@prefix vivo: . @prefix edm: . @prefix ns0: . @prefix dcterms: . @prefix skos: . vivo:departmentOrSchool "Education, Faculty of"@en ; edm:dataProvider "DSpace"@en ; ns0:degreeCampus "UBCV"@en ; dcterms:creator "Bruce, Graham"@en ; dcterms:issued "2011-11-10T20:45:30Z"@en, "1941"@en ; vivo:relatedDegree "Master of Arts - MA"@en ; ns0:degreeGrantor "University of British Columbia"@en ; dcterms:description "[No abstract submitted]"@en ; edm:aggregatedCHO "https://circle.library.ubc.ca/rest/handle/2429/38922?expand=metadata"@en ; skos:note "BUSINESS EDUCATION IN BRITISH COLUMBIA by Graham Bruce A Thesis submitted i n P a r t i a l F u l f i l m e n t of The Requirements f o r the Degree of M A S T E R O F A R T S i n the Department The U n i v e r s i t y of B r i t i s h Columbia 1941 CONTENTS Chapter . I I . Business Education - I t s Meaning and I t s Place i n the Secondary School Program..... I I I . The Growth of Business Education i n B r i t i s h CO1\\UIIDXSL • • • « • • • • • • * • • • • • • • * • • • • • • • • • • • • • • • 17. An E v a l u a t i o n of the Present Business Y. A Suggested Program of Business Education.... VI. The Teacher T r a i n i n g Program. \"VIJC* S i * t i n n i Q . 2 ? y • »••••••• ••«*• IBx tal i o^ 3?o.j)ii.y • ••••••••• 0 • • • • « • • • • • • • • • • • « • • « > • • Appendix A: Number of P u p i l s Studying Bookkeeping i n Elementary Schools, 1872 -1906, and i n High Schools, 1876 - 1906..... Appendix B: Business Education Questionnaire LIST OF TABLES Table I . Enrolments by Subject i n the Commercial Course s September, 1906, to June, 1914 . I I . Subjects S p e c i f i e d f o r P u p i l s of the F i r s t , Second, and Third Years of the Commercial Course, September, 1914...... I I I . Commercial Program of Studies, 1925-24. IV. P u p i l s Studying D i f f e r e n t Commercial Subjects i n B r i t i s h Columbia'High Schools, 1914 -1926.... • • • • .. .. V. P u p i l s Studying D i f f e r e n t Commercial Subjects m B r i t i s h Columbia Secondary Schools 1 9 2 6 -1930 . : © « • * e • » VI. J u n i o r High School P u p i l s Studying D i f f e r e n t Commercial Subjects i n B r i t i s h Columbia. 1927 - 1930 * V I I . Commercial Curriculum - Programme of Studies, V I I I . Commercial Curriculum, 1933. , IX. Number of B r i t i s h Columbia Secondary School P u p i l s Annually Engaged i n the Study of One or More Commercial Subjects, 1930 - 1937. X. Commercial Subjects i n 1937 Programme of St u d i e s . XI . Number of Women and G i r l s Employed i n C e r t a i n Occupations i n B r i t i s h Columbia, 1939........ X I I . D i s t r i b u t i o n of Business Employees i n Three Large Establishments i n Vancouver, June, 1940 X I I I . Four-year Program of Commercial P u p i l , 1939-40 XIV. D i s t r i b u t i o n of 239 Withdrawals from F a i r v i e w High Scnool of Commerce Classes, June 30, 1959, t o June 30, 1940.. XV. Age D i s t r i b u t i o n of 127 Cases •Table XVI. D i s t r i b u t i o n of Employment Periods f o r 127 Cases. XVII. Number of Persons Employed i n F i r s t , Second, Th i r d , or Fourth P o s i t i o n and Number Unemployed a f t e r F i r s t , Second, Thir d , or *!Fo \\i3?\"t l i 3? os x*fc x on« •••••••••• • • XVI I I . D i s t r i b u t i o n of 214 P o s i t i o n s Held by 127 n^~-^ XIX. Duties Performed i n 214 P o s i t i o n s . XX. Responses as to Adequacy of T r a i n i n g i n 0ommoi*oxSLX 3u.faj6cts* t « « t « $ « # « « « » • • ! « * « « « » « XXI. Suggestions and Remarks Made by Persons Responding t o Questionnaire............... XXII. Proposed Programme of Business Education f o r B r i t i s h Columbia - 1 -BUSINESS EDUCATION IN BRITISH COLUMBIA CHAPTER I INTRODUCTION For more than s i x t y years the program of s t u d i e s planned by the Department of Education i n the Province of B r i t i s h Columbia has made some p r o v i s i o n f o r business edu-c a t i o n . Only during recent years, however, has t h i s p a r t of the program been accorded r e a l prominence, such prominence i n f a c t t h a t today a large p o r t i o n of the secondary school p u p i l s i n the Province f i n d i t p o s s i b l e t o engage i n a study of some one or more subjects which d e f i n i t e l y belong i n the business education f i e l d . This study, \"Business Education i n B r i t i s h Columbia,\" has been undertaken f o r s p e c i f i c reasons. The u l t i m a t e purpose i s t o suggest a program b e t t e r s u i t e d t o present-day needs w i t h i n the Pr o v i n c e . Such a purpose i m p l i e s at l e a s t a b r i e f c o n s i d e r a t i o n of the development of business edu-c a t i o n i n B r i t i s h Columbia, f o r c e r t a i n shortcomings of the present c u r r i c u l u m are d i r e c t outgrowths of e a r l i e r p r a c t i c e s . This purpose i m p l i e s a l s o a c a r e f u l a n a l y s i s of the business education curriculum put i n t o operation i n the Province i n September, 1937. This new curriculum, planned at a time when the e n t i r e p u b l i c school program was under • r e v i s i o n j was intended to c o r r e c t weaknesses of the former program, weaknesses a r i s i n g out of the i n c l u s i o n of unsuitable subject matter and of d i s p r o p o r t i o n a t e emphasis on c e r t a i n s u b j e c t s . Now that the 1937 c u r r i c u l u m has been i n e f f e c t f o r a p e r i o d of three years, there has been an oppor-t u n i t y f o r teachers to observe i t s advantages and t o a r r i v e at conclusions regarding i t s success i n achieving the two main o b j e c t i v e s of business education, t h a t of supplying general business understandings and t h a t of p r o v i d i n g v o c a t i o n a l knowledge and s k i l l s . An a n a l y s i s of the c u r r i c u l u m must of n e c e s s i t y d e a l w i t h subject matter as w e l l as w i t h the program of \"constant\" and o p t i o n a l courses and t h e i r arrangement. I t must con-s i d e r whether courses f u n c t i o n e f f e c t i v e l y , whether proper grade-placement and sequence have been a t t a i n e d , and whether the f i n i s h e d product i s a s a t i s f a c t o r y - o n e . I t w i l l i n v o l v e , t h e r e f o r e , not only a study of the business education program i n the l i g h t of the most recent f i n d i n g s of educators i n t h i s f i e l d , but a l s o a c o n s i d e r a t i o n of the adequacy of the t r a i n i n g given t o secondary school p u p i l s who have l e f t school t o engage i n some form of v o c a t i o n a l a c t i v i t y . A thoroughly s u i t a b l e c u r r i c u l u m of business education f o r the Province should be based on the f i n d i n g s of an occupational survey together w i t h a comprehensive job study. Although no job survey has been p o s s i b l e w i t h i n the l i m i t s of t h i s r e p o r t , yet on the basi s of a d e t a i l e d i n v e s t i -g ation of a l a r g e number of oases of graduates and w i t h -drawals from the secondary school business course, the w r i t e r ventures to suggest a number of readjustments i n the present system. I t i s intended a l s o t o dea l b r i e f l y w i t h the teacher problem i n the business education f i e l d . Only since 1921 has the Province of B r i t i s h Columbia conducted t r a i n i n g c l a s s e s f o r teachers of business s u b j e c t s . The f i r s t program of t r a i n i n g was based on an immediate need f o r teachers t o cope w i t h the r a p i d l y growing number of p u p i l s e l e c t i n g commercial courses. Changes have been made, and the requirements f o r c e r t i f i c a t i o n today are much broader than those set up under the f i r s t p l a n . Nevertheless even the present scheme may be open t o some c r i t i c i s m and an e f f o r t w i l l be made to point to p o s s i b l e improvements. CHAPTER I I BUSINESS EDUCATION—ITS MEANING- AND ITS PLACE IN THE SECONDARY SCHOOL PROGRAM Since the i n c e p t i o n of a school system i n B r i t i s h Columbia, the program of s t u d i e s has continuously made some p r o v i s i o n f o r t r a i n i n g i n business subjects. During the e a r l i e s t years the elementary schools assumed r e s p o n s i b i l i t y f o r a l i m i t e d amount of commercial work. When a secondary school system was e s t a b l i s h e d i n the P r o v i n c e , commercial t r a i n i n g was g r a d u a l l y s h i f t e d t o t h i s higher l e v e l . While e a r l y o f f e r i n g s were few, the program i n recent years has been widely expanded.- What major changes have been effected? What are the present o f f e r i n g s ? How e f f e c t i v e l y do the present o f f e r i n g s meet the needs of the secondary school p u p i l s ? These are questions worthy of c o n s i d e r a t i o n , the l a s t suggesting a problem r e q u i r i n g s p e c i a l a t t e n t i o n . Before proceeding w i t h a study of any of these problems some thought should be given t o the meaning of the term \"business education\" and, i n a general way, to the major o b j e c t i v e s i t s t r i v e s t o a t t a i n i n the school program. One can h a r d l y make a c r i t i c a l a n a l y s i s of a business education program or develop a u s e f u l philosophy of business education, or even define the term \"business edu-c a t i o n \" e f f e c t i v e l y , without determining what i n t e r p r e t a t i o n i s to be placed on the word \"business.\" Such being the case, l e t us look\" f i r s t at the d i c t i o n a r y d e f i n i t i o n . Webster defines \"business\" as: \"That which busies, or engages time, a t t e n t i o n , or l a b o r as a serio u s p r i n c i p a l concern or i n t e r e s t . S p e c i f , (a) Constant employment; reg u l a r occu-p a t i o n ; work, (b) Any p a r t i c u l a r occupation or employment h a b i t u a l l y engaged i n e s p e c i a l l y f o r l i v e l i h o o d or g a i n , (c) A p a r t i c u l a r subject of l a b o r or a t t e n t i o n ; a temporary or s p e c i a l occupation or concern.\" Dr. Annandale's d e f i -n i t i o n i s i n part as f o l l o w s : \"A matter or a f f a i r t h a t engages a person's time, care, and a t t e n t i o n ; t h a t which one does f o r a l i v e l i h o o d ; occupation; employment.\" Next l e t us consider the economist's i n t e r p r e t a t i o n of \"business.\" Here we are at a disadvantage since there i s a tendency f o r the w r i t e r i n the f i e l d of economics t o take the meaning of the term f o r granted. He i s concerned l a r g e l y w i t h problems r e l a t i n g t o production, consumption, exchange and management, and he i s l i k e l y t o enter i n t o h i s treatment of such problems without f o r m a l l y d e f i n i n g \"business.\" I t i s probable that the f o l l o w i n g i n t e r p r e -t a t i o n s would be condemned as too narrow by many economists, but s t i l l they serve t o show the l i m i t a t i o n s placed on the term by two d i f f e r e n t w r i t e r s of t e x t s on economics: \"Business may be defined as production f o r s a l e . I t may a l s o be defined as buying to s e l l at a p r o f i t , \" x and \"Business means p r o f i t seeking.\" - Then there i s the viewpoint of the business educator. F r e d e r i c k G. N i c h o l s says: The term business comprehends every type of economic endeavor from the conduct of a peanut stand on the comer to the executive management of the United States S t e e l Corporation. I t includes not o n l y the wide range of management i m p l i e d i n the above statement but hundreds of f a c i l i t a t i n g occupations ranging i n many d i r e c t i o n s from the humble o f f i c e messenger to the s a l e s manager, o f f i c e manager, production engineer, a d v e r t i s i n g manager, personnel d i r e c t o r and scores of other e a s i l y recognized executive p o s i t i o n s . Leverett S. Lyon s t a t e s : \" I t i s apparent t h a t business i s that scheme of economic o r g a n i z a t i o n which i s at present l a r g e l y r e s ponsible f o r g r a t i f y i n g human wants,\"^ and \"Business, thus, as s o c i e t y i s now organized, i s as s o c i a l l y s i g n i f i c a n t as w a n t - g r a t i f i c a t i o n . \" 5 I t i s evident that the educator views business i n i t s broadest sense. The term comprehends every type of economic endeavor; i t embraces most a c t i v i t i e s associated w i t h X L . A. Rufener, P r i n c i p l e s o f Economics, p. 67. 2R. T. E l y , Outlines of Economics, p. 201. F r e d e r i c k G. N i c h o l s , Commercial Education i n the High School, p. 258. 4 L e y e r e t t S. Lyon, Education f o r Business, p. 24, 5 I b i d . , p. 25. g r a t i f y i n g human wants. Obviously i f such a view be accepted—and f o r purposes of t h i s work i t i s a c c e p t e d — p r a c t i c a l l y every i n d i v i d u a l engages i n business. He may or may not c a r r y on production f o r s a l e , he may or may not buy to s e l l at a p r o f i t ; but s t i l l he performs innumerable business t r a n s a c t i o n s as he engages i n a c t i v i t i e s having to do w i t h g r a t i f i c a t i o n of h i s own wants and those of others. I t i s not intended here to deal at any length w i t h the meaning of the term \"education.\" S u f f i c e i t t o say t h a t , i n terms of a product t o the i n d i v i d u a l , education suggests improved adjustment to and c o n t r o l of environment a r i s i n g out of l e a r n i n g experiences and a c t i v i t i e s . Business education must concern i t s e l f w i t h the l e a r n i n g experiences and a c t i v i t i e s which w i l l enable the i n d i v i d u a l to engage more e f f e c t i v e l y i n the workings of the economic or g a n i z a t i o n r e s p o n s i b l e f o r g r a t i f y i n g human wants. Eve r e t t W. Lord, i n speaking of business education at the College of Business A d m i n i s t r a t i o n of Boston U n i v e r s i t y , s a i d , \"This c o l l e g e i s to be a c o l l e g e of BUSINESS, g i v i n g i t s students i n s i g h t i n t o economic l i f e and a degree of f a m i l i a r i t y w i t h business p r i n c i p l e s and p r a c t i c e . \" p C l e a r l y the scope of such an educational program i s very wide, f o r i t i n c l u d e s not only school t r a i n i n g but a l s o v a r i o u s types of t r a i n i n g o f f e r e d 6 E . W. Lord, \"Education f o r Business Leadership.\" N a t i o n a l Business Educational Quarterly. V I , (December, 1937), p.'36. outside the school. Nor i s i t confined t o t e c h n i c a l subject matter. I t i s q u i t e reasonable t o assume that c e r t a i n of the s o - c a l l e d academic subjects of the school curriculum should a l s o be i n c l u d e d , f o r i n d i r e c t l y at l e a s t such subjects have a bearing on e f f e c t i v e business p a r t i c i p a t i o n . N i c h o l s has s t a t e d ; Commercial education i s a type of t r a i n i n g which, while p l a y i n g i t s part i n the achievement of the general aims of education on any given l e v e l , has f o r i t s primary o b j e c t i v e the p r e p a r a t i o n of people t o enter upon a business career, or having entered upon such a career, to render more e f f i c i e n t s e r v i c e t h e r e i n and t o advance from t h e i r present l e v e l s of employment to higher levels.•• Here i s the broad i n t e r p r e t a t i o n . Business education, or commercial education—and the two terms w i l l be used as having i d e n t i c a l meaning—plays i t s - p a r t i n the achievement of the general aims of education as w e l l as i n p r o v i d i n g t r a i n i n g f o r employment. This study i s concerned p r i m a r i l y w i t h secondary school business education. Therefore, scant a t t e n t i o n w i l l be given to commercial t r a i n i n g through the business c o l l e g e , the company sc h o o l , the u n i v e r s i t y or c o l l e g i a t e school of business, the evening school, the c o n t i n u a t i o n s c h o o l , or the v a r i o u s other agencies which o f f e r such t r a i n i n g . There i s d i f f e r e n c e of o p i n i o n as t o what c o n s t i t u t e s the r e s p o n s i b i l i t y of each of these agencies, f o r some persons 7 F r e d e r i c k G. N i c h o l s , op. c i t . , p. 51. would s t r o n g l y contend that much of the present t r a i n i n g done at the taxpayers' expense should be done by the business c o l l e g e or other agencies* Nevertheless, i t i s intended h e r e i n t o regard secondary school business education as i n c l u d i n g a l l that work which i s s u i t e d t o p r e s e n t a t i o n i n the secondary school and which provides appropriate t r a i n i n g f o r the p u p i l s thereof, e i t h e r f o r personal and community l i v i n g or f o r v o c a t i o n a l purposes. L i t t l e reference w i l l be made to the ^constant\" subjects, namely E n g l i s h , s o c i a l s t u d i e s , and hygiene. Their place i n the program of every p u p i l , whether i n the academic, the commercial, or any other type of course, i s g e n e r a l l y conceded and, t h e r e f o r e , they need not be a t o p i c f o r c o n s i d e r a t i o n i n t h i s study. In keeping w i t h the above statement business education must serve two major purposes i n the secondary school program. I t must f i r s t provide f o r t r a i n i n g i n everyday business understandings and techniques, thus supplying the i n d i v i d u a l w i t h knowledge which, while having broad s i g n i f i c a n c e f o r v o c a t i o n a l purposes, i s of immense value f o r personal and community l i v i n g . I n the second place i t must o f f e r v o c a t i o n a l t r a i n i n g i n the form of s p e c i a l knowledge and s k i l l s planned e x c l u s i v e l y to meet employment needs. These two major o b j e c t i v e s are o b v i o u s l y i n the minds of w r i t e r s of such statements as the f o l l o w i n g : - 10 -Without attempting to make any d e f i n i t e statement as t o the content of these (commercial) studies i t may be s a i d that the p r a c t i c a l s k i l l and knowledge which they embody should be so thoroughly taught that they are immediately a v a i l a b l e f o r d a i l y use. At the same time they • should be made to m i n i s t e r c o n s c i o u s l y to the l a r g e r l i f e of the i n d i v i d u a l and s o c i e t y . Thoroughly taught, i n an atmosphere of broad sympathies, and l a r g e outlook, they give c u l t u r a l as w e l l as business a b i l i t y , 8 and I t should be kept i n mind, however, that any worthwhile v o c a t i o n a l business curriculum i s not a narrow t h i n g , l i m i t e d t o a few narrow s k i l l s u b j e c t s , but r a t h e r includes a broad combination of general subjects and v o c a t i o n a l background subjects along w i t h the e s s e n t i a l s k i l l or t e c h n i c a l knowledge s u b j e c t s . 9 Mention of general subjects and v o c a t i o n a l background subjects i n c o n t r a s t t o s k i l l s and t e c h n i c a l knowledge subjects suggests two questions. F i r s t , what i s meant by everyday business understandings? Second, i n what way do they prove u s e f u l t o the i n d i v i d u a l i n h i s s o c i a l and business l i f e ? Both questions are s i g n i f i c a n t i n r e l a t i o n t o subsequent subject matter and, t h e r e f o r e , demand immediate a t t e n t i o n . Everyday business understandings and techniques should supply a broad comprehension of the o r g a n i z a t i o n of s o c i e t y to provide f o r w a n t - g r a t i f i c a t i o n , as w e l l as a knowledge of the commoner business procedures which must be followed by 8 ! J . F. Brown, The American High School, pp. 114-115. 9 E . A. Z e l l i o t , \"Objectives of High School Business Subjects.\" The Business Education World. XIX, (June, 1939), p. 845. ~ ' ~ — \" . • . ' - l i -the i n d i v i d u a l i n h i s personal and community l i v i n g . This i m p l i e s the d e s i r a b i l i t y of some study of the functions of business and of government i n p r o v i d i n g f o r human wants, and of the r e s p o n s i b i l i t i e s which both of these agencies should assume i n an e f f o r t to improve the common welfare. I n t u r n , i t suggests the need f o r some knowledge of world production, manufacture, and trade, whereby commodities are made a v a i l a b l e f o r human consumption. F i n a l l y , i t i n d i c a t e s t h a t a t t e n t i o n should be given t o a l l those commoner business procedures which the average man may be c a l l e d upon t o per-form i n connection w i t h the var i o u s t r a n s a c t i o n s i n which he engages, e i t h e r on h i s own behalf, or on behalf of s o c i a l or business groups. . t . . For the ordin a r y i n d i v i d u a l the a c q u i s i t i o n of such understandings and techniques serves s e v e r a l purposes. I t has already been pointed out that p r a c t i c a l l y every person engages i n a great v a r i e t y of business t r a n s a c t i o n s . The average man buys goods and s e r v i c e s ; he may a l s o s e l l both. His purchases and sa l e s r e s u l t i n h i s use of such negotiable instruments as money, cheques and promissory notes. He meets problems having to do w i t h communication and transpor-t a t i o n . He pays r e n t , or taxes, or both. He may buy va r i o u s types of insurance. He enters i n t o numerous co n t r a c t s , simple o r a l and w r i t t e n c o n t r a c t s , as w e l l as s p e c i a l t y c o n t r a c t s under s e a l . P o s s i b l y he saves money and - 12 -deposits i t i n the savings bank; he may even i n v e s t h i s savings i n bonds or s t o c k s , or i n investment s e c u r i t i e s of other forms. In a l l these a c t i v i t i e s c l e a r understanding i s a r e q u i s i t e f o r i n t e l l i g e n t p a r t i c i p a t i o n , and i n t e l l i g e n t p a r t i c i p a t i o n i s e s s e n t i a l to i n d i v i d u a l welfare. C l e a r l y then, from the standpoint of personal business, an extremely u s e f u l end i s achieved when the i n d i v i d u a l has gained some understanding of the mechanics and the i m p l i -c ations of o r d i n a r y business proceedings. Such t r a i n i n g i s f r e q u e n t l y r e f e r r e d t o as \"consumer education.\" This person-use value of business understandings may ' be extended beyond the p o i n t where i t merely serves the o r d i n a r y person i n h i s i n d i v i d u a l d e a l i n g s w i t h others. Many a business concern, c h i e f l y of the smaller type, t r a d i n g i n goods and s e r v i c e s , i s owned and operated, or i s operated f o r i t s owners, by some one person who determines it's p o l i c y and d i r e c t s i t s a c t i v i t i e s . Sole ownership or management oft e n a r i s e s out of the most f o r t u i t o u s circumstances. I t i s not a n t i c i p a t e d , nor i s i t preceded by a p e r i o d of i n t e n s i v e t r a i n i n g i n business a d m i n i s t r a t i o n . Frequently i t demands no p a r t i c u l a r v o c a t i o n a l business s k i l l s , a c l e a r under-standing of everyday business procedures being ample to meet a l l needs. Hence t h i s t r a i n i n g i n consumer education assumes broader s i g n i f i c a n c e i n that i t provides e s s e n t i a l knowledge f o r business ownership and operation. General business understandings and techniques serve - 13 -a second purpose i n hel p i n g to supply occupational concepts. A knowledge of business procedures helps to point out some of the d u t i e s and r e s p o n s i b i l i t i e s of d i f f e r e n t types of com-me r c i a l occupations. But t h i s must not be the t e r m i n a l p o i n t ; p u p i l s should be made aware of the requirements, the o p p o r t u n i t i e s , and the l i m i t a t i o n s of t h e i r chosen occu-p a t i o n a l f i e l d s . D esirable personal q u a l i t i e s , good h a b i t s of work, c a p a c i t y f o r independent study, a b i l i t y to analyze s i t u a t i o n s and to reach sound conclusions, these and many other c h a r a c t e r i s t i c s are e s s e n t i a l to s a t i s f a c t o r y s e r v i c e i n business. P u p i l s should know of these requirements. S i m i l a r l y they should acquaint themselves w i t h f a c t s con-cerning o p p o r t u n i t i e s f o r advancement t o higher l e v e l s , income p o s s i b i l i t i e s , and personal .'satisfactions t o be derived from working w i t h i n chosen f i e l d s . I n t u r n , thought should be given t o employment l i m i t a t i o n s such as those per-t a i n i n g to f u t u r e advancement, wages, h e a l t h , p e r s o n a l i t y development, and use of l e i s u r e time. I t might be argued w i t h some j u s t i f i c a t i o n t hat t r a i n i n g i n the l i n e of general business knowledge can h a r d l y provide i n f o r m a t i o n t o measure up to t h i s standard. But the secondary school program includes work i n guidance, and the earnest p u p i l of business subjects who supplements h i s commercial s t u d i e s w i t h w e l l -d i r e c t e d i n v e s t i g a t i o n i n problems r e l a t i n g to s e l e c t e d business vocations and business needs—and every commercial p u p i l should do t h i s — w i l l equip himself w i t h broad and - 14 -u s e f u l occupational concepts. General business knowledge has a t h i r d use i n so f a r < i t helps t o develop s o c i a l and economic i n t e l l i g e n c e . Douglass e v i d e n t l y has t h i s end i n mind when he says: \"Business education as much as any f i e l d has seemed not to r e a l i z e the s o c i a l nature and the s o c i a l o b l i g a t i o n of the p u b l i c school. I t has concentrated on v o c a t i o n a l business education of the i n d i v i d u a l f o r h i s own g a i n alone.