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L a. 3 '

Exploring
Careers
U.S. Department of Labor
Bureau of Labor Statistics
1979
Bulletin 2001-8




Transportat
Occupations




Exploring Careers is available either as a single volume
of 15 chapters or as separate chapters, as follows:
The World of Work and You
Industrial Production Occupations
Office Occupations
Service Occupations
Education Occupations
Sales Occupations
Construction Occupations
Transportation Occupations
Scientific and Technical Occupations
Mechanics and Repairers
Health Occupations
Social Scientists
Social Service Occupations
Performing Arts, Design, and Communications Occupations
Agriculture, Forestry, and Fishery Occupations

Transportation
Occupations

Exploring
Careers
U.S. Department of Labor
Ray Marshall, Secretary
Bureau of Labor Statistics
Janet L. Norwood, Commissioner
1979
Bulletin 2001-8




For sale by the Superintendent of Documents, U.S. Government Printing Office
Washington, D.C. 20402

Photograph Credits
zalez; The Honorable Daniel K. Inouye; and David
Weitzer.

Photography for Exploring Careers was directed by Max
L. Carey of the Bureau of Labor Statistics, Division of
Occupational Outlook. Members of the Division’s staff
who assisted with obtaining and editing photographs
were Anne Kahl, Kathy Wilson, Chester Curtis Levine,
and Gloria D. Blue. Contributing photographers were
A1 Whitley of Whitley Associates, and Harrison E. Allen,
Robert Donaldson, and Fleming P. Rose of the U.S.
Department of Labor, Division of Graphic Services. The
Bureau gratefully acknowledges the cooperation of the
many government and private sources that either con­
tributed photographs or made their facilities available to
photographers. Depiction of company or trade names in
no way constitutes endorsement by the Department of
Labor. Some photographs may not be free of every
possible safety or health hazard.

Membership groups. Air Transportation Association of
America; American Iron and Steel Institute; American
Petroleum Institute; Associated General Contractors of
America; Association of American Railroads; Chamber
of Commerce of the U.S. A.; International Association of
Machinists and Aerospace Workers; Motor Vehicle
Manufacturers Association of the U.S., Inc.; National
Education Association; and United Brotherhood of Car­
penters and Joiners of America.

Industry and business. Allen-Mitchell and Co.; American
Telephone and Telegraph Co.; Arlington Hobby Crafters; Babcock and Wilcox Co.; Badger America Inc.; The
Big Cheese; Blake Construction Co.; Bob Peck Chevro­
let; Carl T. Jones Associates; Chase Manhattan Bank;
Chessie System; Cycles Inc.; Del Mercado Shell Service
Center; Everhart Jewelers; General Truck Sales; The
Hecht Co.; Hyatt Regency of Washington; Heritage
Exxon Servicenter; International Business Machines
Corp.; Mayflower Hotel; Merrill Lynch Pierce Fenner
and Smith, Inc.; Navy Marshall and Gordon; Nike of
Georgetown; Riggs National Bank; Southeast Auto Sup­
ply; State Farm Insurance Companies; Texaco Inc.;
WGMS Broadcasting Co.; Westinghouse Electric Corp.;
and Westvaco Corp.

Government Sources

Federal. Armed Forces Radiobiology Institute; Board of
Governors of the Federal Reserve System; Bureau of
Prisons; Department of Agriculture; Department of
Health, Education, and Welfare; Department of the In­
terior; Federal Aviation Administration; Government
Printing Office; National Aeronautics and Space Admin­
istration; National Institute of Mental Health; National
Park Service; Smithsonian Institution; Tennessee Valley
Authority; and U.S. Postal Service.
State and local. City of San Antonio; City of San Diego;
District of Columbia—Department of Human Re­
sources, Police Department; Fairfax County (Va.)—Pub­
lic Schools, Public Libraries; Maryland National Capital
Park and Planning Commission; Montgomery County
Public Schools (Md.); University of Texas Health Sci­
ence Center at San Antonio; and Washington Metropol­
itan Area Transit Authority.

Publications. Arlington News; Co-ed Magazine; Law En­
forcement Communications; The New Prince George's
Post, and The Washington Post.
Other. Alexandria Archaeology Research Center (Va.);
American National Red Cross; Catholic Charities of the
Archdiocese of Washington; Folger Shakespeare Li­
brary; Forsyth County Heart Association (N.C.); George
Washington University Hospital; Model Cities Senior
Center (D.C.); St. Columba’s Episcopal Church (D.C.);
St. Thomas Apostle Catholic Church (D.C.); United
Way of America; Visiting Nurse Association of Wash­
ington, D.C.; and Washington Hospital Center (D.C.).

Private Sources

Individuals. Robert Devlin; Robert Miller; The Honora­
ble Eligio de la Garza; The Honorable Henry B. Gon­




n

Preface
Exploring Careers is a career education resource for youngsters of junior high
school age. It provides the kind of information about the world of work that young
people need to prepare for a well-informed career choice. At the same time, it offers
readers a way of learning more about themselves. The publication aims to build
career awareness by means of occupational narratives, evaluative questions, activities,
and career games presented in 14 occupational clusters. Exploring Careers emphasizes
what people do on the job and how they feel about it and stresses the importance of
“knowing yourself’’ when considering a career. It is designed for use in middle
school/junior high classrooms, career resource centers, and youth programs run by
community, religious, and business organizations.
This is 1 of 15 chapters. A list of all the chapter titles appears inside the front
cover.
Exploring Careers was prepared in the Bureau’s Division of Occupational Outlook
under the supervision of Russell B. Flanders and Neal H. Rosenthal. Max L. Carey
provided general direction. Anne Kahl supervised the planning and preparation of
the publication. Members of the Division’s staff who contributed sections were Lisa
S. Dillich, David B. Herst, H. Philip Howard, Chester Curtis Levine, Thomas
Nardone, Debra E. Rothstein, and Kathy Wilson. Gloria D. Blue, Brenda Marshall,
and Beverly A. Williams assisted.
The Bureau gratefully acknowledges the cooperation of all the workers who agreed
to be interviewed and photographed, the teachers and students who field tested a
sample chapter, and all who shared their ideas with BLS. Many people in the
counseling community offered encouragement and support. Special thanks for her
generous assistance go to Cathy Cockrill, Career Education Curriculum Specialist,
Fairfax County Public Schools, Fairfax, Virginia.
Although they are based on interviews with actual workers, the occupational
narratives are largely fictitious.
Material in this publication other than photographs is in the public domain and
may be reproduced without the permission of the Federal Government. Please credit
the Bureau of Labor Statistics and cite Exploring Careers, Bulletin 2001.




iii

Contents
Page
Transportation occupations............................................................................
Air traffic controller
Railroad passenger conductor
Busdriver
Job facts




IV

1
9
14
20
25

Exploring
Careers




Transportation
Occupations

l

Exploring Careers

Earnings of airline pilots are among the highest in
the Nation.

Coming from the West
The Midwestern plane began a smooth descent as it
neared Lambert Field, the St. Louis international airport.
Walter Faraday, the pilot on Flight 682, was carrying a
full plane of 300 people from Denver. He was surrounded
by an assortment of electronic and mechanical buttons
and gauges, all of which required special attention. The
cockpit was equipped with communications equipment
that allowed contact with air traffic controllers along the
way. Other instruments showed the plane’s speed and
position, the amount of fuel, and the condition of the
engine. Working alongside him in the cockpit were the
co-pilot and the flight engineer, who helped maneuver
the plane for a safe flight.
“I was afraid those strong headwinds we ran into over
Topeka would really put us behind schedule,” he said to
Raul Morales, his co-pilot. “But going up to 25,000 feet
helped us pick up the speed we needed. We’re only 15
minutes behind schedule.” As he spoke, his left hand
pulled the throttle, slowly decreasing the speed of the
plane.
“Yes, looks like we did a fine job,” Raul replied. He
was busy checking other instruments.
“This is Midwestern 682 to St. Louis tower,” Walter
said into the microphone. “Request final approach in­
structions.”

2


Coming from the East
Not quite 200 miles east of the St. Louis airport, on
Highway 40, a large grey truck was cruising at a com­
fortable speed. Seated behind the wheel, Louise Windsor
rubbed her tired eyes and glanced down at her watch.
“Making pretty good time,” she thought. “We should be
in St. Louis by dinnertime.”
Louise and Frank (her husband and driving partner)
had been on the road for 3 full days, with only a few
hours’ sleep along the way. Arriving in St. Louis meant
the end of the line, where they would drop off the load
of furniture they were carrying and spend a comfortable
night before heading back home to North Carolina.
Her eyes were fixed on the crowded interstate as mile
after mile passed. Located high in the cab of the 18wheeler, it was easy for Louise to watch the road and
plan her route to minimize delays. After all, the longer
it took to deliver each load, the more time and money it
cost.
Louise chatted on the CB radio to find out about
weather and road conditions up ahead and to pass the
time. Occasionally, she looked down at the instrument
panel in front of her to check her speed, fuel, oil pressure,
and the temperature of the engine. “We’d better stop for
fuel,” she said.
“Let’s stop at the next exit,” Frank replied. “I could
use a cup of coffee anyway.”
Louise eased onto the exit ramp, downshifting the
truck through many gears. She braked to a stop next to
the diesel fuel pump and said to the attendant, “Fill it
up, please.”

Transportation Occupations
Coming from the South
Some 300 miles south of St. Louis, a broad-beamed
tugboat was pushing a string of barges carrying fuel oil
from the Gulf Coast.
“Head about 10 degrees northeast,” Bud Hennison
directed his second mate, Rick Proctor. “The radar
equipment picks up a barge 8 miles to the north,” he
added.
The two merchant marine officers stood at the controls
of the tugboat Olympia. They had been on the river for
days and were now on the last leg of their voyage up the
Mississippi River to St. Louis. As chief mate and head
officer of the deck crew, Bud’s job was to navigate the
ship. This meant plotting and maintaining the vessel’s
course. At the moment, they were in a heavy fog that
made it impossible to see other river traffic.
“Give a short blast on the whistle,” Bud ordered.

