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The present status of commercial teacher training in the degree granting institutions of the United States

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The present status of commercial teacher training in the degree granting institutions of the United States

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Content THE PRESENT STATUS OF COMMERCIAL TEACHER TRAINING IN THE DEGREE-GRANTING INSTITUTIONS OF THE UNITED STATES A T h e s is ^ P re s e n te d to th e F a c u lty o f th e School o f E d u ca tio n U n iv e r s ity o f S o u th ern C a l i f o r n i a I n P a r t i a l F u lf illm e n t o f th e R equirem ents f o r th e Degree o f M aster o f A r ts i n E d u c a tio n By J e s s i e Graham June, 1929 UMI Number: EP52616 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. fn the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Pyblishrig UMI EP52616 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 This thesis, written under the direction of the Chairman of the candidate’s Guidance Com mittee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Master of Arts in Education. .............. .... Dean Guidance Committee -X.— W-e.er.sing.............. Chairman A * G r Bennett. i CONTENTS C h a p ter P age I - NATURE AND PURPOSE OF THE STUDY --------------------------- 1 Im portance of the s u b j e c t - — — ------------ 1 Why com m ercial te a c h e r t r a i n i n g i s a problem -------------------------------- 5 Commercial te a c h e rs compared w ith te a c h e rs of o th e r s u b je c ts i n th e m a tte r of p r o f e s s io n a l t r a i n i n g ------ — --------------- 6 I I . A BRIEF HISTORY OF COMMERCIAL TEACHER TRAINING WITH A SUM M ARY OF RELATED INVESTI GATIONS -------------------- r------------------- 9 I I I . STATEMENT OF PROCEDURE- -------------- 29 IV. PRELIMINARY SURVEY OF DEGREE-GRANTING INSTITUTIONS OFFERING GENERAL COMMERCIAL COURSES AND COMMERCIAL TEACHER TRAINING— — 37 T o ta l number of d e g re e -g r a n tin g i n s t i t u t i o n s w ith dep artm en ts .or sc h o o ls o f e d u c a tio n - - ----------* ------— ----------------- - 38 P r iv a te u n i v e r s i t i e s and c o l le g e s ------------------- 39 S ta te u n i v e r s i t i e s ---------------------------------------------- 43 T eachers * c o lle g e s which g ra n t d e g re e s---------- 43 A g r i c u ltu r a l and o th e r p u b lic ly con t r o l l e d i n s t i t u t i o n s ---------- 47 Summary-------------------- 49 V. CANVASS OF TOTAL OFFERINGS FOR THE TRAIN ING. OF COMMERCIAL TEACHERS IN ALL INSTITUTIONS ENGAGED IN COMMERCIAL TEACHER TRAINING--------------------------------------- ~ 54 L CONTENTS C h a p ter P age I n s t i t u t i o n s o f f e r in g o rg a n iz e d and p u b lis h e d c u r r i c u l a ----------------------------------- 54 I n s t i t u t i o n s o f f e r in g c o u rse s in g e n e ra l methods in com m ercial e d u c a tio n ------------- 55 I n s t i t u t i o n s o f f e r in g c o u rse s i n s p e c if ic s u b j e c t s ------------------ •------------------------------------ 55 I n s t i t u t i o n s o f f e r i n g c o u rse s i n ob s e r v a tio n and p r a c t i c e te a c h in g — ---------- 56 I n s t i t u t i o n s o f f e r i n g c o u rse s in o r g a n iz a tio n , a d m in is tr a tio n , su p e r v is io n , h i s t o r y , and p r i n c i p l e s o f com m ercial e d u c a tio n --------------------------------- 57 I n s t i t u t i o n s o f f e r in g o c c a s io n a l c o u rse s in com m ercial te a c h e r t r a i n i n g --------------- 58 Summary of c o u rse s o ffe re d f o r th e t r a i n in g o f com m ercial te a c h e r s -------------------- — 59 V I. DETAILED ANALYSIS OE FOUR-YEAR COMMERCIAL TEACHER TRAINING CURRICULA---------------- 61 P ro c e d u re ------------------------------------------------------- 62 F in d in g s ------------ 64 Summary o f p r e s e n t p r a c t i c e ------------ 92 V II. STATE LAW S A N D REGULATIONS GOVERNING COMMERCIAL TEACHERS1 CERTIFICATES------------ 104 S tatem en t of p ro c e d u re-------------------------------------- 105 A com parison of th e r e g u la tio n s govern in g com m ercial t e a c h e r s 1 c e r t i f i c a t e s and g e n e ra l secondary c e r t i f i c a t e s f o r each s t a t e --------------------------------------------- 106 An a n a ly s is of th e req u irem e n ts f o r com m ercial c e r t i f i c a t e s and f o r g e n e ra l secondary c r e d e n t i a l s ------------------- 109 Summary 113 CONTENTS I I I C h a p te r P age V I I I CONCLUSIONS AND RECOMMENDATIONS-----------------------------116 C o n c lu s io n s ----------------------------------------------------- 116 Recommendations 126 . S uggested c u rric u lu m ------ — ---------- — 129 Problem s f o r f u r t h e r r e s e a r c h -----------------------133 BIBLIOGRAPHY-------------•------------------- 135 Appendix A D eg ree~ g ran tin g i n s t i t u t i o n s which p u b lis h in t h e i r c a ta lo g s f o u r - y e a r program s f o r th e t r a i n i n g o f com m ercial t e a c h e r s ----------------- 142 B D e g re e -g ra n tin g i n s t i t u t i o n s which p u b lis h in t h e i r c a ta lo g s c u r r i c u l a r re q u ire m e n ts f o r com m ercial te a c h e r t r a i n i n g ------- 144 C C ourses in g e n e ra l methods in com mercial e d u c a tio n ------------ 145 D C ourses in methods of te a c h in g sh o rth a n d - =14? E C ourses in methods of te a c h in g ty p e w ritin g 149 F C ourses in methods of te a c h in g bookkeeping and a c c o u n tin g -------------------------------------------------------------- 151 G C ourses in methods in com m ercial s u b je c ts o th e r th an sh o rth a n d , ty p e w r itin g , and a c co u n t in g — — --------- — 152 H C ourses in o b s e rv a tio n and p r a c t i c e te a c h in g — 455 I C ourses in o r g a n iz a tio n , a d m in is tr a tio n , su p e r v is i o n , h i s t o r y and p r i n c i p l e s of com mercial e d u c a tio n --------------------------------------------- -15? J O cc asio n a l c o u rse s in com m ercial te a c h e r t r a i n i n g ----------------------------------- 159 1 C S ta te law s and r e g u la tio n s g o v erning com m ercial te a c h e rs* c e r t i f i c a t e s and g e n e ra l secondary c e r t i f i c a t e s ---------------------------------------------------------- -161 TABLES T a b le P age I C l a s s i f i c a t i o n of s ix hundred e i g h ty - f iv e d e g re e -g ra n tin g i n s t i t u t i o n s of th e U n ite d S ta te s having d ep artm en ts or sc h o o ls of e d u c a tio n ---------------------------------------- 31 I I Commercial c o u rse s and com m ercial te a c h e r t r a i n i n g in th e d e g re e -g ra n tin g i n s t i t u tio n s o f th e U nited S t a t e s ---------------------- 40 I I I Commercial c o u rse s and com mercial te a c h e r tr a i n i n g in fo u r hundred n in e ty -tw o p r i v a t e u n i v e r s i t i e s and c o lle g e s l i s t e d by s t a t e s 44 IV C om m ercial^courses and com m ercial te a c h e r t r a i n i n g in f o r t y - f i v e s t a t e u n i v e r s i t i e s — 45 V Commercial c o u rse s and com m ercial te a c h e r t r a i n i n g in n in e ty -n in e te a c h e rs C o l l e g e s — 48 VI Commercial c o u rse s and com m ercial te a c h e r t r a i n i n g in f o r ty - n in e a g r i c u l t u r a l and p u b l i c a l l y c o n tr o lle d u n i v e r s i t i e s and c o l l e g e s - - ------------- — -----— -----— ------- 50 V II Sem ester u n i t s r e q u ir e d in th e com m ercial te a c h e r t r a i n i n g c u r r i c u l a by n in e te e n p r iv a te c o lle g e s and u n i v e r s i t i e s ------------------- 68 V III Sem ester u n i t s r e q u ir e d in th e com m ercial te a c h e r t r a i n i n g c u r r i c u l a by e le v e n s t a t e u n i v e r s i t i e s ----- 72 IX Sem ester u n i t s r e q u ir e d in the com m ercial te a c h e r t r a i n i n g c u r r ic u la by n in e d e g re e -g ra n tin g te a c h e rs ’ c o lle g e s ----------------------------------- 76 X Sem ester u n i t s re q u ire d in the commercial te a c h e r t r a i n i n g c u r r i c u l a by f i v e a g r i c u l t u r a l and p u b lic d e g re e -g ra n tin g i n s t i t u t i o n s --------------------------------- — --------------------- - —80 XI Sem ester u n i t s re q u ir e d in the com m ercial te a c h e r t r a i n i n g c u r r i c u l a by f o r t y - f i v e d e g re e -g r a n tin g i n s t i t u t i o n s ----------------------------84 X II T o ta l u n i t s in each s u b je c t r e q u ir e d by f o r t y - f iv e d e g re e -g ra n tin g i n s t i t u t i o n s p ro v id in g com m ercial te a c h e r tr a i n i n g c u r r i c u l a ---------- 88 * V TABLES Table Page X I I I Summary of c u r r i c u l a r re q u ire m e n ts f o r com m ercial te a c h e r tr a i n i n g in f o r t y - f i v e d e g re e -g ra n tin g i n s t i t u t i o n s ----------------- 93 XIV Average sem ester u n i t s r e q u ir e d in each s u b je c t and se m ester u n i t s r e q u ir e d a t p o in t of most f re q u e n t o c c u rre n c e a d ju s te d f o r the c o n s tr u c tio n of com posite c u rric u lu m ---------- 100 X CHAPTER I NATURE A N D PURPOSE OF THE STUDY The purp o se o f t h i s stu d y i s to make a g e n e ra l in v e s t i g a t i o n in to th e s t a t u s of the p r o f e s s io n a l t r a i n i n g o f com m ercial te a c h e rs i n th e d e g re e -g r a n tin g i n s t i t u t i o n s of th e U n ite d S t a t e s , The d a ta secu red w i l l serv e a s a h a s is f o r th e e v a lu a tio n o f t h i s t r a i n i n g a s now ad m in is te r e d and f o r such recom m endations f o r improvement a s may seem to he w a rra n te d . Im portance o f th e s u b j e c t . The im portance o f commer c i a l te a c h e r t r a i n i n g i s em phasized by th e f a c t t h a t commer c i a l te a c h e r s i n the secondary sc h o o ls o f th e U nited s t a t e s have each y e a r alm o st o n e - h a lf m il lio n young p eo p le tinder t h e i r i n s t r u c t i o n . T h e t r a i n i n g o f th o se who te a c h t h i s la r g e number o f boys and g i r l s m ust n e c e s s a r ily be con s id e r e d an im p o rta n t problem . These young p eo p le come to th e h ig h sc h o o ls a sk in g f o r an u n d e rsta n d in g o f b u s in e s s c o n d itio n s and f o r an o p p o rtu n ity to a c q u ir e s k i l l in c e r t a i n p ro c e d u re s which w i l l be u s e f u l to them v o c a tio n a lly , n o n - v o c a tio n a lly , o r a s a p r e p a r a t io n f o r c o l l e g i a t e tra in in g i n commerce. U n fo rtu n a te ly th e com m ercial s tu d e n ts * f o r th e most p a r t , do n o t r e c e iv e th e r i c h and b ro ad t r a i n in g which i s t h e i r r i g h t , b u t a re p re p a re d f o r c l e r k s h ip s . .W ith th e v e ry b e s t o f i n s t r u c t i o n , many o f them w i l l stasfe I ~ U n ite d S t a t e s B ureau o f E d u c a tio n , "Commercial E d u ca tio n in th e U n ited S t a t e s , 1924-1926*% B u l l e t i n , 1928, No. p ag es 1 -5 . a s c l e r k s , b u t i f the h ig h sch o o l has done i t s d u ty by g iv in g th e com mercial p u p ils a broad, g e n e ra l fo u n d a tio n of b u s in e s s knowledge, th ey w i l l be read y to a c c e p t pro** m otion and o p p o r tu n itie s f o r le a d e r s h ip . In o rd e r t h a t young men and women be g iv e n th e type of i n s t r u c t i o n which w i l l be of most v a lu e to them in t h e i r b u s in e s s c o n ta c ts w ith l i f e , i t w i l l be n e c e s s a ry f o r t h e i r te a c h e r s to be p re p a re d v ery d e f i n i t e l y f o r t h i s p u rp o se . R ecent s tu d i e s have shown th a t some s tu d e n ts in com mercial c o u rse s a re b ein g tr a in e d by th o se who have n o t gone beyond th e l e v e l o f th e grade which th ey a re te a c h in g . As com mercial e d u c a tio n i s c o m p a ra tiv e ly new in th e p u b lic sc h o o ls, th e demand f o r te a c h e rs has exceeded th e su p p ly . The ex p a n sio n o f b u s in e s s in th e U n ited S t a t e s h a s c re a te d a d e s ir e f o r b u s in e s s knowledge and h a s pro** v id e d o f f ic e employment. The demand f o r com m ercial t r a i n in g in th e secondary sc h o o ls p reced ed th e s e t t i n g up of com m ercial te a c h e r t r a i n i n g c o u rs e s . As a consequence, many te a c h e rs e n te re d th e f i e l d o f com m ercial e d u c a tio n w ith l i t t l e o r no p r o f e s s io n a l p r e p a r a t io n . For t h i s re a s o n , th e re h a s been c r i t i c i s m of secondary b u s in e s s e d u c a tio n such a s t h a t made by L. C. M a rsh a ll o f th e U n iv e r s ity of Chicago who c a l l s i t , **a w retched th in g , s t i l l in th e g r ip of i t s in h e r ita n c e from th e b u s in e s s 1 c o lle g e s from which i t h as so l a r g e l y sprung**. W hether I ~ L. C. M a rsh a ll, "The American C o lle g ia te School o f B u s in e ss " , The C o lle g ia te School of B u s in e s s , U n iv e r s ity o f Chicago P r e s s , Page 3 . n .d . o r n o t t h i s a c c u s a tio n i s a j u s t one, i t i s a c h a lle n g e to th o se who t r a i n te a c h e rs o f commerce f o r secondary schools* How t h a t com m ercial t r a i n i n g h a s become e s ta b l i s h e d in th e secondary school program , i t should n o t be n e c e ss a ry to a c c e p t te a c h e rs n o t a d e q u a te ly tra in e d * The b e s t answer to c r i t i c i s m s made co n cern in g secondary com mercial e d u c a tio n i s the t r a i n i n g o f te a c h e r s w ith broad v i s i o n who a re p re p a re d to g iv e young p e o p le th e b u s in e s s e d u c a tio n th ey n eed . Because o f th e la r g e number of young p eo p le in v o lv e d and the m agnitude of th e ta s k o f g iv in g them s a t i s f a c t o r y b u s in e s s t r a i n i n g , th e s u b je c t of th e p r e p a r a tio n of commer c i a l te a c h e r s i s of v i t a l im p o rtan ce. When a c e r t a i n need h a s been c o n s i s t e n t l y s tr e s s e d by sp e a k e rs and w r i t e r s who a re le a d e r s in th e f i e l d — f o r a p e r io d co v e rin g a q u a r te r of a c e n tu ry — one may s a fe ly assume t h a t th e need so s tr e s s e d c o n s t i t u t e s a problem . The a d d re s s e s g iv e n a t th e y e a r ly m eetin g s of th e N a tio n a l E d u c a tio n a l A s s o c ia tio n may be ta k e n to in d ic a t e contem porary consensus o f educa t i o n a l th o u g h t. The D epartm ent of B u sin e ss E d u ca tio n o f th e N a tio n a l E d u c a tio n a l A s s o c ia tio n h e ld i t s f i r s t m eeting in 1893. F or th e f i r s t few y e a rs th e d is c u s s io n s were con cerned w ith b u s in e s s c o lle g e s which a t t h a t tim e had more 1 p u p ils th a n th e com m ercial d ep artm en ts of th e h ig h sch o o ls. From 1901 to 19B8, y e a r by y e a r, m ention h as been made o f I 1 U n ited S t a t e s Bureau of E d u c a tio n , E d u c a tio n R e p o rt. B u l l e t i n No* 5, 1920, page 44. th e need f o r th e t r a i n i n g of com m ercial te a c h e rs # In 1901 th e sta te m e n t was made t h a t up to th a t tim e th e r e had been no sy ste m a tic t r a i n i n g of com m ercial teachers.