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SEE DEPARTMENTS OF GEOGRAPHY, LAW, MATHEMATICS, ENGLISH, ETC.
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IN THE COMMERCIAL DEPARTMENT
IT IS A FACT
THAT MODERN ILLUSTRATIVE BOOKKEEPING
Ib the latest and one of the best sys- tems of bookkeeping published for Commercial Colleges and High Schools. This work combines all the advantages of the other book- keeping systems in the Williams & Rogers' Series, besides many new and valuable features not found in any other system. It iB the nearest approach to the ideal course in book- keeping that has yet appeared. The opinions of representative educators and descriptive circular regarding this popular work will be mailed on request.
YOU SHOULD KNOW
OF MODERN
ILLUSTRATIVE
BANKING
It is a brief, simple and yet thor- oughly practical, up-to-date course in banking and bank accounting, de- signed for use in business schools and in the commercial department of high schools. It contains a clear and concise explanation of the or- ganization of national, state and private banks, a full treatment of banking customs, and numerous illustrations of bank forms and books of account. $1.25 is the list price of the outfit, consisting of text, vouchers, forms, and blank bonks.
BEFORE TOO LATE
SELECT MODERN
BUSINESS
PENMANSHIP
For your writing classes. This work is a series of muscular movement exercises and lessons in practical writing, based on the natural slant, for use in commercial schools and departments. The copies are photo- engraved reproductions of actual pen-writing, and are accompanied by clear and concise instructions to the student. The list price of the work is 30 cents. Specimen pages sent on application.
AMERICAN BOOK COMPANY
NEW YORK
CINCINNATI
CHICAGO
Key to SHortHand Comparison.
You see by the comparison and the key that
C Lr A R K ' S
Black, in the wake of the moon, in the heart of the
trembling spread of white splendor, floated a boat.
B ^lk_yin* th^oo > a0k^,of th\mn/oo ~ in<Mh^bxt I rwy '11 Ol if 1 a- ofth\ tr^mb/'l_;ing x sprdt_e c ofitev spl^ eno
tangible shorthand ^f"\^^Ko<
Expresses more sounds with fewer strokes than can be done with other leading systems of shorthand by using only 90 characters with nine rule 90X90=8100. 8100X9=72900 combinations. 72900^3=24300 words as a working vocabulary by simple combination.
The Only' [True System from Start to Finish &
We aim to prove every claim we have made and are anxious to put our system to any test that you may name.
Retail Price of Book,
$2.00
Special Rates to Schools and Colleges.
Qlarks Tangible
sK-vyrv
w^y>v
Tt^r-t ^i-&
write for terms. FRANK CHADWICK CLARK, ISAStiEXFJi:
9Fv© £ivUuvej** £cU*ot&Wr* &
JkturaalicSliafliiigiPetL.
If you are a Bookkeeper, Draftsman, Sign Painter, or if you are interested in Plain or Fancy Lettering, it will pay you to order one of the Outfits described below.
Artist's and Card Writer's Outfit:
1 Folder, containing twelve alphabets $ 1 00
24 Shading, Marking and Plain Pens 2 00
8 Colors of Ink, 3 oz. size 2 00
25
25
25
25
1 Gold Sizing
1 Magic Ink,
1 Package Gold Bronze Powder
1 Copy Book
SPECIAL PRICE.
$ 6 00
$500
m
Beginner's $1.00 Outfit:
1 Copy Book | 0 25
3 Automatic Pens, any size
3 Colors of Ink
1 Adhesive Ink
1 Color of Metallics
1 Color of Flocks
1 Package of White Frosting
SPECIAL PRICE,
$ 1 30
Si.oo
The above outfits are the biggest value ever offered for the money. As we were the original manufacturers of the Shading Pen, when you order from us you are sure to get the best goods that money can buy. Send for our new Price List.
STOAKES SHADING PEN CO., Milan. Ohio.
More Than 10,000
Remington Typewriters
are used for instruction purposes in the schools of the United States and Canada, MORE, by over 2,000 machines, than all other makes combined.
The Remington Typewriter is constructed on mechanical principles which are everywhere rec- ognized as basic and fundamental. It has un- equaled strength and durability, and its operation is so simple that any child can readily master it.
These facts have combined to make the Rem- ington the STANDARD writing machine.
Remington Typewriter Company, 327 Broadway, New York
BRANCHES EVERYWHERE
£jTfve © vUlivo^ Ctiu^wtor ^
w/lvc f^itUlivc*>»>CtttvcctWr &
OUR— ^ SPECIAL —FIELD
2?
The
Shorthand
Department
3\ has been our aim to complete a list of publications that Mould thoroughly equip the Shorthand Department of Commercial •Schools. is)e announce the addi- tion of two other important works to this list— a new speller, and a work on Snglish. Jhese books during their preparation have been tested thoroughly in practi- cal work, and the results have been all that we could ask for. &)e believe they will meet with the entire approval of progres- sive teachers everywhere.
GREGG SHORTHAND:
Leads everywhere. The system that "gets results " — and increases business. Ask those who use it.
RATIONAL TYPEWRITING
The book which is rapidly becoming; the leading- manual of instruction in typewriting;. Commends itself to every teacher on sight — if he has the true pedagogical instinct.
PUNCTUATION SIMPLIFIED
By J. Clifford Kennedy. This little book placed in the hands of the shorthand students, with fifteen minutes a day devoted to the subject for three weeks, solves the punctua- tion problem.
ENGLISH:
Progressive Studies, By Francis Effinger- Raymond. A new presentation of English as applied to the practical needs of commer- cial schools — a condensation of all that is needful to " round out " and strengthen the weak places in the commercial student's Eng- lish— arranged on a psychological plan.
WORDS:
Their Spelling, Pronunciation,
Definition and Application :
The speller that makes SPELLERS. A pro- gressive set of lessons in spelling — on the from-the-easy-to-the-difficult plan — that at- tracts, interests, and ENLISTS the student from the start. It makes the rough road to correct spelling easier and surer.
If you are interested, write to us and we will tell you more about these books and send you copies for examina- tion. Even if you do not care to change text-books this year, you will gain a great deal of valuable information from them, as they are full of up-to-date ideas
THE GREGG PUBLISHING COMPANY,
=^=^= CHICAGO. ===
<3he ^vUlitc^j £cU&&a?toF &
&Ae Isaac Pitman Shorthand
Will be Introduced September, 1903, into the
Brooklyn Commercial High School
Displacing the PERN1N LIGHT-LINE SYSTEM
This high school was one of the first to introduce this subject and has a larger number of Shorthand students than any other educational institution in the United States.
SVCCESSFVL BOOKS.
Isaac Pitman's Shorthand Instructor. Revised Twentieth Century edition. Adopted by the New York High School of Commerce, and Girls' Technical High School, etc. Cloth, gilt, 276 pp. $1.50.
Twentieth Century Business Dictation Book. <BL Legal Forms. Third edition. In ordinary type, and suitable for all schools regardless of system of shorthand taught. 'ZTl pages, boards and cloth back, 10c.
Dickson's Manual of Modern Punctuation. New edition, 127 pp., 40c.
Send for sample of "Pitman's Shorthand Weekly," 24 page catalogue, and "Reasons Why."
Isaac Pitman (®L Sons,
31 Vnlon Square West, New York.
*»- Sole American Agents for Hugo's "SPANISH, FRENCH, GERMAN AND ITALIAN SIMPLIFIED." Unques- tionably the BEST instructors published. Bound in cloth, each language $1.00 postpaid.
Remember t Fall Classes
Spencer's Commercial Law
Nelson's Commercial Arithmetic
Gilbert's Modern Bookkeeping
Taylor's
Natural Method o/' Shorthand
We want every teacher to become acquainted with these excellent text-books — books that have been developed from years of class-room experience — books that have stood the test and satisfied every requirement. Correspondence invited.
U/>e Bobbs-Merrill Company, Publishers, Indianapolis, USA
xpress prepaid
■ipt of fifty
DUSINESSLDUGATOR
Vol. IX. No. 1.
COLUMBUS. O.. SEPTEMBER, 1903.
Whole No. 56
Salaries.
Within the past five years we have noted a gradual growth in the salar- ies of commercial teachers. What are the reasons for this increase ?
The first cause, though not the pri- mary one, is the general prosperity that'has been and is so prevalent. If this were the chief cause, then the compensation of commercial teachers would fluctuate with the times and markets.
The second cause for increase in the wages of commercial teachers is the popularitv of business education. To its growth and development is due a demand unprecedented in educa- tional circles. And as we are just experiencing the beginning of a new type of education which is destined to become quite universal, the de- mand will continue indefinitely. Wages for commercial teachers will continue to increase, with a corres- ponding demand for increased abili- ty in the way of more thorough prep- aration. Half-baked, partially pre- pared, superficial ability, is receiving better wages today than it will to- morrow. The sudden and unexpected demand for commercial education and educators has been greater tem- porarily than the supply, hence the demand for almost any kind of abilitv.
The third cause for better pay for commercial teachers is the growth of the commercial department in the high school, and the commercial high school. The public always pays its employes proportionately better than does the private employer. This public school commercial work has drawn from the private business schools many of the best teachers, and as a natural consequence private schools have had to increase wages correspondingly.
The second and third causes of increase in salaries are such as to make the outlook for the commercial teacher enviable, and therefore worth preparing for.
The Business Educator believes in fostering commercial education on the part of private and public schools, for education is something more than a private matter, though it is none the less the matter of private enter- prise for being a public one as well.
Here's to the coming commercial teacher — prosperity seems to be your outlook ! Prepare, and you are sure of a good, desirable employment, than which there is no more honorable or desirable.
mr. Huss and Itlr. Trland Were Both Correct.
When the Salvador arbitrators met in Washington a year ago, to decide a dispute between the two countries, they were limit- ed as to the time in which the decision should be rendered, according to the terms of the protocol under which they were con- vened. The time limit had nearly elapsed before a decision was reached. Under the terms of the protocol copies of the award and the opinion on which it was based, were to be made for the various parties interested.
At the Milwaukee meetingof the National Shorthand Teachers' Association, Mr. Frederic Irland, of Washington, made a speech in which he told how the long opin- ion of the arbitrators was finished on time. In doing so he failed to make any mention of the work of Mr. Edward B. Russ. engross- ing clerk of the State Department, who made the engrossed copy of the award itself (not the opinion) that is the official notice to all concerned of the decision of this international court. Mr. Russ, as he had stated in a letter to this journal, worked all night of the last day to engross the parch- ment ; and Mr. Irland says it was a wonder- ful piece of work. When Mr. Russ wrote the letter that was published in these col- umns, a copy of it was sent to Mr. Irland ; but that gentleman was in the Rocky Mountains, and knew nothing of the matter for weeks afterward. When he returned to Washington, he and Mr. Russ had a talk about the case, and they join in requesting the publication of this statement. While Mr. Russ was working all night to engross the award, the stenographer to whom Mr. Irland referred was toiling over the long opinion. Mr. Irland's story related solely to that, and Mr. Russ was quite right in feeling that his part of the work deserved mentioning as well. Anyone reading Mr. Irland's account and the letter of Mr. Russ might suppose there was a conflict between them. But as one related to one thing, and the other to another, both gentlemen are correct, and there is no controversy between them. Incidentally, they state that the correspondence was the means of their get- ting acquainted, and they are both glad of
Progress our Watchword
This is an active age. Doubtless the most active since time began. Change and improvement are the orders of the day. Few things are as they were twenty years ago. Those that are the same, are, as a rule, twenty years behind the times. This is true of the street car, the telephone, the railway car, the typewriter, the electric light, and nearly everything about us.
The art of writing is subject to the same law. The styles taught twenty vears ago are now largely obsolete. The methods then employed in teach- ing are now much modified. Greater speed and legibility are now de- manded. Twenty years ago we heard much of beautv and accuracy. Shade and flourish were then sanctioned even in accounting. Not so today. The rapid, the plain, the easy, the simple are now in demand. Progres- sive teachers everywhere now recog- nize this. And as a consequence, common sense is now taking the place of one-idea methods, ridden-to- death hobbies, and superficial prac- tices.
Yet, in spite of all this push and progress, now and then we find one who is content to preach and teach the things he advocated twenty years' ago. Thev know no change, no pro- gress. They face the past rather than the future.
The Business Educator believes in progress and proposes to practice that which it preaches. It believes that the art of writing is better to- day than ever before, and that tomor- row it will be better than it is today. To keep up with the times we must therefore meet the need of the new day bv changing and improving and discarding the old. By so doing we keep from becoming "back num- bers," and only by so doing.
If you want" the best, the latest, and the most progressive in penman- ship lines, keep your eye on the Business Educator.
ILiDITEjD -^
ALL MATTER FOR THIS DEPART?IENT SHOULD BE ADDRESSED TO THE EDITOR.
The summer convention Che of the National Educa-
Boston tional Association call-
Conventions ed a great host of
teachers into New En- gland, and the various departments of the splendid Association were well attended. The Department of Busi- ness Education never before drew so large and lively an assemblage of commercial teachers, and we believe that so many public commercial teachers have never before gathered in any convention. This is all very- encouraging for those who have the best interests of the cause at heart. The meeting of the Private School Managers, following the sessions of the X. E. A., was not well attended, owing possibly to the fact that proprietors of commercial schools at this time of the year are very closely engaged in getting out advertising matter and planning the campaign for the coming year's business; and, possibly, too, to the fact that they attend the regular meetings of the two large Commercial Teachers' As- sociations, besides, in manv in- stances, local state conventions. To most commercial school men this is a sufficient draft in time and money, for the average proprietor of a com- mercial school is neither a man of leisure nor a man of wealth. A re- port of the meeting of the New Eng- land High School Commercial Teach- ers' Association appears on another page.
Che Onward In the high schools in march of all parts of the country
Business there is undeniable evi-
Cducation dence of the onward
and upward march of commercial education, and every- where new commercial departments are being opened in literary institu- tions, former commercial depart- ments are being enlarged and Strengthened, and greater consider- ation than ever before is being given to this phase of educational work.
Not only are new commercial de- partments being established in all classes of institutions giving a gen- eral training, but commercial teach-
ers are in great demand, and salaries have risen so much that what form- erly was considered a princely salary is now looked on as common. One of the most aggressive private school managers said recently, in speaking of this feature of the question, that the high wages and more attractive conditions offered by the public schools were drawing from the pri- vate schools so many of the best teachers that it took a very good salary to obtain high-class men. This is an unexpected effect of the addition of commercial courses to high school teaching; but the move- ment has merely begun, and no ade- quate method of increasing the sup- ply of well-trained teachers has yet been put into operation. With an active demand and a limited supply, the wage question is sure to become a serious one, for the best teachers in all parts of the country, we happen to know, are ready to step from the private into the public school work.
Commercial J^t 'east one of the State Courses in Normal Schools in each normal of the states should have
Schools a commercial course so
arranged that trained teachers, or those who are training to become teachers, may receive thorough in- struction in the technical commercial subjects and in the best methods of presenting these subjects to classes. A large proportion of the teachers in the private commercial schools got their training by main strength and awkwardness. They remind one of Dr. Hewitt's expert oculist, who, in admitting his skill, said, "Yes, but I spoiled a hatful of eyes." How- ever, better teachers of their special subjects cannot be found in anyclass of schools than are to be found in the best private commercial schools, for they are the result of a process of selection, having been chosen, gen- erally, from among the students, be- cause of favorable qualities ; and then allowed to assist in teaching, gradually being advanced until they were made independent teachers, and finally heads of departments, principals of schools, or founders of
schools of their own. But this pro- cess is too slow for the requirements of the period through which we are passing, and therefore we are glad to note that here and there a State Nor- mal School has prepared to do pioneer work along this line. Dr. Theodore C. Noss, of the California (Pa.) State Normal School, will open a Commercial Department in that school this month. It will be in charge of Mr. C. E. Sisson, who last year directed the commercial work of the Warren (Pa.) High School. We shall look with interest for the re- sults of the work in this school and for the influence of the movement on other similar institutions.
The Indiana (Pa.) State Normal School has also been doing good work in this direction, we learn, under the guidance of S. L. Lowrey, who has charge of the Commercial Department. If there are others, we should be glad to announce the fact.
The establishment of Our new distinct departments
Departments for the consideration of
matter and methods re- lating to the principal commercial subjects is a movement without a precedent among papers commonly read by commercial teachers ; but we believe that not only teachers but students also can be greatly bene- fited by this specialization, and we trust that teachers of commercial law, commercial geography, com- mercial arithmetic, commercial En- glish and office practice, will freely submit suggestions, criticisms, and questions. The editors of these de- partments are trained teachers among the most successful in their respect- ive lines of work, and they earnestly desire the co-operation of their fellow teachers in order that their several departments may be made as useful as possible.
We were unable to announce, in our June number, the editor of the De-
Eartment of Commercial Geography, ut we can assure our readers that in Mr. Frank O. Carpenter we have se- cured a man of experience and schol- arship, a resourceful, enthusiastic specialist, who will make his depart- ment of great practical value to all who are interested in commercial geography, whether as teachers or as students.
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DEPARTMENT OF
Cornrqercial GeoigfajDijy.
Frank O. Carpenter.
Hu Editor o/ rftta DeDarrmenJ mow b< addressed dtrecrZp at the English High Srlt'Kil. Bnstou. .Muss . />»t eommunfcafio ris requiring a reply must in all cases
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Fcrc^word.
In taking up the pleasant duty, which, by the invitation of the publishers of THE Business Educator, the editor of this department is permitted to do, a few words of explanation seem desirable.
The subject of Commercial Geography is so new in the schools, and the field that it covers is so wide, that no method of teach- ing is yet complete or can be called the best, as all are still in the experimental stage and are being tested by scores of keen- brained teachers, new to the subject though skilled in other lines of teaching. The edi- tor, therefore, wishes to say that it is a9 a fellow student rather than as a guide that he will present various facts for the consid- eration of the readers of this magazine.
From this standpoint, the opinions of other men are as valuable as his own, and he will welcome any criticism or suggestion which may point out an error or show a better way.
It is the intention of this department to discuss in this and later numbers of this magazine: The scope of the science of Commercial Geography and the methods of study, Outlines of work for short and long courses. The collection and use of specimens of commercial products. The use of government publications, etc. The bibli- ography of useful books and magazine articles will be continued with a brief review of the most important ones of special value to teachers.
SCOPE OF THE SUBJECT.
The Science of Commercial Geog- raphy was put into the schools a few years ago, without any clear idea as to its scope or value. It is still taught in most schools in a hap-haz- ard way, and covers a wide range of subjects varying with the fancies of the teacher from botany to economics.
Considered carefully, however, its proper field is seen to be the study of those commercial products which man needs for his existence and the various forms of labor and industry by which men earn their living.
The subject should be properly called the " Science of Commerce and Industry," and this title is already used in some schools, but the name " Commercial Geography" is the one by which the subject is generally known, and for that reason only will be used here.
The science comprises several dif- ferent branches:
1. The study of raw materials of commerce and the way they are pro- duced, the manufacturing processes through which they pass, and the fin- ished products with their use to man- kind.
2. The way these, products are
transported by sea and land over the world to the consumer, and the means of communication, such as the postal service, telegraph, telephone, etc.
3. The mechanism of trade as banks, credit, clearing houses, mar- kets, by which the great masses of productions are handled and the money in payment for them returned to the' producer.
4. The comparative study of the nations of the world with regard to their productions and manufacture, their commercial importance in the world, their rivalry with each other and their need of each other as markets or sources of supplv.
This is really Commercial Geog- raphy, and that name should be re- stricted to this topic only.
5. The History of Commerce, show- ing the steps by which modern condi- tions of trade have been brought about, and that the conquests of trade and work form the real epochs of history and civilization, not those of war.
6. The Economics of Commerce, which shows the position of man in regard to productions, commerce, trade and industries, and how they are essential to his welfare and hap- piness.