As the Olympia’s whistle sounded through the fog,
Bud took the clipboard from its place next to the radar
and sonar equipment and began writing. Being respon­
sible for the safe, smooth operation of the ship involved
recording or “logging in” all the events of the voyage.
Just then there was a distant whistle from the starboard
side.
“Looks like they received our signal,” said Bud. “Keep
an eye out for them. I’m going down to the deck.”
You have just spent a few moments with an airplane
pilot, a long-distance truckdriver, and the chief mate on
a cargo carrier. Let’s see if these people have anything in
common other than being bound for St. Louis.
All of them work in the transportation industry. Trans­
portation is the business of moving people and goods
from one place to another. It includes travel by air, rail,
water, on roads and highways, even underground. Some­
day it may include travel in space.

This man is training to become a riverboat pilot.




3

Exploring Careers

The Nation’s 200,000 miles of railroad track are an important means of moving
people, food and industrial goods.

We all depend on the transportation industry. For
example, you may take a bus to get to school each
morning. Your parents may travel to work by car, bus,
train, or subway. Even if you walk or ride your bicycle
most of the places you need to go, the transportation
industry serves you in other ways.
It is the means through which energy, raw materials,
and finished products are channeled where they are
needed. Railroads and trucks carry the food, lumber,
automobiles, furniture, clothing, and thousands of other
goods that fill our stores. Ships and airplanes carry goods
between cities in America and throughout the world.
The food we eat may come from farms hundreds or even
thousands of miles away. All this is possible because
railroad trains, trucks, and planes are constantly on the
move. The transportation industry links Americans with
each other and with the rest of the world.

4


Transportation Occupations
The people we usually think of as “transportation
workers” are those who operate the vehicles—pilots and
busdrivers, for example. However, people with many
different skills are needed to keep America on the move.
Mechanics and technicians keep the vehicles and equip­
ment in top working condition. Railroad yard clerks and
taxicab dispatchers are transportation workers who per­
form clerical and administrative tasks. Still other trans­
portation workers deal with the public. They may seek
new customers, make reservations, help children or
handicapped travelers, or take care of complaints.
We can begin to explore transportation careers by
looking at each of four groups of transportation occu­
pations: Air transportation, merchant marine, railroad,
and driving.

Transportation Occupations
Air transportation occupations. The pilot and flight
attendant may be the first people who come to mind
when you think about flying, but many other workers
are needed to ensure a safe flight. Helping the captain,
or pilot, guide the plane is the co-pilot. The co-pilot is
the second in command on any flight. Also aboard is the
flight engineer, who monitors the engine, fuel, and all
other systems. Just as important are those who provide
airplane services on the ground. These include the air
traffic controllers who monitor the path of the airplane
from start to finish. Generally, the pilot does not make
any move without first “okaying” it with the controllers.
Aircraft mechanics keep airplanes running safely and
well. Besides repair work they do maintenance regularly.
Many different people are employed to book customers
and coordinate flights. Reservation, ticket, and passenger
agents give customers flight information, sell tickets,
assign seats, and check baggage. The personal contact
with the public in this job is very important. It can make
all the difference between a satisfied customer and a
dissatisfied one. Ramp agents help guide airplanes into
the gates using hand signals to pilots. They also load and
unload baggage, freight, or mail. Other jobs in aviation
include fig h t instructors who teach people to fly and crop
dusters who fly over fields and spray them to aid growth
of crops.




5

Exploring Careers
Merchant marine occupations. The maritime industry
offers travel and adventure and many different kinds of
work. Work aboard ship is divided among the deck,
engine, and steward’s departments; sailors in each of
these departments do different things. The captain or
master commands the ship and has complete authority
over everyone and everything aboard.
The deck department is responsible for regulating the
course, position, and speed of the ship; maintaining and
repairing the hull and deck equipment; and loading,
unloading, and storing cargo. New sailors in the deck
department start out as ordinary seamen. They do general
maintenance, such as scrubbing the decks and painting.
Able seamen, those who steer the ship and do skilled
repair work on deck, are the next rank. The boatswain,
or bosun, is the top ranking able seaman. The deck
officers, or “mates,” include the chief mate, who is the
captain’s top assistant in assigning duties to the deck
crew, and the second and third mates.
The engine department crew works below deck and
runs all the engines and machinery. It includes workers
at all skill levels. Wipers are beginning level sailors who
keep machinery clean. Other sailors include oilers, who
lubricate and maintain equipment, andfire-watertenders,
who check gauges on the ship’s boilers. Other engine
crew members include the electrician and the refrigera­
tion engineer. The chief engineer is in charge of the engine
department, and has the help of the first, second, and
third assistant engineers.
The steward’s department feeds the crew and main­
tains the living and recreation areas. Sailors in this
department begin as utility hands, doing kitchen work
such as scouring pots and preparing vegetables, and mess
attendants, serving meals and taking care of the ship’s
living quarters. The chief cook plans and prepares the
meals. The top sailor in this department is the chief
steward, who is responsible for the meals and upkeep of
living quarters. This is the only department head who is
not an officer.
Railroad occupations. The Nation’s 200,000 miles of
railroad track are an important means of moving people,
food, and goods among our cities and towns. Over half
a million people are employed to operate trains and keep
them in top working condition. Conductors are in charge
of running the train. Their primary concerns are safety
and running on time. On passenger trains, conductors
collect tickets and fares as well. Conductors are always
in communication with locomotive engineers, who work
all the controls—such as acceleration and brakes—on
the train. Brake operators work on trains and in railroad
yards, making sure that trains are coupled (or linked)
and uncoupled properly. They also inspect airhoses and
handbrakes on all cars and assist the conductor when
6



necessary. Other members of the train crew are hostlers,
who help prepare the locomotives for their run, and
switchtenders, who throw track switches in railroad yards.
But many others are responsible for seeing that trains
run efficiently. Shopworkers are the skilled employees
who build, maintain, and repair railroad cars and other
equipment. Some of these workers are machinists, elec­
trical workers, car repairers, sheet-metal workers, boiler­
makers, and blacksmiths. To direct train movement and
assure train safety, railroad signal workers install, main­
tain, and repair the communications and signaling sys­
tems. Track workers inspect and regularly maintain rail­
road tracks. They also put down new track when it is
needed. Dispatchers work in stations along the railroad
lines, sending messages to train crews by way of teleg­
raphers, telephoners, and tower operators. These messages
contain such things as track conditions and routing
instructions. Station agents are the railroads’ contact with
the public. They offer information and try to get new
business for the company.

Transportation Occupations

Applicants for truckdriving jobs must have good
driving records.

Because of the millions of travelers who depend on
them, transportation workers must be conscientious in
their work and pay close attention to detail. The shopworkers who build and repair railroad cars, for example,
must do their work carefully so that cars don’t break
down while they’re in use. Air traffic controllers have to
pay strict attention to guide planes safely on their proper
course. Long-distance truckdrivers must stay wide awake
and concentrate on driving for hours at a time. Sailors,
drivers, pilots, and railroad engineers all need to be alert
while they’re on the job.
For many transportation workers, the ability to keep
calm and work under pressure is important. Meeting
schedules—delivering goods or people on time—is very
important in the transportation industry. Yet storms,
accidents, traffic tie-ups, and other unexpected situations
crop up from time to time. Transportation workers have
to be able to think quickly and act decisively in order to
get things back on schedule as soon as possible.
An easygoing personality is an asset for transportation
workers who are in direct contact with the public. Local
transit bus and taxicab drivers, for example, must have
the patience to deal effectively with passengers—the rude
ones as well as the pleasant ones—and the steady nerves
to drive in all traffic situations. Workers who sell tickets,

Driving occupations. Truck, bus, and taxi drivers
move passengers and goods over the Nation’s highways
and through the streets every day. More people than you
might think are local truckdrivers. These are the people
who drive moving trucks, newspaper trucks, mail trucks,
freight delivery trucks, and other kinds of trucks in and
around the city. Those who carry goods thousands of
miles across the country in large trucks such as “ 18wheelers” are known as long-distance truckdrivers. There
are other kinds of drivers, too. Taxicab drivers operate
without fixed routes or schedules and offer individual­
ized service to passengers. Local transit busdrivers drive
city and suburban routes to transport millions of Amer­
icans daily. They also collect fares and answer questions.
Intercity busdrivers follow a route between communities,
which may be on city roads or on highways or both. In
small towns, these buses may be the only public trans­
portation to other towns. Then there are support workers
such as traffic agents, who try to get new business for
companies, and dispatchers, who supply the drivers with
scheduling and route information.

Personal Characteristics
Although it takes people with many different skills to
keep our planes, ships, railroads, trucks, and buses on
the move, transportation workers have certain traits in
common.



Taxicab drivers have to work in all kinds of weather.

7

Exploring Careers
answer questions, listen to complaints, or try to get new
business need to be good at dealing with all kinds of
people.
Some transportation workers need the ability to work
as part of a team. In the merchant marine, for example,
cooperation and interaction among the deck, engine, and
steward’s departments are essential for the “smooth sail­
ing” of the ship. Not only do members of the ship’s crew
work as a team, but they eat, sleep, and socialize together
too.
Others in transportation need to be able to work inde­
pendently. Long-distance truckdrivers may spend days
alone on the road. They must organize their time and set
a steady speed in order to deliver goods on schedule.
The things that transportation workers do are not
necessarily strenuous, but they require good health and
physical stamina. Baggage attendants, for example, carry
and load passengers’ luggage on trains, buses, and air­
planes. Parking attendants and flight attendants are on
their feet and serving customers most of the time. Some
jobs may not require much physical activity but demand
excellent health just the same. Air traffic controllers,
local and long-distance bus and truck drivers, and loco­
motive engineers are some examples. These jobs all
require workers who are levelheaded and have steady
nerves. In many cases workers must pass strict physical
exams to enter these occupations.
A job in this field is likely to mean working nights or
weekends or on rotating shifts, because transportation is
not just a 9-to-5 operation. Many trucks, buses, planes,
ships, and trains run 24 hours a day, 7 days a week.