^* In 1905 th e t r a i n i n g of com m ercial te a c h e rs was c a lle d a " p re s s in g n e e d ” and the f a c t b ro u g h t o u t t h a t "most te a c h e r s o f commerce in h ig h sc h o o ls have had t r a i n i n g of th e same p g rade a s th a t which th ey a re te ach in g "# In 1919, Mr* F . C r* N ic h o ls ,o f th e F e d e ra l Board f o r V o c a tio n a l E d u c a tio n , c a lle d a t t e n t i o n to th e f a c t t h a t th e " l a r g e r number o f com m ercial te a c h e rs who a re now engaged in t h i s f i e l d have re c e iv e d t h e i r t r a i n i n g a t th e hands o f p r i v a t e com m ercial s c h o o ls . T h is t r a i n i n g i s e n t i r e l y in a d e q u a te to m eet th e re q u ire m e n ts o f p re s e n t-d a y needs in t h i s g r e a t f i e l d of 2 ed u c atio n "* The P ro c e e d in g s o f th e N a tio n a l E d u c a tio n a l A s s o c ia tio n , i n the pages devoted to th e D epartm ent of B u sin ess Educatix>n, abound w ith such s ta te m e n ts . In an a d d re s s made a t th e 1928 m e etin g , Mr. J . Murray H i l l em phasized th e d u a l aim o f commer c i a l e d u c a tio n — e d u c a tio n a l and v o c a tio n a l — and declared t h a t th e f i r s t s te p in th e c a rry in g o u t o f t h i s d u a l o b je c t i v e i s th e t r a i n i n g o f te a c h e r s to meet th e r e s p o n s i b i l i t y # ^ 1 N a tio n a l E d u c a tio n a l A s s o c ia tio n , P ro c e e d in g s » 1901, page 784 Z I b id , 1905, page 671. 2 I b id , 1919, page 260* 4 J . Murray H i l l , A ddress d e liv e r e d a t th e 1928 m eeting o f th e N a tio n a l E d u c a tio n a l A s s o c ia tio n , to appear in 1928 P ro c e e d in g s . 5 A nother in d ic a t io n of the im portance o f t h i s s u b je c t i s th e f a o t t h a t i t i s one o f the ite m s o f th e p r e s e n t r e s e a r c h program o f th e F e d e ra l Board f o r V o c a tio n a l 1 E d u c a tio n . Mr* E* W. B a rn h a rt comments on th e p la n by p o in tin g o u t t h a t te a c h e r tr a i n i n g i s p ro b ab ly th e w eakest f e a t u r e o f com m ercial e d u c a tio n to d a y . The members of th e F e d e ra l Board f o r V o c a tio n a l E d u ca tio n who have an o p p o rtu n ity to g e t a n a tio n -w id e co n c ep t o f th e s u b je c t c o n s id e r com m ercial te a c h e r t r a i n i n g a f i t to p ic f o r i n v e s t i g a t i o n and s tu d y . The f i r s t ev id en ce of a r e a l i z e d inadequacy in th e t r a i n i n g of com m ercial te a c h e rs was e x p re sse d in 1901 and from t h a t tim e to t h i s , w r i t e r s on th e s u b je c t of commer c i a l e d u c a tio n have m entioned th e e x is te n c e of a problem in t h i s f i e l d . T hat i t h as n o t y e t been so lv e d i s proved by the f a c t t h a t th e most r e c e n t p u b lic a t io n s and a d d re s se s em phasize th e f a c t t h a t i t should be s tu d ie d and suggestions made f o r i t s im provem ent. Why com m ercial te a c h e r t r a i n i n g i s a p ro b lem . Commer c i a l te a c h e r t r a i n i n g i s a problem because th e aims and o b je c tiv e s of com m ercial e d u c a tio n i n th e secondary sc h o o l have n o t y e t been c l e a r l y fo rm u la te d . U n til th e s e ob j e c t i v e s a re c l e a r l y d e f in e d , i t w i l l be im p o ssib le to t r a i n te a c h e r s w ith s a t i s f a c t o r y co n c ep ts o f com m ercial e d u c a tio n . A second re a s o n f o r th e e x is te n c e o f a problem I E. W. B a rn h a rt, ^R esearch Program f o r Commercial Education. S e rv ic e , F e d e ra l Beard f o r V o c a tio n a l Education**, R esearch S tu d ie s in Commercial E d u c a tio n . U n iv e rs ity of Iowa Mono g rap h s in E d u c a tio n , F i r s t S e r ie s #7, J u ly , 1926, page 5. i n t h i s f i e l d i s th e f a c t t h a t academ ic a l l y - t r a i n e d a d m in is t r a to r s have been in c lin e d to f e e l t h a t th e commer c i a l s tu d i e s were n o t on th e i n t e l l e c t u a l p la n e o f th e t r a d i t i o n a l secondary sc h o o l s u b j e c t s . As t h i s p o in t o f view h a s been w id ely h e l d , l e a d e r s i n te a c h e r t r a i n i n g h a w a p p a re n tly n o t f e l t i t w orth w h ile to g iv e much a t t e n t i o n to t h i s f i e l d * S c a t t e r i n g c o u rs e s have been o f f e r e d in many sc h o o ls o f c o lle g e g rad e b u t u n t i l r e c e n t l y th e r e have been very few program s o f tr a in in g * Commercial te a c h e r t r a i n i n g i s a problem n o t a lo n e because o f th e f a c t t h a t th e o b je c ti v e s of b u s in e s s e d u c a tio n a r e n o t c l e a r ly fo rm u la te d and th e p r e v a le n t id e a among a c a d e m ic a lly - tr a in e d sch o o l men t h a t com m ercial s u b je c ts do n o t p o s s e s s th e e d u c a tio n a l v a lu e s of the o th e r f i e l d s o f le a r n in g , b u t, a l s o , because th e v a rio u s s t a t e s have se t up w idely d i f f e r e n t re q u ire m e n ts f o r te a c h in g c e r t i f i c a t e s . The problem w i l l n o t be f u l l y so lv e d u n t i l the req u irem en ts f o r com m ercial te a c h in g c e r t i f i c a t e s a re p r a c t i c a l l y u n i fo rm a l l over th e U n ite d S ta te s so t h a t te a c h e r t r a i n i n g i n s t i t u t i o n s w i l l f e e l t h a t th e o f f e r in g o f program s f o r th e tr a i n i n g o f com m ercial te a c h e rs i s w orthy o f t h e i r b e s t e f f o r t s because th e re i s c e r t a i n to be a demand f o r them* Commercial te a c h e r s compared w ith the te a c h e r s o f o th e r s u b je c ts in th e m a tte r of p r o f e s s io n a l tr a in in g * The e x is te n c e of a problem in t h i s f i e l d i s d em o n strated by th e f in d in g s o f su rv ey s which have been made f o r th e purpose of a s c e r t a i n i n g th e s t a t u s o f th e com m ercial te a c h e r w ith r e f e r e n c e to p r o f e s s io n a l t r a i n i n g . In Minnesota*** i t was found t h a t f i f t y - s i x p e r c e n t of th e c o m e r c i a l te a c h e r s h e ld b a c c a la u r e a te d e g re e s a s apposed to s e v e n ty - e ig h t p e r c e n t o f a la r g e sam pling o f a l l th e h ig h sc h o o l te a c h e rs of th e s t a t e who h e ld d e g re e s. In New Jersey*4 i t was d isc o v e re d t h a t from 1912 to 1924 th e com m ercial te a c h e r s made s i x and f o u r - t e n t h s p e r c e n t of p o s s ib le g a in i n th e m a tte r of bacca la u r e a te d e g re e s , w hile d u rin g th e same p e r io d the E n g lish te a c h e rs made f i f t y - n i n e ana f i v e - t e n t h s p e r c e n t of t h e i r p o s s ib le g a in and th e m athem atics te a c h e rs made se v e n ty - s ix and o n e - te n th p e r c e n t of t h e i r p o s s ib le g a in . These f i g u r e s show one of two th in g s ; e i t h e r the com m ercial te a c h e rs a re i n d i f f e r e n t , o r th e o p p o rtu n ity f o r t r a i n i n g i s n o t open to them. To say th a t th e te a c h e rs a re in d i f f e r e n t to t r a i n i n g would be to m isju d g e an army o f con s c i e n t i o u s h ard -w o rk in g men and women. I f t h i s were t r u e , th e only remedy would be to r e p la c e th e p r e s e n t te a c h e rs w ith th o se tr a i n e d to a sense of r e s p o n s i b i l i t y and a d e s ir e f o r p r o f e s s io n a l im provem ent. I n t e r p r e t th e se f i g u r e s in e i t h e r way, the need f o r p r o f e s s io n a l tr a in i n g of com m ercial te a c h e rs i s a p p a re n t. j - - - --- - _ * — - | 1 E. J . W eersing, A Study of C e rta in A sp ects o f Commercial E d u ca tio n in the P u b lic High S chools o f M in n eso ta. PhD T h e s is , U n iv e r s ity of M innesota, 1927. 2 P au l S. Lomax, "Com parative Study of Com mercial, E nglish, M athem atics, and S cien ce T eachers in th e S ta te o f New J e r s e y " , E d u c a tio n B u l l e t i n . S ta te o f New J e rs e y , May, 1927 page 359. 8 Summary. The c o n s id e r a tio n s p re s e n te d th u s f a r may be summarized then by say in g th a t th e p r o f e s s io n a l t r a i n in g of com m ercial te a c h e rs i s a problem b ecau se: 1 . Commercial te a c h e rs a re r e s p o n s ib le f o r th e t r a i n in g o f o n e -h a lf m il lio n h ig h sch o o l boys and g i r l s o f th e U n ited S t a t e s who r e a l i z e t h e i r need f o r b u s in e s s t r a i n i n g , £ . As com m ercial e d u c a tio n was p la c e d in our secondary sch o o l c u rric u lu m r a t h e r su d d en ly , th e re were v ery few tr a i n e d te a c h e rs and i t was n e c e s s a ry to a c c e p t th o se w ith in a d e q u a te p r e p a r a tio n f o r te a c h in g . The re q u ire m e n ts f o r com m ercial te a c h e r p r e p a r a tio n have n o t a s y e t been s ta n d a rd iz e d , 5 , L ead ers in th e f i e l d o f com m ercial e d u c a tio n have f o r y e a r s p o in te d o u t th e e x is te n c e o f a problem in commejv c i a l te a c h e r tr a in in g * The F e d e r a l Board f o r V o c a tio n a l E d u c a tio n c o n s id e rs i t a problem w orthy o f re se a rc h # 4.* I t was n e c e s s a ry f o r com m ercial e d u c a tio n to d em o n strate i t s p la c e in secondary e d u c a tio n b e fo re le ad ers in th e f i e l d o f te a c h e r t r a i n i n g would g iv e t h e i r e f f o r t s to th e t r a i n i n g o f com m ercial te a c h e rs* 5 . The s t a t e s do n o t have u n ifo rm c r e d e n tia l law s which would a id in th e s o lv in g of th e problem . I t I s th e aim o f t h i s study to d is c o v e r th e p r e s e n t s t a t u s o f com m ercial te a c h e r t r a i n i n g in th e d e g re e - g r a n tin g i n s t i t u t i o n s of th e U n ited S t a t e s , The fo llo w in g c h a p te r w i l l p r e s e n t a b r i e f h i s t o r y of th e s u b je c t and g iv e summaries of a number o f s tu d i e s in t h i s f i e l d * 9 CHAPTER I I A BRIEF HISTORY OF COMMERCIAL TEACHER TRAINING WITH A SU M M A RY OF RELATED INVESTIGATIONS The p ro p e r background f o r th e stu d y of com m ercial te a c h e r t r a i n i n g i s a b r i e f in q u iry in to i t s h i s t o r y in th e U n ite d s t a t e s . A. HISTORY OF COMMERCIAL TEACHER TRAINING 'IN THE UNITED STATES In g e n e r a l, th e developm ent o f com m ercial e d u c a tio n h a s been alo n g fo u r l i n e s : secondary g ra d e , c o l l e g i a t e g ra d e , te a c h e r t r a i n i n g , and r e s e a r c h . Commercial e d u c a tio n o f secondary g r a d e . In 1655* Plym outh Colony engaged one, Mr• M orton, to te a c h th e c h ild r e n to re a d , w r i te , and " c a s t a c c o u n ts ” . * * * In th e te a c h in g o f th e c a s tin g of; a c c o u n ts , Mr. Morton was p ro b ab ly th e f i r s t com m ercial te a c h e r on t h i s c o n tin e n t* H is to ry i s s i l e n t a s to h i s t r a i n i n g . L a te r , bookkeeping was ta u g h t by te a c h e rs of academ ic s u b je c ts and hence, o f academ ic t r a i n i n g . The f i r s t s p e c ia l te a c h e rs were tr a in e d by p r i v a t e b u s in e s s c o lle g e s and th e a d m in is tra t i o n of secondary com m ercial e d u c a tio n was In th e hands of a c a d e m ic a lly tr a in e d men. D r. C ubberly o f L eland S ta n fo rd J u n io r U n iv e r s ity , i n d is c u s s in g th e type o f com m ercial work p r e v a le n t in I --------------------------------- E a r l W. B a rn h a rt, "E arly B eginnings of Commercial E d u c a tio n ” , V o c a tio n a l E d u ca tio n M agazine, J .B .L ip p in c o tt C o., O c t . , 1922 p . 101-102. 10 th e n i n e t i e s , m entioned t h a t th e com m ercial' te a c h e rs were th o se who could be p ic k e d up in th e w orking f i e l d f o r th e purpose o f te a c h in g what they had le a r n e d in busine ss 1 c o lle g e s and o f f i c e s . F i n a l l y , th e c o n v ic tio n dawned t h a t tr a in e d te a c h e r s were needed to p re p a re s tu d e n ts f o r th e b u s in e s s w o rld . At th e p r e s e n t tim e, com m ercial e d u c a tio n i s d e f i n i t e l y e s ta b lis h e d a s a p a r t of th e secondary sc h p o l c u rric u lu m . D uring th e y e a r 1928, th e C a lif o r n i a S ta te Board o f Educa t i o n d ec id ed to a c c e p t a sequence o f com m ercial s u b je c ts a s a m ajor tow ard g r a d u a tio n . T h is a c tio n has p la c e d commer c i a l te a c h in g , in C a lif o r n i a a t l e a s t , upon a l e v e l w ith t h a t o f th e t r a d i t i o n a l secondary school s u b je c ts which have h e r e to f o r e been a c c e p te d a s m a jo rs. Commercial e d u c a tio n o f c o l l e g i a t e g r a d e . In 1848, P r e s id e n t Bawkscof th e o ld U n iv e r s ity o f L o u is ia n a , now Tulane U n iv e r s ity , p ro p o sed a c o u rse in commerce " in a l l Z i t s m a n ife s t r e l a t i o n s ’** The co u rse was s t a r t e d b u t d i s co n tin u e d a f t e r a s h o r t tim e . In 1869, P r e s id e n t R obert E. Lee, of W ashington C o lle g e , now W ashington and Lee U n iv er s i t y , recommended a c o u rse , "n o t m erely to g iv e in s t r u c tio n in bookkeeping and th e form s and d e t a i l s o f b u s in e s s , b u t 1 Elwood P . C ubberly, "Commercial E d u ca tio n — I t s P a s t H is to r y , P re s e n t S ta tu s , and P ro s p e c ts f o r F u tu re D evelop m ent". The B alance S h e e t, S outhw estern P u b lis h in g C o., May, 1926, p4. 