is placed on the salary list of the commercial school until a vacancy is found in the classical school. Who can deny that the reverse condition would be equally wrong?

Trained commercial teachers for the secondary and higher schools of commerce is not only a pressing need of our time, but is entirely possible of realization. The American Commercial Schools Institution now being considered by the independent business schools is a splendid conception, and will make the continuance of those schools a possibility. The supervision of the American Commercial Schools Institution over elementary commercial training will eliminate the fake business colleges and the confidence man who poses as a business educator.

It may readily be seen that the conditions existing with respect to the training of commercial teachers for the high schools and colleges do not exist to the same extent in any other educational field. It is not sufficient for a commercial teacher in a high school, for example, to have completed the highschool course in commerce, and then graduate from the college course in commerce, altho this would give him a greatly improved mental and professional equipment, and would also give a corps of commercial teachers worthy of the name. The education from high school, then from college, may appear to be a sufficient preparation for teaching in the classical or scientific high schools or colleges. But the commercial teacher who today achieves the greatest success, and in the future will be most sought after, must not only graduate from the university school of commerce, but must know business at first hand. To some extent, at least, he must be a business man, for the same reason that the faculty of the law and medical schools is made up, not only of the graduates of law and medical schools, but of men who have practiced their profession to some extent in the field of life.

In addition, the commercial teacher of the high school or college should have studied those professional subjects bearing upon teaching and the laws of human thought. Every course in a college in commerce should permit electives of a pedagogical and professional nature for prospective teachers of commerce in the high school or college. Without training of this character, commercial teachers are blind to the instincts, the passions, the motives, and to all that psychological investigation reveals to the executive and the teacher.

Travel is a great teacher of teachers, and to none is it more necessary than to the commercial teacher. The Japanese and the Germans send their youths to all parts of the world to be educated by travel, by contact with strange peoples in strange lands; and the result is modern commercial Germany, and Japan the wonderful. To visit industrial establishments of all kinds; to find out their work and ways of working; to teach the principles of ethics for use, where ethics is most needed; to teach the use, the getting, and the power of money; to pour a subtle oil on the machinery of life; to prove the fallacy of Kipling's lines,

And little folk of little soul

Rise up to buy and sell;

to be the sociologist of the world's business-these are a few of the possibilities and qualifications of the commercial teacher.

WHAT SHOULD BE THE EDUCATION OF A BUSINESS MAN?

JOHN BRISBEN WALKER, EDITOR OF THE COSMOPOLITAN" MAGAZINE, IRVINGTON, N. Y.

If, at the beginning of the twentieth century, education does not accomplish that which may reasonably be expected of it, the indifferent results must be ascribed chiefly to the failure to determine clearly in advance the purposes for which studies are to be pursued. While our great schools are organized in the most complete way for instruction and administration, I have found, by personal examination covering nearly a dozen of our leading universities, that there exists no board or commission of disinterested men whose duty it is to determine what education should be.

One can scarcely expect that the influential professors of Latin and Greek, whose dignity has come down thru three hundred years, will vote to abolish their own offices. Yet to them has been largely committed the task of determining the all-important and fundamental question: "What is education ?" Until some university appoints a commission of disinterested scholars and men of wide attainments to consider in formal session this subject, which is preliminary to true education, we may expect prejudice and the customs of the ancient schools still to hold the chief sway.

In attempting, therefore, to outline what should be the education of the modern man who has chosen the business world for his career, I have but little to guide me. The libraries show that small attention has been given to the subject; I base my conclusions upon an experience of thirty-five years in association with, or in handling, men-young and old, in publishing, manufacturing, and in general business-to determine the things which most contribute to the moral and material successes in the business world.

The time allotted any man in which to seek an education in the schools is all too short. No matter whether he has at his disposal two years, four years, or six years, all are insufficient to cover the field of important knowledge. It therefore becomes essential to arrange with the utmost precision the order for the period of time available. But before this can be done so that the result will be without waste, the student must determine: "What do I hope to obtain by education?"

The answer to this must embrace certain things which apply to all students. Every man seeks: first, happiness-not enjoyment merely, not pleasure, but that deeper felicity which can be founded only upon right living-a conditionof the soul which is given out as well to those around about us; secondly, the tools with which to accomplish business results.

It goes without saying that the nearer one comes to truth-that is, to a clear understanding of the conditions which surround us-the more certain is he to achieve happiness, the more certain to accomplish results.

If the youth starts out in a fog of deception, his every effort must be hampered. If he comprehends but dimly the causes at work about him, he is likely to deceive himself and to deceive others.

Therefore, in the acquisitoin of knowledge comes first and fundamentally some comprehension of the universe. As a preliminary and an accompaniment to business training there should be brief studies of the known facts, first concerning the universe itself, and, secondly, of our own globe. If one starts in ignorance of things which concern all life, there will be endless groping in the dark. Having some knowledge of the world in which he existsastronomy-and of the globe upon which he lives-geology-he must next know something of the things round about him-botany and chemistry. Then comes the even more necessary knowledge concerning his own bodyphysiology; health stands first and foremost in human acquisitions, and health will not last long without knowledge. Lastly some understanding of his own mind-psychology.