Training
Through your hobbies or school activities you may
already have begun acquiring skills that will lead to a
career in transportation. Do you enjoy building and
fixing things in your spare time? Mechanical aptitude
and analytical ability are important in such occupations
as airplane mechanic, able seaman, and locomotive en­
gineer. Perhaps you are a ham radio operator. This
hobby can provide a solid foundation for the training
you’d need to become an air traffic controller or a
railroad tower operator. You may have had the oppor­
tunity to sell tickets, collect money, schedule events, or
give information to others. Can you think of transpor­
tation occupations that require these skills?
Formal training for transportation occupations varies
a great deal. Detailed information on training require­
ments can be found in the Job Facts at the end of this
chapter.
In some transportation occupations, the necessary
skills are learned right on the job. In railroading and the



In railroading, workers typically learn their skills on
the job.

merchant marine, for example, beginners start out as
helpers and work their way up, a process that typically
takes many years.
Some transportation workers get their training in trade
schools or technical institutes. Many airplane mechanics,
for example, attend trade schools that provide practical
job experience as well as classroom instruction. Long­
distance truckdrivers also may train in this way.
If you’re interested in a career in aviation, plan on
attending college. A college degree—or at least several
years of college training—is preferred for most aviation
occupations, including pilot, air traffic controller, flight
attendant, and reservation, ticket, or passenger agent.
In some transportation occupations, workers must
have a license that demonstrates their expertise in the
field. This is the case for airplane pilots, who must have
a flying license certified by the Federal Aviation Admin­
istration, and for truckdrivers, busdrivers, and taxicab
drivers, all of whom must have a State chauffeur’s li­
cense.
Regardless of which transportation occupation you’re
interested in, you’ll find a high school diploma an asset.
Even in jobs that don’t require it, advancement to more
responsible positions often goes to those who have a
diploma. High school courses in math and English are
helpful for any of the transportation occupations. Other
courses, such as machine shop, driver education, and
public speaking, may be helpful for certain occupations.

Transportation Occupations
Air Traffic Controller




9

Exploring Careers
“Washington Tower, this is Global Airlines Flight
702. Request permission for takeoff.”
Mia Hensen carefully checked the radar screen in
front of her. It was Filled with lines that represented
airspaces, and moving blips, or symbols, that indicated
planes. To the untrained eye, this large glowing screen
would seem impossible to interpret. But to Mia, a veteran
air traffic controller, checking traffic patterns and posi­
tions of airplanes from the radar screen was a routine
part of every takeoff and landing.
After closely reviewing the radar screen, Mia turned
her head slightly to the right where the flight strips were
posted. These long strips of paper contained information
about each flight that was due for takeoff, such as its
destination and scheduled time of takeoff. They helped
Mia get the waiting planes off the ground in the safest,
most efficient manner.
“Cleared for takeoff, Global 702 ... Wind is from the
southeast at 14 miles per hour,” Mia radioed the pilot.
At the same time, her fingers were punching out this
information on the keyboard in front of her. It would
then be relayed to the computer that kept track of all
inbound and outbound flights.
Although she made it seem effortless, working her
shift as ground controller—directing traffic down the
runway and out of Washington National Airport—was
a demanding job. Besides checking the pattern from the
radar screen and the flight strips, there were dozens of
other details running through Mia’s mind. Every con­
troller had to know the geography of the area as well as


10


the weather conditions and visibility. Other facts, such
as the size, weight, speed, and route of each airplane had
to be considered in order to direct the outbound traffic
safely and smoothly.
From the glass-enclosed airport tower, Mia watched
Flight 702 gain speed down the runway. As the plane
gracefully lifted into the air, she phoned downstairs to
inform the department controllers. These air traffic con­
trollers were responsible for watching aircraft and guid­
ing them by radar for as much as 30 miles from Wash­
ington National Airport.
Mia was interrupted by the voice over the radio. “This
is Pacifica Flight 445 ready for takeoff.”
“Proceed down the ramp to runway 9, Pacifica 445,”
Mia radioed to the pilot a few seconds later. She then
announced the wind and weather conditions.
The silence on the radio lasted no longer than 20
seconds. “This is Southern Airlines Flight 32 scheduled
to leave for Miami at 4:57 p.m. We’ve had some problems
in refueling and won’t be finished for at least half an
hour. I’m requesting a delay of 30 to 40 minutes.”
“Roger, Southern 32 ... this is ground control. I’ll
reschedule your departure for approximately 5:40 p.m.
Keep me posted if there are any further delays.” As Mia
spoke, her fingers raced over the keyboard in order to
communicate this information to the computer.
Mia had just finished answering some questions about
the expected weather conditions for this evening when a
soft tap on the shoulder startled her. It was Manny
McGinnis, who was waiting to relieve her.

Transportation Occupations
“I didn’t mean to scare you, Mia,” Manny apologized,
“but I couldn’t get your attention. It’s time to stand up
and stretch for a few minutes.”
The level of Mia’s concentration was intense at this
time of day, when traffic was at a peak.
“I didn’t even hear you come in, Manny,” Mia re­
sponded. She had been at her post as ground controller
for about 2 hours now, but the time had passed very
quickly.
Mia stood up and Manny slipped into her chair. She
briefed Manny on the traffic situation, and then headed
downstairs to relax.
Mia entered the employees’ lounge, picked up a
doughnut and a cup of coffee from a tray in the far
corner of the room, and joined some others at one of the
tables. She made an effort to relax her neck and shoulder
muscles.
“Hi, Mia, how’s it going?” Norman Walton greeted
her. Norman was also an air traffic controller, and her
tennis partner as well.
“Have you met George Foster? He’s just completed
training at the Federal Aviation Administration Acad­
emy in Oklahoma.”
“Pleasure to meet you, George,” Mia said as they
shook hands. “Welcome aboard.”
“Thanks a lot,” replied George.
Norman smiled and said, “I was just trying to reassure




George. I was telling him that directing air traffic at a
metropolitan airport is not as scary as it seems at first.”
“I must admit I am a bit nervous,” acknowledged
George. “I’ve had some experience in the military as a
pilot and navigator, and then the training in Oklahoma.
But to think that over 500 planes fly in and out of
Washington National daily ... !”
“Don’t let it bother you, George,” Mia responded.
“It’s not as though you have to direct all those planes
yourself! Besides, your military training is excellent
background. And the on-the-job training you’ll get here
at Washington National is outstanding. Especially those
“practice problems” that are programmed into the com­
puter.”
Norman added, “All you need to build up your con­
fidence is a little time and experience. We all felt the way
you do when we started out.”
“I’m sure you’re right,” George replied. He glanced
down at his watch. “I hate to run, but I’m due in the
tower in 5 minutes. Thanks for the pep talk.”
As he walked away, Mia recalled her first days on the
job. She had not had military training, and some people
had questioned her ability to handle the job without it.
Mia had been sure that she could. That had been 7 years
ago in Miami. Since then, she had worked in three
different airports.
Mia and Norman chatted for a few minutes more.

11

Exploring Careers
These short breaks helped to relieve the tension and
refresh the controllers for their next 2-hour shifts.
Mia finished the last of her coffee and then headed
down the hall. She walked through a set of double doors
and entered the approach control room from which
incoming aircraft were being directed. A number of
voices could be heard throughout the large room.
After a short briefing on the current traffic situation,
Mia took her place behind a large radarscope keeping
track of planes approaching from the East. Working as
an approach controller now, Mia’s duties included as­
signing planes to the proper courses and sending mes­
sages to the ground controllers (who directed planes
from the runway to the gates) upon their arrival.
“This is Atlantic Airlines Flight 572 to Washington
National,” a voice said over the radio. “Request final
approach instructions.”
Mia turned to the circular radar screen and found the
symbol that represented Atlantic Airlines 572 from
among the flashes of light.
“Washington National approach to Atlantic 572,” Mia
said into the microphone. “Your position is 30 miles
northwest of the airport. Expect approach to runway 9.
Wind is from the east at 10 miles per hour.”
“Roger, approach control,” acknowledged the pilot.
Mia then gave the pilot direction and altitude instruc­
tions to bring the airplane close to the airport. When the
flight was about 6 miles away, Mia said, “Atlantic 572
... cleared for approach. Call Washington tower now.”
Assured that the plane was safely on the approach, she
took a deep breath and then relayed the information to
the computer and phoned ahead to ground control.
Having finished that, Mia could now answer a call from
a Central plane that was waiting. “Go ahead, Central
324.”
“This is Central 324,” the pilot responded. “I’m in a
holding pattern at 8,000 feet. I’ve been informed that
runway 6 has been closed temporarily and would like
further instructions for landing.”
Mia followed the regular procedures and directed the
pilot down runway 9.
She leaned back in her chair for a moment to relieve
the tension from her lower back. However, what ap­
peared to be an unmarked symbol flashed on the radar
screen. This brought Mia back to the edge of her seat to
take a closer look. She watched the symbol fade to the
right and disappear off the edge of the screen. Immedi­
ately Mia phoned Teressa Williams, the approach con­
troller directing incoming traffic from the south. Teressa
had just picked up the flash on her screen.
“I’ll try to establish contact with the aircraft and then
get back to you,” she told Mia.
A few minutes later, Teressa phoned and explained

http://fraser.stlouisfed.org/
12
Federal Reserve Bank of St. Louis

that the “mysterious flash” they had both seen was a
small private plane that hadn’t bothered to radio in.
“I directed it in safely, though. I also made it clear to
the pilot that he should have called and told us where he
was!”
“I just don’t understand why some pilots don’t use
their common sense,” observed Mia.
The pace of the traffic slowed as the evening rush
ended. Mia continued giving directions and answering
questions, always alert for the unexpected. Before she
knew it, Bert Johnson came by to relieve her.
“Is it that time already?” Mia asked. She looked down
at her watch, which read 7:30. Just then her stomach let
out a growl. Mia smiled at Bert and said, “Well it looks
like my stomach knows what time it is! I guess I’ll get
some dinner now.”