2 E lb e r t Yaughan W ills , "The Old U n iv e rs ity o f L o u isia n ? E d u c a tio n . The Palm er C o., B oston, M ass. Ja n u a ry , 1928. to teach, th e p r i n c i p l e s of commerce, economy, tr a d e and m e rc a n tile law"."*' Owing to the d e a th o f G eneral Lee, t h i s p ro p o s a l was n o t c a r r ie d o u t. The f i r s t American c o l l e g i a t e school of b u s in e s s was e s ta b li s h e d in 1881 a s p a r t o f th e U n iv e r s ity of P e n n sy l v a n ia and i s now known a s th e Yhiarton School of Commerce 2 and fin a n c e # S eventeen y e a rs went by b e fo re a n o th e r such sch o o l was founded. Then, i n 1898, th e U n iv e rs ity o f Chicago s e t up i t s school of Commerce and P o l i t i c s and th e U n iv e r s ity o f C a l i f o r n i a i t s c o lle g e of Commerce* In 1923, th e re were 183 American c o lle g e s and u n i v e r s i t i e s o f f e r in g rz i n s t r u c t i o n i n commerce* These c o lle g e s of commerce a re n o t te a c h e r t r a i n i n g i n s t i t u t i o n s . They a re i n t e r e s t e d in th e th e o r ie s of money and b an k in g , in i n t e r n a t i o n a l tr a d e , in econom ics, in f o r e c a s tin g b u s in e s s s i t u a t i o n s and in s im ila r s u b je c ts . Commercial te a c h e r s may secu re in them c o u rse s h e lp f u l a s to s u b je c t m a tte r and in th e developmeit of a t t i t u d e s b u t n o t in m ethods o f te a c h in g and no g e n e ra l p r o f e s s io n a l t r a i n i n g in th e f i e l d o f ed ucation# C ourses in com m ercial te a c h e r t r a i n i n g . The f i r s t co u rse d e f i n i t e l y e s ta b li s h e d f o r the tr a i n i n g of commer- I L. C. M a rsh a ll, "The American C o lle g ia te School of B u s in e ss " , The C o lle g ia te School of B u s in e s s . U n iv e r s ity cf Chicago P r e s s , n .d . page 3. 2 . I b id , page 1 . 3 I b id , page 2. c i a l te a c h e rs was g iv e n by D rexel I n s t i t u t e o f P h i l a d e l - 1 p h ia in 1898. The e x p e rie n c e of D rex el I n s t i t u t e was e v id e n tly n o t such t h a t o th e r i n s t i t u t i o n s e a g e rly e n te r e d th e new f i e l d , f o r we f i n d from a survey made in 1925 thd; d u rin g tw e n ty -fiv e y e a r s o n ly t h i r t y - s e v e n sc h o o ls had s t a r t e d c o u rse s f o r com m ercial te a c h e rs ? In 1928, a q u e s tio n n a ire s e n t to 470 i n s t i t u t i o n s r e v e a le d t h a t s i x t y s i x o f them o f fe re d c o u rs e s f o r th e t r a i n i n g o f com m ercial 5 te a c h e r s . I t seems from th e s e f i g u r e s th a t th e d ev elo p ment h a s been p r o p o r ti o n a te ly g r e a t e r d u rin g th e l a s t decade th a n i n a l l p re v io u s tim e . R esearch i n com m ercial e d u c a tio n . Commercial educa t i o n h a s re a c h e d th e sta g e where r e s e a r c h i s b ein g made f o r th e purpose of d e te rm in in g aims and o b je c ti v e s and f o r th e p r e p a r a tio n of c o u rse s of stu d y and th e fo rm u la tio n o f te a c h in g m ethods. A se a rc h through th e summer s e s s io n c a ta lo g s of s e v e n ty - fiv e te a c h e r t r a i n i n g i n s t i t u t i o n s in 1928 r e s u l t e d in th e f in d in g of one co u rse in r e s e a r c h in com m ercial e d u c a tio n - - g iv e n by D r. P a u l S. Loma& of New York U n iv e r s it y .^ D uring th e summer of 1928 , D r. B lack sto n e of th e U n iv e r s ity of Iowa gave a co u rse r N a tio n a l E d u c a tio n a l A s s o c ia tio n , P ro c e e d in g s , 1901, p734. 2 Jay D. R unkle, "The T ra in in g R eceived by Commercial T ea ch ers” , The V o c a tio n a l E d u catio n M agazine, A p r il, 1923, p . 583. 3. Ruth H oadley, " P re s e n t S ta tu s of Commercial T eacher T ra in in g in P u b lic I n s t i t u t i o n s ” . The J o u rn a l of Commercial E d u c a tio n , The S ten o g rap h ic World P u b lis h in g Co. June, 1928. 4 E a r l W. B a rn h a rt, E d it J o u r n a l o f Commercial E d u c a tio n , J , f28 . e n t i t l e d , "A Review of S c i e n t i f i c S tu d ie s in Commercial E d u c a tio n " . Columbia U n iv e r s ity had a d e m o n stra tio n c l a s s in th e te a c h in g of sh o rth a n d and ty p e w r itin g , th e only one of which m ention was fo u n d . A study o f r e s e a r c h methods in com m ercial e d u c a tio n and o f th e i n v e s t i g a t i o n s which have a lre a d y been made seems to be a n e c e s s a ry p a r t of tbe t r a i n i n g of a com m ercial te a c h e r. B. SU M M A RY OF RELATED INVESTIGATIONS Twelve s tu d ie s in th e f i e l d of com m ercial te a c h e r t r a i n i n g were'm ade d u rin g th e p e rio d from 1988 to 1988. A se a rc h through th e l i t e r a t u r e o f th e s u b je c t h a s f a i l e d to d is c lo s e any i n v e s t i g a t i o n s of com m ercial te a c h e r t r a i n ing made p re v io u s to 1922. I t i s th e p la n o f t h i s s e c t i o n to summarize b r i e f l y each of th e s e s tu d i e s by g iv in g th e p urpose of th e in v e s t i g a t i o n , the method u se d , th e f i n d i n g s , and the c o n c lu s io n s re a c h e d . They a re d is c u s s e d in chron o lo g ic a l o r d e r . Study made in 1922 by a commission a p p o in te d by th e A s s o c ia tio n of C o lle g ia te S chools of- B u s in e s s .^ T h is i n v e s t i g a t i o n i s o f i n t e r e s t because of th e p e rs o n n e l of th e com mission which d id th e wor&. I t was composed of fo u r members: one from secondary sch o o l woric; one from o rg an iz ed la b o r ; one from an em p lo y ers1 a s s o c ia tio n ; and I A s s o c ia tio n of C o lle g ia te S chools of B u sin e ss, A u th o rized Study of th e C o r r e la tio n o f Secondary and C o lle g ia te E d c u a tio n , U n iv e r s ity of Chicago P r e s s , 1922. 1 4 one from th e A s s o c ia tio n of C o lle g ia te S ch o o ls o f B usiness# The prim ary p u rp o se o f th e study was th e c o r r e l a t i o n of secondary and c o l l e g i a t e e d u c a tio n in commerce. I t i s in c lu d e d in t h i s summary because o f th e c o n c lu s io n which was re ac h ed — - “The g r e a t n e e d ,in com m ercial e d u c a tio n I S f o r t e s t e d te x tb o o k m a t e r i a l and f o r a p p r o p r ia te te a c h e r t r a i n i n g “A Program f o r Commercial Education*8, a stu d y made in 1925 by D r. R o b ert J . Leonard, u n t i l r e c e n t l y D ir e c to r o f the School o f E d u c a tio n . Columbia U n iv e r s ity D r. L eonard, a s th e r e s u l t of an in v e s t i g a t i o n in to th e e n t i r e f i e l d of com m ercial e d u c a tio n , made th e fo llo w in g r e c omme n d a t i on s : “ (1) C o lle g e s of commerce a re i n t e r e s t e d in such s u b je c ts a s th e th e o ry of money and banking and should n o t be ex p e cte d to t r a i n com m ercial te a c h e r s . “ (£) C o lle g e s of e d u c a tio n should c o n tr o l com m ercial te a c h e r t r a i n i n g , “ (3) R esearch and ex p e rim en t m ust form an im p o rta n t p a r t o f te a c h e r t r a i n i n g I n t h i s sta g e o f developm ent. **(4) T each ers in s e rv ic e - should have s h o r t employment c o n ta c ts w ith s t o r e s , shops, banks, r a i l r o a d and steamship o f f i c e s , e t c . “ (5) T each ers in s e rv ic e should have t r a i n i n g in th e a n a ly s is of o c c u p a tio n s and in c u r r i c u l a r p ro c e d u re . I R o b ert J . L eonard, nA Program f o r Commercial Kducation*% The V o c a tio n a l E d u c a tio n M agazine, J . B. L ip p in c o tt C o., F e b ru a ry , 1924, page 459. "The T ra in in g R eceived by Commercial T each ers «»- A S ta te -w id e S u rv e y "« a stu d y made in Ohio in 19E3 by 1 Jay D. Runkle of th e Ohio S ta te U n iv e r s it y * Mr• Runkle made a survey o f th e com m ercial te a c h e rs of Ohio by send in g c a rd s to s t a t e o f f i c i a l s and sch o o l s u p e rin te n d e n ts ask in g f o r in fo rm a tio n a s to th e t r a i n i n g , e x p e rie n c e , and p r e s e n t program sof com m ercial te a c h e r s . D ata were re c e iv e d from 514 te a c h e r s . Of th e s e , S3S h e ld b a c c a la u re a te d e g re e s , and 9V had done some p o s t- g r a d u a te work. Two hundred t h i r t y - s e v e n had a tte n d e d summer sc h o o l d u rin g th e l a s t f i v e y e a r s . The d a ta do n o t r e v e a l th e k in d o f t r a i n i n g r e c e iv e d by th o se who h e ld d e g re e s and what were th e m ajo rs and m in o rs. From t h i s in fo rm a tio n Mr. Runkle came to th e c o n c lu sio n th a t th e re i s need f o r b e t t e r t r a i n i n g f o r com m ercial te a c h e r s in Ohio. At th e same tim e Mr. Runkle made a stu d y to determ jie th e g e n e ra l type of p e rso n who should be tr a in e d f o r commer c i a l work. The r e p o r t of h i s f in d in g s does n o t in d ic a te t h a t any c o n c lu sio n ?/as re a c h e d . M e *. Runkle p re p a re d te a c h e r t r a i n i n g c u r r i c u l a in a unique m anner. The l a t e s t b u l l e t i n of Ohio S ta te U n iv e r s ity was exam ined. Each c o u rse was l i s t e d which seemed to be o f a c h a r a c te r which would c o n t r ib u t e to the t r a i n i n g of a com m ercial te a c h e r . I n <0$$6s of doubt th e i n s t r u c t o r s were in te rv ie w e d . C u r ric u la were 1 . Jay D. R unkle, "A Commercial Teacher T ra in in g Program ", The V o c a tio n a l E d u ca tio n M agazine. J . B. L ip p in c o tt C o ., P h ila d e lp h ia , P e n n a ., June, 1923, Page 745. 16 th u s o u tli n e d . E s s e n t i a l elem en ts were found to be m is s in g , alth o u g h Mr. Runkle does n o t m ention th e c r i t e r i a he u sed f o r d e te rm in in g what th e e s s e n t i a l elem en ts w ere. The m issin g elem e n ts were p u t in to p r o f e s s io n a l and c o n te n t courses* In 1935. F ra n c e s Effinger-R aym ond and E liz a b e th S. Adams made "An I n v e s t i g a t i o n in to th e E d u c a tio n a l Equipment and Needs of th e Commercial T each ers of G a li- 1 f o rn ia * The a u th o rs o f t h i s study f e l t t h a t a. r e a l problem e x i s te d a s to th e t r a i n i n g of te a c h e r s f o r th e h ig h sc h o o ls of C a l i f o r n i a . The s u b je c t was b ro u g h t to a fo c u s a f t e r th e U n iv e r s ity o f C a lif o r n i a d is c o n tin u e d i t s c o u rse s f o r com m ercial te a c h e rs in 1925 fo llo w in g te n y e a r s o f a p p a re n tly u s c c e s s f u l work. The re a s o n g iv e n f o r t h i s a c t i o n was t h a t f,no d e f i n i t e program f o r te a c h e r t r a i n i n g in commerce h a s e v e r been fo rm u la te d because of th e p e c u lia r n a tu re of th e s u b je c ts in v o lv e d and i n s u f f i c i e n t d a ta w ith re g a rd to th e te a c h in g f o r c e M r s . Raymond and M iss Adams hoped to f u r n i s h d a ta w ith r e g a r d to the te a c h in g f o r c e and to r e c e iv e from them s u g g e s tio n s a s to te a c h e r t r a i n i n g program s* Three hundred and seven q u e s tio n n a ir e s were s e n t o u t to te a c h e rs in ev e ry type o f h ig h sch o o l o f f e r in g commer c i a l c o u rs e s . The q u e s tio n n a ire em phasized two th in g s : 1 ’ Raymond, F ra n c e s -E ffin g e r and Adams, E liz a b e th S ., U n iv e r s ity T ra in in g of th e Commercial T each ers in th e High S chools of C a l i f o r n i a , The Gregg P u b lis h in g C o ., pam phlet, 1922. 1? (1) e d u c a tio n a l e x p e rie n c e s which had se rv e d a s p r e p a r e s tio n ; ( 2 ) recom m endations f o r s a t i s f a c t o r y t r a i n i n g f o r p ro s p e c tiv e te a c h e r s . More th a n f i f t y p e r c e n t of t h i s s p e c ia l group of h ig h sch o o l te a c h e rs w orking w ith ju n io r s and s e n io rs in the h ig h sch o o l were n o t c o lle g e g ra d u a te s ; two hundred s ix te e n of two hundred n in e ty -tw o te a c h e rs had le a rn e d t h e i r te c h n iq u e in b u s in e s s c o lle g e s . Two hundred t h i r t y - e i g h t of th e te a c h e rs recommended c o u rse s on m ethods of p a r t i c u l a r s u b je c ts a s w e ll as c o u rse s in th e s u b je c t m a tte r of b u s in e s s E n g lis h , acco u n tan cy , and econom ics. The c o n c lu s io n re a c h e d from t h i s i n v e s t i g a t i o n was th& u n i v e r s i t y tr a in e d te a c h e r s a re needed in th e com m ercial d ep artm en ts of th e C a lif o r n i a h ig h sc h o o ls in o rd e r to a s s u re p ro p e r r e c o g n itio n by the u n i v e r s i t y a u t h o r i t i e s of th e v a l i d i t y of th e work done i n th e com m ercial d e p a r t ments.. R. G. W a l t e r i n v e s t i g a t i o n in 1926 of th e s p e c i a l - 1 i z a t i o n o f com m ercial te a c h e r s in P e n n s y lv a n ia . D r. W a lte rs was concerned w ith th e answer to th e q u e s tio n , "what d o es th e com m ercial te a c h e r have to te a c h ? " . In o rd e r to f i n d o u t, so f a r a s P e n n sy lv a n ia was co n cern ed , he s e n t a q u e s tio n n a ir e . to th e h ig h sch o o l te a c h e r s in commerce in q u ir in g i n t o th e e d u c a tio n of each te a c h e r and th e number and co m b in atio n o f th e s u b je c ts ta u g h t. I R. G. W a lte rs , Grove C ity C o lle g e , " S p e c ia li z a t io n of Commercial T each ers in P e n n sy lv a n ia " . R esearch S tu d ie s i n Commercial E d u c a tio n . Monographs in E d u c a tio n , U n iv er s i t y o f Iowa, E i r s t S e r ie s #7, J u ly , 1926. T h is i n v e s t i g a t i o n re v e a le d t h a t in P e n n sy lv a n ia , in 1926, t h i r t y - s e v e n and s i x - t e n t h s p e r c e n t o f th e h ig h sch o o l com m ercial te a c h e rs were th e h o ld e r s o f b a c c a la u r e a te d e g r e e s • T h e ir te a c h in g program s in d ic a te d t h a t s p e c i a l i z a t i o n i s the tre n d in com m ercial ed u catio n * D r. W a lte rs concluded t h a t te a c h e rs should be tr a i n e d to be s p e c i a l i s t s . In i s i n t e r e s t i n g to n o te i n t h i s c o n n e c tio n t h a t D r. P a u l S. Lomax who made a s im ila r stu d y in 1927 i n th e s t a t e of Hew J e rs e y re a c h e d th e c o n c lu s io n t h a t nwe need to check th e tendency tow ard o v e r - s p e c ia liz a tio n " * Thus th e two s tu d ie s o f te a c h e r program s r e s u l t e d i n s i m ila r f in d in g s b u t i n o p p o site c o n c lu s io n s . In 1926, D r. S . G. B lack sto n e^ made a survey of th e com m ercial te a c h e rs of Iowa which r e v e a le d t h a t 6 2 .8 p e r c e n t o f them h e ld b a c c a la u re a te d e g re e s . T h is p la c e s Iowa com m ercial te a c h e r s f i r s t in th e m a tte r o f e d u c a tio n among th e f i v e s t a t e s in which such su rv ey s have been made. M iss Id a D. H entonf s c o l l e c t i o n o f d a ta .on com m ercial c u r r i c u l a in te a c h e r t r a i n i n g i n s t i t u t i o n s of th e U n ite d 2 S t a t e s , made in 1927. M iss Henton was i n t e r e s t e d in th e o p p o r tu n iti e s o f fe re d to p ro s p e c tiv e com m ercial te a c h e rs in th e norm al sc h o o ls and t e a c h e r s 1 c o lle g e s of th e U n ite d S t a t e s . She examined th e c a ta lo g s o f 169 such i n s t i t u t i o n s 1 E. G. B la c k s to n e , "The T ra in in g o f Commercial T e a c h e rs", U n iv e r s ity of Iowa, Monographs in E d u c a tio n . F i r s t s e r i e s #16, 1926. 