Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1908-10-27

ballast of correct ideals and who are
endowed with integrity Of purpose;
thorough instruction should theh
create the capacity to realize these
ideals.
Commercial education Will be GAS
scd as elementary, or as preparation
for mere routine of office work, by
those only whose scope of vision IS
narrow and who have rallied to grasp
tie meaning of the new economic era
in which it is their privilege to be nv
ing. To formulate a course for com
mercial instruction in our High scnooi
does not mean to exclude al ciaSSl-
cal and scientific studies, nor does IL
mean that certain technical CONNER
cial subjects like shorthand, type
writing. and bookkeeping. are SIMPLY
added to the curriculum In order that
those so inclined may elect these SUD
iects to the exclusion of others OF
more formal nature.
If properly understood and appied,
it will mean that history, mathematics.
sciences. and the languages are to some
extent to be studied with reference to
nresent social economic and business
conditions, both at home and among
foreign peoples. 1t will mean also,
that purely technical commercial sub
iect. b,e taught and managed by those
who appreciatc the cultural qualities,
the Journalism of training, the theory
of mental development. Their instruc
ton must be not only widening, use
full. ana good. but also good for some
thing.
Not long ago it was said to be the
boast OF some German schools Of high
or education. that they transformed
their students into good Greeks ana
good Romans; but the German ideal
in matters of education today, in 1908,
is to make good Germans. Those who
advocate commercial education believe
that the road travelled to exercise the
mental qualities, to establish 1udg-
ment, to cultivate memory and to de-
vtlop the imagination, may be road
leading directly into the activities OF
the letter social community. The best
teachers of the classics, Of English. of
history, of science and of mathematics,
are those who take cognizance Of the
commercial course and its require
ments. and who can add substance to
it by interpreting these subjects, IN
their relation to modern industry and
social conditions.
In many respects the business col
lege PEOPLE have been interpreting the
imperative need much better than the
public schools; hut their training was
only first step in the direction Of
social capacity and service. BY the
use of model offices, counting rooms,
typewriters and practical work, bust
ness colleges were producing the
activities of actual business. This was
done iii a narrow and artificial way. to
be sure, but after all. much more eff
fectively than it was in the traditional
secondary schools The success and
continuance of the business college is
due to just this: it has done work
that elsewhere was generally neglected.
Hitherto the business community has
Eeen unable to make any satisfactory
use Of those trained in the high schools.
or to offer them a place BETTING their
age and ideas. Business men have
been compelled to choose between the
''devil and the deep sea" of general
ignorance in those from the grammar
schools. and a scant technical education
in those from business colleges.
1t is rot our purpose to sivc. the iT1-
preston that the Commerciaf Depart
ment will seek to turn out ready