Exploring
Air traffic controllers must have confidence in their
judgment as well as the ability to make decisions quickly.

•
•
•

Can you make decisions on your own? Are you
willing to take the responsibility for your decisions?
Do you trust your own judgment?
Do friends often confide in you?

Air traffic controllers must be able to see objects on a
two-dimensional screen and visualize them in the air.

•
•
•
•

Can you read and understand graphs, diagrams, and
charts?
Can you look at a drawing and picture the threedimensional object in your mind?
Do you ever put together models?
Are you good at solving geometry problems?

Air traffic controllers are subject to stress and tension
when they’re on the job. They must be able to keep calm
and be able to concentrate under pressure.

•
•
•

Are you able to organize your thoughts during tests
even though you may be nervous beforehand?
Do you usually perform well at crucial moments—
for example, the big play in a ball game?
Are you good at giving reports in front of the class?

Air traffic controllers must have a good memory for
detail. They must remember wind and weather condi­
tions, geography, and the size and speed of planes when
giving directions.

•

Do you remember people’s names easily?

Transportation Occupations
•
•

Can you relate an exact conversation the next day?
Can you remember what you ate for lunch yesterday?

Air traffic controllers often have to work early in the
morning or late at night. To keep up with these demands,
they must be in good physical condition and have stamina.

•
•
•

Do you enjoy jogging, bicycling, hiking, backpack­
ing, climbing, basketball, and other active sports?
Do you enjoy dancing? Gardening?
Do you like being active most of the time?

Suggested Activities
Join the Civil Air Patrol. This organization, supported
by the Air Force, exists in every State. Membership is
open to those who are at least 13 years old. The Civil
Air Patrol offers its members the opportunity to fly
and to learn about the aerospace industry. Some of
the subjects studied are navigation, aerodynamics, and
electronics. For more information, call the “Civil Air
Patrol” listed in your phone book.
Join a Transportation or Aerospace Explorer Post if
there is one in your area. Exploring is open to young
men and women aged 14 through 20. To find out
about Explorer posts in your area, call “Boy Scouts of
America” listed in your phone book, and ask for the
“Exploring Division.”
If you are a Boy Scout, try for merit badges in Aviation,
Communications, and Weather.
If you are a Girl Scout, see if your local troop has the
From Dreams to Reality program of career explora­
tion. Troops also offer opportunities to try out careers
through internships and service aide and community
action projects, and proficiency badges in a number of
areas including Aviation and Weather.
Ask your teacher to talk to the manager of your local
airport and arrange for a class tour of the airport.
Prepare a report for a science class on the differences
between an airport traffic controller (who guides
planes in and out of the airport) and an en route
controller (who keeps track of planes between air­
ports).
What sort of followup occurs after a plane crashes? Use
this topic for a report in a science or social studies
class. You might begin your research in the library.
You also can write for information to government
agencies such as the Civil Aeronautics Board and the
Federal Aviation Administration. Officials of your
local airport may be willing to talk to you or come
and talk to your class about how they investigate plane
crashes.



Try to increase your ability to observe and remember
details. Some things you can do include recalling
people’s names and phone numbers and playing cards.
Prepare a report for your science class on the kinds of
weather conditions that permit or cancel a flight. Bring
in and explain a flight weather chart.
Spend time on hobbies in which you learn about avia­
tion. Some activities include building model airplanes,
reading about aviation, and taking flying lessons.
Learn the characteristics of different planes.
Prepare a report on the history of air travel for a social
studies class.
Become familiar with electronic communications equip­
ment. Become a ham radio operator. Learn how radar
works.

Related Occupations
The air traffic controller is one of a team of workers
in the sky and on the ground who follow each plane
from takeoff to landing. They ensure a safe, smooth
flight. Below are 13 of these occupations. See how many
of them you can unscramble.
1. P L A E N A R I

CHINMAEC

2. P L A E N A R I

NTAIEMNNCEA

3. G G A B G E A

NAERLDH

R E WC

4. P O I C T L O
5. D I P A T S C H R E
6. C E E T C I L S R O N

TCHCINIANE

7. NE T O U R E T F F A I C R C L L E R O N R T O
8. G H L I F T

TTEANADNT

9. G H L I F T

GIEENREN

10. S S E G N E R P A

GEANT

11. T O I P L
12. S E R V E A R I T O N
13. C K T E I T

NGAET

NGAET

See answers at end of chapter.
13

Exploring Careers
Railroad Passenger Conductor

Together, Charlie and Max have more than 60 years of railroad experience.


14


Transportation Occupations
It was a crisp spring morning, not yet dawn. Charlie
Campbell, in his freshly pressed white shirt and dark tie,
was on Track B giving the final inspection to train 171,
scheduled to leave for Washington in 10 minutes. As
conductor of the Baltimore-Washington commuter run,
Charlie was responsible for the train. He liked to check
the railroad cars to make sure they were in top running
condition before the train left the station. To do this,
Charlie reported for work promptly at 5:30 a.m. every
morning, a full 30 minutes before the train made its first
run.
Charlie had a routine he followed daily to prepare the
train and its crew for departure. After signing in, Charlie
reported to the dispatcher to pick up his copy of the
train’s orders. Then he headed out to the tracks to check
the condition of the train and greet his crew.
“Morning, Jim ... morning, Max. How’s everything
look?”

Charlie confers with Jim Beall, the locomotive
engineer.



“Should be about set,” replied Max Spiegel, the brake
operator. “She’s all fueled and the cars are coupled.
Right now I’m going to check the tail markers.”
“Good work, Max.”
Charlie then turned to Jim Beall, the locomotive en­
gineer, who was up in the cab eyeing the brakes and
other controls. “Have you had a chance to look over the
orders?”
“Yes, Charlie,” Jim responded. “Doesn’t look like we
should have any delays. Track and weather conditions
both are excellent.”
“Good,” said Charlie. “We should be ready to roll in
about 15 minutes.” Charlie and Jim synchronized their
watches at exactly 5:48 a.m.
Passengers were boarding the train now. Charlie
climbed aboard so that he could doublecheck the lights
and other equipment. Everything looked fine.
“All aboard!” called Charlie as the last few passengers
hurried down the platform.
With everyone safely seated, Charlie pulled the last
door shut. Then he gave the engineer the go-ahead.
“Move her out,” Charlie said to Jim over a two-way
hand radio. They would communicate by radio fre­
quently during the run.
“Have your tickets ready, please,” Charlie announced
as he began down the aisle of the first car to collect
tickets and fares. Most of the faces were familiar ones, as
many of the passengers were daily commuters who had
been riding the 171 as long as Charlie had been its
conductor.
“Excuse me,” said a middle-aged man as Charlie made
his way down the aisle. “Will the train be on its normal
schedule next week on Memorial Day? Or do you have
a holiday schedule? I’m new in town and don’t know the
train schedules around here.”
“Well, sir, we do have a holiday schedule and that’s
what we’ll be using on Memorial Day,” replied Charlie.
“By the way, you can pick up the schedule for all our
Baltimore-Washington commuter runs at the station.
Just ask any of the ticket agents.”
“Thanks a lot, I’ll do that.”
“Not at all,” Charlie said with a slight smile. He got
a feeling of satisfaction from helping passengers.
The train rode along smoothly, making stops at Elkridge, Columbia, and St. Dennis. At each stop, Charlie
collected tickets and fares, working his way from the first
car back to the third.
“Sir . . . , ” Charlie heard a woman calling loudly from
the^rear of the car. He moved quickly down the aisle.
“Can I help you, ma’am?”
“You certainly can! Would you tell this gentleman to
put out that smelly cigar? I’ve tried to ask politely, but
as you can see he has ignored me.”
15

Exploring Careers
“I’m afraid you’re going to have to put your cigar out,
sir. If you want to smoke, the next car is the smoking
section on this train,” Charlie said politely but firmly.
With a sour look on his face, the man said, “Okay,
okay, I’ll put it out. But if you ask me, her manners are
worse than my cigar is!”
Charlie felt that it would be best to separate the two
passengers before one or both of them completely lost
their temper. “There are a few empty seats up front, sir.
You’d probably be more comfortable if you moved to
one of those. Then, if you want, you can move to the
smoking car at the next stop.”
“That suits me just fine,” he replied as he picked up
his briefcase and headed up the aisle.
“Now that that’s cleared up, I hope you can relax and
enjoy the rest of the trip, ma’am,” Charlie said as he
breathed a slight sigh of relief. He then walked up to the
man and thanked him for being cooperative.
He had never taken a course in psychology or super­
vision, but Charlie knew he was good at working with
people. He had the tact and judgment to deal with people
successfully—the train crew as well as the passengers.
The train chugged on ... Odenton, New Carollton,
and Cheverly. Almost every seat was taken now.
The next stop, the last one, was College Park. It was
usually one of the more crowded stops along the route to


16


Washington. As the train came to a halt, Charlie opened
the door of the first car and lowered the steps. He stepped
onto the platform and announced, “Have your tickets
ready, please,” so he could board the passengers and
check their tickets in the most efficient way. Most of the
passengers were regular riders. They greeted Charlie,
showed him their weekly or monthly passes, and stepped
onto the train.
At exactly 6:48 a.m., the 171 pulled into Washington’s
Union Station. Charlie and Max helped the passengers
down the steps and onto the platform.
The train empty now, they both climbed back onto
the first car and each sank into a seat. “I’d say we had
about 200 paying customers on that run,” Charlie of­
fered.
Max calculated out loud and nodded his head. “Let’s
see ... all the seats filled, that is 65 times 3 cars or 195
... and about half a dozen standing. Yes, that seems
about right to me.”
Next, Charlie counted the number of tickets sold and
then added up the money collected. He made notations
in his notebook which would help in writing his report
tonight after the last run.
With a few minutes left before the return journey to
Baltimore, Charlie and Max relaxed and began to chat.
“You know, I thought working the commuter line was

Transportation Occupations
going to be a breeze after 27 years on freight trains,”
Max said. “It isn’t as physically demanding as work on
a freight train, I’ll say that. But the business of collecting
fares, answering questions, and keeping the passengers
happy certainly keeps me on the go.”
Charlie nodded in agreement. “And keeping the pas­
sengers happy is no easy job!” he said. “Two of my
passengers got into an argument this morning because
one was smoking and it bothered the other one.”
After a comfortable silence, Charlie began to remi­
nisce. “You know, I started working for the railroads 36
years ago. I began right after high school as a substitute
brake operator in a switching yard. It was tough work,
blistering hot summers and winters so cold they’d numb
your fingers and toes. After a year and a half, I became
a regular, and 4 years after that I got promoted to a
passenger brake operator. Like you, I expected the work
on a passenger line to be easier.”
“Tell me more,” Max said.
“Well, after 22 years as a brake operator, 10 years as
a freight train conductor, and over 4 years as a passenger
conductor, I guess I’ve learned that things don’t get easy.
After all those years, I still get to work at 5:30 each
morning, make three morning and three evening runs,
have a daily layover in Washington, and don’t get home
until 8:00 each night!