\"-^ Commercial p u p i l s should r e a l i z e that business owes i t s existence to the o r g a n i z a t i o n of s o c i e t y . Hence, business has a debt to s o c i e t y , namely t o see t h a t s o c i e t y b e n e f i t s as w i d e l y as p o s s i b l e from the r e s u l t s of business a c t i v i t i e s , and s o c i e t y should here be Interpreted as i n c l u d i n g such groups as consumers .-and employees. This debt can be paid o n l y i f each and every person engaged i n business i s imbued w i t h c e r t a i n high i d e a l s and e t h i c a l standards t o govern a l l business r e l a t i o n s h i p s and a c t i v i t i e s . Obviously business i s c l o s e l y l i n k e d up w i t h govern-ment since both are i n t e g r a l p a r t s of s o c i e t y and since the existence of business i s so l a r g e l y dependent on i t s co-operation w i t h law and government r e g u l a t i o n . Thus the establishment of a high standard of business e t h i c s i n f e r s 1(^H. R. Douglass, \"Expanding Business Education t o Meet Present Needs.\" Business Education World, XIX, (September, 1938), p. 19. - 15 -als o the development of what might be termed c i v i c i n t e l l i -gence, which involves r i g h t a t t i t u d e s towards the f u n c t i o n i n g of governing bodies as w e l l as readiness t o cooperate a c t i v e l y w i t h such bodies i n s t r i v i n g f o r the maintenance and improvement of common welfare. The philosophy of business education must give d i r e c t i o n to a program of i n s t r u c t i o n i n which a l l students w i l l be given an under-standing of business as an i n s t i t u t i o n of s o c i e t y , u n i v e r s a l i n i t s e f f e c t s , and i n which i n t e r e s t e d and appropriate students w i l l a l s o be equipped with h i g h l y e f f i c i e n t s k i l l masteries demanded by business f o r v o c a t i o n a l purposes. I f young people are t o be q u a l i f i e d t o p a r t i c i -pate d e m o c r a t i c a l l y i n the e l i m i n a t i o n of undesirable business p r a c t i c e s and i n the establishment o f d e s i r a b l e ones business education must inform youth about the s t r u c t u r e and functions of business, i t s r e l a t i o n s h i p to other s o c i a l i n s t i t u t i o n s , i t s s o c i a l and c i v i c o b l i -g a t i o n s , l - ' -S t i l l f u r t h e r , a proper a p p r e c i a t i o n of the place of government and business i n the o r g a n i z a t i o n of s o c i e t y must be accompanied by some understanding of c e r t a i n economic p r i n c i p l e s which, i f a c t u a l l y a p p l i e d , w i l l guide not only i n d i v i d u a l s but a l s o both these agencies towards maximum achievement i n the i n t e r e s t of the common good. That Douglass considers business education t o have a r e s p o n s i -b i l i t y here may be i n f e r r e d from h i s statement, \"The tendency t o neglect education aimed at the development of E. Slaughter, \"Lost Horizons and Business Education.\" N a t i o n a l Business Education Quarterly, V I I I , (October, 1939), p. 40. ! ~ \" - 16 -economic i n t e l l i g e n c e , so badly needed today, and the tendency t o overemphasize d i r e c t values and immediate values to the i n d i v i d u a l have been c a r r i e d t o the point of a b s u r d i t y . \" 1 2 F i n a l l y , general business understandings provide a background f o r v o c a t i o n a l t r a i n i n g . P r e c i s i o n i n the per-formance of business d u t i e s i s h i g h l y d e s i r a b l e but mere machine-like p r e c i s i o n , without a knowledge of when and why c e r t a i n procedures are adopted, i s i n s u f f i c i e n t . To a con-s i d e r a b l e degree i n t e l l i g e n t a p p l i c a t i o n of v o c a t i o n a l business s k i l l s i s dependent on proper comprehension of circumstances. Thus general business understandings tend t o broaden the s i g n i f i c a n c e of v o c a t i o n a l s k i l l s , supplying knowledge of business f u n c t i o n s , and thus a i d i n g i n e f f e c t i v e a p p l i c a t i o n of s p e c i a l i z e d t r a i n i n g . I t might even be sug-gested that i n some cases t h i s u n s p e o i a l i z e d type of t r a i n -i n g reaches beyond the p o i n t of supplying, background and forms the only v o c a t i o n a l t r a i n i n g obtained, since many secondary school p u p i l s withdraw from school to occupy i n i t i a l business p o s i t i o n s before ever reaching a p o i n t where s p e c i a l i z e d t r a i n i n g i s of f e r e d t o them. The second major o b j e c t i v e of business education, as already pointed out, i s t o provide s p e c i a l knowledge and 1 2 H . R. Douglass, \"Expanding Business Education t o Meet Present Needs.\" Business Education World, XIX, (September, 1938), p. 21. ~-t e c h n i c a l s k i l l s f o r employment needs. \"Vocational edu-c a t i o n i s concerned w i t h those s p e c i a l i z e d bodies of knowledge, those s p e c i a l s k i l l s and a t t i t u d e s which are r e q u i s i t e f o r s u c c e s s f u l p a r t i c i p a t i o n i n s p e c i f i c occu-p a t i o n s . \" I 3 Whereas s p e c i a l s k i l l s represent the major purpose, y e t i t should be borne i n mind that v o c a t i o n a l education has i t s place i n making more e f f e c t i v e c e r t a i n outcomes of the general business t r a i n i n g already discussed. I t su p p l i e s experience i n business a c t i v i t i e s together w i t h added information about business a c t i v i t i e s and p r i n c i p l e s , thereby making consumer education f a r more v i t a l . A knowledge of procedure has an extensive personal-use value, but p r i n c i p l e supplemented by p r a c t i c e -deepens understanding, increases judgment,.and gives confidence f o r l a t e r use. S p e c i a l i z e d t r a i n i n g a l s o adds g r e a t l y to occupational and v o c a t i o n a l understanding. The f i r s t e f f o r t t o supply such understanding by v o c a t i o n a l education may take the form of b r i e f t r y - o u t courses of an ex p l o r a t o r y nature, or i t may be the r e s u l t of i n t e n s i v e study of s t r i c t l y v o c a t i o n a l m a t e r i a l belonging t o such subjects as bookkeeping, stenography, o f f i c e p r a c t i c e , c l e r i c a l p r a c t i c e , or r e t a i l s e l l i n g . Yet the f a c t remains that 1 3 J . C. Chapman and G-. S. Counts, P r i n c i p l e s of Education, pp. 509-510. • - 18 -a c t u a l experience i n the performance of dutie s of c e r t a i n business vocations, together w i t h the study of r e l a t e d problems, brings about a very appreciable increase i n occupational knowledge. \"The consumer education values of the v o c a t i o n a l commercial subjects should be pu r e l y i n c i d e n t a l t o the primary v o c a t i o n a l values which must be achieved through these subjects i f they are achieved i n the high school at a l l . \" 1 4 S i m i l a r l y , improved occupational understandings are but concomitants of the major outcome of v o c a t i o n a l t r a i n i n g . The r e s p o n s i b i l i t y of the secondary school i n r e l a t i o n t o t h i s major outcome has s e v e r a l aspects. The school should t r a i n f o r such occupations as are open t o i t s p u p i l s i n the community, should' make every e f f o r t t o develop i n each of i t s p u p i l s a high degree of p r o f i c i e n c y i n the s k i l l s r e q u ired f o r the p a r t i c u l a r occupational f i e l d s e l e c t e d by the p u p i l , should aim to- give s p e c i a l i z e d t r a i n i n g as c l o s e l y as p o s s i b l e t o the time when the p u p i l takes the job, and should c o n s t a n t l y bear i n mind that i t i s t r a i n i n g f o r i n i t i a l contact jobs. Education f o r h i g h l y s p e c i a l i z e d occupations which are open t o p u p i l s only a f t e r years of business experience and education f o r advanced a d m i n i s t r a t i v e work belong t o agencies other than 1 4 F . G. N i c h o l s , \"What i s a Sound Philosophy of Business Education?\" Business Education World, XVI, (February, 1936), p. 447. - 19 -the secondary school. A business education program which loses s i g h t of any of these r e s p o n s i b i l i t i e s tends to f a l l s hort. I t may be t h a t f a i l u r e i s i n the development of inappropriate s k i l l s , or i t may be that i t i s through over-development of s k i l l s at the expense of c u l t u r a l and general business education. On the other hand, a program constructed w i t h proper regard f o r these r e s p o n s i b i l i t i e s i s l i k e l y t o provide s p e c i a l i z e d t r a i n i n g of d i r e c t use to the p u p i l , as w e l l as broad general t r a i n i n g . With t h i s b r i e f survey of the place of business edu-c a t i o n i n the secondary school program, we are now ready f o r the next step, namely a study of the development of B r i t i s h Columbia's business education program from i t s e a r l y beginning to the present day. - 20 -CHAPTER I I I THE GROWTH OF BUSINESS EDUCATION IN BRITISH COLUMBIA Long before B r i t i s h Columbia had been e s t a b l i s h e d as a Province business education had made i t s s t a r t on the North American continent. Students of the e a r l y h i s t o r y of the p r i v a t e commercial schools i n America agree as t o the pioneers i n the movement but disagree as t o the i n d i v i d u a l who i s to be cl a s s e d as f i r s t , R. M. B a r t l e t t , f i r s t of P h i l a d e l p h i a , then of P i t t s b u r g h , and f i n a l l y of C i n c i n n a t i , i s claimed by some w r i t e r s to be the f i r s t i n the business-c o l l e g e f i e l d . H i s p o s i t i o n i s disputed r e s p e c t i v e l y by the champions of P e t e r Duff, of P i t t s b u r g h , of G. N. Comer, of Boston, and Jonathan Jones, of St . Louis, a l l of whom offered p r i v a t e commercial education i n the e a r l y days of the movement. Dolbear, who opened a school i n New York i n 1835, i s a l s o named by some as the leader i n the f i e l d . Unquestionably among the f i r s t of the p r i v a t e schools was that of James Gordon Bennett, who i s s a i d t o have s t a r t e d a school i n New York i n 1824 which he heralded w i t h the f o l l o w i n g announcement.:.,, -\"Who l e d i n the business c o l l e g e f i e l d i s of minor importance, but i t i s s i g n i f i c a n t that the business c o l l e g e was the e a r l i e s t i n s t i t u t i o n f o r commercial education and that the e a r l y s t u d i e s included penmanship, bookkeeping, commercial a r i t h m e t i c and commercial law. For a considerable p e r i o d t h i s s i t u a t i o n continued f o r \" I t i s s a i d t h a t com-m e r c i a l education In p u b l i c schools was f i r s t considered i n Boston i n the f i f t i e s , and had i t s beginning i n New York l-Leverett S. Lyon, op. c i t . , p. 223. - 21 -Free Academy i n that decade. 1' 2 A second stage i n the h i s t o r y of business education began when, \"In 1863 shorthand (and perhaps bookkeeping) was made a part of the course of study i n C e n t r a l High School, P h i l a d e l p h i a , and the S t . Louis High School. The i n t r o -d u c t i o n of t h i s work i s supposed to be the o r i g i n of c l e a r l y defined commercial education at p u b l i c expense i n the United S t a t e s . \" 3 From t h i s time onward d i f f e r e n t f a c t o r s were responsible f o r increase i n numbers of secondary school commercial p u p i l s and f o r a l t e r a t i o n s i n the com-me r c i a l curriculum. The i n t r o d u c t i o n of a usable t y p e w r i t e r i n 1875 r e s u l t e d i n a complete change i n the f i e l d of business communication and was a s i g n a l f o r a corresponding change i n the school program. Bookkeeping, p r e v i o u s l y the le a d i n g business subject, soon gave place to stenography, while business E n g l i s h gained i n prominence. The f i r s t school program which went Into e f f e c t f o l l o w i n g B r i t i s h Columbia's admission i n t o the Dominion of Canada i n 1871 made c e r t a i n p r o v i s i o n f o r business education. From t h a t time t o the present day commercial subjects have been o f f e r e d i n e i t h e r the elementary schools or high schools, or both. The period from August, 1871, t o June, 1937, presents an i n t e r e s t i n g study i n the development of 2 I b i d . , p. 239. 3 L e v e r e t t S. Lyon, l o c . c i t . - 22 -the program and during t h i s time four major phases are to be observed. B r i t i s h Columbia's entry i n t o the Dominion preceded the i n t r o d u c t i o n of the t y p e w r i t e r i n t o the business o f f i c e by only f o u r years. As might be expected then, the f i r s t program of s t u d i e s l i m i t e d commercial work t o a t r a i n i n g i n bookkeeping and penmanship. This c o n d i t i o n continued u n t i l June, 1906, i n s p i t e of the f a c t that long before t h i s date wide r e c o g n i t i o n had been given i n the United States t o shorthand and t y p e w r i t i n g as secondary school subjects. An examination of the Annual Reports issued by the Department of Education of the Province shows that from 1871 to 1906 bookkeeping was included i n the elementary school program and that a f t e r 1875, when the f i r s t high school was opened i n V i c t o r i a , the secondary school program a l s o included the subject. U n t i l 1897 bookkeeping was o p t i o n a l i n the elementary s c h o o l , and from that date u n t i l 1906 i t was t o be found i n the High School Entrance Examinations e i t h e r as a separate subject (1898 - 1900), or i n con-j u n c t i o n w i t h a r i t h m e t i c (1901 - 1906). C o n f l i c t i n g opinions concerning the place of bookkeeping as an elementary school subject were voiced by the two insp e c t o r s i n the Twenty-fourth Annual Report of the Department of Education. This was the only year throughout the e n t i r e p e r i o d under c o n s i d e r a t i o n when d i r e c t reference was made to the s u i t a b i l i t y of the subject - 23 -by any inspector i n h i s annual report. Inspector David Wilson s a i d : Bookkeeping i s a subject which on account of i t s p r a c t i c a l value i s deserving of a t t e n -t i o n — m o r e than i t at present of t e n r e c e i v e s . I t a l s o a f f o r d s the opportunity of g i v i n g i n s t r u c t i o n i n penmanship, s p e l l i n g , a r i t h -metic and neatness. The returns show that the number of p u p i l s who study t h i s subject i s annually i n c r e a s i n g . There i s no reason why p u p i l s of r u r a l s c h o o l s — b o t h boys and g i r l s — should not begin the study of bookkeeping as soon as they reach the F i f t h Reader c l a s s . Even a short course, such as would enable them to keep simple accounts and f a m i l i a r i z e them wi t h the o rdinary mercantile forms, would be a great boon to a l l whose education ends wi t h the com-mon school course.* Inspector Wm. Burns reported as f o l l o w s : Bookkeeping i s taught i n many other schools i n accordance w i t h the requirements of the Department. Teachers should be c a r e f u l not t o commence the subject at too e a r l y a stage of the p u p i l s ' advancement. I f the s c h o l a r s are p r e v i o u s l y t o l d t h a t when they have a t t a i n e d neatness i n w r i t i n g , correctness i n s p e l l i n g , exactness and r a p i d i t y i n the use of the o r d i -nary r u l e s of a r i t h m e t i c , they w i l l then be taught the elements of bookkeeping, a new i n c e n t i v e w i l l be added i n the higher work to be accomplished, and t h a t , too, i n a branch of such eminently p r a c t i c a l u t i l i t y i n every f i e l d of l i f e . 5 As might w e l l be expected, extensive f l u c t u a t i o n i n the number of elementary p u p i l s studying bookkeeping from year to year i s t o be found. (See Figure 1, p. 24.) From 1871 ~D. Wilson, \"Report of Inspector Wilson.\" Twenty-fou r t h Annual Report of the P u b l i c Schools o f B r i t i s h Columbia, 1894-1895. p. 213. 5Wm. Burns, \"Report of Inspector Burns.\" Twenty-fourth Annual Report of the P u b l i c Schools of B r i t i s h Columbia, 1894-1895. pp. 217-18. - 25 -u n t i l 1885 there was a continuous increase, with a r i s e from s i x to 234. The next few years saw a r a p i d d e c l i n e f o r by June, 1887, the number had dwindled t o eleven. I n 1887-88 expansion was again under way and there was a growth from twenty-two i n that year t o 376 i n 1896-97. The year 1897-98 saw the tremendous advance to 1,313 f o r , as already mentioned, t h i s was the f i r s t year when bookkeeping appeared as a High School Entrance subject. A peak of 2,854 p u p i l s was reached i n 1901-02, and t h e r e a f t e r again a gradual d e c l i n e . Meanwhile, V i c t o r i a High School was opened i n August, 1875, and the school program showed bookkeeping as a r e q u i s i t e subject. The Department of Education Annual Report f o r 1879-80 o u t l i n e s the prescribed course of study f o r the school, the f o l l o w i n g being an excerpt therefrom: Jun i o r D i v i s i o n Bookkeeping and Writing. (a) S i n g l e Entry and P r i n c i p l e s of Double Entry. (b) P r a c t i c e i n W r i t i n g according to p r i n c i p l e s contained i n Payson, Dunton and Scribner's copy books. Senior D i v i s i o n Bookkeeping and W r i t i n g (a) S i n g l e Entry and Double Entry. (b) P r a c t i c e i n W r i t i n g according to p r i n c i p l e s contained i n Payson, Dunton and Scribner's copy books.^ La t e r years saw the opening of new high schools, New Westminster i n 1884, Nanaimo i n 1886, and Vancouver i n 1890, ^Department of Education, Twenty-ninth Annual Report of the P u b l i c Schools of B r i t i s h Columbia. 1879-1880, pp. 358-9. - 26 -with the m a j o r i t y of the p u p i l s r e c e i v i n g i n s t r u c t i o n i n bookkeeping. In f a c t , t h i s subject remained a constant f o r j u n i o r p u p i l s u n t i l the year 1904-05. A f t e r 1900 a marked d i s p a r i t y developed between t o t a l number of high school p u p i l s and number r e g i s t e r e d f o r bookkeeping. (See Figure 2, p. 27.) The peak f o r the period was reached i n 1903-04 when 755 out of 981 high school p u p i l s engaged i n a study of the subject. Throughout a l l t h i s f i r s t period the bookkeeping requirements remained m a t e r i a l l y the same, but one s i g n i f i -cant point i s to be found i n the f a c t that the F i f t e e n t h Annual Report of the Department of Education c l a s s i f i e s courses offered i n the high schools of B r i t i s h Columbia as the E n g l i s h Course, the Commercial Course, and the C l a s s i c s Course. For the Commercial Course i t I n d i c a t e s the f o l l o w i n g s tudies: Bookkeeping—Single* and Double Entry--i n c l u d i n g Banking, Commercial Correspondence, Commercial Lav/, e t c . , together w i t h a l l subjects prescribed f o r the E n g l i s h Course.... [ v i z . J a l l subjects p r e s c r i b e d f o r the G-raded and Common Schools: Anatomy (Physiology and Hygiene) and other subjects i n which candidates f o r the F i r s t C l a s s , Grade B, Teaching C e r t i f i c a t e s are examined, namely Reading, W r i t i n g , S p e l l i n g , A r i t h m e t i c , Mental A r i t h m e t i c , Geography, Gram-mar, H i s t o r y , Composition, Bookkeeping, Mensu-r a t i o n , Algebra, E u c l i d , and Natural P h i l o s o p h y . 7 department of Education, F i f t e e n t h Annual Report of the P u b l i c Schools of B r i t i s h Columbia. 1885-1886, p. XXXVIII. ' ~ ~ ! FIGURE 2. TOTAL ENROLMENT AND NUMBER OF PUPILS STUDYIfifc BOOKKEEPING IN RRITI (O W IN o> \"n}* CO 00 rl H if ID in in CO CM to to oo CM to CM tfi H !N O CO Ol O Ol •* to CO to O Ol IO O) CM CO CM © t© CM CM o 4i o> ^ f) o Ol CO CM tO H H O IN CM CO •\"t O to tj» in co to co m in to ^ a» to CO O* Ol H CO t£» CM cn Ol i| M Oi o» co CM m HI H o CO to CM CM t o in co 10 03(0 0 to to e» iH CO OJ a> HI d> ^ 00 CM t» e~ to to at at CM in H HI in to c- oo H H H H ^ in to o-H H ri rl o> o> o» o» HrlHH 0> O H CM H CM CM CM I I I I CO 05 O rl HI HI CM CM OJ ov o> as H HI HI HI to in to CM CM CM CM 9 I I I CM to in CM CM CM CM cn o> o> a» H H H H to CD co A M H CM CM CM MB © O CM CM CM tO 9 III tO I> CO OS CM CM CM CM a> a% at at HI HI HI i—I 39 -Year Bookkeeping and Accounting Shorthand Typewriting Commercial Law 1927- 28 1928- 29 1929- 30 503 582 726 38 275 343 983 954 1,685 114 57 The year 1930 has been set as a te r m i n a l point f o r the t h i r d period under cons i d e r a t i o n f o r , i n September of that year, the o l d program of studies was superseded by an e n t i r e l y new program based on a four-year p l a n . This change had been hinted,at i n the 1928-29 report of the Superintendent of Education when he s t a t e d : A c a r e f u l and thorough r e v i s i o n of the High School Curriculum has been undertaken. I n recent years the Elementary School Programme was re v i s e d and enriched and two years ago a Course of Study was compiled f o r the J u n i o r High School. This type of school has been spreading w i t h remarkable r a p i d i t y i n t h i s P r o v i n c e , and on that account, as w e l l as f o r many other reasons, i t was found advisable t o begin a r e v i s i o n of the High School Curriculum. The o l d Grade X High School Course i s not w e l l adapted t o the needs of students who are passing through Grade IX by way of the J u n i o r High School. Moreover, the change from the Elementary School to Grade IX of the High School i s at present very abrupt. The High School Courses are g e n e r a l l y considered too heavy. So many new subjects are attempted i n the f i r s t year that some of the p u p i l s become disheartened and leave school, or, i f they remain, f i n d i t necessary t o repeat the work of one or two years. The p r i n c i p a l s and teachers of the Normal Schools and the professors of the U n i v e r s i t y con-s i d e r that our students are too immature on ente r i n g these i n s t i t u t i o n s . Besides, there are - 40 -i n tlie'High School some types of student not w e l l provided f o r i n the prescribed courses. Accordingly, a General Committee representing the Department, the large and small High Schools, the r u r a l High School, and the U n i v e r s i t y was appointed to go i n t o the matter of r e v i s i n g the curriculum. The Committee was unanimously of the opinion that no r e v i s i o n , however c a r e f u l or s c i e n t i f i c , would be s a t i s -f a c t o r y i f i t were based on a three-year High School Course. Hence i t was decided t o make new four-year courses l e a d i n g to a General Graduation Diploma, Normal Entrance, or Junior M a t r i c u -l a t i o n . ...Subject t o the approval of the Coun c i l of P u b l i c I n s t r u c t i o n , the work of the General Committee i s c h i e f l y to determine the courses to be given, the subjects of the courses, and the allotment of the time f o r each subject. S p e c i a l committees of High School experts are a s s i s t i n g i n the drawing-up of the content of the courses. I t i s expected that the r e v i s i o n w i l l be completed by Easter, 1930. The new curriculum w i l l then be p r i n t e d and made a v a i l a b l e to a l l the High Schools of the P r o v i n c e . 1 2 With the i n t r o d u c t i o n of the four-year p l a n i n 1930 the commercial course as a separate e n t i t y disappeared. Business subjects on a c r e d i t basis were made a v a i l a b l e f o r a l l secondary school p u p i l s who might, i f so permitted by t h e i r own schools, engage i n a study of one or of many such subjects. The Department of Education stated i n the New Programme of Studies of 1930 that a J u n i o r Business Diploma, and a Senior Business Diploma w i t h High School Graduation, would be granted to p u p i l s completing n i n e t y and 120 c r e d i t s of work r e s p e c t i v e l y , on c o n d i t i o n that a c e r t a i n p o r t i o n of these c r e d i t s had been earned i n business subjects. Yet 1 2S. J . W i l l i s , \"Report of the Superintendent of Education, 1928-1929.