All these branches make up the science of " Commerce and Industry," or commercial geography, so-called, and it is a science as distinct as any, with laws as precise and unerring as chemistry, botany or phvsics. It might be well called the Master Sci- ence of all, because its scope is broader and includes the others. For example, take the subject of wheat:
Botany shows the growth of the plant.
Chemistry, the nature of the soils and the food substances in the grain.
Engineering and Physics are de- manded in the transportation and milling of the wheat berry into flour.
Finance deals with the marketing and payment.
Physiology shows the effect of wheat on the body.
Each of these" six sciences deals with a single phase of the wheat question, but the greater science of Commerce and Industry treats wheat as a whole and shows how men use wheat for their labor, food, civiliza- tion.
The courses dealing with these branches of the science should extend through three years, and should be divided as follows:
First Year. a. Raw materials of commerce and their manufacture.
b. Transportation of raw products and finished goods over the world, and their distribution to the con- sumer.
c. Means of Communication , like the telegraph, postal service, etc.
d. Aids to commerce and industry, as lighthouses, pilots, weather bur- eau, irrigation, etc.
Second Year. a. Mechanism of Trade, as banks, credit, clearing house, markets, stock and produce exchanges, boards of trade, " trusts," etc.
b. Commercial Geography I in its true sense as explained above i i. e., the study of the nations of the world and their commercial activities.
Third Year. a. The History of Commerce, showing the development of commerce from early times to the present — the trade'guilds of the mid- dle ages, the rise of banks, the origin of commercial paper, the commercial causes of the great westward move- ment of emigration during the cen- turies.
b. The Economics of Commerce, dealing with commercial production and distribution, tariffs and direct taxes, co-operative industries, gov- ernmental ownership of railroads, mines, etc.
If school committees now realized that these subjects were worth the time of three years the task of arrang- ing a detailed course would be easy, but in most cases the subject is con- fined to a single year and often to a half year's course.
It is for such limited courses that this department will present a plan of work in a later issue of this maga- zine. The teacher of this science, enthusiastic and eager to go ahead, who finds himself restrained and dis- appointed by the scant courtesy and shorter hours allowed by his super- iors, must remember that in this as all other subjects a certain amount of evolution is necessary : the points presented are seen but a kind of men- tal digestion of them must take place before they become recognized truths. First prove to the school authorities that the new educational infant is of the same rank as the others, sturdy and promising, and they will provide food, clothing, shelter and other necessaries which are required.
METHODS OF STUDY.
There are three methods of study of this science. The first two are in common use, the third, although new, is the most scientific and satis- factory. They are as follows :
1st. The Geographical method.
In this the pupil begins with a nation, the United States, for exam- ple, and studies its productions, its industries, its commercial activities, etc. Then a second country is stud- ied in the same way, as England, her colonies, France, Germany, Russia, etc., until all the important nations of the world have been passed in review.
This method is not scientific, and the results are not valuable. The chief fault lies in the fact that the knowledge of the pupil is a mass of facts separate, without any syste- matic relation to each other, often antagonistic as they appear in differ- ent nations and varied conditions of existence. The effect on the pupil's mind is confused, as from a panor- ama which passes too quickly for any picture to be clearlv seen.
2nd. The " Philadelphia Method."
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This method successfully used by Dr. Herrick, of the Central High School, in Philadelphia, follows a classification similar to the census bureau, and studies groups of miner- als, vegetable productions, animal products, fisheries, mining indus- tries, manufacturing industries, etc., in their application to the needs and uses of commerce and industry, that is, their human use.
This is scientific in many ways and is the best method which is as yet in common use.
Its faults seem to be that however clear the knowledge of the groups, they are also unrelated and stand as separate masses of fact to be held by- sheer force of memory, and when committed to memory seem to have no definite use or purpose. 3d. The " Boston Method." This method begins with man and his needs, and considers the products of human industry valuable in so far as they are useful to man. For ex- ample,' man needs first food and drink, then clothing, then shelter, fuel and lights, mechanical power, etc.
The pupil following this order, studies first, the food-cereals, as wheat, corn, rice; next, fruits, nuts, sugar, tea, coffee and chocolate. After the vegetable productions, the animal ones are studied, as cattle raising, beef and pork packing. In the same way the pupil studies textile fibres from raw materials to the fin- ished goods, then building materials, etc. In each of these subjects the question is asked, " What use are these things to man, what can he do with them ?" How do they serve him for life or for trade ? The'superiority of this method lies in the fact that all these subjects, in themselves widely different, are joined in a harmonious system based upon one central idea, — the benefit to man, and each takes its proper place in the science.
Equally important with this point of view in this method is the idea that from tbe very first the study of this subject should be based upon the observation and handling of act- ual specimens of the products stud- ied, and that the industries should be seen in actual operation whenever possible, and shown by lantern slides and photographs in all other cases.
A collection of specimens or a museum of commercial products is then as necessary as a library, if this siience is to be' taught in the right way to produce the best results.
The way to obtain such a collection of specimens for actual use and the way to use it will be discussed in a future issue of this magazine.
A line of work considered abso- lutely necessary in this science by the teachers of both the Philadelphia and Boston methods, is the study of the governmental publications, census reports, and other original sources bv the pupil himself, and the expression of the information thus gained bv charts, maps, diagrams, etc. The writing of theses or reports upon dif- ferent commercial staples or indus- tries from the pupils own study and research is rightly regarded in both systems as the most valuable work which the student can do.
DEPARTMENT OF
Practical fcflatrjerrjatics.
GEORGE E. KIXG, Cedar Rapids Business College, Cedar Rapids, Iowa.
Business Arithmetic
In this series of five articles on Business Arithmetic, our aim will be to give not only methods of teaching this important subject, but also a variety of drills for classroom use. We shall assume that the majority of the students who come under your tuition have studied Arithmetic and understand fairlv well the four fun- damental operations in whole num- bers and fractions, but that many of them need a review of these subjects and, therefore, our methods will be directed to this particular class of pupils, rather than to those who are in the primary grades.
In the review lessons in Arithmetic some attention should be given to the definitions of such terms as Arithmetic, concrete and abstract numbers, odd and even numbers, notation and numeration. I think a thorough knowledge of the meaning of these terms will be of much aid in our work later on. In my experience I have found that the subjects of notation and numeration need special emphasis. Numeration is the art of reading numbers, and, as an intro- duction to the drill in reading num- bers, I should give special attention to the two values which each of the nine digits has. The "one." known as the "simple value" which is the value of the digit when standing alone; as, "9" equals nine units; and the "local value," which is the value of the digit, depending upon its location in the number; as, "9" in the number 90 stands for 9 tens or 90 units.
READING numbers
I should explain that in the Arabic notation, which is in general use, it takes ten units of a lower order to make one of the next higher, and vice versa, that one of the higher order equals ten of the next lower. Take the number 089; this number is composed of one period of three fig- ures ; the right hand order being units, the second from the right, tens, and the next hundreds. A very common way of reading this number is to read it six hundred and eighty- nine. The "and," however, should not be inserted in reading the integral numbers, and this number should be read "six hundred eightv-nine." Take the number 24,723 ; this number should be read " twenty-four thous- seven hundred twenty-three," and not "twenty-four thousand seven hundred ff;/(/*twentv-three."
The teacher should be on the alert to criticise errors in reading numbers. The question may arise in the minds of the students as to why the " and " should not be inserted. "This may be
explained that first from a grammati- cal standpoint the "and" does not belong there, and secondly, by illus- tration in writing decimals. For instance, take the mixed decimal 700.042 and the simple decimal .742; if the simple decimal, the last named, is read with the " and " between the seven and the four, we have seven hundred and forty-two thousandths, and we, therefore, should be unable to tell whether we mean 700.042 or simply the decimal .742.
After giving these reasons, I think none of your pupils will question the correctness of the omission of " and " in reading integral numbers. The following is, I believe, an excellent guide in the use of " and " in reading numbers.
In reading numbers use "and" only between the whole number and the fraetion, or between the different denominations.
ADDITION
Addition, which is the process of finding one number equal to two or more numbers of the same kind, is one of the most important of the four fun- damental operations, and with a knowledge of addition one can sub- tract, multiply, and divide. In avery large part of the bookkeeper's work computations are mainly in addition. Whenever he balances his Cash Book, he hasacolumnof figures which must be added correctly ; whenever he bal- ances a ledger account or takes a trial balance, he has addition to do, which must be performed accurately ;' else his books will not exhibit the proper results. In every problem in addition there must be a't least three terms or numbers. Two of them are called addends, which are the num- bers to be added, and the third is called the sum or amount, which is the result obtained by adding the addends. The two addends and the sum are so related that if any two of them are given, the third may be found. If the sum and one addend are given, subtract the given addend from the sum to find the other.
CONDUCTING CLASS DRILL IN ADDITION
In evervwell-conducted commercial school at least from fifteen to thirty minutes ought to be given daily to the subject of addition, coupled per- haps with short methods in multipli- cation, division, interest, etc. This drill can be conducted very advan- tageously by having the "students write the numbers on paper while the teacher reads them, and, at the same time, places the numbers on the blackboard. For beginning classes, I should give the first set of numbers only two columns in width, as follows :
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72 45 61 26 37 46 26 75
388
And as soon as the last number, 75, is dictated, have all the pupils add the numbers on their paper, request- ing that as soon as they have finished the addition, they call out the result or say "check." Then add in con- cert the numbers placed upon the board, calling special attention to the combinations of two figures adjacent to each other which will make ten, and as there are only the following combinations of two fig- ures which will make ten, it is a very simple matter for the pupils to com- mit to memory these combinations, nine plus one, eight plus two, seven plus three, six plus four, and five plus five. Other combinations may be introduced later. In fact, for the sake of speed, any two or three fig- ures adjacent to each other whose sum is ten or less, should be added as a single figure, but in adding in concert from the blackboard, it is advisable, I think, not to bring in too many of these combinations ; how- ever, I should insist upon the combi- nations stated above, which can be added as ten, very rapidly.
In adding the numbers given above, begin at the top of the rii;ht-hand column with 7, 8, 14, 21, 27, 33, 38, write down the eight and carry the three to the second column, and in carrying from one column to the next in addition, always add to the first number in the next column the number to be carried, instead of adding it after having found the sum of the figures in' that column ; as, 3 and 7 are 10, the 6 and 4 should (add- ing from the top down in the second column) be combined and added as 10, making20. It makes a combina- tion, then, of 22, 25, 29, 31, and 38, making the total of the numbers given, 388. These numbers may also be added in the reverse order, as a means of proving the accuracy of the addition.
HORIZONTAL ADDING
Afterward I should give them a drill in giving the sum of the lines, as the sum of the figures in the first number in the set given above, 7 and 2, equals 9; the next, 4 and 5, equals 9 also ; and thus rapidly down the column, giving the sum ; as, 7, 8, 10, 10, 8, 12. These should be pointed to very rapidly and gone over again and again on each set of numbers dic- tated, until the students can read the sum of the figures as easily as they could read a line in a newspaper or a book ; and, as in reading from a book or a paper, one glances ahead three or four words, so in adding a column of figures, one should glance ahead three or four figures, that he may be prepared to give the difficult combi- nations ; because if one does not glance ahead in this way, the addi- tions will be spasmodic and much is lost in speed.
It is a good drill, also, to have the pupils refrain from looking at the board when adding the last three or four figures in a column ; thus neces- sitating their glancing ahead in order to be prepared to give the combina- tions without being confined to the figures, as the}- see them on the board.
AUXILIARY PRACTICE IN MULTIPLI- CATION
As a further drill with the same set of figures, the student may be required to give the product of the two right hand figures in any given set of figures to be added, as in the set given above, we have 7 times 2 are 14, 4 times 5 are 20, and then down the column rapidlv, giving the product only, as 6,12,21,24, 12 and 35.
EXERCISE IN MAKING CHANGE
Also as a further exercise with the same figures as they stand on the blackboard, require "the students to give the difference between the two figures ; as, the difference between 7 and 2 is 5, and the next, 1, and then down the column rapidlv, as 5, 4, 4,
2, 4, and 2.
Also drill in giving the complement of each figure in the right-hand column ; that is, the difference be- tween that number and 10; as, 2 from 10 leaves 8, and then down the col- umn giving the results only, 5, 9, 4,
3, 4, 4, 5, and as a still further drill, take the two right-hand figures and give the complements of the numbers expressed by them, that is the differ- ence between these numbers and 100 ; as, 72 from 100 leaves 28, and then down the column, giving the results rapidlv; as, 55, 39, 74, 63, 54, 74 and 25. This last will be quite difficult at first, but if much practice is given in giving these complements, you will be surprised at the rapidity with which the pupils will give the results. This drill may also be extended to numbers of three figures each, ex- pressing the answer as dollars and c 'nts and subtracting the amount from ten dollars; as, $3.75 from $10 leaves $6.25, $4.76 from $10 leaves $5.24 ; and in the column of three figures, beginning at the top of the colufhn give the complements ex- pressing the answer in dollars and cents. This drill is of very great value to cashiers, who are required to make change rapidly.
RATES OF SPEED
After drilling upon sets of two and three columns in width, and seven or eight in depth, I should then give more difficult sets of numbers, mak- ing them four, five, and six columns in width and ten or more numbers in depth. I should also, during the first week of school, give a set of numbers, five columns in width, and ten in depth ; and note the time required for the students to add the set of num- bers ; and then, weekly, I should give similar sets of 50 figures, taking the time and noting the gain in speed. This interests the pupils and shows them the gain which they make in speed from week to week. After three or four months' drill of from 15 to 30 minutes daily, many of your pupils should be able to add a set of
50 figures in from 12 to 20 seconds, and perhaps a few will be able to add such sets in eight or nine sec- onds, and add them correctly. I have had students who, after six or seven months' practice, have been able to add, accurately, sets of mis- cellaneous numbers, five columns in width and ten in depth, in six or seven seconds.
HOW TO CREATE INTEREST
For the purpose of creating interest in the rapid calculation class, cipher- ing tests may be given from time to time. In conducting these ciphering tests, select two pupils who have about the same speed in adding and let them choose sides. Prepare a list of those chosen on each side, in the order in which they were chosen, and have them arranged so that those who are on the same side will sit in one division of the recitation room, and those who are on the other side will occupy places in the other divis- ion. Then let the two who are last chosen, (because they presumably are the slowest adders) one on each side, cipher against each other. Dictate a set of numbers to be added, having the entire class copy the num- bers and add them, but have only the two contestants call out the result, and the one first calling out the cor- rect result will have ciphered the other down. Then let this one cipher against the next one on the side on which the person was ciphered down. Dictate another set of numbers hav- ing the entire class copy them and add, but no one to call out the result excepting the two contestants. The one first calling the correct result will have ciphered the other down, and he will cipher against the next one on the opposite side. The object is to see which side will cipher the opposite side down first. I have found that this is very interesting and that the students usually enjoy it as much as they do a spelling match, or even more. Instead of giv- ing all of the problems in addition, problems in subtraction, multiplica- tion, interest, etc., may also begiven.
SUBTRACTION
In taking up the subject of sub- traction in the class, I should give considerable attention to the defini- tions of these three terms : minuend, which is the number from which we subtract ; subtrahend, or the number to be subtracted, and the difference, or remainder, which is the result obtained by the subtraction. Then, as in the case of addition, I should drill again and again upon the rela- tion of these three terms: showing that if any two of them are given, the third may be found; for instance, to find the difference, or remainder, when the minuend and the subtra- hend are given, subtract the subtra- hend from the minuend. To find the minued when the subtrahend and the difference are given, add the differ- ence to the subtrahend and the sum should equal the minuend; to find the subtrahend when the difference and the minuend are given, subtract the difference from the minuend and the result will be the subtrahend.
Illustration : Minuend 24, subtra-
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hend 18, to find difference: We have 24 minus 18 equals 6, or the difference. 18, the subtrahend, 6, the difference, to find the minuend : Add the 18 and 6, which gives the minuend, 24. Again, the minuend, 24, and the dif- ference, 6, to find the subtrahend. We have 24 minus the difference, 6, equals the subtrahend, 18.
In placing special emphasis upon the relationship of these parts to each other, show the application which we make of this in the more advanced work in Arithmetic: For instance, in percentage, we have the base plus the percentage equals the amount. Then, if amount and per- centage are given, to find the base, simply refer the student to the prin- ciples' governing the relationship of the three terms in subtraction, and he will readily see why we subtract the percentage from the amount to find the base. Many a time I have known students to fail in the solution of problems because they did not understand or apply the principles governing the relationship of minu- end, subtrahend, and difference. If there are those of the class who do not understand thoroughly about borrowing in the minuend, when the figure of the same order in the sub- trahend is greater than the figure in the minuend, some time should be given to the explanation of this.
Illustration: 4208 minus 2349. In this number you notice that the unit's figure in the subtrahend is greater than the unit's figure in the minuend, and that as we cannot sub- tract the 9 from the 8, we must bor- row from the orders to the left in the minuend. We pass to the ten's order in the minuend, and we find that there are no tens which we can bor- row. We next pass to the hundred's order and from the two hundreds borrow one hundred, which leaves one in hundred's order and_ equals ten in ten's order. Borrowing one from the tens in ten's order leaves 9 in ten's order, and the 1 borrowed from that order equals ten in unit's order, which added to the 8 gives 18 units in the minuend. Then 9 from 18 leaves 9. Passing to the ten's order in subtracting, we have 4 in the subtrahend and 9 in the minuend. Subtracting the 4 from the 9 leaves 5. Then passing to the hundred's order we have 3 in the subtrahend and only 1 in the minuend, as we had previously borrowed 1 from 2. Since we cannot take 3 from 1, we must borrow 1 from the next higher order in the minuend, which is the 4 thous- and. Taking 1 thousand from the 4 thousand leaves 3 thousand and, since one of a higher order equals ten of the next lower, we add the ten to the one in hundred's order, mak- ing 11, and 3 from 11 leaves 8. Pass- ing to the thousand's order, we have 'J in tin- subtrahend to be subtracted from 3 in the minuend, for we had previously borrowed 1 from the 4. This leaves 1 as the difference in the thousand's order, making the differ- ence between the numbers 1859.
{Continued in October.)
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BEPHWTMENT OF |
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Cornntjerciai Lau). |
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W^^jr |
J. C. BARBER, |
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Bryant & stratton Business College, Providence, R. I. |
ESSENTIAL ELEMENTS OF A BINDING CONTRACT— REVIEW.
In previous issues we have seen that an agreement, in order to result in a contract enforceable at law, must have certain elements. It must be an agreement between persons (parties) whom the law deems competent to make a contract ; it must be an agreement to do or not to do some definite thing (subject matter) which is lawful and possible to be done, and which is not compulsory at law ; there must be some benefit to the promisor or detriment to the promisee (consideration) ; the agreement must be a real agreement — each party must give his consent (mutual consent) to all the terms of the agreement ; and the time in which the contract is to be performed is either expressed in the contract, or, if not, it will be taken for granted (implied) that the parties intended that the contract should be performed within a reason- able time. We have learned that par- ties who are of sufficient age and of sound mind are, with some excep- tions, considered competent to make contracts which will be binding upon them. We have also learned that minors, insane persons, etc., may, under certain circumstances, be bound for necessaries actually fur- nished them. Let us now consider the subject-matter of the agreement.
SUBJECT-MATTER.
By the subject matter, we mean the thing to be done or not to be done. Any possible act or forbearance, definitely agreed upon, which is law- ful and moral, not compulsory and not of a strictly social nature, maybe the subject-matter of a contract.
WHAT MAY NOT BE THE SUBJECT- MATTER OF A CONTRACT.
From the above it follows that what is illegal, immoral, impolitic or fraud- ulent, cannot be the subject of a bind- ing agreement. Neither can any agreement be enforced which has for its object the obstruction of pub- lic justice.
