
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 1916. A survey. 
 
 18. Butte, Mont. Report of a survey of the school system. By Survey Commission. 
 
 1914. 
 
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46 THE SCHOOL, JA2sIT0R. 
 
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 ."JX San Antonio, Tex. Survey of the public-school system. 1915. By John F. Bobbitt. 
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 States Bureau of Education. BuUetiu, 1917, No. 46. 
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 ."57. Bridgeport, Conn. Report of tlie examination of the school system of Bridgeport. 
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 38. Chicago, 111. Board of Education. Report by Civil Service Commission on engineer 
 
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 39. Detroit, Mich. Detroit Bureau of Governmental Research. Roijort on organization 
 
 and administration of the engineering and janitorial service of the Board of 
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 40. Huron, S. Dak. Report of superintendent of schools. 1916-17. 
 
 41. New York City. Department of Education. Division of Reference and Research. 
 
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 42. New Yorli State Cniversity. Department of l^ducation. Division of School Build- 
 
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 V. Spectaj. AanoLES. 
 
 4.3. American School Board Journal, October, 1011. Janitor work in Wisconsin schools. 
 
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 48. and Armstrong, Vermillion A. Bacteriological tests of various methods of 
 
 (leaning. Tn National Education Association, Jonrnal of Proceedings and Ad- 
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 1912. 
 
 50. Journal of E<lucation, July 20, 1911. Efficiency of Janitor service in can> of school 
 
 I)reiiiise8. 
 .M. Lambert. John. Preparations for the prevention of dust in schools. The Child, 
 
 January, 1912. 
 52. .Mickens, Charles W. Jaidtorlnl sup<MvlHlon in Illerfvland Park. Mirli. American 
 
 School Board Jouruul, January and February, 1919, 
 
APPElsTDIX A. 47- 
 
 53. Milligan, R, M. Tlae public-school jiinitor and janitorial service. National School 
 
 Building Journal, December, 1919-January, 1920. 
 ■54. National Education Association. Journal of Proceedings and Addresses. Department 
 
 of Science Instruction. Summary of recommendations by committee on janitor 
 
 service. July, 1913. 
 
 55. Richardson, Robert B. The selection and supervision of janitors. American School 
 
 Board Journal, May, 1918. 
 
 56. Rose, Henry B. The care of school buildings. Report of sixth annual meeting, 
 
 National Association of School Accounting Officers, 1917. 
 
 57. Shapleigh, Frederick E. The compensation of school janitors. American School 
 
 Board Journal, December, 1916. 
 
 58. Smith, Kenneth G. Iowa State College. A short course of instruction for janitor- 
 
 engineers. 
 
 59. Talbert, Wilford E. Abstracts of a series of lectures on janitor service, given in 
 
 Oakland, Calif., March 26 to May 4, 1917. 
 
 60. The chief, New York City, 1912. The janitor and janitor-engineer. 
 
 61. Wilson, Guy M. Standardization of janitor sei-vice. In National Education Asso- 
 
 ciation. Department of Superintendence. Journal of Proceedings and Addresses, 
 1912. 
 
 APPENDIX A. 
 SAMPLE EXAMINATION QUESTIONS. 
 
 The following are the questions used in an examination for the position of janitor in 
 the public schools of Newark, N. J., held Wednesday, January 31, 1917 : 
 
 BxPEiRIBNCB. 
 
 Note. — Full, clear and definite answers are required. General or evasive statements will 
 not be credited. Candidates are also cautioned to he accurate in all statements re- 
 lating to experience. Any false statement will serve to disqualify in this and future 
 examinations. 
 
 1. Have you ever been previously examined by this commission? 
 
 2. If so, for what position? (Give date and title of examination.) 
 
 3. Were you successful in the examination? 
 
 4. Do you use intoxicating beverages? If so, to what extent. 
 
 5. What is your exact age? 
 
 6. What is your exact height? 
 
 7. What is your exact weight? 
 
 8. With respect to your education, state fully and in detail the names and locations of 
 
 the schools you have attended. State whether you are a graduate of any gram- 
 mar, high, or private school, and date of your graduation. 
 
 9. Are you emploj^ed now ? If so, what is the nature of your employment ? If not, 
 
 how long have you been unemployed? 
 
 10. Have you ever been employed as a janitor in charge of a school building or any other 
 
 public building? Give full particulars. 
 
 11. What experience have you had in the work of a janitor, cleaner, or helper? State 
 
 particulars. 
 
 12. What experience have you had in the care and operation of steam engines, boilers, 
 
 and electrical apparatus? State particulars. 
 