\" F i f t y - e i g h t h Annual Report of the P u b l i c Schools of B r i t i s h Columbia, 1928-1929, p. 11. - 41 -at no time were such diplomas issued, the Department a c t u a l l y g ranting only t he newly-established High School Graduation Diplomas to p u p i l s earning a minimum of 120 c r e d i t s i n c l u d i n g the \"constant\" subjects. The new program brought changes i n both subject matter and course o r g a n i z a t i o n . J u n i o r business, a course which had been planned f o r the j u n i o r high school, was made o p t i o n a l f o r a l l secondary p u p i l s . Business law disappeared as a separate course, i t s subject matter being l i n k e d up w i t h r e l a t e d t o p i c s i n bookkeeping. Likewise, penmanship became p r i m a r i l y the r e s p o n s i b i l i t y of the bookkeeping teacher. More extensive work was planned and a c t u a l l y c a r r i e d out i n stenographic p r a c t i c e , or s e c r e t a r i a l p r a c t i c e as i t was c a l l e d i n the new o u t l i n e . The work i n bookkeeping and business a r i t h m e t i c was extended to provide f o r c e r t a i n advanced courses but i t i s d o u b t f u l whether any p u p i l ever a c t u a l l y completed the requirements set i n cost accounting, business s t a t i s t i c s , or mathematics of investment. S i m i l a r l y , a l a b o r a t o r y course i n mechanical appliances f o r use i n the o f f i c e was added, but un f o r t u n a t e l y no school had, or has to t h i s day, acquired adequate equipment to o f f e r the i n s t r u c t i o n o u t l i n e d . Radio communication subjects were added f o r one school but as they were not i n any way intended f o r students of business s u b j e c t s , they w i l l not be discussed here. Table V I I gives the o u t l i n e of courses planned to - 42 -become e f f e c t i v e i n 1930. I t i s followed immediately by Table V I I I , the o u t l i n e issued by the Department of Education i n 1935. Minor d i f f e r e n c e s are t o be found i n course numbers and course names i n the l a t t e r program, but these d i f f e r e n c e s are s l i g h t . TABLE V I I . COMMERCIAL CURRICULUM-.;, _ PROGRAMME OF STUDIES, 1950 (1) A Senior Business Diploma'with High School graduation w i l l be granted t o a student who obtains 120 c r e d i t s . (2) A J u n i o r Business Diploma w i l l be granted t o a student who obtains 90 c r e d i t s . (3) I f a student f i n d s i t necessary t o leave school at the end, of the f i r s t or the' second year, he w i l l be granted a c e r t i f i c a t e by the P r i n c i p a l , showing subjects taken and c r e d i t s gained at school. Grade IX. Periods Constants (24 c r e d i t s ) (Credits) E n g l i s h I . . . . . . . . ... , 6 Socxd.1 S\"b\\icLx©s X• ••••••••••••••*••••••#•••• 5 Health and P h y s i c a l Education 3 Junior Business (or Elementary Bookkeeping and Penmanship .or Shorthand I.) 5 Typewriting I . . . 5 Va r i a b l e s (6 c r e d i t s ) 3ixs JLn6SS 1lim© \"b x c«••»«•••««•••«••••«••«•• 3 Ju n i o r Business (or Bookkeeping and Penman-ship not taken as a constant) 5 Shorthand I . ( i f not taken as a constant).. 5 Art I 3-5 3^j)6G3.ctl E G ^ I X S l l • ••«••«•«••••••«••«•••••••*• 2^3 Modern Language (French I . , Spanish I . ) . . . , 4 Mathematics I . (Algebra I . , Geometry I . , J^ 3^ i\"fcliio.s\"fcx G ) • • • • « • • • • • • • • • • * • • • « • • • • • • • • • • S Grades X,, X I . , X I I . Constants A. E n g l i s h I I . , I I I . (each)..... 6 E n g l i s h IV 5 B. S o c i a l Studies I I . , I I I . (each) 3 Economic Geography 3 C. Health and P h y s i c a l Education I I . , I I I . , IV. (each).. 2 -•43'-TABLE V I I . (Continued) Grades X.. XI., X I I -n • * V a r i a b l e ! ' ~ ^ ! r J ? J s , D. Mathematics I . . . . ( C r e d i t s ) T r a n s c r i p t i o n Technic Theory • •••••• 6 3 5 Mathematics I , ( a ) , Algebra I •.... Mathematics I . ( b ) , Geometry I . and .A.n\"fcluii©\"fc 10 ••••••••••••••••••»••«••••••• 3 Business A r i t h m e t i c , . . 3 Advanced Business Ar i t h m e t i c 2-3 Mathematics I I . , I I I . (each) 6 Business S t a t i s t i c s ( p r e r e q u i s i t e , Mathe-matics I I I . ) or Mathematics of Invest-ment........... 2-jy E. French I . , I I . , I I I . , IV.-(each),.. 4 Spanish I . , I I . , I I I . , IV.: (each). 4 GrQ 3?IU£LH X » y XI« (©Q.cli )••••••*••••••«•••••• 5 Sp©oISLX ILiXjSjlIsii••••»•••»•«••••••••••••••« 3~3 F. Shorthand I . , I I . (each) 5 Ty pswi*i\"fc in§ XI,* *•'»•*•••••••****««*••••*•• 5 S e c r e t a r i a l P r a c t i c e I . ( p r e r e q u i s i t e s , Shorthand I I . and Typewriting I I 5 S e c r e t a r i a l P r a c t i c e I I . ( p r e r e q u i s i t e , S e c r e t a r i a l P r a c t i c e I . ) 5 G. J u n i o r Business ( i f not already taken)... 5 Elementary Bookkeeping and'Penmanship ( i f not already taken) or Bookkeeping.. 5 Accounting P r a c t i c e I . ( p r e r e q u i s i t e , BoolckG©j)iii^ )••••««••»»••••••••«•• 5 Accounting P r a c t i c e I I . ( p r e r e q u i s i t e , Accounting P r a c t i c e I.) 5 Cost Accounting ( f i v e periods per week f o r one-half year) ( p r e r e q u i s i t e , Accounting P r a c t i c e I.) 2-J Hi Laboratory Course i n Mechanical Appliances used i n the o f f i c e ( f i v e periods weekly f o r one yea r ) . 5 I . Radio Communication Courses ( f o r High School of Commerce) DG S l^Xl * • • « • • • Transmission. •• ....«• 2—3 ««...,. ...•••«».....•,.... 5 ..........»•».,»,...,.. 2 5 13 +>, _J\" 3Department of Education, New Programme of Studies f o r - 44 -TABLE V I I I . COMMKRCIAL CDKRICULUM t 1953 (1) A Senior Business Diploma w i t h High School graduation w i l l be granted to a student who obtains ISO c r e d i t s of which at l e a s t 40 c r e d i t s must be f o r p u r e l y Com-me r c i a l s u b j e c t s . Ten of these must be f o r Com-mer c i a l subjects taken i n G-rade X I I . (S) I f a student f i n d s i t necessary to leave school at the end of the f i r s t , second, or t h i r d year, he w i l l be granted a c e r t i f i c a t e by the P r i n c i p a l , showing subjects taken and c r e d i t s gained at school. G-rade IX. Periods Constants (24 c r e d i t s ) ( C r e d i t s ) E n g l i s h I I I . 6 So c x £LX IS*fc\\icL x 6 3 XXX« ••••«••••*»••»«•••••••• 5 Health and P h y s i c a l Education I I I . . . . . . . . . 3 Ju n i o r Business (or Bookkeeping I . or Slio i*\"fch.£m.cL X»)***«*»«*»«*«« •••«»•«••••••« 5 Typewriting I . . . , 5 Va r i a b l e s (6 c r e d i t s ) Business A r i t h m e t i c I . . . ..... 3 Bookkeeping I . (or Junior Business - the one not taken as a constant) 5 Shorthand I . ( i f not taken as a constant). 5. jAJC*\"t XXX•••••••••••••••••••••••••«•«••••••• 5 3^p@XXxxi^ > • • « » » « < « » • •»•» M « » i > * • i < i « * i « « « * i 3 Modern Language (French I . , Spanish I . ) . 4 Mathematics I . (Algebra I . , Geometry I . , Ar i t h m e t i c I.) 6 .A.X§©l3r& X * * * * » « * * « B * « * « « * « < • « • • » • » • • * • • » • « • 3 Grades X., X I . , X I I . Constants — ^ O J . ^ J. v . , v » v tsacu. j . . . , . . . . . . . . . . . . . 6 E n g l i s h VI 7 B. S o c i a l Studies IV., V. (each) 3 Economic Geography (Geography I I I . ) ( p r i m a r i l y f o r f o u r t h year)* 5 C. Health and P h y s i c a l Education IV., V., VI. (each) 2 - 45 -TABLE V I I I . (Continued.) Grades X. , XI. , X I I . P e T , i n f l . V a r i a b l e s tnZl?+ \\ D. Mathematics I (Credits) Mathematics I . ( a ) , Algebra I o Mathematics I . ( b ) , Geometry I . and A.n*tliin.6~b 1 c X » * « c « a « o « e A « » 9 « 9 « ) « « « « « « « * « 3 Business A r i t h m e t i c I . . . 3 Business A r i t h m e t i c I I 2-3 Mathematics I I . , I I I . (each)............ 6 Business S t a t i s t i c s (Business A r i t h m e t i c I I I . ) p r e r e q u i s i t e , Business A r i t h m e t i c I I . or Mathematics of Investment (Business Arithmetic I V . ) . . 2j-E. French I , , I I . , I I I . , IV. (each) 4 Spanish I . , I I . , I I I . , IV. (each)....... 4 Gr© 1*10. SXL I • j I I • ( ©SLCtl) • • • • • • • * • • © • * * • • i> • • 5 Business E n g l i s h I . , I I . (each). 5 F. Shorthand I . , I I . (each) 5 Typewriting I I . . . . . . * 5 S e c r e t a r i a l P r a c t i c e I . ( p r e r e q u i s i t e , Shorthand I I . and Typewriting I I . ) . . . . 5 S e c r e t a r i a l P r a c t i c e I I . ( p r e r e q u i s i t e , S e c r e t a r i a l P r a c t i c e I . ) . . . 5 G. Ju n i o r Business ( i f not already taken).. 5 Bookkeeping-I. ( i f not already taken)... 5 Booklc©©]p I I •••••••*•••••«•••••• *«•«• * 5 Accounting P r a c t i c e I . ( p r e r e q u i s i t e , Bo oleic© ©pm§ I I • )•••••••«••••«*•••«••«• 3 Accounting P r a c t i c e I I . ( p r e r e q u i s i t e , Accounting P r a c t i c e I.) 5 Accounting P r a c t i c e I I I . ( f i v e periods per week f o r one h a l f - y e a r ) (pre-r e q u i s i t e , Accounting P r a c t i c e I . ) . . . . 2g H. Laboratory Course i n Mechanical Appliances used i n the o f f i c e ( f i v e periods weekly f o r one year) 5 I . Radio Communication Courses ( f o r High School of Commerce) IjCtUffic • ••*••••••••«•• • ••<»•«••••»••• 2\"*«3 D© S 1££X1 • • • « « 9 « « e * » A O « o « « « 9 « « * * « * e 9 « « « 2~3 Trctnsmi s s i on»••••••••©••••••••#••••• 5 T r a n s c r i p t i o n 5 TtiG ory • •••••••••••*••»••••«••••••*•• 5 TH „h ^ e P a r t m e n t of Education, Programme of Studies f o r the High Schools of B r i t i s h Columbia, -n. I R K . • - 46 -I t i s not p o s s i b l e t o give an accurate p i c t u r e of the growth i n demand f o r the d i f f e r e n t commercial courses during the 1930 - 1957 period since a f t e r June, 1930, the Department of Education no longer published the f i g u r e s showing the number of p u p i l s engaged i n the study of each i n d i v i d u a l subject i n the secondary school program. An examination of the y e a r l y reports of the Organizer of Technical Education f o r B r i t i s h Columbia over the seven years reveals the f a c t that there was ra p i d growth. Eour centres i n the Province added commercial courses to t h e i r o f f e r i n g s , thus i n c r e a s i n g from twelve t o s i x t e e n the number of centres i n which p r o v i s i o n was made f o r the business curriculum. Meanwhile the number of p u p i l s e l e c t i n g business courses increased from 2,792 to 4,582, an advance of approximately 64 per cent. Table IX shows t o t a l r e g i s t r a t i o n s by centres f o r the period under c o n s i d e r a t i o n . - 47 -TABLE IX. NUMBER OF BRITISH COLUMBIA SECONDARY SCHOOL PUPILS ANNUALLY ENGAGED IN THE STUDY OF ONE OR MORE COMMERCIAL SUBJECTS, 1930 - 1937 Centre For Year End i TIP- .THTIP 30 1931 1932 1933 1934 1935 1936 1937 Burnaby D e l t a Kamloops Nelson 166 17 43' 23 184 19 40 40 213 19 42 143 198 18 42 226 16 42 41 235 35 '73 40 195 35 75 41 •New Westminster North Vancouver ~ Oak Bay P r i n c e Rupert 149 74 44 41 163 73 36 50 145 70 43 28 165 70 30 28 168 64 33 35 209 66 33 40 224 98 33 38 Revelstoke Vancouver V i c t o r i a West Vancouver 20 1775 343 97 23 2137 303 53 22 2437 289 44 23 3393 295 44 23 1843 297 53 13 3071 283 49 13 2963 289 96 P e n t i c t o n Nanaimo Saanich Duncan 159 108 76 127 108 140 144 51 76 146 71 87 186 140 T o t a l — — — — — — — .—. _. 2792 3121 3654 4617 3233 4420 4584 I t i s hardly t o be expected t h a t the f i r s t courses prepared f o r the four-year high school program would prove thoroughly s u i t e d t o the needs of the Province, nor i s i t to be expected that the Department of Education would ignore the tremendous i n t e r e s t i n curricul u m c o n s t r u c t i o n so evident amongst educators i n the e a r l y 1930's. I n 1935 the f i r s t steps f o r a complete r e v i s i o n were taken. A s e o t i o n of the report of the Superintendent of Education f o r the 1935-36 school year d e a l i n g w i t h \"Revision of the Curriculum\" s t a t e s : - 48 -E a r l y I n the year 1935 the Department of Education decided t o make a thorough r e v i s i o n of the curriculum of Elementary, J u n i o r High, High, and Technical Schools. Every two or three years p a r t i a l r e v i s i o n s had been made. The l a s t p a r t i a l r e v i s i o n of the Elementary Programme of - Studies was made i n 1953, of the J u n i o r High School Programme i n 1932, and of the High School Programme i n 1933. While i t was recognized that much e x c e l l e n t work was exemplified i n these programmes, i t was f e l t that more recent c o n t r i -butions of the Science of Education j u s t i f i e d a complete r e v i s i o n of a l l programmes. The r e v i s i o n was to be made under a care-f u l l y organized p l a n . Committees composed of a d m i n i s t r a t i v e o f f i c e r s , normal-school i n s t r u c t o r s , inspectors of schools, and teachers were selected to c a r r y out the work under the d i r e c t i o n of the M i n i s t e r of Education and the Superintendent of Edu c a t i o n , 1 1 3 Here was the forerunner of the most r e c e n t l y prepared program of s t u d i e s , t h a t which went i n t o e f f e c t i n 1937, and that which i s to be the t o p i c f o r c o n s i d e r a t i o n i n the next chapter of t h i s study. *?s« J• W i l l i s , \"Report of the Superintendent of Education 1935-1936.\" S i x t y - f i f t h Annual Report of the P u b l i c Schools of B r i t i s h Columbia. 1935-1936. p. 26. \" - 49 -CHAPTER IV AN EVALUATION OF THE PRESENT BUSINESS EDUCATION PROGRAM September, 1937, marked the beginning of a new period i n the h i s t o r y of secondary education i n B r i t i s h Columbia, f o r at t h a t time the r e v i s e d program of s t u d i e s promised by the Department of Education was put i n t o e f f e c t . A c e n t r a l committee had d i r e c t e d the r e v i s i o n , f i r s t determining what subjects should be the \"constants\" f o r the various c u r r i c u l a and what subjects the options. Courses had been evaluated by t h i s committee, and i n some cases c r e d i t allowances were a l t e r e d from those p r e v i o u s l y e x i s t i n g . I n t e g r a t i o n had been e f f e c t e d , c e r t a i n course names disappearing from the program because of the l i n k i n g up of r e l a t e d matter of d i f f e r e n t subjects i n t o more comprehensive courses. Committees of teachers had examined o b j e c t i v e s , teaching procedures, and subject matter i n t h e i r own f i e l d s , and had completely r e d r a f t e d the d i f f e r e n t courses of study. The commercial c u r r i c u l u m was included i n t h i s general r e o r g a n i z a t i o n . The l i s t of o f f e r i n g s was r e v i s e d , new values were given t o a number of the s u b j e c t s , and such changes were made i n content as were deemed necessary to provide f o r e f f e c t i v e business education. Table X shows the courses o f f e r e d under the 1937 program, together w i t h t h e i r r espective c r e d i t values. TABLE X. COMMERCIAL SUBJECTS IN 1937 •PROGRAMME OE STUDIES Subject Credits Shorthand I . 5 Shorthand I I o \" Typewriting I . . . . . . . . o \" Typewriting II..«.......,«««•.,,.«••,,«««.•..... 5 S e c r e t a r i a l P r a c t i c e I 10 S e c r e t a r i a l P r a c t i c e I I , . . . . « 10 Business Arithmetic....,...••.,,,....»,, »•» 5 (3 and 2) or (2 and 3) Business E n g l i s h . 5 (3 and 2) or (2 and 3) General Business and Law.. ' 5 (Sec, A, 3; Sec. B, 2; Sec. G, 2) O f f i c e Appliances 5 Ju n i o r Business and Introductory Bookkeeping.... 5 Bookkeeping I 5 BooldcsGp XX•••••••• • • • ••••••••«•• • • • 5 Bookkeeping I I I 5 Radio Communication Course (no c r e d i t s ) A comparison of the l i s t of subjects i n Table X w i t h that i n Table V I I I r e v e a l s a d i s t i n c t reduction i n the number of courses. Business a r i t h m e t i c was o u t l i n e d as a f i v e - c r e d i t course, but business s t a t i s t i c s and mathematics of investment were withdrawn from the program. Introductory bookkeeping was combined w i t h j u n i o r business to comprise the work f o r one year, while the balance of the bookkeeping m a t e r i a l was organized i n t o three p a r t s , one f o r each remaining year. Accounting I I I , cost accounting, was no longer o f f e r e d . Business law reappeared as one of the constituent p a r t s of a course i n general business, law, and record keeping. The general p l a n which became e f f e c t i v e i n 1930, namely - : '51 -that of a l l o w i n g commercial subjects as options i n a l l secondary schools, continued i n operation* I n other words, the o f f e r i n g s of any school were dependent on such f a c t o r s as accommodation, equipment, and s t a f f . Both small and la r g e schools might l i m i t t h e i r o f f e r i n g s to j u n i o r business or general business, or they might undertake to teach every business course included i n the Programme of Studies. Just how e f f e c t i v e l y does the program make p r o v i s i o n f o r f u r n i s h i n g general business knowledge? In answer to t h i s question i t should f i r s t be stated that two courses, or r a t h e r p a r t s of two courses, j u n i o r business and general business, have been o u t l i n e d p r i m a r i l y to d e a l w i t h the everyday business s i t u a t i o n s encountered by the average person. The j u n i o r business, planned f o r younger p u p i l s , i s made up of subject matter which should be i n t e r e s t i n g and u s e f u l to everyone. General business, planned f o r more mature p u p i l s , aims at an extensive and searching study of the commoner business problems of the o r d i n a r y layman. While the courses i n j u n i o r business and general business are a part of the P r o v i n c i a l Programme of Studies, i t i s not neeessary that any p u p i l engage i n t h e i r study. Nor i s i t a b s o l u t e l y e s s e n t i a l that any school, even a school s p e c i a l i z i n g i n commercial education, i n c l u d e these courses i n i t s l i s t of o f f e r i n g s . The Department of Education permits i n d i v i d u a l schools t o s e l e c t the o p t i o n a l subjects - 52 -to be given and, as a l l commercial courses are o p t i o n a l , t h e i r i n c l u s i o n i n the school program i s at the d i s c r e t i o n of the p r i n c i p a l . This i s a grave weakness i n the business education program f o r , even though j u n i o r business i s offered f a i r l y widely, yet there i s no core of general business subjects which are \"constants\" f o r p u p i l s e l e c t i n g the commercial curriculum. I n s t r u c t i o n i n general business subjects should not be l i m i t e d t o p u p i l s wishing a v o c a t i o n a l business t r a i n i n g , f o r business a c t i v i t i e s are not confined to persons i n business occupations. I t i s j u s t as important that the l a b o r e r or the a r t i s a n be capable of conducting h i s personal a f f a i r s e f f i c i e n t l y as i t i s i n the case of the o f f i c e worker. Thus i t i s j u s t as important that the school program provide general business t r a i n i n g f o r the academic p u p i l s , or household science p u p i l s , as i t i s that the commercial p u p i l s be so t r a i n e d . Hence the general business subjects should be so planned that they may be r e a d i l y f i t t e d i n t o the i n d i v i d u a l programs of p u p i l s i n a l l the d i f f e r e n t branches of secondary education i n the Province. Reference has already been made t o the f a c t t h a t the course i n j u n i o r business, a course f o r Grade IX p u p i l s , was i n the 1937 r e v i s i o n u n i t e d w i t h i n t r o d u c t o r y bookkeeping. This arrangement i s f a i r l y s a t i s f a c t o r y f o r the commercial curriculum. Subject matter may be so organized as to combine studie s i n business procedures w i t h the t e c h n i c a l recording - 53 -of these procedures, thereby developing increased under-standings on the p a r t of the p u p i l s . The l i n k i n g of the two subjects a l s o reduces the p o s s i b l e overlapping that may be -found when d i f f e r e n t courses of study include s i m i l a r subject matter w i t h l i k e o b j e c t i v e s , a c o n d i t i o n t h a t e x i s t s i n the case of j u n i o r business and elementary bookkeeping. On the other hand, there i s the very grave danger that the teacher w i l l assume the d e s i r e d general business under-standings to be concomitants of the study of t e c h n i c a l procedures, w i t h the r e s u l t t h a t the major emphasis w i l l be given t o the bookkeeping p o r t i o n of the course. For the v a r i o u s other secondary school c u r r i c u l a the u n i t i n g of the two p a r t s i n t o one course i s most u n s a t i s f a c t o r y . The bookkeeping s e c t i o n i s intended to be d e f i n i t e l y v o c a t i o n a l , not to s t r e s s the personal-use side of the subject. Hence there i s a tendency f o r school p r i n c i p a l s to regard the combined course as one s u i t e d only to the needs of p u p i l s e l e c t i n g the business program. I t i s true that the j u n i o r business s e c t i o n alone may be o f f e r e d , f o r i n the case of c e r t a i n p r a c t i c a l subjects the c r e d i t s may be so d i v i d e d as to a l l o t p a r t of the allowances t o w e l l - d e f i n e d bodies of subject matter included w i t h i n the courses. But t h i s i s not always an acceptable p l a n , since p u p i l s so engaged must devote themselves t o the work d a i l y f o r o n l y a part of the year, or f o r a few periods each week throughout the year, and t h i s n e c e s s i t y complicates time-- 54 -t a b l e c o n s t r u c t i o n . Thus from the very s t a r t the course intended to develop general business understandings amongst a l l j u n i o r p u p i l s has been looked upon w i t h a c e r t a i n amount of d i s f a v o r by p r i n c i p a l s of secondary schools other than those engaged i n commercial t r a i n i n g * I t i s most unfortunate from another standpoint that j u n i o r business and i n t r o d u c t o r y bookkeeping were combined. The j u n i o r business t o p i c s are w e l l s e l e c t e d , and a comprehensive course developed around these t o p i c s would be extremely v a l u a b l e . But time, does not allow f o r thorough treatment of p e r t i n e n t subject matter. Junior business was o r i g i n a l l y planned as a f i v e - c r e d i t course and the content would seem to m e r i t , even to r e q u i r e , f i v e periods per week on the school t i m e - t a b l e . Yet the ..work must be covered i n h a l f t h a t time t o a l l o w f o r proper a t t e n t i o n t o the book-keeping s t u d i e s . Doubtless u s e f u l vrork i s being done i n the j u n i o r business c l a s s e s , but the time element s e r i o u s l y reduces the p o s s i b i l i t y of maximum achievement. Senior p u p i l s may be o f f e r e d t r a i n i n g i n general business, a subject which forms a p a r t of the course i n general business, law, and record keeping. Three c r e d i t s are a l l o t e d to the general business s e c t i o n , while the remaining two c r e d i t s may be earned by a study of e i t h e r the law or the record keeping. In the part devoted to general business the u t i l i t y of the subject matter i s beyond question. The s t u d i e s d e a l w i t h personal f i n a n c e , banking, - 55 -investments, insurance, home ownership, taxation,.and. other such problems, a l l of which should give secondary school p u p i l s extensive business knowledge. The second s e c t i o n , that d e a l i n g w i t h business law, was planned p r i m a r i l y f o r commercial p u p i l s , and a number of the u n i t s are d i s t i n c t l y t e c h n i c a l . This i s unfortunate, f o r some knowledge of the fundamentals of business law i s of use to everyone, while the extremely t e c h n i c a l m a t e r i a l i s beyond the grasp of even the commercial p u p i l s . The t h i r d s e c t i o n , that given t o record keeping, should meet a need i n the high school program f o r i t provides a t r a i n i n g i n personal bookkeeping and i n the i n t e r p r e t a t i o n of business terms and statements, thus supplementing both the j u n i o r business and general business s t u d i e s i n the development of a background of economic understandings. As i n the case of j u n i o r business and i n t r o d u c t o r y bookkeeping, general b u s i n e s s — a n d the term here i s meant to include the a l t e r n a t i v e s e c t i o n as well--has not yet been as widely introduced i n t o the secondary schools as might reasonably be expected. Conditions i n the c i t y of Vancouver o f f e r proof of t h i s statement. The c i t y has eleven s e n i o r high schools, two of them high schools of commerce, two composite schools o f f e r i n g four years of business t r a i n i n g , three composite schools w i t h quasi-commercial departments, three academic schools, and one t e c h n i c a l school. Yet, during the 1959-40 school year, - 56 -general business was o f f e r e d i n only two of the eleven centres, one being a commercial school and the other a composite school w i t h a quasi-commercial department. Where the- business curriculum i s of f e r e d there i s a tendency to make p r o v i s i o n f o r the teaching of