Illegal Subject-Matter. It is plain to see that courts cannot enforce or even recognize any agreement to break the law, otherwise the law would have no force whatever. Therefore, any agreement to commit crime, to print and publish libel, to slander another, or to do any act which the law expressly forbids, is void. If anvthing has been done or any money
?>aid under such an agreement, the aw generally leaves the parties where it finds them, neither allowing the one to collect payment, for what he
may have done, nor the other to re- cover any money he may have paid in advance.
Impolitic Subject-Matter. It is a settled principle of the law not to enforce any agreement, which, if car- ried out, would work injury to the public welfare. Agreements to re- frain from following one's trade or profession, and agreements to refrain from marrying are deemed to be injurious to the public welfare (im- politic). However, reasonable con- tracts in partial restraint of trade or of marriage are recognized by courts.
If John Smith should sell out his business and agree not to enter into that business again, such an agree- ment would be void as being in gen- eral restraint of trade. Should he agree not to engage in that same business within certain reasonable limits, he would be bound. VVhy ?
Limiting the time without limiting the space would not make a valid contract. For example, if Smith should agree not to engage in the same business anywhere within the next ten years, he would not be bound.
Any agreement not to marry some certain person or an agreement by a widow not to marry again is consid- ered binding as being only in partial restraint of marriage.
Immoral Subject-Matter. Anything which is against good morals is cer- tainly against the public welfare (impolitic) and cannot be the subject- matter of a binding agreement.
Obstruction of Public Justice. Any- thing which tends to obstruct public justice or any trafficking in public office certainly works against both the law and the body politic. Any agreement by a juror to effect the acquittal (or the conviction) of a per- son on trial, or any agreement by another to bribe a juror or in any way interfere with the working of the law or the course of justice, is abso- lutelv void.
It has been said "The law cannot be invoked to defeat its own ends."
Fraudulent Subject-Matter. "The law abhors- fraud." The law does not enforce agreements made between persons for the purpose of defraud- ing a third person. However, the person or persons who have acted fraudulentlv will not be allowed to take advantage of their own wrong doing. If A sells to B to defraud C, a creditor, as between A and B, the sale is binding, but as to C it is otherwise, provided B knows the cir- cumstances. Also if one makes an assignment of property for the pur- pose of defrauding creditors, the courts will not recognize such an assignment.
If each of the parties to a contract has acted fraudulently, that is if each has deceived the other, the courts
9R© &\*Jtifhebb £cU*&(*tar ^
will generally leave them as it finds them, offering no relief to either. But if one party commits a fraud on the other party, who is innocent, the injured party may elect whether he will rescind the contract and seek to recover what he has parted with, or hold the other party to the contract and sue for damages. A person who is induced through by-bidders at auction to bid more than he other- wise would, will be allowed to avoid the contract on the ground of fraud. However, he must have been bidding directly against the by-bidder or have been influenced by his represen- tatives. For example, A who is em- ployed as a by-bidder at an auction, makes a bid after which X bids, then Y bids, and the article is struck off to Y. Y is bidding against X and is bound by his bid.
Sunday Contracts. As to whether or not a contract made on Sunday is illegal depends upon statute law, which is somewhat different in differ- ent States.
The matter of illegal contract has been treated briefly because students generally have less trouble with it than with many other features of con- tracts. Following are some problems which should be worked out.
PRACTICAL LAW PROBLEMS FOR CLASS
USE.
1. A agrees to pay B, the publisher of a newspaper, $50 to print and pub- lish libelous matter concerning C. If B publishes the libel can he collect from A?
2. X and Y meet on Sunday. X offers Y $250 for his horse. Y imme- diately delivers the horse and receives the money. The statutes of that State make Sunday contracts void. Can Y have an action to recover pos- session of the horse by offering to return the money he obtained from X?
3. On Sunday, A agrees to buy certain goods of B. On Monday the goods are delivered and A accepts them. The statutes make Sunday contracts void. - Has A ratified his Sunday contract by accepting the goods ? Can B recover on any other grounds ?
4. Suppose A sells out his business to B, and agrees not to engage in that business again. Is such agreement binding on A ?
5. Suppose A sells out and agrees not to engage in that business for the space of two years, is he bound by his agreement?
6. How will it be if A sells out and agrees not to engage in the same business again in that State?
7. Is every agreement in restraint of marriage Void ?
8. A promises B that if B will vote for him as a member of the legisla- ture, he (A) will see that B is ap- pointed clerk of a certain court. B performs his part of the agreement but A procures the appointment of C to the clerkship? What redress has B?
9. A, for the purpose of defrauding his creditors, sells and delivers cer- tain property to B for cash. B is in- nocent of any wrong. Is this a valid sale ?
( Continued on Page 41.)
BEPBBTMENT OF
Corprnercial Efjglislj.
DR. JOHN S. BURTON', The Eagan School, Hoboken, N. J.
Uocabulary-Buildina.
The material basis of language is vocabulary. In the technical mean- ing of the' term as an alphabetic list of words, there is little reason for consideration, but in its usual sig- nificance as the stock of words at one's command and in actual use, it is of great moment.
There can be no question that the form or structure of language is far more important than its verbage, and, in fact, that words exist for form rather than form for words. Yet, while this is true, it is impossible that there should be a fitting form without an appropriate and apt selec- tion of words. In the hands of a genius, poor material may speak a striking language, but good material may unfold an exalted theme.
THE CONQUEST OF A WORD.
A limited or improper vocabulary is to the extent of its limitation a marring or a hindrance to the noblest speech. It is a fact of common knowledge that the masters of style and thought have earnestly sought to broaden the range of words at their call. Oftentimes their efforts have been toilsome and tedious, but always unrelenting. The addition of one word that gives a shade of color or an incisiveness of expression has always been to a great writer a source of deepest gratification. Rufus Choate, than whom there has been none greater in a versatile and comprehen- sive use of words, was fairly vorac- ious for new terms. They seemed to be his meat and drink. It is only the weak or narrow man that is satisfied with a present sense of power, and looks no farther ; but the accom- plished workman must, at hazard of added exertion, discover or invent words that live and glow.
THE VALUE OF READINESS WITH WORDS
A wide-spreading vocabulary re- moves the hesitation that is always a sense of embarrassment and an ele- ment of weakness. The moment thought lags to catch an evasive, de- linquent word, that moment its power is weakened. The pain of a bearing thought that lingers is a bitter exper- ience of every sensitive, great-souled man. Thought-hesitation is thought- hindrance, and this is the missing of the mark. It is the inward sorrow of the outreaching mind that calls for the widest sweep of language.
Then, every man is sensible of a peculiar power in a many-sided and accurate speech. The most unlearned knows and acknowledges its regnant influence. Sometimes, however, that true wealth of language that woos and wins because it is broadly wise is confused with a seeming worth more
fictitious than real. When terms are thrust upon us as strange and un- sightly specters, uncanny and mon- strous, we may wonder amazed but go away to weep at the folly of ignor- ance.
It is probably safe to say, in this matter of fact world, that the vocab- ulary desired is a working one. This thought is true, yet liable to the mis- apprehension that in order to be a working language it must be a narrow one. Perhaps we might state the whole position thus : The most effec- tive vocabulary is the one exhaustive along many lines. One may be con- tent to employ the range of words of a longshoreman, another that of the captain of the ocean grey-hound ; but the captaincy of language demands not only the terms of the ship's crew but the language of all on board.
A working language must be effec- tive. The marshalling of the proper kind of troops for the specific attack is good generalship. Cavalry has its field of activity, not to give place to infantry, though it may receive its support. So words of a class are to troop together to make warfare against the strongholds of thought. Proper words under proper leadership make martial warriors. A man, then, must master the words of his own trade or profession in order to speak with vigor. When good progress has been made along the line of one's special field of activity, it then becomes im- portant to broaden out the domains of speech. It never lessens the com- mercial force of the merchant to be able to meet men of other occupa- tions on their own ground, not presum- ing upon his exceptional ability, but modestly claiming the privilege to think with, if not to think tor, another. Here one needs stimulus or the right view-point. If a meager success is all that is to be desired or sought— the narrow policy of knowing little and little knowing— then we are aside from the point ; but if a broad plan is to be followed, there will be the necessity to know one thing thor- oughly and many things at least moderately well.
HOW TO ACQUIRE A GOOD VOCABULARY
Granting then the desirability and great value of a large and varied vocabulary, it is urgent to consider by what means it is to be acquired. For an untechnical word^mastery, very simple means are within the reach of all. Work, however, plod- ding work, is the only way.
The scholar's method of self- improvement in this particular is wide and exhaustive reading, includ- ing the study of foreign languages. This is impossible to the average man, and especially to the student of
{Continued on Page 41.)
dfKe &tUlrw^> ^eUt&ci*tor &
superficial, study. Without much question the first book for language is the one that will seldom be used for downright language study. Fur- thermore, we doubt the advisability of so studying it until the maturer years. Some books ought never to be subordinated to secondary purposes until the primary objects have been achieved. The book to which we refer is the English Scriptures. So, as we think, we must put aside this book for this specific purpose.
The other book, the one that is always advocated as the book of books for pure, graphic, brilliant Englishes the book of Shakespeare's writings. We advisedly regard these writings as one. It is our opinion that whatever advice may be given to young men, whether of business schools or of universities, to read this author, such counsel will not be followed. Whatever may be said by a lover of our greatest writer, men do not and will not study Shakespeare. The form of his works does not appeal to the average man. We assert this as observation in and out of school. So we must put aside this hope of language-building.
SCHOOLROOM METHODS.
What, then, shall we do? There are, doubtless, many ways left us. Let us indicate several. The teacher may help a little. Let him make words interesting by selecting those that have a noble origin or an attrac- tive history.
I. Take the following as sugges- tive :
1. heathen, from heath or country. A man of the heath ; so, away from civilization.
2. pagan, from pagus, woods. A man from the woods ; so, rude.
3. villain, from villa. A man from the village ; so, less refined.
4. urbanity, nibs, city. One hav- ing the culture of the city.
II. Group words in this manner:
1. regicide, killing of king.
2. parricide, killing of father.
3. homicide, killing of man (not murder.)
4. suicide, killing of self.
III. At all times spring upon the class synonyms and antonyms :
1. science, art. 1. notoriety, privacy
2. practicable, practical. 2. nominal, real
3. reputation, character. 3. neutral, avowed
4. slander, calumny. 4. libel, eulogy
IV. Select words to be looked up out of class,— dictionary habit. Try these :
1. penurious 5. precedent 9. capiice
2. capricious 6. tangible 10. promiscuous
3. verbatim 7. grotesque 11 deteriorate
4. insinuate 8. celebrity 12. superstition
V. Assign special work to stu- dents. Refer them to a particular book. The following is a sample of what has been done by a student. Student's arrangement.
Polite, civil.
Polite, well-bred.
Civil, relating to the government. Populace, population.
Populace, common and vulgar peo- ple in a country.
Population, the whole number of people in a country.
VI. Distribute in the class, books of good authors. Name a certain
i Continued on page 41 . )
Office TraifUfjg
fls a Part of the Coromercial Course.
H. S. HOOKLAND, banks Business College, Philadelphia, Pa.
In setting apart a few columns each month, during the school year just beginning, for subjects relating to office practice as a part of commercial education, The Business Educator is recognizing a need, long felt in the profession, of a medium for the ex- pression of views and ideas on a subject constantly growing in inter- est. This departure, which has been taken with a view to encouraging the newer and more practical training in our schools, is, in the estimation of the writer, a long step in advance, and should give the Educator an increased value and usefulness in promoting the cause of business education. In order that this liberal appropriation of space may serve its intended use, it is hoped that every teacher interested in business prac- tice or office training will give his fullest co-operation, and contribute, from time to time, such information, material, or articles as he may be able to supply.
Before entering upon any discus- sion of details, methods, or plans, relating to the work, it may be in- structive to take a general view of the field, to ascertain, (1) the relative importance of the subject, (2) the nature and extent to which it enters into courses at present existing in public and private schools, (3) the objects to be kept in mind toward which efforts should be directed in the construction of sys- tems, (4) the difficulties met with in the introduction or carrying out of office work, and (5) the possibilities of accomplishing the results demand- ed by the growing exactions of the business' public.
OFFICE WORK WILL NOT RUN ITSELF.
In considering the relative import- ance of office training to other sub- jects in the commercial course, we must eliminate, from the very begin- ning, that kind of office practice which lacks the element of training. Office work, done without detailed examination and constant supervis- ion by experienced and practical instructors, often does more harm than good, and schools permitting this work to be carried out in a hap- hazard or go-as-you-please manner, would be Detter off by confining themselves strictly to theory or voucher texts or systems. It would be as unfair to base conclusions with respect to the relative value of office training to arithmetic, for instance, on such unbusiness-like practice, as it would be to compare undirected work in arithmetic with a well-con- ducted course in some other subject. Taking it for granted that the course is well planned, carried out on busi- ness principles, and supervised by instructors who exercise the same
care in the conduct of the work as is given to other subjects, the course assumes a very important position in its relation to other branches in the commercial curriculum. It becomes the place for summing up what has been gathered from instruction in arithmetic, commercial law, book- keeping, penmanship, letter writing, spelling, and grammar, in direct application to business transactions, and the training of the students in those processes and habits which they will meet on the threshold of the actual business life to follow.
OFFICE TRAINING A SUBSTITUTE FOR APPRENTICESHIP.
But this course assumes an added importance when viewed in its rela- tion to the employing public. We are living in an intensely practical com- mercial age. Hair-splitting theories and sophistries have long since been buried in the archives of scholasti- cism, and living issues of commercial values have taken their places. Whether product of brawn or brain, it must pass the test of immediate utility to claim the attention of men who handle the business of the world. Organization is the order of the day; and the "soulless corporations" do not do business for charity's sake, nor for the purpose of benefitting any particular individual, except their investors. This, in connection with the close competition which has fol- lowed and the trimming down of profits outside of these grasping cor- porations, has led to a spirit of selec- tiveness, both as to material and service, which appropriates and uses only that which is immediately the most economic. Persons who are seeking employment in business offices must, therefore, be familiar with, and somewhat experienced in, the technique of office work, and must be able to do at once that for which they are employed. It is the effort to provide a training that will meet these conditions and requirements that gives to the office course its com- mercial value and importance when looked at from the point of view of the business public.
THE OFFICE COURSE A RESULT OF CRITICISM.
One consideration which has urged forward the development of the office course, and which illustrates its im- portance and its necessity in main- taining the respect of the general public for schools professing to edu- cate men and women for business, is the bitter criticism of the results pro- duced by mere theoretic instruction. The writer has often heard remarks from men who have employed busi- ness school graduates, or who have
9H& kivuuvejj Cclu^ctlor ^
themselves attended business schools in years past, to the effect that the education given in these schools is faulty and impractical ; that the con- ceptions formed of conditions in the business world, are erroneous ; and that students graduating from com- mercial courses fail to realize due responsibility when placed in charge of actual work. With a mere rudi- mentary knowledge of the principles of journalizing, and of a few books, some of which are obsolete, and with only half-formed ideas of the value, use, and governing rules of commer- cial paper, they graduate, they say, from these institutions and are given diplomas which certify that their knowledge is complete, and so enter business offices with the proverbial "swelled head," making them unfit and undesirable for ordinary office work. That there is a basis of truth back of these criticisms, no fair- minded person will deny, although the criticisms are often overdrawn and generally based on work done in business schools which are unworthy of the name. Whatever may be the facts in the case, they have served the purpose of pointing theway to a more practical education, in which, after the rudiments have been mas- tered, the emphasis is placed on skill in the execution of office work, accur- acy in computation and the recording of transactions, a sense of responsi- bilitv in performance of duties, and a development of such habits of thought and traits of character as are most conducive to success.
THE PRESENT STATUS OF SCHOOL COURSES IN OFFICE TRAINING.
Admitting the importance of office training, let us next inquire into the nature and extent of the work carried on in our schools at the present time.
The character of the office course in any particular school depends largely on the text or system used in the be- ginning work in bookkeeping. Some schools are of the opinion that theor- etic instruction, to be thorough, must be disconnected from practice. These may be divided into two classes; namely, (1) those who for reasons of convenience or conviction attach very little importance to busi- ness, practice and so confine them- selves either entirely to text-book work, or give only a smattering of practice at the end of the course ; and (2) those who, believing in the im- portance of theory work at the begin- ning, are convinced that a practice course is a good thing, and endeavor to give as much of it as possible. In either case, where practice work is done, the school is divided into a theoretic department which is large at the beginning of the year and small at the end, and a practice department which is small, if there is any at all, at the beginning of the year, and large, often clogged, at the close. As a rule, the work in the practice department of these schools covers only the most ordinary trans- actions and the simplest forms of books, special features being intro- duced in the offices, by way of books and intercommunication with other schools, in proportion to the length of the practice course and the import-
ance ascribed to the matter of train- ing.
Another class of schools places the principal stress on practice, and has shoved this feature, in some form or other, back to the beginning of the commercial course. This class may also be divided into two groups: First, those who present transactions principally through vouchers, bearing names of fictitious persons or linns, and those who have the business done in an actual way with firms rep- resented bv offices. In the former case, the office work is cut down to a minimum ; while in the latter, it reaches the maximum. Where fixed dates are used, the work in the offices assumes more or less the nature of routine work for the accom- modation and convenience of students outside in carrying out their transac- tions; where current dates are used, the effort is more toward the develop- ment of systematic training along the line of actual business requirements.
OBJECTS TO KEEP IN MIND IN FRAMING AN OFFICE COURSE.
In the development of systems of bookkeeping and office training for the future, there is no doubt that some plan will, sooner or later, be hit upon that will crystallize the widely divergent ideas, methods, and plans of this transition period into a well-rounded and balanced scheme, in which the elements of the various texts and systems used today will become component parts. In our efforts in this direction, we must keep our eye constantly on the goal. What is demanded at our hands is a train- ing, not merely an education. Young people take our courses, not for men- tal development, although they receive this in the bargain, but with a view to fitting themselves for busi- ness life. The door to business for most of them, is an office position, and the passport to office positions is abilitv to do. Our courses should therefore be so framed and conducted as to give a mastery of principles and elements ; a knowledge of forms and uses of books and up-to-date devices for recording transactions ; a famil- iarity with methods of filing bills, vouchers, and documents ; skill in the writing of orders, bills, checks, notes, and other commercial paper; caution in the performance of duties involving responsibility; ability to comprehend systems and grasp situ- ations so as to facilitate aptness in adaptation to particular systems; and, above all, a disposition and character that will stand the test of confidence by business men.
PUBLIC SCHOOL IMPEDIMENTS.
In the construction of courses for the accomplishment of these objects, many difficulties are encountered. These are especially pronounced in the publie schools. The trend of ed- ucation in these schools has, until a comparatively recent date, been almost exclusively toward the profes- sions, or the furnishing of a basis for a higher education. The nearest approach to a business education has been a study of the general proposi- tions and deductions of social, indus- trial, and political economy, and commercial geography. However
valuable these subjects may be to those who have the time and disposi- tion to pursue them, or who may be fortunate enough to become the "captains of industry," they deal with generalities above the masses, and do not come down to the details with which a young man must begin his business career. This tendency in public school education has been intensified by the superior dignity assumed by the school men in the "higher walks," and their conde- scending attitude toward those whose business it is to instruct in essentials of commercial science. With this spirit prevailing and with no personal knowledge of methods employed or objects sought in commercial depart- ments, it is not to be expected that Boards of Education should in a day adjust themselves to the require- ments of a business education.
The first element which retards progress in commercial work in pub- lic schools is the lack of proper accommodations. Very little can be done along the line of orderly arrangement of details and the hand- ling of transactions in business fash- ion without proper desks and office equipment. In schools where these have been furnished, advancement has been very rapid, and the work done in some of them is on a par with that found in the best-equipped bus- iness schools. The lack of equip- ment, however, should not be per- mitted to stand in the way of attempts in the right direction. Business offices may be improvised from ordin- ary school desks or tables, and a beginning made that will emphasize the need and eventually result in producing the required accommoda- tions.
