11. A sense of proportion that insures the emphasis of salient topics and distinguishes clearly between the fundamental and the accessory; partly dependent upon 12. A clear perception of ends. It is the possession of these abilities that makes the teacher an artist in his work, and it is with respect to the development of these abilities that our teacher-training work now is notably defective. The study of theory will not help much here. Practice under sympathetic supervision will be the factor upon which the greatest reliance must be placed, and this again must be helpt by the study of models. There is perhaps no better way to induct the student-teacher into a mastery of these elements than for the supervisor to say to him, when the student has failed at some point in his own practice: "Watch the way in which Mr. So and So handles this type of teaching." A final item in the teacher's equipment is a real and dynamic professional attitude an attitude, not only surcharged with enthusiasm for the service that he is to enter, but also intelligent as to its needs and problems, and competent to evaluate proposals for its improvement. It is here especially that the integrating and summarizing courses that will come toward the conclusion of the curriculum must find their principal justification. However, dependence must not be placed upon these alone. Each of the courses that the students takes, each of the instructors with whom he comes in contact, each element, indeed, in the life of the school, must contribute as much as it can be to contribute to this important end. DEPARTMENT OF BUSINESS EDUCATION OFFICERS President C. G. NICHOLS, assistant director, commercial education, State Department .Albany, N.Y. Whitewater, Wis. Vice-President JAMES C. REED, head of commercial department, State Normal RESOLUTIONS WHEREAS, The desire for commercial education is constantly growing; and WHEREAS, The new type of commercial education must be adapted to meet not only the emergency demands of war time but the demands of the reconstruction period after the war; and WHEREAS, There is a notable lack of coordination between educational and business interests in forming courses of study and in the organization of commercial education, therefore be it Resolved: 1. That we commend the tentative report of the subcommittee on Commercial Education as being a long step forward toward the standardization of commercial courses of study. 2. That a committee of five be appointed to cooperate with the Federal Board for Vocational Education and the United States Bureau of Education for the purpose of encouraging immediate adoption of the course of study in all schools. 3. That we commend the recent action taken by the Credit Men's Association relative to commercial education to commercial teachers for careful study, and also the educational work of the American Institute of Accountants and National Association of Corporation Schools with a view of coordinating the commercial courses with these great agencies. 4. That the Business Section of the National Education Association express its thanks to the people of Pittsburgh for their many favors, to the officers of this section for their untiring efforts to make this session a success, but especially to the speakers who carefully prepared papers and to all others who took part in the discussions. J. A. BEXELL, Chairman J. H. SAUL J. M. WATTERS PAPERS AND DISCUSSIONS COMMERCIAL EDUCATION AFTER THE WAR J. T. HOLDSWORTH, DEAN OF THE SCHOOL OF ECONOMICS, UNIVERSITY OF PITTSBURGH, PITTSBURGH, PA. America will undoubtedly emerge from the war strongest among all the nations in economic resources, in credit, and in productive capacity, but these advantages are but relative. In themselves they do not give assurance of successful competition in the post-war struggle for markets and trade by means of which all nations will seek to recoup their losses when once again their economic activities are turned to peaceful pursuits. He is shortsighted, nay blind, who cannot see that this nation, having been drawn into the vortex of the world-struggle will inevitably continue in the broad sea of world-affairs, political and commercial. We must learn to use the telescope as well as the microscope. For good or ill we have parted with our national isolation. We have joined the family of nations, and henceforth we must think and act internationally, not in terms of the country crossroads. It is thru trade and commerce that these new contacts and relations will most largely be maintained and strengthened. To play our part, and a leading part it must be, in this broadened drama of worldrelationships requires a highly trained personnel. Here is the chief task which, with improved methods and enlarged vision, commercial education must assume. With the new world-outlook, however, and the new commercial contacts and opportunities growing out of the war, increast interest in foreign trade on the part of an enlarging number of business concerns and of ambitious young men who foresee in the foreign field an attractive and lucrative career will doubtless develop. In this development commercial education must not merely keep apace; it must lead. It remains true, of course, that commercial education after the war must still be predicated primarily upon the demands of our domestic trade. It must be more closely articulated with the actual needs and practices of modern business and commerce, which in turn must take a more lively and intelligent interest in commercial education. There must be closer coordination of, and cooperation between, business and school. Commercial organizations and business men must have a larger participation in the shaping of school and university courses of study and in the actual work of instruction along commercial lines. In turn the faculties of our commercial schools must get a larger familiarity with the processes of business and a larger comprehension of its underlying principles. Bureaus of business research, after the model of the Harvard Graduate School of