 13. What experience have you had in the opei-ation of heating and ventilating plants? 
 
 State particulars. 
 
 14. What experience have you had as a machinist? State particulars. 
 
 15. To what extent have you had charge and direction of others? State details. 
 
 16. State what other experience, in addition to the foregoing, you have had which would 
 
 tend to fit you for the duties of this position. 
 
 17. Give a list of the positions you have held during the last five years, including the 
 
 length of time employed, the nature of the work done, and the salary received 
 in each case. 
 
-48 THE SCHOOL, JANITOR. 
 
 18. Give the names and addresses of five responsible persons for reference. 
 
 Spelling. 
 
 1. Janitor. 
 
 2. System, 
 
 3. Laddei-. 
 
 4. Sanitary. 
 
 5. Ilealthful. 
 
 6. Entrance. 
 
 7. Supplies. 
 
 8. Cleanser. 
 
 9. Respect. 
 
 10. Control. 
 
 11. Assistant. 
 
 12. Promptness. 
 
 13. Heater. 
 
 14. Ventilate. 
 
 15. Window. 
 
 16. Honesty. 
 
 17. Careful. 
 
 18. Important. 
 
 19. Undertake. 
 
 20. Blackboard. 
 
 21. Daily. 
 
 22. Property. 
 
 23. Complain. 
 
 24. Teacher. 
 
 25. Room. 
 
 Arithmetic. 
 
 1. If a man earns $1,000 a year and spends $14.60 a week, how much, will he save in 
 
 one year? 
 
 2. In a certain school there are 868 present on Monday, 790 present on Tuesday, 824 
 
 on Wednesday, 812 on Thursday, and 848 on Friday, what is the average number 
 of pupils present per day? 
 
 3. A school janitor, in charge of a school building containing 18 rooms, receives $6.50 
 
 per month for each room. If he pays out $40 per month for help, how much does 
 he earn per month? 
 
 4. A certain school uses 4 tons of coal per week ; how many tons of coal will be re- 
 
 quired to run this school from November 1 to April 1? 
 
 Duties. 
 
 1. Assuming that you have been appointed janitor in charge of a modern 24-room school 
 
 building, outline fully your duties. 
 
 2. As janitor in charge of a large school building, what would be your daily routine of 
 
 work, and what things would you look after personally? 
 
 3. Give a complete set of instructions to both male and female assistants as to their 
 
 conduct and work under your charge. 
 
 4. Explain fully the proper attitude of the janitor in charge toward the pupils, and his 
 
 responsibility in connection with the order and discipline of the school. 
 Ti. Your school is furnished with new desks and equipment throughout. Outline care- 
 fully a plan for taking care of the classroom furniture in order that it may be 
 kept in proper condition. 
 
 6. What are the chief things to be looked after in regard to the sanitary condition of the 
 
 building? Outline fully what you would do in order to keep the building, in all 
 parts, in an absolutely sanitary condition. 
 
 7. What is the duty of the janitor in charge with respect to safety and prevention of 
 
 fire, and how would you undertake to keep the fire risk, in your building, at a 
 minimum? 
 
 8. What are the duties of the janitor in charge when supplies of various kinds are 
 
 being delivered to the school by local contractors? 
 
 APPENDIX B. 
 
 REGULATIONS FOR THE CLEANING AND CARE OF SCHOOL 
 BUILDINGS AND GROUNDS. 
 
 The following directions for the cleaning and care of school buildings and grounds are 
 taken from the excellent set of Rules and Regulations for Janitorial Service in the Public 
 Schools of Minneapolis, Minn. : 
 
 1. Each head janitor shall lie responsible for the cleanly condition of his J)uilding, and 
 he must be observant of dirt, dust, and bad odors and see that same are removed with- 
 out having special attention constantly called thereto. 
 
APPENDIX B. 49 
 
 2. In order that the school building may be properly cleaned, janitors are to be per- 
 mitted by the principal to begin their schoolroom cleaning not later than 20 minutes 
 after the close of the afternoon session. 
 
 3. Under no circumstances is there to be any sweeping done while the schools are in 
 session, with the exception of corridors and stairs, except by permission of the principal 
 of the school. 
 
 4. Under no circumstances shall coal oil or kerosene be used for cleaning purposes. 
 
 5. Wlien no night school is held, each school building must be carefully and thoroughly 
 swept each school day, the work to be commenced 20 minutes after the close of the last 
 session and to include the entire building, together with outside closets, if any. 
 