The second element in this problem is that of time. The time usually allotted to a class in the public schools is from forty-five to sixty minutes, and this is generally the time allowed for bookkeeping. Where the course in the one subject extends through two or threeyears.it is often the case that this period is given to the work only two or three times a week. Where merely theory work is done, this arrangement, undoubtedly, proves quite satisfactory ; and this may be the case, as far as desk work is concerned, even where transactions are carried out with offices, although the interest and enthusiasm accom- panving continued and uninterrupted work would naturally be wanting. Any one familiar with office work, however, will readily appreciate the disadvantages to which students in the offices are subjected by such a schedule. Here the element of time plays a very important part, as pro- vision must be made, not only for handling the business created in the department, but also for rounding out the work and striking balances after the close of class periods.
OBSTACLES IN PRIVATE BUSINESS SCHOOLS.
In business schools, the difficulties met with are of a quite different nature from those encountered in the public schools. Business schools de- pend for maintenance and profit, on tuitions paid by their patrons. This has the advantage, it is true, of
PICTORIAL POINTERS.— Tr high. It is supplied with steam heat, wate their stav in school, a moder- ' this splendid institution are penditure of $100,000.
table, healthful I keeping with the high
• Gem City Business College, I passenger elevator. One th ne. The interior finish, the fur ,f the founder of this well-knowi
y, 111. It is 51 x 188 feet, five stories isand students can find here, during shing, and the special equipment of school. This plant represents an ex-
bringing forward the particular sub- jects of education having a commer- cial value, and of eliminating those less essential. It also injects into the spirit of the institution, the ele- ment of business, which, if directed along channels of honesty, industry, and fair dealing, cannot fail to be helpful to those seeking direction for a successful business career. But, as in all other businesses for profit, there have always been in the profession, ambitious upstarts, who throw integ- rity to the winds, and who say or do anything to secure business. They lure undiscerning youths into their schools, on glittering promises, with the assurance that they will complete the course, without regard to previous education or innate ability, in a few weeks or months, according to what will best suit the convenience of their pocketbooks. The result has been to create in the public mind the impres- sion that schools which continue students in their courses longer than six months, are doing so for revenue and not for the good of their patrons. This is a great hindrance in the development of the office course, as the element of time generally enters into the problem when the students are engaged in this work. In order to overcome this difficulty, the schools owe it to themselves, as well as to the public, to urge the necessity of thorough qualifications, and to disregard, as far as possible, the time element in the construction of their courses. The prophecy may be ventured that the long commercial courses maintained by public schools will eventually be the means of cor- recting public views on this subject, and of bringing about a demand for courses In business schools suffic- iently extended to cover the ground
required for a broad, well-rounded education and training.
Another obstacle in the way of pro- gress is the lack of appreciation by some business school proprietors of the real purpose of the office course. There is always a temptation, in close competition, to make a display of furniture, and elaborate office fixtures are often provided, solely for adver- tising purposes, without considering the particular requirements of the business to which they should be adapted. In employing instructors, and outlining the work, no thought is taken of the needs of the offices, and no provision is made for their supervision. To employ an instruc- tor, or instructors, especially for this work is considered superfluous and an unnecessary expense. The result is that under the stress of work reg- ularly provided for, no time can be spared for office supervision, and the students are left to shift for them- selves. Of course, no progress can be made under such conditions. Would it not be reasonable to suggest that in laving out the work of the department, chief consideration should be given to that part of the course which has the most to do with the qualifying of the student for a successful entrance upon the duties of a business position ?
In concluding this article, it may not be amiss" to suggest that the problems confronting us will not be solved whollv in the school-room, nor by book-worms or text-slaves. We are dealing with real things of every- day concern, not with hypotheses and theories. To endeavor to construct a business course from no other mater- ial than that gathered from text -books
and schoolroom, is like building a ( Continued on page 41 '.)
Row 1 Advertise and Conduct a "Country Business College "
Editor business Educator:
You asked me to write you a letter and tell you what I know about how to advertise and conduct a " Country Business College." Certainly I cannot claim entire ignorance along this line as I have been principal of a "Rural Business College" for the past tlurdof a century. But, after-a hard day's work with the mercury rambling around one hundred in shady places, one's thoughts are more apt to concentrate upon the theme, " How to conduct a commercial school and ' cut out ' the summer session."
Nearly all successful enterprises have had small beginnings; and every well established business college in city and country is the result of many years of careful, thoughtful labor. Genuine success does not come by accident. A successful business college can not be built in a day. It is like character— a growth— and requires many years of toil and energy to establish it. Money alone will not build a college, commercial or literary; and the millions of a Rockefeller is not conclusive evidence that any college he may endow and chap erone will be lasting and a power for good. Time only will establish such a result. Harvard, Yale, and Princeton are examples of growth established upon merit.
The largest banking institution in Illinois outside of Chicago — The Kicker National Bank of Quincy — was started in the back part of a small store conducted by " Uncle" Joe Ricker, who is still at its head. This bank is the result of the honesty, integrity, and business sagacity of Mr. Ricker — the result of the growth of nearly forty years.
I had the honor of educating Orville M. Powers in penmanship and for commercial teaching, and he taught for me a year in Quincy before going to Chicago to establish the Metropolitan Business College, which
£/he JdtUirw^ Ctlu.ou.tgr ^
he did before reaching his majority That his great institution had a small beginning may be inferred from his good old father's reply when I asked him how Orville was getting along with his school in Chicago aftera threeor four years' trial. His answer was, "I think he is doing better now, as he has not sent to me for any money this year." Mr. Powers has now one of the great business colleges of America and is worth probably half a million dollars in his own right, the result of a quarter of a cen- tury's growth.
How would I advertise and conduct a Country Commercial School? It is well you designate a country business college for I know but little about how to build a school in the city, and methods that are successful in Quincy would be a failure in Chicago, Boston or New York. It has re- quired a third of a century to build the Gem City Business College to its present enrollment and standing, and during this entire time I have been its principal.
I am a firm believer in advertising — "judicious" advertising as it is called — and this reminds me of some "judicious" advertising I attempt occasionally, that does not show results. A new scheme or plan comes to my mind which I think will make a great " hit," and at a small cost. I spend $500 or $1,000^ on the venture and it falls flat, and I am poorer but wiser for the effort. One may have a long and success- ful experience in advertising and yet many pet notions in advertising do not turn to much account. The successful advertiser, however, is the one whose discretion and good judgment enable him to make the fewest failures in his schemes and methods. Straightforward, honest advertising is the best, but the manner of presenting one's claims for patronage is the difficult prob- lem to solve.
My first year spent in business college work was with the Eastman at Chicago, following the close of the Civil War, in '65. I taught and assisted in the advertising and correspondence and was much im- pressed with the College Journal system of advertising so extensively used by Mr. H. G. Eastman in his schools at Chicago and Poughkeepsie at that time. I still continue the use of the College Journal in my adver- tising, mailing about 200,000 College Journals annually. The main difficulty at this time about the use of the College Journal is, the government requirement of one cent each in mailing; thus in the July edition of 100,000 recently mailed by me, the postage cost us $1000, which together with the cost of the Journal, wrappers, addressing, mail- ing, etc.. made a total expense of about $2000, and I am not sure but that the same amount of money might not have been expended in newspaper or other methods of advertising to a better advantage.
We publish an illustrated college cata- logue for use in our correspondence, and print and distribute many thousands of booklets and circulars annually. We em- ploy the services of several hundred news- papers every year, and have experimented considerably with traveling solicitors. The past year we enrolled 1163 students; per- haps a hundred oi more of these were from Quincy and immediate vicinity, and one- thousand from as many as thirty different states and territories. You can readily see that when our patronage is scattered over so vast a territory that it is not practicable to cover so large a scope of country with canvassers. Many other smaller country business colleges, however, may be able to canvass their entire patronizing territory
with profit, which would be more local than ours."
After all is said, the fact remains that the best advertisement any school can have is the good-will of its students. If a student has found the school to be as represented, and the teachers, course of instruction and equipment satisfactory, he will, no doubt, meet with success when he graduates and goes out into business life, and will con- tinue a walking advertisement for his Alma Mater.
HOW DO I CONDUCT A "COUNTRY BUSI- NESS COLLEGE?"
The Gem City Business College was started in 1870 with three students. It was the outgrowth of the old Bryant, Stratton & Bell Business College. At the end of the first year the attendance was thirty-three students. By diligent, honest effort the school gradually increased in numbers from year to year. In the early years of the school we received young pupils as well as older students, and provided En- glish branches for those too young to enter upon the business course. However, eigh- teen or twenty years since we decided to conduct the school as a purely business college for men and women, and to elimi- nate the kindergarten feature, thereafter receiving no students under sixteen years of age, and discarding the English depart- ment. The school flourished better under the new regime, and we have, ever since, held to the plan, except in a very few instances receiving bright misses under the prescribed age, for shorthand and type- writing. I think our students will average nineteen or twenty years of age.
We conduct three separate departments: The business department, the shorthand and typewriting department, and the normal penmanship department. Pictures illustrating some of these departments, taken from photographs, will, I presume, appear in this issue of THE EDUCATOR. The business and shorthand departments are sufficiently large in attendance to classify the work. In the business department we have four divisions: Introductory, book- keeping, advanced bookkeeping, and actual business practice. A large lecture room is also provided with a special teacher de- voting his time in teaching classes in
Business Arithmetic, Commercial Law, Business Letter Writing, etc. No teacher in charge of a study room, leaves that room to hear recitations, as his classes are especially provided for. We have no night school and hold no Saturday session. Teachers do no canvassing but are required to meet Satur- days, at 9 a. m., for consultation. Business penmanship is taught one hour per day by each teacher in charge of his room.
vStudents are promoted from one book- keeping department to next advanced until t hey reach the actual business and banking department, which is in session the entire vear with an average daily attendance of at least one hundred students, and which department is a sort of miniature business world, with four banks, wholesale and commercial offices, and retail desks for more than one hundred students. Two teachers handle this department, where the work is made up from real transactions among the students themselves under the direction of the teachers and without text- books. The student thus becomes both merchant and bookkeeper. The attendance is sufficiently large in this department that we do not need to employ the cor- respondence method with other schools.
Written examinations are held in all the branches comprising the business course, and while a grade of 85 per cent, will secure the general business diploma, very few students fall below 90 per cent. Those reaching a grade of 95 percent, or above in each of the branches required, receive the degree Master of Accounts, which we have authority to issue under our state charter.
Our normal penmanship department is presided over by a specialist who devotes his whole time and talents to that depart- ment alone, thus enabling us to qualify a goodly number of teachers each year for this line of work.
The shorthand and typewriting depart- ment has a daily attendance of from 150 to 250 students, employing six and seven teachers. It is divided into two sections or rooms— introductory and advanced— with a principal teacher with assistants for each room. We have separate dictation rooms as well as typewriting rooms and a special teacher of typewriting, devoting her full time to instructions in typewriting, mimeo- graphing, tabulating, manifolding, etc. We employ one hundred typewriting machines and give the students at least two hours' daily practice.
As previously stated, the G. C. B. C. has been in operation one-third of a century and all this time under the same principal- ship. For several years past it has occupied its own elegant building, one of the finest in the country erected for business college work, (juincv has now a population of 40,000, having doubled its population since the school started in 1S70. It is a beautiful, healthful town— an ideal spot for a success- ful "Country Commercial College.
D. L. MUSSELMAN.
PICTORIAL POINTERS.— Private Office of President D. L. Musselman, Gem City Busi. ness College, Quincy, 111. President Musselman dictating.
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The Gre§§ Shorthand Convention
Grand liapids, Mich., July 6-IO
The Third Annual Convention of the Gregg Shorthand Association met in the Grand Rapids Business University, JulySto 10th, with a representative attendance from many different states, both far and near. The daily sessions closed at one o'clock, thus dividing the time between business and pleasure, the afternoons and evenings being devoted to sightseeing and pleasure trips. One of the most striking features of the convention was the attendance of typewriter men, which comprised the fol- lowing: Mr. Van Buskirk, Chicago; Mr. Crean, New York City; Mr. Conyne, De- troit; Mr. Hewitt, Kalamazoo, of the Rem- ington Company; Mr. Gleazen, New York City; Mr. Bartlett, Detroit ; Mr. Humphrey, Chicago, of the Smith Premier; Mr. Neahr, New Y'ork City, and Mr. Clark of the Under- wood; Mr. Hamilton of the Fox Company, Grand Rapids, and Mr. Middendorf and Miss Lewis, expert operators of the Rem- ington and Smith, respectively One of the leading men above mentioned stated that this was the first convention, not even excepting the National Shorthand and Commercial Teacher's Federation, in which every typewriter company was represented by at least one of its leading representa- tives. These gentlemen, on behalf of the companies they represented, spared no efforts to entertain the Association in var- ious and appropriate ways. First came the Smith Premier boat trip and trolley ride, not omitting to mention the G. S. A badges presented to every one present ; then the presentation, on behalf of the Remington Company by Mr. Van Buskirk, of a photo- graph of the convention to every one pres- ent ; followed by an invitation from the Fox Company to visit their factory and have refreshments and lunch there. Every one making this visit received a copy holder from the Fox Company. The Underwood
Company contributed their share by the presentation of the new Underwood machine, stand and chair, as a prize in the typewriting contest.
Other social and interesting features in- cluded the informal reception Monday evening, the trolley ride extended by the Board of Trade Tuesday afternoon, Mr. Ferris' talk on the Teaching of English, Tuesday evening, which no one would have missed ; and the general pleasure trips during the remaining time.
Telegrams and letters were received from the following: Walter Rasmussen, St. Paul, Minn.; C. E. Howard, San Francisco, Cal.; Nellie C.Collins. Galesburg, 111.; W. H. Crandall, Monarch Typewriter Company, New York City; Harriet P. Guild, Dresden, Germany; Sidney L. Daily, Aurora, 111.; George P. Lord, Salem, Mass.; The Dens- more Typewriter Company, Chicago, and others.
Such a variety of subjects was dealt with that they furnished valuable information to every writer, teacher and school proprie- tor alike, both in the high school and busi- ness college. The most valuable work in shorthand department was contributed during the "One Hour of Theory" periods, a new and popular feature. Six teachers were each assigned one lesson to discuss for ten minutes during this period, showing manner of presentation, blackboard illustra- tions, and individual emphasis on necessary points. These discussions were followed by "Comments and Suggestions" by Mr. Gregg, who expressed himself, however, as a "friendly critic." The explanations of the various methods of presentation adopt- ed by different and experienced teachers, together with the salient points brought out in these methods, were helpful and instructive to all present. The following were assigned lessons for discussion: Wal-
PlCTORIAL POINTERS.— Mailing Room, Gem City
their supporters permit the force of the Gem City Bui man Publishing Company to cease writing receipts, 1 Mr. D. L. Musselman, Jr.. who stands at the left, is "a is right in his element when directing the operations
iusiness College, Quincy, 111. When ness College and the D. L. Mussel- lese concerns send out a few letters. :hip off the old block," and therefore if his force of handsome assistants.
J. CLIFFORD KENNEDY,
Springfield, Mass. President 1903.
ter E. Ingersoll, Salem, Mass.; J. Walter Ross, Charleston, W. Va.; H. C. Rowland, Columbus, Ohio; Harriet Rymal, Hamilton, Ontario; C. A. Passell, Pontiac, Mich.; Florence A. Chase, Chicago; Mrs. Jessie C. Reed, Louisville, Ivy.; Garnett R. Hall, Quincy, 111.; Pearl A. Power, Chicago ; Mrs. John M. Hill, Sedalia Mo.; Cora E. Holland, Meyersdale, Pa ; C. Maude Mettler, Mar- shalltown, Iowa; Minnie C. Pratt, New Y'ork City; Margaret E. King, Bloomington, 111; W. A. Jensen, Logan, Utah; Frank Maupin, Eureka, 111; E.J.Norton, Pocatello, Idaho; Nettie M. Huff, Chicago. There was no general discussion of these lessons, as all questions were reserved for the Question Box period at the close of each session.
Original and inspiring penmanship drills were given by Mr. Gregg and Mr. Garnett R. Hal] ; a model dictation class was con- ducted by Mr. J. Clifford Kennedy; the "Day's Work," handled by Miss C.Maude Mettler and Miss Hortense L. Allen, Deca- tur, 111.; the Correcting and Grading of Pupils' Work, by Mrs. Francis-Effinger Ray- mond, Chicago; the " Model Office," by Mr. John M. Hill, Sedalia, Mo., and Mr. Ken- nedy; Mail Instruction by Miss Pearl A. Power. Chicago, and the subject of " Short- hand in the High School," by Miss Letta V. Wheeler, Wausau, Wis. This covered the most particular work in shorthand.
In typewriting, Mr. W. H. Howard read a most carefully prepared and able paper on "Methods of Securing Results in Teaching Typewriting," the discussion being opened by Mrs. Ida McLenan Cutler, Dubuque, la., and Miss Jennie- Y'ates Brown, Sioux City, la., and participated in by almost every one in attendance, it being one of the longest sessions of the week. The Question Box lead to discussions on touch, erasing, tabulating, speed, etc., covering every phase of the work.
English, Spelling and Punctuation, three important auxiliary branches, were credit- ably handled by Mrs. Frances-Effinger Ray- mond, Mrs. Jennie Yates Brown and Mr. J. Clifford Kennedy. Mrs. Raymond's paper will be particularly remembered for its clear, forcible and attractive style, result- ing from her long experience with educa- tional work. Mrs. Brown's spelling class was a most interesting means of explaining her methods to the convention, and Mr. Kennedy's talk on punctuation, which was confined chiefly to his new book, " Punctu- ation Simplified," la copy of which was presented to every one present) was char- acteristic and most interesting. The salary
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The Boston Convention of the N. E. A.
GAKMSTT K. HALL,
Quincy, 111. President 1904.
question received due attention in a long discussion opened by Mr. R. E. Gallagher, Hamilton, Ontario, following Mr. Parish's remarks on " Methods of Securing Positions for Students," the latter containing some excellent suggestions for school proprie- tors. The subject of general office training, hours, business habits, etc., was covered in the model office discussion. Another most important topic was "Practical Applica- tion of Card Systems in Keeping School Records and Follow-up Methods for Schools," by Fred Macey of the Fred Macey Company, Grand Rapids. Exhibit material was sent by Mr. Macey, together with an invitation to visit his establishment, but Mr. Macey could not be present personally.
Probably the most noticeable and inter- esting results were those obtained in the shorthand and typewriting contests. The prize of an Underwood typewriter, chair and stand, was won by Miss Marie Thede, Grand Rapids, for the best record in com- bined speed and accuracy, with Mr. Ray- mond P. Kelley, Chicago, a close second. The shorthand prize of $50 offered by Mr. Gregg, " if the record of last year (225 words) is exceeded," was awarded to Mr. R. P. Kelley, Chicago, who attained a speed of 235 w,ords a minute. Miss Pearl A. Power, Chicago, stood second, with a speed of 225 words a minute.
On retiring from the teaching field, to enter the typew-riting profession, Mr. J. Clifford Kennedy, ex-president of the Asso- ciation, was presented with a handsome gold watch, properly inscribed, as an ex- pression of regard from the Association, and regret that he was leaving their field of work.
The convention closed on Friday, July 10th, at the end of a most successful and happy week, with an enrollment of 25ti paid memberships. The new officers were elect- ed as follows: President, Garnett R.Hall, Quincy, 111.; Vice-President, Mr. Charles B. Hall, Yonkers, X. Y.; Secretary Treasurer, Mrs. Frances Effinger-Raymoiid, Chicago. The following Executive Committee was appointed: Mr. John M. Hill, Sedalia, Mo.; Miss Harriet Kymol. Hamilton, Ontario; Mr. Stephen Dwan, Burlington, Iowa. The place of meeting will be decided by the Executive Committee, either a-- Quincy or St. Louis. The records made in shorthand will be an inspiration to every writer and teacher of the system, and the general results to all in attendance can best be evidenced by the improvement of their work the coming year.
