Chelsea High School - Beacon Yearbook (Chelsea, MA)

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uwlanq, X Upper Left: Busy day in a conunercial geography class. Lower Center: Martha lf Malone, Gertrulfv Harm.: Lower Left: 'flnforlnation Please. Upper Right: Speed liuul 45 v.'orfl:: per minute Top Center: Anna B lsraehte, Anne lvl Sharood Lower Right: Keeping the records :straight Commercial Department During the pafat decade, and especially during the past five years, general edu- cators have taken a more sympathetic ate titude toward commercial education. As a result, Commercial education has been elc vated in public esteem and commercial edu- cational problems are being approached from a more scientific viewpoint. With the tremendous growth of business enterprise and the acceleration of business tempo, standards of performance and of business qualifications were set up for busif ness employees, Some indication of growth Pulte Fourteen may be gained from the past. ln the 1870 the number of stenographers was almofat negligible, but by l93U the number had increased to SUUDUU. Our objectives in the commercial course are based upon the assumption that two thirds of the life span of every individual is spent in earning and spending, On every hand he is confronted with problems that require business knowledge and judgment. lnsurance, investments and savings, install, ment buying, credit unions, home building and financing, interest calculations, bank-

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'Www ' -MIM This is one that Just caine in yesterday. Still lite in the library. stories, reports and opinions. The other kind is creative writing stiinulated by observation, iinaaination or rellection. The hrfzt type of writing is done tor soine practical or ei-:teriial reason. The second is done for its own sake because ot the wiiteiia pleasure and interest in the ex- perience itselt. liven in this kind ot writ- ing einphasis is placed upon tirst-hand experience. A student imagining hirnselt hunting in lndia experiences newly coin' binecl sensations through his imagination which are valuable, but he is likely to accept ready-'inade reactions ot others described in books. lt is easier to do this than it is to get the inipressions hrst hand. Writing cannot be called creative in which there is no detail ot first hand ex- perience. ln addition to the regular class work the departinent of English sponsors two publications, a newspaper and year- book, debating, and an English club. Top Row: Marguerite A Bligh, Adeline H Cox, Anna F Kuhn Second Row: Ioseph I Carroll, Margaret C. Ilen- nina, lohn tf lylcftirtliy Third Row: Rose F. Cohen, Helen L. Kintz, M. lf Stewart. Qur valedictorian practises up in his lfnglish class. ZS fn' P W?

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- . ing, money handling, budgeting and record keeping, and the use ol ordinary business forms and papers are only a few of the many activities touching the business life of most people. ln a broader sense the commercial course prepares a pupil to take shorthand notes, transcribe, post and make entries in books of account or other records, maintain files and office records, and also general types writing which consists of composing letters from marginal notes or directions, typing letters from marginal notes or directions,- typing letters and numerous forms involv- ing the use of independent judgment. In addition to these objectives the pupils are guided by the l'Statement of Learning Outcomes for Commercial Education , These outcomes are: 1. Vocational efficiency in at least one business occupation such as bookkeeping, stenography, typing, or office practice, suffi- cient to permit a graduate to secure an initial business position. 2. The ability to adapt oneself to occupa- tional changes brought about by inventions or social and economic changes. 3. Knowledge of the business practices, and proficiency in the business skills needed by all intelligent consumers. 4. An appreciation and understanding of the more economic problems of present-day life, with a desire to contribute to their solu- tion. 5. The development of a personality which will be welcomed in business and society alike. G. High ethical business standards. These objectives and learning outcomes are peculiarly essential to the training oF a pupil in the commercial course, because the outcomes of commercial education are not limited to mere preparation for business jobs, but are complicated by social and economic considerations. Top to Botton: Correcting the balance. Another test rolls off the drum. Two and two make four. Studying business law. Fly- ing lingers.