Plymouth State University - Conning Tower Yearbook (Plymouth, NH)

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Robert L. Stevenson Art Massachusetts School of Art, B.S.; Boston University School of Education, Ed.M. Evelyn Marguerite Waugh History University of Maine, Pd.B., A.B.; University of California, A.M. Ethel Vittum Supervising Teacher Plymouth Teachers College, B.Ed. Philmore Burlon Wass History University of Maine, B.S. Ed.; University of Iowa, M.A. Rachel Merrill Wright Supervising Teacher Plymouth Teachers College, Ed.B.; University of New Hampshire, M.Ed. James E. Zmudsky Commerce Salem State Teachers College, B.S. 13

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Albert Merrill Supervising Teacher Plymouth Teachers College, B.Ed. Charles Moors Science Tufts College, B.S. Luther John Pollard Education Lawrence College, A.B.; University of Wisconsin, A.M. Percy S. Ridlon English Bowdoin College, B.A.; Boston University School of Theology, S.T.B. Marion Katherine Scavcy Principal of Grade School Boston University, B.S., Ed., Ed.M. Geneva May Smith Mathematics Boston University, B.S. Ed.; University of Maine, B.A. 12

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Robert J. Ernst To the Graduates of the Commerce Curriculum During the war period many predictions were made about the changes in education that would come in the postwar period. We arc now in the early stage of that period. Some changes have already been made but after years of discussion we still have much to do: objectives must be determined or clarified, better courses and programs must be prepared, methods of selecting and guiding students must be improved, and necessary funds for suitable equipment and teachers must be procured. Business men arc taking a greater interest in business education in general. Tangible evidence of this interest is the joint action of the National Office Management Association and Business Educational Associations in developing testing services and standards for use in schools. If we arc to believe these business men, the future employers of our students, we can be certain that in this new period, business education will need to continue to emphasize the three R’s as a basis for any special or general training. As the character of the business needs of the community change, so will we have to change our objectives, methods, and courses. If business skills arc to be taught, enough instruction should be provided to insure the attainment of a usable skill. If general business understanding or consumer business knowledge proves to be our goal, then wc should see that this understanding or knowledge is developed to the point of usefulness. As classroom teachers you will undoubtedly be busy but, if business education is going to continue to exist as an important phase of secondary education, you will find it necessary to assume leadership in your community. 16 Robert J. Ernst