In the past, New England has had the unenviable name of furnishing the least support to the National Educational Association, of any sec- tion of our country, in proportion to population. But this year she has royally maintained her credit for being the educational center of the nation. Boston saw an enrollment of 32,500, while the high-water mark of all other such conventions was reached at Los Angeles, in 1899, with an enrollment of 13,656.
A committee of Boston's foremost citizens worked faithfully and intelli- gently to provide for every require- ment of the visiting host, and they were eminently successful in all re- spects save one. They forgot to pla- cate the weather man, and, just to show his autocratic eccentricity, he opened the valve of his caloric reser- voir and let out a blast such as Bos- ton had not experienced for many years, the only weather this year that could even by courtesy be called warm. The teachers took it all in good spirit, however, assuming that it was all a part of Boston's plan to give them "a hot time."
They crowded the numerous halls during the morning section meetings, and they fairly stampeded into the great auditorium of Mechanics' Hall at the general meetings in the even- ing. During the afternoons, not- withstanding the heat, they made enthusiastic pilgrimages to the places of literary and historic interest in and about Boston, Concord, Ply- mouth, Salem, Amesbury, Cam- bridge—with its Harvard, Mt. Auburn Cemetery, homes of Lowell and Longfellow, Washington Elm, etc.— and Charlestown.
They looked on the venerable face of Edward Everett Hale, appearing, for all the world, like a character of colonial days suddenly translated to this modern scene, and they heard his rich tones roll through the great hall where they met on the opening evening, more nearly filling it than any other of the famous speakers
there assembled. They walked through the rooms in the Lowell house, the first time it has ever been thrown open to the public ; and doubtless they thought of "The Children's Hour" as " grave Alice " welcomed them to her father's home — Craigie House. They stood in Emerson's library, sat in Whittier's "Garden Room," peered through the decaying windows of Louisa M. Alcott's house, looked wistfully down the avenue of elms toward " The Old Manse," wishing the inmate6 would invite them nearer, and finally, per- haps, ate a basket dinner on the banks of pretty little Lake Walden, hard by the cairn that marks the site of Thoreau's cottage.
It was a glorious mental feast for the thousands of hungry teachers, and the influence will be felt to Uncle Sam's very finger tips, for years to come. There were but three sessions of the Department of Busi- ness Education, and one of these was not officially a Department Session, but rather a special meeting of the Committee of Nine, to listen to sug- gestions and to answer questions regarding the tentative course of study that they submitted.
More teachers attended these meet- ings than were ever present before since the organization of this depart- ment of the N. E. A., and the excel- lent program was well carried out. Very few private school teachers were present, and it was evident that this Association is destined to become as distinct a representa- tive of public commercial teaching as the National Commercial Teachers' Federation is representative of pri- vate or proprietary commercial teach- ing. The Department honored itself in its choice of officers, and the next meeting, under such leadership, is sure to surpass even the record breaking Boston meeting. We are indebted to Mr. M. D. Fulton, the popular treasurer of the E. C. T. A., for the interesting detailed report that follows.
PlCTOk'lAL Pointers. — Principal Shorthand Room of the Gem City Business College. It is an inspiration to step into this busy hive during the school season. There is nothing of the "solitary equine affair" about this. It almost makes one want to take his course over again, just to get the stimulation that accompanies numbers.
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Co Emerson's Chair
C. C. MARSHALL, CEDAR RAPIDS, IOWA
Editorial Note— This poem is indica- tive of the rare influence of the atmosphere of Concord. Someone has said that in such surroundings anyone with an v imagination should be able to write poetry. That may be true, but it takes a man with vivid imagination, no small degree of learning, and a keen sympathy with the purpose of the great philosopher who has made Con- cord immortal to write such a poem as Mr. Marshall has here written. The inspiration came to him while sitting in the famous Dr. Riplev chair, in the rooms of the Anti- quarian "Society at Concord, last June. Dr. Riplev's chair came into the possession of Ralph Waldo Emerson, who used it while writing "Nature" and others of his great works. The "stand" mentioned in the second stanza refers to a broad arm on which Mr. Emerson's manuscript rested while he wrote, the arrangement being much like that often seen at the present time in the lecture rooms of our schools.
Quaint-fashioned relic of a bygone time.
What homely, sacred privilege was thine!
To hold in restful ease the fragile frame
Of that far-visioned seer, whose hal- lowed name
Is writ upon the lasting scroll of fame.
Smooth-worn, the fibre of thy oaken
stand By the swift passing of the gentle
hand, Weaving a fabric from that prescient
brain That all the world might see sweet
truth again, Re-clad in garments free from error's
stain.
Though all undecked with gems or
velvets rare, Beyond all kingly thrones I honor
thee, old chair! The throne of Genius, thou! An
Emperor of Light Hath rested in thine arms, and for
the Truth and Right Hath launched a deathless beam into
the night.
Department of Business 6duca= Hon, n. €. fl.
reported by m. d. fulton, auburn, r. i. New Officers
President - - - Dr. C. A. HERRICK Central High School, Philadelphia.
Vice-President - - - H. B. BROWN Valparaiso College, Valparaiso, Ind.
Secretary - - - THOS. H. H. Knight Girls' High School, Boston.
The Department of Business Education convened according to program, Tuesday, July 7. President J. H. Francis, of Los Angeles, Calif., was not present, but the chair was very acceptably filled by Vice- President Templeton P. Twiggs, of Detroit, Mich.
The topic announced for the President's address — " Commercial Education: Cultu- ral or Vocational, Which ? " was very ably presented by Vice-President Twigg9.
He called attention to the fact that the Commercial Course, as arranged in our best high schools, tends to the cultural. It was expected at first that its influence
would be toward the elimination of cultural studies, but, instead, it is accepting as its own subsidiary disciplinary studies of the other courses.
The commercial high school aims to do morethan make good clerksor bookkeepers. It aims to lay the foundation of a mental equipment that shall make the future officers of the industrial army.
The successful man in commercial fields is the one with the special business train- ing united to a broad all-round intelligence. So the commercial training becomes both cultural and vocational.
The next number on the program— "Com- mercial Education and College Entrance Requirements " — was to have been pre- sented by Dr. W. A Scott, director of the School of Commerce, University of Wis- consin, Madison, Wis. Owing to Mr. Scott's absence, this was omitted.
It would have been a most appropriate and profitable order of things had the next number scheduled — " The Disciplinary Value of Bookkeeping as a Study," by Mr. Enos Spencer, President of Spencerian Business College, Louisville, Ky. — been presented next. Mr. Spencer's views con- trasted with thoseof Vice-President Twiggs would have brought out in bold relief both
TEMPLETON I'. TWIGGS, L.L.B. Detroit, Mich., who presided at the Depart- ment of Business Education of the X. E. A. at Boston.
lines of argument and made lasting im- pressions of the same upon the minds of the hearers. But misfortune was again our lot. We are not authoritatively in- formed, but it appears that Mr. Spencer's manuscript was either so extremely valu- able a burden that it, like the much revered Liberty Bell, required a special service of transportation and a military escort, or its ponderosity was so great that it must needs come by freight. The weight of evi- dence favors the former view. At any rate, Mr. Spencer's number had to be postponed, awaiting the arrival of the manuscript.
Dr. C. A. Herrick's paper on " History in Commercial Work" was, in our judgment, one of the strongest papers bearing upon commercial education, to which we have had the pleasure of listening. His plea for systematic and connected work in the his- torical field in commercial high schools was based on sound premises, and his arguments and suggestions are the pro- ducts of masterful preparation and broad and successful experience.
History is a wide 9ubject, leading the student into a largerappreciatiou and fuller
knowledge of the many and complex phases of modern life than any other subject in any school curriculum. It may be consid- ered as a texture into which there are woven many threads. The history of com- merce is but one of these threads. It serves as the vocational study of history for the commercial schools.
We shall not attempt a digest of Dr.. Herrick's paper. We could not do it justice in a brief outline, and it is hoped that the readers of THE BUSINESS EDUCATOR may have the paper in full in a future number.
I. U. Crissy, Inspector of Commercial Education for the state of New York, felt that it was unnecessary to do more than commend the arguments put forth by Dr. Herrick.
C. B. Ellis, of the Springfield (Mass.) High School, believes that history should be a large part of every year's work, to the end that the student may be a better citizen as well as a better business man and a sharper business man. It tends to develop a busi- ness man.
Mrs. Sara Spencer.of Washington, D. C, is opposed to history in a commercial course, Most histories are encyclopedias of de- struction. It is the purpose of commercial education to teach how to build up. Com- mercial education in high schools is yet in its infancy and has met with strong oppo- sition, but it grows steadily. Business schools have been wise in their views of the scope of the work. She has thought that the commercial high schools have devoted too large a part to the cultural studies, tending to crowd out the commer- cial subjects.
F. O. Carpenter, English High School, Boston, Mass., stated that the thought was not in their minds that the bookkeeping subjects are not equal in every way to the old studies.
Thos. H. H. Knight, Girls' High School, Boston, felt that commercial geography has not had anything like the recognition it ought to have. He regrets that in Boston they have only three years for the commer- cial course; that under such circumstances it is impossible to give proper attention and time to these newer and broader cultural subjects.
W. C. Stevenson, Port Deposit, Md., re- gretted that the teachers have not had the broad and comprehensive training which enables them to sift the economy from the historical matter. The economical phase is not impossible in history. However, there is promise for the future that minds such as Doctor Herrick's are engaged in bringing out the sifting process. He looks forward with interest for the appearance of a new book on the subject by Doctor Her- rick himself.
Mr. Roberts, of Cleveland, gave a brief outline of the historical courses followed in his school ; viz., the first year they begin with ancient history ; the second year they have mediaeval and general history; the third year, practical economy and econom- ics; the fourth year, history of commerce, including American history. The teachers of history and economics in other courses are teaching these subjects to the com- mercial pupils.
"Mathematics in Commercial Work," by E. L. Thurston, of Washington, D. C, was an exceedingly able and practical paper. It will be given in full in the next number of The EDUCATOR.
The discussions were largely of the nature of direct questions to Mr. Thurston.
Mrs. Sara Spencer, Washington, D. C inquired whether a large part of his time
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Was not taken in undoing what had been done. Mr. Thurston insisted that with them the grammar and high schools are in per- fect harmony, and they should he.
C. C. Marshall, Cedar Rapids, la., urged the value of the study in elementary num- bers - numbers below one hundred.
Another speaker believes that intellectual arithmetic is the most important part of arithmetic. The Babylonians learned the multiplication table up to the sixties, but we rarely go above fifteen.
C. B. Ellis, of Springfield, Mass., said that we are inclined to shift responsibility. Seventy-five per cent, of the pupils never go beyond the grammar school; will never be called on to multiply 19x19. We should not blame these schools, rather commend those teachers for doing so much.
Mrs. Spencer insisted that snm< body is to blame. It takes five years to teach what ought to be done in two years. Three-fifths of the time is wasted in trying to learn short methods.
A number of "ther speakers responded on this topic, but we were unable to get their names. On the whole, it was a most lively, interesting, and profitable part of the ses- sion.
After the appointment by the chair of a Committee on Resolutions, and announce- ments by the Secretary, the Department adjourned until Wednesday- morning.
WEDNESDAY MORNING, JULY 8.
Commercial Geography, the New Science. was presented in a strong and convincing address by Frank O. Carpenter. Master, Department of Commerce and Law. Eng- lish High School, Boston, Mass.
His address was full of enthusiasm and instruction, replete with thrilling exper- iences, and running over with plausible theories and practical suggestions in a new- and boundless field.
A year ago it was an unexplored region to the English High School of Boston. He was told to enter it and blaze his own path. He has done so, and will be pleased if others will walk in it.
He still believes that the study. >f Greek and the classics is necessary fur a full and tine education, but for the present other studies are more important.
The history nf commerce shows that the conquests of works are more important than the conquests of wars.
This new commercial education develops a careful observation and stimulates the imagination; it broadens the mind; it de- velops the memory by its constant use; it matures the judgment ; it creates a respect for a locomotive, for a dynamo; it excites ambition. It seems that the question of cultural value is answered.
The Greeks said the proper study of man- kind is man. The teacher of commerce and industry must be a man of affairs as well as a man of books. He must turn his study- to man. He should spend sooie moments in a bank, in a department store, etc. Is this too much to ask of the teacher? Cer- tainly not. This knowledge will be incan- descent and not a reflected light.
Mr. Carpenter suggested the following methods of taking up and conducting the work:
1. Begin with the study of the United States and then pass to Europe.
2. Take Hie community by groups. This is at least scientific.
3. The pupils study the people from the standpoint of man himself, and his u-,e of man.
This last is the method in use in the Bos- ton English High School. Our questions are: What good is it to man? What can it do for man? It is the human standpoint. That is the main idea I leave with you this morning.
This study must be with the handling of the actual specimens, themselves. After the specimens and the library, the lantern slides. There are few books of use.
All books on the subject are out of date in five years. Government reports are indis- pensable.
Mr. Carpenter called attention feelingly to the opening of the new Department of Com- merce. He said that opening may well be remembered as a national holiday. The pupils will learn that the builder of a city- is more powerful than he who conquers it.
The responses to Mr. Carpenter were in- variably interrogatory. Every one seemed to be thirsting, and felt that here was a fountain in the desert from which he could drink deeply.
Science in Commercial Work, by Frank M. Gilley, instructor in Physics and Chemis- try, High School, Chelsea, Mass., was an interesting and practical paper.
The idea of correlation, practical value, and fitness for the pupils' needs was promi- nent throughout.
In France the election of courses comes in the early part of the school life, and the election by subjects later on. Subjects and courses will change more rapidly in the future than at present.
The success of science teaching depends largely upon the co-operation of the other departments. There has been too much separation of chemistry and physics. Sci- ence should be taught as a whole.
Mr. Gilley stated that he takes a stand against pure science in any high school. Of what use is it to us? is the question of importance. There is nothing more dead- ening than to go to a school in which pure science is being taught. The boy wants to know what you are going to use this for. He wants to seethe wheels go around.
The discussions on this paper were neces- sarily short, for want of time. They indi- cated a general agreement with the attitude taken by Mr. Gilley.
Vice-President Twiggs next announced the happy intelligence that Mr. Spencer's manuscript ha . arrived and that the De- partment would next receive Mr. Spencer's contribution.
Mr. Spencer believes that it is the province of puplic schools alone to give a general education.
He would encourage general education, that its possessor may make the world bet- ter and brighter by reason of his having lived in it.
This is an age of commercialism. It has lifted the world to higher places of honesty and uprightness, from principle and policy.
The study of bookkeeping is not intended for mere disciplinary effect but for its prac- tical utility. It should be taken as we take our food. We do not eat because it gives us physical training and improves our table manners. We eat because we need the food. Bookkeeping is an essential in every- day- life, no matter what our vocation. It must not be regarded as the horizontal bar of a mental gymnasium but as the plow- handle of the bread-and-butter phase of life.
Disciplinary training should commence with the child's mental development. Make men and women of the boys and girls who are the charge of the nation. Do not expect the youth to put on the cornice when
the walls are not yet builded. Readin', 'ritin', and 'rithmetic are the three R's that move the world today, just as they did in the time of our fathers and the log school- house. Here lies the disciplinary kernel. Let the young crack the shell and dig it out. In doing this the child will have the mental development needed.
Relative to improvements in the public school system, Mr. Spencer said that the school boys and girls have too much time to idle away. Idleness is man's chief enemy. He would make the school day- longer, add a day to the school week, and shorten the summer vacation. He would have the course so arranged that equal im- portance is placed upon mental and physi- cal training. He would have every child thoroughly trained and disciplined in the fundamentals before book-keeping or other technical trainingis offered him. Hewould divide the school day thus: One hour for penmanship; one hour for reading and elo- cution; one hour for spelling and language; one hour for arithmetic and mental drill; one hour for geography, history, physiolo- gy, hygiene and the principles of right living. Between these hours intersperse recreation periods for physical culture. Let this program be followed six days in the week. Let the teachers teach more and ex- amine papers less. Without a mastery of and thorough disciplinary training in the fundamentals, the study of technical sub- jects, like bookkeeping, is valueless.
Bookkeeping means the mere recording of business transactions in a systematic man- ner. Three prime factors, and only three, figure in these accounts, namely: English, Penmanship, and Arithmetic. Without any of these, books can not be kept. Prac- tice may breed accuracy, neatness, and speed, but it will not discipline him. The bookkeeper must come to his work already- disciplined.
Mr. Spencer would have every boy and girl receive as much general education as his or her circumstances will permit. The world individually and collectively will be the better for it. But he insists that the last of the allotted years for schooling be devoted to the practical. General training makes the man mentally strong. Technical training renders him capable of applying his knowledge.
With the first lesson in business training he beholds the practical and realizes his former dependence and his future inde- pendence. He finds himself against the world and bends his energy on conquering, not alone for mere victory's sake, but for life's sake. He must sink or swim. So he masters the technical and finds himself— a citizen.
The next paper on the program was pre- sented by Mr. W. H. Wagner, Instructor in Stenography and Typewriting, Commercial High School, Los Angeles, Cal. Subject: The Disciplinary Value of Stenography and Typewriting as Studies.
Mr. Wagner maintains that the prevalent idea, which has long obtained, that these subjects, being practical, are not disciplin- ary. That they are mechanical arts which require no great amount of mental ability to master, is being rapidly dissipated.
The study of stenography develops the mental faculties and also gives practical training. Xo other subject in the school curriculum can excel it as a means of cul- tivating quickness of thought ami concen- tration of mind. From the very first the student undergoes mental gymnastics which are a sure cure for sluggish and slovenly mental habits.
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The mental processes involved are simi- lar to those in the study of foreign lan- guages. The faculties developed by both are reason, memory, observation, compari- son, investigation, judgment and conclu- sion. ISnth give a better command of the mother tongue and a fuller knowledge of the grammatical laws of language.
One of its chief values in a broad school curriculum is in its capability for correla- tion with other subjects, such as English, Historv and Geography. It becomes sup- plementary and helpful in proportion as the student is able to write more rapidly and cover more ground in the study.
Its intimate relation to the study of Eng- lish is apparent. To pursue a course in aphj without a good knowledge of English is like building a house upon sand. It is the study of English from the practical side; it drills in the groundwork of Eng- lish; it emphasizes thoroughness in the technique; it lavs a foundation for the superstructure. The student gets to the very bottom of his English seriously; mas- ters every detail which makes up good English -in a measure he creates.
Aside from their disciplinary and utili- tarian value, the study of stenography and typewriting is severely corrective and posi- tively preventive. It is a sure antidote for poor spelling. It makes its master his own critic. It cultivates concentration. Con- centration develops power, strengthens individuality, and inspires self-confidence; it tends to create a fixedness of purpose and the desire to pursue it. The present ten- dency in school systems is to scatter. The student gets a little and does a little of many things, and makes a success of few.
Perhaps the most important educative feature of the study of stenography and typewriting is that it teaches the student to think. This- is the first duty of both teacher and school. The teacher of stenog- ography has the best possible means for developing in the student independence of thought, self-reliance, courage, true man- hood and womanhood, and the highest character of citizenship.
From the above our readers may obtain the most striking points in Mr. Wagner's paper, and see his general line of treatment of this most interesting and popular topic. We esteem it so highly that we expect to publish it in full in an early number of THE
Business Educator.
business ?ieeting.
The Department next went into executive session for business. The Committee on Resolutions submitted the following;
Rksolved, That it is the sense of the members of the Department of Business Education, X. E. A., that the commercial course in the high school should be equal in time of instruction, in educational content, and in disciplinary power, to any course in the high school, and that any commercial course falling below this standard is not to be regarded by thisDepartment as complete.
That we hail with satisfaction the in- creasing facilities for higher commercial education offered by college and university, which we believe can not fail to redound to the prosperity and glory of the country.