Do not say that these are the advanced studies of the university, and that there is no opportunity for them in a short business course. They must become a part of every education, because they are all-important, all-necessary. Without them the mind of the business man must ever remain confused. They enable one to comprehend; they give the power to see. The time will soon be here when they will be recognized as essentials in every educationas preliminary to all right thinking. To know where we are upon what; to have some comprehension of the phenomena going on round about us; to understand our own bodies, and so preserve that health which nine scholars out of ten now sacrifice thru ignorance; to have some insight into our own mental processes, and the workings of the minds of those with whom we come into contact—this knowledge belongs at the beginning of all true education, and its assimilation should move concurrently thru all courses.

And parallel to this must be kept a scientific study of human happiness. What is true happiness, and how is it to be attained for one's self and for one's neighbor? In acquiring health and vigor, in aiding good government, in wise business planning, in perfected organization, in economic production? These things concern the problems of happiness, and should be constituent parts of all education. When once their true place of essential preliminaries is recognized, humanity will advance with extraordinary strides. These studies do not mean the use of such numerous text-books as are now employed in our colleges, but of simply written little volumes from such really great minds as have that grasp, that power of bird's-eye view, which enables them to give much in little; which makes clear the greatest subjects; which in simple language, touching only the salient points, conveys that knowledge which so many writers have seemed to delight in making abstruse.

We now come to the tools which education furnishes for the accomplishment of life-work. Of these, certain ones are necessary to all. To mention them in the order of their importance:

1. How to take that physical exercise necessary to the proper care of the body; because if one falls into ill-health, all things else become insignificant. 2. A knowledge of one's own language.

3. Ability to make analysis.

4. A knowledge of the use of figures.

5. An understanding of the principles of classification and organization. Beyond come the courses of specialization to fit the student for the work he has elected to pursue, and into these it is not necessary to go. If, for instance, he is to become a bookkeeper, he must have already laid the groundwork in his study of analyses and of the principles of classification and organization; for these underlie all successful accounting. That bookkeeper is always a failure, except in the humblest work, who is not grounded in these preliminaries, which are also essential to all education. And oh, the pitiful failures that I have personally witnessed-failures that might so easily have been made successes if their minds had been properly opened in their preliminary training.

Take, for instance, the study of analyses. In whatever business a man may find himself, success or failure depends upon the power to analyze the problems which present themselves during every hour, at every turn in life. Failing to understand the conditions, he can make no real analysis; failing in his analysis, he goes to meet his problem improperly equipped, and only fortunate accident may save him from disaster.

The successful business man makes an analysis on paper of every important problem, before venturing upon action. Tabulating, with brackets. against every phase of the undertaking-following each probable result out to its furthermost limits-he reaches a point beyond which he cannot go. He has now before him a bird's-eye view of the situation. If failure comes subsequently, it will be because of conditions impossible to forsee.

And this tablulated analysis must be applied to the smallest as well as the largest affairs of business life, if one would act upon premises clearly thought

out.

Much of what has been given here as essential to the training of business men is known in the schools as "science." Scientific knowledge comes into play in practically every branch of modern business. Its lack handicaps. every man who would accomplish. To the manufacturer, in the use of materials; to the merchant, in the intimate knowledge of goods; to the contractor, in carrying out his work to economic advantage; to the man engaged in transportation; to the investor, seeking opportunities which will bring him fortune; and above all to the young clerk, who would advance himself by becoming useful-to all these science presents itself as necessary, as indeed it is to any career which would rise above the most commonplace.

Knowledge of one's own language is an important factor in business success. The study of grammar and rhetoric, of synonyms, and of the best literature, is essential to that choice of words which brings conviction to the hearer; to that concise style so necessary in modern correspondence; to that clear and exact statement so essential to contracts, either oral or written. But beyond his own tongue, no one should waste upon languages, ancient or modern, the precious minutes of the all-too-short a time which he can give to education. The man seeking a business education is a runner in a race. He has but so many seconds to win his goal: and he must keep constantly in mind the course he has set himself to pursue. If he deviates, he loses.

Modern languages are a thousand times more valuable to the student than the Greek and Latin which for so many centuries were deemed the only education, but to defend which, in this age, is to be ridiculous. But even French and German must be eliminated from the instruction of the young man who desires a mastery of the essentials. Languages may be acquired at any time, by anyone, in spare hours. They are no part of the fundamentals of either a business or a liberal education; so wide is now the field which must be covered in other directions.

In conclusion, I would urge that above all, before beginning actual studies, there should be a carefully matured, well-thought-out plan for the education of each individual. This work is now done in a haphazard way. But at least a week at the beginning of the school year should be given up to the careful consideration of what the young man proposes to accomplish. During this time he should not be rushed. It should be a week of quiet thought, and attendance upon lectures which would show the purposes of the several courses, and their usefulness and their bearing upon the various employments of life. Each student should have, in the preparation of his table of studies, the personal counsel of his professors and instructors. Each should have pointed out to him the purposes and advantages of the proposed courses. No matter how crowded the terms of studies, an entire week is not too much to give to this preliminary; so all-important is a clear comprehension, in advance. of what the student aims at and proposes to accomplish.

Running thruout the course of the business man's education, should be taught organization-its lessons ingeniously contrived to become a part of his daily life-because an understanding of organization is, after the power and knowledge necessary to comprehend things, the secret of all success in business life. The keeping of accounts-everyone should have some knowledge of accounting--the art of filing papers, and, above all, the making of analyses, have to do with that organization which is interwoven with every affair of business life.

One other teaching must run thruout the business course. That institution fails which does not provide for constant lectures upon "Integrity, the First Requisite to a Successful Business Career." Every part of business ethics should be discussed: difficult situations should be presented, and the