The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1903-12-14


Certain subjects have received a recog-
nized place in the colleges because Of their
general cultural and disciplinary infu-
lum should begin with those branches
which are usually taught in colleges for
these purposes: English, mathematics.
especially physics and chemistry. The
science is essential because the student
should learn something OF the scientific
methods OF investigation, and should feel
the impulse OF the scientific spirit These
courses need not differ from those taken
by the liberal arts students in the same
university, except that greater stress
should be laid upon facility in speaking the
foreign languages.
The term semi-professional may be APP
piled to another group of subjects which,
while being in themselves means of culture
and discipline, are intended especially and
directly to fit the student for his work in
life. Commerce and industry can exist only
in a society-an organized group OF persons.
1t is of the greatest moment, therefore,
that the nature of the social organization
should be understood. Hence the semi
professional subjects should center around
those sciences dealing with social phenom-
ena; sociology, discussing the origin.
growth and structure of society; politics,
treating of the organization for govern
mental purposes; and especially political
economy, presenting in an orderly arrange
ment the knowledge respecting mans ac-
ton in his efforts to satisfy his material
wants. Besides a study Of the theory OF
economics, special attention should be
zeal economy-as money. banking, the bust
ness or exchanges, transportation, inSur-
ance and public finance Closely related
J TO these are certain courses in history,
with the emphasis put upon the economic
and financial aspects. They are necessary
TO give an explanation of the way the
modern economic organization has been de-
veloped and TO reveal the forces that have
been determining factors in national pros
perity or adversely. Most of the subjects
of this group have for long time been in
corporated into the curricula OF the leading
institutions in America.
Others are now being added which deal
with the technique of business and in
dustry. They may be called the technical
or professional courses. Here at once
difficulty presents itself. The forms of
business are so varied, how, it may be
asked, is it possible TO give even a super
ncial knowledge respecting all of them.
1t may be replied that in spite of the great
variety in business callngs there is a
large body OF information, experience and
procedure which is common, to them all.
After pursuing the courses OF q general
technical nature the student could have the
opportunity to choose from elective courses
those bearing Immediately upon it's future
work. Furthermore, each institution should
lay particular stress upon those branches
OF Industry and commerce in which Its
clientele is especially interested. These
technical subjects should include: 1. A
course in business organization and man.
agement to acquaint the student with the
various methods OF conducting business
limitations of each. 2. Commercial geogra-
ply describing the sources and distribution
of the materials of commerce and manu-
features trade routes markets, colonial
ton in it's economic aspects, etc 3.
counting and auditing, theoretical and prac-
teal, with a study of business forms. 4.
Commercial law. 5. Special elective courses
for the chronological study of the chief
articles or commerce in their various stages
of production. These courses are not de-
signed to prepare students for RESPONSE
bic positions in the production of the arti-
Giles in which the highest chronological
knowledge is necessary; but to make it pos
sible for them as merchants to understand
and TO discuss intelligently with the pro-
Queer or his agent the relative merits of
the various articles In which they deal. For
such courses the aid of the chemist, the
BIOLOGIST, the botanist, the physicist and
the mechanical engineer must be invoked.
6. For persons desiring to enter the con-
sular service there should be provided a
course dealing with diplomatic history, the
growth of the consular service and the
duties of consular officers.
The main purpose of such course il not
the acquisition of a mass OF unrelated
facts in regard to business procedure, but
mental principles that the graduate after
some practical experience may know how
to meet new contingencies and may take
the initiative in deviSing and applying new
methods. This implies that discipline Is
the paramount thing. But the discipline
| will have been acquired in the study of
| those things bearing Immediately upon his
| future work and this is where the saving
| or time Will be made.
Higher commercial education rests upon
| as solid a basis as the special training for
agriculture, horticulture, forestry
| cheering, and there exists a subject mat
| ter which can be presented in a systematic
| the faculties for the accomplishment of
definite ends.
SOME OBJECTIONS CONSIDERED.
| The chief objections to the introduction
| of a commercial course into the college
| curriculum may be grouped somewhat
roughly into two classes: % objections
made by practical business men; C9 pro-
tests from those who fear the extinction
of college idealism.
In the first class are found the depreca-
tory statements of certain business men
some OF very high standing-who hold that
college education can do little or nothing
| in the way of preparing young man for
a business career, If 1t does not wholly unfit
him for such life. In reply 1t may be said
In the first place that such objections are
aimed chiefly at the college of the old type,
having the rigid classical course. The
charge that college training puts a young
man out of touch with business life cannot
reasonably be made against the college
course whose essential purpose is to corre-
late more closely the preliminary training
and the subsequent business career.
One objection from men of practical af-
fairs arises from Misrepresentation of the
purpose or such courses. As said before,
Ii Is not the expectation of the advocates
OF the new course TO graduate men who can
at once assume all the responsibilities of
business managers. One hardly expects the
graduates of our long-established law, med
ical and chronological schools to put on at
Court of the united States, or to render
the services of DR.. Virchow or DR.. Lorenz
or to construct q tunnel under the Hudson
river Why require more from the higher
commercial schools than from the best pro-
fessional schools?
Sometimes it is said that a man is a
born business man, a born teacher, a
born" lawyer or born" surgeon But
because one is born with certain endow-
ments is that good reason for ignoring
or rejecting all the accumulated knowledge
and experiences of the human family in
these matters? Is it not true that the world
puts the stamp of born upon the teacher
the lawyer, surgeon or artist only after he
has demonstrated his superior skill-a skill
which is the result of long and ardaous
study and diligent application of the funda-
mental principles of his subject?
President Eliot has said, in this connec-
ton: Il believe commerce and industry in
their higher ranges to be eminently intel
lectual pursuits, and i know no other
intellectual calling for which a.professional
school is not now provided, 1t used to be
the fashion to study medic e by cleaning
drugs and driving around wit. Tim to make
his calls and 10 study law by Dpying deeds
and briefs in lawyers Office, and reading
books taken from the lawyers little IL
brary In the intervals Of clerical labor but
the world has now learned that there is a
better way of studying medicine and law;
namely, by going 10 professional school,
where progressive. systematic instruction
rapidly developed is TO be had. To deny