That we respectfully and earnestly urge upon the Normal Schoolsof the country the necessity of at once undertaking the prep- aration of commercial teachers, to meet the growing demand for such teachers, which cannot even at the present time lie supplied.
That we fully appreciate the value of the better class of proprietary business schools, and recognize that they have done and are doing a work which could not be performed by any other existing institution.
That we congratulate the commercial schools and the nation upon the establish- in, in of the Department of Coinmercein the Cabinet of the President, in the belief that such establishment will prove of incalcula- ble value in improving our commercial relations with all the nations of the earth, adding new dignity to commercial educa- tion, and marking a new epoch in our national development.
That we cordially thank the officers of the Department for the able manner in which they have done their work, and that we specially congratulate the Vice President on the satisfactory performance of duties which aomewhat unexpectedly devolved upon him.
That we tender to the generous citizens of Boston, and especially to the President of the Association and the local committees, our thanks for the many courtesies by which our stay in their hospitable city has been made so notably pleasant and satisfactory. I.<>. CKISSY,
w. c. Stephenson,
B. II. Doxxeii..
The election of officers resulted in the choice indicated above, and the meeting was adjourned. The meeting place is de- cided by a committee of the National Edu- cational Association, and its announce- ment will probably not be made until the late fall, although it is expected that the next meeting will be held in St. Louis.
FRIDAY, JULY 10.
D. W. Springer, High School, Ann Arbor, Mich., Chairman of the Committee of Nine, called the meeting to order, with about 100 persons present. Mr. Springer briefly re- viewed the history of the appointment of the Committee, its objects, and its work, and then called attention to the suggestive course of study which had been prepared. A very animated and extended discussion then followed, from which the Committee were enabled to gather clear ideas of- the difficulty of the task that had been assigned to them. Since this is not the final result of the Committee's labors, but only a tentative course, intended to "draw the fire." of those interested in this important subject, We shall publish it in an early number, with explanations of its provis-
Che Seventh Hnmial meeting of the
Ohio Commercial and Special teachers.' Association
Met at Putin-Bay, June the 29th and 30th, (Hotel Victory).
The meeting opened in the north parlor of the hotel with a number of commercial and special teachers from different parts of the State present.
In the absence of the president, Mr. Rog- ers, who removed during the year to Mass- achusetts, Mr. Bert German was chosen as president pro tern.
Great enthusiasm and interest marked each session, and a very spirited discussion followed the topics as outlined in the BUSI- NESS Educator.
The questions that seemed of greatest in- terest to the assembly were "Teaching of color in the grades, especially visualization; primary paper cutting; commercial schools, and uniform examinations ; proper qualifi- cations for a first-class stenographer, etc.
Very tastefully prepared exhibits were brought by Mr. Rogers, of Cleveland, and by Mr.F. F. Musrush, of Lakewood, and others.
Monday evening was delightfully spent in renewing old acquaintances and meeting the superintendents and teachers of the O. S. T. A. Various forms of amusement were indulged in. Music, games and dancing being the principal features.
Tuesday morning's session was taken up principally by discussion as to the advisa- bility of inviting the Manual Training Teachers to join our association, and also the best methods of raising the O. C. and S. T. A. to a higher state of proficiency.
The committee on nomination appointed by the chairman reported the following officers for the ensuing year, which were elected:
President, E. E. Bush, Sandusky ; vice president, C. W. Stevens, Cleveland ; secre- tary, Lena A. Dickinson, Elyria; treasurer, Jerome B. Howard, Cincinnati. Examining Committee, Bert German, chairman; C. P. Zaner, F. F. Musrush.
On motion the afternoon session was dis- pensed with to afford members an oppor- tunity to visit various parts of Put-in-Bay, Middle Bass, and other islands. The asso- ciation adjourned to meet at Columbus during the spring vacation, about April 2nd and 3rd, 1901.
LENA A. DICKINSON, Sec'y., E. E. Bush, Pres.
H. T. GOUGH,
St. Thomas, Ont. President 1903.
Canadian Business educators' Convention.
The annual convention of the Business Educators' Association of Canada was held at St. Catharines, Ont., on July 2nd and 3rd. The convention opened at 10 o'clock in the rooms of the St. Catharines' Business Col- lege, President, H. T.Gough.of St. Thomas, Out., presiding. The visiting educators were accorded a hearty welcome by the Mayor of St. Catharines. Among those present were the following principals of commercial schools: H. T. Gough, St. Thomas, Ont.; J. W. Westervelt, London, Ont.; K. E. Gallagher, Hamilton, Ont.; E. Kaulbach, C. A., Halifax, N. S.; R. Schur- man, C. A., Halifax, N. S.; W. J. Osborne, Fredericton, X. B. ; W. E. Gowling, Ottawa, Out.; J. W. Westervelt, C. A., Toronto, Ont.; W, Brooks, Toronto, Ont.; W. H. Shaw, Tor- onto, Ont.; T. F. Wright, St. Catharines, Out.; \V. D.Euler, Berlin, Ont.; R. W. Xick- erson, Woodstock, Out.; W. H. Stapleton, Sarnia, Ont.
The Vancouver Business College, Van- couver, B. C„ and the Central Business Col- lege of Toronto, were admitted to member- ship. The association has now a member- ship extending from the Atlantic to the Pacific.
After disposing of the financial business of the Association, the president appointed a committee to bring in a report on the revision of the curriculum. The reports of examiners for the past year were then re- ceived as follows:
Correspondence and Writing, J. W. Wes- tervelt, C. A.
Law and Forms, R. E. Gallagher.
Spelling, R. W. Xickerson.
Bookkeeping, J. W. Westervelt, C. A., for D. Hoskins, C. A.
Arithmetic and Rapid Calculations, J. W. Westervelt, Sr.
Shorthand A., W. E. Gowling.
Shorthand B., W. Brooks.
Typewriting C. and D., T. F. Wright.
The concensus of opinion was that the papers set had been generally satisfactory, and that the standard of the Association had been well maintained.
The afternoon session concluded with a paper on " Our Examinations; Satisfaction as to tests and methods of Compilation." by J. W. Westervelt of London, and one on "Our Curriculum, Its Efficiency, Expan- sion and Recommendations," by E. Kaul- bach, C. A., Halifax, X. S. On motion, these
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OOKS, TOKONTO, ON']'.
President 1904.
papers were handed over for the considera- tion of the committee on the curriculum.
The convention re-convened on Friday morning. Excellent illustrations of
methods of teaching touch typewriting were given by Miss Johnson, of London, and Miss Temple, of Toronto. Miss Nairn, of Gait, Miss Rymal, of Hamilton, and Miss Bowlb>', of Brantford, followed in what proved to be a very lively and exceedingly interesting discussion. A First Lesson in Shorthand was well handled by Misses Ry- mal and Bullen. Mr. O. Main, of St. Thomas, followed with an admirable paper on Arith- metic, and was followed in discussion by W. E. Gowlingof Ottawa. Messrs. Wester- velt and Schurman gave helpful blackboard illustrations on the teaching of Rapid Cal- culations.
Then followed what proved to be the most interesting feature of the program. Mr. C. P. Zaner, the well-known penman of Colum- bus, Ohio, who was in the city and was present at the convention, kindly consented to give a lesson in penmanship. His prac- tical methods in dealing with the raw, muscular, country lad in a first lesson in pennianship were much appreciated. The numerous questions put to Mr. Zaner showed that the Canadians know how to make the most of their opportunities. A hearty vote of thanks was tendered Mr. Zaner for his presence at the gathering, and the valuable services rendered to the Association.
The committee on the curriculum then reported recommending several changes. The marking of examination papers was re-adjusted. All subjects on the curricu- lum are placed on an equalitv, each paper receiving the full maxim of 100 marks.
The following examiners for the coming year were appointed :
Bookkeeping, J. W. Westervelt, Jr., Tor- onto. Arithmetic and Rapid Calculations, W. E. Gowling, Ottawa, Ont. Law and Forms, J. W. Westervelt, Sr., London. Pen- manship and Correspondence, R. E. Gal- lagher, Hamilton, Ont. Spelling, T. F. Wright, St. Catharines, Ont. Shorthand A, Miss H. Johnston, London, Ont. Shorthand B, Miss H. A. Rvmal. Hamilton, Ont. Typewriting C and" D. R. W. Xiekerson, Woodstock, Ont. The Maritime Kxamina- tion Board for the eastern provinces was re-appointed.
The election of officers resulted as follows:
President, W. Brooks, Toronto. Vice Pres- ident. W. J. Osborne, Fredericton, N. B. Secretary and Treasurer. W. D. Euler, Berlin. Out. Registrar, S. B. Westervelt, Mount Forest, Ont.
Executive Committee: H. T. Gough, St. Thomas, Ont.; W. H. Shaw, Toronto, Ont.: R. Schurman, Halifax, X. S.
The convention then adjourned to meet
next
Halifax, X. S.
Boston meeting of Private £om=
mercial School managers'
Association
BY GEO. P. LOKD, SALE?I, MASS.
At nine o'clock on Saturday, Jul>- 11,1903, the members of the Private Commercial School Managers* Association, who had been in attendance at the X. E. A. in Bos- ton, began to assemble in Burdett College for what subsequently developed into the most profitable meeting this organization ever held.
Messrs. C. A. and F. H. Burdett greeted the visitors in a most hospitable manner and the time until ten o'clock was passed in informally discussing matters to be brought before the meeting— little round tables as it were.
The comparatively small number of private school proprietors who were pres- ent at the X. E. A. was augmented by the - arrival of prominent school men from cities where the summer school has come to be the custom, so that when the meeting was called to order by President Spencer in one of the lecture halls of the college, it was to greet the largest number of school managers ever assembled to discuss purely business matters.
Promptly at ten o'clock the President's gavel fell. The Secretarj' was authorized to call the roll, after which an opportunity was given, and taken advantage of by some eight or ten candidates, to become affiliated with the association. Those not members were then requested to withdraw and the President proceeded to outline in an able address the object of the summer meeting. He urged the necessity of more perfect coalition of the private school interests of the country ; outlined in brief the work of the various standing committees for the preceding year and pointed out the lines of discussion and work that, in hi- opinion, should be followed in receiving and discuss- ing the reports of those committees. He laid special stress on the work of the organ- ization committee asking that some defi- nite action be taken on this matter.
The President's address closed with the recommendation that all meetings of the association be in executive session. As this suggestion was accepted, this report will deal with results accomplished in a broad way rather than with detailed de- scriptions of discussions and arguments.
Following the President's address came the report of standing committees: First, that of the World's Fair Exhibit. This committee made no regular report, but was represented by the president, who ex- plained the plans that the World's Fair Committee, under the management of E. H. Fritch, had drawn up.
Owing to the fact that comparatively few schools seemed to be interested and after an extensive discussion which seemed to show that the results obtained from the Chicago World's Fair Exhibit were by no means commensurate with the expense incurred, the association voted to abandon the idea of making an exhibit at St. Louis, and the treasurer was instructed to return all moneys deposited with him for that purpose.
The report of the Legislative Committee showed that, while no action had been taken this year with regard to second-class postal privileges, the committee and its legal representatives at Washington were still on the alert and that when the time comes proper action may be expected.
The organization committee reported iti favor of a plan suggested by Dr. H. M. Rowe, of Marvland, looking to the organi- zation of an institution to be known as the American Commercial Schools Institution, This plan was carefullv explained in de- tail by Mr. Rowe, who not only read a description of his plan, form of application
for charter, and extracts, from the laws of the District of Columbia under winch the charter would be granted, but also described very minutely the working plan of the organization. This is not to be an associa- tion but an educational institution of uni- versity grade with power to prescribe courses, conduct examinations and award diplomas in any schools that may desire to affiliate, as well as to conduct advanced courses in commercial science for the pur- pose of training teachers and thus elevat- ing and maintaining the standard of com- mercial schools on a parity with the other great educational institutions of the country.
When Dr. Rowe had placed his plan before the members, it was decided to post- pone discussion upon it until the afternoon session. The report of the secretary and treasurer was then made, showing the membership to be >>9 members in good standing with a cash balance of $267.40 iti. I practically no debts.
After the treasurer's report had been accepted, Mr. C. A. Burdett, in behalf of himself and brother, in a neatly turned speech, invited the members aiid their ladies to the Trade Club fora " light lunch." This invitation was promptly accepted and the members adjourned to the commodious rooms of Boston's most prominent dining club, where, in one of the large private dining rooms, the members of the associa- tion and their wives enjoved the Messrs. Burdett's "light luncheon" which proved to be one of those exquisite Course lun- cheons for which the Trade Club is famous.
After an exceedingly social hour and a half, the organization assembled for the afternoon session which was largely taken up with discussion of Dr. Rowe's scheme for organization. During the course of this discussion a memorial to Congress entitled "An Act to Promote Business and Com- mercial Education " n as introduced by Robert C. Spencer, of Milwaukee. The purport of this was to authorize the Com- missioner of Education and the new Secre- tary of Commerce, together with such others as they may choose, to act as a gen- eral supervisory board for the direction of all commercial education, public and private, in the United States.
It was deemed wise that the association should proceed on a double line, and R. C. Spencer, of Milwaukee, was appointed chairman, with power to choose two associ- ate members as a committee to bring his proposed act to the attention of Congress.
In connection with further discussion of l>r. Rowe's plan, which then proceeded, Mr. Spencer added very considerably to the interest of the meeting, and to the general fund of information on the subject in ques- tion by producing the outlines of a some- what similar plan suggested by him more than thirty years ago.
After a very full discussion of the Ameri- can Commercial Schools Institution plan, in which it was decided to take all the necessary steps preparatory to such an organization and a committee, under the chairmanship of Dr. Rowe, to be made up of such other members as he may select, was appointed to take preliminary st'-ps and make a report at the Cincinnati meet- ing of the association to be held during the Christmas Holidays.
It will be of general interest to the mem- bers not present to learn that every mem- ber present expressed himself during dis- cussion as being heartily in favor of the new plan.
Having disposed of this the most import- ant subject of the meeting, the remainder of the afternoon session was taken up with round table discussions along the lines announced in the advanced program, after which the meeting adjourned to meet in Cincinnati in connection with the annual meeting of the National Commercial Teachers' Federation.
EDITORIAL XOTE — We tried to make a complete list of those who attended the Boston meetingof the Private School Mao agers' Association. If the following \\>t i< not complete, we shall be glad to make cor- rections:
Enos Spencer, Louisville; Leonard G. Spencer; H. M. Rowe, Baltimore; Robt. C. Spencer, Milwaukee; Mrs. Sarah A. Spencer. Washington ; J. R. Anderson, S1 Louis: X. P. Heftlev. Brooklyn; V, II. Bui dett, Boston; C. A. "Burdett, Boston ; F. B. Richardson, Boston; A. H. Hinman. Worcester; E. M. Huntzinger. Hartford; F. B. Moore, Trenton; J. E- Gill. Trenton; J. D. Brunner. Logansport. Ind.; Geo. P. Lord. Salem, Mass.; C. E. Pickett. North harnpton, Mass ; J. 11. Hesser, Manchester, X. TL; LeDoit Kimball. Lowell. Mass; J. J. Kagan, Hoboken, \. 1.
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TROY, N. Y. |
Kesolve to Succeed and you are Already Rait Successful
This course of lessons in plain, practical writing is prepared with one object in view, viz.: to be of use and help to all who are striving to improve their writing. .Simple, plain forms and common sense instruction will be the aim throughout, and a good, sensible handwriting will be the result if you are but willing to strive for it. The common trials and tendencies of students will be recalled from time to time, and suggestions to remedy the same will be offered. The plan is to start at the fundamental principles for the benefit of beginners, but present, at the same time, copies that can be used by those who already write well, or by those who are under the instruction of a professional teacher.
Those who have resolved to write better have surely entered a worthy school, for the present demands, as never before, good, legible, easy writing. I can candidly insure those results if you will follow closely and carefully the instruction given.
Prepare and mail to me, written as well as you can, the following words. " I have to-day started to improve my handwriting, and make it easily written and legible. This I will accomplish if hard work and perseverance will produce those results." Date specimen and sign with your full name.
To the student whose work reveals most improvement at the conclusion of the course, a certificate to that effect will be awarded. This certificate will contain my very best work in free-hand engrossing throughout. Other smaller prizes will be offered at different intervals throughout the work for the best practice sheets on the various copies presented.
A good rosolution at the outset means everything to you. Those who accomplish most along any line of work are those who make the best resolutions at the beginning. I would, therefore, call your attention to the few words in the headline of this lesson. Thor- oughly digest these few words, and, even without a start in penmanship work, you have mastered a lesson that will be a lasting one to you through life.
MATERIAL — Good foolscap paper, a cork grip holder, medium course pens, and free flowing ink are the main requisites for practice. A willing hand, a true eye, and the ability to reason wisely are valuable reinforcements.
POSITION is habit, which may be either good or bad. To be good it must be healthful as well as natural, easy and unrestrained. If bad.it requires suppression, care and perseverance till the newly adopted becomes developed. The cut is presented for imitation and study. Note that the body is quite erect, neither resting against the edge of the desk nor leaning back in the chair. Arms rest naturally on the desk with weight of body thrown slightly to the left. Elbow of right arm extends about an inch over the edge of the desk. Catch pen-holder low down and curve last three fingers under the hand so that right side of little finger (near the nail) will rest
lightly on the blotter. Notice that the thumb joint is well crooked which draws it high on the holder. This is an important point concerning how to hold the holder. By so doing only slight pressure of the thumb is necessary to steady the holder in hand. The blotter is held with the left hand. Paper is placed on the desk so that it will be about parallel with the right arm. MOVEMENT must be created before it can be utilized. This is a simple task, yet to control that which you create will be found a more tedious undertaking. Consider and experiment fully concerning position, es- pecially that of the hand and arm. With the latter resting on the desk as illustrated in the cut, you will find that to roll it on the muscle in front of the elbow will be a sim- ple undertaking and very quickly accom- plished- Try this without your holder and with the hand doubled tightly. The move- ment thus created is commonly called " muscular movement," and is, in truth, the main propelling force that is necessary for the accomplishment of the desired end. This movement will be reinforced more or less in actual work by the action of other muscles, such as those of the hand and fingers. Yet these muscles will act uncon- sciously and without much effort when occasion demands it. Those who plan out the best writers in the end are those who endeavor to use exclusively, during the initial months of their practice, the move- ment created by the rolling of the arm on this muscle in front of the elbow. Tight clothing on the arm will interfere greatly with freedom of movement. You should, therefore, guard against it.
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Plate i
After carefully experimenting with your hand and arm as to position and movement, prepare to commence practice. Assume the position described above, and with the little finger resting on and gliding over the blotter, and with the arm working directly in and out of the sleeve, mark rapidly up and down to produce the results shown in exercise a, line 1. Make it at least as large as it appears in the copy. Be positive that the whole arm does not slide. The sleeve should remain stationary, while the arm moves directly on the muscle, as described in paragraph entitled "movement." Make several pages of this exercise, aiming all the time to firmly establish and apply this movement. Exercise b is a continuation of the work in a, while c is still more of the same medicine. Uniformity in size and slant should bethought of constantly. In working on the plain oval exercise, as illustrated in line 2, bring the same movement of the arm into play, only in a round and rolling manner. Moving down on the left as indicated by the arrow, make the exercise as large as the copy. Roll the arm rapidly, at least 150 revolutions per minute; work earnestly, thoughtfully, and systematically. Take one exercise at a time and prepare several pages of each. The exercises in lines .'1 and 4 are somewhat difficult for you at present, therefore pass them by. We will return to them later.