 6. In buildings where night school is held the janitor shall pick up after the close of 
 the day session all waste paper and rubbish from the floors and furniture of the rooms 
 which are used for night school, and shall in other ways put the school in a neat and 
 clean condition before the opening of the night session, and shall have the building prop- 
 erly lighted and heated one-half hour before the opening of the night session. 
 
 7. In buildings where evening school sessions are held all classrooms and other floor 
 space used for night school must be thoroughly swept, commencing 15 minutes after the 
 close of the night session. 
 
 8. Assembly halls must be kept in as neat condition as classrooms. 
 
 9. The special sweeping compound furnished by the board of education shall be 
 used when sweeping. 
 
 10. All woodwork, moldings, window sills, wainscoting, handrails, radiators, pianos, 
 pictures, casts, shelves, chalk troughs, principals' desks, teachers' tables, pupils' seats 
 and desks, chairs, furniture, and apparatus of every description must be thoroughly 
 dusted each school day. 
 
 11. Every school building must be thoroughly cleaned three times each year, as fol- 
 lows : 
 
 During the summer, Christmas, and Easter vacations, the engineers and janitors shall 
 thoroughly brush all walls, ceilings, and window shades of their respective buildings 
 before proceeding to wash the woodwork, which shall include oil-painted walls, dadoes, 
 baseboards, wainscoting, doors, frames, sash, and all painted and varnished woodwork. 
 They shall thoroughly wash with water the glass in all windows, transoms, and furni- 
 ture, and dust all picture molding and the fronts and backs of all pictures. The floors 
 of all entries, halls, passages, stairways, corridors, and all rooms occupied for school 
 purposes and stair landings shall then first be well scrubbed with scrub brushes and then 
 mopped, according to special ins-tructions to be given by the head janitor-engineer to the 
 head janitor of each school. 
 
 12. Head janitors shall see that the floors of all principals' ofiices, teachers' rooms, 
 health promotion rooms, cooking rooms, and toilet rooms are cleaned every week, ac- 
 cording to special instructions to be given by the head janitor-engineer for each school. 
 
 13. All rooms not in general use shall be kept clean and tidy at all times. 
 
 14. Chairs and desks shall be washed three times a year and at same time the 
 general cleaning is done. 
 
 15. Chairs and desks which have been occupied by pupils who have contracted a 
 contagious disease shall at once be thoroughly washed with a disinfectant to be fur- 
 nished by the supply department. 
 
 16. Kindergarten rooms must be thoroughly swept and dusted after the morning 
 session as well as after the afternoon session. 
 
 17. Kindergarten floors must be scrubbed at least once each week and must be wiped 
 ofE with a damp mop or rag each morning before school opens. 
 
 18. Manual training rooms shall be thoroughly swept and dusted each day after 
 the rooms are used and all shavings, sawdust, and rubbish must be removed. 
 
 19. The cooking room, including pantry and dining room, shall be scrubbed once 
 every week, and shall be swept and dusted, and the garbage bucket emptied and 
 cleaned each day that the room is used. 
 
 20. Extra precautions shall be taken in cleaning around the radiators, and to see 
 that rags, paper or any other material of an inflammable nature does not come in contact 
 with the radiators by being on or behind them. 
 
 21. In buildings heated by hot-air furnaces, and where floor registers are used, the 
 register boxes must be cleaned at least once a week, and oftener if necessary. 
 
 22. Doors and door knobs of schoolrooms and handrails and banisters of stairs shall 
 be washed at least twice each month with a disinfectant to be fiirnished by the supply 
 department. 
 
 23. Janitors shall keep gas and electric fixtures clean, removing dust and dirt from 
 interior of all X-ray reflectors at least once each month. 
 
50 THE SCHOOL JAXITOR. 
 
 24. Janitors are rpqnired to see that all blackboard erasers are properly cleaned in 
 the basemont of their respective buildings every clay. 
 
 25. Janitors shall wash and fill the ink wells whenever so requested by the principal. 
 
 26. Janitors shall wash all blackboards and clean all chalk troughs every Saturday. 
 
 27. Janitors shall see that no grast is permitted to grow in the crevices of paved 
 yards and walks and that no weeds are allowed to grow on yards or boulevards. 
 
 28. All planted ground shall be weeded regularly during the entire season and the 
 earth around shrubbery, plants, garden plats, etc., spaded up as often as necessary and 
 at least once each session. 
 
 29. The grass on all school lawns and boulevards shall be watered, cut, trimmed, 
 and raked in season at least every two weeks, and all trees, shrubs, and plants sprinkled. 
 