“I must admit, though, that I wouldn’t trade this job
for anything else in the world. There are so many re­
wards. I like working with people as well as machinery.
I enjoy the responsibility and freedom I get on the job.
There’s no close supervision. And there’s the 5- or 6hour layover each day in Washington, when I can catch
up on my sleep, read a good book, take in a movie, or
anything else I want to do.” Charlie paused for a mo­
ment. “Yes,” he said, “Working on the railroad is more
than just a job to me, it’s a way of life!”
Glancing down at his watch, Charlie noticed it was
nearly 8 o’clock. “I could probably go on talking for
hours, but we’d better prepare for the next run.”

Exploring
Conductors are in charge of running the train. They are
responsible for the care and comfort of the passengers,
for directing the other members of the train crew, and
for making sure the train runs safely and on time.

•
•

Have you ever been responsible for the care of oth­
ers—babysitting, for example?
Have you ever organized a school club or been an
officer of the student government?

17

Exploring Careers
•

Have you ever taken care of pets or plants for your
neighbors while they were out of town?

Conductors must be tactful and courteous when dealing
with passengers. This can include anything from giving
out information to dealing with a passenger who doesn’t
have enough money for the fare. The conductor is the
railroad’s representative to the public.

•
•
•

Have you ever been the spokesperson for your class
or school club?
Are you good at settling arguments among your
friends?
Can you remain calm and courteous, even when
people irritate you or something troubles you?

Conductors must have an eye for detail. They must make
sure all cars are clean and have been properly coupled.
At the end of each run they must report such things as
the number of passengers, track conditions, and depar­
ture and arrival times.

•
•
•
•

Do you enjoy working with numbers?
Do you like to play games where you must find
hidden objects or words?
Do you like to put together puzzles?
Can you read maps easily? Can you find a place on
a map quickly?

Conductors must be flexible about their work schedules.
The job may call for time away from home.

•
•
•

Have you ever spent a few weeks away from your
family—at camp or visiting relatives, for example?
Do you like to stay overnight with friends?
Can you find plenty of things to do with free time?

Conductors must understand how the train operates.
This takes mechanical ability.

•

•

Do you have any hobbies in which you build or
repair things? Have you ever done woodworking,
sculpting, carpentry, or put together models?
Have you ever tried to fix your bicycle or replace a
fuse or a light switch?

Suggested Activities
Take a train ride if there is a railroad line in your town.
If the train is not very crowded, talk to the conductor
about the work.
Find out the difference between a passenger train con­
ductor and a freight train conductor.

18


To get experience in handling money and selling tickets,
volunteer to sell tickets at a school play or dance.
Role-play a passenger conductor on a commuter run.
Include some common situations, such as a passenger
who needs scheduling information and a passenger
who doesn’t have enough money for the fare.
Join a Transportation Explorer Post if there is one in
your area. Exploring is open to young men and women
aged 14 through 20. To find out about Explorer posts
in your area, call “Boy Scouts of America” listed in
your phone book, and ask for the “Exploring Divi­
sion.”
Write for information on careers in railroading to the
Association of American Railroads, American Rail­
roads Building, 1920 L Street, N.W., Washington,
D.C. 20036.

Transportation Occupations
Related Occupations
Besides the conductor, many others work to ensure
that the train runs safely and smoothly. Hidden in the
puzzle below are 15 of these occupations. See how many
you can find. The words may be forwards or backwards,
either horizontal or vertical.
BLACKSMITHS

SHEET METAL WORKERS

BOILERMAKERS

SIGNAL INSTALLERS

BRAKE OPERATOR

SIGNAL MAINTAINERS

CAR REPAIRERS

STATION AGENTS

DISPATCHER

TELEGRAPHERS

ELECTRICAL WORKERS

TOWER WORKERS

ENGINEER

TRACK WORKERS

MACHINISTS

E
D
E
B
R
T

L E
B R
1 O
W T
E E
E L
S T A
E Z G
A N W
R Q G
B E T
E R X
Z S H

C T R 1 C A L W 0 R K E R S T E L w E G
S R E K A M R E L 1 0 B A L T 1 M 0 Q B

H T
S E
N 1
E G
T 1
S R
T 0
S T
1 L
K R
E E

1 B R
N S R
G N E
R A P
O N A
E N 1
W E R
A 1 E
A T R
0 W S
T M E

A
V
H
H

E O
S T
L L
R S
N T
G
A
N 1
W
R K
M A
N
A C K W
1 G N A
T A L W
K
E
O
E
E
T
0
B

P E
S 1
Y W
G A
S B
A M
E R
C H
0 R
L 1
0 R

R A T O
N 1 H C
L S A c
S M 1 s
A S M 1
L A N G
S 0 T G
P N S V
K E R S
N S T A
K E R S

R
A
K
H
T
1
N
U
Y
L
U

R
M
E
1
Y

R
K
E
B
L
S A
W C
Q 0
M R
L E
0 Y

D L
1 A
S C

P K
A S
T M
C 1
H T
E H
R S
P X

See answers at end of chapter.



19

Exploring Careers
Bus Driver

In 4 years of driving a bus, Betsy Hanratty has learned how important it is to be
calm in dealing with customers.


20


Transportation Occupations
A pleasant smile appeared on Betsy Hanratty’s face as
she greeted Dan Martin. Dan was a regular customer on
the X-2 bus that ran from Hillside into the city every
morning.
“Looks like it’s going to clear up this morning ...
should be a beautiful weekend,” Dan remarked as he
dropped two quarters into the coin machine. He took a
few steps down the aisle and chose the first empty seat.
Behind Dan, another half dozen passengers followed,
most of them also on their way to work. One by one,
they deposited their coins and moved back.
Once all the riders were safely on the bus, Betsy
grabbed the handle that was connected to the door and
pulled it towards her to close the door. Out of habit, she
glanced up at the rearview mirror that gave her a full
view of the interior of the bus. Next, Betsy checked the
sideview mirrors on both sides of the bus and turned her
head to take a quick look at the traffic. This allowed a
complete view that Betsy felt was necessary before she
pulled away from the curb and joined the flow of traffic.
Light chatter could be heard throughout the bus,

which was about one-third full now. Many of the pas­
sengers, however, settled back and read the morning
newspaper or a book.
Betsy continued on her way, stopping every block or
two to pick up passengers. The morning rush hour traffic
was heavy, as usual, but moved at a steady pace. The
early morning fog had lifted, and the sun was beginning
to break through the clouds. Betsy reached to the panel
on her right and picked up her sunglasses, which had
been resting between the buttons marked “Defroster”
and “Hi-Beam Lights”.
A young woman with two children stepped onto the
bus. “Does this bus go to Greenwich?” she asked in a
shy voice.
“No, ma’am,” Betsy responded. “The X-2 only goes
as far as Cedar Crossroads. You can take this bus if you
want, but you’ll have to transfer at Cedar Crossroads to
get to Greenwich. Or, if you want to wait, the X-18 will
be by in about 20 minutes. That one goes all the way to
Greenwich.”
“Are you sure this doesn’t go to Greenwich? My sister

“ When I first started driving, I figured that being in traffic all day would take the
most patience. But hectic traffic is nothing compared to some of the people I
meet.’’



21

Exploring Careers
told me to catch the bus at 7:15 at the corner of 35th and
Wilson Boulevard. She said that one would take me to
Greenwich.”
“I’m sorry, ma’am, but I’m only going as far as Cedar
Crossroads. You can ride this bus if you’d like; the
transfers will cost 10 cents extra apiece.”
“But I know my sister can’t be wrong. She rides the
bus all the time.”
“Well, ma’am, you must decide what you want to do
now. By the way, next time why don’t you telephone for
bus information? That way you will be sure to get the
correct bus routes and time schedules.”
The young woman, still looking bewildered, opened
her purse and took out some coins. “How much is
children’s fare?”
“Thirty-five cents, plus ten cents extra if you want to
buy a transfer. That comes to a total of $ 1.50 for all three
of you.”
As the coins fell to the bottom of the coin box Betsy
tore three transfers from a booklet attached to the box.
The women moved to the back of the bus and Betsy
breathed a slight sigh of relief. After 4 years of driving
a city bus, Betsy had learned to be calm and courteous
in dealing with customers. She also had learned to answer
all questions and complaints politely, but firmly. “It’s
funny,” she thought, “when I first started driving, I
figured that being in traffic all day would take the most
patience. But hectic traffic is nothing compared to some
of the people I meet!”
In the next few stops, all the seats filled up. The pace
of the traffic slowed as the X-2 approached the city. The
road became more crowded, and Betsy instinctively be­
came more cautious about her driving. Too many times,
Betsy had seen drivers make a last-minute decision to
turn—not paying any attention to the fact that they were
in the wrong lane or that the traffic light was red. Betsy
felt that a good driver must be a defensive one. She took
pride in her own fine driving record.
The bell rang frequently between stops, signalling to
Betsy that a passenger wanted to get off at the next stop.
Occasionally, she glanced at her watch to make sure she
stayed on schedule. Along with safety, Betsy considered
being on time a very important part of the job.
Up ahead, Betsy saw that a delivery truck was stopped
in the right lane with its lights flashing. This meant that
the driver was delivering goods nearby and would return
shortly. Being able to see “trouble spots” in plenty of
time was one of the advantages Betsy enjoyed because,
in driving the bus, she sat quite a bit higher off the
ground than most of the other drivers in the traffic.
Whenever she could, Betsy would plan ahead to mini­
mize her delays.