Plate 2
Make several lines of the first oval exercise, bringing it down to capital letter size. This meaus about three-eighths of an inch in height. The little loop at the top of exercise 2 in the same line is formed by turning abruptly at the top of the oval on the last revolution. This same idea applied on one revolution will produce the capital O, as illustrated in the remainder of the line. Make it quickly and rapidly, striving all the time for perfection in that little loop at the top. The oval exercise at the beginning of line 2 will develop a movement for the capital C. The little oval at the top is made first, then circle eight or ten times to produce the oval and end with the final stroke to complete the exercise. Make several pages of each capital. Note carefully that the first stroke of the C starts to the left and not directly downward. No aid, remember, from the finger joints. You will find the capital E exercise quite difficult at first, yet perseverance will master it in the end. It is a good one to develop sureness, for your mind must not wander, else you will stray entirely from the path. The E starts with a dot and required the same round and rolling motion of the arm as was required to produce the O and C. The little loop in the center is small, while the ending stroke corresponds with that of the C. Rotundity of movement is necessary to produce satisfactory results on all three letters. Try the idea suggested in line 4, making the first letter quite large and gradually reducing the size to a very small one. You will find this good practice. Pencil them out slowly and much larger to obtain a correct idea of form, then strive hard to produce that form quickly. Know positively what you are shooting at, and if you miss, investi- gate to know wherein and why.
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Plate 3
The first exercise in line 1 requires a reverse motion of the arm as was required on former exercises. That is, in the opposite direction. Being a small letter exercise, only a portion of the amount of movement is necessary for its production. Roll the arm lightly and rapidly, making the smalt loops very distinct and the turns at the top very round. This movement must l>e accompanied by a swing of the arm from the elbow which moves the pen to the right. Study and experiment carefully. In line 2 the loop is replaced by an angle which requires a more direct movement to and from the baseline. Uniformity should be the end desired 041 both exercises. Allow the little finger to glide lightly over the paper at .all times. The small 11 in the last part of line 3 is composed of two turns at the top with an angle and a turn on the base line. Be watchful and see that you make it so. The small in is an extended n, being composed
of three turns at the top with two angles. and a turn at the base line. These turns require a round rolling moti while the angles need
a very direct motion. Make both very quickly. Try joining three of each as illustrated in lines 5 and 6. Keep the letters correct in form, spacing quite wide and uniform and practice sheet neat and systematic.
Plate 4
Exercise 1 is the reverse of line 1 in plate 3. The same quality and quantity of movement is necessary for its execution, yet it must be in. the opposite direction. Make it small, too small ratherthan too large. The exercise in line '1 contains angles at the top and turns on the base line. Work- lightly but vigorously. The small i is composed of one angle, one turn and a dot directly above. Bring the down stroke to the base line before making the turn. The 1; is composed of two angles at the top and two turns on the base line. It is merely a portion of exercise 3. The wis the 17 with an addition. The peculiar dot and final stroke need close attention and study. Practice \ igorously when joining three of these letters, and watch detail closely. Bear in mind that all letters are different and that no two are exactly alike. Xote the difference between the « and a and see that you produce that difference. Be certain as to the correct form of the five small letters given thus far, and then experiment with the groupings in line 6.
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This plate contains simple combinations of the small letters already given. It is. in truth, only a continuation of the work started in the last line of the preceding plate. Keep letters small, spacing wide, turns very round and angles very sharp. Prepare several pages of each line, striving all the time for freedom in execution.
G G G G G G G G G G
Plate b
Here we have a general review nf the lesson, so arranged that it will be of great value to you as a copy. The main feature is the joining of capitals C and E to the following small letters. The styles presented in lines 5 and 6 are given only as auxiliary work and should not be attempted by beginners. They will, however, serve as a change for those who are well along in the work.
CRITICISMS — I will gladly criticise your practice sheets through the columns of this paper if you will prepare them neatly and mail to me. One page of your best efforts on each copy will be sufficient. Don't forget regarding the specimen to file for improvement at the end. If you desire practice sheets returned, inclose postage for same.
WARNING— In giving instruction through journals or by mail, both student and teacher are laboring under severe disadvantages) The latter gives his instruction and offers suggestions, but it remains entirely with the student as to whether he will respond or not. Class work, where pupil and instructor come personally in contact with each other every day, permits of repetition of instruction until the desired end is accomplished. But not so when teaching in this manner. I would, therefore, sound a word of warning lest you untie rvalue or overlook any part of the instruction given from month to month. To practice from the copies without carefully consider- ing instruction matter, seems to be the method pursued by a great number who follow such a course as this. It is, however, entirely wrong. Careful consideration of all instruction given means attention to detail, and surely that is a necessary essential to good writing.
£essons in Practical Business IPritmg
BY
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ST. JOHNSBURY, VERMONT. Students' pro ' ' ehargi Specimens should be neat to Miss Hudson, St. John
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PLATE 13. No. 1. Make the Greek cross on a slant and join to the last half of an i, with more curve in the beginning stroke and you have an r. No. 2. Pause after the short retracing of the up-stroke; also at the shoulder before making the i part, until you can make it without slighting any of the turns. No. i. This r is used with o, b. m, n and ir; is like first half of /; with the m ending stroke.
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PLATE 14. No. 1. Gradually extend the i to one-half space. Do not have the curve in the upstroke come so much at the top as at the bottom, so that the t will bend back to the left. No. 2. This is a convenient form for a final t. No 3. There is but a short retracing at the bottom of the downstroke. Do not curve the last upstroke too much to the left. No. 5. Another form of t used within words, very convenient, as it does away with the crossing.
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PLATE 15. No. 1. Down-stroke nearly like the i except the turning to the left at the base. Do not omit any of the exercises. No. 3. Pis in the main, a t extended below the line one-fourth space. You may lift the pen or not, as is easier, for the last part of the p. Notice it is unlike the s in its curve at the top but like it in the curve at the base line.
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PLATE 16. No. 1. D is an extended a or a t with an additional down-stroke. Do not have the a part too full or angular. Be sure to keep it closed at the top or at its joining to the upstroke. No. 2. Keep the a part of d's and a's alike. No. 3. Have the slant of rf's and t's the same. No. 4. Watch the movement of the hand, ignoring forms on paper. Remember, if you are a home student you must do one part of a teacher's work; you must criticise your position and movement as well as your work.
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Criticisms
W. T. L.— Be sure to practice upon the copy given. Constant practice upon one copy will secure better results than little work upon many. Have more curve and less length in the upstroke of the n and m. Keep an even base line. Have second stroke of the u as high as the first stroke. Do not curve the first down stroke Of ti as it appears like the poor a. Notice carefully the difference between i and c in the word'"-'. Do not make fancy ending stroke to iv. Draw straight lines through each letter of your words and observe the slant. Is it uni- form ?
L. R. N.— Close the oval at the top. You lack control. Your motion is jerky. Cultivate a gliding movement of the hand. After making a series of small 0*8, examine each one and com- pare one with another. You will see that there is little similarity. Practice much upon this exercise alone. Criticisms are given only upon work upon the lessons.
H C. M. M.-Do not slight the last stroke of m and n. Bringdown strokes of u to the base line. Notice the spacing and height of " and ffl in copy. This exercise \>ov) needs more prac- tice. The D and X are good. Do not bring the y so far below the baseline. Cross the r from the base line up. Do not lift the pen so often. Too much curve at top of a. There is a slight double curve between 0 and a The small fif should be an a with a down stroke rather than an 0. Not enough width between the upstroke and second downstroke of the g at base line. Your work shows careful practice.
J. A. B.— Have more of a loop in the e. Keep a double curve between m and i. Have as free a motion the last part of the word " minimum " as at the first. Do away with any extra flour- ishing. Cross the .'' from the base line up and do not make too quickly. Have the last stroke of the D higher than the first. Repeat your practice upon Plate 10 and eliminate all finger movement. Do not make loops in the top of the small o's. Do not curve the down stroke of the a. Join the g and a at base line. Do not hurry over the last plates of practice. Your first two plates show much improvement.
W. H. G.— Your work upon i, «° and c needs little criticism Do not have p. wide spacing in the in and n Have more curve in the up stroke. Have a wider oval at the top of the E. It should be nearly as large as the lower oval Point the little loop downward. Keep the loop of the C more nearly in the centre.
P. A. R.— I would advise you to use an enamel finish paper. Your mistakes will not be quite as obvious and you will seemingly gain better results. Have more curve in the upstroke of the e and less angle at the bottom of the c. Keep the e the same height as the other letters. The capi- tal C's and E's are excellent. Curve the down stroke of 0. Very good work.
A. B. C. — You have every reason to be encour- aged. Your work shows freedom of movement and careful, critical practice. Do not curve the first stroke of " toward the second, giving the appearance of an a. You can overcome this by having more curve at the base line of first up stroke. Close the tracing oval at the top- Try to make the single small o as round or oval as possible, so that if any part were token out, it would form a part of a circle and not a straight line. * lose the 0 at the top. Curve the upstroke of n more. Keep the height of small letters uni- form in ' one, onion," etc. Have more double curve between m and a, 0 and x Keep base line even. Draw a line from the first to the last letter of " senium " touching each letter. Is it straight or wavy ? Bring the second stroke of u higher than the first. Join y and a at base line, also y, <?, y, X,
M. H. G.— Lesson 3.— Have more curve in the second upstroke of the n, and more curve at the top- Practice the n with the u. Do not slight the last stroke of the m. In joining the u's to- gether you fail to bring the second stroke high enough, thus giving the appearance of poor o's. You are not careful enough in crossing the x's Retain as nearly as possible, the same base and height as the other minimum letters. Stop before lifting the pen in the small g. Have more opening at base line between first up and second downnstrokes of the a.
no Doubt About Tt
The Business Educator is line thi month, and there is no doubt as to its bein the leader.
W. L. Thomas.
Wichita, Kans. Wichita Commercial College.
BY C. C. CAXAN, BRADFORD, PA.
BY H. B. LEHMAN, CHICAGO BUSINESS COLLEGE, CHICAGO, ILL.
BY MR. S. M. BLUE, ORD, NEB.
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BY C. G. QUINN, PUPIL OF R. S. COLLIN'S. PEIRCE SCHOOL. PHILADELPHIA, PA.
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CUMBERLAND, ?ID.
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Entered at the Post Office at Columbus, Ohio, as second Class Hatter Septenibei I, 1902.
Edited and Published Monthly (Except July and August, i by Zaner & Bloser, 118 N. High Street, Columbus, Ohio.
Vol. IX. No. l. Whole No. 56
COLUMBUS, OHIO, SEPTSNBEK, 1903
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Class
The Business Educator being the most pop- ular and widely read journal of its kind, it fol- lows that it is also the best advertising medium.
It reaches practically all persons interested in commercial education and in penmanship, in both this country and in Canada. It covers the commercial school field completely, going as it does to the heads of Commercial Colleges, Com- mercial High Schools, Commercial Departments in Parochial Schools, Colleges, etc., as well as to a large number of office workers, public school teachers, home students, etc. Then it is pre- served as but few journals are, many subscribers having it bound in book form. Our rates for space are extremely low— lower than those of any other high class journal published. Wide- awake advertisers will find our columns money makers. Write at once for rates.
Cbc Pen and the typewriter.
An order lias been issued by the Balti- more and Ohio to the operators along the line that they must give up the use of type- writers. The officials believe that the writ- ing machine is a fruitful cause of error, and that many accidents have been caused by their use.
Hereafter all operators will write their orders to engineers with a pen and the typewriter will have a back seat. This order has created a great deal of adverse comment among operators who find it irk- some to drop back to the pen ;m<l ink method after running the smooth sailing machine writer.
It is said that five times as many mis- takes occur with typewriters as with the old pen.— Fairmont, W. Va., Times.
We presume the above affects only a branch of that railway system, but be that as it may, it calls' to notice the fact that mistakes on the machine are more easily made than with the pen.
There are two things in writing which need special care. Care on the typewriters to avoid mistakes, and care with the pen to write legibly. Typewriting is easy to write anil easy
to read, but it is easy to make mis- takes as well. With the pen, the mis- takes in spelling and figures are not so likely to occur, but mistakes in reading are more easilv made.
As the years go by it becomes clearer and. clearer that the pen can do some things better than can be done in any other way. Hence the contin- ued demand tor good writing.
Che necessity of Good Penman ship in Business.
Good, legible, rapid writing is a modern need of no mean proportions. Few realize the vast amount of work done by the pen in the transaction of business. The vast interests in- volved, the important transactions transcribed, and the large amounts recorded make it more and more im- perative dav by day that writing be plainly legible. Thus it is that as commercial interests become more complex and extensive, more legible writing is demanded. The type- writer, duplicating and adding machines, etc., may and will continue to multiply, but the pace of the pen seems not "to slacken.
Poor writing is an aggravation, and a hindrance to promotion, while good writing is a pleasure, and a direct means of promotion.
"Apply in own handwriting," is a frequent quotation in "want" ads. in our dailies. This is not alone what it would appear on the surface. It means that persons are wanted, not merely because they write well, but because they possess the necessary- pluck, perseverance, industry, and care to acquire the art of writing well. Thus, a good handwriting means character as well as skill. And that is why persons with a good hand- writing are in demand.
Young man, young woman, now is the time to learn. Today and not tomorrow is the time to begin to re- construct your penmanship. Start now to banish the irregular, illegible, slovenly features of your writing. Good writing means careful writing. Therefore begin by being careful in the execution of all your writing. Do no writing carelessly, indifferently, or slovenly - and your penmanship will soon show improvement.
Che Reunion of Zanerians
The Zanerian Reunion, which was held in Columbus, Ohio, June 22nd and 26th, inclusive, 1903, was a most enjoyable, interesting and profitable affair. Enjoyable, because everybody seemed to have the best possible kind of a time; interesting, because the discussions, papers, talks, etc., were most entertaining and instructive; and profitable, because everybody seemed to have gleaned some profitable information from the discussions, associations, etc.
The meeting was not as large as had been hoped, but sufficiently large to make it an unqualified success, there being be- tween fifty and one hundred in attendance.
The regular program by way of papers, lessons, talks, etc., was carried out each day. Besides this regular program of a professional character, other things of a social nature were indulged in.
On Tuesday forenoon the medal given by Mr. E..S. Cause, of Emporia. Kans., for the year ending June, 1903, for the one making most improvement in penmanship, was awarded J. M. Beisel, of Lehighton, Pa.
On Tuesday afternoon the members formed a theatre party.
Wednesday afternoon they had their photos taken, and then visited the Ohio Penitentiary, all having gotten out without being detained permanently.
On Wednesday evening the banquet was held, which proved to be one of the most enjoyable events of the kind we have ever had the pleasure of attending.
On Thursday afternoon a tour of the city of Columbus was taken on the special car " Electra." On the evening of the same day the Olentaugy Park, Zoological Garden and Theatre were attended.
On Friday forenoon the debate on the Merits of Vertical and Slant Writing came off in a most interesting, enjoyable and instructive manner. The afternoon was given up to program work, adjournment taking place at five o'clock.
On Friday morning the school was pre- sented with a large, handsome, reliable clock by the members in attendance.
Ex-students came many miles to attend the Reunion, some coming as far as from Nebraska expressly for the occasion. A few professional penmen who were not pupils of the school were in attendance
So well pleased were the members pres- ent, and so enthusiastic over the influence exerted by the meeting, that a project is now on foot to make the meeting an annual one, and something more of a professional character. Certain it is that there is more interest in the subject of writing today than ever before, and for that reason a purely penmanhsip gathering of no mean proportions seems not improbable.
^^m-M^jeac^^
Mrs. Sallie R. Smith
announces arriage of her granddaughter Sara Elizabeth McKee
to
r. George Albert Henry,
unday, May thirty-first,
lineteen hundred three.
Kansas City, Mo.
At home
after June fifteenth at
1309 Pennsylvania Avenue,
Kansas City, Mo.
Mr. Herbert Darius Harris
and
Miss Susie Crandell Rounds
announce their marriage
on Tuesday the thirtieth of June
one thousand nine hundred and three
Vestal, New York
At home
after August the fifteenth
Vestal, New York
W. F. and Mrs. Bartholorrj
announce the marriage i
Miss Barbara Reipper
to
Arthur H. Burke,
Wednesday evening, July 29t
At Home n Marinette, Wis.,
after August loth.
**/K© fdu/Uir*e£b £cUvcciXur <8£>
E. H. and M. C. Fisher have opened the Winter Hill Business College, at Somerville, Mass., a suburb of Boston. These men were for many years highly esteemed teachers of Burdett' College, Boston. Their location, building, and equipment are almost ideal. They are men of experience, ability, earn- estness, and noble character. We are glad to join their numerous friends in wishing them the success that merit deserves.
H. B. Lehman, formerly of the Spencerian Commercial School, Cleveland, Ohio, has gone to the Chicago Business College. An excellent penman has joined forces with an enterprising firm.
Mr. Corliss of Burdett College, Boston, will take the place of Mr. Young of the Hef- fley School, Brooklyn.
Clay D. Slinker, of Des Moines, Iowa, made" a trip to the Pacific Coast last month, in the interest of the Practical Text Book Company, of Cleveland. This enterprising com pan j' is pushing its excellent books with a gVeat deal of vigor this year.
H. G. Greene, commercial instructor in the Melrose, Mass., High School, has been elect- ed to take charge of the new commercial department in the Winchester, Mass., High School. Both parties to this transaction are to be congratulated.
C. B. Bowerman, of the East High School, Cleveland, Ohio, has been spending the summer in Xew York City, as the Manager of the school department of the Smith-Premier Typewriter Company. This is another occasion for double con- gratulations. Mr. Bowerman is a hustler from the state of W. N. Ferris— a very Wol- verine for business.
Charles R. Weirs, who has been acting as chief correspondent for a large corporation in Buffalo, has accepted a position as prin- cipal of the commercial department of the Fitchburg, Mass., Business College, vice H. B. Cole, who takes a similar position with the Pernio School, Boston. Mr. Cole suc- ceeds G. T. Wiswell, who goes to the Wal- worth Business Institute, Xew York. Mr. Cole is an exceptionally able commercial teacher, and he will doubtless build up a good commercial department in the Pernin School, which has won for itself no small reputation as a shorthand school.
Neailv 400 students enrolled at the Rhode Island "Commercial School last year, and President A. S. Heaney had the pleasure of graduating a class of 104 in June. They made Mr. Heaney a present of a handsome chair. Evidently they thought he needed a rest, but there was no hint that he was to retire to the rear when he assumed a recum- bent position. He has re-engaged R. A. Spellman, his efficient commercial teacher, and we have no doubt that this school will continue to enlarge during this year. In fact, Mr. Heaney is so sure of it that he has practically doubled his space. Providence is to be congratulated on having two such schools as the Bryant «fc Stratton and the Rhode Island Commercial.
C. C. Marshall, the popular member of the Goodyear-Marshall hrm, spent the spring and summer in New England in the inter- ests of his company, and he cut a very wide swath in the course of his reaping. Those who deal with Mr. Marshall will find a square man and an intelligent, ciiltured gentleman.
J. E. Leamey, the talented penman and commercial teacher of the Troy Business College, has been re-appointed at an in- creased salary. Mr. Leamey is one of the coming men in our profession. In fact, as the French say, he has arrived.
D. L. Musselman, the widelv-known head of the Gem City Business College, returned the latter part of July from an extended vacation trip among the Rocky Mountains. Mr. Musselman is a lover of the grandeur of the Rockies, and year after year he returns to them to gather strength and inspiration for the Brobdingnagian tasks that meet him in his large publishing business and in his huge school.
We miss the genial L. L. Williams from our conventions. At St. Louis, Philadel-
ghia, Milwaukee, Minneapolis, Brooklyn and ioston, we looked in vain for his sunny coun- tenance. Wonder whether his educational interest has waned with the passing of his great publishing interests. Let us hope not, and that we may welcome him to us again at Cincinnati.
E.G. Parkinson, formerly with the Lynn, Mass., Business College, has been engaged to take charge of the commercial depart- ment of the Auburn, R. I.. High School.