business law, but to consider that the general business t o p i c s are covered as i n c i d e n t a l work i n the v o c a t i o n a l courses. This i s c e r t a i n l y not the case, and i t i s questionable whether commercial p u p i l s are on the average much b e t t e r t r a i n e d i n the f i e l d of general business knowledge than are the graduates of the non-commercial c u r r i c u l a . In schools not o f f e r i n g v o c a t i o n a l business studies there i s s t i l l a strong tendency t o r e f r a i n from i n c l u d i n g general business i n the time-table. Probably the course name suggests a t e c h n i c a l subject not t o be offered t o academic p u p i l s , and, i n a d d i t i o n , i t i s not always easy f o r the school t o f i n d a teacher w i t h the proper background to teach the complete course, A f u r t h e r obstacle was r e c e n t l y removed, and t h i s a lso a p p l i e s to the j u n i o r business and in t r o d u c t o r y bookkeeping, when the Department of Education ru l e d t h a t , beginning i n 1939-40, f i f t e e n c r e d i t s of commercial work would be accepted towards U n i v e r s i t y admission. P r i o r t o that time c r e d i t s earned i n commercial subjects counted only towards High School Graduation. I n Chapter I I i t was stated t h a t general business - 57 -knowledge should supply understandings of ordinary business procedures, occupational concepts, s o c i a l and economic i n t e l l i g e n c e , and background f o r v o c a t i o n a l t r a i n i n g . This b r i e f c o n s i d e r a t i o n of the general business oourses included i n the B r i t i s h Columbia Programme of Studies i s s u r e l y s u f f i c i e n t t o prove t h a t they cannot be r e l i e d upon to achieve these o b j e c t i v e s . Further, there i s no longer a course i n economic geography, there i s no course d e a l i n g w i t h the marketing of world products, there i s no study of even the most elementary p r i n c i p l e s of economics or of t h e i r a p p l i c a t i o n t o p r a c t i c a l problems of business. Junior business and general business are i n the program but, as already pointed out, i t i s q u i t e conceivable that even a graduate of the business curriculum;-might have gained h i s c e r t i f i c a t e w i t h a minimum of t r a i n i n g i n the former subject and a b s o l u t e l y none i n the l a t t e r . Now l e t us consider how e f f e c t i v e l y the present program fun c t i o n s i n p r o v i d i n g v o c a t i o n a l knowledge and s k i l l s . A perusal of Table XX shows that f a r greater a t t e n t i o n has been given t o the v o c a t i o n a l subjects than to the general business knowledge subje c t s . The v o c a t i o n a l courses centre around the f i e l d s of stenography and bookkeeping, w i t h shorthand, t y p e w r i t i n g and s e c r e t a r i a l p r a c t i c e having an allotment of f o r t y c r e d i t s , and bookkeeping together w i t h j u n i o r business, twenty c r e d i t s . C e r t a i n c r i t e r i a by which to measure the worth of the - 58 -v o c a t i o n a l program have already been l a i d down i n Chapter I I . I t would seem advisable t o r e c a l l these before going on to consider the f u n c t i o n i n g of the s e c r e t a r i a l and bookkeeping courses. I t was stated that the school should t r a i n f o r occupations open to i t s p u p i l s i n the community, should develop a high degree of p r o f i c i e n c y i n the s k i l l s r equired f o r the s p e c i a l occupational f i e l d selected by the p u p i l , should give s p e c i a l i z e d t r a i n i n g as nea r l y as po s s i b l e t o the time when the p u p i l i s to make use of the t r a i n i n g , and should equip the p u p i l f o r the i n i t i a l contact job. A business education program which t r a i n s f o r occupations open t o p u p i l s i n t h e i r own communities must be based on a knowledge of what these occupations are. This im p l i e s some form of job survey from which are determined the types of occupations, the approximate number of persons engaged I n each, and a reasonably close estimate of the number of new p o s i t i o n s opening up annually i n each occupation. With such information a v a i l a b l e , a school might at l e a s t expect t o advise i t s p u p i l s w i s e l y concerning t h e i r prospects of gaining employment i n any s p e c i a l l i n e of work, and i t might even succeed to some extent i n l i m i t i n g i t s r e g i s t r a t i o n s i n the d i f f e r e n t v o c a t i o n a l courses t o the number l i k e l y to ob t a i n p o s i t i o n s through t h e i r t r a i n i n g . At no time has a job survey of the type suggested been conducted i n B r i t i s h Columbia. The Department of Labor - 59 -does compile' c e r t a i n s t a t i s t i c s p e r t a i n i n g to women and g i r l s engaged i n c e r t a i n occupations f o r which minimum wage rates have been s e t . Mercantile workers, and persons engaged i n o f f i c e occupations, are included i n t h i s group. Table 21 gives p a r t i c u l a r s taken from the 1939 Annual Report of the B r i t i s h Columbia Department of Labor as to numbers engaged i n the two types of work. TABLE X I , NUMBER OP WOMEN AND GIRLS EMPLOYED IN CERTAIN OCCUPATIONS IN BRITISH COLUMBIA, 1939 Age C l a s s i f i c a t i o n M ercantile Workers O f f i c e Workers Number of Employees over 18 years Number of Employees under 18 years 5194 : 398 6691 88 To t a l Number of Employees............... 5592 6779 These f i g u r e s cannot be regarded as g i v i n g an a b s o l u t e l y accurate p i c t u r e of female employment i n the two f i e l d s s p e c i f i e d , since employers are asked annually t o show the numbers f o r the week of greatest employment. They do i n d i c a t e , however, that there i s a v e r y s u b s t a n t i a l body of women engaged as mercantile workers, and they show that there i s a la r g e group of women o f f i c e workers, though unf o r t u n a t e l y t h i s l a t t e r group has not been c l a s s i f i e d as stenographers, s e c r e t a r i e s , f i l e c l e r k s , machine operators, etc . S t a t i s t i c s f o r men In the business occupations are e n t i r e l y l a c k i n g . - 60 -Lack of d e t a i l e d information makes i t impossible, p a r t i c u l a r l y i n the l a r g e r centres i n the Province, to attempt to t r a i n s u i t a b l e numbers of workers f o r a l l the d i f f e r e n t occupational o p p o r t u n i t i e s open to school p u p i l s . But i t i s evident t h a t there are business p o s i t i o n s other than those of t y p i s t , stenographer, and bookkeeper. Me r c a n t i l e employees need s p e c i a l i z e d business t r a i n i n g f o r t h e i r work, as do many general c l e r i c a l workers who make use of n e i t h e r stenography nor formal bookkeeping. That there i s a s u f f i c i e n t l y l a r g e group of persons of such types to warrant c o n s i d e r a t i o n i n the business education program seems evident when one examines the d i s t r i b u t i o n of workers composing the s t a f f s of a few of Vancouver's l a r g e r business concerns. Table X I I gives some idea of the nature of the d u t i e s of the holders of business p o s i t i o n s i n three establishments. TABLE X I I . DISTRIBUTION OE BUSINESS EMPLOYEES IN THREE LARGE ESTABLISHMENTS IN VANCOUVER, JUNE, 1940 \" C l a s s i f i c a t i o n of Workers Case l a Case 2 b Case 3° 13 57 Bookkeepers and Machine 18 34 General Clerks d153 33 e112 Sales Persons..«.«<...••«•••.... 7 300 a B r i t i s h Columbia E l e c t r i c Railway Company, Limi t e d . DHudson's Bay Company. Vancouver C i t y H a l l , i n s i d e s t a f f . dAbout 40 per cent may be c a l l e d upon to use stenography at some time. eMany of the group keep records of d i f f e r e n t types but very few could be classed as book-keepers or machine operators. Despite t h i s v a r i e t y of business occupations, B r i t i s h Columbia's commercial education program continues to s t r e s s •the t r a d i t i o n a l s u b j e c t s , shorthand, t y p e w r i t i n g , and bookkeeping. I n the 1937 cu r r i c u l u m r e v i s i o n e f f o r t s were made to determine s u i t a b l e o b j e c t i v e s and e f f i c i e n t teaching procedures i n the stenographic and bookkeeping f i e l d s , but no attempt was made t o introduce necessary v o c a t i o n a l business t r a i n i n g subjects f o r such other types of work as have been mentioned. I t should be noted t h a t t r a i n i n g f o r occupations open t o p u p i l s i m p l i e s a l s o the need f o r f l e x i b i l i t y i n courses of study. The p u p i l i n the farming community, f o r example, i s i n t e r e s t e d i n d i f f e r e n t aspects of bookkeeping from those that are of greatest s i g n i f i c a n c e to the c i t y p u p i l . - 62 -His s t u d i e s ' i n j u n i o r business may involve a d i f f e r e n t emphasis, and so w i t h h i s problems i n mathematics. Yet the i n d i v i d u a l courses of study i n business education f a i l t o recognize such d i f f e r e n c e s of outlook, there being no suggestion that l o c a l c o n d i t i o n s may r e s u l t i n some v a r i a t i o n s i n subject matter or i n teaching procedures. P r o f i c i e n c y i s an e s s e n t i a l i n v o c a t i o n a l t r a i n i n g , f o r employment standards i n o f f i c e occupations are high. But i t i s not to be expected that a p u p i l w i l l become p r o f i c i e n t i n a l l the branches of the v o c a t i o n a l program. He must s e l e c t a f i e l d i n which he wishes to t r a i n , a f i e l d f o r which he i s s u i t e d through both h i s i n t e r e s t s and a b i l i t i e s , and he must s t r i v e t o a t t a i n excellence i n that f i e l d . By s p e c i a l i z i n g he reduces the number of s k i l l s to be acquired and thus increases h i s chance t o develop p r o f i c i e n c y w i t h i n the l i m i t s of h i s choice. Meanwhile he reduces the period needed f o r v o c a t i o n a l s t u d i e s , thereby making a gr e a t e r p o r t i o n of h i s time a v a i l a b l e f o r general business t r a i n i n g and general education. I n B r i t i s h Columbia the tendency has been, and f o r that matter s t i l l i s , t o expect the p u p i l e l e c t i n g the v o c a t i o n a l business course to become p r o f i c i e n t i n both stenography and bookkeeping, regardless of h i s p a r t i c u l a r aptitudes and i n s p i t e of the f a c t that by and l a r g e \"only about 2 per cent of o f f i c e workers are bookkeepers and only about 10 per cent are stenographers.\"1 As a consequence, many commercial p u p i l s are t r a i n e d i n work f o r which they are not s p e c i a l l y s u i t e d and, besides, they are -deprived of the opportunity to broaden t h e i r general education. Boys and g i r l s might be n e f i t g r e a t l y from a study of general science, while most g i r l s f o l l o w i n g the business curriculum would f i n d work i n home economics b e n e f i c i a l . Yet these courses are f r e q u e n t l y s a c r i f i c e d f o r unnecessary v o c a t i o n a l t r a i n i n g . To i l l u s t r a t e the prominence t h a t may be given t o v o c a t i o n a l s t u d i e s i n a B r i t i s h Columbia sohool, the w r i t e r submits i n Table X I I I the t y p i c a l program of a p u p i l f o l l o w i n g a four-year commercial course i n one of Vancouver's la r g e commercial schools/, the Fai r v i e w Pligh School of Commerce. The school program i s organized on the basis of t h i r t y - f i v e periods of f o r t y minutes each per week, w i t h each pe r i o d representing one c r e d i t , except that c r e d i t s are not allowed f o r r e q u i s i t e periods i n study, l i b r a r y , and guidance. 1TP. G. N i c h o l s , op. c i t . , p. 212. - 64 -TABLE X I I I . POUR-YEAR PROGRAM OF COMMERCIAL PUPIL, 1939-40 TIME-TABLE Subjects Grade IX ! Grac e X Grad e XI Grad e X I I P a C r u , P Gr P Cr P Or 5 5 5 5 5 5 5 5 S o c i a l Studies 5 5 5 5 5 5 Health and P h y s i c a l Eduoation. 3 3 3 3 3 3 3 3 1 1 1 1 1 1 _ 1 1 Study......«....••... 5 5 5 5 Shorthand 5 5 5 5 Typewriting.- 5 5 5 5 S e c r e t a r i a l P r a c t i c e . - — — — • 10 10 10 10 Junior Business and Introductory Book-.5. 5 _ . _ Bookkeeping. ... — — 5 5 2 2 3 3 Business A r i t h m e t i c . . — 3 3 mn Commercial E n g l i s h . . . — 2 2 3 3 -Law and General Business. - - - _ - - •• 2 2 Tot a l 35 28 35 28 35 28 35 28 Periods 'Credits Of the courses l i s t e d i n Table X I I I p o s s i b l y the only one r e q u i r i n g any d e s c r i p t i o n i s the s e c r e t a r i a l p r a c t i c e . This course has been planned to provide t r a i n i n g i n the a p p l i c a t i o n of shorthand and t y p e w r i t i n g to business s i t u -a t i o n s , as w e l l as to prepare p u p i l s f o r a wide v a r i e t y of other d u t i e s which might enter i n t o o f f i c e work. Pre-r e q u i s i t e s include shorthand I , shorthand I I , t y p e w r i t i n g I and t y p e w r i t i n g I I , A c t u a l content of the course includes a great d e a l of shorthand d i c t a t i o n and t r a n s c r i p t i o n . I n a d d i t i o n there are u n i t s of work d e a l i n g w i t h p e r s o n a l i t y - 65 -development\", q u a l i f i c a t i o n s of o f f i c e workers, use of the telephone i n the o f f i c e , uses t o which d i f f e r e n t o f f i c e machines are put, sources of business information, prepa-r a t i o n and t y p i n g of telegrams, business forms and r e p o r t s , f i l i n g , e t c . I n other words, the course r e a l l y aims at meeting the needs of the stenographer or secretary, as w e l l as many of the needs of the general o f f i c e worker. Unfortunately there i s no p r o v i s i o n whereby the p u p i l who wishes t o q u a l i f y as a general o f f i c e worker may omit the shorthand d i c t a t i o n and the t r a n s c r i p t i o n from h i s s t u d i e s . I t w i l l be c l e a r to the reader who examines Table X I I I c l o s e l y that there are no o p t i o n a l courses o f f e r e d , t h a t p r a c t i c a l l y f i f t y - f i v e c r e d i t s out of a t o t a l of 112 c r e d i t s required f o r graduation are. gained through the study of stenographic and bookkeeping su b j e c t s , that general business understandings are regarded as being r e l a t i v e l y unimportant, that business a r i t h m e t i c , admittedly an e s s e n t i a l f o r commercial p u p i l s , receives scant a t t e n t i o n , and that general education o f f e r i n g s include only the bare e s s e n t i a l s of E n g l i s h , s o c i a l s t u d i e s , and h e a l t h and p h y s i c a l education. Reference t o Table X I I I shows a l s o that Grade IX i s the s t a r t i n g point f o r extensive s p e c i a l i z e d work, a c o n d i t i o n that i s common i n B r i t i s h Columbia. Yet the p r i n c i p l e has been advanced t h a t v o c a t i o n a l business t r a i n i n g should be given near the time when the p u p i l i s expected t o use t h i s - 66 -t r a i n i n g . R e f e r r i n g to the matter of grade placement of business subjects, Blake W. Spencer i n an a r t i c l e , \"Required Courses f o r Business Students,\" says: \"....we believe that a l l m a t e r i a l s recommended f o r any group should be offered as near as p o s s i b l e t o the time when they w i l l be needed by the student. I f t h i s p r i n c i p l e were followed much subject matter f r e q u e n t l y covered i n e a r l y high school would be placed i n the eleventh or t w e l f t h grade i n s t e a d . \" 2 The w r i t e r considers that Grade IX i s not the place to s t a r t s p e c i a l i z a t i o n f o r , i f the p u p i l Is to be allowed to choose a s p e c i a l i z e d f i e l d of study, he should make h i s choice on the basis of understanding and i n t e r e s t . Here maturity plays a p a r t , since i t i s accompanied by broader knowledge of the demands of v a r i o u s business p o s i t i o n s and a b e t t e r estimate of personal c a p a c i t i e s and d e s i r e s . In t u r n , mature choice based on i n t e r e s t means that there i s greater motivations towards serious e f f o r t , since the p u p i l i s f a r more aware of the s i g n i f i c a n c e of the subject matter and the s k i l l s he must master. Yet the commercial cur-r i c u l u m of the Province i s not planned to take advantage of the b e n e f i t s to be derived from t h i s m o t ivation. Many p u p i l s e l e c t i n g the business program are expected to s t a r t t h e i r v o c a t i o n a l work i n Grade IX, before they have evinced an i n t e r e s t i n any s p e c i a l type of business occupation and, 2 B l a k e V/. Spencer, \"Required Courses f o r Business Students.\" Business Education World, XIX, (March, 1939), p. 562. - 67 -because of the l a c k of keen i n t e r e s t , they use four years of school time to accomplish what they might do i n a f a r shorter p e r i o d . - A f u r t h e r d i f f i c u l t y a r i s e s i n c e r t a i n d i s t r i c t s where j u n i o r high schools o f f e r the work of Grades V I I to IX i n c l u s i v e , and where separate senior high schools p l a n programs i n c l u d i n g the work of Grades IX to X I I , or X I I I , i n c l u s i v e . I f the se n i o r high school commences v o c a t i o n a l business education i n Grade IX, the j u n i o r high school i s obliged t o do the same or e l s e to t r a n s f e r p o s s i b l e business p u p i l s to the s e n i o r high school at the end of Grade V I I I . Otherwise the t r a n s i t i o n at the end of Grade IX i s accomplished only w i t h a c e r t a i n amount of d i f f i c u l t y . But the j u n i o r high school i s not intended to be a v o c a t i o n a l centre. This school has been e s t a b l i s h e d i n the i n t e r e s t of the p u p i l s and, wherever p o s s i b l e , a l l p u p i l s should complete the j u n i o r high school program before going on to the se n i o r school. Hence e i t h e r procedure, that of the j u n i o r high school's commencing v o c a t i o n a l work i n Grade IX, or that of t r a n s f e r r i n g prospective commercial p u p i l s t o the se n i o r high school at the end of Grade V I I I , r e s u l t s i n an unfavorable s i t u a t i o n which could be obviated by the postponement of v o c a t i o n a l work u n t i l p u p i l s have reached at l e a s t Grade X. The p r a c t i c e of a l l o w i n g p u p i l s t o commence the v o c a t i o n a l business subjects i n Grade IX i s not confined to commercial high schools or to other secondary schools which - 68 -o f f e r a complete commercial course. In some of the composite secondary schools i t i s p o s s i b l e f o r Grade 12 p u p i l s to e l e c t v o c a t i o n a l subjects with a view to completing the r e q u i s i t e number of c r e d i t s f o r the grade. Shorthand may be selec t e d as an o p t i o n a l subject and i t may be studied f o r one year t o y i e l d f i v e c r e d i t s , only to be dropped at the end of that time. L i t t l e thought i s given to the f a c t t h a t a s i n g l e year of shorthand taken t h i s way has p r a c t i c a l l y no value, nor i s c o n s i d e r a t i o n given to the point t h a t , even i f the p u p i l plans to resume h i s study of the subject at some l a t e r date, a long period of disuse almost n u l l i f i e s the value of the e a r l y t r a i n i n g . I t i s not necessary to commence the v o c a t i o n a l t r a i n i n g i n Grade IX. Department of Labor reports f o r B r i t i s h Columbia, as recorded i n Table X I , show that l e s s than 8 per cent of the female workers i n the mercantile i n d u s t r y and l e s s than 1-J per cent of the female workers i n o f f i c e occupations are under eighteen years of age. I t would seem evident, t h e r e f o r e , that employment i n business p o s i t i o n s i s open l a r g e l y to persons who have reached an age corresponding to that of p u p i l s i n the highest grade of the secondary school. This view i s supported by the information gathered i n an i n v e s t i g a t i o n of the withdrawals from Grades IX to X I I i n c l u s i v e of the F a i r v i e w High School of Commerce, Vancouver 9 during the p e r i o d extending from June 30, 1939, to June 30, 1940. Included i n the i n v e s t i g a t i o n were those - 69 -1938-39 p u p i l s who d i d not r e t u r n f o r the 1939-40 school year and those who withdrew from school before the c l o s i n g date i n June, 1940. F i f t y - s i x of the Grade X I I p u p i l s were members of the 1938-39 graduating c l a s s who l e f t school a f t e r four years' attendance, most of them immediately s e t t i n g out i n search of p o s i t i o n s . Table XIV shows the d i s t r i b u t i o n of a t o t a l of 239 withdrawals according t o the nature of the a c t i v i t i e s of the p u p i l s concerned a f t e r l e a v i n g the school. - 70 -to C\\2 CT» C- CD xfl CO CO 10 CO to w 01 o» -P O H iH in H H H to -P O CM EH CM IIX H CM C» t H I 1-! i H in H 9 01 CM r-i to CM to © to ••0 cd \\ 8 9 a 9 I 8 8 CQ HI s S i Hi 8 H H H H W m H 1! 8 i S 1 Hi to H 8 to tn H CM © CM cd 1 i ca a 1 8 1 to i 9 8 H HI o HI M to -sfl 00 CM CM CM 1 OS CO to i4 8 to © H m m cd Hi' H r-i H 8 8 I H tD 8 8 8 <—! to H t5 ^ © to CM H CM 8 9 8 H ca t> H HI t> Cd cd Cd . CM 8 H 5 8 1 1 8 03 8 8 9 CM H CO • » ft • • 4 0 « • e • * • e • • 0 » 0 « • « to • ft •• • • « 0 • 0 « e • r .Hi • » ft • • • « 0 9 0 a » o • • ft * * 0 0 e » * • o • o « 0 » • « © « 0 » » 0 *1 • « « « • • O 0 « 0 « ft 0 0 o • • » • 0 • •H • • e » « « EG • e • « b» ft © © • • • * O 0 * • • •H 01 « M Pi « « • •H • • « « -0 -P o • O i-5 0 O 0 -P • « • cd 4-4 ' 0 O 9 ti ft W H * e CO •H 0 • • t> 0 • 0 to P4 cd O -P EH S3 -P f-s pq • O O cd pq PS © to O O © *H fH pq & a ft » -P So Pi © cd 0 O PS s PI a 6 S O . s |3 S E-i EH H W H CQ CO H o o •p © CQ PH o 13 u © ft o •p' . . © o u o 13 © r-i 03 © © g tsD Pi © © © © u 9 fH O © h o •rt Cd U W 9 « fH s © pq © © to fH g o Pi o •H 13 H o •H U 15 to © © © © fH +» •H cd pq ti S jss - 71 -The conditions p i c t u r e d i n Tables XI and XI? support the w r i t e r ' s view that i n B r i t i s h Columbia v o c a t i o n a l education, at l e a s t i n the commercial f i e l d , should be deferred u n t i l p u p i l s reach the higher grades of the secondary school. Not only are the great m a j o r i t y of those employed i n business p o s i t i o n s eighteen years of age or over, but a very l a r g e percentage of those who withdraw from the lower grades of the commercial school f a i l t o f i n d p o s i t i o n s i n which they use t h e i r v o c a t i o n a l business t r a i n i n g . This i s somewhat l e s s obvious w i t h the boys than w i t h the g i r l s , f o r e v i d e n t l y some business firms p r e f e r to t r a i n t h e i r male employees from the beginning, and they are not concerned whether these beginners have had s p e c i a l i z e d t r a i n i n g other than p o s s i b l y t y p e w r i t i n g and business a r i t h m e t i c . Thus, though i n the case of the withdrawals studied the percentage of j u n i o r boys obtaining business p o s i t i o n s was much higher than that f o r g i r l s , t h i s does not argue f o r an e a r l i e r s t a r t at v o c a t i o n a l studies f o r boys, f o r over 75 per cent of the t o t a l of a l l boys and g i r l s o b t a i n i n g business p o s i t i o n s were amongst withdrawals from Grade X I I . The f i g u r e s shown i n Table XIY not only support the postponing of v o c a t i o n a l business education but they a l s o present a v e r y strong argument i n favor of more t r a i n i n g f o r general business understandings. Approximately 30 per cent of the t o t a l withdrawals remained unemployed over an - 72 -extended period, while only 58 per cent of those who gained employment obtained o f f i c e p o s i t i o n s . T h i r t y - f i v e of the withdrawals were persons who t r a n s f e r r e d to other Vancouver secondary schools, went to business c o l l e g e , or moved away from the c i t y , and s e v e r a l of t h i s l a s t group planned to continue w i t h t h e i r high school education. I f these t h i r t y -f i v e be disregarded, i t w i l l be observed that over 70 per cent of the remainder had no immediate use f o r t h e i r v o c a t i o n a l t r a i n i n g . General business knowledge would have had a personal-use value to a l l the groups as w e l l as a c e r t a i n amount of occupational value to those who obtained mercantile p o s i t i o n s and work of other types. I t should be noted that over 50 per cent of the t o t a l withdrawals was made up of p u p i l s from Grades IX and X, many of whom would l a t e r d r i f t i n t o jobs where v o c a t i o n a l s k i l l s would not be used, or where, i f needed, would have to be relearned because of long disuse. I t i s no use a s s e r t i n g that the t e c h n i c a l subjects were the best ones to o f f e r t h i s younger group. P o s s i b l y many of them would have remained i n