22


“Good morning, Mrs. Goddfrey,” Betsy greeted the
elderly woman who was boarding the bus. Mrs. Godd­
frey was one of the few patrons who rode the morning
bus regularly on its return from the city out to Hillside.
Three times a week, she volunteered at the YWCA.
“Hello, Betsy. Fine morning, isn’t it?” the woman
replied as she reached into her purse for the bus fare.
“Oh, dear, I have forgotten my change purse. What shall
I do?”
“Don’t worry,” Betsy replied kindly. She took some
change from her pocket, deposited it in the coin box, and
said, “You can bring me the money on Friday.”
“You’re a real lifesaver! You can trust me not to forget
it on Friday.” Mrs. Goddfrey made her way to the first
empty seat.
The return run from the city to Hillside went quickly,
as Betsy passed many of the bus stops along the route
without having to stop and pick up passengers.
“Excuse me, ma’am, but does this bus go by St. John’s
Hospital? It’s on the corner of Fourth and Pine Streets,”
asked a well-dressed man as he stepped onto the bus.
“Yes, it does, sir. If you’d like, I’ll call out that stop as
we get to it,” Betsy replied.
“That would be very helpful, thank you,” he said as
he dropped some coins in the box. “By the way, what’s
a pretty little girl like you doing in a job like this?”
“What do you mean? I can handle this bus as well as
anyone,” she replied good-naturedly.
“In fact,” she thought to herself, “I can handle it better
than most. After all, when I applied for the job of a
busdriver, I had over a year’s experience driving a deliv­
ery truck for a dry cleaner’s. And in the training program
the bus company gives, I had the best grades in my
class—both on the written exam and in driving skills!
Not bad at all.”
Meanwhile the man bound for St. John’s had found
a seat at the back of the bus.
The rest of the trip was smooth, with no major prob­
lems or traffic delays. In fact, at one point Betsy had to
make an effort to pace her driving so as not to get ahead
of her schedule. She didn’t want to pass any of the bus
stops early and take the chance of leaving a passenger
behind.
After this run was finished, Betsy drove about a mile
to the garage, where she checked in with the dispatcher.
This included reporting the runs she made that morning,
counting the fares collected, turning in her booklet of
transfer slips, recording the number of transfers given
out, and reporting special problems or delays. Since
Betsy worked a split shift—from 5:30 to 9:30 a.m. and
later from 4:00 to 8:00 p.m.—she did not have to write
up her reports until later that evening.

Transportation Occupations
Exploring
Busdrivers must be easygoing and even-tempered to be
able to deal with all kinds of passengers, weather condi­
tions, and traffic problems.

•
•
•

Can you control your emotions when everything
seems to go wrong?
Can you keep your temper when an umpire calls you
out and you thought you were safe?
Can you remain calm and courteous, even when
people irritate you or something troubles you?




•

Can you make your case calmly when a teacher gives
you a grade that you think is unfair?

Busdrivers must be safety conscious and follow traffic
regulations in delivering passengers safely to their des­
tinations.

•
•

Do you look both ways before you cross the street?
Do you obey traffic regulations, such as riding your
bicycle with the traffic and only crossing at a cross­
walk?

23

Exploring Careers
Have you ever been responsible for the care of any­
one else—babysitting, for example?

Learn how to read maps of your city and its surrounding
areas. In this way, you can become familiar with the
main streets and famous landmarks.

Busdrivers are generally free from close supervision while
at work. They must be able to drive their routes, stay on
schedule, and handle any emergencies on their own.

To become familiar with handling a motor vehicle, learn
how to drive a sit-down power lawnmower, a mini­
bike, or a boat if any of these are available.

•

•
•
•
•
•

Do you do your homework without being told to?
Do you clean your room or help with chores around
the house without being told to?
Are you generally on time for class or for meetings?
Do you budget your time?
Would you know what to do in case of a fire or other
emergency at home?

Busdrivers must have good driving ability to maneuver
the bus in heavy traffic. This includes good eye-foot-hand
coordination, quick reflexes, and good depth perception.

•
•
•

Can you ice skate, ride a skateboard, or ride a bicycle?
Are you a good bowler?
Can you pitch, hit, and catch a softball?

Suggested Activities
Compare a bus ride through town during rush hour to a
ride in the middle of the day. Notice the differences in
the amount of traffic, the cost of the trip, the number
of passengers, and how long it takes to get from one
place to another. What other differences do you ob­
serve?
Learn to recognize the symbols on road signs and how
to follow them.
Many people rely on buses to get around town. Buses
offer many advantages, including relatively low cost,
convenience, and the peace of mind of not having to
drive yourself. Other ways to travel around town
include cars, bicycles, and taxicabs. Make a list of the
advantages and disadvantages of each.
Find out what types of bus services are available in your
community. You can start by looking in the yellow
pages of the telephone book.
Invite a representative from a bus company in your area
to speak to your class about training requirements and
job opportunities for busdrivers in your community.
Prepare questions in advance.
Learn how to change a flat tire and handle other common
repairs on your family car.

24


Join an Auto Mechanics, Road Rally, or Transportation
Explorer Post if there is one in your area. Exploring is
open to young men and women aged 14 through 20.
To find out about Explorer posts in your area, call
“Boy Scouts of America” listed in your phone book,
and ask for the “Exploring Division.”
Role-play a bus driver on his or her route. Include such
common problems as a passenger who does not have
enough money for the fare, a passenger who needs
information, and a passenger whose conduct is dis­
turbing others on the bus.

Related Occupations
See how many of the following workers you can match
with their job duties. Like the local transit busdriver,
they are all involved in carrying people or goods over
our highways and city streets.
1.

Local truckdriver

a.

Transports sick or injured
people to the hospital.

2.

Route driver

b.

Drives a group o f passengers
from one town to another.

3.

Ambulance driver

c.

Drives children to school in
the morning and back home
in the afternoon.

4.

Long-distance truckdriver

d.

Moves goods from terminals
and warehouses to factories,
stores, and homes in the area.

5.

Chauffeur

e.

Paid and licensed driver of a
private motor car.

6.

Long-distance
driver

f.

Delivers goods from the place
o f business to the customers.
May collect payments or try
to sell the company’s services.

7.

Taxicab driver

g.

Picks up passengers at any lo­
cation (often getting the infor­
mation over a two-way radio)
and drives them directly to
their destination.

8.

School busdriver

h.

Travels along turnpikes and
highways carrying goods be­
tween terminals that are thou­
sands o f miles apart.

bus-

See answers at end of chapter.

Transportation Occupations
Job Facts

There isn’t room in this book for a story about every transportation occupation.
However, you’ll find some important facts about 21 of these occupations in the
following section. If you want additional information about any of them, you might
begin by consulting the Occupational Outlook Handbook, a publication of the
Department of Labor which should be available in your school or public library.

O ccupation

N atu re a n d P laces o f W ork

Training a n d Q ualifications

O th er In form ation

Controllers must be in excellent
health and pass a yearly physical
exam. They should be articulate,
since directions to pilots must be
given quickly and clearly, and
have a decisive personality.

Controllers work a basic 40-hour
week. Because control towers
and centers operate 24 hours a
day, 7 days a week, controllers
are assigned to night and week­
end shifts on a rotating basis.

Applicants must have 3 years of
work experience or 4 years of
college, or both. Civilian or mil­
itary experience as a controller,
pilot, or navigator is an asset.

Controllers sometimes work un­
der great stress. They must keep
track of several planes at a time
and make certain all pilots re­
ceive correct instructions.

AIR TRANSPORTATION
Air Traffic
Controllers




Controllers keep track of planes
on the ground and in the air, and
give pilots instructions to keep
planes on course and prevent ac­
cidents or delays.
All civilian air traffic controllers
work for the Federal Govern­
ment as employees of the Federal
Aviation Administration (FAA).
They work in the control towers
at airports and at control centers
along air routes throughout the
country.

Successful applicants receive
both on-the-job and formal
training. It usually takes 2 to 3
years to become a fully qualified
controller.

25

Exploring Careers
Occupation

Nature and Places of Work

Training and Qualifications

Other Information

Airplane Mechanics

Mechanics keep planes in top op­
erating condition. They inspect
and maintain planes on a regular
schedule and make repairs.

Most mechanics learn their job
in the Armed Forces or in trade
schools certified by the FAA.
Trade school courses last about
2 years.

Mechanics sometimes must stand
or lie in awkward positions when
making repairs. Work areas are
noisy when engines are being
tested.

Most of the mechanics who work
on civilian aircraft are licensed
by the FAA. Unlicensed me­
chanics are supervised by those
with licenses.

Many mechanics
members.

Over half of all mechanics are
employed by the airlines, work­
ing near large cities at the air­
lines’ main stops. Others work
for the Federal Government,
mainly at military bases, or for
small repair shops at airports
throughout the country.

are

union

Experience in automotive repair
or other mechanical work is help­
ful, as are high school courses in
mathematics, physics, chemistry,
and mechanical drawing.
Mechanics must have strength
and agility to lift heavy parts and
do climbing and reaching.

Although most pilots fly planes
that carry passengers and cargo,
some do crop dusting, inspect
power lines, or do aerial photog­
raphy.

