St Louis University - Archive Yearbook (St Louis, MO)

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x M M tS dQmM Mi opportunity for discussion of theories and principles. Problem and case work, modern and significant, may be readily found. The analysis of statistical data and the need of adjustments in complex statements, contrib- ute much towards accurate thinking and sound judgment. Especially in advanced classes, mere rote or routine work has meagre place or oppor- tunity. Here the student comes into closer contact with the field which he intends to pursue after his period of training has been completed. Here he studies at closer hand the complexities of the modern world of business. All indications point to a further demand and development of the school of commerce; universal interest in its subject matter, the dynamic character of its courses, the abiding human interest in its many phases, the clear, genuine call for leadership and training in industry and in all the practical fields of man ' s activities forecast wider horizons. Vision, planning, management, control of vast complexities, all lie ahead. With them are the problems facing the political and social orders, which cannot be divorced from economics. The old simplicities are dead. They must be followed by the super-simplicity of economic genius. Left — Students in the Com- merce School must learn the fundamentals of accounting before they can consider themselves prepared to cope with the problems of the mod- em business world. Right — The Commerce li- brary is the favorite place of study for students in that school. It contains almost four thousand volumes, together with hundreds of pamphlets and periodical literature on all fields of business. Left — The Chapel of the Commerce School gives stu- dents the needed opportunity of mixing prayer with studies. Right — Because of ever increasing demands for ex- perts in the field of advertis- ing, courses in advertising and statistics are becoming more numerous in the School of Commerce and Finance.

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1 J Left — The lounge of the School of Commerce and Fi- nance offers a quiet and comfortable retreat for stu- dents between class periods. Right — A large and modern office is maintained in the Commerce School for the con- venience of its faculty mem- bers. Perceiving and properly appraising the opportunities opened by these economic factors and influences, universities throughout the country have inaugurated and developed courses and Schools of Commerce and Business Administration in ever increasing numbers during the last guarter-century. Indeed, other colleges and universities of the older and traditional type of curricula are yearly making room for the treatment of subjects which properly belong in the commerce field. St. Louis University began its School of Commerce and Finance in 1910 with a group of forty students; today it shows a registration of more than a thousand. Supplementary to those courses which bear directly on the adminis- tration of business, its principles, its practice, and its complex problems, adeguate treatment is given to the more effective attainment of the com- merce student ' s principal objectives. For it must be remembered that men of high moral standards and shrewd judgment, men of keen intelligence and determined action, are a necessity in the field of business at the present time. It is too often the case that men trained in the technigues of business and finance but lacking in the more sublime practices of Christian ethics are the products of the non-Catholic schools. As a type of education, the curriculum presented in this School has proved to be very satisfactory. While largely practical, it affords abundant Page Twenty-eight

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CA To educators and sociologists the world turns for those who will fashion the malleable mind of youth to wisdom and godliness, and who will guide the willy-nilly flow of human affairs to purposeful ends. Rev. Charles M. O ' Hara, S.J., Regent of the School of Education and Social Sciences; Dr. Leo R. Kennedy, Dean. REALIZING that the newly formed School of Education and Social Sciences more than fulfilled expectations, the administration has expanded and enlarged its scope of activity. The happy combination of the study of teach- ing and the pursuit of the sciences referred to as social develops the student in the practice of self-analysis and eguips him with the methods, the theories, and the cultural background that go to make the genuine Catholic educator of the present day. But the social scientist as well as the teacher has the care of the many as his primary objective, and, unless imbued with the principles of the Catholic social system and its program, he finds himself in the slough of indecision and doubt. It is the desire of the Church that every man possess a true Christian outlook on life and philosophical stability. But it is the more definite purpose of the division of Education to produce skilled primary and secondary school teachers and administrators. To this end a series of courses designed to impart to the teacher the methods to be employed when he takes his place upon the instructor ' s bench are included in the curriculum. It is important, however, that the method of teaching does not become the sole objective of the department of education; it is just Pdge Thirty