school longer had they been given the opportunity of choosing t h e i r s p e c i a l f i e l d s of work at more mature ages. At any r a t e , broader general education and more comprehensive general business understandings would have given them b e t t e r c a p a c i t y to adjust themselves t o d i f f e r e n t types of l i f e s i t u a t i o n s and employment s i t u a t i o n s which they would be c a l l e d upon to face l a t e r . - 73 -To r e t u r n to the v o c a t i o n a l aspect, i t i s the r e s p o n s i b i l i t y of the school to t r a i n i t s p u p i l s up to the standards f o r the i n i t i a l contact job, but not f o r p o s i t i o n s open only a f t e r years of experience, or f o r those e n t a i l i n g t e c h n i c a l problems of business management,, Spencer, i n h i s a r t i c l e , \"Required Courses f o r Business Students,\" suggests standards as f o l l o w s : The S e c r e t a r i a l Curriculum Although there must be considerable v a r i a t i o n i n standards to meet business demands i n various l o c a l i t i e s , i n general the a b i l i t y to type about 50 words a minute should be required of the student who i s preparing f o r s e c r e t a r i a l work. This would demand about three semesters of type-w r i t i n g . Typewriting should be followed by required o f f i c e p r a c t i c e , which would include advanced t y p e w r i t i n g , f i l i n g , simple s e c r e t a r i a l record keeping, and a study of the most commonly used machines of the community. Shorthand s u f f i c i e n t f o r i n i t i a l contact jobs, or a d i c t a t i o n rate of about 100 words a •minute (again d i f f e r i n g i n various communities) should be required. This would probably involve two years of shorthand f o r the average high school, though the f i n a l semester might w e l l be combined w i t h s e c r e t a r i a l p r a c t i c e of v a r i o u s types. For t h i s group, at l e a s t one semester of business l e t t e r w r i t i n g should be r e q u i r e d , to be taken j u s t p r i o r to entrance i n t o t r a n s c r i p t i o n . The Bookkeeping Curriculum At l e a s t one, p r e f e r a b l y two years of book-keeping should be r e q u i r e d , although there i s evidence to i n d i c a t e that one year i s s u f f i c i e n t f o r the usual type of i n i t i a l contact job today. Further t r a i n i n g can be secured as needed f o r promotion. At l e a s t one semester of business mathematics should be included f o r t h i s group, as w e l l as s u f f i c i e n t o f f i c e p r a c t i c e to give elementary knowledge of. the common o f f i c e machines, together w i t h simple methods i n f i l i n g . One f u l l year of t y p e w r i t i n g should be required. Where community s i t u a t i o n s i n d i c a t e placement opp o r t u n i t i e s i n the use of bookkeeping machines, g i r l s should be given an opportunity to l e a r n to \" operate them. 3 Reference has already been made to the f a c t that the p u p i l i n B r i t i s h Columbia may devote ten periods per week f o r four years to shorthand and t y p e w r i t i n g and to the a p p l i c a t i o n of these subjects to s e c r e t a r i a l a c t i v i t i e s , while f o r the equivalent of three and one-half years he may devote f i v e periods weekly to v o c a t i o n a l bookkeeping. There i s something to be s a i d i n favor of such a scheme purely from the standpoint of the standards a t t a i n e d . Frequent lesson periods spread over a four-year term r e s u l t i n the development of extensive vocational, knowledge and i n a high degree of p r o f i c i e n c y i n the s k i l l s taught. Many p u p i l s who remain at school to graduate f a r exceed the standards set by Spencer f o r the s e c r e t a r i a l curriculum,' while those who continue w i t h bookkeeping throughout the four years deal with advanced p r i n c i p l e s and d i f f i c u l t problems w i t h which only the experienced bookkeeper or the accountant need be f a m i l i a r . To o f f s e t the advantage of p r o f i c i e n c y there i s the disadvantage that the cost i s f a r too great. P u p i l s are equipped w i t h v o c a t i o n a l knowledge and s k i l l s beyond t h e i r needs, but they l a c k general education as w e l l as those 3 I b i d . , p. 563. - 75 -occupational understandings so necessary to beginners i n business p o s i t i o n s . A c t u a l l y some of the time devoted to the advanced bookkeeping i s sheer l o s s f o r the average p u p i l , since c e r t a i n of the subject matter i s so f a r beyond the realm of h i s experience that i t creates no l a s t i n g impression. I n both the s e c r e t a r i a l and bookkeeping f i e l d s there i s need f o r wise s e l e c t i o n of t o p i c s f o r i n t e n s i v e study, as w e l l as f o r proper grade placement. There i s need also i n c e r t a i n l o c a l i t i e s f o r other types of business t r a i n i n g . Only when these requirements have been met, and when p u p i l s make mature s e l e c t i o n s on the basis of i n t e r e s t and c a p a c i t y , w i l l standards f o r i n i t i a l contact jobs be reached w i t h the greatest economy of time and e f f o r t . So f a r there has been no reference to the course i n business E n g l i s h or t o that i n the operation of o f f i c e appliances. The former concerns i t s e l f l a r g e l y with remedial E n g l i s h , business correspondence and f i l i n g , while the l a t t e r p e r t a i n s t o the use of o f f i c e machines other than the typewriter* Undoubtedly c e r t a i n u n i t s of both courses are u s e f u l to stenographers and bookkeepers a l i k e . Yet i n the case of business E n g l i s h a number of the t o p i c s are f a r more a p p l i c a b l e to the s e c r e t a r i a l s t u d i e s , while the mastery of c e r t a i n o f f i c e appliances a l s o belongs to workers i n that f i e l d . Likewise, c e r t a i n u n i t s , p a r t i c u l a r l y i n the o f f i c e appliances course, bear more d i r e c t l y on the bookkeeping f i e l d . - 76 -At the present time the business E n g l i s h , an o p t i o n a l course, i s widely taught and i t would seem c e r t a i n that much good work i s being done by teachers of the subject. On the other hand, the course i n o f f i c e appliances received l i t t l e a t t e n t i o n despite the f a c t that i t c a l l s f o r the attainment of genuine employment standards, the achieving of which should a i d the l e a r n e r to obtain a p o s i t i o n . The t r u t h i s that schools i n the Province are p o o r l y equipped to supply t h i s type of i n s t r u c t i o n , with the r e s u l t that the course i s l a r g e l y disregarded. I n the opinion of the w r i t e r both business E n g l i s h and o f f i c e appliances should be eliminated from the program as i n d i v i d u a l courses, but s u i t a b l e u n i t s from both should be i n t e g r a t e d i n t o the s e c r e t a r i a l and bookkeeping courses* In the case of the business E n g l i s h t h i s i n t e g r a t i o n would r e s u l t i n a c e r t a i n saving of time and labor* With the o f f i c e appliances i t would encourage some i n s t r u c t i o n , even i f only a minimum amount, on the l i m i t e d o f f i c e equipment at present a v a i l a b l e i n the schools. I n f a c t i t might even act as an i n c e n t i v e to school boards to supply a d d i t i o n a l equipment, at l e a s t of the low-cost v a r i e t y , since mastery of such equipment would become a part of the s e c r e t a r i a l and bookkeeping courses. F i n a l l y , i t should b r i n g about increased e f f e c t i v e n e s s i n both of these f i e l d s since a l l e f f o r t would be d i r e c t e d towards the mastery of the most appropriate subject matter. - 77 -I t seems c l e a r that the v o c a t i o n a l business education program f a i l s to reach a high standard i n terms of the various c r i t e r i a which have been set up. This must not be taken to mean that there i s no e f f e c t i v e work being done, f o r w i t h a l l the time given to t e c h n i c a l bookkeeping and s e c r e t a r i a l s t u d i e s there must be many p u p i l s who are w e l l t r a i n e d i n the rou t i n e duties associated w i t h these two f i e l d s of employment. The job placement records of the d i f f e r e n t commercial schools, together with reports from employers i n the Province, would confirm t h i s statement. But the weaknesses are i n t r a i n i n g too many p u p i l s f o r jobs of the two types and not f o r business occupations of other types, i n not being s u f f i c i e n t l y s e l e c t i v e i n the subject matter required of even the prospective bookkeepers and stenographers, i n not making the s t a r t i n g p o i n t f o r v o c a t i o n a l work such that there i s the greatest motivation or that the other o b j e c t i v e s of education may be best achieved, and i n not determining w i t h s u f f i c i e n t care the standards which should be reached by p u p i l s earning graduation. P a r t i a l l y to determine the v a l i d i t y of h i s c r i t i c i s m s of the business education program, and p a r t i a l l y to gain added information concerning the occupations and duties of recent withdrawals from the business course, the w r i t e r resorted to the use of a questionnaire, a copy of which forms Appendix 3. Whereas lar g e numbers of responses were received :.• - 78 -from pupils' who had withdrawn from d i f f e r e n t grades of c e r t a i n B r i t i s h Columbia secondary schools o f f e r i n g com-me r c i a l courses, yet i n most cases the sampling was not s u f f i c i e n t l y broad t o warrant the use of the returns i n t h i s report. A f u r t h e r l i m i t a t i o n was necessary s i n c e , as w i l l be evident to the reader, the r e p l i e s of many with-drawals from the lower grades, and even r e p l i e s of higher grade p u p i l s who had never occupied business p o s i t i o n s , could have l i t t l e : value beyond the use made of them i n Table XIV. Consequently Tables XV to XXI i n c l u s i v e have been based on r e p l i e s received from a group of former p u p i l s of the Fa i r v i e w High School of Commerce, Vancouver, each i n d i v i d u a l having entered the f i n a l year of the four-year school program, and the great m a j o r i t y having earned graduation c e r t i f i c a t e s . P u p i l s who had not reached the f o u r t h year have not been considered. I t w i l l be apparent that Tables XV to XXI are not concerned w i t h a s e l e c t group since of the 127 cases considered 104 belonged to the graduating classes of 1937-38 and 1938-39. The t o t a l r e g i s t r a t i o n i n the graduation groups f o r these two years was 156, of whom t h i r t y - t h r e e were disregarded, some having never had any work, others not being t r a c e a b l e , and s t i l l others having joined the Canadian Naval or A i r Forces. Thus the 104 cases represent over 80 per cent of the 123 a v a i l a b l e persons from the graduating c l a s s e s of the two years, a s u f f i c i e n t l y representative group f o r purposes of t h i s study. Since these 104 persons were i n attendance f o r some time a f t e r the new curriculum went i n t o e f f e c t , and since t h e i r experiences i n - i n i t i a l contact p o s i t i o n s were not very remote at the time of completing the questionnaire, the information given i n the responses should be s p e c i a l l y p e r t i n e n t to t h i s r e p o r t . Table XV shows the age d i s t r i b u t i o n of the 127 cases concerned, while Table XVI shows a d i s t r i b u t i o n of the employment periods. TABLE..-XV. AGE DISTRIBUTION 0E 127 CASES Age i n Years Boys G i r l s T o t a l IS • • • • e « • » as 1 1 17........ 4 3 7 IS•«»•«••• 4 ' 26 30 • • » • « » » ' 9 26 35 2 0• 4 21 25 21........ 1 16 17 22 or over - -. 12 12 T o t a l . . 22 105 127 Median Age 19 19 19 - 80 -TABLE XVI. DISTRIBUTION OF EMPLOYMENT PERIODS FOR 127 CASES Employment P e r i o d i n Months Boys G i r l s Total 1 - 6 7 36 45 7 - 12 5 16 21 13 - 18 4 20 24 19 - 24 3 8 11 25 or over 3 22 25 P a r t Time — 2 2 Temporary - 1 1 T o t a l 22 105 127 Mean Employment P e r i o d i n Months 15.6 15.1 15.2 Median Employment P e r i o d i n Months 12.0 11.0 12.0 Tables XV and XVI, while confirming the statement that most of the. cases considered t y p i f y persons of l i m i t e d experience, show that the i n v e s t i g a t i o n was not altogether confined t o t h i s one c l a s s . I n a c t u a l f a c t , while some responses from persons of three or more years\" employment were incorporated i n t o t h i s report, i t was f e l t i n advisable to make use of returns from a number of persons who had been out of school f o r anywhere from f i v e to t e n years. At the time of completing the questionnaire 105 of those involved were a c t u a l l y employed. Some persons reported having held only one p o s i t i o n , w h i l s t others had occupied as many as four. Table XVII shows a d i s t r i b u t i o n on the basis of the number of p o s i t i o n s h e l d , Table XVIII a c l a s s i f i c a t i o n of the p o s i t i o n s on the basis of Section 3 of the questionnaire. - 81 -TABLE XVII. NUMBER OF PERSONS EMPLOYED IN FIRST, SECOND, THIRD, OR FOURTH POSITION AND NUMBER UNEMPLOYED AFTER FIRST, SECOND, THIRD, OR FOURTH POSITION Boys G i r l s T o t a l No. P o s i t i o n Employed Unemployed Employed Unemployed of P o s i t i o n s - Involved i- '.First..' 15 1 42 13 71 Second 4 — 22 7 66 Third 1 . — 13 1 45 Fourth 1 - 5 2 32 T o t a l ; 21 82 23 214 TABLE XV I I I . DISTRIBUTION OF 214 POSITIONS HELD BY 127 PERSONS Type of P o s i t i o n Boys - G i r l s T o t a l 1. General Clerk . 4 6 10 2. Shipping Clerk... • 1 1 3. Receiving Clerk... » 4. Stock C l e r k . . . . . . . . . . • . . . . . . . • i 1 5, F i l e C l e r k . . . . . . . . . . . . . . . . . . . • i 7 8 6. M a i l C l e r k . . . . . . . . . . . . . . . . . . . 1 1 7. Messenger Boy. ,.. * 1 — 1 8. 0 f f i e © Boy* 0 .. ' 5 5 9. BiXXXxi^ 0X@rlc• •••»••••••••••• « 3 3 10. C OS\"t OX © rlc • •«•«••••••«••••••• * \" - «= 11. S t a t i s t i c a l C l e r k . • 1 1 12. Sn\"fc3?y OX©rlc•••««««• • —; 13. X>©d§G3? OX© i*le • * • • • • • ~ — _ 14. Statement Clerk • 1 1 15. A s s i s t a n t Bookkeeper c 1 1 2 16. Bookkeeping Machine Operator. « 1 2 3 17. Bo oleic© ©jp© r •••••••«••»•••••«•• • 2 4 6 18. C a l c u l a t i n g Machine Operator. - 1 1 19. Til.iTn.6le© ©J) 6I^ « • « e « « « « » * 0 « « . » t t « < i « « — — -20. C3.s2ll© 3? • • « «•••••••••«••••••»* • • ' - „ 21. 0oXX©c*bo3?» • • •••••••••«•••••»• ft 2 2 Oi*d.©i* OX©x*lc• •••••••••••••«••« « 1 1 23. Tjrp i s*fc • • • • • • • • • • • • • • • • • • • • e « « • 2 19 21 24. D u p l i c a t i n g Machine Operator. e - 1 1 25. D i c t a t i n g Machine Operator... • - - -- 82 -TABLE XVIII. (Continued) Type of P o s i t i o n Boys G i r l s T o t a l 26. « • « 4 : . 90 94 27. Secre oary. ............... * « « — 14 14 28. •Sale s Person............. • • « 4 8 12 29. M a i l Order A s s i s t a n t . . . . . • * « 1 1 2 30. Bundle Wrapper........... e • « - -31. Window Trimmer......... «.'» an BO 32. Switchboard Operator • • '• 3 3 33. Information C l e r i c . . . . . . . . • # * ™ 2 2 34. Other Types of Work: Factory or M i l l Worker. « « • 2 4 6 Waiter or Waitress « * « 1 1 2 Domestic Worker • « • — 1 a Miscellaneous * » • 1 8 9 31 183 214 I t i s s i g n i f i c a n t that of the 214 p o s i t i o n s l i s t e d i n Table XVIII only eleven, or about 5 per cent, may be d e f i n i t e l y c l a s s e d as bookkeeping p o s i t i o n s . Stenographers and s e c r e t a r i e s number 108, or approximately 50 per cent of the t o t a l . Though i t i s to be expected t h a t the stenographic f i e l d would be s t r o n g l y represented since the great m a j o r i t y of the i n d i v i d u a l s r e p o r t i n g were young women, yet these 108 p o s i t i o n s were d i s t r i b u t e d amongst only seventy of the 127 persons in v o l v e d . Therefore Table XVIII would seem t o provide a very strong argument against the lengthy bookkeeping t r a i n i n g offered high school commercial p u p i l s . I t would i n d i c a t e a l s o t h a t stenography, which p r e t t y w e l l c o n s t i t u t e s the backbone of the commercial curriculum, i s given too great s t r e s s . The v a r i e t y of other p o s i t i o n s included i n Table XVIII - 83 -would suggest that many p u p i l s would have been b e t t e r t r a i n e d f o r a c t u a l employment had they been given broader general business t r a i n i n g , a c e r t a i n amount of general c l e r i c a l t r a i n i n g , and l e s s stenography and bookkeeping. Probably many of the persons concerned would have selected such a program had i t been a v a i l a b l e , but only one plan was open to them. The reader w i l l see that a t o t a l of twelve p o s i t i o n s involved s e l l i n g . Reference to Table XIV dea l i n g w i t h withdrawals from the regular grades of the Fai r v i e w High School of Commerce f o r one year w i l l show that even more persons from the lower grades obtained mercantile p o s i t i o n s than from the upper grades. I n other words i t would seem that t r a i n i n g i n advanced bookkeeping and stenography does not a i d p u p i l s t o g a i n p o s i t i o n s • a s sales persons. I t i s p o s s i b l e , however, that c e r t a i n persons not represented i n Table XVIII because they had never been employed might have been s p e c i a l l y s u i t e d to t r a i n i n g i n r e t a i l s e l l i n g , and might have been.better served by the school had the curriculum made p r o v i s i o n f o r t h i s type of education. Table XIX, prepared from Section 4 of the questionnaire, i n d i c a t e s the number of the p o s i t i o n s represented i n Table XVIII c a l l i n g f o r the performance of c e r t a i n d u t i e s . - 84 •-TABLE XIX. DUTIES PERFORMED IN 214 POSITIONS Nature of Duty P o s i t i o n s Demanding Performance of the Duty Boys G i r l s T o t a l 1. -Cashier Duties 10 37 47 s« Typing from Copy. • 14 123 137 3. Using Telephone.-. 18 122 140 4. M a i l Clerk Work............... 15 53 68 5. P o s t i n g O r i g i n a l E n t r i e s 7 34 41 6. Messenger S e r v i c e s . . . . . . . . . . . . « 7 19 26 7. Operating Adding and L i s t i n g « 9 59 68 8. Wr i t i n g or D i c t a t i n g L e t t e r s . . * 7 61 68 9. Operating C a l c u l a t i n g Machines • 7 26 33 10. Checking Postings • 5 25 30 11. Operating Addressograph. « 2 11 13 12. P a y r o l l Work « 4 26 30 13. Monthly Statement Work « 8 55 63 . 14. Keeping Stock Records # 4 12 16 15. T^ i^ DXHJ~J 5 3 . J L . 2 .3 • « • • • • • • « • • • • « • • • • 6 8 69 77 16. Using Dictaphone or Ediphone.. » 5 5 17. F i g u r i n g Costs. • 8 22 30 - 18. Using Card Indexes 8 59 67 19. Information C l e r k Work # 3 24 27 20. Operating Bookkeeping Machine. « 3 6 9 21. V e r i f i c a t i o n or Audit Work.... • «. 6 6 22. Taking Inventory. « 6 21 27 23. C o l l e c t i o n Work <.... « 4 20 24 24. Keeping Shipping Records...... 2 17 19 25. Operating B i l l i n g Machine « 1 7 8 26. Operating Mimeograph. • 6 28 34 27. Operating Multigraph. 1 1 28. S o r t i n g Vouchers, etc • 8 35 43 29. F i g u r i n g Discounts 3 24 27 30. Recording Orders • 9 28 37 31. Making out Shipping Papers.... « 5 18 23 32. Operating S e a l i n g Machine • 3 5 8 33. W r i t i n g Orders » 10 29 39 34. Timekeeping.•••••••••••••••••• « 1 5 6 35. Cr e d i t C l e r k Work............. 2 7 9 - 85 -TABLE XIX. (Continued) P o s i t i o n s Demanding Nature of Duty- Performance of 1 the Duty Boys G i r l s T otal 36.-. Routing Shipments. 1 \"• 5 ' ''; 6 37. Tracing Production Orders 1 1 2 38. Receiving Clerk Work 1 6 7 39. Marking Shipments. 3 5 : 8 40. B l u e p r i n t D u p l i c a t i n g 1 1 41. P r i c e Marking 3 5 8 42. Show Card L e t t e r i n g 1 6 43. Taking Shorthand D i c t a t i o n and T r a n s o r i p t i o n . 9 114 123 44. Trimming Windows.............. 1 2 ' 3 45. F i l i n g L e t t e r s , e t c . 14 117 131 46. Operating Switchboard. 2 23 25 47. Other Duties: S e l l i n g Goods. 4 8 12 Miscellaneous Duties. 3 17 20 Table XIX might be used e x t e n s i v e l y i n the preparation of i n d i v i d u a l courses of study but, as a c t u a l subject matter of courses i s not of prime importance here, only c e r t a i n general comments w i l l be made. The reader w i l l see f i r s t that t h i s t a b l e bears out Table XVIII i n showing that few p o s i t i o n s demand the performance of such t e c h n i c a l bookkeeping d u t i e s as p o s t i n g e n t r i e s , checking postings, operating bookkeeping machines, or doing audit work. I t has already been contended that too much time i s given to t e c h n i c a l bookkeeping and t h i s contention i s f u r t h e r supported, p a r t i c u l a r l y when one r e a l i z e s what few j u n i o r p o s i t i o n s c a l l f o r v e r i f i c a t i o n or audit d u t i e s . In the case of stenography, whereas only four boys c l a s s i f i e d themselves as stenographers, yet i n nine of the - 86 -t h i r t y - o n e p o s i t i o n s involved stenography was required at some time. S t i l l the percentage i s not high, and i t must be remembered th a t t h i s report covers boys who had reached at .least t h e i r f o u r t h year i n secondary commercial t r a i n i n g , and who might therefore be c a l l e d upon to perform t e c h n i c a l d u t i e s . I n the case of the g i r l s i t has already been shown that 104 of 185 p o s i t i o n s l i s t e d were of the s e c r e t a r i a l type. Only ten other p o s i t i o n s c a l l e d f o r the use of any shorthand or t r a n s c r i p t i o n . Table XIV suggests that a lar g e p o r t i o n of the g i r l s withdrawing from school before reaching Grade X I I do not obtain o f f i c e p o s i t i o n s . Table XIX shows that i n more than one t h i r d of the p o s i t i o n s held by Grade X I I g i r l s who reported f o r t h i s study, shorthand was unnecessary. How much more unnecessary i s i t then t o s t a r t every boy and every g i r l i n the commercial course on the subject at the beginning of Grade IX, or even l a t e r I General o f f i c e d u t i e s are widely represented i n Table XIX. Large numbers of p o s i t i o n s c a l l f o r t y p i n g from copy, using the telephone, f i l i n g l e t t e r s , doing m a i l c l e r k work, using card indexes, using simple adding machines, t y p i n g b i l l s and monthly statements, and a v a r i e t y of other tasks t h a t do not r e q u i r e protracted t e c h n i c a l i n s t r u c t i o n . Many p u p i l s d e s i r i n g business education are competent to perform these d u t i e s but are not able t o a t t a i n employment standards i n e i t h e r t e c h n i c a l bookkeeping or stenography. Yet, as has been f r e q u e n t l y mentioned, there i s no s p e c i a l - 87 -p r o v i s i o n f o r school students to q u a l i f y f o r these duties without continuing w i t h the more t e c h n i c a l i n s t r u c t i o n . Advanced work i n t y p e w r i t i n g , t h a t i n v o l v i n g copying of l e g a l documents and formal r e p o r t s , i s a part of the s e c r e t a r i a l p r a c t i c e course, a course which c a l l s f o r short-hand d i c t a t i o n and t r a n s c r i p t i o n . The use of the telephone i s regarded as a part of the same course so t h a t , i n d i r e c t l y at l e a s t , even work of t h i s nature i s l i n k e d w i t h the study of shorthand. F i l i n g of l e t t e r s i s one of the constituent d u t i e s of over 60 per cent of the 214 p o s i t i o n s reported, stenographers, bookkeepers, and other types of workers being required to perform s e r v i c e s of t h i s k i n d . In f a c t , eight p o s i t i o n s were a c t u a l l y reported under the name of f i l e c l e r k . In the school program, however, there has been a strong tendency to regard f i l i n g as being associated w i t h the s e c r e t a r i a l f i e l d , or a t l e a s t as a form of i n s t r u c t i o n which should be open only to advanced commercial p u p i l s . Evidence p o i n t s to the f a c t t h a t though a l l these procedures must enter i n t o the t r a i n i n g of the stenographer and bookkeeper, they should also form a part of a separate general c l e r i c a l course not c a l l i n g f o r advanced t e c h n i c a l education. I n s t r u c t i o n i n the use of o f f i c e equipment merits some a t t e n t i o n since l a r g e numbers of p o s i t i o n s c a l l f o r the operation of simple adding, c a l c u l a t i n g , and d u p l i c a t i n g machines. The s e c r e t a r i a l p r a c t i c e course includes a u n i t - 68 -of work on o f f i c e machines, i t s purpose being t o acquaint p u p i l s w i t h the various types of appliances and t h e i r uses i n business. The o f f i c e appliances course c a l l s f o r i n t e n s i v e t r a i n i n g i n the operation of at l e a s t one or two machines i n each of such classes as adding machines, c a l c u l a t o r s , p o sting machines, bookkeeping machines, d u p l i c a t o r s , and d i c t a t i n g machines. Since the cost of equipping a school f o r t h i s l a t t e r course i s v e r y high, i t i s common procedure to do some t h e o r e t i c a l work on various types of equipment i n the s e c r e t a r i a l p r a c t i c e course, but to r e f r a i n from o f f e r i n g the o f f i c e appliances course. Hence we have a f u r t h e r case of important subject matter being i n d i r e c t l y dependent on a study of shorthand. And because i t i s p o s s i b l e to cover the, minimum requirements i n s e c r e t a r i a l p r a c t i c e w i t h p r a c t i c a l l y no machines other than t y p e w r i t e r s , schools i n general are without modern and e f f i c i e n t equipment f o r t h i s important type of i n s t r u c t i o n . There seems to be l i t t l e need f o r i n s t a l l i n g expensive bookkeeping machines of d i f f e r e n t makes i n the commercial schools, but the possession of simpler types of equipment i s e s s e n t i a l to comprehensive i n s t r u c t i o n i n bookkeeping, stenographic, general c l e r i c a l , and even r e t a i l s e l l i n g courses. That p u p i l s who graduate from the business curriculum are adequately t r a i n e d i n shorthand, t y p e w r i t i n g and book-keeping, the s t r i c t l y t e c h n i c a l subjects, would seem evident - 89 -from a study of Table XX. This t a b l e was prepared from Section 5 of the questionnaire, i n which those r e p o r t i n g stated whether t h e i r t r a i n i n g was s u f f i c i e n t to meet needs In t h e i r p o s i t i o n s . Hot a l l of the 127 persons reported on every subject. TABLE XX. RESPONSES AS TO ADEQUACY 01 TRAINING IN COMMERCIAL SUBJECTS Subject Bovs G i r l .a Tot a 1 s* S 1 U S 1 U 18 1 76 18 7 94 19 7 11 . 