E. X. Miner is again in trouble. Mr. Lusk, whom he has been writing up in The Type- writer and Phonographic World, has brought suit for both civil and criminal libel, and, according to the Xew York World of July 29th, he was having a painful time trying to find someone who thought enough of his comfort to sign a bail bond for $10,000. He is a very irascible man, and two years ago, after breaking a chair over the head of a postman, lie paid a fine of $2,000 in the United States Court. The readers of the Phonographic World will understand what the matter is if they do not receive the August number of the magazine, for Mr. Lusk has asked for an injunction restrain- ing Mr. Miner from issuing that number, owing to an alleged intention to make in it a second attack on Mr. Lusk.
The Kinyon Commercial School, Paw- tucket, R. I., is in great favor with the peo- ple of that city. We had the pleasure of attending Mr. Kinyon's commencement exercises in June, and the audience gath- ered at that time was a compliment to be proud of. Governor Garvin presented the diplomas to the fine class of graduates.
The commencement exercises of the Shoe- maker & Clark School, Fall River, Mass., were up to the usnal high standard. The Honorable Charles Emory Smith made the principal address. In order to obtain the Academy of Music for that evening.it was necessary for Messrs. Stone and Rogers to subsidize the opera company that had a season lease of it, but they rose to the occa- sion, and they should have felt repaid by the splendid audience that greeted them. The class made the proprietors a present of a beautiful loving cup, which graces the office.
We were glad to see the radiant face of R. J. Shoemaker at these exercises. He says that they are considering the advisa- bility of roofring in one of Rochester's parks in order to accommodate the stenographers and other clerical force necessary to take care of the Cvclopean business that has been developed by Mr. C. S. Clark and himself. This is not altogether a jest, for, if we remember correctly, Mr. Shoemaker stated that they now employ 350 stenogra- phers and bookkeepers, just to take care of their own business.
Enos Spencer has issued in pamphlet form his Milwaukee address on " Advanced Accounting." It is an attractive little book- let, and is very instructive. Doubtless he would be glad to mail copies on request.
R. A. Grant, the popular director of the commercial department of the Rockford, 111., High School, has been re-elected at a very substantial increase in salary. B. F. Haft, of La Salle, III., has met with a similar practical compliment to the thoroughness of his work.
At the forty-seventh annual commence- ment exercises of SouleCommercial College a class of l'-tt young people received diplomas, and the honored founder of this notable school delivered an impressive oration. The beautiful new buildingthat waserected last vear for this farr.ous school is now occu- pied by it, and we shall have views of it in an early number.
W. P. Charles, of the Charles Commercial School, Brooklyn, has been spending the summer in the West Indies, among the British possessions, especially in the inter- est of commercial education. He went on the invitation of the English government officials, and he is expected to establish several commercial schools. He will write a description of his trip and his operations for the EDUCATOR, on his return.
W. E. Corey, who has been elected to take the place of Charles M. Schwab as acting president of the United States Steel Corporation, is a sili- made man. He had to quit the public school- at the age of sixteen, but he took a commercial course at the famous Duff Commercial College,
Pittsburg, and studied chemistry and metallurgy while working in the Edgar Thompson Steel Works, over which Mr. Schwab once presided. Vannant would have to revise his opinions if he should look carefully over the list of the " cap- tains of industry." The commeicial school is in no danger of failing to do a great work so long as it does well a work of limited range
Goldey College, Wilmington, Del , graduated a class numbering 144, in June. Judge George Gray, of the Coal Strike Commission, presided, and Dr. P. S Henson, the famous lecturer of Brooklyn, gave the principal address. We can imagine the delight of the great audience as they listened to this incisive and polished orator and humoiist on his favorite topic, ' Backbone." R. J. MacLean, the forceful manager of this school, should be proud of the closing ceremonies of their very successful school year.
The Utica School of Commerce, Utica, X. V.. graduated a class of 57 the last of June. We no- tice that the Utica papers complimented Miss Bessie Risingeron her rendition of a vocal solo during the evening Our friend, T. J. Risinger, the proprietor of this flourishing school, should be pleased with his success.
Through the kindness of George Stanley Mur- ray we received a copy of the Levant Herald, con- taining an account of the commencement exer- cises of Robert College, Constantinople, whose commercial department Mr. Murray directs, be- sides acting as financial agent for the school The United States Minister, Hon. J. G. A. Leish- man, presided, and a class of nineteen was gradu- ated
We acknowledge the receipt of an invitation to attend the graduating exercises of the Buffalo B. & S. Business College, from which a class of 80 young people went out into the world to take up their rightful burdens.
Do not forget the Educator when you get ready to make up your club this fall. It takes money, and lots of it, to get up such a paper as this, and we make no apology for asking our friends to support us loyally. We make special club rates, which are only a few cents higher than the price asked for the inferior editions of other papers; ' esides, it is impossible to put into the hands of your friends and your pupils so helpful a paper as the Educator, in the same line of work, for there is no such paper ' Excelsior*' is and has been on our banner, and we have climbed to a plane to which none of our " esteemed contemporaries " has yet ascended The Educator is an all-round representative of commercial education, not a tomb for deceased convention papers— a sort of Congressional Rec- ord—nor a mere penmanship journal, but a live, up-to-date medium of instruction for both stu- dent and teacher in all the technical commercial branches, except shorthand and typewriting Club us ! !
Mr. and Mrs. Benn J. Ferguson of Marietta. O., are now located with the Union Business Col- lege, Philadelphia, Pa.
Mr. A. R. Bumette of Vincennes. Ind., is now- located at Bowling Green, Ky., with the Southern Normal College. Mr. Bumette was located there a couple of years ago, and is therefore not a new man in that position.
F. L. Haeberle, formerly of Faribault, Minn . and more recently of Valley City, N. Dakota, has purchased an interest in the Pittsburg Business College, Pittsburg. Kans , and reports flattering prospects in that community for a business school and business education. We congratulate the good people of Pittsburg on having secured Mr. Haeberle's services and influence
H. D. Goshert, of the Columbia Commercial College. St. Louis, Mo., favors us now and then with some very graceful penmanship. Mr. Gos- hert's penmanship is full of fire as well as beauty.
Child's Business College, Pawtucket. R. I., has increaseddits floor space by an addition having been built to the fine new Slater Trust Building of that city.
The Union Business College, the Quincy Busi- ness College and the Quincy School of Correspon- dence, Quincy, 111 , have been incorpoiated into one institution, to be known as the Union Busi- ness College Company , Mr J. W Cassidy, Presi- dent : L B. McKenna, principal; and John R. Hutchinson, of Des Moines. la., secretary and treasurer. We wish the new institution the suc- cess it merits.
Mr. N. C. Brewster has sold his Penn Yan. (N. Y.i School to Chas. E. Birdsall of Lima. N. Y. Mr. Birdsall has already taken charge of the institution.
(Continued on page 37. J
&\\& Sfethirteto £cU*&cbtor &
A History of Penmen, Early Business Educa= tion, and Educators in America.
By A. H. tlinman, Worcester, Mass.
The first meeting of commercial teachers was held in Bryant and Stratton's College, New York City, Christmas week, 18R5. The next meeting was held in the same place in July, 1804, consisting only of the proprietors and teachers of the Bry- ant and Stratton schools. The pro- grams of the meetings were crude and meagre. They constituted the first step in this country toward asso- ciation of commercial teachers for mutual improvement and benefit, and were conductive of much good. In July, 1805, a general convention of the proprietors of the Bryant and Stratton schools was held in the Chi- cago Bryant and Stratton College under the personal management and direction of Mr. II. D. Stratton, who made extensive preparations for this important occasion. The convention continued for several days with pro- grams arranged mostly by Mr. S. S. Packard, who acted as secretary of the convention. The report of the proceedings wras published in pamph- let form, edited by Mr. Packard, whose tact and ability were exercised in making it a most presentable doc- ument. Invitations had been extend- ed to leading business and commer- cial men, educators and statesmen, whose replies constituted the most valuable endorsements ever brought together of the work of commercial schools, more especially of the Bryant and Stratton chain. A very large edition of these proceedings was printed and distributed to the schools of the chain ; which widely distributed them in their respective cities and communities. The prominent men and leading spirits in that meeting were H. D. Stratton, H. B. Bryant, E. G. Folsom, J. H. Goldsmith, E. R. Felton, Dr. J. C. Bryant, J. Y. R. Chapman, John J. DeHan, L. A. Gray, H. C. Clark, Henry C. Spencer, A. W. Smith, R. C. Spencer and others. Public meetings were held in Bryan Hall and in the Opera House, ad- dressed by prominent men including James A. 'Garfield and others. The proceedings were well written up and published in the press of the city and widely noticed throughout the coun- try. While not the most largely attended, it was probably in some respects the must important gather- ing of the kind ever held in the his- tory of commercial schools. Unfor- tunately however, for the harmony of the chain of colleges, Brvant and Mil! tun had become unduly ambi- tions and arrogant in their manage- ment and policy. Thev conceived the idea of monopolizing commercial education, and with this object in view proposed to absorb or crush out all competing and rival schools throughout the country. Brvant and Stratton had entered into a" partner- ship between themselves, the dura- tion of which was not to be affected
by the death of either or both of them, but was to be continued by their executors indefinitely. They had devised articles of co-partnership with local partners of the schools which gave to Bryant and Stratton such arbitrary and absolute powers and privileges as to enable them at pleasure to remove the local princi- pals. This scheme of partnership organization and power which Bryant and Stratton attempted to fasten upon local principals and schools of the chain caused distrust and dissat- isfaction, and was strenuously opposed by the older men and those who had been longest associated in building up and extending the enter- prise. Abuses arising under this ambitious and far-reaching measure resulted in an emphatic protest which took form in the meeting of local principals in Cleveland in the winter of 186b, which gave expression to the dissatisfaction and sense of injustice that had spread among the colleges and local principals in consequence of the grasping measures and policy of Bryant and Stratton. The first and most emphatic complaint and protest was made by E. R. Felton of the Cleveland College, in which he was sustained by local principals of other schools. R. C. Spencer, Mil- waukee, espoused the cause of the dissatisfied principals against Bryant and Stratton, and assiduously labored to bring about such reforms as were necessary to promote harmony and perpetuate the close ties of reciprocal relationship in the chain of colleges, with justice to all concerned. In pur- suance of this object, Mr. Spencer prepared, published and circulated circular letters embodying a concise history of the growTth and develop- ment of the chain of colleges, the re- lations of Bryant and Stratton to the enterprise and to those associated with them, and pointing out the causes of complaint, and suggesting remedies for grievances, discord and dangers. Christmas week, 186fi, a meeting of dissatisfied principals was held in Cleveland to consider causes of complaint and propose such changes and modifications as would remedy the existing evils and threat- ened dangers. Although Bryant and Stratton were invited, they' did not appear and ignored the meeting and its objects. Mr. S. S. Packard espoused the cause of Bryant and Stratton with the apparent design of defending their action and policy. The opposing parties were repre- sented by R. C. Spencer between whom and Mr. Packard there was a heated controversy with some sharp passages at arms. Upon the charge of conspiracy, Bryant and Stratton instituted proceedings to dissolve partnerships with E. R. Felton, Cleveland, and R. C. Spencer, Mil- waukee. Decrees of dissolution were
granted in these cases, and receivers appointed to take charge of the effects and wind up the partnership affairs at Cleveland and Milwaukee. Bryant and Stratton and R. C. Spencer sep- arated at Milwaukee, as did also Bryant and Stratton at Cleveland, where E. R. Felton opened an inde- pendent school under the title of Union Business College. At Mil- waukee the patrons of Bryant and Stratton school and the community sustained R. C. Spencer in his action and the students remained with him in the old rooms of the school, the title of which was changed to Spen- cerian Business College. Bryant and Stratton purchased the lease of Lin- coln Commercial College, put in a strong faculty, furnished and equipped the school well, advertised it extensively and materially reduced the rates of tuition to compete with the Spencerian College, which main- tained its rates of tuition. About the time that this wTar in the chain of col- leges broke out, Mr. H. D. Stratton was prostrated at his home in New York, by an illness which proved fatal in the spring of 1867. Worn and exhausted by the toils and strains he had endured in organizing and build- ing up the chain of colleges, his con- stitution succumbed to consumption which proved fatal. His illness and death at this juncture touched the hearts of all his associates, and especially of those who had stood shoulder to shoulder with him through the struggles and triumphs of the remarkable educational enter- prise, of which he was the inspiration and leader. Although Mr. Stratton did not directly communicate with R. C. Spencer, it is reported that as the end approached he expressed the kindest feeling toward him, saying', that if he and Robert could have met and talked matters over, the trouble would have been satisfactorily and harmoniously adjusted.
Soon after Mr. Stratton's death, his surviving partner, H. B. Bryant, began to dispose of their interest in the schools to the local partners. In less than a year after opening their school in Milwaukee in opposition to the Spencerian College, they turned it over to R. C. Spencer, who consol- idated it with his school, which subsequently absorbed the Larigo Mercantile College. The meeting between H. B. Bryant and R. C. Spencer after the death of Mr. Strat- ton was affecting. These strong men had been closely associated many years in the chain of colleges, and the ties of attachment between them were of no ordinary character. Mr. Bryant was a man of reserved and quiet temperament, whose manner was somewhat distant. On this occa- sion his emotions overcame him and tears came to his eyes as he grasped the hand of his old friend and co- laborer. From that time forward the ties that bound them together became more tender and sympathetic.
In the summer of 1866 the second convention of the chain of colleges was held at Cleveland. At the same time a similar organization of com- mercial schools and teachers was formed under the title of the National Union of Business Colleges composed
£/Fve ©U/Uin?©&£ £clu^vl©r ^
of those who had separated from the Bryant and Stratton chain, and a few independent schools designed to pre- serve the advantages and benefits of the chain without its disadvantages. Of this organization E. R. Felton was president. The death of Mr. Stratton and the dissolution of co-partnerships with local principals in the chain of colleges, brought about a condition of things very favorable to the accom- plishment of the objects of the reform movement led by R. C. Spencer, E. R. Felton and others.
Continued.
?UBLLCA"TiON5.
" Proceedings of the Second Annual Con- vention of the Gregg Shorthand Associa- tion of America, Peoria, 1902," is the title of a sixtv-four page book, splendidly printed and illustrated, devoted to the subject mentioned in the title. The report is noth- ing if not first-class and complete, and is certaiulv the most comprehensive thing of the kind we have ever seen issued along shorthand lines. The price, we believe, is $1.00, and it is well worth that price to any one interested in shorthand work.
"The Columbian Compendium of Pen- manship," published by the Columbian Correspondence College, Washington, D. C, price, $1.50, is the title of an eighty-four page, flexible back publication, giving copies and instruction in business and ornamental penmanship and lettering. The instructions are brief and practical, and the illustrations are numerous. The paper is of the finest grade, as is also the printing.
" Anonvmous Assassins of Character," by W. J. Ki'nslev. expert in handwriting, No. 220 Broadway, is the title of a booklet, being a reprint of a contribution to the New York Press. The booklet is worth getting and reading.
"Artistic Alphabets" by C. C. Canan, Duke Center, Pa., price $1.00, is one of the very finest things of the kind ever issued, containing, as it does, gems of the penmen's art from the author's brain and pen, aa well as from professional penmen, such as Flickinger, Howe, Zaner. Dennis, Mills, Beacom, and others. Those wishing to see the finest work of the kind ever issued by this master penman should secure a copy of this book. The printing and paper are alike elegant.
Mr. Canan, in this publication, has demon- strated that as an all-round penman he ranks among the world's few finest.
"Card Kev to Exercises in the Reporting Style " being twenty-seven special cards to accompany the " Isaac Pitman Shorthand Instructor " for the use of teachers in large shorthand classes, price 25 cents. Those interested in Isaac Pitman Shorthand will do well to investigate these cards as effect- ive aids in teaching.
" Strange Case of Dr. Jekvll and Mr. Hyde," by Robert Louis Stevenson, printed in the easy reporting style of phonography, in accordance with the " Manual of Phonog- raphy," by Brnn Pitman and Jer
Obituary.
Tuesday morning, July 21st, at Great Bar- rington, Mass., Mrs. Charlotte H. Packard died quite suddenly, though she had been far from strong for some years.
Mrs. Packard was the widow of S. S. Pack- ard, the well known and highly esteemed business educator. Mrs. Packard conducted the school in a most able manner after her husband's death, being able to do this because of the fact that she took part while he lived in the work for which her husband was famous.
She was a woman of rare culture and talents, being many-sided and progressive. She was a prominent member of Sorosis, and a director of the Business Women's Club.
The above likeness is that of Mr. L. L. Mc- Cain, Detroit, Mich., a Canadian by birth and a professional penman of no mean standing as concerns skill.
Mr. McCain attended the Zanerian in 1890, since which time he has been following penmanship off and on. He recently grad- uated in dental surgery, and therefore now signs D. D. S. to his name. Mr. McCain intends following both penmanship and dentistry, a rather unusual profession, but we hope a profitable one.
Question, Htiswcr and Criticism Department
Under this heading Mr. Zaner shall be pleased to criticise specimens of penman- ship, drawing, etc., submitted to him. If such specimens are to be returned please inclose postage for the same.
He will also endeavor to answer any and all questions pertaining to penmanship matters, or, if thought best, questions may be submitted through this department to the readers of our journal for volunteer answers.
MAC— You could become a good penman. What you need to do is to study form criti- cally and observe form while you are writ- ing. In other words, think good writing, and better writing will be the result.
Your o's are too narrow, the first stroke being too nearly straight, and as a conse- quence, your o's and v's are too nearly the same. Follow Leamy's instructions from a to z and the dollar you have invested in your subscription will prove to be the best investment you have ever made.
■Why go to "College
TO LKARN BOOK-KEEPING WHEN 1 WILL MAKE A
jprst-ClassBook-Kpeper
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CHANGE OF ADDRESS
Our old customers and our new ones wi
415 Market Si.. Camden. N. J.
with the finest line of white and colored cards on the market. Send for samples. Written cards, 15e. per dozen. Business Penmanship, 12 Lessons. S3 00.
L. E. STACY.
MILLS'S
CORBEbPOMHENCE SCHOOL OF PENMANSHIP
Is he
3f anibi-
pmg scores lious people to acquire a fine style of penmanship at hom>-. We are r< ady to belp YOU also. Send stamp for information.
Artistic Alphabets.
A book of high grade penman- ship ; 32 pp., 9x12 inches; forty engravings. Price, $1.
" Nothing finer, if as fine, has come to our notice." _ Zaner dt Bloser.
" Every page is worth the price you ask for the complete work to anyone who aspires to improve his ornamental penmanship. You have published a book that is invaluable to the student o/ penmanship." jr f\ j/,//,*_
C. C. CANAN,
173 Congress St.,
Bradford, Pa. \
WE SUPPLY
1
The best schools with the best teachers. Correspondence with first-class Schools arid first-class Teachers solicited.
We can also use some good stenographers and book-keepers.
Continental Employment Ag'cy I
Bowling Green, Kentucky
L
ESTERBROOK'S NEW PENS %
No. 702 707
702 Slightly Elastic
MODIFIED SLANT OR "MEDIAL" WRITERS.
707 Elastic
AMONG PENMEN there is a demand for a pen that is adopted to the Modified Slant or "Medial" Writing, to combine increased speed with the legibility of the Vertical. To meet this we present our Modified Slant Pens. These Pens are made from the highest grade steel and are finished with the same care that has made Esterbrook Pens the Standard for nearly half a century.
THE ESTERBROOK STEEL PEN MANUFACTURING COMPANY, 26 John Street, New York. Works, Camden, N. J.
^ilvc^tUiiv^i>^eUt&ettcr <S
Minneapolis, Minnesota
LJm/ZCM^-
Metropolitan
Commercial
College
This lesson needs but few words by way cif instruction, for the "before and after" specimens will speak much for themselves. Perhaps an apology is due the readers of The BUSINESS BBUCATOR for the quality of the zinc etching of the first cut, showing the undeveloped, off-hand work. In order that the readers might see from what the finished work was developed it became necessary to have a local engraving estab- lishment prepare the cut. As they do but very little script work, results