 30. All sidewalks, pavements, and yards shall be swept as often as is required to 
 keep them in good condition and at least twice each week. 
 
 HI. All outhouses, areas, light courts, sidewalks, gutters, playgrounds, grass plats, 
 lawns, storerooms, boiler rooms, cellars, attics, roofs, etc., shall be kept in a neat 
 and tidy condition free from all rubbish, stones, litter, pieces of paper, and other 
 ■waste matter of every description, and clean and in order at all times, and the Janitor 
 is to allow no accumulation of paper, wood, ashes, or refuse of any kind therein or 
 thereon, and a tour of inspection for the observance of these conditions shall be made 
 at least once every day. 
 
 32. The urinal troughs and the floors around them shall be flushed with a hose after 
 every recess period. 
 
 33. All closet seats shall be kept dry and bowls flushed during school sessions. 
 
 34. The urinal troughs, seats of the closets, fixtures, and floors shall be washed and 
 disinfected every day after school sessions, and tanks in connection with water-closets 
 must be kept free from mud and other sediment. 
 
 35. The water-closet bowls and urinals and all partitions to urinals and backs of 
 same shall be cleaned at least once each week with a disinfectant to be furnished by the 
 supply department. 
 
 36. At all times a sufficient supply of toilet paper shall be kept in each toilet room 
 and towels wherever there is a lavatory. 
 
 37. All toilet paper and towel racks out of order mvtst be reported at once. 
 
 38. The water and gas shall be turned off at the supply mains at the close of each 
 school day and on again just before the opening of school in the morning. Every pre- 
 caution shall be taken in cold weather to prevent all pipes and other apparatus from 
 freezing and to see that all plumbing fixtures are drained during freezing weather. All 
 damage resulting from freezing of plumbing, pipes, apparatus, or other fixtures will be 
 charged to the janitor. 
 
 39. In extremely cold weather, after the water has been shut off from the building, 
 drain the toilet and urinal tanks, open all faucets, and then fill toilet bowls and traps 
 on fixtures with a solution of salt water. 
 
 40. All slop sinks, washbowls, and other fixtures throughout the building shall be 
 cleaned every school day. 
 
 41. Janitors shall not clean nor allow any of their assistants to clean the windows 
 of their school buildings on the outside while standing on the outside window sills or 
 ledges of the school buildings without the use of a window platform or harness furnished 
 for that purpose. 
 
 42. After snowstorms a path is to be cleared on all walks and steps in and about the 
 school premises before 8 a. m., so as to provide access to the several entrances to the 
 buildings and to outhouses. 
 
 43. All snow and ice must be removed from steps, fire escapes, entrances, and inside 
 and outside walks of the school premises before 12 o'clock noon of the same day that 
 the storm occurs. 
 
 44. Janitors shall sprinkle sand or ashes or salt upon sidewalks when they are in a 
 slippery condition ; a supply of sand, ashes, or salt for this purpose to be kept on hand. 
 
 45. Janitors shall keep fire escapes clear and clean at all times. 
 
 46. Floors paved with marble, slate, cement, terrazzo, or other material shall be 
 washed as frequently as may be necessary to keep them clean. 
 
 47. During the winter months the boiler room, engine room, and inside of all 
 fresh-air shafts are to be whitewashed. 
 
 48. Special attention is to be given to the flow of water in urinals, drinking fountains, 
 etc., and all leaks promptly stopped, and the water for urinals, drinking fountains, etc., 
 turned off as soon as school is dismissed. 
 
 40. The electric current used for lighting, power, and stereopticon shall be shut off 
 from the building at tlie service switch each pight before leaving the building. 
 
APPEJTDIX C. 51 
 
 50. All refuse matter, excelsior, waste paper, oil waste, oily and dirty rags, sweepings, 
 rubbish, vegetable matter, animal matter, and all inflammable or combustible materials 
 sball be collected and placed in receptacles provided for that purpose, and then burned 
 or removed from the buildings each day. 
 
 51. No smoking or chewing of tobacco in or about the buiMing or premises will be 
 allowed. 
 
 52. The use of intoxicants while in or about the school or premises is strictly pro- 
 hibited. 
 
 53. No matches shall be allowed in the school buildings, except safety matches, which 
 shall be under the immediate charge of the head janitor. 
 
 54. The use of alcohol, gasoline, or coal-oil stoves is not to be allowed for any 
 purpose whatever, except when used by teachers for the instruction of pupils. 
 
 55. The .ianitor is to use extraordinary precautions against fire, and is to become 
 familiar witla the use and care of fire extinguishers. 
 
 APPENDIX C. 
 