2 Id a D. H enton, I n v e s t i g a t i o n made a t S ta te Normal S ch o o l, S p e a r f is h , S .D ., U n p u b lish ed . f o r c o u rse s in com m ercial te a c h e r t r a i n i n g . She found t h a t s ix s t a t e s have ho s c h o o ls g iv in g such t r a i n i n g . S ix ty - f i v e of th e 169 i n s t i t u t i o n s in v e s tig a te d make s p e c ia l p ro v is i o n s f o r th e t r a i n i n g o f com m ercial te a c h e r s , f i f t y of them o f f e r in g f o u r - y e a r c u r r i c u l a . An ex a m in a tio n o f th e c o u rse s o f f e r e d by tw enty i n s t i t u t i o n s re v e a le d t h a t a l l of them r e q u ir e d work in a c c o u n tin g , ste n o g ra p h y , ty p e w r itin g , p r a c t i c e te a c h in g , p sy ch o lo g y , and E n g lis h c o m p o sitio n . M iss Henton p r e s e n ts t a b l e s showing s e v e n ty - fiv e o th e r s u b je c ts r e q u ir e d by one o r more o f th e i n s t i t u t i o n s , th u s p ro v in g t h a t no u n if o rm ity e x i s t s a s to r e q u ir e d co u rses* Study made by P . 0 . Selby in 19E7 on th e s t a t u s o f sh o rth an d and ty p e w ritin g in th e c o lle g e s - o f th e N orth C e n tra l A s s o c ia tio n .1 As te a c h e r s of sh o rth a n d and ty p e w r itin g must have t r a i n i n g in th e s e s u b je c ts in o rd e r to te a c h them, Mr, S elby was i n t e r e s t e d in knowing w hether o r n o t they were allo w ed c r e d i t f o r such tr a in in g * The c a ta lo g s of th e £51 a c c r e d ite d c o lle g e s , u n iv e r s i t i e s , t e a c h e r s ' c o lle g e s , and ju n io r c o lle g e s of th e N orth C e n tra l A s s o c ia tio n were a n a ly z e d . I t was found t h a t t h i r t y - f o u r and s e v e n - te n th s p e r c e n t of th e s e in s t i t u t i o n s o f f e r c o u rse s in sh o rth an d and ty p e w ritin g and t h a t tw e n ty -s ix and t h r e e - t e n t h s p e r c e n t of them g iv e c r e d i t f o r such c o u rs e s . S t a t i s t i c s f o r th e t e a c h e r s ' I P . 0. S elb y , "The S ta tu s of S horthand and T y p ew ritin g in th e C o lle g e s o f th e N orth C e n tr a l A s s o c ia tio n " , The J o u rn a l o f Commercial E d u c a tio n , The S te n o g ra p h ic l ro r ld P u b lis h in g C o., V o l. LVI, No. £, Feb. 19£7, page 39. It £0 c o lle g e s alo n e showed t h a t tw o -th ird s of them o f f e r e d work * in sh o rth an d and ty p e w r itin g and t h a t tw e n ty -s ix and t h r e e - t e n t h s of them g iv e c r e d i t f o r such co u rses* S t a t i s t i c s f o r th e te a c h e rs * c o lle g e s a lo n e showed t h a t two- t h i r d s of them o f f e r e d work in sh o rth a n d and t h a t c r e d i t i s g iv e n in a l l c o u r s e s . The m edian number o f h o u rs o f c r e d i t allo w ed in a l l th e i n s t i t u t i o n s was n in e and one- t h i r d f o r sh o rth a n d and f i v e f o r ty p e w ritin g * D r. F re d e r ic k J . W eersin g ys ff3 tudy o f Q e rta in A sp ec ts of Commercial E d u ca tio n in th e P u b lic High S ch o o ls o f 1 Minnesota** in 1927. T h is study i s a com prehensive survey o f com m ercial e d u c a tio n in th e s t a t e of M innesota, and s u g g e s tio n s f o r t h e i r c o r r e l a t i o n . C h ap ter Y III o f th e stu d y d e a ls w ith th e " e d u c a tio n a l and p r o f e s s io n a l s t a t u s of com m ercial teachers**. A q u e s tio n n a ire was s e n t by th e S ta te D epartm ent of E d u c a tio n to £88 cpm m ercial te a c h e r s in f o u r - y e a r s t a t e - a id e d h ig h s c h o o ls . S e v e n ty -s ix men and £QS women responded! to th e q u e s tio n n a ir e . Of th e s e , f o r ty - tw o men and 115 women h e ld b a c c a la u r e a te d e g re e s; n in e men and tw en ty - s ix women had done some g ra d u a te work and one had a m asters* d e g re e . Thus i t was found t h a t f i f t y - s i x p e r c e n t o f th e com m ercial te a c h e rs h e ld b a c c a la u r e a te d e g re e s . These f i g u r e s do n o t mean v ery much u n le s s th e re i s a b a s is of com parison w ith te a c h e rs o f o th e r s u b j e c t s . 1 : F . J . W eersing, * * A Study of C e r ta in A sp ec ts of Commercial E d u ca tio n in th e P u b lic High S ch o o ls of M innesota? U n iv e r s ity of M in n e so ta, 19£7. PhD. T h e s is . 21 f o r t u n a t e l y Dr* H utson 1 had made a stu d y o f the p ro fe s s io n a l" s t a t u s o f a la r g e sam pling o f a l l th e h ig h sc h o o l te a c h e rs o f M innesota in w hich he d is c o v e re d t h a t s e v e n ty - e ig h t p e r c e n t o f the te a c h e rs s tu d ie d h e ld b a c c a la u r e a te degrees* The f i f t y - s i x p e r c e n t o f the com m ercial te a c h e rs who h o ld d eg ree s compared w ith s e v e n ty - e ig h t p e r c e n t o f a l l te a c h e r s th u s tr a i n e d shows t h a t th e com m ercial te a c h e r s a re n o t so w e ll equipped p r o f e s s i o n a l l y as a r e the o th e r h ig h s c h o o l te a c h e rs * However, i t should be m entioned in fa v o r o f the com m ercial te a c h e rs o f M innesota t h a t th e y ran k very w e ll w ith th e com m ercial te a c h e rs o f o th e r s t a t e s in which s i m i l a r s tu d ie s have b een made* In D r. W eersingJ.s stu d y d a ta a re g iv e n which show th e academ ic s u b je c ts which th e com m ercial te a c h e rs c o n s id e r h e l p f u l in t h e i r te a c h in g a s w e ll a s th e com m ercial s u b je c ts which th ey have s tu d ie d and which have proved to be o f use in t h e i r work. O ther t a b l e s show p r o f e s s io n a l c o u rse s in e d u c a tio n which have been ta k e n , u n d e rg ra d u a te masjors and m in o rs, and b u s in e s s e x p e rien ce * The c o n c lu s io n re ac h ed was t h a t "a good b e g in n in g has been made in th e p r o f e s s i o n a l i z a t i o n o f com m ercial te a c h e rs* The tim e i s opportune in M innesota f o r r a i s i n g th e r e q u i r e m ents f o r com m ercial te a c h e r s to f u l l c o lle g e g ra d u a tio n "* C h ap ter XVI o f th e s tu d y c o n ta in s a "su g g e ste d program f o r te a c h e r t r a i n i n g and re s e a rc h " * A su rv ey o f c a ta lo g u e s P e r c iv a l W * H utson, " T ra in in g o f th e High S chool T eachers o f M innesota" E d u c a tio n Monograph $5 V-XXVI H o.46 Dec.,. 1923* 3 2 t o m u n i v e r s i t i e s , c o lle g e s of e d u c a tio n , and sch o o ls o f b u s in e s s shows t h a t few c o l l e g i a t e i n s t i t u t i o n s p ro v id e s y s te m a tic p r o f e s s io n a l c o u rse s f o r the t r a i n i n g o f com m ercial te a e h e r s . The g r e a t need is fo r c o u rse s in s p e c ia l m ethods and f o r p r a c t i c e te a c h in g . S u b je c ts such a s sh o rth a n d and ty p e w ritin g a re n o t g iv e n c o lle g e c r e d i t and m ust be taken in h ig h s c h o o ls , b u s in e s s c o lle g e s and norm al schools* The c o n c lu s io n was re a c h e d th a t a program f o r the t r a i n ing o f com m ercial te a c h e rs should c o n ta in th e se fo u r e le m e n ts: a* Academic and p r o f e s s io n a l e d u c a tio n le a d in g to a degree - b . Evidence o f a m a ste ry o f th e s u b je c t m a tte r and s k i l l s o f th e Commercial c u rric u lu m f o r which % p r o f e s s io n a l t r a i n i n g is so u g h t. c . S u p p o rtin g c o u rse s in b u s in e s s s u b j e c t s . c o u rse s in e d u c a tio n in c lu d in g : 1 . S p e c ia l methods in te a c h in g b u s in e s s s u b je c ts . 2. O rg a n iz a tio n and a d m in is t r a tio n o f com m ercial e d u c a tio n . 3 . S u p e rv ise d p r a c t i c e te a c h in g in com m ercial s u b j e c t s . There i s need f o r r e s e a r c h in com m ercial e d u c a tio n a lo n g two l i n e s : a . S o c io lo g ic a l, to d eterm in e th e alm s and o b je c tiv e s o f com m ercial e d u c a tio n . b . P s y c h o lo g ic a l, to te a c h in g m ethods and o b je c tiv e m easurem ents• 25 ^ D r, P a u l S. Lomax, "A C om parative Study o f Com mercial, . E n g lis h , M athem atics, and S cien ce T eachers In th e S ta te o f Hew J e r s e y ^ D r. Lomax in h i s work a t Hew York U n iv e r s ity i s v i t a l l y i n t e r e s t e d in c o l l e c t i n g d a ta w ith re g a rd to com m ercial te a c h e rs as a h a s i s f o r th e fo rm u la tio n o f te a c h e r t r a i n i n g courses* In 1927, Dr* Lomax se c u re d d a ta from th e r e c o r d s o f the S ta te D epartm ent o f E d u c a tio n o f Hew J e rs e y and o f l o c a l sc h o o l o f f i c i a l s * He made a com parison o f th e d e g re e s h e ld by fo u r groups o f h ig h sc h o o l te a c h e r s (commerce, E n g lis h , m a th em atic s, s c ie n c e ! in 1912 w ith th o se h e ld by the same groups in 1927* He found t h a t th e com m ercial te a c h e rs had made o n ly s ix and f o u r - t e n t h s p e r c e n t of t h e i r p o s s ib le g a in w hereas the E n g lish te a c h e r s had made f i f t y - n i n e and f i v e - t e n t h s p e r c e n t o f t h e i r p o s s ib le g a in ; th e m ath em atics te a c h e r s , s e v e n ty - s ix and one- te n th p e r c e n t; and th e s c ie n c e te a c h e r s , s i x t y - t h r e e and e i g h t - te n th s p e r cen t* Thus i t would ap p e ar th a t the com m ercial te a c h e r s had e i t h e r n o t ta k e n ad v an tag es o f o p p o r tu n itie s o r t h a t s u i t a b l e c o u rse s had n o t been p ro v id ed f o r them* Only tw e n ty -n in e and t h r e e - t e n t h s p e r c e n t o f th e com m ercial te a c h e r s o f Hew J e rs e y h e ld b a c c a la u r e a te d e g re e s, p la c in g New J e rs e y lo w est among th e fiv e s t a t e s in which s im ila r s tu d ie s have been made. P a u l S. Lomax, "C om parative S tudy o f Com mercial, E n g lis h , M athem atics, and S cien ce T eachers i n the S ta te o f Hew J e rs e y " . wnnT»tAri in th e E d u c a tio n B u l l e t i n , S ta te o f Hew J e r s e y , D epart m i n t o f E d u c a tio n, May, 192?, p a g e ’559 . 24 At th e same time an in q u ir y was made in to th e te a c h in g ✓ ' program s o f the h ig h sc h o o l com m ercial te a c h e rs o f New J e rs e y * Dr. Lomax found th a t tw enty-tw o and s i x - t e n t h s p e r c e n t o f the te a c h in g sc h e d u le s were s in g l e - s u b j e c t ca se s w hich se v e n ty - sev en and f o u r - te n th s p e r c e n t were com bination s u b je c t c a s e s . Dr* Lomax re g a rd e d t h i s as a te n d en cy tow ard o v e r - s p e c i a l i z a t i o n which should be checked* He a ls o recommended th a t th e s ta n d a rd s o f c e r t i f i c a t i o n should be r a is e d as soon a s th e su p p ly o f te a c h e rs a t the p r e s e n t l e v e l i s a d e q u a te . H iss Ruth H oadley^s i n v e s t i g a t i o n o f th e p r e s e n t s t a t u s o f com m ercial te a c h e r t r a in i n g in p u b lic i n s t i t u t i o n s . 1 T his i s p ro b a b ly the m ost r e c e n t stu d y in the f i e l d . Q u e s tio n n a ire s were s e n t to 470 i n s t i t u t i o n s a s k in g f o r in fo rm a tio n as to th e t r a i n i n g o f com m ercial te a c h e rs in c lu d in g e n tra n c e re q u ire m e n ts , le n g th o f c o u rs e s , r e q u ir e d c o u rs e s , m ethods c o u rs e s , p r a c t i c e te a c h in g , p e r c e n t o f c a l l s f o r com m ercial te a c h e r s which the i n s t i t u t i o n s were u n a b le to f i l l . Two hundred and e le v e n answ ers were re c e iv e d . Of th e 211 i n s t i t u t i o n s sen d in g in fo rm a tio n , s i x t y - s i x o f fe re d t r a i n i n g f o r com m ercial te a c h e r s . Over one hundred d i f f e r e n t s u b je c ts were named as " r e q u ir e d c o u rs e s " . Of th e f o r ty m ost commonly r e q u ire d s u b je c ts , fo u r a r e p r o f e s s i o n a l , t e n a re c u l t u r a l and th e rem ainder are c o n te n t s u b j e c t s . In i n s t i t u t i o n s o f f e r i n g f o u r - y e a r c o u rs e s , c o lle g e s "^Ruth H oadley, U n iv e r s ity o f Iowa. " P re s e n t S ta tu s o f Commercial T eacher T ra in in g i n P u b lic I n s t i t u t i o n s " , . The J o u rn a l o f Commeroial E d u c a tio n , The S te n o g ra p h ic World P u b lis h in g u o . , JuhS, and u n i v e r s i t i e s were unable to f i l l f o r t y - f o u r p e r c e n t o f the c a l l s f o r com m ercial te a c h e r s and t e a c h e r s 1 c o lle g e s and norm al sc h o o ls were unable to f i l l s i x t y - e i g h t p e r c e n t. ” I n s u f f i c i e n t number o f g r a d u a te s ” was th e m ost fr e q u e n t re a s o n g iv e n f o r th e i n a b i l i t y to f i l l c a l l s . As a r e s u l t o f t h i s s tu d y , M iss H oadley makes th e fo llo w in g recom m endations: 1. More d e f i n i t e t r a i n i n g . 