A few months ago the vice-president of a large manufacturing
establishment invited me to accompany him and the president on a trip to
their factories. Having heard that the president of the company was a
self-made man, I was anxious to learn something about his plan of
business administration.
When we reached the office of the first plant, I was impressed with the
cordial greeting the president gave to _all_ the employees. Their
attitude toward him was equally cordial. I recognized one of the clerks,
who was a former school pupil, and made use of the acquaintance to ask
some questions concerning the management of the factory. He said, "We
feel like a family here. Mr. ---- gets everyone from the errand boy to
the manager to take a personal interest in the business." As I went
about the big establishment with one of the workmen, I was impressed
with the truthfulness of the statement.
That evening when I was conversing with the president, I mentioned the
fine coöperative spirit that I had noticed among his men. He said in
reply, "I learned a long time ago as a day worker that in order to get
the largest returns from your men, you must treat them all well and feed
them well. Some managers forget, in these days of keen competition, that
the lowest salaried employees are often the persons who make a business
a success or a failure." I thought how simple was his formula of
success, yet how few possess the inspirational power of leadership to
follow it successfully. The same principle applies equally well to the
school business.
I shall never forget the August morning that I reported at one school
building to begin my duties as superintendent. I had not seen the
janitor, and proceeded to air the office, dust the chairs and desk, and
get the place in readiness for work. The noise attracted the attention
of the janitor, who finally appeared at the door, and after giving me a
cold, casual inspection, introduced himself by saying, "I am the
janitor," and left the room before I could engage him in conversation. I
had heard of him before--how he considered the superintendent nothing
more than a boss whom he must endure. It was no surprise to me,
therefore, when he left the room without waiting to become acquainted or
offering to assist in the house cleaning. Later he brought to the office
some mail that had been accumulating during the summer. I thanked him
and asked him to be seated. We talked over a few matters of interest and
then made a trip through the building. I carefully avoided saying
anything about the janitor's duties. Before leaving that afternoon, he
met me in the lower hall and said it was not customary to keep the
office cleaned during the summer, but if I intended to be at the
building again before the school opened, he would sweep it out. I told
him that I had a few things that I should like to do during the two
weeks' interval before the opening of school, and would probably be at
the building daily, but I could easily look after the cleaning of the
office during that time. He looked at me with some astonishment. I don't
know whether it was due to the statement that I expected to have
something to do at the building for two weeks before school opened, or
because I was willing to clean the room. He said nothing and, with a
"good evening," we parted at the end of the first day--with the question
of _coöperation_ or _no coöperation_ somewhat unsettled in the janitor's
mind.
When I reported for work the next morning the office had been thoroughly
cleaned, which I considered quite a victory. As the janitor did not make
his appearance during the forenoon, I went in search of him to inquire
about some record books. He then proceeded to tell me what he thought of
the teachers and superintendents in general and how I would do well if I
could find anything, and showed me a closet in a teacher's room that was
filled with a pile of books, supplies, and record sheets. I listened to
what he had to say, and then suggested that it might be well if we put
some shelves in the closets, and arranged all the books and supplies in
an orderly manner before the teachers reported for work. I told him I
was interested in what the closets contained, and if he would build some
shelves, I would do the rest. He was sure that the shelves would do no
good, and that his time and mine would be wasted. We said nothing more
about it at that time, but the next day I started on a closet-cleaning
crusade. I do not know when I have received greater value for the time
spent. Two days of work gave me an educational and business insight into
the school that was invaluable. I learned the courses of study and the
texts that were used in all of the grades.
After three days' delay, the janitor decided that I had done a fairly
good job, and that he would put in the shelves. I gave him some
assistance and the books and supplies were listed, recorded, and put
into place. This work was appreciated by the teachers, even though we
had entered their private domain, and, I dare say, gave them a feeling
that good housekeeping would be expected throughout the year.
The janitor had now learned to know me fairly well. He found that we
could work together, and by the time that school opened we were quite
friendly. I was amused some months later when a teacher told me of the
account the janitor had given her and the other teachers at the opening
of school, of the new superintendent.
When I reported at the end of the year the splendid services the janitor
had rendered, the members of the board were so well pleased with the
change in "Rosy" that they raised his salary for the ensuing year. I am
not sure but that the raise in salary pleased me more than it did him.
The help that I received from this janitor throughout the year is no
exception to the general rule. I do not wish to give the impression,
however, that all the janitors with whom I have worked have been
efficient, but I do wish to say that I have received from each of them a
much greater degree of coöperation when I caused him to feel that I was
his _co-worker_ and not his boss.