Central High School - Cog N Pen Yearbook (Newark, NJ)

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“HOW DOES THE HIGH SCHOOL MEET THE DEMANDS OF THE BUSINESS MAN?” Schools should be a part of the real world, and never institutions isolated from it or where unreal or impractical conditions exist. The only way in which the school can become an agent of a comprehensively co-operative character with business, is by the place- ment in it of instructors who have had successful busi- ness experiences in the lines in which they are teach- ing. From a viewpoint of administrative efficiency, it appears to me vital for the successful training of re- cruits in the business field, that no expense should be spared by boards of education in securing and ap- pointing to the commercial schools only those instruc- tors whose educational training coupled with testi- monials affrming successful business experience, war- rants their appointment to the responsible position of inspiration and leadership in the teaching of the funda- mentals and ideals of successful business enterprises. What does business expect of a school? To an- swer this question there must be at hand a knowledge of the type and kind of business to be considered. If it is of a manufacturing or industrial nature iechnical preparation in industrial and technical fundamentals must be offered to enable individuals io understand and work in them. If the business is commercial in character schools should give that rudimentary train- ing in the principles of office work and practice which will enable the individuals taking the courses for the carrying on of business, to apply those principles and the working knowledge obtained in the schools to actual practice with the least possible delay. It is necessary that certain subjects appear in every course of training given by schools, whether for direct application to life work or to college. English is one of these subjects. The thorough and enforced train- ing in the use and handling of the English language during every year of school attendance is vital, essen- tial, and fundamental. For English well handled, when based upon a careful knowledge of the. subjects under consideration, is the lever which aids in over- coming trying obstacles in business plans. English is often a factor in bringing co-operation and success to plans which otherwise would miscarry, because of lack of clearness or tactless formulation of ideas and business thought. Let me at this point interpolate, however, that “the three R's” must, as a matter of course be continually, strongly stressed as the beginning of all business wis- dom. Тһе arch of business knowledge having as its keystone the three R's is one of the strongest parts of the framework of the structure of a successful busi- ness career. The educational or disciplinary, the economic or social value of all school subjects should frequently be discussed with the students by well trained teachers and by outsiders who have been successful in the con- duct of large business enterprises. For even the best intentioned young people continually loose heart in their daily work, unless shown by distinterested folks from the perspective of successful business, that every bit of training in the school functions toward increas- ing the chances individual for success if properly taken advantage of. We must ever bear in mind that that school which is simply capable of training in ihe performance of routine duties, is as narrow and deadening in ambition and initiative to pupils, as are vocational schools whose chief purpose is to encourage and insist upon very limited individual specializations. Short sighted manu- facturers and business managers whose only thought is to have human machines pour money into the cor- poration coffers at the sacrifice of the manhood and personality of the individual workers, in the end de- srtoy their own business, because they-develop a type of labor which is unstable, uninterested, unreliable. and in critical periods it becomes disloyal to its own corporate interests. To avoid this outcome, it is neces- to enrich school courses of study with such subjects as will constantly bring the cultural appreciations of

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life to the commercial students. Nevertheless, thor- oughness, accuracy, and neatness must be required in all the work done for the school. A proper apprecia- tion of the above trinity, thoroughness, accuracy, neat- ness, will prove helpful to commercial students in their business experiences. [he glamour of business attracts many people io- wards a business career. To the casual observer of large affairs bysiness seems a simple, attractive propo- sition. Yet many of us forget that the rules of busi- ness advancement are governed by common sense and are based strictly on individual merit. It is ihe duty of schools to teach this fact. No one should enter upon a business career who has not either personally or through a psychologist or employment manager as a judge, had himself carefully considered and appraised as to his qualifications for business. All schools should advise misfits in commercial work to enter courses of study only for which they find themselves naturally fitted. Should this procedure of selective advisement be generally followed in all schools, the labor turnover in business would be greatly reduced as much of this turnover is due to the unsuitability of labor to the duties often assumed by workers. Sincere psychologists in the schools could remedy much of this trouble by proper vocational guidance. These psycho- logists. or otherwise properly instructed and qualified should teach pupils of the schools such rudimentary principles of personal psychology as would enable them to better understand the men and women with whom they come in contact in salesmanship, be it of self or of materials. ‘The school must develop a power of initiative, to be aroused, stimulated, guided and employed for the mutual advantage of both employer and employee. It can do this by encouraging boys and girls to think constantly for the interests of the school and for them- selves. 7 In many schools throughout the country there have been appointed by the school authorities, deans for girls. I have always felt that our boys should also systematically have the benefit of the experience of broad-minded men of affairs or others qualified to guide and inspire them to the fullest appreciation of business ethics and conduct and its many ramifications. Such men could and women could help in fixing in the young mind of our day the homely and old-fashioned principles of business honor which underly business success. At the present time there is a decided shortage of the higher types of clerical and industrial help. A similar condition also prevails in the ranks of manual labor. Therefore, it is the duty of the schools to step into the breach to train and supply for all of these fields workers who have been as systematically, thor- oughly and carefully prepared for business as have been prepared the teachers who were trained for work in the field of general education. The school must furnish through an iron-clad dis- cipline, tampered with sympathy and understanding of adolescent pupils, a training in the ability of taking orders and executing them without knowing the reason for the orders and without being permitted to question them. Strict, prompt, and unquestioned obedience must become the second nature of the novitiate in business to insure success. The discipline іп the schools must, therefore, be strict and thoughtful in every department of instruction. Strong charactered types of manliness and womanliness, and of genuine sympathy should preside over each subject taught in the school. Furthermore, the personel of the teaching staff must be composed of individuals who by ex- ample and precept stand for the best effort of stu- dents and who have a working knowledge of how the deed is best done, namely to force pupils through an appreciation of the ideals of strict discipline, to do well for their future employers and for themselves. THERE ARE MANY REASONS WHY YOUNG MEN SHOULD STUDY SHORTHAND The value of any subject as a study is measured by the power it develops in the pupil to think, to plan, and to execute; the degree of vigor, poise and alert- ness in mental activity which it produces. Judged by this standard alone, the posibilities of mental discipline involved in the training received by the shorthand stu- dent are without a doubt very great. Exact thinking is developed by insisting upon accurate outlines, artistic shorthand penmanship, and good useable transcripts. Exact thinking can only be developed by intense con- centration. Taking dictation requires a concentration scarcely equalled by any other high school subject. During this process the mind cannot wander and n either can the hand cease its action. Furthermore, the memory is strengthened for the mind must retain many words of the dictator while writing others. In the process of transcribing his notes the student be- comes his own critic, his own proof reader as it were, and for discipline in practical English there is perhaps nothing better than proof reading. And so his daily work acts as a corrective in spelling, punctuation, cap- italization, syllabication and paragraphing. The pos-