2. More c u l t u r a l s u b je c ts r e q u ir e d . 3* S p e c ia l p r o f e s s io n a l t r a i n i n g should be o f f e r e d . 4 . More p r a c t i c e te a c h in g and b e t t e r s u p e rv is io n o f i t . i* Ho tw o -y ear program s. 6. P ro v is io n f o r a c tu a l b u s in e s s p r a c t i c e . 7 . B e tte r c o - o p e r a tio n betw een c o lle g e s o f commerce and e d u c a tio n . 8 . S ta n d a r d iz a tio n o f re q u ire m e n ts f o r com m ercial te a c h e r t r a i n i n g among s t a t e s . D r. H e rb e rt T onnegs Study o f Commercial T eacher T ra in in g C u r r ic u la in 1 9 2 8 .3 - p r . Tonne in v e s tig a te d th e c u r r i c u l a o f f e r e d in p r e p a r a tio n f o r th e te a c h in g o f com m ercial s u b je c ts in n in e ty -s e v e n i n s t i t u t i o n s in c lu d in g : tw enty-one b u s in e s s c o lle g e s , n in e te e n norm al sc h o o ls (two and th r e e - y e a r c u r r i c u l a ) tw e n ty -e ig h t te a c h e r s 1 c o lle g e s ; tw e n ty -n in e u n i v e r s i t i e s . He I ’ H e rb e rt A. Tonne, Commercial T eacher T ra in in g C u r r ic u la . Un p u b lis h e d Ph.D T h e sis, New York U n iv e r s ity , 1928. 26 s tu d ie d th e c o u rs e s o f f e r e d i n 1&e c u rric u lu m w ith r e s p e c t t to Cl J the sc h o o ls in which o f f e r e d ; (2) th e p u rp o ses o f th e c o u rs e s ; (3) the y e a rs in w hich g iv e n ; (4) th e number o f c r e d i t s g iv e n f o r each c o u rse ; (5) term in o lo g y u sed f o r d e s ig n a tin g c o u rs e s ; (6) e l e c t i v e s and c u rric u lu m v a r ia b le s * The d a ta th u s o b ta in e d was shown in s i x t y t a b l e s . The t o t a l number o f c o u rse s o f fe re d by a l l th e sch o o ls s tu d ie d ?/as as fo llo w s : G en eral s u b je c ts 370 c o u rse s 22.9% Commerce 441 t? 2 7 .2 $ T ec h n ica l 383 2 3 .7 $ E d u ca tio n 307 n 1 9.1$ Commercial E d u c a tio n 113 7 .1 $ T o ta l - 1614 . 160.0$ From the d a ta s e c u re d , to g e th e r w ith a stu d y o f th e works o f a u t h o r i t i e s on c u rric u lu m , a l i s t o f se v e n te e n p r i n c i p l e s f o r the c o n s tr u c tio n o f com m ercial te a c h e r t r a i n i n g c u r r i c u l a was ev o lv ed . I t was found t h a t E n g lis h , econom ies, bookkeeping, ste n o g - rap h y and ty p in g a re r e q u ir e d in some form in a la rg e m a jo r ity o f the sc h o o ls and t h a t s i x t y - e i g h t o u t o f n in e ty -s e v e n sc h o o ls a llo w e l e c t i v e s . Tonne concluded t h a t : Cl) b u s in e s s sc h o o ls do n o t a d q u a te ly c o v e r f i e l d s o th e r th a n th o se of e d u c a tio n and commerce; (2) norm al sc h o o ls a re w eakest in making p r o v is io n f o r an u n d e rs ta n d in g o f th e s o c i a l s e t t i n g o f b u s in e s s in term s o f which th e b u s in e s s m anager’ s work i s co n d u cted ; (3) hence i t would a p p e a r d e s ir a b le to e lim in a te b u s in e s s and norm al sc h o o ls from com m ercial te a c h e r t r a i n i n g . In a d d i t i o n to th e s e tw elve s tu d ie s in th e f i e l d o f com m ercial te a c h e r t r a i n i n g , th e re was h e ld in San F ra n c is c o , in December, 1926, a C a lif o r n i a T eacher T ra in in g C onference, 27 >the r e s u l t s o f which have a p la c e in t h i s summary#^ D uring th e y e a r, J u ly 1, 1985, to June 30, 1986, one hundred f i f t e e n s p e c ia l c r e d e n t i a l s o f th e com m ercial type were is s u e d by th e C a l i f o r n i a S ta te Board o f E ducation# F i f t y o f the a p p l ic a tip n s o f t h i s group were ta k e n as a sam pling fo r a n a ly s is # T h ir t y - e i g h t o f th e a p p lic a n ts h e ld b a c h e lo r* s d eg rees and one a m a ste r* s degree* E ig h te e n o f them had re c e iv e d t h e i r t r a i n i n g in C a l i f o r n i a and th e r e m ainder in o th e r s t a t e s . The d e c is io n was reac h ed th a t th e i n s t i t u t i o n s in C a lif o r n ia should o f f e r more ad e q u ate oppor t u n i t y f o r t r a i n i n g to p r o s p e c tiv e com m ercial te a c h e r s . Mr. John W . Edgemond, D ir e c to r o f Commercial S u b je c ts in th e Oakland sc h o o ls c a l l e d a t t e n t i o n to th e f a c t t h a t " th e re i s need f o r a d e f i n i t e program f o r th e t r a i n i n g of- com m ercial te a c h e r s ” and su g g e sted t h a t th e u n i v e r s i t i e s o f f e r t r a i n i n g in c o n te n t c o u rse s p lan n ed e s p e c i a l l y fo r com m ercial te a c h e rs and p r o f e s s i o n a l co u rses i n e d u c a tio n d ir e c te d to th e f i e l d o f com m ercial ed u catio n # SU M M A RY OF THIS CHAPTER A c a r e f u l review o f th e l i t e r a t u r e o f the s u b je c t o f com m ercial te a c h e r t r a i n i n g re v e a le d no o b je c tiv e i n v e s t i g a t i o n s made in t h i s f i e l d p r i o r t o 1988. From 1982 to 1928 e le v e n s t u d i e s , summarized i n t h i s c h a p te r , have been made. In th e 1927 an n u a l r e p o r t o f the Com m issioner o f E d u ca tio n o f th e 1U n p u b lish e d . Mimeographed copy o f p ro c e e d in g s was se cu red from C a lif o r n ia S t a t e D epartm ent o f E d u ca tio n in 1927. 2 8 th a t th e o u ts ta n d in g c o n t r ib u t io n s in t h i s f i e l d f o r th e y ear were r e p o r te d from Hew York U n iv e r s ity by (D r. Lomax) , Columbia U n iv e r s ity , S ta te U n iv e r s ity of Iowa by (Miss H o ad ley ), N o rth e a s t M isso u ri S t a t e T eachers C o lle g e , and from Grove C ity C o lle g e , P e n n sy lv a n ia by (Dr. W a l t e r s ) . D if f e r e n t p a r t s o f th e c o u n try a re e v in c in g an i n t e r e s t i n t h i s s u b je c t as shown by th e l o c a t i o n o f the sc h o o ls r e p o r t i n g s t u d i e s . The f a c t t h a t rta l a r g e r number or w orthy com m ercial t e a c h e r - t r a i n i n g s tu d ie s were com pleted ( i n 1927) th an i n any p re v io u s y e a r fT l shows t h a t th e i n t e r e s t i n t h i s s u b je c t i s in c r e a s in g . The g e n e ra l c o n c lu s io n s o f th o se i n v e s t i g a t i n g th e p ro f e s s i o n a l p r e p a r a tio n of com mercial te a c h e r s a r e t h a t com m ercial te a c h e rs do n o t have t r a i n i n g eq u a l to th a t o f academ ic te a c h e r s and t h a t ad eq u ate t r a i n i n g i s n o t now o f f e r e d to them by th e i n s t i t u t i o n s o f th e U n ite d S t a t e s . I t i s th e purpose o f t h i s stu d y to a n a ly z e th e o f f e r in g s made by th e u n i v e r s i t i e s o f th e U n ite d S ta te s to p r o s p e c tiv e com m ercial te a c h e rs and to th o se now in s e r v ic e and to combine w ith th e d a ta th u s o b ta in e d th e in fo rm a tio n g a th e re d i n p re v io u s i n v e s t i g a t i o n s . I t i s hoped t h a t t h i s p ro ced u re w i l l p ro v id e m a te r ia l w hich w i l l be h e l p f u l in th e p la n n in g of program s o f t r a i n i n g f o r com m ercial te a c h e rs and c o n te n t f o r com m ercial te a c h e r t r a i n i n g c o u rs e s . I R eport of th e Com missioner o f E d u c a tio n , f o r th e f i s c a l y e a r ending June 30, 1927. CHAPTER I I I STATEMENT OF PROCEDURE AND CLASSIFICATION OF INSTITUTIONS This stu d y i s concern ed w ith an i n v e s t i g a t i o n o f commer c i a l te a c h e r t r a i n i n g in th e d e g r e e -g r a n tin g i n s t i t u t i o n s o f th e U n ited S t a t e s . To t h i s end, an a n a ly s is was made of th e p u b lis h e d c a ta lo g s o f a l l th e i n s t i t u t i o n s l i s t e d by th e U n ite d S ta te s Bureau o f E d u c a tio n as h a v in g d ep a rtm en ts o r sc h o o ls o f e d u c a tio n .1 I t was found t h a t th e problem of th e p r e s e n t s t a t u s o f com m ercial te a c h e r t r a i n i n g c o u ld be d iv id e d i n t o f o u r l i n e s o f in q u ir y : (A) th e e x te n t o f com m e rc ia l t r a i n i n g and o f com m ercial te a c h e r t r a i n i n g i n th e d e g r e e -g r a n tin g i n s t i t u t i o n s o f th e U n ite d S t a t e s ; (B) a n a l y s i s of c o u rse s p ro v id e d f o r p r o s p e c tiv e com m ercial te a c h e r s ; (C) a n a ly s is of com m ercial te a c h e r t r a i n i n g c u r r i c u l a ; and (D) s t a t e laws and r e g u l a t i o n s g o v ern in g com m ercial “ t e a c h e r s 1 c r e d e n t i a l s . The d e t a i l e d d a ta th u s se c u re d p r e s e n ts a com p re h e n s iv e p i c t u r e of p r e s e n t p r a c t i c e i n th e t r a i n i n g of com m e rc ia l te a c h e r s . A. THE EXTENT OF COMMERCIAL TRAINING AND OF COMMERCIAL TEACHER TRAINING IN THE DEGREE-GRANTING INSTITUTIONS OF THE UNITED STATES A l i s t was com piled c o n ta in in g th e names o f a l l i n s t i tu t i o n s above seco n d ary g rade h a v in g d ep artm en ts or sc h o o ls p of e d u c a tio n . For th e p u rp o se of d is c o v e r in g th e ty p e of r r ~ ~ — ~ U n ite d S ta te s Bureau o f E d u c a tio n , E d u c a tio n a l D ir e c to r y , 1928, N o .l. 2 . I b i d . 30 sc h o o l most a c t i v e l y engaged i n th e t r a i n i n g o f com m ercial t e a c h e r s , th e l i s t was a rra n g e d u n d er fo u r h e a d in g s: (1) p r i v a te u n i v e r s i t i e s and c o lle g e s ; (2) s t a t e u n i v e r s i t i e s ; (3) te a c h e rs * c o lle g e s w hich g r a n t d e g re e s; (4) a g r i c u l t u r a l and p u b l i c a l l y c o n t r o ll e d i n s t i t u t i o n s o f c o l l e g i a t e rank* (Here i n s e r t T able I ) A ll c a ta lo g s a v a ila b le i n lo c a l l i b r a r i e s were examined* A l e t t e r was s e n t t o each o f th e re m a in in g i n s t i t u t i o n s a s k in g f o r a c a ta lo g M i f p r o v is io n i s made f o r th e t r a i n i n g of commer c i a l te a c h e rs o r com m ercial c o u rse s o f f e r e d . 1 * Because o f th e w ording o f th e r e q u e s t , i t was assumed t h a t th e s e v e n ty - e ig h t sc h o o ls w hich f a i l e d to resp o n d a re n o t engaged i n com m ercial t r a i n i n g . In a l l , s i x hundred f i f t e e n c a t a l o g s , th e m a jo rity o f them b e in g f o r th e sc h o o l y e a r o f 1928-1929, w ere examined to se c u re th e d a ta h e re p r e s e n te d . The u se o f p u b lis h e d c a ta lo g s f o r th e purpose o f s e c u rin g d a ta as to c o u rse s o f f e r e d may be j u s t i f i e d as fo llo w s : (1) th e y a re e a s i l y a v a i l a b l e ; (2) th e in fo rm a tio n i s p re s e n te d i n r e l a t i v e l y s ta n d a r d iz e d form ; and ( 3 ) , e s s e n t i a l f a c t s which b e s t d e s c r ib e th e work done have been s e le c te d by th e ad m in is t r a t i o n f o r p u b l i c a t i o n . Because of th e tendency* of e n t h u s i a s t i c p e rso n s to overem phasize c e r t a i n f e a t u r e s o f work and v ic e v e r s a , a c o m p ila tio n o f r e p l i e s t o a q u e s tio n n a ir e on t h i s sub j e c t would p ro b a b ly p r e s e n t th e s i t u a t i o n i n a p i c t u r e more or l e s s out of f o c u s . I t i s b e lie v e d , on th e c o n t r a r y , t h a t d a ta se c u re d from c a ta lo g s g iv e s a more n e a r ly a c c u r a te c o n c e p tio n TABLE I CLASSIFICATION OF SIX HONORED EIGHTT-FITE DEGREE-GRANTING INSTITUTIONS OF THE UNITED STATES HATING DEPARTMENTS OR SCHOOLS OF EDUCATION Type o f I n s t i t u t i o n Number o f I n s t i t u t i o n s P r iv a te U n iv e r s i t i e s and C o lle g e s , * • * * • 492 S ta te U n i v e r s i t i e s • • • * * » • » • • • 45 T each ers * C o lle g e s • * • • • • • • • • • 99 A g r ic u ltu r a l and P u b l i c a l l y C o n tro lle d I n s t i t u t i o n s 49 T o ta l num ber o f I n s t i t u t i o n s , ......................................... 685 o f th e p r e s e n t s t a t u s o f com m ercial te a c h e r t r a i n i n g . The c a ta lo g of each i n s t i t u t i o n was f i r s t s tu d ie d f o r th e purpose o f f in d in g out w hether or n o t any t r a i n i n g which m ight be c l a s s i f i e d as "com m ercial" was g iv e n . Commercial c o u rse s in c lu d e : b u s in e s s a d m in is t r a tio n , a c c o u n tin g , s e c r e t a r i a l s u b j e c t s , b u s in e s s law , econom ics, m e rc h a n d isin g , mar k e tin g and a l l i e d s u b j e c t s . W hile such an i n v e s t i g a t i o n i s n o t d e f i n i t e l y a p a r t o f th e p r e s e n t s tu d y , i t n e v e r th e le s s throw s l i g h t upon i t and p e rm its a com parison betw een th e gen e r a l b u s in e s s t r a i n i n g and th e com m ercial te a c h e r t r a i n i n g in th e U n ited S t a t e s . A fte r th e com m ercial s u b je c ts were l i s t e d , a t t e n t i o n was d i r e c t e d to th e s p e c ia l p r o v is io n made f o r th e t r a i n i n g o f com m e rc ia l te a c h e r s . Such p r o v is io n was i n d ic a t e d i n th e c a ta lo g s by o u tlin e d c u r r i c u l a , m ethods c o u rs e s , and c o u rse s i n organ i z a t i o n and a d m in is t r a tio n of com m ercial e d u c a tio n . I n t h i s r e p o r t th e term s ” c u rric u lu m ” and " c o u rs e ” a re u se d i n a c c o rd ance w ith th e d e f i n i t i o n s recommended by th e N a tio n a l Commission on th e R e o rg a n iz a tio n o f S econdary E d u c a tio n .1 C u rricu lu m , as th e r e d e f in e d , m eans, " s y s te m a tic and sch em atic arrangem ent o f c o u rse s ( s u b je c ts ) w hich e x te n d s th ro u g h a number o f y e a rs and w hich i s p lan n ed f o r any c l e a r l y d i f f e r e n t i a t e d group of p u p i l s ; " co u rse m eans, " q u a n t i t y , k in d , o r g a n iz a tio n o f s u b je c t m a tte r o f i n s t r u c t i o n o f f e r e d w ith in a d e f i n i t e p e r io d of tim e f o r which c r e d i t tow ard g ra d u a tio n i s g ra n te d ” . T> M eeting a t Richmond, V ir g in ia , F eb ru ary 25, 1914. 