5 3 79 4 13 90 9 16 14 ' 5 80 2 17 94 2 22 17 . *. . 2 90 2' 4 107 2 6 S e c r e t a r i a l Practice'. 13 «• 6 78 9 11 91 9 17 15 3 1 64 25 12 79 26 13 13 -* 6 59 5 31 72 5 37 6 3 10 37 12 42 43 15 52. General Business 12 4 P 58 30 7 70 34 10 Operating O f f i c e Machines (other than t y p e w r i t e r ) . . . 4 9 6 19 65 16 23 72 22 ^ S a t i sfac t o r y U n s a t i s f a c t o r y Unnecessary The numbers of persons who reported i n s u f f i c i e n t t r a i n i n g In shorthand, t y p e w r i t i n g , and bookkeeping are so small t h a t they hardly deserve a t t e n t i o n . P o s s i b l y i t should be mentioned that three of the f i v e g i r l s s i g n i f y i n g inadequate t r a i n i n g . i n bookkeeping were persons whose work showed no bookkeeping d u t i e s . Of the nine persons r e p o r t i n g i n s u f f i c i e n t s e c r e t a r i a l p r a c t i c e p r a c t i c a l l y a l l were stenographers. Two of these were persons r e p o r t i n g - 90 -i n s u f f i c i e n t bookkeeping a l s o , though only one of the two had bookkeeping d u t i e s . The w r i t e r has already contended that p u p i l s should not be c a l l e d upon to master the t e c h n i c a l i t i e s of advanced v o c a t i o n a l work i n two or more f i e l d s , and i t i s h i s view that probably the nine i n d i v i d u a l s r e p o r t i n g inadequate s e c r e t a r i a l p r a c t i c e would have been b e t t e r t r a i n e d had they been asked to master the s e c r e t a r i a l work and not the advanced bookkeeping. Twenty-two of the 127 persons concerned reported, shorthand as being unnecessary, w h i l e t h i r t y - s e v e n , or p r a c t i c a l l y one t h i r d , found no use f o r t h e i r bookkeeping. In a c t u a l f a c t many more might have i n d i c a t e d that these subjects had served no v o c a t i o n a l purpose. Only eighty-f i v e d i f f e r e n t i n d i v i d u a l s out of the 127 had held p o s i t i o n s i n which they took any shorthand d i c t a t i o n , some of these e i g h t y - f i v e having held more than one p o s i t i o n i n v o l v i n g t h i s type of work, while but t h i r t y - e i g h t persons out of the t o t a l number had put t h e i r bookkeeping to v o c a t i o n a l use. In a l l p r o b a b i l i t y many of the group f e l t that some use might be made of these subjects at a l a t e r time and, t h e r e f o r e , chose to regard the t r a i n i n g they had received as being adequate, so marking the questionnaire forms. Nineteen persons i n d i c a t e d i n s u f f i c i e n t t r a i n i n g i n business E n g l i s h . A number of these c r i t i c i z e d the l a c k of adequate a t t e n t i o n t o s p e l l i n g . E i l i n g , at present a - 91 -p o r t i o n of the business E n g l i s h course, and a study t o p i c i n s e c r e t a r i a l p r a c t i c e as w e l l , shows nine persons w i t h i n s u f f i c i e n t t r a i n i n g , a l l nine having f i l i n g d u t i e s . The percentage involved i s decidedly small and would probably be s t i l l s m a ller were the school equipment more appropriate. Twenty-six persons reported i n s u f f i c i e n t a r i t h m e t i c . Mention has already been made of e x i s t i n g d i f f i c u l t i e s which stand i n the way of i n t r o d u c i n g enough ari t h m e t i c i n t o the school program. Nor i s the s i t u a t i o n improved by the f a c t that the /commercial program t r e a t s business a r i t h m e t i c as a subject i n i t s e l f , r a t h e r than i n t e g r a t i n g i t with various r e l a t e d general and t e c h n i c a l business t o p i c s . Business law shows f i f t e e n persons r e p o r t i n g need f o r more i n s t r u c t i o n . As f i f t y - t w o others stated that they found the law unnecessary the w r i t e r contends, not that the law should be e l i m i n a t e d from the program, but that an e f f o r t should be made to revise the course so that much of the t e c h n i c a l work already c r i t i c i z e d unfavorably would give way to fundamental p r i n c i p l e s having greater personal-use value. In the case of general business t r a i n i n g p r a c t i c a l l y 30 per cent reported a d e f i c i e n c y , while a small number considered such l e a r n i n g unnecessary f o r p o s i t i o n s they had occupied. The l a t t e r group i s r e a d i l y explained, f o r f a c t o r y workers, domestic workers, switchboard operators, and holders of other routine p o s i t i o n s f i n d l i t t l e occasion - 92 -to use t h e i r business knowledge while on the job. The f a c t that one t h i r d of the remainder f e l t the need f o r broader education i n t h i s f i e l d c l e a r l y i n d i c a t e s that the present extensive t e c h n i c a l education does not carry w i t h i t the e s s e n t i a l understandings of fundamental business p r i n c i p l e s . Much has already been sai d about the weaknesses of the present p r a c t i c e i n reference to i n s t r u c t i o n i n the. use of o f f i c e machines. The f a c t that over 60 per cent of a l l the cases r e p o r t i n g s t a t e d that they had not s u f f i c i e n t teaching along t h i s l i n e should be ample evidence t o j u s t i f y the c r i t i c i s m s v/hich have been made. I t must not be assumed that what i s u n s a t i s f a c t o r y i n t h i s respect i n Vancouver would be u n s a t i s f a c t o r y i n many of the smaller centres of the Province. The w r i t e r i s not advocating a uniform p r a c t i c e throughout B r i t i s h Columbia, but rat h e r the adoption of a scheme which w i l l permit of i n s t r u c t i o n s u i t e d to l o c a l needs whether i t be i n the use of o f f i c e appliances or i n any other form of business t r a i n i n g . S e c t ion 6 of the questionnaire gave those responding an opportunity to make suggestions and remarks. In many cases no comments were made, and i n others the statements merely explained why t r a i n i n g i n some subjects, as covered i n S e c t ion 5, was regarded as u n s a t i s f a c t o r y . The v a r i e t y of answers was so great that i t i s impossible to make a comprehensive t a b u l a t i o n of them here. Table XXI. w i l l give some idea of the nature of c e r t a i n comments - 93 -together w i t h the frequency of t h e i r occurrence. TABLE 2X1. SUGGESTIONS AND REMARKS MADE BY PERSONS RESPONDING TO QUESTIONNAIRE Nature of Suggestion or Remark Frequency of Suggestion More i n s t r u c t i o n on o f f i c e machines..... 23 More i n s t r u c t i o n on use of telephone.... 17 Less i n s t r u c t i o n i n bookkeeping......... 12 More p r a c t i c a l o f f i c e routine work and work on basis of o f f i c e standards..... 12 More i n s t r u c t i o n i n s p e l l i n g 11 More business E n g l i s h , i n c l u d i n g com-posing of business l e t t e r s . . . . . . . . . . . , 11 More opportunity to meet the general 10 More i n s t r u c t i o n i n a r i t h m e t i c . . . . 7 More i n s t r u c t i o n i n f i l i n g 7 Greater p e r s o n a l i t y development (poise, confidence, independence, etc.) More i n s t r u c t i o n i n penmanship. 6 3 More p r a c t i c a l bookkeeping w i t h study of s p e c i a l bookkeeping systems........... 3 More appropriate business law.. 2 Study of income tax, sales tax'and pay-1*011 3?3?0\"bl©IHS m 9 • « « « « « * « « * 2 Study of psychology. 1 No r e a l purpose w i l l be achieved by expanding on Table XXI. S u f f i c e i t t o say t h a t probably many of the respondents f e l t t h a t they had completed t h e i r tasks when they had f i l l e d i n the blank spaces on the questionnaires, and that the comments made by others emphasize short-comings i n v a r i o u s courses making up the present commercial program. From a l l the evidence gathered the w r i t e r concludes t h a t the present B r i t i s h Columbia business education program f a l l s short of the complete r e a l i z a t i o n of e i t h e r of the major purposes of business education. General business understandings receive i n s u f f i c i e n t a t t e n t i o n i n the scheme, and i t i s not o b l i g a t o r y that p u p i l s be t r a i n e d i n t h i s f i e l d . V o cational education i s patterned a f t e r the t r a d i t i o n a l view which recognized the bookkeeper and the stenographer as the only types of business employees, and i s so organized t h a t i t f a i l s to achieve best r e s u l t s even i n preparing f o r these occupations. Such a c o n d i t i o n could be remedied without too r a d i c a l a change i n the whole s e t -up of the curriculum, and a suggested scheme i s put f o r t h i n the next chapter. - 95 -CHAPTER V A SUGGESTED PROG-RAM OE BUSINESS EDUCATION I t i s not enough that the w r i t e r voice h i s c r i t i c i s m s of* the commercial curriculum at present i n operation, f o r to stop at th a t point would imply a l a c k of con s t r u c t i v e opinion. I f there be weakness, there should be some form of remedy, and the f a c t that the w r i t e r has found f a u l t places upon him the r e s p o n s i b i l i t y of suggesting what i n h i s opinion c o n s t i t u t e s the remedy. Throughout t h i s study i t has been argued that the f i r s t major o b j e c t i v e of business education i s t o provide general business understandings so as to equip p u p i l s f o r proper completion of personal business a c t i v i t i e s , to supply them w i t h economic and c i v i c i n t e l l i g e n c e as w e l l as occupational concepts, and t o give them background f o r s p e c i a l i z e d v o c a t i o n a l t r a i n i n g . Such being the case, general business courses should be made a v a i l a b l e f o r a l l secondary school commercial p u p i l s , indeed f o r a l l secondary school p u p i l s . I t i s suggested then that there be a core of such courses, a l l of which would be \"constant\" subjects f o r those p u p i l s e l e c t i n g the business program. At the same time these courses would be s u i t e d to a l l secondary schools and might be o f f e r e d i n composite high schools not d e s i r i n g t o provide v o c a t i o n a l business t r a i n i n g , and i n small centres w i t h i n s u f f i c i e n t population - 96 -or business a c t i v i t y to warrant the o f f e r i n g of s p e c i a l i z e d i n s t r u c t i o n . Under such a system Grade IX p u p i l s w i t h leanings towards business education would be expected to engage i n a study of j u n i o r business, a course which would occupy one period d a i l y and which would be d e f i n i t e l y non-vocational. The purpose of the course would be to serve as an i n t r o -duction t o business by showing i n an elementary way how business functions i n the present s o c i a l o r g a n i z a t i o n , and to f a m i l i a r i z e the p u p i l w i t h the procedures involved i n a number of the simple types of business t r a n s a c t i o n s , together w i t h the s i g n i f i c a n c e of each. Besides the r e g u l a r i n v e s t i g a t i o n s and d i s c u s s i o n s , requirements would include the preparation or the completion of c e r t a i n of the simple business papers associated w i t h the t r a n s a c t i o n s considered, and a l s o the r e l a t e d a r i t h m e t i c a l c a l c u l a t i o n s . The a d d i t i o n of t h i s l a t t e r work would tend to make the subject matter f a r more meaningful than a mere study of the theory involved. The a r i t h m e t i c would also gain i n s i g n i f i c a n c e and v i t a l i t y because of i t s being l i n k e d w i t h s i t u a t i o n s n e c e s s i t a t i n g i t s use. I t i s suggested t h a t the j u n i o r business course should a l s o include remedial penmanship. Many p u p i l s who enter Grade IX are not good w r i t e r s . Should such p u p i l s intend to go on w i t h business t r a i n i n g , i t i s very d e s i r a b l e that they be able to w r i t e a neat, l e g i b l e hand, A minimum standard - 97 -might be set on a hand-writing s c a l e , a standard which a l l p u p i l s would be expected to reach even a t the expense of extra p r a c t i c e . Obviously a j u n i o r business course of the nature suggested would supply some knowledge of business occupations. Hence i t would have a value from the stand-point of v o c a t i o n a l guidance. In centres o f f e r i n g v o c a t i o n a l business subjects i n the.school program the l a s t f i v e or s i x weeks of the j u n i o r business course might be devoted t o e x p l o r a t o r y work i n the f i e l d of shorthand. During such a period both teachers and p u p i l s would have opportunity t o determine which c l a s s members might be i n t e r e s t e d , and hope f o r success, i n t h i s work. The only other business subject recommended f o r Grade I X i s t y p e w r i t i n g . A l l p u p i l s considering the business course should be expected t o l e a r n to use the t y p e w r i t e r , so that they might become p r o f i c i e n t i n i t s operation by the time any of them would be expected to t r a n s c r i b e shorthand notes or t o do other a p p l i e d t y p e w r i t i n g work. The personal-use value of t y p e w r i t i n g i s s u f f i c i e n t l y great to j u s t i f y i t s i n c l u s i o n i n the program even i f i t i s never used f o r v o c a t i o n a l purposes. To the supporter of the t r a d i t i o n a l commercial program i t w i l l l i k e l y seem q u i t e wrong that Grade IX p u p i l s should not be s t a r t e d on v o c a t i o n a l work i n shorthand, t y p e w r i t i n g , and bookkeeping. Yet i t i s probably true t h a t a - 98 -comprehensive j u n i o r business course, supported by t r a i n i n g i n t y p e w r i t i n g , c o n s t i t u t e s more s u i t a b l e work. I t must be borne i n mind t h a t some of the p u p i l s e l e c t i n g business education change t h e i r plans before commencing v o c a t i o n a l courses, while others withdraw from school while s t i l l i n the e a r l y grades. To these p u p i l s a l i t t l e t e c h n i c a l t r a i n i n g has no great value but, on the other hand, some general business t r a i n i n g should prove d i s t i n c t l y h e l p f u l not only f o r personal use but also f o r such business occupations as they may have a chance t o enter. Such a p l a n should be advantageous too i n the f a c t that i t would increase the p o s s i b i l i t y of achieving the r e a l aims of the j u n i o r high school. In Grade X the general business subjects might w e l l comprise economic geography and record keeping. P u p i l s e n t e r i n g business p o s i t i o n s should have some knowledge of world production i n r e l a t i o n t o both raw and manufactured goods, as w e l l as of world trade, trade routes, and trade centres. While i t i s probably most d e s i r a b l e that a study of geography should be s u f f i c i e n t l y comprehensive to include the p h y s i c a l and p o l i t i c a l s i d e s as w e l l as the economic, yet i t i s ' n o t suggested that the economic geography be rated as the equivalent of a science. On the basis of f i v e periods per week an extremely u s e f u l course could be covered i n h a l f a year. The purpose of the record keeping course suggested f o r - 99 -the l a t t e r ' h a l f of the Grade X year would be t o acquaint p u p i l s w i t h methods which would prove s u i t a b l e f o r keeping a l l types of records f o r personal use, and to a i d the p u p i l s in- i n t e r p r e t i n g f i n a n c i a l records and statements of business firms and government bodies. Besides g i v i n g general business understandings, such work would be of service i n the matter of guidance, s i n c e i t would give some i n s i g h t i n t o the demands which would be made of those e l e c t i n g the bookkeeping program as a major v o c a t i o n a l choice. Typewriting would be continued, but the aim i n Grade X would be d e f i n i t e l y v o c a t i o n a l . The Grade XI general business program might w e l l be made up of a h a l f - y e a r course i n fundamentals of business law, with the other h a l f year being devoted to marketing. I t i s not reasonable t o expect secondary school p u p i l s t o become widely acquainted w i t h the t e c h n i c a l i t i e s of business law. Nevertheless, the ordinary i n d i v i d u a l i n h i s d a i l y a c t i v i t i e s may f r e q u e n t l y f i n d a knowledge of l e g a l p r i n c i p l e s to be of use, and i t i s t h i s type of law which should c o n s t i t u t e the backbone of the course. The work i n marketing would provide information concerning the types of business firms and the procedures associated w i t h the buying and s e l l i n g of goods. I t would be advisable a l s o to have the course deal w i t h a v a r i e t y of such t o p i c s as s e l l i n g methods and a d v e r t i s i n g , w i t h a view to an e v a l u a t i o n of business p r a c t i c e s along these l i n e s . - 100 -The general business knowledge course suggested f o r Grade X I I i s t h a t of general business and a p p l i e d economics. This course would provide f o r a more comprehensive treatment of-some of the t o p i c s d e a l t w i t h i n j u n i o r business, a summarization of the whole business knowledge program to date, and an e f f o r t t o apply c e r t a i n of the general p r i n c i p l e s of economies to a c t u a l business s i t u a t i o n s . I t should be obvious that such a course as t h i s one would extend the personal-use value of general business t r a i n i n g to the point where i t would assume r e a l importance even f o r purposes of business management. There should be no misunderstanding about the place of the general business courses i n the commercial program. These courses would r e a l l y be '\"constants\" j u s t as much as E n g l i s h , s o c i a l s t u d i e s , and health•and p h y s i c a l education, the l a t t e r group p r o v i d i n g a c e r t a i n core of general education and the former a core of general business under-standings. I t i s even suggested that f o r purposes of c o o r d i n a t i o n the j u n i o r business course and the general business and a p p l i e d economics course be made \"constants\" f o r a l l secondary p u p i l s . I n t h i s day innumerable a r t i c l e s are w r i t t e n s t r e s s i n g the importance of consumer education f o r everyone. \"Every i n d i v i d u a l behaves as a consumer during at l e a s t a part of h i s conscious l i f e , and he experiences many needs f o r - 101 -information and s k i l l i n the management of h i s economic a c t i v i t i e s . \" 1 Consumer education i s not a p a r t i c u l a r type of education, i t i s a matter of emphasis. \" E f f e c t i v e consumer education must cross many t r a d i t i o n a l s u bject-matter l i n e s . The tendency of se v e r a l subject-matter groups to f e e l that consumer education i s a f i e l d i n which they have s p e c i a l or exclusive l i c e n s e to graze by r i g h t of precedent or discovery has caused the [consumer Education] A s s o c i a t i o n considerable concern.\"^ Each of the general business knowledge subjects already suggested lends i t s e l f to consumer t r a i n i n g as do, f o r that matter, such other subjects as household economics, s o c i a l s t u d i e s , hygiene, mathematics, and the various sciences. Doubtless teachers of the l a t t e r group of subjects take opportunity on many occasions t o s t r e s s points which are of value from the consumer standpoint, and such must be p a r t i c u l a r l y true i n the case of household economics and the sciences. Never-t h e l e s s , i t would seem advisable that there should be at l e a s t one course planned f o r the highest grade of the j u n i o r high s c h o o l , and one course f o r senior p u p i l s of the high school, i n which a very d e f i n i t e e f f o r t would be made to give c o n s i d e r a t i o n to s u i t a b l e consumer problems. •J-A. 0. C o l v i n , \"Strengthening the Business Curriculum.\" Business Education World, X V I I I , (December, 1937), p. 285. 2H. F, Clark,, and G-. MoCloskey, \"The Consumer Education Movement.\" Business Education World, XX, ( A p r i l , 1940), p. 645. - 102 -Though the c l a i m may be made that teachers of a l l subjects should be responsible f o r consumer education, and though the w r i t e r may t h e o r e t i c a l l y agree w i t h t h i s claim, yet the f a c t remains t h a t i n a l l p r o b a b i l i t y b e t t e r result£ are obtainable by p e r m i t t i n g teachers of the various subjects t o do such i n c i d e n t a l work as they may see f i t , while at the same time r e s p o n s i b i l i t y f o r some d e f i n i t e treatment of consumer t o p i c s i s placed on teachers of p a r t i c u l a r courses. I t i s suggested that the general business courses are best s u i t e d f o r t h i s purpose and that teachers of these subjects should be competent t o do the work e f f e c t i v e l y . Thus, by r e q u i r i n g j u n i o r business as w e l l as general business and appl i e d economics of a l l secondary p u p i l s , a minimum program of consumer education would be provided f o r a l l . Meanwhile business education p u p i l s , and other p u p i l s e l e c t i n g a d d i t i o n a l general business education courses, would receive f u r t h e r consumer t r a i n i n g . The v o c a t i o n a l s i d e of the proposed business education program must next be considered. There i s abundant j u s t i f i c a t i o n f o r providing v o c a t i o n a l commercial work to enable boys and g i r l s to earn a l i v i n g . I t may f a i r l y be assumed that f o r any s o c i a l l y acceptable type of business occupation as many p u p i l s should be t r a i n e d as are needed by the business world, but there i s no j u s t i f i c a t i o n whatever f o r t r a i n i n g more persons f o r any occupation than can be placed, p a r t i c u l a r l y when there are other business occupations f o r which an i n s u f f i c i e n t number are being t r a i n e d . - 103 -Yet excess thousands of p u p i l s are annually-t r a i n e d i n bookkeeping and stenography, and not n e a r l y enough are t r a i n e d f o r s e l l i n g , general o f f i c e work, o f f i c e machine operation, and small business o p e r a t i o n . 3 . T r a i n i n g f o r the s o c i a l l y acceptable types of business occupations as many p u p i l s as are needed suggests that the school must f i r s t determine f o r what types of occupations i t w i l l t r a i n . I t would seem quite reasonable t o assume that to be s o c i a l l y acceptable the job, amongst other t h i n g s , must pay s u f f i c i e n t wages to j u s t i f y the taxpayers' p r o v i d i n g the e s s e n t i a l t r a i n i n g . Should the wages paid to the workers be inadequate, i t would seem that the r e s p o n s i b i l i t y f o r any t r a i n i n g required should be that of the employer. I t may be that'the school should not o f f e r s p e c i a l t r a i n i n g f o r c e r t a i n s o c i a l l y acceptable business occupations. One can r e a d i l y conceive of a s i t u a t i o n where the number of workers required f o r the operation of expensive business machines i s very small and where an expenditure of the taxpayers' money f o r equipment and teaching s e r v i c e s could not p o s s i b l y be j u s t i f i e d . I t may even be the case that employers i n c e r t a i n types of business occupations are prepared t o accept and t r a i n workers who have good p e r s o n a l i t y and sound general education. Such a s i t u a t i o n may a c t u a l l y e x i s t i n the mercantile i n d u s t r y i n B r i t i s h Columbia, an i n d u s t r y which employs l a r g e numbers of 3 S . G-. Blackstone, \"Remodeling Your Commercial Depart-ment.