The New York herald. [volume] (New York, N.Y.) 1920-1924, 1922-09-03


possession OF the field until 1900. when
three more institutions entered the
field, and similar departments in other
institutions followed rapidly.
Bridge Gap Between College
Days and Business Life
II Is worthy OF note to mention the
prevailing schemes now In vogue
throughout the country for making
this actual contact with business more
real-for bridging the gap between
commencement day and the business
of real living. Unquestionably the gap
rover day by day.
Take Boston University. for in
stance. where students study business
in the classroom and laboratory for
four years and are then certified.
Thereupon they take on a more or less
apprenticeship relation in business
houses for the period of n year. At
the same time they automatically be-
come members OF the evening division
and carry on one or two courses there.
The fifth year. that of supervised en-
ployment. Is viewed as the determine
ing factor In the university training,
and is expected TO be. in a large meas
ure, an indication OF the students
fitness in assuming responsibility in
the business world before receiving a
college degree.
college of engineering and commerce,
in the five years course for CONNER
cial engineers. requires a pretty def
mite relationship with the COM
murity through alternating periods of
two weeks each between the classroom
and the shop or foundry. Thus again
classroom theory IL linked with ac-
tual. everyday business practice and
procedure. That Is to say, one group
of students is given instruction In the
college halls for two weeks while the
other half works in business estab-
lishments. At the end OF each two
week period the schedule is reversed,
and during the entire course the two
groups alternate.
Supervised Employment
Feature of Schools of Business
1t is certain that the problem of
supervised employment must be met
and solved by every type OF university
school of business. Whether II is III
the graduate or the Undergraduate de-
partment. in tho municipal institution.
in the school of commerce or OF bust
ness administration, the problem IL
one. after all, which vitality affects the
entire educational system OF the coun-
try.
More than fifty collegiate institu-
tons in this country have inaugurated
separate schools or departments OF
business, and the Association Of Col
legiate Schools OF Business. formed
some seven or eight years ago. has be-
come the official body for such depart
ments. Membership is institutional
and upon presentation and acceptance
OF certain standards. faculty and
equipment for this type of work.
There are now twenty-five institu-
tional memberships in the organiza-
ton. and Ii may well be said that
membership represents the very high
est development In the training for
business.
The newer departments in the older
institutions include the Universities OF
Washington, Texas. Boston. Pitts
burgh. Denver. Illinois. Nebraska,
Southern California, Cincinnati. Ore
g)n, Oklahoma, Michigan. Wisconsin.
Montana. Missouri, Kansas, Virginia.
Tulane University OF Louisiana, North
western and others. For years the
commerce instruction has been well
developed in the older schools. includ-
ing the Universities OF California. Chi
cago. New York, Pennsylvania, Har-
ward. Dartmouth College and others.
Dartmouth College and Harvard Col
lege were the first TO offer instruction
in business for college graduates.
Within the past five years other
graduate departments have been es-
tablishcd at Northwestern. University
of Washington. New York University
and one or two other city institutions.
Foremost I'm the field of business
education the name Of the late Charles
Waldo Haskins holds a leading place.
The first Dean of the New York Uni
versity School of Commerce. Accounts