3 3 Prom th e fo re g o in g d a ta i t was p o s s ib le to com pile s t a t i s t i c s c o v e rin g th e n a tu re and e x te n t of com m ercial t r a i n i n g and of com m ercial te a c h e r t r a i n i n g i n th e d e g r e e - g r a n tin g i n s t i t u t i o n s o f th e U n ite d S t a t e s . B. ANALYSIS OP COURSES PROVIDED FOR PROSPECTIVE COMMERCIAL TEACHERS In o rd e r to g a in a s c l e a r a c o n c e p tio n as p o s s ib le o f th e o f f e r in g s i n com m ercial te a c h e r t r a i n i n g , an a n a ly s is of th e c o u rse s p re p a re d f o r t h i s p u rp o se by th e 138 i n s t i t u t i o n s p ro v id in g su c h t r a i n i n g was made. I t was found t h a t p r o v is io n s f o r com m ercial te a c h e r t r a i n i n g c o u ld be d iv id e d i n t o s ix d i v i s i o n s , a s fo llo w s : (1 ) o rg a n iz e d and p u b lis h e d c u r r i c u l a ; (2) c o u rse s i n g e n e ra l m ethods i n com m ercial e d u c a tio n ; (3) m ethods of te a c h in g s p e c i f i c s u b je c ts ; (4) c o u rse s i n o b se r v a tio n and p r a c t i c e te a c h in g ; (5) c o u rse s i n o r g a n iz a tio n , s u p e r v is io n , h i s t o r y , and p r i n c i p l e s o f com m ercial e d u c a tio n ; and (6) m is c e lla n e o u s c o u rse s i n com m ercial e d u c a tio n . L i s t s of i n s t i t u t i o n s o f f e r in g c o u rs e s u n d e r each of th e above d i v i s io n s were com piled and a re p re s e n te d i n A ppendices A to J i n c l u s i v e . C. ANALYSIS OP COMMERCIAL TEACHER TRAINING CURRICULA In o rd e r to p r e s e n t a d e t a i l e d p i c t u r e of th e t r a i n i n g p ro v id e d f o r com m ercial te a c h e r s , an a n a ly s is was made o f th e f o u r - y e a r c u r r i c u l a p u b lis h e d i n th e c a ta lo g s o f th e f o r t y - f i v e i n s t i t u t i o n s w hich l i s t e d t h e i r re q u ire m e n ts f o r com- xnercial te a c h e rs in t h i s form . The a n a ly s is in v o lv e d seven s te p s : Cl) The c l a s s i f i c a t i o n o f i n s t i t u t i o n s p u b lis h in g such c u r r i c u l a i n t o f o u r ty p e s ; (a) p r i v a t e u n i v e r s i t i e s and c o lle g e s (b) s t a t e u n i v e r s i t i e s ; (c) t e a c h e r s 1 c o lle g e s ; (d) a g r i c u l t u r a l and p u b l i c a l l y c o n t r o ll e d i n s t i t u t i o n s . (2) The d i v i s i o n o f th e r e q u ir e d s u b je c ts i n t o s ix c l a s s e s ; (a) g e n e ra l re q u ire m e n ts ( in c lu d in g fo u n d a tio n and c u l t u r a l sub j e c t s ) ; (b) s o c i a l s t u d i e s ; (c) f r e e e l e c t i v e s ; (d) commerce; (e) e d u c a tio n ; ( f ) com m ercial e d u c a tio n . (3) A r e c o r d in g o f a l l c u r r i c u l a r re q u ire m e n ts u n d er sub j e c t h ea d in g s and u n d er y e a r i n w hich c o u rse i s g iv e n , w ith se m ester u n i t s r e q u ir e d . (4) A c o m p ila tio n o f d a ta showing th e number o f tim e s each course i s required d u rin g each y e a r , w ith av erag e se m ester u n i t s and ran g e (lo w e st and h ig h e s t number) o f se m ester u n i t s . S im ila r d a ta w i l l be p re p a re d f o r each ty p e o f i n s t i t u t i o n and f o r th e t o t a l number o f i n s t i t u t i o n s . (5) A c o m p ila tio n o f d a ta showing t o t a l number o f se m e ste r u n i t s r e q u ir e d f o r each co u rse and average number o f se m ester u n i t s r e q u ir e d i n a l l i n s t i t u t i o n s o f f e r in g c u r r i c u l a . (6) A c o m p ila tio n o f d a ta showing se m e ste r u n i t s r e q u ir e d f o r g ra d u a tio n i n each o f th e s u b je c t g ro u p s. (7) The c o n s tr u c tio n of a com posite c u rric u lu m upon th e b a s is o f th r e e c o n s id e r a tio n s : (a ) im p o rta n t s u b je c ts a s shown by t o t a l and av erag e se m e ste r u n i t s r e q u ir e d ; (b) placem ent by y e a rs as shown by p o in t o f g r e a t e s t fre q u e n c y i n a n a ly z e d c u r r i c u l a ; (c) b a la n c in g of u n i t s to m eet c u r r i c u l a r r e q u i r e m ents i n each s u b je c t group and to e q u a liz e th e program f o r each of th e f o u r y e a r s . D. STATE LAW S AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CREDENTIALS A c o m p ila tio n o f s t a t e laws g o v ern in g com m ercial te a c h e rs * c r e d e n t i a l s was made. The stu d y was d iv id e d i n t o two p a r t s : (1) a com parison of r e g u l a t i o n s g o v ern in g com m ercial te a c h e rs * c r e d e n t i a l s w ith th o se a p p ly in g to g e n e ra l se co n d ary c r e d e n t i a l s ; (2) an analysis_ of th e re q u ire m e n ts f o r com m ercial c e r t i f i c a t i o n w ith re g a r d to : (a) amount of c o l l e g i a t e work; (b) p r o f e s s io n a l c o u rs e s ; (c) work i n s p e c i a l s u b je c ts ; (d) p r a c t i c e te a c h in g ; (e) v o c a tio n a l e x p e rie n c e ; ( f ) e x a m in a tio n s. W ith th e above d a ta i t has been p o s s ib le to n o te th e e f f e c t of s t a t e laws upon com m ercial te a c h e r t r a i n i n g . E . SUM M ARY AND CONCLUSIONS From th e r e s u l t s of th e fo re g o in g i n v e s t i g a t i o n s , con c lu s io n s have been drawn i n d i c a t i n g th e p r e s e n t s t a t u s of com m e rc ia l te a c h e r t r a i n i n g and recom m endations w hich th e d a ta seemed to w a rra n t have been made. .CHAPTER IV PRELIMINARY SURVEY OP DEGREE-GRANTING* INSTITUTIONS OFFERING GENERAL COMMERCIAL COURSES AND COMMERCIAL TEACHER TRAINING COURSES. I n th e U n ite d S ta te s th e r e a re s i x hundred e i g h t y - f i v e s c h o l a s t i c i n s t i t u t i o n s o f c o l l e g i a t e ran k h a v in g d e p a r t m ents o r sc h o o ls o f e d u c a tio n .^ I n o r d e r to a s c e r t a i n th e p r e s e n t s t a t u s o f com m ercial t r a i n i n g and o f com m ercial te a c h e r tr a in in g * th e c a ta lo g s o f th e s e i n s t i t u t i o n s were se a rc h e d and t h e i r o f f e r i n g s an a ly ze d to d e te rm in e th e n a tu re and e x te n t o f th e g e n e ra l com m ercial c o u rse s o f f e r e d and o f th o s e d e sig n e d e s p e c i a l l y f o r th e t r a i n i n g o f com m ercial t e a c h e r s . The r e s u l t s of t h i s p a r t o f th e i n v e s t i g a t i o n a re p r e s e n te d i n f i v e d i v i s i o n s : (Al t o t a l number o f d e g re e - g ra n tin g i n s t i t u t i o n s w ith d ep a rtm en ts o r s c h o o ls o f educa t i o n ; (B) th e number o f th e above w hich a r e p r i v a t e u n iv e r s i t i e s and c o l l e g e s ; (C) th e number o f th e above which a r e s t a t e u n i v e r s i t i e s ; (B) th e number o f th e above which a r e t e a c h e r s 1 c o l l e g e s ; (E} th e number o f th e above which a re a g r i c u l t u r a l and o th e r p u b l i c a l l y c o n t r o ll e d i n s t i t u t i o n s . Each o f th e s e groups i n tu r n w ere d iv id e d i n t o th r e e su b d i v i s i o n s : (1) i n s t i t u t i o n s o f f e r i n g no com m ercial s u b je c ts ; (8) i n s t i t u t i o n s o f f e r i n g o n ly g e n e ra l com m ercial c o u rs e s ; (3) i n s t i t u t i o n s d e f i n i t e l y o f f e r i n g t r a i n i n g f o r com m ercial 1 U n ite d S ta te s B ureau o f E d u c a tio n , E d u c a tio n a l D ire c to ry , 1928, No. 1 . 3 8 te a c h e rs * I t i s th e l a t t e r group, i n each c a s e , w ith which t h i s stu d y i s e s p e c i a lly concerned* A. TOTAL NUM BER OF DEGREE-GRANTING INSTITUTIONS WITH DEPARTMENTS OR SCHOOLS OF EDUCATION Two hundred e i g h t, o r 30*3 p e r c e n t, o f th e 685 d e g r e e - g r a n tin g i n s t i t u t i o n s i n th e U n ite d S t a t e s o f f e r no com m ercial c o u r s e s . F our hundred s e v e n ty -s e v e n , o r 69*7 p e r c e n t, p ro v id e com m ercial t r a i n i n g , and 138, o r 20*1 p e r c e n t a re engaged i n com m ercial te a c h e r tr a in in g * 1* I n s t i t u t i o n s o f f e r i n g no com m ercial s u b j e c t s . As f a r as co u ld he a s c e r ta in e d from t h e i r c a ta lo g s , 130, o r 1 8 .9 p e r c e n t, o f a l l sc h o o ls o f f e r i n g no com m ercial t r a i n i n g . Added to t h i s number a re th e 78 s c h o o ls , 11*4 p e r c e n t, who s e n t no c a ta lo g when r e q u e s te d to do s o , ni f p r o v is io n i s made f o r th e t r a i n i n g o f com m ercial te a c h e r s o r com m ercial c o u rse s o f f e r e d ” . The s u p p o s itio n i s t h a t a l l s c h o o ls a c t i v e l y i n t e r e s t e d i n t h i s problem responded* 2. I n s t i t u t i o n s o f f e r i n g o n ly g e n e ra l com m ercial c o u r s e s . The f i e l d o f com m ercial t r a i n i n g i n c o l l e g i a t e sc h o o ls o f b u s in e s s d iv id e s i t s e l f i n t o f o u r ty p e s o f t r a i n i n g : (a) b u s in e s s a d m in is t r a tio n w ith a c c o u n tin g and econom ics; (b) a c c o u n tin g w ith econom ics; (c) economics as th e o n ly com m ercial s u b j e c t ; (d) s e c r e t a r i a l tr a in i n g * F o r th e sa k e o f co m p lete n e s s, th e i n s t i t u t i o n s o f f e r i n g economics as th e only com m e rc ia l s u b je c t were in c lu d e d . However, such c o u rse s may p r o p e r ly be c l a s s i f i e d as " c u l t u r a l ” and not d esig n ed p rim - a r i a l y f o r th e t r a i n i n g o f p r o s p e c tiv e b u s in e s s men and women. B u sin e ss a d m in is t r a tio n w ith a c c o u n tin g and econom ics i s th e m ost f r e q u e n tly o c c u rrin g co m bination of com m ercial sub j e c t s , bein g found in 286, o r 4 1 .8 p e r c e n t, of a l l the i n s t i t u t i o n s s tu d ie d . E ig h ty - s ix , o r 12.6 p e r c e n t, o f a l l i n s t i t u t i o n s o f f e r a c c o u n tin g w ith econom ics b u t do n o t have c o u rse s in b u s in e s s a d m in is t r a tio n . One hundred f i v e , o r 1 5 .3 p e r c e n t, o f them o f f e r c o u rse s in econom ics a s the only com m ercial s u b je c t. O bviously, th e s e i n s t i t u t i o n s cannot be s a id to be engaged in com m ercial t r a i n i n g nor in com m ercial te a c h e r t r a i n i n g . Two hundred s ix , o r 30 p e r c e n t o f a l l i n s t i t u t i o n s o f f e r s e c r e t a r i a l t r a i n i n g a lth o u g h in fo u r c a se s no c r e d i t i s g iv e n f o r t h i s work. 3 . I n s t i t u t i o n s o f f e r i n g t r a i n i n g f o r com m ercial te a c h e r s . One hundred t h i r t y - e i g h t , 2 0 .1 p e r c e n t, of a l l d e g r e e -g r a n tin g i n s t i t u t i o n s w ith d e p a rtm e n ts o r sc h o o ls of e d u c a tio n were found to o f f e r t r a i n i n g f o r p r o s p e c tiv e com m e rc ia l te a c h e r s . The o f f e r in g s of th e s e 138 i n s t i t u t i o n s a re a n a ly z e d in C h a p te rs V and YI of t h i s s tu d y . I t i s t h i s group in each e a se w ith which t h i s stu d y i s e s p e c i a l l y con c e rn e d . (Here i n s e r t T able I I and F ig u re 1) B. PRIVATE UNIVERSITIES AND COLLEGES In c lu d e d in th e 685 d e g r e e -g r a n tin g i n s t i t u t i o n s which were c o n s id e re d in t h i s c a n v a ss, th e r e a re 492 p r i v a t e u n i v e r s i t i e s and c o lle g e s hav in g d e p a rtm e n ts or sc h o o ls o f e d u c a tio n . These p r i v a t e i n s t i t u t i o n s were c o n s id e re d u n d er th r e e heads a s f o llo w s : TABLE IX 40 C O M M E R C IA L COURSES A M D C O M M E R C IA L TEACHER TRAIIJIIJG III TH E DEGBEB-GRAIITIlIG IITSTITUTIGUS O F '1H B Oil I TED STATES P r iv a te u n iv e r s it ie s and c o lle g e s S t a te u n iv e r s it ie s T ea ch ers’ c o lle g e s A g ricu ltu ra l and p u b lic I n s t it u t io n s TOT i Rq. %........ i o ...... . Ho. % X. I n s t it u t io n s o ff e r in g no commer c i a l c o u r se s: (a) IIo com m ercial tr a in in g (b ) Ho c a ta lo g . r e c e iv e d T o ta l o f (a)an d (b ) 97 63 1 9 ,6 1 2 .8 0 0 0 .0 0 .0 26 11 2 6 ,3 11.9 7 4 1 4 ,3 9 .7 130 78 1 8 .9 1 1 .4 160 3 2 .4 0 0 .0 37 3 8 .2 11 2 4 .0 208 3 0 .3 I I , I n s t it u t io n s o f f e r in g commer c i a l c o u r se s: (a) B u sin ess a d m in istr a tio n w ith a cco u n tin g and econom ics (b) A ccounting w ith econom ics (c ) Economics a s thi o n ly "commercia; su b jec t (d) S e c r e ta r ia l tr a in in g T otal of ( a ) ( b ) ( c ) 197 42 • i 93 112 4 0 .0 8 ,6 1 8 ,9 2 2 .7 44 1 0 15 9 7 .8 2 .2 0 .0 3 3 .3 16 39 7 55 1 6 .2 3 9 .4 7 .1 5 5 .5 29 4 5 24 6 8 ,1 8 .0 1 0 .2 4 8 .9 286 86 105 206 4 1 ,8 1 2 .6 15.3 3 0 .0 332 5 7 ,5 45 100.0 62 62 .7 38 7 6 .3 477 I I I . I n s t it u t io n s o ff e r in g commercial: tea ch er t r a in in g 57 6 .0 24 5 3 ,3 45 4 5 .5 12 2 4 ,5 138 2 0 ,1 E O T A L S 492 71.8 45 6 ,6 99 1 4 .4 49 7 .2 685 100.0 1 I n s t it u t io n s o f f e r in g s e c r e t a r ia l t r a in in g a re in clu d ed in (aj* ( b ) , ( c ) , h en ce, (d) i s not added in o b ta in in g t o t a l number o f i n s t i t u t i o n s o ff e r in g commercial c o u r se s . 1 ____ P r i v a t e c o lle g e s and a n i v e r s i t i e s S t a t e u n i v e r s i t i e s T e a c h e rs 1 c o lle g e s , A g ric u ltu ra l and p u b l i c a l l y c o n tr o lle d i n s t i t u t i o n s T o ta ls P e rc e n ta g e o f f e r i n g no com m ercial t r a i n i n g 3 2 .4 0 .0 38*3 2 4 .0 ; 3.0*3 m P e rc e n ta g e w ith . com m ercial t r a i n i n g 57*5 1 0 0 .0 6 2 .7 7 6 .3 6 9 .7 P e rc e n ta g e o f f e r i n g com m ercial te a c h e r t r a i n i n g 6 .0 • 5 3 .3 — 4 5 .5 24*5 . r 2 0 .1 ■ F ig u r e 1 . COMMERCIAL COURSES AND COM MERCIAL TEACHER TRAINING OFFERED ET SIX HUNDRED EIGHTY-FIVE DEGREE-GRANTING INSTITUTIONS 1 . I n s t i t u t i o n s o f f e r i n g no com m ercial s u b j e c t s . N in e ty -se v e n , 19*6 p e r c e n t, o f th e p r i v a t e i n s t i t u t i o n s o f f e r no com m ercial t r a i n i n g ; 63, o r 1 3 .8 p e r c e n t, i n d i c a t ed th e same f a c t by f a i l i n g to send c a ta l o g i n re sp o n se to th e r e q u e s t to do so " i f p r o v is io n i s made f o r th e t r a i n i n g o f com m ercial te a c h e r s o r com m ercial c o u rse s g iv e n " . 