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colleges. The text books we have are not exactly what we want. They have served their day and reflect credit on the busy priests and religious communities, but now we want something more up to date; something in keeping with the advance made along the lines of secular text books. The university can, in time, do this work and even now can direct and encourage such work. In a word, the university should be in touch with Catholic education, Catholic thought, and Catholic life from the east to the west, from the north to the south.

A chair of pedagogy should be established. Pedagogy has gone crazy. The text books introduced into our normal schools and high schools and teachers' training classes, are a disgrace to all believers in revealed religion. The major part of these text books are taken up with reviling time honored educational institutions, and insulting the most law abiding portion of our glorious republic. The establishment of a chair of pedagogy at the university will help to set matters right by teaching the truth about this much distorted subject. It is a charity to teach our neighbors the true meaning of the eighth commandment: "Thou shalt not bear false witness against thy neighbor." This will add weight to the university in educational matters. Then pedagogical courses established in all our great centers will have a real value.

It is of the utmost importance that the Catholic university succeed, but it must be generously supported through years of struggle. The clergy must encourage it and educate the people up to its nature and necessity. The prelates must exert themselves and see that those in their diocese for whom it was established patronize it. They must not be content with simply giving it approval. They must do more; they must lead the way to raising sufficient funds for its support and endowment. The various educational bodies who have colleges and schools of their own should encourage their young men, on leaving them, to complete their studies in the university.

One of the most encouraging signs of the times is the remarkable clustering of religious orders round this great educational institution. Already the Dominicans, Francis

cans, Oblates of Mary, Fathers of the Holy Cross, Sulpicians, Paulists, Marists, etc., have located there and have built or are building magnificent structures for their students. They circle round the university as well disciplined children gather round loving parents. The university represents, through its secular clergy, the root and trunk of this great educational tree, while the various religious orders and the Catholic laity represents its branches, blossoms, and fruitage. The university is the apex, the watchtower; the various religious families of the church are the walls and fortifications of this great citadel of truth.

UNIVERSITY TRAINING FOR BUSINESS MEN.

BY SIMON N. PATTEN.

[Simon Nelson Patten, professor of political economy in the University of Pennsylvania; born May 1, 1852, in Sandwich, Ill.; educated at Jennings seminary, Aurora, Ill., and at Halle, Germany, where in 1878 he received the degree of Ph.D.; in 1888 he was elected to the professorship of the department of political economy in the University of Pennsylvania; he is the author of Premises of Political Economy, Economic Basis of Protection, Theory of Dynamic Economics, Theory of Social Forces, Development of English Thought, Theory of Prosperity and Social Progress.]

The training of men for business was, for a long time, rather a matter of theory and prophecy than one of actual practice; and its critics could plausibly affirm not only that apprenticeship is more valuable than a course of instruction but also that the latter, by delaying real experience, renders a mastery of business details more difficult. Of late years, however, several schools for higher commercial education have been established, and it is possible to subject them to the test of results. If the critic who doubts the efficacy of this work will visit their class rooms, he will observe that the earlier experimental courses have been discarded, modified, or recast until they have acquired educational and practical values that are ultimately expressed in terms of efficiency in work, earnestness in ideal, and culture in mind. This article is written, not to defend these schools, but to point to some fundamental changes that commercial training is making in college programmes and in educational theory.

Every new type of education is called forth by new problems. It brings other problems in its train, and alters the whole field of educational methods. The first radical revision of the old college programme was caused by the introduction of courses in the natural sciences; the second change followed the establishment of technical schools for engineers, chemists, and electricians, and developed new methods for the realization of educational ideals. No one to-day doubts the advantages of engineering schools; they are as strongly established and as liberally supported as the older professional schools for the study of law and medicine. A third phase of university

development has been introduced by the business courses. Higher education for business life is now claiming equal rank with courses in science and technology and is demanding radical changes in methods of instruction. Why do business courses press so insistently for attention, and what changes in educational theory and practice will their introduction force upon the universities?

A generation ago the free public high schools were a minor factor in national education; to-day they are its fundamental modifying influence. Then most students entered college from private schools and left it for the learned professionslaw, medicine, and theology; now public high schools have. more than a half million students and their numbers increase in ever growing ratios. The support of high schools by towns of one thousand or more population has become assured, and their natural expansion to a basis proportionate with population means an attendance of at least two million pupils. No one for a moment assumes that a place for that number of students can be found in the older professions-they must seek positions in the business world. Moreover, the older professions, desirous of raising their standards, have hastened to build upon the fuller preparation for life that the high school offers its multitudes of young men-and law, medicine, technology, architecture, dentistry, pharmacy, veterinary medicine have all availed themselves of improved educational facilities to demand of the high school graduate a more searching period of work before they will permit him to enter his profession. If the community's good is furthered by four years of training of its village dentist, assuredly the more responsible positions of merchant and of banker may be elevated in the same way to a higher standard of efficiency with yet greater general advantage. Should not the quality of their work be as carefully safeguarded and its methods be measured by as thorough and uniform tests as are the dentist's cleanliness and manual skill?

Some answer, no; because their ideal of business training is apprenticeship, not a technical educational preparation. Let the boy go from high school or college straight to shop or store, they say, and by practical experience win the knowl

edge that is requisite to success. This ideal is a natural derivative of the period of industrialism when the system of apprenticeship was widespread in America, and was valid as long as masters continued to train their apprentices in the arts they had themselves acquired. It had yet greater cogency and worth in those countries where sons were customarily apprenticed to their fathers. But the system has been well nigh destroyed by large scale production and the differentiation of its processes. Minute division of labor has forced the unskilled man into a routine so narrow that his natural powers contract until he has neither satisfaction in work nor hope of promotion beyond it. Executive positions are filled, not from these lower ranks of labor in the factories, but by men fresh from the outside trained in another atmosphere.

The old sequences of the apprentice system are further interrupted by this distinctly American situation-boys do not commonly follow their fathers' vocations. The son of the unskilled immigrant moves upward to classes of work his father could not aspire to; and his son, with the advantage of two generations on our soil, achieves a life standing yet more esteemed. Farmers' lads move to the towns, the boy of the village merchant works for a medical scholarship, and the ambition of the doctor's son is to be a civil engineer. Few are they who are contented to accept their father's station as their own, even though they gain by doing so the marked initial profit of his experience and personal interest. Indeed, while our period of undeveloped resources continues the business lore of the fathers will avail but little with the sons. Because of these changes organized and systematic commercial education has advanced to a position it could not previously have won, and stands between society and the blunders of the unskilled as the master worker and the father once stood. Except for it production would be maimed and hobbled by inefficient bunglers gaining knowledge at a cost cruel to employers, investors, and the public.

In spite of the prevalent discussion of the subject, few people realize definitely enough the thorough change in the traditions and methods of business that has followed the transition from small scale to massive production. One particu

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