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.