requires both care in the selection of men and supervision of the subject matter to be presented by them, to the end that it may be given in the proper form and fit the course of which it is a part. It may not be out of place to mention also the fact that we do not accept the services of anyone in connection with regular instruction without paying for it. This is true even in the case of the special lecturers. Though the compensation is relatively small, our experience has been that it serves to give a business tone to the arrangement which greatly increases its usefulness.

To comprehend the principles underlying any vocation, one needs to be in actual contact with those who are daily trying them out. Only in this way can he grasp their significance and appreciate their bearing upon the conduct of affairs. The method we are now employing to secure this combination of theory and practice is to place the class work of the college in the late afternoon and evening, from 5 to 7 and 7.30 to 9.30, so that students may spend the major part of each day in their several business positions. A systematic attempt to enlist the support of employers in this part of our work was begun about a year ago. The results thus far have been most encouraging.

It is sometimes thought that the curriculum of a college of commerce should include studies treating of all the important phases of business. Such is not necessarily the case. However vital an activity may be to business success, it can not be taught until there is something to teach, that is, until the experience in that field has become sufficiently standardized and formulated to supply the requisite subject matter. In the development of our class work, the starting point is business itself. The studies are planned with definite reference to specific vocations, such as the work of the business manager, the salesman, the advertising manager, the credit man, the traffic manager, the general banker, the investment banker, the accountant, etc. An essential part of this phase of our plan is the study of the business in which the student is engaged, to which reference was made in an earlier connection. It is to be carried on under the supervision of the faculty of the college and will involve regular weekly reports and conferences. Specially prepared schedules will guide the student in his investigations. During the first year, attention will be given to the character and organization of the business unit in which the student is employed, and to his relations with it, contractual and other. During the second year the study will cover the character of the industry to which the given business unit belongs, its history and its place in the general field of commerce, both domestic and foreign. The third year will be devoted to special problems that arise in connections with the business.

UNIVERSITY OF OREGON.

By HARRY B. MILLER.

This school was organized in September, 1914, with H. B. Miller, a former United States consular officer, as director and seven leading business men of the State as a board of advisers.

The first principle of the organization of the school is that it should promote the welfare of and interest in the industrial and commercial productions and prosperity of Oregon, the scope of the school to include a broad and comprehensive study of world-wide trade and commerce, the world's markets and methods of distribution, and particularly their utilization and adaptation to the resources and demands of the State.

The development of the resources and industries of Oregon demands a world market, and it was decided that the school of commerce should be actively associated with the Chamber of Commerce of Portland and have the assistance of the Federal Government. The school of commerce has been accorded a recognition that gives it benefits derived from these two departments of government.

The department of commercial and industrial service, whose primary function is to be of service to the commercial and industrial interests of the State, has been established. It is to be the collecting point and source of distribution of information regarding the resources of the State, and it is to devise and adopt such methods of investigation and instruction as will best aid in development of these resources. The plan is to select one of the leading industries and formulate a complete list of questions covering the essential features of the industry, answers to which will aid in creating and enlarging its markets. These questions are handed over to the Departments of State and Commerce and forwarded to the consular and commercial representatives in various parts of the world. From replies, bulletins are issued which give the Oregon producers and manufacturers complete and detailed knowledge of the world's production and consumption of the commodities investigated and the possibilities of Oregon in competition with other States and countries. The school of commerce also has the aid of State organizations in the industry under investigation.

There is also a course of lectures by business men and manufacturers and by representatives of the Federal departments who have made investigations of conditions abroad.

The director and his associates are endeavoring to inaugurate a system for the exchange of professors between this institution and some of the South American universities.

NEW YORK UNIVERSITY.

By JEREMIAH W. JENKS.