Business, or better after that of the Mellon Institute of the University of Pittsburgh, in the field of industry must be multiplied and their facilities made available to every important business community and commercial group. Such bureaus, in which must be coordinated the resources and business laboratories of chambers of commerce and other trade organizations and the skill of the trained business expert, will investigate such problems as markets, domestic and foreign, international banking and exchange, exporting and importing, employment management and labor problems, procurement of capital and capitalization, cost accounting and scientific business methods, business waste, economical location of industries and plants with reference to raw materials, markets and transportation facilities, and a score of like problems vital to efficient merchandising and trade. The business-research man should do some teaching, and the teacher should have constant contact with business problems and processes. As far as possible every student looking forward to a business career should be given actual business experience while in school, thus coordinating business theory and business practice, and making of himself a more efficient aid in the business world. Tho much seems to have been accomplisht by way of providing posthigh-school training for business, the fact is that to thousands of ambitious and aspiring young men and women who live in smaller cities, and even in some of our largest cities, the gates of progress thru education are closed because no adequate post-high-school courses in higher commercial training are available. In scores of our large cities this anomalous situation obtains, and usually without adequate excuse or justification. In such cities the local trade organizations, cooperating with the state university or nearby college, or, in the absence of these, acting independently, should be able and willing to establish and support an evening school of commerce, underwriting its finances at least for a few years until it should become selfsupporting. What can be done in the field of higher commercial education in every large city in this country may be illustrated by brief reference to the prospective educational work of the National Association of Credit Men thru its Institute of Credit. This association, one of the most powerful and influential business organizations in the country, has for some time recognized the need for standardizing and strengthening its educational work. After a year's study and investigation the Committee on Credit Education and Management, acting upon the recommendations of a committee of three experienst university business educators, brought in a report to the National Association of Credit Men at the annual convention held in Chicago, June 19, 1918, presenting the outline of a plan for the establishment of an educational department of the National Association to be called the National Institute of Credit. This report was approved by the convention. The plan of the Institute provides for a uniform course of studies in such subjects as principles of business, merchandising, accounting, economics, banking, business barometrics, business law, corporation finance and investments, business English and correspondence, bankruptcy law, foreign trade, credits and collections, credit research, etc. The course is planned to cover three or four years and may be pursued in schools of commerce of universities and colleges of recognized standing. It is planned also to reach thru correspondence courses of a grade consistent with the standards of the Institute, those to whom such schools are not accessible. Upon the satisfactory completion of the prescribed courses of study, the student member of the Institute will be awarded a certificate from the National Institute of Credit. The position of Director of Credit Education has been created, the director being charged with the duty of develop'ing the details of the Institute plan, both as to organization and as to the educational program. In the launching of this plan the National Association of Credit Men, which embraces in its membership some twentyfive thousand of the most alert and successful business men from every state in the Union and from Canada, has recognized the supreme importance of commercial education adapted specifically to the needs of those having to do with the nation's credit structure, upon the soundness and virility of which, of course, all business depends. This new development is not only significant in its promise of enlarged service to the business community, but is a clear indication of the recognition by representative business men of new responsibilities and new opportunities in commercial education. COMMERCIAL EDUCATION IN PREPARATION FOR GLEN LEVIN SWIGGETT, BUREAU OF EDUCATION, WASHINGTON, D.C. Do commercial education and training for business mean the same thing, that is, do they have the same object in view and propose by similar means to accomplish that common object? Until there is a larger degree of common thinking with respect to commercial education and training for business, there will be a corresponding lack of common action; and the lack of common action on the part of the schools means a loss to the nation's industrial and commercial efforts and output. We have confused too long vocational training for specific phases of organized business with the more general subjects that not only train for the profession of business but afford a high type of culture, namely culture that enables one to swim intelligently with the current of his time and to exercise a citizenship wherein obligations and rights are in full accord. Shorthand, typewriting, bookkeeping, office practice, machine operating, and similar subjects are distinctly vocational. No one can become, however, an efficient stenographer or bookkeeping clerk without knowing how to write, spell, and calculate. In consequence, penmanship, spelling, English, and arithmetic are added to the course of instruction simply as |