temptations of business life shown up. Because these things are neglected, or imperfectly explained, in our schools and colleges, thousands of youths annually wreck themselves upon the sophistries of the business world. Upon every business field lie these wrecks of men, who would very likely have seen the way to honorable fortune had they been instructed in advance concerning the temptations they were to encounter. A love of truth, and the possession of a personal integrity above temptation, constitute the highest capital of the youth who would seek business success.

I am aware that there are many who think differently. But I have followed the careers of a thousand men who have sought success by unscrupulous ways, and have watched their brilliant ability go down to poverty, where honor would have brought prosperity; while in the case of those dishonorably succeeding, fortune was invariably embittered by the contempt both of self and of neighbor. Eventually, "respectable" thieves are always recognized in every community.

Such are the requisites of a business education, as they seem to me after a long and perhaps unusually broad experience in affairs. I am aware that in a measure I am departing from certain accepted standards. But the business world is changing rapidly, and education must be advanced to meet the requirements of the new conditions.

THE SCIENCE WORK OF A FOUR-YEAR COMMERCIAL COURSE ALLAN DAVIS, PRINCIPAL OF BUSINESS HIGH SCHOOL, WASHINGTON, D. C.

That every high-school course, however specialized, should contain within itself the elements of a good general education, and that a knowledge of the natural sciences is an essential part of a complete general education, are two propositions which will readily gain the assent of all who have considered the matter of the American high-school course. Nevertheless, it is probably true that the natural sciences are not given sufficient time or weight in the average high school. Language is treated liberally; mathematics has a wellestablished place; history and its allied studies are not neglected; that group which gives character to the course-manual training, business training, literature, the classics-is seldom underrated. But both in time and in organization there is much to be desired in science.

One hour a day thruout the four years, or approximately one-fifth of the student's time, is perhaps an allotment which is sufficient for science, and which does not encroach upon the needs of other studies. This would permit elementary biology, combined with the study of commercial products, to be pursued in the first year, followed by chemistry in the second, and physics in the third, with a final year of application and review thru the study of the scientific phases of typical business organizations.

So far as training and power are concerned, a commercial course in science should not differ materially from the similar work of the ordinary high school. It will teach accurate observation, lead the pupil to experiment with a definite purpose, teach the art of manipulating apparatus, train the eye and the hand to perform their functions skillfully, serve as a course in practical logic both in induction and deduction, tend to accuracy and facility in speech and in recording; above all, it will create the true scientific attitude in the student, and teach him to suspend judgment until he has obtained proof; it will force him to feel that evidence is better than faith, that he must be judge and examiner rather than advocate.

In determining the content of a course, its purpose must be primarily considered. As the commercial high school will not, to any considerable degree, prepare for college, it is freed from the restriction of college-entrance tests and requirements. It does not specifically prepare for engineering or the professions, and therefore need not specialize along these lines. It must, on the other hand, make the student broadly intelligent, so that he may have general information upon a variety of matters of practical knowledge, may know his limitations and when to consult the specialist. It must, in other words, fit him to be a practical man of affairs rather than a specialist. Theoretically, the conclusion follows that the whole field of science should be covered; practically, that those sciences should be selected which most nearly cover the field. The difficulty of such a task, altho great, is measurably lessened thru the aid afforded by correlation of science with related studies of the course.

In the study of general and commercial geography, which will probably be classed with the historical rather than with the natural-science group, lie an excellent introduction and a powerful aid to the sciences. Geography may be defined as a study of the arts and sciences from the view-point of location upon the earth. Whether it be taught by beginning with the universe or with the neighborhood, it gives an idea of those principles of astronomy which are essential to even an elementary knowledge of man's place in nature, points the way to geology and physiography, and constantly uses data drawn from all the sciences. Therefore, the usual science work of a high school where geography is taught will receive aid at many points from this subject, which calls upon science for explanations and illustrations.

Perhaps the best way to approach science in the commercial high school is thru the study of commercial products, which should be based upon elementary biology. This subject does not require any great knowledge of mathematics; the apparatus required is mainly simple and easily obtained; many of the data can be obtained by individual observation outside of regular school hours; it deals largely with phenomena of general interest. I am aware that botany and zoology are frequently taught as if their subjectmatter were entirely apart from the ordinary experience of the student, and that the teacher, in too many instances, has been lost in the specialist. But

this is an argument for nothing except improvement. It is both scientific and profitable to join the study of the function and structure of the plant with that of the commercial product derived from it. For example, in the case of the wood products, one can study the roots, bark, wood, and leaves of the tree, and proceed directly to the study of oak and pine, and to the methods of sawing, preparing, and marketing. In fact, a knowledge of the wood as a commercial product is imperfect without a knowledge of the botany of the tree; conversely, a knowledge of the commercial wood is an excellent aid to the study of the botany of the tree.

In the second year, after having received some definite training in scientific method, the pupil may begin the study of chemistry. This subject introduces him to a new phase of nature. It continues definite scientific training, and leads to the study of commercial and industrial processes as well as of products. It does not require any great knowledge of mathematics and, like the first-year science, can be taught with apparatus which is comparatively inexpensive both for class-work and for individual use.

By the time the student reaches his third year, he has obtained training in the careful manipulation of apparatus, has mastered perhaps the elements of algebra and geometry, and is prepared to perform simple quantitative experiments. By placing physics in this year, we secure economy of time and sufficient preparation on the part of the pupil to enable the subject to be mastered readily in the four hours a week which are presumably allotted to it.