\" The School Review, XLVII, (January, 1939), p. 18. - 104 -young people who a c t u a l l y get t h e i r e a r l y t r a i n i n g on the job.. I t i s not intended to suggest that t h i s t r a i n i n g should be done on the job, but ra t h e r , as i s more f u l l y explained l a t e r i n t h i s Chapter, that the school should determine to what extent, and wit h what r e s u l t s , i t might take over t h i s type of work. In a d d i t i o n to determining what s p e c i a l l i n e s of business t r a i n i n g are to be o f f e r e d , the school must make an earnest e f f o r t t o f i n d the number of persons engaged i n each, together w i t h the annual l a b o r turnover. Such a procedure obviously has i t s d i f f i c u l t i e s i n the l a r g e r centres, and the problem of determining the number of p u p i l s the school should t r a i n i s f u r t h e r complicated through the f a c t that various p r i v a t e agencies have a part i n meeting the aggregate needs. I n small centres the d i f f i c u l t i e s of determining types of t r a i n i n g to be offered and numbers to be t r a i n e d are not so great, so tha t there i s a reasonable chance of e f f e c t i v e work being done. As a general r u l e community needs should determine the nature of the v o c a t i o n a l program. The s i t u a t i o n might even a r i s e where t e c h n i c a l business education could not p o s s i b l y be j u s t i f i e d , under which circumstances general business t r a i n i n g would be the only type of commercial work included i n the school program. As an exception to the general r u l e p u p i l s might be t r a i n e d f o r p o s i t i o n s away from home i f there were a gradual depopulation of the d i s t r i c t - 105 -concerned. While t r a i n i n g f o r community needs the school should, as f a r as p o s s i b l e , recognize p u p i l s ' choices and c a p a c i t i e s . To do so e f f e c t i v e l y involves heavy r e s p o n s i b i l i t y f o r both the guidance department and the teachers of business courses. Wise choice of a vocation i s dependent on a broad knowledge of the requirements, the advantages, and the disadvantages of the v o c a t i o n , as w e l l as on the p u p i l ' s c a p a c i t y to meet the standards demanded of the worker i n the occupation. Thus, i f p u p i l s are to be a s s i s t e d towards wise choices, the school s t a f f must be conversant w i t h a wide range of f a c t s p e r t a i n i n g t o the occupations f o r which t r a i n i n g i s being given, as w e l l as to the p e r s o n a l i t y , s c h o l a s t i c record^ and the a c t i v i t y program of each commercial p u p i l under t h e i r d i r e c t i o n . Teachers must be i n constant touch w i t h business housesj business employees, and government employment o f f i c e s w i t h a view t o maintaining an up-to-date knowledge of employment standards, o f f i c e procedures, and l a b o r turnover w i t h i n the community. Such knowledge adds g r e a t l y to the usefulness of t h e o r e t i c a l occupational information gained from business . l i t e r a t u r e and business education p u b l i c a t i o n s . Choice of p a r t i c u l a r f i e l d s f o r study must not be l e f t to mere chance. - 106 -Surely the stenographer must be possessed of good hearing, a sound fundamental knowledge of E n g l i s h , a good vocabulary, a high degree of expertness i n the fundamentals of sentence s t r u c t u r e , manipulative a b i l i t y , and a high degree of coordination between hand and mind. The book-keeper must be a good penman, accurate and r a p i d i n the handling of a r i t h m e t i c a l computations, and be able to analyze business t r a n s a c t i o n s so as to record them i n such a way as t o i n d i c a t e the e f f e c t they have had upon the business involved. He must be able to i n t e r p r e t the r e s u l t s of h i s work and to w r i t e r e p o r t s t h a t w i l l convey needed information to executive o f f i c e r s . The r e t a i l salesperson must possess a b i l i t y to deal w i t h people, a b i l i t y to express h e r s e l f w e l l , good memory f o r f a c e s , adequate knowledge of merchandise handled and a b i l i t y to make f r i e n d s of her customers. A c l e r i c a l worker must be possessed of a high degree of a b i l i t y i n handling d e t a i l s , a good memory f o r d e t a i l s , manipulative s k i l l i n the operation of c e r t a i n types of machines, mathematical a b i l i t y such as i s involved i n machine c a l c u l a t i n g , and many other q u a l i t i e s e s s e n t i a l to the s u c c e s s f u l handling of a great v a r i e t y of c l e r i c a l operations.'* Here again the r e s p o n s i b i l i t y of the guidance department and of the business teachers i s p e r f e c t l y c l e a r i n that every p u p i l must be d i r e c t e d i n t o the f i e l d f o r which he i s best q u a l i f i e d . A suggested business education program f o r the Province i s o u t l i n e d i n Table XXII* I t provides f o r four s p e c i a l i z e d f i e l d s of t r a i n i n g , namely the s e c r e t a r i a l , bookkeeping, general c l e r i c a l , and mercantile or r e t a i l s e l l i n g f i e l d s . Shorthand has been included i n the work f o r Grade X, though the w r i t e r considers that w i t h a year or two of experimentation i n the development of o f f i c e p r a c t i c e and F r e d e r i c k G. N i c h o l s , op. c i t . , pp. 298-299. - 107 -s e c r e t a r i a l \" p r a c t i c e courses, and w i t h a c a r e f u l l y worked-out plan f o r s e l e c t i n g p u p i l s f o r the s e c r e t a r i a l option, t h i s subject might be commenced i n Grade X I . The arrange-ment of constant and o p t i o n a l subjects i s intended to meet the various recommendations and p r i n c i p l e s already advanced. - 108 -- 109 -P o s s i b l y a few p o i n t s i n Table XXII require explanation. I t w i l l be observed that the s e l e c t i o n of a s p e c i a l f i e l d f o r study i s , In a sense, required at the beginning of Grade X, f o r at that time the p u p i l must decide whether or not to include shorthand i n h i s program. Nevertheless the p u p i l s e l e c t i n g the bookkeeping, general c l e r i c a l , or r e t a i l s e l l i n g course at the commencement of Grade XI i s not prevented from t a k i n g a year of shorthand, or f o r that matter two years of the subject, since there i s an o p t i o n a l f i v e - c r e d i t course p o s s i b l e i n both Grades X and XI. Likewise the p u p i l e l e c t i n g the s e c r e t a r i a l course has opportunity of i n c l u d i n g a year of bookkeeping i f he so d e s i r e s . Such extra v o c a t i o n a l work should be open only t o p u p i l s reaching high standards i n a l l t h e i r s t u d i e s . Only one year of v o c a t i o n a l t r a i n i n g has been suggested f o r those s e l e c t i n g the r e t a i l s e l l i n g course, and i t i s / recommended that t h i s t r a i n i n g should not be offered unless i t i s p o s s i b l e to organize a cooperative scheme w i t h c e r t a i n community r e t a i l s t o r e s . A large p a r t of the time devoted to store p r a c t i c e should i n v o l v e a c t u a l s e l l i n g experience under the d i r e c t i o n of s a l e s persons responsible f o r reports on p u p i l s ' work. Those planning to enter t h i s f i e l d might w e l l be d i r e c t e d t o o p t i o n a l courses i n o l o t h i n g , a r t , and c l e r i c a l p r a c t i c e , while some might f i n d a year of bookkeeping very u s e f u l . As the academic schools i n many B r i t i s h Columbia - n o -centres now make p r o v i s i o n f o r Grade X I I I , i t seems f i t t i n g t h at the suggested business program should do the same. P u p i l s d e s i r i n g to spend t h e i r t h i r t e e n t h school year i n the commercial department might even be beginners at business education and, t h e r e f o r e , f o r them a number of elementary v o c a t i o n a l courses have been included amongst the options. On the other hand there might be p u p i l s wishing more advanced business studies than had been offered them during t h e i r four years i n the commercial curriculum, and f o r them the proposed options include c e r t a i n courses w i t h a leaning towards business management. Probably v e r y few centres would ever f i n d i t necessary to cater t o a group of the l a t t e r type but s t i l l , i f Grade X I I I i s t o be included i n the program, such students must not be overlooked. Present r e g u l a t i o n s of the Department of Education demand that s o c i a l studies be included i n each p u p i l ' s program f o r two of the three years between Grades X to X I I i n c l u s i v e . I n the suggested program t h i s subject has been omitted from the constants of Grade XI. Thus p u p i l s may make an extensive s t a r t at v o c a t i o n a l subjects i n t h i s grade, a point of s i g n i f i c a n c e s i n ce, as a general r u l e , a number of those who complete Grade XI do not r e t u r n f o r Grade X I I . A f u r t h e r advantage i s gained i n the f a c t t h a t greater m a t u r i t y i s a d i s t i n c t asset t o those completing the f i n a l s e c t i o n of the s o c i a l studies course. - I l l -I t i s recommended tha t i n large centres the v o c a t i o n a l business s t u d i e s be r e s t r i c t e d t o a l i m i t e d number of schools. General business knowledge subjects belong i n every secondary school, but a proper atmosphere fo r v o c a t i o n a l t r a i n i n g cannot be a t t a i n e d where the work i s but a minor I n c i d e n t a l , engaging the a t t e n t i o n of a few p u p i l s and a very few teachers. By gathering many com-me r c i a l p u p i l s i n one school i t i s p o s s i b l e to broaden the v o c a t i o n a l o f f e r i n g s included i n the program, to maintain a more progressive a t t i t u d e to business education on the part of p u p i l s and teachers, and to provide f o r b e t t e r i n s t r u c t i o n by a b e t t e r d i s t r i b u t i o n of the teaching load. There i s a l s o the p o s s i b i l i t y of o b t a i n i n g b e t t e r equipment as a r e s u l t of concentration, f o r by such the amount of d u p l i c a t i o n i s reduced and, t h e r e f o r e , a wider v a r i e t y of o f f i c e ; machines can be made a v a i l a b l e f o r a given expenditure. Since i t i s l i k e l y that the commercial department w i l l always have to expect la r g e numbers of withdrawals, i t i s suggested that some co n s i d e r a t i o n might be given to the idea of developing c e r t a i n short courses which could be completed by b r i e f but i n t e n s i v e e f f o r t . Such courses might c o n s i s t of i n s t r u c t i o n i n f i l i n g , or In the mastery of such commonly-used o f f i c e machines as the adding machine, the comptometer, the Burroughs bookkeeping machine, b i l l i n g machines, or the dictaphone. P u p i l s whose circumstances - 112 -demanded t h e i r withdrawal from school on short n o t i c e , or even those who proved incapable of completing a l l the work necessary f o r c e r t i f i c a t i o n , might be given such i n t e n s i v e t r a i n i n g as would develop one p a r t i c u l a r s k i l l up to employment standards. As a f i n a l suggestion, i n d i v i d u a l courses of study should not be hard and f a s t i n t h e i r nature. \"While i n a general way commercial needs are more or l e s s a l i k e i n d i f f e r e n t p l a c e s , i t i s true that commercial development i n any given community may be such as t o c a l l f o r s p e c i a l i z e d t r a i n i n g that would not be needed i n other communities.\" 5 Hence, i n the o u t l i n i n g of v a r i o u s courses p r o v i s i o n should be made t o permit business teachers to adapt subject matter and procedures to community needs. With a broad core of general business subjects as proposed i n Table XIV, and w i t h f l e x i b l e v o c a t i o n a l courses to o f f e r i n response to l o c a l demands, i t should be possible t o a t t a i n high standards i n commercial education i n the Province. . V 'Leverett S. Lyon, op. c i t . , p. 537 - 113 -CHAPTER VI. THE TEACHER TRAINING- PROG-RAM A study of business education i n B r i t i s h Columbia would be incomplete without some reference t o the teacher problem, f o r I n c l u s i o n of business subjects i n the program i n d i c a t e s a need f o r q u a l i f i e d commercial teachers. In the e a r l y days, before the opening of the P r o v i n c i a l Normal School i n Vancouver, a l l teachers s i t t i n g examinations f o r F i r s t Class and Second Class C e r t i f i c a t e s were c a l l e d upon to q u a l i f y i n bookkeeping. Excerpts from the e a r l i e s t statements of c e r t i f i c a t i o n requirements show: Requirements f o r F i r s t Class G-rade A and Grade B C e r t i f i c a t e s : Bookkeeping: To understand^bookkeeping by s i n g l e and double entry.1 Requirements f o r Second Class Grade A and Grade B C e r t i f i c a t e s : I Bookkeeping: To understand the keeping of /accounts by s i n g l e e n t r y . 2 I With the opening of the f i r s t P r o v i n c i a l Normal School A i n Vancouver i n January, 1901, the method of c e r t i f i c a t i o n was changed and i t was not u n t i l August, 1921, that the Government again set examinations i n business subjects f o r teachers. I n the meantime shorthand, t y p e w r i t i n g , and -•-Department of Education, Ninth Annual Report of the P u b l i c Schools of B r i t i s h Columbia. 1879-1880, p. 353. ^Department of Education, Sixteenth Annual Report of the P u b l i c Schools of B r i t i s h Columbia, 1886-1887, pp. x l i v - x l v . - 114 -business law had been added to the commercial course of the high school program i n 1906. Despite t h i s f a c t , the number of business teachers needed i n the Province had dwindled f o r , as shown i n Table I , page 31, the commercial enrolments f o r a considerable period a f t e r 1906 were very s m a l l . Consequently f o r a number of years the Department of Education was able t o meet c a l l s f o r commercial teachers l a r g e l y by engaging persons who had already had s p e c i a l t r a i n i n g and teaching experience i n other parts of Canada. Soon a f t e r 1914 the s i t u a t i o n i n r e l a t i o n to teachers of business subjects changed. Increased business a c t i v i t y r e s u l t e d i n a demand f o r more and b e t t e r t r a i n e d o f f i c e help, w h i l e b e t t e r prospects of business p o s i t i o n s enticed l a r g e r numbers of p u p i l s i n t o the commercial course. In the four years beginning i n September, 1914, the number of commercial p u p i l s increased from 380 to 802 (Table TV, p. 38)/and the number of centres i n which courses were given p r a c t i c a l l y doubled. Trained teachers were s o r e l y needed and what was considered a happy s o l u t i o n of the d i f f i c u l t y was described by High School Inspector J\". B. DeLong i n h i s report f o r 1917-1918 when he st a t e d : Recently the Education O f f i c e decided to admit t o Normal School p u p i l s who are s u c c e s s f u l i n passing the Departmental examinations f o r t h i r d - y e a r commercial p u p i l s . I understand that f o u r Vancouver p u p i l s , who have completed three years of high school commercial work, are planning on attending Normal School next year. The p r o b a b i l i t y i s that i n f u t u r e a number of such teachers w i l l be sent from our Normal Schools each - 115 -year;\" i f so, School Boards w i l l not experience the d i f f i c u l t y they have i n the past i n securing com-m e r c i a l l y t r a i n e d teachers.-*-The needs of the Province, however, were f a r from being met.through the c e r t i f i c a t i o n of commercial graduates who attended Normal School, and f i n a l l y i n the year 1921 the Department of Education i n s t i t u t e d s p e c i a l summer classes designed t o t r a i n i t s business teachers. U n t i l 1924 these classes were under the management of the U n i v e r s i t y of B r i t i s h Columbia, though examinations i n the subjects taught were conducted at the close of the session by the Department of Education. I n 1925 the Department organized i t s own Commercial Summer School and since that date classes have been operated under i t s d i r e c t i o n . In 1921 when the Department of Education i n s t i t u t e d commercial teacher t r a i n i n g classes a new basis f o r c e r t i f i c a t i o n was es t a b l i s h e d . The f o l l o w i n g statement embodies] the e s s e n t i a l features of the o r i g i n a l requirements: i High School A s s i s t a n t Commercial Teacher's \\ \" C e r t i f i c a t e ( I n t e r i m ! Candidates who hold an Academic C e r t i f i c a t e or a F i r s t - c l a s s Teacher's C e r t i f i c a t e f o r t h i s P rovince, or i t s equivalent, and who have passed the examinations set by the Department of Education on the subjects s p e c i f i e d hereunder, w i l l be granted a High School A s s i s t a n t Commercial Teacher's C e r t i f i c a t e (Interim). J . B. DeLong, \"Inspectors' Reports, High Schools.\" Forty-seventh Annual Report of the P u b l i c Schools of B r i t i s h Columbia. 1917-1918. p. 18.\" — - 116 -Stenography Theory Stenography P r a c t i c e - the w r i t i n g from d i c t a t i o n , i n Isaac Pitman Shorthand, at a speed of not l e s s than eighty words per minute from matter having a s y l l a b i c i n t e n s i t y of 1.5 w i t h type-w r i t t e n t r a n s c r i p t at a rat e of not l e s s than twelve words per minute. Typewriting Theory and P r a c t i c e - the mechanism and manipulation of the standard machines, with a b i l i t y to w r i t e at a r a t e of at l e a s t f o r t y words per minute f o r t e n or more minutes from standard t e s t m a t e r i a l . Bookkeeping Theory Bookkeeping P r a c t i c e Business and Statute Law Penmanship Commercial Arithmetic Economics and Economic Geography. Commercial S p e c i a l i s t ' s C e r t i f i c a t e (Permanent). Candidates who hold High School A s s i s t a n t Commercial Teachers' C e r t i f i c a t e s and pass the examinations set by the Department on any four of the subjects s p e c i f i e d hereunder w i l l be granted a Commercial S p e c i a l i s t ' s C e r t i f i c a t e f o r t h i s P r ovince. A u d i t i n g \\ Business Finance 1 O f f i c e P r a c t i c e and Business Organization I H i s t o r y of Commerce and Industry \\ Commercial Correspondence and P i l i n g \\ Commercial French or Commercial Spanish Shorthand - a speed of at l e a s t 120 words per minute from matter having an i n t e n s i t y of 1.5 words. Typewriting - a speed of s i x t y words per minute from standard t e s t m a t e r i a l . 2 Two Years' Approved Business Experience. P o s s i b l y a few comments concerning these requirements f o r c e r t i f i c a t i o n are i n order. P r i m a r i l y they were planned department of Education, Courses of Study f o r the Elementary, High. Technical, and Normal Schools of RHt.lah Columbia. 1925. pp. 7 4 - 7 7 . ~ ~ — — - 117 -to make a v a i l a b l e as promptly as p o s s i b l e a supply of teachers capable of teaching the courses included i n the commercial curriculum at the time. Hence, though the ordinary high school teaching c e r t i f i c a t e was dependent on the holder having acquired a u n i v e r s i t y degree, the pre-r e q u i s i t e f o r the commercial standing was the f i r s t - c l a s s teaching c e r t i f i c a t e . I t can hardly be argued that the -added s t u d i e s equalized the e f f o r t s demanded by the two c e r t i f i c a t e s , f o r an examination of the l i s t of subjects pre s c r i b e d f o r candidates f o r the A s s i s t a n t Commercial Teacher's C e r t i f i c a t e shows that i t p r a c t i c a l l y duplicated the l i s t of business subjects taught to t h i r d - y e a r high school p u p i l s (Table I I , p. 34). Even the requirements f o r the S p e c i a l i s t C e r t i f i c a t e were not' intended to be too severe, and probably t h i s was r i g h t l y so, f o r each year a d d i t i o n a l teachers were needed f o r newly-opened commercial departments. That the q u a l i f i c a t i o n s should have been based on mastery of the classroom subjects i s to be expected since the concept of business education i n the Province at the time was based almost e n t i r e l y on mastery of s k i l l s i n shorthand, t y p e w r i t i n g and bookkeeping. For s i x t e e n years the o r i g i n a l requirements f o r the Int e r i m and Permanent C e r t i f i c a t e s remained m a t e r i a l l y the same. The Department of Education pamphlet, \" C e r t i f i c a t i o n of Teachers,\" issued i n 1934, and e f f e c t i v e u n t i l the end of the 1936 se s s i o n of the Summer School f o r Teachers, shows - 118 -that commercial c e r t i f i c a t e s were awarded on the f o l l o w i n i b a s i s : High School A s s i s t a n t Commercial Teacher's C e r t i f i c a t e ( i n t e r i m ) . ' Candidates who hold an Academic C e r t i f i c a t e or a F i r s t - c l a s s Teacher's C e r t i f i c a t e f o r t h i s Province, or i t s equivalent, and who have passed the examinations set by the Department of Education on the subjects s p e c i f i e d hereunder, w i l l be granted a High School A s s i s t a n t Com-me r c i a l Teacher's C e r t i f i c a t e ( I n t e r i m ) . (a) Stenography (Theory) (b) Stenography ( P r a c t i c a l ) - 80 words per minute (c) Typewriting (Theory and P r a c t i c e ) -40 words per minute (d) Bookkeeping (Theory), (e) Bookkeeping ( P r a c t i c e ) ( f ) Business Law (g) Commercial Correspondence and P i l i n g ; S e c r e t a r i a l P r a c t i c e (h) Commercial A r i t h m e t i c ( i ) Economics. Commercial S p e c i a l i s t ' s C e r t i f i c a t e (Permanent). Candidates who hold High School A s s i s t a n t Commercial Teachers' C e r t i f i c a t e s and pass the examinations set by the Department on any four of the subjects s p e c i f i e d hereunder w i l l be granted a Commercial S p e c i a l i s t ' s C e r t i f i c a t e f o r t h i s P r ovince. (a) Accounting (b) A u d i t i n g (c) Business Finance (d) O f f i c e P r a c t i c e and Organization (e) H i s t o r y of Commerce and Industry ( f ) Commercial French or Spanish (g) Shorthand - 120 words per minute (h) Typewriting - 60 words per minute ( i ) Two Years' Approved Business Experience. 