 SCHEDULE OF COMPENSATION FOR JANITOR SERVICE IN THE 
 PUBLIC SCHOOLS OF BOSTON, MASS. 
 
 (SCHOOL DOCtJMENT ISTO. 10-1918, BOSTOlSr PUBLIC SCHOOLS.) 
 
 Section 1. — Factors Used. 
 
 The total compensation for janitor service is based on the following Ave factors : 
 
 1. Cleaning. 
 
 2. Heating, ventilation, and superintendence. 
 
 3. Washing windows. 
 
 4. Care of yards and sidewalks. 
 
 5. Care of lawns. 
 
 Section 2. — Other Factors. 
 
 Because many other factors do not appear in this schedule, it does not mean that 
 they are not paid for but that in order to get a simple, workable formula the payment 
 has been reduced to the basis of these five and is established at a rate sufficiently high 
 to cover the compensation for all others. 
 
 Section 3. — Cubic Contents. 
 
 Wherever the term " cubic contents " is used in this schedule it is intended to mean 
 the total cubic contents of the building computed in accordance with the rule of the 
 National Association of School Accounting and Business Officials and indorsed by the 
 American Institute of Architects, which establishes a standard method of computing 
 such cubic contents for the purpose of making comparisons of the costs of school build- 
 ings, and which is as follows : 
 
 The area of the outside of the building at the first floor shall be multiplied by the 
 height of the building from the under side of the general basement floor to the mean 
 height of the roof. Where portions of the building are built to different heights, each 
 portion is to be taken as an individual unit and the foregoing rule applied. 
 
 In applying this rule, however, the following modifications shall be made : 
 
 In the case of pitch-roof buildings with unused attics, deduction will be made of a 
 volume such as would reduce the cubic contents of the building to that which it would 
 have if fitted with a flat roof. 
 
 For the purpose of applying this schedule, the cubic contents of the buildings shall 
 be such as shall have been certified by the schoolhouse commission. 
 
 Section 4.— Rates. 
 
 It should be thoroughly understood that no matter how large the building the com- 
 pensation for cleaning for the first 10,000 cubic feet shall be at the rate of .$0'.OO4, for 
 the second 10,000 cubic feet at the rate of $0.0038, for the third 10,000 cubic feet at 
 the rate of $0.0036, and so on as per schedule up to the total cubic contents of the 
 building. 
 
52 THE SCHOOL JANITOR. 
 
 In the same way for the heaUng, ventilation, and superintendence of a building of 
 Class A, no matter how large, the compensation for the first 10,000 cubic feet shall 
 be at the rate of $0,005, for the next 10,000 cubic feet at the rate of $0.0044, and so 
 on as per schedule up to the total cubic contents of the building. 
 
 For the heating, ventilation, and superintendence of a building of Class B, no matter 
 how large, the compensation for the first 10,000 cubic feet shall be at the rate of 
 $0,005. for the next 10,000 at the rate of $0.0047, for the next 10,000 at the rate of 
 $0.0044, and so on as per schedule up to the total cubic contents of the building. 
 
 Section 5. — Cleaning. 
 
 Compensation for cleaning shall be on the basis of the total cubic contents of the 
 building and at the following rates : 
 
 Contents 
 
 Rate 
 
 (per cubic 
 
 foot). 
 
 To and including 10,000 cubic f eet 
 
 Over 10,000 to aiid including 20,000 cubic feet 
 
 Over 20,0(X) to and i ncluding 30,000 cubic feet 
 
 Over .30,000 to and including 40,000 cubic feet 
 
 Over 40,000 to and including 50,000 cubic feet 
 
 Over 50,000 to audi ncluding 60,000 cubic feet 
 
 Over50,000 to andincluding 70,000 cubic feet 
 
 Over 70,000 to andincluding 80,000 cubicfeet 
 
 Over 80,030 to andincluding 90,000 cubic feet 
 
 Over 90,000 to and including 100,000 cubic feet 
 
 Over 100,000 to andincluding 200,000 cubic feet 
 
 Over 200,000 to and including 3,000,000 cubic feet . . 
 Over 3,000,000 to and including 4,000,000 cubic feet. 
 
 $0,004 
 .0038 
 .0036 
 .0034 
 .0032 
 .003 
 .0027 
 .0024 
 .0022 
 .002 
 .0015 
 .001 
 .0008 
 
 Section 6. — Heating, Ventilation and Superintendence. 
 