The purpose of the New York University school of commerce, accounts, and finance has been to combine with special courses, intended to widen the intellectual vision and to raise the ideals of the students, such a practical training as would fit young men best for the technical work of a business career. Emphasis is laid upon certain fundamental courses, such as accounting, business English, and a practical use in speaking and letter writing of any foreign language required, with, in addition, collateral subjects such as economics, business finance, principles of education, the relation of Government to business and the like. A large percentage of the students are engaged in active business, so that they pursue these courses largely in the evening, although a day school is maintained. Two years are required for day students, three for night students. The teachers themselves have practically all had business experience. The combination of students actively engaged in business and business trained teachers brings about eager enthusiasm and clear conceptions of the scientific principles upon which business is conducted. A considerable number of the students entering are already college graduates, who are expected to do a higher grade of work. Cooperation with the city of New York is maintained through a number of special courses given to young men in the civil service of the city. In addition, a number of courses are given for the engineering department of the city.

Last year a number of "business fellowships" were established in order to bring the university into closer touch with the best business houses, especially with the idea of securing men of ability to meet the crying demand for material to enter the work of developing the foreign trade of the United States. A number of important business houses have arranged to cooperate with the university by offering to a limited number of college graduates positions enabling these men to combine scientific study of business principles with actual business practice. Among the companies cooperating are the United States Steel Products Co., the Western Electric Co., the National City Bank, the American Telephone and Telegraph Co., the Ingersoll Watch Co., the United States Mortgage and Trust Co., the Alexander Hamilton Institute, the Union Pacific Railroad Co., and the Bureau of Foreign and Domestic Commerce. Most houses engaged in foreign trade wish men with knowledge of the language of the country in which they are extending their business. They wish to fit men for work in Russia, South America, India, and China, as well as in the United States. The company usually pays $50 to $75 a month. The holder of the fellowship gives part of his time during the college year, full time during vacation. In addition, each man devotes his time to a study of business subjects in New York University. His work and his studies are adapted to his needs and those of his employer. The response to this plan was most gratifying. Over 300 applicants for these positions were received. As the work is experimental, only 15 fellows have been appointed. It is an opportunity for young men to secure positions that promise well; for business houses to get the pick of able young college men.

So many college men are now in residence preparing themselves for business careers that the university is considering the organization of a graduate division of the school of commerce, offering a specially planned course.

In these ways the New York University school of commerce, accounts, and finance is attempting to meet the various demands for business training made upon it.

THE AMOS TUCK SCHOOL OF ADMINISTRATION AND FINANCE, DARTMOUTH COLLEGE.

By H. S. PERSON.

The Amos Tuck School is a specialized, professional school of training for business; a semigraduate, finishing school for college graduates who plan to enter business. Its course consists of two years. The first year is of a grade equivalent to the senior year of an American college, to which are eligible for admission candidates who have completed three years in any college of high standing. The second year is a purely graduate year, at the end of which students receive the degree of master of commerical science. The curriculum of the first year represents a transition from the liberalizing courses of a college to the specialized courses of a professional school of commerce and administration; the curriculum of the second year is a compact group of specialized, professional courses, with a moderate flexibility allowing preparation for special branches of business, including foreign commerce.

The Tuck School has a definite relation to the elementary and secondary schools and to the colleges of the United States. To them it leaves, with respect to the students who may come to it, the cultural and mentally liberalizing influences of their educational processes. Of them it demands a broad foundation

of training in the physical sciences, language and literature, and the social sciences; and of the college in particular it demands a thorough training in political science, history, and especially economics.

As a superstructure added to such a foundation, the school offers:

1. In its first year, courses in the primary functions of business common to all business, to insure that, with respect to preparation for business, the student's training shall not be too narrow. These functions comprise the financing of a business, the recording of the results of business operations, the technical organization and management of a business, the production and marketing, equipment and processes of a business.

2. In its second year: (a) More advanced courses in the above business functions, with the addition of a course in commercial law; (b) special courses affording the student opportunity for specific preparation for a particular business (e. g., foreign commerce, banking, etc.); (c) the opportunity for preliminary practical experience through the requirement of a thesis which represents the solution of a real problem in some plant of the business for which he is preparing.