All commercial pilots must be
licensed by the FAA. To receive
the license, they must pass a writ­
ten and physical exam and dem­
onstrate flying ability.

Pilots must be able to make quick
decisions and accurate judg­
ments under pressure; the mental
stress of being responsible for a
safe flight can be tiring.

Most pilots work at major air­
ports. About half work for the
airlines, and the rest work for
private businesses and the gov­
ernment.

Airplane Pilots

Flying is taught in military or
civilian flying schools. Either
kind o f training satisfies require­
ments for licensing, but Armed
Forces pilots have the opportu­
nity to gain experience on jet
aircraft that is preferred by air­
lines and many businesses.

Pilots cannot fly more than 85
hours per month. Most flights
involve layovers away from
home. Work schedules often are
irregular.
Most airline pilots are union
members.

College graduates are preferred
for airline jobs. New airline pil­
ots usually start as flight engi­
neers.
Flight Attendants


26


Flight attendants help make the
passengers’ flight safe, comfort­
able, and enjoyable.
Most flight attendants are sta­
tioned in major cities. Large
numbers work out of Chicago,
Dallas, Los Angeles, Miami,
New York, and San Francisco.

Poise, tact, resourcefulness, and
a pleasant manner with strangers
all are important traits.
Applicants must be high school
graduates. Those with some col­
lege, nurses’ training, or experi­
ence dealing with the public are
preferred.
Most large airlines give newly
hired flight attendants about 5
weeks o f training in their own
schools.

Attendants usually fly 80 hours
per month or less but may devote
up to 35 more hours on the
ground to prepare for flights.
They may have to work nights,
weekends, or holidays.
Most are union members.

Transportation Occupations
O c cu p a tio n

N a tu r e a n d P la c e s o f W o rk

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

Reservation, Ticket,
and Passenger Agents

These workers reserve seats, sell
tickets, and help passengers
board planes.

Because agents deal directly with
the public, airlines seek pleasant,
personable, attractive applicants.
A good speaking voice is essen­
tial.

Work schedules may be irregu­
lar. During holidays and other
busy periods, agents may find the
work hectic.

Most agents work in downtown
offices or at large metropolitan
airports.

Many agents belong to unions.
A high school diploma is re­
quired and some college is pre­
ferred.
New employees usually receive
about a week o f classroom in­
struction to learn how to use the
flight schedule book and the
computer. Once they are on the
job, at least 3 weeks of close su­
pervision by an experienced
worker are needed before they
can handle the job alone.

RAILROAD OCCUPATIONS

Conductors

Brake operators couple and un­
couple cars and operate track
switches in railroad yards. They
also look for faulty equipment
and make minor repairs.

Conductors are in charge of train
and yard crews. They must make
sure passengers and cargo are de­
livered safely and on time.




Brake operators need to be in
good physical condition and
have mechanical aptitude to op­
erate switches and handbrakes
and to board moving trains. Em­
ployers prefer high school grad­
uates.

Brake operators may have to
work nights, weekends, and hol­
idays. Those who don’t have reg­
ular assignments may be called
to work on short notice. The job
often calls for time away from
home.

Skills are learned on the job and
it takes about a year to learn
them thoroughly. It usually takes
several years, however, before
brake operators have enough
seniority to get regular assign­
ments.

Brake Operators

Most brake operators are union
members.

Qualified brake operators are
promoted to conductors on a sen­
iority basis. They must pass ex­
ams covering signals, timetables,
operating rules, and related sub­
jects.

Conductors may have to work
nights, weekends, and holidays.
The job often calls for time away
from home. Since most freight
trains are unscheduled, freight
conductors may be called to
work on short notice.

Until permanent positions be­
come available, new conductors
substitute for experienced con­
ductors who are absent.

Many conductors
members.

are

union

27

Exploring Careers
O c cu p a tio n

N a tu r e a n d P la c e s o f W o rk

T ra in in g a n d Q u a lifica tio n s

O th e r I n fo rm a tio n

Locomotive
Engineers

Engineers operate the throttle to
start and accelerate the train and
use airbrakes to slow and stop it.
They also watch gauges and me­
ters that measure speed, fuel, bat­
tery charge, and air pressure in
the brake lines.

Openings for locomotive engi­
neers are filled by promoting en­
gineers’ helpers on a seniority
basis. Helpers qualify for pro­
motion by proving their ability
to operate locomotives and by
passing a written exam.

Locomotive engineers may have
to work weekends and holidays.
The job often calls for time away
from home. Since most freight
trains are unscheduled, freight
engineers may be called to work
on short notice.

For engineer helper jobs, rail­
roads prefer applicants who are
high school graduates and at
least 21 years old. They must
have good hearing, eyesight, and
color vision. Good eye-hand co­
ordination, manual dexterity,
and mechanical aptitude also are
required.

Most engineers are union mem­
bers.

Helpers receive on-the-job train­
ing that lasts about 6 weeks.
Shop Trades

Every railroad employs its own
workers to maintain and repair
cars and other equipment. These
skilled workers include car re­
pairers, machinists, electrical
workers, sheet-metal workers,
boilermakers, and blacksmiths.
They work in railroad yards, ter­
minals, and engine houses, as
well as in locomotive repair
shops.

Signal Department
Workers


28


Railroad signal workers install,
repair, and maintain the train
control, communication, and sig­
naling systems that direct trains
and assure safety. These include
gate crossings, signal lights, and
switches.

Apprenticeship training is the
most common way of entering
the railroad shop trades, al­
though some workers learn on
the job and are upgraded from
jobs as helpers and laborers.
Applicants who have had shop
training in high school or voca­
tional school are preferred. Au­
tomobile repair and machining
courses are useful for machinists.
Courses in electricity and physics
will help those who want to be
electrical workers.
Applicants who are high school
or vocational school graduates
are preferred. Courses in blue­
print reading, electricity, and
electronics provide a helpful
background. Applicants also
should be able to do heavy work.
New workers are assigned as
helpers to experienced workers.
After 60 to 90 days o f training,
they may advance to assistants.
After another 2 to 4 years, qual­
ified assistants may be promoted
to signal installers or maintai­
ned.

Shop work is active and stren­
uous. It involves stooping, lifting,
and climbing. Some workers may
face noisy shop conditions. Other
workers, such as car repairers,
must work outdoors in all kinds
o f weather.
Most shop workers are union
members.

Since they work over large sec­
tions o f track, installers usually
live away from home during the
workweek, frequently in camp
cars provided by the company.
Maintainers usually live at home
and service signals over a limited
stretch o f track. However, they
must make repairs regardless o f
weather conditions or time of
day.
Most signal installers and main­
tained are union members.

Transportation Occupations
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Station Agents

Station agents are the customers’
contact with the railroad. They
take customer orders, arrange a
delivery schedule, inspect mer­
chandise, and prepare customers’
bills. At passenger stations,
agents supervise and coordinate
selling tickets and checking bag­
gage.

Station agents usually rise
through the ranks of other rail­
road occupations, such as tele­
phones, telegraphers, tower op­
erators, and clerks.

At major freight and passenger
stations, the agents’ duties are
mainly administrative and super­
visory.
Most station agents are union
members.

Most agents work in railroad
freight stations. Some work in
passenger stations.
Telegraphers,
Telephoners, and
Tower Operators

Following instructions given by
dispatchers and yardmasters,
tower operators route train traffic
by working controls that activate
signals and switches on the
tracks. Telegraphers and tele­
phoners receive orders about the
train’s movement, such as its
speed or its route, and pass them
on to the train crews.
Tower operators work in towers
located in railroad yards or at
major junctions near cities. Te­
legraphers and telephoners work
in yards and at railroad stations.

Telegraphers, telephoners, and
tower operators should be re­
sponsible and alert, as they have
to make quick decisions. Good
hearing and eyesight, including
normal color vision, are required.

Most telegraphers, telephoners,
and tower operators are union
members.

Jobs usually are filled from the
ranks of clerical workers by sen­
iority. Newcomers receive onthe-job training that covers op­
erating rules, train orders, and
station operations. Trainees must
pass exams and demonstrate
abilities before they qualify.
Until permanent positions be­
come available, newly qualified
workers substitute for experi­
enced workers who are absent.

Track Workers

Railroads employ these workers
to service, repair, and replace
sections of track.




Railroads prefer applicants who
can read, write, and do heavy
work. The job is active and stren­
uous. A physical examination
may be necessary.

Track workers on traveling crews
may have to commute long dis­
tances to work. Many live in
camp cars or trailers provided by
the railroads.

Most new track workers learn
their skills through training on
the job, which lasts about 2 years.

Most track workers are union
members.

29

Exploring Careers
Training and Qualifications

Other Information

In command o f every oceangoing
vessel is the captain, who has
complete authority and respon­
sibility for the ship. A typical
crew on a ship is divided into the
deck department, the engine de­
partment, and the steward’s de­
partment.

No educational requirements
have been set for merchant ma­
rine officers. However, because
o f the complex machinery and
navigational
and
electronic
equipment on modern ships, for­
mal training usually is needed to
pass Coast Guard examinations.

Officers must be able to live and
work in close quarters as part of
a team. They are away from
home for long periods o f time.

Deck officers direct the move­
ment of the ship and the main­
tenance of the deck and hull.
Engine officers are responsible
for starting, stopping, and con­
trolling the speed of the main
engines, as well as maintaining
the machinery and equipment
aboard ship. Steward officers su­
pervise the cooking and serving
o f meals, and the upkeep of liv­
ing quarters.

Occupation

Nature and Places o f Work

Candidates must meet certain le­
gal (age, citizenship) and medical
requirements. For example, they
must be at least 21 years old, U.S.
citizens, and have a health certif­
icate proving good physical con­
dition. They also must have at
least 3 years of appropriate sea
experience or be a graduate of an
approved training program.

MERCHANT MARINE OCCUPATIONS
Merchant Marine
Officers

Officers work aboard dry-cargo
ships, tankers, barges, ferries,
freighters, passenger liners, and
excursion steamers.