2 . I n s t i t u t i o n s o f f e r i n g o n ly g e n e ra l com m ercial c o u r s e s . One hundred n in e ty -s e v e n , o r 40 p e r c e n t, o f th e p r i v a t e u n i v e r s i t i e s and c o lle g e s p ro v id e c o u rse s i n b u s in e s s a d m in is t r a tio n w ith a c c o u n tin g and econom ics. I n a d d itio n , 42 i n s t i t u t i o n s te a c h a c c o u n tin g and economics and 93 o f f e r economics as th e o n ly com m ercial s u b j e c t . In a l l , 332, o r 57.5 p e r c e n t o f a l l th e p r iv a te u n i v e r s i t i e s and c o lle g e s o f f e r com m ercial c o u r s e s . I t i s i n t e r e s t i n g to n o te t h a t th e s t a t e s h av in g th e l a r g e s t number o f i n s t i t u t i o n s engaged in com m ercial t r a i n i n g a r e P e n n s y lv a n ia , New York, I l l i n o i s , Ohio, Iowa, and Texas whose i n t e r e s t s , w ith th e e x c e p tio n o f th e l a s t two, a re i n d u s t r i a l and com m ercial i n c h a r a c t e r . 3 . I n s t i t u t i o n s o f f e r i n g t r a i n i n g f o r com m ercial t e a c h e r s . F if ty - s e v e n , o r 6 p e r c e n t, o f th e p r i v a t e u n iv e r s i t i e s and c o lle g e s p ro v id e t r a i n i n g f o r com m ercial te a c h e r s . A com parison of t h i s p e rc e n ta g e w ith th e 57.5 p e r c e n t of th e s e i n s t i t u t i o n s o f f e r i n g com m ercial c o u rs e s shows t h a t com m ercial te a c h e r t r a i n i n g o c c u p ie s an u n im p o rta n t p la c e among th e o f f e r in g s o f th e p r i v a t e u n i v e r s i t i e s and c o lle g e s who a r e e v id e n tly more i n t e r e s t e d in th e t r a i n i n g of p ro s p e c t i v e b u s in e s s men and women th a n of com m ercial te a c h e r s . 433 These a g a in w i l l come up f o r l a t e r d e t a i l e d c o n s id e r a ti o n . (Here i n s e r t T able I I I ) C. STATE UNIVERSITIES In c lu d e d i n th e 685 d e g r e e -g r a n tin g i n s t i t u t i o n s con s id e re d i n t h i s stu d y a re 45 s t a t e u n i v e r s i t i e s . T h e ir o f f e r in g s w i l l be c o n s id e re d i n th r e e d iv is io n s as fo llo w s ; 1 . I n s t i t u t i o n s o f f e r i n g no com m ercial s u b j e c t s . There a re no s t a t e u n i v e r s i t i e s w hich a p p e a r u n d er t h i s h ea d in g as a l l o f them o f f e r com m ercial c o u r s e s . 2 . I n s t i t u t i o n s o f f e r i n g o n ly g e n e ra l com m ercial c o u r s e s . A ll o f th e s t a t e u n i v e r s i t i e s , w ith th e e x c e p tio n of M aine, o f f e r c o u rs e s i n b u s in e s s a d m in is tr a tio n w ith a c c o u n tin g and econom ics. The U n iv e r s ity of Maine g iv e s c o u rs e s i n econom ics, a c c o u n tin g , f in a n c e , m a rk e tin g , and l a b o r p ro b lem s, b u t does n o t o f f e r a c o u rse e n t i t l e d ’’B u sin ess A d m in is tra tio n ” as do th e o th e r s t a t e u n i v e r s i t i e s . The d i f f e r e n c e may be one o f n o m e n c la tu re .1 F i f t e e n , o r 3 3 .3 p e r c e n t, o f th e s t a t e u n i v e r s i t i e s p ro v id e s e c r e t a r i a l t r a i n i n g . 3 . I n s t i t u t i o n s o f f e r i n g t r a i n i n g f o r com m ercial t e a c h e r s . T w enty-four, o r 53.3 p e r c e n t, o f .th e s t a t e u n iv e r s i t i e s p ro v id e t r a i n i n g f o r com m ercial t e a c h e r s . T h e ir o f f e r in g s w i l l be c o n s id e re d i n d e t a i l i n l a t e r c h a p te r s . (Here i n s e r t T able IV) D. TEACHERS’ COLLEGES WHICH GRANT DEGREES 1 A lfre d L. H a ll-Q u e s t, ’’P r o f e s s io n a l S econdary E d u c a tio n i n T e a c h e rs ’ C o lle g e s ” , C o n trib u tio n s to E d u ca tio n ,N o . 169. T e a c h e rs ’ C o lle g e , Colum bia U n iv e r s ity , 1925. Dr. H al1-Q uest p o in ts o u t th e c o n fu s in g d i v e r s i t y of c o u rse t i t l e s and u rg e s s ta n d a r d iz a t i o n . TABLE I I I 44 C O M M E R C IA L COURSES A U B C O M M E R C IA L TEACH ER TRAINING IN POUR H U N D R ED NINETY-TWO PRIVATE UNIVERSITIES A H D COLLEGES LISTED BY STATES I n s t it u t io n is I n s t it u t io n s I n s t it u t io n s T o ta l o f f e r in g n: o f f e r in g o ff e r in g number o f com m ercial commercial com m ercial i n s t i t u t i o n S t a te s ftnuysfifi .. nnn-rsc te a c h e r tr a in in g f a* b C d e _ f Ala* 2 1 . 3 0 0 0 0 6 Arfc. 4 2 0 0 1 0 0 7 C a lif . 1 0 9 0 2 1 1 12 C o lo . 0 1 2 0 0 0 I 3 Conn. 0 0 1 0 0 1 0 1 B .C . 1 0 3 1 1 1 1 6 F la . 0 0 4 0 0 3 0 4 Ga. 7 0 6 1 2 3 1 16 Idaho 1 0 1 0 0 1 1 2 111* 3 4 15 1 8 5 4 31 In d . 4 0 7 1 4 5 4 16 I owa 5 0 13 4 2 12 4 24 Kan. 2 0 8 2 4 4 3 16 Ky. 3 3 3 1 2 2 0 12 La. 1 1 3 2 1 3 0 8 Me. 1 0 1 0 0 0 0 2 Md. 5 1 1 1 2 1 0 10 Mas s . 3 1 5 0 5 3 2 14 M ich. 2 1 5 2 3 4 1 13 Minn. 2 0 7 1 2 3 0 12 M iss. 4 3 1 3 0 4 0 11 Mo. 5 2 5 2 4 3 0 18 Mont. 0 0 2 0 0 2 0 2 IJeb. 2 2 5 1 2 3 3 12 1T.H. 0 0 0 0 2 0 0 2 X I. J . 2 1 0 0 1 0 0 4 11. Y. 3 3 13 4 5 10 9 28 u . e . 2 5 3 3 5 3 0 18 B .B . G 0 1 0 0 1 1 1 Ohio 6 2 13 3 8 3 3 32 O kla. 1 0 3 1 1 2 1 6 Ore. 2 0 3 0 1 I 0 6 Penna. 3 6 17 2 6 9 8 34 B .I . 0 1 0 0 0 0 0 2 S .C . 6 4 2 1 2 1 1 15 S .D . 1 0 2 1 1 1 1 5 Tenn. 4 5 3 1 5 3 1 18 Texas 2 8 11 2 6 9 2 29 Utah 0 1 2 0 0 2 1 3 v t . 0 1 0 0 1 0 0 2 Va. 5 3 3 Q 1 2 0 12 Wn. 0 0 4 0 0 1 0 4 West Va, 1 0 2 1 0 1 1 4 W ise. 1 1 4 __ 0 3 G 1 . _ 9 - T o ta ls i 97 63 . JL 2 .7 __ ...42. 93 , 5 7 ...... ------- ... * (a ) no com m ercial s u b je c ts o f f e r e d , (b ) no c a ta lo g r e c e iv e d , (c ) i n s t i t u t i o n s o f f e r i n g econom ics as th e o n ly com m ercial s u b j e c t , (d) i n s t i t u t i o n s o f f e r i n g a c c o u n tin g and eco n o m ics, (e ) i n s t i t u t i o n s o f f e r i n g b u s in e s s a d m in is tr a tio n w ith a c c o u n tin g and eco n o m ics, ( f ) i n s t i t u t i o n s o f f e r i n g s e c r e t a r i a l t r a i n i n g . TABLE IV 4 5 C O M M E R C IA L COURSES A N D C O M M E R C IA L TEACHER TRAIimiG III FORTY-FIVE STATE UNIVERSITIES I n s t it u t io n s I n s t it u t io n s I n s t it u t io n s T otal o f f e r in g b u sin e ss o ff e r in g o f f e r in g number o f S ta te s a d m in istr a tio n w ith a cco u n tin g and econom ics s e c r e t a r ia l su b je c ts com m ercial te a c h e r tr a in in g i n s t i t u t i ons A la. 1 0 1 1 A r iz. 1 0 1 1 Ark. 1 0 0 1 C a lif . 2 2 2 C o lo . 1 0 0 1 D e l. 1 0 0 1 F la . 1 0 0 1 G -a. 1 O I 0 1 Idaho 1 i ! 1 111* 1 0 1 In d . 1 i 1 1 I owa 1 l 1 1 Kan. 1 0 0 1 Ky. 1 0 0 1 La. 1 1 0 Me. . 1 Q 0 ! 1 isa. 1 0 0 1 Mich. 1 0 1 1 Minn. 1 1 1 1 M iss. 1 1 1 Mo. 1 0 0 1 Mont. 1 0 0 Neb. 1 1 1 1 Rev, 1 0 0 1 N.H. 1 0 0 1 11. M. 1 0 0 1 IT.C. 1 0 0 1 II.D. 1 1 1 1 Ohio 2 1 2 O kla. 1 1 1 1 O re. 1 0 0 Penna. 1 0 1 1 s.c. 1 0 1 1 S .B , 1 0 0 1 Tenn. 1 0 0 1 T ex. 1 1 1 1 U tah. 1 1 1 v t . 1 1 1 Va. 1 0 0 1 ®fn. 1 1 1 1 W . Va. 1 0 1 1 ifisc* 1 0 1 1 ^ vo • 1 1 1 1 T o ta l 45 15 24 45 There a re 99 d e g r e e - g r a n tin g te a c h e rs * c o lle g e s in c lu d ed i n t h i s stu d y * T h e ir r e f e r e n c e s a r e c o n s id e re d u n d e r th e se h ea d in g s t ! • I n s t i t u t i o n s o f f e r i n g no com m ercial s u b j e c t s . T w en ty -six , o r 2 6 .3 p e r c e n t, of th e 99 d e g r e e -g r a n tin g te a c h e rs * c o lle g e s o f f e r no com m ercial s u b j e c t s . Added to t h i s number a re th e e le v e n , o r 1 1 .9 p e r c e n t, o f te a c h e rs * c o lle g e s who f a i l e d to send c a ta l o g upon r e q u e s t . I n a l l , so f a r as c o u ld be a s c e r ta in e d from th e p r e s e n t stu d y , 37, o r 3 8 .2 p e r c e n t, o f th e te a c h e rs* c o lle g e s a re not engaged i n com m ercial t r a i n i n g . 2 . I n s t i t u t i o n s o f f e r i n g o n ly g e n e r a l com m ercial - c o u r s e s . S ix te e n , o r 1 6 .2 p e r c e n t, o f the te a c h e rs* c o lle g e s o f f e r c o u rse s i n b u s in e s s a d m in is t r a tio n w ith ac c o u n tin g and econom ics. T h ir ty - n in e , o r 3 9 .4 p e r c e n t o f them te a c h a c c o u n t in g w ith econom ics. Only se v en te a c h e rs * c o lle g e s , o r 7 .1 p e r c e n t, give econom ics a s th e o n ly com m ercial s u b j e c t . The s c a r c i t y o f c o u rse s i n b u s in e s s a d m in is t r a tio n i s ac co u n te d f o r by th e f a c t th a t te a c h e rs * c o lle g e s do n o t have as t h e i r prim ary o b je c ti v e th e t r a i n i n g f o r b u s in e s s . F i f t y - f i v e o r 5 5 .5 p e r c e n t, o f th e t e a c h e r s ’ c o lle g e s o f f e r s e c r e t a r i a l t r a i n i n g . 3 . I n s t i t u t i o n s o f f e r i n g t r a i n i n g f o r com m ercial t e a c h e r s » F o r ty — f i v e , or 4 5 .5 p e r c e n t, o f th e te a c h e rs * c o lle g e s w hich g ra n t d eg rees o f f e r t r a i n i n g f o r com m ercial te a c h e r s . However, th e p re s e n c e of com m ercial and s e c r e t a r i a l s u b je c ts i n th e program o f s t u d i e s o f a te a c h e rs * c o lle g e seems to i n d i c a t e com m ercial te a c h e r t r a i n i n g . I t i s th e r e f o r e p ro b a b le th a t com m ercial te a c h e rs a re t r a i n e d i n th e 6£ i n s t i t u t i o n s o f f e r i n g com m ercial s u b je c ts even though no d e f i n i t e c o u rse s p r e p a r a to r y to com m ercial te a c h in g a r e announced. The o f f e r in g s o f th e s e i n s t i t u t i o n s w i l l be com pared In de t a i l w ith th e com m ercial t e a c h e r t r a i n i n g c o u rs e s o f groups p r e v io u s ly g iv e n . (Here i n s e r t T able V) E. AGRICULTURAL AND OTHER PUBLIC ALLY CONTROLLED INSTITUTIONS The o f f e r in g s o f th e 49 a g r i c u l t u r a l and o th e r p u b l i c a l l y c o n t r o ll e d i n s t i t u t i o n s s tu d ie d a re c o n s id e re d u nder th r e e h e a d in g s as fo llo w s : 1 . I n s t i t u t i o n s o f f e r i n g no com m ercial s u b j e c t s . Seven, o r 1 4 .3 p e r c e n t, o f a l l a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s o f f e r no com m ercial c o u r s e s . Four o f them f a i l ed to respond when asked to send c a t a l o g . I t i s assumed, th e r e f o r e , t h a t e le v e n , o r £4 p e r cen t* o f th e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s do n o t o f f e r com m ercial tr a in i n g * 2 . I n s t i t u t i o n s o f f e r i n g o n ly g e n e ra l com m ercial c o u r s e s . T w enty-nine, o r 6 8 .1 p e r c e n t, o f th e a g r i c u l t u r a l and p u b l i c a l l y c o n t r o ll e d i n s t i t u t i o n s o f f e r com m ercial c o u rs e s Of t h i s number, however, f i v e give econom ics as th e only com m e rc ia l s u b j e c t . T w en ty -fo u r, or 4 8 .9 p e r c e n t, in c lu d e s e c r e t a r i a l t r a i n i n g i n t h e i r program o f s t u d i e s . 3 . I n s t i t u t i o n s o f f e r i n g t r a i n i n g f o r com m ercial te a c h e r s . Twelve o f th e a g r i c u l t u r a l and p u b l i c a l l y c o n t r o l l ed i n s t i t u t i o n s , o r £4.5 p e r c e n t, o f them, a r e engaged i n TABLE V 48 C O M M E R C IA L COURSES ilffi C O M M ER C IA L TEACH ER TRAIITIHG IU 1TIIIETY-1IH1E TEACHERS* CO LLEG ES I n s t it u t io n s I n s t it u t io n s I n s t it u t io n s T otal o f f e r in g no o f f e r in g o f f e r in g number of commercial conm ercial commercial in s t it u t io n s S t a t e s CO 1 M »ses teach er tr a in in g a V i .... fi d‘ a f Ala# 0 0 1 1 0 2 2 2 Ark. 0 1 0 0 0 0 0 1 C a l i f . 4 G 0 3 0 3 3 7 Colo# 1 0 1 0 G 1 1 2 G ra. 0 Z 0 0 0 0 0 2 I l l * 1 1 1 2 1 3 3 6 Ind# 1 0 G 3 0 3 3 4 Iowa 0 0 1 0 0 1 1 1 Kan# 0 0 3 0 0 3 3 3 Ky. 2 0 1 0 0 1 1 3 La# 1 0 0 0 0 0 0 1 Mass# 3 0 0 1 1 1 1 5 Mich# z 0 1 2 0 3 3 5 Minn* z 0 0 0 0 0 0 2 Miss# 0 0 Q 1 0 0 0 1 M o# 0 z Z 2 1 4 4 7 Jeb. 0 o 0 4 0 4 4 4 E i.M * 0 0 0 2 0 2 2 2 L i.y. 0 1 0 1 0 1 1 2 H.C. 1 X 0 0 0 0 0 . 1 il.B . 0 1 G 2 G 2 2 3 Chio 0 1 G 2 0 2 2 3 Dkla# 1 0 1 2 0 3 3 6 Pa# 0 0 I Q 0 1 1 1 a . i . 1 0 0 0 0 0 0 1 5 JD . 0 0 0 3 1 2 2 4 Tenn# 1 0 0 0 2 0 0 3 Tex# 1 0 2 6 0 8 0 9 Va. 3 0 0 1 0 1 1 4 West Va# 1 X 1 0 0 I 1 3 W ise. 0 0 0 1 0 1 1 1 T o ta ls , X L ...- . ..JU S l- 3 d 7 55 45 99 (a) no com m ercial s u b je c ts offered # (b) no c a ta lo g r eceiv ed * (c ) in s t it u t io n s o f f e r in g b u sin e ss a d m in istr a tio n w ith a cco u n tin g and econom ics# (d) in s t it u t io n s o f f e r in g a cco u n tin g and econom ics# (e) i n s t it u t io n s o ff e r in g econom ics a s th e only com m ercial su b ject# ( f l i n s t i t u t i o n s o ff e r in g s e c r e t a r ia l tr a in in g # com m ercial te a c h e r t r a i n i n g . T h e ir o f f e r i n g s w i l l be con s id e r e d i n d e t a i l i n l a t e r c h a p te r s . (Here I n s e r t T ab le VI) F . SUM M ARY OF STUDY OF COMMERCIAL COURSES A HD COMMERCIAL TEACHER TRAINING IN THE DEGREE- GRANTING INSTITUTIONS OF THE UNITED STATES HAVING DEPARTMENTS OR SCHOOLS OF EDUCATION Four hundred s e v e n ty -s e v e n , o r 69*7 p e r c e n t, o f a l l th e i n s t i t u t i o n s s tu d ie d o f f e r com m ercial c o u r s e s . I f th e sc h o o ls o f f e r i n g economics as th e on ly s u b je c t r e l a t e d to commerce a r e e lim in a te d , th e above p e rc e n ta g e i s reduced to 5 4 .3 p e r c e n t which i s no doubt a b e t t e r i n d i c a t i o n o f th e tr u e s t a t u s of com m ercial t r a i n i n g . B u sin ess has been c h a r a c te r i z e d as th e " o ld e s t of th e a r t s and th e new est o f th e p ro f ess io n s" That b u s in e s s is a new p r o f e s s io n i s proved by the f a c t t h a t f i f t y y e a rs ago th e r e was n o t one c o l l e g i a t e sc h o o l o f b u s in e s s , as was in d ic a t e d i n h i s t o r y review i n c h a p te r I , and th a t now as shown by th e s e d a ta f i f t y - f o u r p e r c e n t of a l l c o l l e g i a t e i n s t i t u t i o n s i n th e U n ited S ta te s o f f e r b u s in e s s c o u rs e s . I t i s s i g n i f i c a n t t h a t a l l of th e s t a t e u n i v e r s i t i e s p ro v id e com m ercial c o u r s e s . The group o f i n s t i t u t i o n s n ex t i n rank to th e s t a t e u n i v e r s i t i e s on a p e rc e n ta g e b a s is a re th e a g r i c u l t u r a l and p u b l i c a l l y c o n t r o ll e d i n s t i t u t i o n s 58, o f w hich, o r 76.3 p e r c e n t, o f f e r com m ercial t r a i n i n g . S ix ty -tw o i n s t i t u t i o n s — 62.7 p e r c e n t o f th e t e a c h e r s 1 c o l l e g e s — giv e com m ercial c o u rs e s and 332, o r 57.5 p e r c e n t of th e p r i v a t e c o lle g e s and u n i v e r s i t i e s p ro v id e such t r a i n i n g . I t i s p ro - P r e s id e n t Lowell of H arvard U n iv e r s ity , Qommenceraent A d d re ss, 1926. TABLE YI 50 C O M M E R C IA L COURSES A U B C O M M ER C IA L TEACH ER TRA3IIIITG HI FCRTY-IJI1IE AGRICULTURAL A H D PUBLIC ALIA COUTROM® UIIIVERSITIES A U P COLLEGES S t a te s Ins o fi con cot s t it u t ic r :erin g nc nmercial arses s I n s t it u t io n s O fferin g com m ercial c o u r se s I n s t it u t io n s o ff e r in g commercial tea ch er tr a in in . T o ta l number o f in s t it u t io n s b d, 3 e f Ala* 0 1 0 0 1 0 0 2 Colo* 1 0 1 0 0 1 1 2 Conn* 1 0 1 0 0 1 1 2 F la . 