 Compensation shall be on the basis of the total cubic contents of the building. 
 As it is a recognized fact that it requires a higher degree of intelligence and skill 
 to operate and care for the heating and ventilating plants of certain buildings than 
 it does for others, they have been divided into two classes — class A and class B — 
 in tlie order of such requirements for intelligence and skill, and the compensation 
 has been fixed in such a manner as to recognize this difference. 
 
 While it is also recognized that buildings heated by furnaces or stoves and without 
 fans for the main ventilation do not require as much intelligence and skill for their 
 operation as do the steam-heated buildings, they have been put in class B on account 
 of the large amount of labor required in their operation. 
 
 Section 7. — Classification of Buildings. 
 
 School buildings shall be divided into two classes as follows : 
 
 Class A: (1) Buildings in which are installed fans and engines or motors for the 
 main ventilati(^ by the plenum system; (2) buildings in which are installed fans 
 and engines for the main ventilation by the exhaust system. 
 
 These buildiings are usually fitted with both the direct and indirect system of 
 steam heating, but in some cases are heated in part by furnaces. 
 
 Class B: (1) Buildings heated by steam or hot water, but without fans, engines 
 or motors for the main ventilation ; (2) buildings heated by steam, but with fans 
 and motors for the main ventilation by the exhaust system ; (3) buildings heated 
 wholly by furnaces, but with fans and motors for the main ventilation by the plenum 
 system ; (4) buildings heated by furnaces or stoves and without fans for the main 
 ventilation. 
 
 Buildings in which there are installed two types of heating and ventilating apparatus 
 of substantially equal importance shall be classified according to the superior type 
 of such apparatus. 
 
 The cla.ssification of buildings shall not be raised above that determined by the 
 main heating and ventilating plant in consequence of the type of such apparatus 
 installed in sanitaries or in additions to the main building containing not more than 
 three rooms, 
 
APPENDIX C. 
 
 53 
 
 Section 8. Class A. — Heating, Ventilation^ and Superintendence'. 
 Compensation for buildings of this class shall be at the following rates : 
 
 Contents. 
 
 Rate (per 
 cubic foot). 
 
 To and including 10,000 cubic feet 
 
 Over 10,000 to and including 20,000 cubic feet 
 
 Over 20,000 to andincluding 30,000 cubicf eet 
 
 Over 30,000 to andincluding 40,000 cubicf eet 
 
 Over 40,000 to andincluding 50,000 cubicfeet 
 
 Over 50,000 to andincluding 60,000 cubicfeet 
 
 Over 60,000 to andi ncluding 70,000 cubicfeet 
 
 Over 70,000 to andi ncluding 80,000 cubicfeet 
 
 Over 80,000 to andincluding 90,000 cubic feet 
 
 Over 90,000 to andincluding 100,000 cubic feet 
 
 Over 100,000 to andincluding 200,000 cubic feet 
 
 Over 200,000 to andincluding 500,000 cubic feet 
 
 Over 500,000 to and including 2,000,000 cubic feet 
 
 Over 2,000,000 to and including 4,000,000 cubic feet and over 
 
 $0,005 
 .0047 
 
 ■ . 0044 
 .004 
 .0036 
 .0032 
 .0029 
 .0025 
 .0022 
 .0018 
 .0015 
 . 00125 
 .001 
 .0009 
 
 Section 9. Class B. — Heating^ Ventilation, and Supeeintendence. 
 Compensation for buildings of this class shall be at tbe follovring rates : 
 
 Contents. 
 
 Rate (per 
 cubic foot). 
 
 To and including 10,000 cubic feet 
 
 Over 10,000 to and including 20,000 cubic feet 
 
 Over 20,000 to and including 30,000 cubic feet 
 
 Over 30,000 to andincluding 40,000 cubic feet 
 
 Over 40,000 to andincluding 50,000 cubicfeet 
 
 Over 50,000 to andincluding 60,000 cubicfeet 
 
 Over 60,000 to andincluding 70,000 cubic feet 
 
 Over 70,000 to andincluding 80,000 cubicfeet ■. 
 
 Over 80,000 to andincluding 90,000 cubic feet 
 
 Over 90,000 to andincluding 100,000 cubic feet 
 
 Over 100,000 to and including 200,000 cubic feet 
 
 Over 200,000 to and including 500,000 cubic feet 
 
 Over 500,000 to andincluding 1,000,000 cubic feet and over 
 
 0.005 
 .0047 
 .0044 
 .004 
 .0030 
 .0032 
 .0029 
 .0025 
 .0022 
 .0018 
 . 00125 
 .0009 
 .0005 
 
 Section 10. — Washing Windows. 
 