Thruout the course, the relation of theory to practice, of the science to the art, should be constantly emphasized, and, wherever possible, the industrial and commercial application should be used for illustration and explanation. The fourth year of the high-school course, however, affords an exceptional opportunity for the correlation of science with intelligent study of the arts which make modern business possible. In every large city, and in most of the smaller manufacturing towns, it is not difficult to make a scientific study at first hand of manufacturing plants of various kinds. Similar investigations can also be carried on by other departments with profit. For example, the department of bookkeeping and accounting might examine into the bookkeeping of a large electric-power plant, compare its methods with those of the school bookkeeping class, obtain explanations of its special books and devices for office economy, and perhaps originate, with the aid of a skillful instructor, new methods of business organization. In the department of history and politics, whatever its exact title, the relation of the corporation to the municipality could be considered, and the various questions of vital importance relative to public ownership and regulation of such institutions could be considered. Concurrently, under a different instructor, the same pupils might study the scientific phases of the plant. Geography would naturally consider its relation to coal and water supply, and the advantage of location. Physical and chemical knowledge would be required at almost every stage of the investigation. Similarly, almost any factory would

bring the student into touch with products studied in the first year of the course, and require the application of scientific knowledge for the full undertsanding of both process and product.

It would be mere surplusage to argue the educational value of such training before an association of teachers. To one engaged in business its practical advantages are equally obvious. While it is true that a man of executive ability and business sense can employ others to do his scientific work for him, it is equally true that he will find difficulty in deciding whom to employ without some general knowledge of the subject-matter. Many a man of good judgment in ordinary business affairs has failed because he accepted the word of the promoter as to a venture, which an elementary knowledge of science would have condemned. Moreover, the average man must draw his own conclusions in ordinary matters without the aid of the expert, and therefore needs a broad, scientific education to fit him for his life-work.

The same line of reasoning will lead to another important conclusion; namely, that election of subjects in science should not be allowed to such a degree that the student may obtain but one or two branches in his highschool career. Disregard of this principle leads many schools to graduate pupils who are one-sided from the development of their likes rather than their needs, and who have chosen their courses along the lines of least resistance. The remedy lies in permitting students freely to choose a business, scientific, technical, or academic course, but in so grouping within each course that the graduate will be educated fully, rather than pampered into an unsymmetrical development. Provision can be made for the intensive training of the bright boy or girl without interfering with the general plan of the course for a broad, scientific education.

Laboratory equipment must be given careful attention in order to secure the best results. In addition to the usual fittings and apparatus, every commercial school should be supplied with a museum exhibit of products and processes, and this can best be arranged by the instructor in science. The first-year exhibit, which should be arranged in the order of the course, would be limited chiefly to natural products--woods, fibers, oils, cereals, etc. An exhibit of products and processes would form a useful and interesting adjunct to chemistry. In fact, the chemical storeroom, if systematized, might well be made a part of the exhibit. In physics it is even possible to show historically the development of such machines as the steam engine and the dynamo, altho the primary purpose should be educational rather than historical.

I am aware of the enormous expenditure of time, labor, and selective power which such a museum requires; but, on the other hand, I believe that the return more than warrants the outlay. Pupils are anxious to give both specimens and labor, the public and school officials are appreciative, and museums and industrial concerns are generally willing to contribute.

That there should be the closest and most carefully wrought-out adaptation of each department to every other in the school will be admitted. Among

the various science departments, this relationship should be particularly close. It is equally true that this interrelation should extend from the departments to the teachers. It is fatal to success to have the teacher of composition and literature ignorant of the aims of the department of technical business training, or, worse yet, hostile to anything that partakes of the nature of utilitarian education. The science teacher should see clearly the relation of his subject to the complete course; he should be acquainted with the standards and methods of other departments, and should be in sympathy with the aims and ideals of the school. On the other hand, it is his duty to see that due consideration and weight are given to science, and that the scientific side of commercial education is recognized by the school, and presented fully and clearly to every student.

THE STUDY OF LOCAL INDUSTRY AND TRADE

JOHN L. TILDSLEY, HIGH SCHOOL OF COMMERCE, NEW YORK CITY There are three questions which naturally suggest themselves to you when this subject is announced: (1) What is meant by "the study of local industry and trade?" (2) Why should the subject be studied? (3) What is the proper method of study? To answer these three questions is the purpose of my paper.

The first question, then, is: What is meant by "the study of local industry and trade"? One man's conception is that of a series of observations starting from the district where the student lives, and working out in widening circles till the whole city has been observed. With him the field work and the report are all-important.

Another man understands by the subject a series of lectures by men who have been successful in various industrial enterprises, and who will tell the students why they were successful, and what the qualifications for success in that particular field are.

One man makes it a finishing subject. He therefore places the study in the last year of a four-year course, and makes it a laboratory in which is applied and tested all the knowledge that has been gained from all other subjects during the previous years of school life.

Another man considers the study, not as a means of testing previous knowledge and the understanding of principles learned, but rather as a means of learning how to acquire knowledge and how to formulate principles. This man places the subject early in the course and makes it introductory to the systematic study of the social sciences. With this arrangement of the study the writer is most in sympathy, tho he recognizes the great advantages of the subject as a testing-ground.

But, as in the case of most subjects of study, the question of what this study comprises depends, first, upon the aim of the course, and, second,