By its entrance requirements, the Tuck School secures an automatically selected group of students more mature than the average of American college students, of higher average ability and capacity for serious work, and with a more uniform and thorough grounding in the sciences fundamental to business; in general a more homogeneous group as to preparation, purpose, and capacity for hard and sustained effort. These facts throw light on the quality of instruction possible in the school, and on the quality of response the school may reasonably demand of its students.

The Tuck School does not presume to train complete business men, but offers to the business community high-grade, mature, adaptable apprentices, broadly informed as to facts and principles of business, intensively informed with respect to the facts and principles of some particular field of business, and capable of assimilating rapidly the results of experience in business.

HARVARD GRADUATE SCHOOL OF BUSINESS ADMINISTRATION.

By EDWIN F. GAY.

The establishment of the business school as a graduate department of Harvard University occurred in March, 1908. The school aims to give a specialized preparation for business. The instructing staff includes men who give their entire time to this work, and men from the business world. The cooperation of business men is of great value and is shown also in their willingness to open their factories as laboratories for our students. Each candidate for graduation writes a graduation thesis and is expected to work in the summer between his two years in the school.

There is a lack of assembled information regarding the business subjects taught. Research alone can collect such material. The work of the bureau of business research of this university is valuable in this connection.

Throughout the work of the school the development of the professional spirit is emphasized in the instruction.

NINTH SESSION.

The ninth session was held in the Pan American Union Building, Tuesday afternoon, January 4, at 2.30 o'clock. Mr. Roger W. Babson presided. This session may be considered easily one of the most important of the program on commercial education in the United States in view of the fact that from the standpoint of priority and efficiency, particularly in reference to preparation for foreign trade, the claims of the extramural educational agencies represented at this session were presented in a series of papers by the directors of these educational activities. Authors' abstracts of the papers follow:

INTERNATIONAL CORRESPONDENCE SCHOOLS.

By T. J. FoSTER.

The International Correspondence Schools had their birth in a desire to improve the conditions of the miners of the State of Pennsylvania. The Mining Herald, a weekly newspaper of Shenandoah, Pa., established a department devoted to questions and answers relative to coal mining for the benefit of its readers. With the aid of competent engineers, a course in coal mining was printed which anyone able to read English could study at home. Within six months after the enrollment of the first student, October 16, 1891, a thousand men were studying the mining course by mail. From this beginning has been developed the present system of correspondence instruction. Created to teach a single subject, the schools now give instruction in 280 courses, covering almost every branch of technical education and dozens of other subjects ranging from advertising and salesmanship to poultry husbandry and agriculture. These courses include 62,000 pages of text and 31,000 illustrations and cost $2,500,000 to prepare. To conduct the work requires the hands and brains of more than 4,000 employees in America alone and hundreds in other countries of the world. They have enrolled more than 1,750,000 persons, representing every occupation in the realm of industry and every country on the globe; and approximately 100,000 new students are being enrolled each year.

The foundation of a system is its textbooks. To teach successfully by correspondence requires an entirely different kind of textbook than that used for classroom work. These books must take nothing for granted save the ability to read. They must begin at the beginning and proceed by easy stages, leading the student forward by natural and carefully graded steps. They must foresee and meet his difficulties by full explanations, demonstrations, and illustrations. Books of this class are used by 218 universities, colleges, Government schools, institutes of technology, and vocational schools in America. Successful home study depends upon a sustained interest on the part of the student. An Encouragement Department watches with a genuine personal interest the progress of their students. Last year the encouragement department of one school sent 1,110,204 letters of inspiration to students. As a result of this work, students to-day are doing 56 per cent more studying than in 1906. In 1914 the students of this school sent in for examination 1,141,430 lessons. The London instruction department handled in one year 358,000 lessons. Recently, to obtain specific information, an investigation was made of the cases of 27,000 typical students in a few Eastern States. Among the cases investigated 2