 Compensation for icashing ivindoics shall be on the basis of the total area of the 
 sashes and at the rate of 5i^ mills ($0.0055) per square foot for one washing on both 
 sides of the glass. 
 
 Additional washings per year, as called for by the existing rules or when ordered by 
 the school committee, shall be at the above rate for washing both sides of the glass, and 
 at one-half the above rate for washing one side of the glass. 
 
 The above rate applies to all windows, transoms, doors, and doors in permanent 
 bookcases in the building. 
 
 Section 11. — Care of Yards and Sidewalks. 
 
 Compensation for care of yards and sideicalks shall be on the basis of their total area 
 and at the rate of 3 mills (.$0,003) per square foot. 
 
 Section 12. — Care of Lawns. 
 
 Compensation for care of lawns shall be on the basis of their total area and at the 
 rate of 3^^ mills ($0.0033) per square foot. 
 
 Section 13. — Cake and Supervision of Children in Baths. 
 
 Compensation of janitors for care and supervision of children in baths is not included 
 in this schedule. 
 
 Section 14. — Extended Use of School Buildings. 
 
 This schedule does not include compensation for evening schools, social centers, vaca- 
 tion schools, playgrounds, lectures, or concerts. 
 
54 THE SCHOOL JAXITOR. 
 
 Sectiox 15. — Washing Floors. 
 
 No extra compensation .shall be allowed for the washing of floors required by the 
 existing rules. 
 
 1. Ordered, That the compensation for the janitor service of the several buildings 
 occupied by the city for school purposes and equipped with complete and independent 
 systems of heating apparatus, unless otherwise ordered, shall be established in accord- 
 ance with the foregoing schedule, to take effect September 6, 1918, and to continue 
 until otherwise ordered; and that the areas used in the determination of such salaries 
 shall be such as shall have been respectively certified by the schoolhouse custodian and 
 approved by the school committee ; and that the cubic contents of such buildings used in 
 the determination of such salaries shall be such as have been respectively certified by 
 the schoolhouse commission and approved by the school committee. 
 
 2. Ordered, That the compensation for the janitor service of a single building shall 
 be arrived at in the following manner : The several amounts determined by applying 
 the rates of compensation for cleaning, heaUng, ventilation, and superintendence to 
 the cubic contents of the buildings, and by 'applying the rates of compensation for 
 toaahUig of windows and the care of yards, sidewalks, and lairns to the areas of such 
 items shall he added together, and such sum shall be the annual compensation for 
 janitor service. 
 
 3. Ordered, That the compensation for the janitor service of huildiings containing 
 not more than one classroom and not in charge of the janitor of a larger school 
 building and not occupied by classes in manual training or cookery shall he at the 
 rate of f .3 per week. 
 
 4. Ordered, That the compensation for the janitor service of buildings containing 
 not more than one classroom and not in charge of the janitor of a larger school building 
 and occupied by classes in manual training or cookery shall be at the rate of $4.35 per 
 week. 
 
 5. Ordered, That the compensation for the janitor service of building containing not 
 more than one classroom, when in charge of the janitor of a larger school building, 
 and not occupied by classes in manual training or cookery, shall be at the rate of 
 $1.95 per week. 
 
 6. Ordered, That the compensation for the janitor service of buildings containing not 
 more than one classroom, when in charge of the janitor of a larger school building, 
 and when occupied by classes in manual training or cookery, shall be at the rate of 
 $2,60 per week. 
 
 7. Ordered, That the compensation for cleaning, heating, ventilation, and super- 
 intendence service of a buildiing containing not less than two classrooms and not 
 in charge of the janitor of another building shall in no case be less than i)!450 per year. 
 
 5. Ordered, That the compensation for the janitor service of buildings containing not 
 containing two or more classrooms, and in charge of the same janitor, shall be as per 
 schedule for the first and lai'gest building. For each, additional building full schedule 
 rates shall be allowed for washing of windows, care of yards and sidewalks, and care of 
 lawns. For cleaning, heating, ventilation, and superintendence of such additional build- 
 ings the compensation shall be 80 per centum of schedule rates. 
 
 9. Ordered, That during the occupancy of the Trade School for Girls as an in- 
 dustrial school, the janitor be paid at the rate of $14.45 per week in addition to 
 the regular rate for that building. Such compensation does not include payment for 
 services which may be reJidered because of evening occupancy of the building. 
 
 10. Ordered, That during the occupancy of the Brimmer School Building as an 
 industrial school, the janitor of that building be paid at the rate of $12.02 per week 
 in addition to the regular schedule rate for that building. Such compensation does 
 not include payment for services which may be rendered because of evening occupancy 
 of the building. 
 