Merchant Marine
Sailors


30


Sailors may be assigned to either
the deck department, the engine
department, or the steward’s de­
partment. Under orders from
their officers, they do most of the
manual labor in these depart­
ments.
Sailors work aboard dry-cargo
ships, tankers, barges, ferries,
freighters, passenger liners, and
excursion steamers.

Generally, officers at sea work 7
days a week with two 4-hour
shifts every 24 hours and 8 hours
off in between. Overtime pay is
received for over 40 hours work
per week. Vacations range from
90 to 180 days a year.
Almost 90 percent o f all officers
belong to maritime unions.

Formal training for merchant
marine officers is available at the
U.S. Merchant Marine Academy
in Kings Point, N.Y., and in six
State merchant marine acade­
mies. These 4-year programs in
nautical science or marine engi­
neering provide classroom in­
struction as well as practical ex­
perience at sea.
Although not required, sea ex­
perience in the Navy or Coast
Guard provides a good back­
ground for merchant marine
jobs. Applicants must get a
health certificate from a doctor
and then must obtain a letter
from a shipping company stating
that they will be hired when a
job becomes available. In addi­
tion, applicants must register
with the U.S. Coast Guard and
acquire identification papers.

Sailors must be able to live and
work in close quarters as part of
a team. They are away from
home for long periods o f time.
Generally, sailors are required to
work 7 days a week, with two 4hour shifts every 24 hours and 8
hours off in between. Overtime
pay is received for over 40 hours
per week. Vacations range from
90 to 180 days a year.
Most sailors belong to unions.

All these requirements do not
guarantee a job; they merely
qualify you. To get a job, you
must be present at a hiring hall
when an opening becomes avail­
able. Hiring halls are located in
the chief ports around the coun­
try.

Transportation Occupations
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Since they represent their com­
panies in dealing with passen­
gers, bus drivers must be cour­
teous and tactful. They should
have steady nerves and a relaxed
personality, as heavy traffic can
be a strain.

Since intercity buses run at all
hours, drivers may have to work
nights or weekends. The job may
require time away from home.

DRIVING OCCUPATIONS
Intercity Busdrivers

These workers drive passengers
between communities and cities.
They also inspect buses before
leaving, collect fares or tickets
from passengers, and load and
unload baggage. Most work out
of large cities.




Most o f these drivers are union
members.

The U.S. Department o f Trans­
portation requires that intercity
drivers be at least 21 years old
and be able to read, write, and
speak English. They also must
have good hearing and vision
and normal use o f arms and legs.
Applicants must pass a driving
test and a written exam that tests
their knowledge o f State traffic
regulations. Most States require
drivers to have a chauffeur’s li­
cense.
Many private bus companies
prefer applicants to be at least 25
years old; some require bus or
truck driving experience. Most
companies conduct 2- to 8-week
training programs for new driv­
ers that include both classroom
and driving instruction.
Until permanent positions be­
come available, new drivers sub­
stitute for experienced drivers
who are absent.

31

Exploring Careers
O c cu p a tio n

N a tu r e a n d P la c e s o f W o rk

T ra in in g a n d Q u a lific a tio n s

O th e r In fo rm a tio n

Long-Distance
Truckdrivers

These workers travel along turn­
pikes and highways carrying
goods between cities that are
hundreds or even thousands of
miles apart.

The U.S. Department of Trans­
portation requires that long-dis­
tance drivers be at least 21 years
old and in good physical condi­
tion, including good hearing and
vision, normal use of arms and
legs, and normal blood pressure.
Applicants must pass written and
driving
examinations.
Most
States require truckdrivers to
have a chauffeur’s license.

A workweek o f more than 40
hours is very common. This may
include nights or weekends, and
often time away from home.
The noise and vibration o f the
truck, and being on the road for
long periods of time, may be
physically straining and tiring.
Most long-distance drivers are
union members.

Some companies require truckdrivers to be at least 25 years old
and have several years o f truck­
driving experience.
New drivers are usually trained
on the job under the supervision
of an instructor or an experi­
enced driver.
Parking Attendants


32


Parking attendants park cus­
tomers’ cars and collect payment.
They work in public and private
parking lots throughout the
country.

Attendants must have a valid
driver’s license, be able to drive
all types of cars, and have good
eyesight and peripheral vision.
They also must be able to keep
records o f claim tickets, compute
parking charges, and make
change.
Parking attendants should be
neat, tactful, and courteous when
they are dealing with the public.
Good physical condition is help­
ful, because attendants may have
to stand for long periods of time
or move cars in a hurry. Al­
though there are no specific ed­
ucational requirements for park­
ing attendants, many employers
prefer high school graduates.
Most attendants are trained on
the job, under the supervision of
a more experienced worker.

Attendants often work long
hours and on nights and week­
ends. In addition, many attend­
ants spend much time outdoors
in all kinds of weather.
A number o f parking attendants
are union members.

Transportation Occupations
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Local Transit
Busdrivers

These workers drive passengers
over city and suburban streets
following specific routes and
timetables. They also inspect
buses before leaving, collect fares
or tickets, and answer passengers’
questions.

Busdrivers must be courteous
and tactful in dealing with pas­
sengers. They should have steady
nerves and a relaxed personality,
as heavy traffic can be a strain.

The workweek for regular driv­
ers usually consists of any 5
workdays during the week; Sat­
urday and Sunday are counted
as regular workdays. Some driv­
ers work a split shift in which
they work in the morning, have
the afternoon free, and go back
to work in the evenings.

They work in cities and towns
throughout the country.

New drivers should be at least 21
years old, be in good health, and
have good eyesight. They must
pass physical and written exams.
Most States require a chauffeur’s
license. High school graduates
may be preferred.

Most of these drivers are union
members.

Most companies conduct on-thejob training for new drivers that
includes classroom and driving
instruction.
Until permanent positions be­
come available, new drivers sub­
stitute for experienced drivers
who are absent.
Local Truckdrivers

These workers drive around
town, moving goods from ware­
houses and terminals to factories,
stores, and homes. They often
load and unload goods.




Qualifications for drivers vary,
depending on the type of truck
and nature of the business. Most
States require a chauffeur’s li­
cense. Applicants should be in
good health, including good vi­
sion and hearing. Experience in
loading and unloading freight or
as a truckdriver’s helper is useful.
Since drivers often deal directly
with the company’s customers,
the ability to get along well with
people is important.

Local truckdrivers frequently
work over 40 hours per week.
Night or early morning work is
sometimes necessary.
Many truckdrivers are union
members.

Training given to new drivers is
usually informal and may be
only a few hours o f instruction
from an experienced driver.

33

Exploring Careers
O c c u p a tio n

N a tu r e a n d P la c e s o f W o r k

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

Taxicab Drivers

Taxicab drivers pick up passen­
gers at any location and drive
them to their destination. Al­
though taxicab drivers are em­
ployed in all but the smallest
cities, employment is concen­
trated in large metropolitan
areas.

Taxi drivers usually must have a
State chauffeur’s license and a
taxicab operator’s license issued
by the local police or Public Util­
ities Commission. In most com­
munities, applicants must pass a
written exam on taxicab and
traffic regulations.

Drivers may have to work nights
or weekends. Many cab driving
jobs are available for college stu­
dents and others who want parttime work.
Many cab drivers in large cities
belong to unions.

Many companies hire only ap­
plicants who are over 21 years
old. Although there are no min­
imum educational requirements,
many companies prefer appli­
cants who have at least an eighth
grade education. Applicants gen­
erally must be in good health and
have a good driving record.
Tact and courtesy are important
in dealing with the public. A re­
laxed personality is also impor­
tant.

Answers to Related Occupations
AIR TRAFFIC CONTROLLER
1. Airplane mechanic, 2. Airplane maintenance crew, 3. Baggage handler, 4. Co-pilot,
5. Dispatcher, 6. Electronics technician, 7. En route traffic controller, 8. Flight
attendant, 9. Flight engineer, 10. Passenger agent, 11. Pilot, 12. Reservation agent,
13. Ticket agent.
RAILROAD PASSENGER CONDUCTOR

E L E C T R 1 C A
S R E K A M
B R A
R
R E E N 1 G N E
T E L E G R A P H
S T A T 1 0 N A G
S R E N 1 A
T 0 W E R W
E
T R A
S 1
S H E E T M E T
BUS DRIVER
1. d, 2. f, 3. a, 4. h, 5. e, 6. b, 7. g, 8. c.

34


L W O R
R E L 1
K E O P
S T S
E
E
T
0

R
N
N
R

K
0
E
1

E R S
B
R A T 0 R
N 1 H C A M

S
T S
1 A M L
K E R S

C K W 0 R K
G N A L 1 N
A L W 0 R K

D
1
S
P
A
A N G 1 S
T
C
H
E R S
E
S T A L L E R
E R S

B
L
A
C
K
S
M
1
T
H
S

Occupational
Outlook

Handbook
One of the most widely used resources in the field of vocational
guidance, the Handbook is an “ encyclopedia of careers” covering
several hundred occupations. A new edition is published every 2 years.
The reader will find information on




•
•
•
•

What the work is like
Job prospects
Personal qualifications
Education and training
requirements
• Earnings
• Related occupations
• Where to find additional
information.
Contact any of the
BLS Regional Offices
listed inside the back
cover for price and
ordering information.

Occupational
Outlook

Quarterly
A periodical to help students, job seekers, counselors, and education
planners keep up with occupational and employment developments.
The Quarterly is written in nontechnical language and illustrated in
color. Articles cover such topics as these:




• Job prospects for college
graduates
• How to look for a job
• Matching personal and job
characteristics
For sale by the
Superintendent of
Documents, U.S.
Government Printing
Office, Washington,
D.C. 20402. Subscrip­
tion price per year (4
issues) is $6 domestic,
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Bureau of Labor Statistics
Regional Offices

Region I
1603 JFK Federal Building
Government Center
Boston, Mass. 02203
Phone: (617) 223-6761

Region IV
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Region II
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