3 I t w i l l be observed that these standards v i r t u a l l y ^Department of Education, C e r t i f i c a t i o n of Teachers, 1934, pp. 2-4. ~ r ~ - 119 -repeated those of 1921 except that commercial correspondence and f i l i n g had been t r a n s f e r r e d to the requirements f o r the In t e r i m C e r t i f i c a t e , economic geography was no longer demanded, and accounting was added to the l i s t of o p t i o n a l subjects f o r the S p e c i a l i s t standing. A study of these requirements reveals c e r t a i n weak-nesses. I t has already been argued that commercial education should provide p u p i l s w i t h broad general business understandings, or t h a t p u p i l s on l e a v i n g school should be conversant w i t h the procedures involved i n the commoner business p r a c t i c e s and w i t h t h e i r s i g n i f i c a n c e . Despite t h i s , u n t i l 1936 the business teacher was required to q u a l i f y almost e n t i r e l y on t e c h n i c a l knowledge and s k i l l s . A study of the p r i n c i p l e s of economics was necessary, but the reader w e l l knows that such a study may at any time be so abstract that the student learns l i t t l e about a c t u a l business procedure. Having q u a l i f i e d f o r the I n t e r i m Commercial A s s i s t a n t Teacher's C e r t i f i c a t e , the candidate was expected t o - s i t examinations on four more subjects to earn the Permanent S p e c i a l i s t ' s C e r t i f i c a t e . Even a cursory examination of the l i s t of o p t i o n a l s ubjects offered w i l l show that the candidate could q u a l i f y f o r the higher c e r t i f i c a t e without having gained any more extensive knowledge of business. I t w i l l be observed, t o o , that candidates f o r e i t h e r c e r t i f i c a t e were required to pass examinations set by the - 120 -Department on the various subjects, but they were not n e c e s s a r i l y expected to take t h e i r t r a i n i n g i n subject matter under the d i r e c t i o n of the Department. The r e s u l t was. that anyone w i t h the necessary p r e r e q u i s i t e could prepare f o r the Departmental t e s t s by p r i v a t e study, by correspondence, by attendance at business c o l l e g e , day school, or night school, or by t a k i n g the r e g u l a r l y organized teacher t r a i n i n g c l a s s e s . One consequence i s obvious, namely that many persons passed the subject matter t e s t s while having l i t t l e knowledge of the techniques of teaching business subjects. Teachers who obtained the Commercial S p e c i a l i s t ' s standing were e n t i t l e d to permanent c e r t i f i c a t e s p e r m i t t i n g them to teach i n secondary schools. I n p r a c t i c a l l y a l l other branches of secondary education c e r t i f i c a t i o n was dependent on the candidate's having a U n i v e r s i t y degree. Here then was an anomaly. The commercial teacher expected equal standing w i t h h i s colleagues and yet, as already pointed out, h i s t r a i n i n g was not as extensive. In 1937 the Department of Education decided that the time had a r r i v e d to remedy these weaknesses. Consequently new standards were set as f o l l o w s : A s s i s t a n t Commercial Teacher's C e r t i f i c a t e P r e r e q u i s i t e : F i r s t - c l a s s or Academic C e r t i f i c a t e - 121 -Requirements: Stenography (Theory and Methods) Stenography ( P r a c t i c e and Speed) Typewriting (Theory and Methods) Typewriting (P r a c t i c e ) Bookkeeping (Theory and Methods) Bookkeeping ( P r a c t i c e ) Business Law (Economics 17 and 18) Correspondence and P i l i n g Commercial Arithmetic Economics (Economics 1) Commercial S p e c i a l i s t C e r t i f i c a t e P r e r e q u i s i t e s : A s s i s t a n t Commercial Teacher's C e r t i f i c a t e Academic C e r t i f i c a t e or f i r s t - c l a s s C e r t i f i c a t e , with a minimum of two years i n A r t s . Requirements: Accounting O f f i c e Routine, Business Forms, and S e c r e t a r i a l P r a c t i c e Economic Geography (Economics 10) Money and Banking (Economics 4) Economic H i s t o r y (Economics 2 or Senior M a t r i c u l a t i o n Economic H i s t o r y ) , or. Corporation Economics (Economics 77, or I n t e r n a t i o n a l Trade and T a r i f f P o l i c y (Economics 6 ) , or Mathematics of Investment (Mathematics 5) , 4 The reader w i l l note that a d d i t i o n a l demands were included i n the requirements f o r the A s s i s t a n t ' s C e r t i f i c a t e , Teaching methods as r e l a t e d to shorthand, t y p e w r i t i n g , and bookkeeping were d e f i n i t e l y s p e c i f i e d , so t h a t candidates f o r c e r t i f i c a t e s today must s a t i s f y the Department of t h e i r f a m i l i a r i t y w i t h modern classroom p r a c t i c e s and procedures i n the teaching of these subjects. ^Department of Education, C e r t i f i c a t i o n of Teachers, 1940, p. 11. ' ' - 122 -Of p a r t i c u l a r s i g n i f i c a n c e i s the f a c t that a major change was made i n the subjects offered f o r the S p e c i a l i s t standing. No longer i s i t p o s s i b l e to q u a l i f y f o r the higher c e r t i f i c a t e by the study of commercial French or Spanish, or by a c q u i r i n g a higher degree of s k i l l i n shorthand or t y p e w r i t i n g . Instead, one must master a group of subjects, c e r t a i n of which correspond to U n i v e r s i t y of B r i t i s h Columbia courses, subjects intended to provide broader business knowledge. Where the Departmental r e q u i r e -ment p a r a l l e l s a U n i v e r s i t y course the candidate may s a t i s f y c e r t i f i c a t i o n requirements by gaining U n i v e r s i t y c r e d i t f o r the corresponding course, or by w r i t i n g the Department of Education examination on the s p e c i f i e d subject. Whichever procedure the candidate may e l e c t , i t i s expected that he w i l l do l i k e studies and be tes t e d by eq u a l l y d i f f i c u l t examinations. A s i m i l a r r u l e a p p l i e s to c e r t a i n subjects included i n the A s s i s t a n t C e r t i f i c a t e requirements. In an e f f o r t t o equalize the Commercial S p e c i a l i s t C e r t i f i c a t e w i t h the Academic C e r t i f i c a t e demanded of j u n i o r and sen i o r high school teachers of academic su b j e c t s , an a d d i t i o n a l year of study i n the A r t s F a c u l t y of the U n i v e r s i t y was added to the minimum p r e r e q u i s i t e . This means that the Department of Education evaluated the s p e c i a l i z e d t r a i n i n g required f o r the A s s i s t a n t C e r t i f i c a t e as equal to a year's work at the U n i v e r s i t y , and that f o r - 123 -the S p e c i a l i s t C e r t i f i c a t e as equal t o another year. Obviously then, i t was necessary t o r u l e that the candidate could not use h i s standing i n a required subject having a U n i v e r s i t y course as an equivalent f o r both the A r t s pre-r e q u i s i t e and the c e r t i f i c a t i o n requirement.. C e r t a i n l y a v e r y d i s t i n c t advance was made when the new r e g u l a t i o n s p e r t a i n i n g to the Commercial c e r t i f i c a t e s became e f f e c t i v e i n 1937. Nevertheless the w r i t e r considers that c e r t a i n other advantages might be gained without any major upset i n the present scheme of c e r t i f i c a t i o n . I t has been urged most s t r o n g l y i n Chapter Y that t r a i n i n g i n general business knowledge f o r everyday use, or i n consumer problems, should c o n s t i t u t e an e s s e n t i a l part of every secondary school p u p i l ' s program, .Such being the case, teacher t r a i n i n g i n t h i s f i e l d i s also an e s s e n t i a l , f o r teachers on the whole are not w i d e l y Informed on everyday business a c t i v i t i e s . I t i s not advocated here that business teachers alone should be t r a i n e d i n consumer problems, nor that the work of teaching consumer problems be l i m i t e d t o a s i n g l e course taught only by business teachers, but i t i s argued that every business teacher should be prepared t o give\" i n s t r u c t i o n of t h i s type. The commercial curriculum may r e q u i r e that the teacher of j u n i o r business, of fundamentals of business law, of a p p l i e d economics, or of some other business subject, d e a l w i t h c e r t a i n t o p i c s from the consumer standpoint. E f f e c t i v e treatment of such t o p i c s - 124 -i s dependent on a proper conoept of consumer education and a broad knowledge of consumer problems. Hence, i t i s recommended that a comprehensive teacher t r a i n i n g course d e a l i n g w i t h general business problems and methods of i n s t r u c t i o n t h e r e i n be added t o the requirements f o r the A s s i s t a n t Commercial Teacher's C e r t i f i c a t e , The w r i t e r would even go so f a r as to recommend that the Department of Education make an exception i n i t s demands i n the case of t h i s subject by r e q u i r i n g that the candidate f o r a c e r t i f i c a t e not only pass the examination set by the Department f o r business teachers but a l s o attend an approved i n s t r u c t i o n c l a s s i n the subject. I t i s recommended a l s o t h a t c o n s i d e r a t i o n be given t o the idea of p e r m i t t i n g some s p e c i a l i z a t i o n i n the v o c a t i o n a l s t u d i e s . Whereas every teacher of business should be competent to teach the subjects that supply general business knowledge, namely j u n i o r business, personal record keeping and elementary bookkeeping, fundamentals of business law, merchandising, commercial geography, app l i e d economics, and elementary t y p e w r i t i n g , yet i t i s hardly necessary that every business teacher be w e l l equipped to teach advanced work, or even elementary work, In every v o c a t i o n a l subject. The present curriculum r e a l l y s t r e s s e s the bookkeeping and s e c r e t a r i a l f i e l d s . Why not, then, make sure t h a t the business teacher has a sound background of general business knowledge and then demand a high standard of t r a i n i n g i n one - 125 -or other of'the s p e c i a l i z e d f i e l d s ? I t has already been argued that when a school includes a v o c a t i o n a l program i n business subjects, i t must have more than one business teacher t o cover the work e f f e c t i v e l y and, i f there be more than one teacher, p r o v i s i o n f o r competent i n s t r u c t i o n i n the two major f i e l d s can be made. While i t i s not intended to o u t l i n e programs of studies to admit of s p e c i a l i z a t i o n i n the d i f f e r e n t f i e l d s , i t i s suggested that i n the A s s i s t a n t and S p e c i a l i s t requirements adjustments could r e a d i l y be made to assure adequate t r a i n i n g i n both the general and v o c a t i o n a l subjects. S i m i l a r l y the determining of s u i t a b l e requirements f o r teachers s p e c i a l i z i n g i n such a d d i t i o n a l f i e l d s as those suggested i n t h i s study, namely general c l e r i c a l work and r e t a i l s e l l i n g , should present no insurmountable d i f f i c u l t i e s , The place of a c t u a l business experience i n the t r a i n i n g program of the teacher merits a t t e n t i o n . N i c h o l s has s a i d : \"In a l l other f i e l d s of v o c a t i o n a l education only people who have had s u c c e s s f u l occupational experience, as w e l l as proper p r o f e s s i o n a l t r a i n i n g , are employed to give c e r t a i n courses. This course should be adopted f o r the f i e l d of commercial education.\" 5 I t w i l l be remembered th a t u n t i l 1936 the Department of Education of B r i t i s h Columbia gave c r e d i t i n the S p e c i a l i s t F r e d e r i c k G. N i c h o l s , op. o i t , , pp. 126-7. - 126 -requirements f o r two years of approved business experience. With'the r e v i s i o n of the c e r t i f i c a t i o n standards i n 1957 t h i s allowance was discontinued because of the d i f f i c u l t y of•determining what experience should be approved. Two years' experience i n a routine p o s i t i o n may have f a r l e s s value f o r the prospective teacher than even a few months of a d m i n i s t r a t i v e work. The w r i t e r contends that approved experience should be obtained only i n a p o s i t i o n which i n v o l v e s d u t i e s of management. Since such p o s i t i o n s are open to r e l a t i v e l y few candidates f o r business teaching c e r t i f i c a t e s , I t would seem t h a t business experience should be regarded as h i g h l y d e s i r a b l e but not a b s o l u t e l y e s s e n t i a l i n the c e r t i f i c a t i o n requirements. I t i s not enough th a t a s u i t a b l e program of subject matter be e s t a b l i s h e d . \"The teacher t r a i n i n g program i n business education should be given to c a r e f u l l y selected i n d i v i d u a l s w i t h i n v i g o r a t i n g and p l e a s i n g p e r s o n a l i t i e s who are keenly i n t e r e s t e d i n and p o t e n t i a l l y t r a i n a b l e f o r the p a r t i c u l a r s k i l l s which they are expected to teach.\"^ Proper s e l e c t i o n of teachers on the basis of p e r s o n a l i t y o f f e r s a s o l u t i o n to many of the problems of business education. E f f e c t i v e i n s t r u c t i o n and guidance are dependent on such f a c t o r s as r e g u l a r contact w i t h business and under-standing of business p r a c t i c e s and procedures, knowledge of ^ J . L. Holtsclaw, \"Business Education Looks Ahead.\" N a t i o n a l Business Quarterly, VI, (October, 1957), p. 5. - 127 -job p o s s i b i l i t i e s and job requirements i n the community, capa c i t y to judge p o t e n t i a l i t i e s of p u p i l s and t o i n s p i r e p u p i l s t o achieve maximum r e s u l t s i n t h e i r e f f o r t s , comprehension of the general p r i n c i p l e s which govern economic a c t i v i t y , and cognizance of changing thought i n the f i e l d of education and of economic organization* Given a group of teachers who are aware of the s i g n i f i c a n c e of these f a c t o r s and business education w i l l gain new v i t a l i t y . Given a group of teachers b l e s t w i t h such understandings, teachers who are w e l l t r a i n e d i n the f i e l d of general business knowledge and i n chosen branches of v o c a t i o n a l work, and given a commercial c u r r i c u l u m c a r e f u l l y planned t o meet the needs of the p u p i l s , and the maximum achievement i n business education may be expected. - 128 -CHAPTER V I I SUMMARY During the past h a l f century steady advances have been made i n the f i e l d of in d u s t r y . As s p e c i a l i z a t i o n has been extended and as trade and commerce have increased, business occupations have m u l t i p l i e d , and methods have been improved to meet the c a l l f o r greater e f f i c i e n c y i n a d m i n i s t r a t i o n and record keeping. The i n t r o d u c t i o n of a usable t y p e w r i t e i i n 1875 added to the s i g n i f i c a n c e of shorthand, and brought stenography t o the f o r e f r o n t to take i t s place w i t h the long e s t a b l i s h e d a r t of bookkeeping. The more recent i n v e n t i o n of a v a r i e t y of o f f i c e machines has r e s u l t e d i n f u r t h e r d i v i s i o n of \"labor, and has,made p o s s i b l e more extensive records and more involved o f f i c e procedures than ever before. With .the development of a great v a r i e t y of business occupations commercial t r a i n i n g has a t t a i n e d a prominent place i n the general plan of education. A comprehensive business education program, i n a d d i t i o n to p r o v i d i n g f o r general education, must supply general business knowledge as w e l l as v o c a t i o n a l knowledge and s k i l l s . Recent years have seen a d i s t i n c t s h i f t i n the r e l a t i v e importance placed upon these two major outcomes by leaders i n the f i e l d of education. While e a r l y business educators saw t h e i r goal i n the a c q u i s i t i o n of a l i m i t e d group of t e c h n i c a l s k i l l s , the more recent view has placed - 129 -great value on the development of broad general business understandings. I t i s becoming more and more widely-recognized that general business knowledge has a personal-use value to p r a c t i c a l l y everyone who acquires i t , a f a c t that has r e s u l t e d i n an ever-increasing demand f o r what i s now commonly termed \"consumer education.\" I t i s becoming more widely admitted too that t h i s general business knowledge has an important place i n preparing great numbers of business employees f o r the v a r i e t y of s i t u a t i o n s w i t h which they must cope i n t h e i r occupational d u t i e s . Vocational business t r a i n i n g i n v olves the p r o v i d i n g of t e c h n i c a l knowledge and the developing of s p e c i f i c s k i l l s f o r occupational work. Even i n the f i e l d of v o c a t i o n a l t r a i n i n g recent years have brought -changes. The e a r l i e s t business education concerned i t s e l f w i t h the teaching of bookkeeping and penmanship. Shorthand and t y p e w r i t i n g were l a t e r added t o the program and f o r a great many years an e f f e c t i v e business education was thought to c o n s i s t of shorthand, t y p e w r i t i n g , and bookkeeping. More r e c e n t l y i t has been recognized t h a t the business employee may not r e q u i r e t r a i n i n g i n a l l these subjects. Such l e a d i n g business educators as F r e d e r i c k G, N i c h o l s , Leverett S. Lyon, H a r l E. Douglass, and many others, advocate the p r a c t i c e of a l l o w i n g the p u p i l t o s p e c i a l i z e i n some one f i e l d f o r which he i s p a r t i c u l a r l y s u i t e d , a f i e l d i n which he may be thoroughly t r a i n e d and i n which he may expect t o f i n d - 130 -employment i n h i s own community. The s t r i c t l y v o c a t i o n a l subjects should be f i t t e d i n t o the higher grades of the secondary school so that the p u p i l may have s u f f i c i e n t maturity and judgment to look upon h i s t r a i n i n g as a v i t a l matter demanding h i s best e f f o r t , and i n the hope that no long period of disuse w i l l intervene between the term of t r a i n i n g and the time when the p u p i l takes a p o s i t i o n . Educators have also been advocating a study of the re q u i r e -ments i n business p o s i t i o n s open t o secondary school p u p i l s so t h a t the school may educate as broadly as p o s s i b l e , while s t i l l g i v i n g the v o c a t i o n a l t r a i n i n g needed f o r the j u n i o r p o s i t i o n s o r d i n a r i l y open to the beginners. B r i t i s h Columbia's business education program began w i t h the inauguration of the Province i n 1871. Eor many years bookkeeping, the only commercial subject, i n the cur-riculum, was o f f e r e d by both elementary and high schools. In 1906 a two-year high school commercial course i n c l u d i n g bookkeeping, shorthand, t y p e w r i t i n g , business forms and laws of business was i n s t i t u t e d . The year 1914 brought the three-year course and 1930 the four-year course, each new program providing^ f o r more extensive t r a i n i n g . S p e c i a l i z a t i o n i n the f i e l d of bookkeeping, or i n that of stenography, was made p o s s i b l e i n 1923, whi l e i n 1930 a l l business education subjects became o p t i o n a l f o r secondary schools. B r i t i s h Columbia's present secondary school program became e f f e c t i v e i n 1937, at which time both the course - 131 o f f e r i n g s and the subject matter of courses were r e v i s e d . Changes were made i n the commercial curriculum, but comparatively l i t t l e e f f o r t was d i r e c t e d towards harmonizing the studies i n t h i s f i e l d w i t h the e x i s t i n g philosophy of business education. Some s l i g h t r e c o g n i t i o n was given t o the need f o r the development of general business understandings, f o r j u n i o r business and general business were introduced i n t o the l i s t of o f f e r i n g s . Unfortunately these subjects were l i n k e d up w i t h v o c a t i o n a l work, the former w i t h c e r t a i n studies i n v o c a t i o n a l bookkeeping and the l a t t e r w i t h t r a i n i n g i n e i t h e r business law or with non-vocational work i n record keeping. Consequently j u n i o r business has found i t s place l a r g e l y i n the i n d i v i d u a l programs of only those p u p i l s e l e c t i n g a business course, while few schools attempt t o o f f e r general business. Only a bare handful of non-commercial p u p i l s e l e c t these necessary general business s t u d i e s , and even i n the commercial schools there i s a tendency t o relegate them to a d i s t i n c t l y i n f e r i o r p o s i t i o n i n comparison w i t h that given the v o c a t i o n a l s t u d i e s . On the v o c a t i o n a l s i d e the t r a d i t i o n a l viewpoint has continued uppermost, f o r bookkeeping, shorthand, t y p e w r i t i n g , and s e c r e t a r i a l p r a c t i c e dominate the Programme of Studies i n the commercial curriculum. P u p i l s may commence t h e i r book-keeping and stenographic studies when they enter Grade IX and may continue w i t h them t i l l they f i n i s h Grade X I I ; i t i s - 132 -even safe to say t h a t i n most schools o f f e r i n g a complete commercial course they are expected t o do so. P u p i l s are e x t e n s i v e l y t r a i n e d i n two f i e l d s of o f f i c e work. Indeed they are ov e r t r a i n e d , e s p e c i a l l y i n the f i e l d of book-keeping. No c o n s i d e r a t i o n i s given t o the f a c t that business employs more general c l e r k s and s a l e s persons who use ne i t h e r shorthand nor v o c a t i o n a l bookkeeping than i t does bookkeepers and stenographers. Yet much of the t r a i n i n g that would be u s e f u l f o r general c l e r i c a l work i s a part of the s e c r e t a r i a l course i n which shorthand i s a r e q u i s i t e throughout. No p r o v i s i o n i s made f o r the f a c t that business education requirements i n the r u r a l community may d i f f e r from those i n the c i t y , or t h a t requirements may d i f f e r from c i t y t o c i t y . Grade placement of v o c a t i o n a l subjects does not tend to b r i n g maximum r e s u l t s on the most economical b a s i s , nor are the courses n e c e s s a r i l y planned to meet the demands of i n i t i a l contact jobs. The c r i t i c i s m s which the w r i t e r has l e v e l l e d against the present B r i t i s h Columbia business education program tend to emphasize the f a c t t h a t the program does not conform t o the standards s e t by the leading educators. The reader may wonder whether these standards should be regarded as a p p l i c a b l e t o a p r a c t i c a l s i t u a t i o n i n t h i s Province. An i n v e s t i g a t i o n of the a c t i v i t i e s of a large number of recent withdrawals and graduates from one of Vancouver's la r g e - 133 -commercial'high schools, as reported i n the l a t t e r part of Chapter IV, would seem t o substantiate every c r i t i c i s m and to point t o the need f o r the adoption of an e n t i r e l y new program based on the present-day concept of business education. .A suggested program has been put f o r t h i n Chapter V of t h i s study. A core of general business s u b j e c t s , \"constants\" f o r commercial p u p i l s , provides f o r the cumulative development of general business understandings. I t c o n s t i t u t e s an adequate business education program f o r the secondary school i n the small centre, and i t opens up a new f i e l d of s t u d i e s s u i t e d t o the needs of p u p i l s i n the various non-commercial c u r r i c u l a . V o c a t i o n a l subjects do not enter i n t o the work of Grade IX, so th a t d i f f i c u l t i e s i n the t r a n s i t i o n from j u n i o r high school to s e n i o r high s-chool are eliminated. For the higher grades the program i s so planned t h a t p u p i l s may choose from general c l e r i c a l , bookkeeping, s e c r e t a r i a l , and r e t a i l s e l l i n g options. Common elements i n the t r a i n i n g required f o r d i f f e r e n t occupational f i e l d s are considered as belonging to such courses as bookkeeping I , c l e r i c a l p r a c t i c e I j and o f f i c e p r a c t i c e , courses which appear i n the requirements of more than one of the o p t i o n a l f i e l d s of study. Organization of the common elements i n t o separate courses reduces t o a minimum the number of d i s t i n c t courses any school must include i n i t s time-table, even i f o f f e r i n g - 134 -a l l the options. This i s as i t should be, f o r even the l a r g e s t schools i n the Province do not enr o l s u f f i c i e n t v o c a t i o n a l business p u p i l s to warrant a wide v a r i e t y of courses. I t i s e s p e c i a l l y recommended that the r e t a i l s e l l i n g option be o f f e r e d only where a cooperative scheme wit h l o c a l s t o r e s can be i n s t i t u t e d . A f u r t h e r recommendation suggests t h a t short-term, h i g h l y s p e c i a l i z e d u n i t s of work be made a v a i l a b l e f o r p u p i l s who are forced t o discontinue t h e i r s t u d i e s before graduation. A new commercial curric u l u m such as has been o u t l i n e d would c a l l f o r a r e v i s i o n i n the q u a l i f i c a t i o n s of commercial teachers. P r i o r t o 1936 p r a c t i c a l l y a l l requirements were i n the f i e l d of v o c a t i o n a l knowledge and s k i l l s . The year 1936 saw a change i n the standards ^set by the Department of Education, the permanent Commercial S p e c i a l i s t C e r t i f i c a t e c a l l i n g f o r more extensive general education i n the form of an added year of U n i v e r s i t y t r a i n i n g , and broader general business knowledge i n the form of such added courses as economic geography, money and banking, and one other option. But the present requirements must not be regarded as adequate. As the new conception of business education enters i n t o B r i t i s h Columbia's teaching p r a c t i c e s , there must be a new concept of what c o n s t i t u t e s the most s a t i s f a c t o r y t r a i n -ing f o r the commercial teacher. And as r e v i s i o n i s made i n the c e r t i f i c a t i o n requirements i t must be made wit h a view - 135 -to t r a i n i n g teachers who w i l l s t r i v e to achieve the two major outcomes of business education, general business knowledge and v o c a t i o n a l knowledge and s k i l l s . - 136 -BIBLIOGRAPHY Blackstone, E. G. \"Remodelling Your Commercial Department.\" The School Review, XLVII, (January, 1939) pp. 17-23. Brown, J , E. The American High School, pp. 114-115. New York: The Macmillan Company, 1923. Burns, Wm. \"Report of Inspector Burns.\" Twenty-fourth Annual Report of the P u b l i c Schools of the Province of B r i t i s h Columbia, 1894-1895. pp. 217-18. V i c t o r i a : The King's P r i n t e r , 1895. Chapman,