 11. Ordered, That in addition to the compensation provided by the salary schedule, 
 the janitor of the Mechanic Arts High School shall be paid at the rate of $28.20 per 
 week for the additional cleaning of shops and lavatories required. 
 
 12. Ordered, That additional compensation at the rate of $36.64 per week be allowed 
 the janitor of the Boston Trade School for the services of an engineer to operate the 
 electric generating plant and for the daily sweeping of approximately 27,000 square feet 
 of floor space used for shop work, this sweeping being estimated in accordance with the 
 salary schedule, said compensation to take effect September 6, 1918. 
 
 13. Ordered, That in addition to the compensation provided in the schedule of com- 
 pensation for janitors of school buildings, the janitor of the English High and Public 
 Latin Schoolhouse shall be at the rate of $9.75 per week for janitor service in connection 
 with the occupancy of part of the building for school committee supply rooms. 
 
APPENDIX C. 
 
 55 
 
 14. Ordered, That the schoolhouse commission is hereby requested to certify to the 
 cubic contents of all the school buildings in the city, computed in accordance with 
 section 3 of the Schedule of Compensation for Janitor Service of School Buildings, 
 adopted September 4, 1918. 
 
 15. Ordered, That the compensation for the janitor service of buildings occupied for 
 school purposes, but in which the heating apparatus is not complete, but is supplied by 
 heat from a plant not under the conti'ol of the janitor and not in charge of another 
 janitor under the control of the school committee, shall be established in the following 
 manner : Full schedule rate shall be allowed for cleaning, washing, windows, care of 
 yards and sidewalks, and care of lawns ; for heating, ventilation, and superintendence, 
 the compensation shall be at the rate of 50 per centum (50' per cent) of the schedule rate. 
 
 16. Ordered, That the annual compensation for the janitor service of each building or 
 group of buildings shall be paid to the person appointed to the position of " janitor " of 
 each building or group of buildings in weekly instalments, and each such weekly instal- 
 ment shall be 7/365 of the annual compensation as set forth in orders No. 2 and No. 7. 
 
 Ordered, That the salary of school matrons is hereby established at the rate of six 
 hundred and forty-four dollars ($644) per annum, to take effect September 6, 1918, and 
 to continue until otherwise ordered. 
 
 Application of schedule of rates to particular huildings. 
 
 Name of school. 
 
 Cubical 
 
 contents 
 minus 
 
 unused 
 attic 
 space. 
 
 Cleaning. 
 
 Heating, 
 ventilat- 
 ing, and 
 superin- 
 tendence. 
 
 Cleaning 
 windows. 
 
 Care of 
 sidewalks 
 and yards. 
 
 Care of 
 lawns. 
 
 Total. 
 
 ■Rennpitt 
 
 363,751 
 227, 004 
 543, 583 
 656, 400 
 847, 261 
 630,208 
 1, 267, 043 
 292, 180 
 463, 718 
 591,522 
 204, 078 
 446, 553 
 
 S616. 75 
 480. 00 
 796. 58 
 909.40 
 
 1,100.26 
 883.21 
 
 1,520.04 
 455. 18 
 716. 72 
 844.52 
 457. 08 
 669. 55 
 
 $615. 38 
 492. 30 
 759. 79 
 816. 20 
 911. 63 
 803. 10 
 1, 635. 04 
 469. 96 
 705. 35 
 783. 76 
 471. 67 
 801. 19 
 
 $42.87 
 31.42 
 71.91 
 89.68 
 102. 04 
 105. 81 
 169.83 
 25.99 
 62.83 
 56.89 
 44.02 
 56.30 
 
 $52. 03 
 136. 91 
 71.15 
 69.80 
 113.27 
 72.48 
 89.43 
 22.26 
 23.06 
 46.18 
 22.71 
 27.61 
 
 $14. 38 
 
 $1,341.41 
 
 Damon 
 
 1, 140. 63 
 
 Emerson 
 
 42.87 
 19.05 
 
 1, 742. 30 
 
 Gaston 
 
 Hancock 
 
 1,904.13 
 3,053.33 
 
 Lowell 
 
 11.77 
 53.78 
 
 1, 876. 37 
 
 Mather 
 
 3, 468. 12 
 
 Parkman 
 
 973. 39 
 
 Quincy 
 
 
 1,507.96 
 
 Rice 
 
 12.47 
 
 1, 743. 82 
 
 Tappan 
 
 995. 48 
 
 Wells 
 
 
 1, 584. 65 
 
 
 
 
 o