WHEN TEACHERSFROM schools and colleges of commerce meet in conference, few topics arouse kccncr discussion than those concerned with the teaching and learning of the main subjects in a shorthand-typist's course, i.e. English, shorthand and typewriting. The reason is clear: many teachers of these subjects find themselves in agreement with employers when they say that the present standard of shorthand-typewriting work is frequently too low. Yet the teacher who seeks information on which to base suggestions for changcs in teaching conditions and methods soon discovcrs that brief reports of talks and discussions on isolated topics, published in this or that journal, arc all that is available, c*~ A comprehensive survey has, it is true, bccn made recently by the Clarr-Saundcrs Committee, I but its terms of reference covered the whole field of education for commerce and, as a special committee set up by the Ministry of Education, it was naturally concerned with policy rather than practical problems. It was the nccd for information which could help in the solving of practical teaching problems and in the testing of theories which led the writer to undertake the small preliminary enquiry from which the substance of this article has bccn drawn.The primary aim was to collect data which might serve the twofold purpose of (x) pin-pointing some of the educational and vocational needs of the young shorthand-typist, and (2) indicating the extent to which these needs are met by the courses provided in the schools. The method employed was to ask employers, shorthand-typists and teachers to complete questionnaires (Appendices 'A', 'B' and 'C'), which were complementary to one another and designed to elicit from all three sources information relevant to the twofold purpose mentioned above. This information can be summarized as follows:a Questionnaire 'A' (employers) I. Minimum standards of general education and of vocational skill required on recruitment. 2. Kind of test (if any) given on recruitment. 3-Production standards (if any) expected on the job. 4. Weaknesses noticed in work and attitude to work. 5. General comments.Questionnaire ' B' (shorthand-typists) i. Educational background. 2. Vocational course followed. 3-Type of work forming normal part of duties in the office. 4. General comments on vocational course. (a) E.g. Journals and reports of profemional organizatioas such as N.A.A.E.C., F.T.C., etc. GRACE MCNICOL 6I Questionnaire 'C' (teachers) I. Extent to which certain qualities favourable to development of skill in shorthand and typewriting have been met in the students taught. 2. Extent to which certain weaknesses unfavourable to progress in shorthand and typewriting have been met in students taught. 3. Difference between ex-Grammar school, ex-Modern school and dayrelease students. 4. Dictation matter used. 5. Extent of typewritten transcription work.No selection was made of those who might be asked to complete the questionnaires: copies were sent to all who expressed willingness to co-operate in the enquiry. ~' The r...