0 0 1 0 0 1 0 1 Ga* 0 1 2 0 Q 2 0 3 Ind* 0 0 0 0 1 0 0 1 Iowa 0 0 1 G 0 G 0 1 Kan* 1 0 0 0 0 0 0 1 Ky* 0 0 0 0 I 0 0 1 La* 0 1 G 0 0 0 0 1 Mass* 1 0 0 0 0 0 0 1 Mich* 0 0 2 0 1 0 0 2 M iss* 1 0 G 0 0 1 0 2 Mont* 1 0 0 0 0 0 0 1 IT.J. 0 G 1 0 0 0 0 1 II. M * 0 0 1 1 0 0 0 0 1 II. Y. 0 G 1 0 0 1 1 2 u . c . 1 0 1 0 G 1 0 2 II.D* 0 0 1 0 G 1 1 1 Ohio 0 0 4 0 0 1 1 4 O&la* 0 0 1 1 0 2 2 2 Ora* 0 0 1 0 0 1 1 1 Pa* 0 0 1 0 0 0 0 1 s .c * 0 1 1 0 1 1 0 3 S .B . 0 0 i 1 0 0 1 0 1 Tex* 0 0 2 2 0 3 1 4 Utah 0 0 1 0 0 1 0 1 Va. Q 0 1 1 0 2 1 2 Wn. 0 0 1 0 0 1 1 1 W.Va. 0 0 1 0 0 1 1 1 T o ta l I 7 4 29 4 5 24 12 49 (a f no conm ercial s u b je c ts o ffered * (b) no c a ta lo g receiv ed * (c) in s t it u t io n s o f f e r in g b u sin e ss a d m in istr a tio n w ith a cco u n tin g and econom ics* (d) i n s t i t u t i o n s o f f e r in g a cco u n tin g and econom ics* (e) in s t it u t io n s o f f e r in g econom ics as the only com neroial su b ject* ( f ) i n s t it u t io n s o ff e r in g s e c r e t a r ia l tr a in in g * b ab le t h a t i f th e r e s p e c tiv e s tu d e n t body e n ro llm e n ts w ere ta k e n i n t o account th e s e f i g u r e s w ould assume even g r e a t e r s ig n if ic a n c e * Among t h e 352 p r i v a t e u n i v e r s i t i e s and c o lle g e s a r e in c lu d e d many sm a ll i n s t i t u t i o n s n o t com parable i n e n ro llm e n t to th e s t a t e u n i v e r s i t i e s . For t h i s re a s o n a s tu d y o f th e number o f s tu d e n ts e n r o lle d i n com m ercial c o u rse s i n th e v a r io u s ty p e s of i n s t i t u t i o n s would form a more a c c u r a te b a s is f o r com parison o f th e amounts o f commer c i a l t r a i n g g iv e n . I t i s a ls o t r u e t h a t a la r g e number o f sm all c o lle g e s which em phasize th e c u l t u r a l p hases o f e d u c a tio n a r e in c lu d e d i n th e number o f f e r i n g no com m ercial s u b je c ts * There i s p ro b a b ly s ig n i f ic a n c e i n th e f a c t t h a t th e p u b lic i n s t i t u t i o n s - - t h e s t a t e u n i v e r s i t i e s , th e a g r i c u l t u r a l i n s t i t u t i o n s , th e t e a c h e r s 1 c o l l e g e s — a re g iv in g more a t t e n t i o n to com m ercial t r a i n i n g th a n a re th e p r i v a t e c o lle g e s and u n i v e r s i t i e s * I t i s e v id e n t t h a t th e com m ercial a s p e c ts o f modern l i f e a re re c o g n iz e d as b e in g o f fu ndam ental im p o rtan ce by th o s e who a re i n c o n t r o l o f our p u b lic h ig h e r i n s t i t u t i o n s and by th e s tu d e n ts who a t te n d th e s e i n s t i t u t i o n s i n such r a p id ly grow ing num bers. W hile the fre q u e n c y o f g e n e ra l com m ercial c o u rs e s i s n o t a prim ary co n cern o f t h i s s tu d y , i t was b r i e f l y i n v e s t i g a t e d b ec au se i t p ro v id e s a b a s is fo r com parison w ith com m ercial te a c h e r t r a i n i n g c o u r s e s . Thus i t was found t h a t 477, o r 69.7 p e r c e n t, o f a l l i n s t i t u t i o n s s tu d ie d o f f e r com m ercial c o u rs e s , b u t only 138, o r 2 0 .1 p e r c e n t, of them p ro v id e f a c i l i t i e s f o r com m ercial te a c h e r t r a i n i n g . This shows th e backw ardness o f t h i s phase o f com m ercial e d u c a tio n . A ll o f th e s t a t e u n i v e r s i t i e s g iv e com m ercial c o u rs e s but o n ly M j. or 5 5 .5 p e r c e n t, t r a i n com m ercial te a c h e r s . S ix ty - tw o , or 62*7 p e r c e n t, o f th e t e a c h e r s ’ c o lle g e s o f f e r com m ercial c o u rs e s , but on ly 45, or 45>5 p er c e n t, o f them p ro v id e c o u rse s fo r com m ercial te a c h e rs # There i s some p o s s i b i l i t y , how ever, t h a t , s in c e th e p rim ary p u rp o se o f te a c h e rs* c o lle g e s i s to t r a i n te a c h e r s , th e g e n e ra l com m ercial c o u rse s o f f e r e d in them a r e r e a l l y d esig n ed for p r o s p e c tiv e te a c h e r s . I t m ust n e v e rth e l e s s be c o n s id e re d a d e f i n i t e d e f ic ie n c y in th e o f f e r i n g s o f th e s e i n s t i t u t i o n s t h a t o n ly g e n e ra l c o u rse s in e d u c a tio n a re p ro v id e d and no co u rse in methods o f te a c h in g o f com m ercial s u b je c ts o r o r g a n iz a tio n and a d m in is t r a tio n o f com m ercial e d u c a tio n . Again t h i r t y - e i g h t , or 76.3 p e r c e n t, o f th e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s p ro v id e com m ercial t r a i n in g but o n ly tw elv e o f them, o r 24.5 per c e n t, t r a i n com m ercial te a c h e r s . F i n a l l y 332, o r 5 7 .5 p e r c e n t, o f a l l p r i v a t e c o lle g e s and u n i v e r s i t i e s o f f e r com m ercial c o u rs e s , b u t on ly 57, o r 6 p e r c e n t, o f them, p ro v id e co u rse s f o r p r o s p e c tiv e com m ercial te a c h e r s . T h is seems to in d ic a t e t h a t th e p u b lic i n s t i t u t i o n s a re a p p a re n tly more r e s p o n s iv e to th e new demand fo r th e ad e q u a te t r a i n i n g o f com m ercial te a c h e r s , w h ile p r i v a t e c o lle g e s and u n i v e r s i t i e s appear to be governed more f r e q u e n tly by o p p o r tu n is ti c p o l i c i e s and t h e r e f o r e r e s t r i c t t h e i r o f f e r i n g s more l a r g e l y to co u rse s t h a t a re w e ll e s t a b l i s h e d and th e r e f o r e more p r o f i t a b l e . I t i s h ig h ly p ro b a b le t h a t , as b u s in e s s becomes more 5 3 , and more p r o f e s s i o n a l i z e d , ani w ith i t th e te a c h in g o f com m e rc ia l s u b j e c t s , an im petus w i l l be g iv e n to com m ercial te a c h e r t r a i n i n g so t h a t a much l a r g e r p r o p o r tio n th a n tw enty p e r c e n t o f a l l d e g r e e -g r a n tin g i n s t i t u t i o n s w i l l in f u tu r e p ro v id e c o u rse s fo r p r o s p e c tiv e com m ercial te a c h e rs * An a n a ly s is o f th e c o u rse s o f f e r e d f o r com m ercial te a c h e r s by th e 138 i n s t i t u t i o n s p ro v id in g such t r a i n i n g has been made and w i l l be p r e s e n te d in the fo llo w in g c h a p te r , a f t e r which th e c u r r i c u l a o f th e 45 i n s t i t u t i o n s who p u b lis h fo u r-y e a r program s o f s tu d y f o r com m ercial te a c h e r s w i l l be a n a ly z e d w ith r e l a t i o n to se m ester u n i t s r e q u ir e d in each s u b je c t and y e a r in which each co u rse i s g iv e n . 54 CHAPTER V CANVASS OF TOTAL OFFERINGS FOR THE TRAINING OF COMMERCIAL TEACHERS IN ALL INSTITUTIONS ENGAGED IN COMMERCIAL TEACHER TRAINING In o rd e r t o d eterm in e th e n a tu r e and e x te n t of th e t r a i n in g o f f e r e d t o p r o s p e c tiv e com m ercial te a c h e r s , an a n a ly s is o f o i th e c o u rse s p re p a re d f o r t h i s purpose by th e 158 i n s t i t u t i o n s p ro v id in g such t r a i n i n g was made. The r e s u l t s a re p r e s e n te d un d er s i x h ea d in g s as fo llo w s : (A) i n s t i t u t i o n s p ro v id in g organ iz e d c u r r i c u l a f o r th e t r a i n i n g o f com m ercial te a c h e r s ; (B) i n s t i t u t i o n s o f f e r in g c o u rse s in g e n e ra l methods i n com m ercial e d u c a tio n ; (C) i n s t i t u t i o n s o f f e r i n g c o u rse s i n m ethods o f te a c h in g s p e c i f i c com m ercial s u b je c ts ; (D) i n s t i t u t i o n s o f f e r i n g c o u rse s i n o b s e rv a tio n and p r a c t i c e te a c h in g ; (E) i n s t i t u t i o n s o f f e r i n g c o u rs e s i n o r g a i n i z a t i o n , s u p e r v is io n , h i s t o r y , and p r i n c i p l e s of com m ercial e d u c a tio n ; (F) I n s t i t u t i o n s o f f e r in g o c c a s io n a l c o u rse s in com m ercial e d u c a tio n . A. INSTITUTIONS PROVIDING ORGANIZED CURRICULA FOR THE TRAINING OF COMMERCIAL TEACHERS A d e f i n i t e i n d i c a t i o n t h a t an i n s t i t u t i o n i s engaged i n com m ercial te a c h e r t r a i n i n g i s th e p u b l i c a t i o n of an o rg a n iz e d c u rric u lu m f o r p r o s p e c tic e com m ercial te a c h e r s . T w enty-four of th e p r i v a t e u n i v e r s i t i e s and c o lle g e s p u b lis h such c u r r i c u l a , n in e te e n o f w hich p r e s e n t program s of stu d y o u tlin e d by y e a r s .^ Of th e s t a t e u n i v e r s i t i e s , s e v e n te e n p u b lis h c u r r i c u l a r r e q u irem e n ts f o r g ra d u a tio n and e le v e n of them have o u tlin e d - j - See Appendix A and Appendix B f o r d e t a i l e d l i s t . 55 f o u r- y e a r program s o f s tu d y . E ig h te e n o f th e t e a c h e r s 1 c o lle g e s have d e f i n i t e c u rric u lu m r e q u ire m e n ts , w ith n in e o f them g iv in g f o u r - y e a r program s o f s tu d y . S ix a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s p u b lis h c u r r i c u l a f o r th e p r e p a r a tio n o f com m ercial te a c h e r s , f i v e of them a rra n g e d by y e a r s . Four i n s t i t u t i o n s have a rra n g e d d i f f e r e n t i a t e d c u r r i c u l a f o r te a c h e r s of a c c o u n tin g , te a c h e r s of s e c r e t a r i a l s u b j e c t s , and te a c h e r s o f g e n e ra l b u s i n e s s . In a l l , s i x t y - s i x i n s t i t u t i o n s have d e f i n i t e c u r r i c u l a r re q u ire m e n ts f o r com m ercial te a c h e r s . B. INSTITUTIONS OFFERING.BOURSES IN GENERAL METHODS IN COMMERCIAL EDUCATION 1 S e v e n ty -e ig h t i n s t i t u t i o n s o f f e r c o u rse s i n g e n e ra l methods i n com m ercial e d u c a tio n , th i r t y - o n e o f them b e in g t e a c h e r s 1 c o lle g e s and tw e n ty - e ig h t, p r i v a t e c o lle g e s and u n i v e r s i t i e s . T his i s th e most f r e q u e n tly r e c u r r i n g co u rse i n com m ercial e d u c a tio n . C. INSTITUTIONS OFFERING COURSES IN METHODS IN SPECIFIC COMMERCIAL SUBJECTS.2 One hundred f i f t y - f o u r c o u rse s i n m ethods i n s p e c i f i c s u b je c ts a re p ro v id e d . Methods c o u rse s i n f o u r te e n com m ercial s u b je c ts a re g iv e n , th e most f r e q u e n t b e in g i n sh o rth a n d and ty p e w r itin g , f o r w hich f o rty - o n e and t h i r t y - n i n e c o u rse s r e s p e c tiv e ly have been a rra n g e d . In a d d i tio n to th e e ig h ty m ethods c o u rse s i n sh o rth a n d ty p e w r itin g , two s i m ila r c o u rse s a re o f f e r e d : one, ,fO rg a n iz a tio n o f S horthand M a te r ia l1 1 by n ----------------- See Appendix C f o r d e t a i l e d l i s t . 2 *See Appendix D, E , F , G, f o r l i s t s . 56 C olorado S ta te T e a c h e rs ’ C o lleg e and th e o t h e r , " M a te ria ls and T e s ts i n S tenography and T y p ew ritin g " by th e U n iv e r s ity o f Chicago* Next i n n u m e ric a l im p o rtan ce a r e c o u rse s i n m ethods of te a c h in g bookkeeping and a c c o u n tin g , tw e n ty -fo u r o f w hich a re given* There a r e s e v e n te e n c o u rs e s i n m ethods o f te a c h in g penm anship, a lth o u g h i t i s p ro b a b le t h a t th e y a r e n o t p ro v id e d p r im a r il y f o r com m ercial t e a c h e r s , b u t r a t h e r f o r te a c h e r s i n e le m e n ta ry sc h o o ls* The o th e r com m ercial s u b je c ts f o r w hich m ethods c o u rse s a re announced, r a n g in g i n number from n in e to one c o u rs e , a r e : com m ercial a r i t h m e t i c , b u s in e s s E n g lis h , s e c r e t a r i a l p r a c t i c e , ju n io r b u s in e s s t r a i n i n g , b u s in e s s law , econom ics, com m ercial g eo graphy, f i l i n g , sa le s m a n s h ip , a d v e r t i s i n g , m e rc h a n d isin g , and o f f ic e a p p lia n c e s* D. INSTITUTIONS OFFERING COURSES IN OBSERVATION AND PRACTICE TEACHING.1 F i f t y - f i v e i n s t i t u t i o n s p ro v id e o b s e rv a tio n and p r a c t i c e te a c h in g i n com m ercial s u b je c ts * In m ost o f th e s e s c h o o ls , p r a c t i c e te a c h in g i s r e q u ir e d o f c o n d id a te s f o r g r a d u a tio n . I n many c a s e s , arran g em en ts have been made w ith n e ig h b o rin g p u b lic h ig h sc h o o ls w hereby s tu d e n ts have o p p o rtu n ity to te a c h u n d er a c t u a l c o n d itio n s * T . See Appendix H. f o r l i s t . E . INSTITUTIONS.OFFERING COURSES IN ORGANIZATION, ADMINISTRATION, SUPERVISION, HISTORY, AND PRINCIPLES OF COMMERCIAL EDUCATION.1 The p re se n c e o f th e s e c o u rse s i n com m ercial te a c h e r t r a i n in g program s i s an e v id en ce o f th e growing im p o rtan ce of com m e r c ia l te a c h in g as a p ro fe s s io n * At p r e s e n t , th e r e a r e o n ly tw e n ty -se v e n such c o u r s e s , tw elv e o f w hich a r e o f f e r e d by p r i v a t e u n i v e r s i t i e s and c o lle g e s # Ten. o f th e s e c o u rs e s a r e e n t i t l e d , ” O rg a n iz a tio n and A d m in is tra tio n o f Commercial E d u c a tio n ” and one, a t th e W estern I l l i n o i s S ta te Teachers* C o lle g e , i s c a l l e d , S u p e r v i s i o n i n Commercial E d u c a tio n .” Nine c o u rse s d e a l w ith h i s t o r y and p r i n c i p l e s o f com m ercial e d u c a tio n e i t h e r i n sep a r a t e o r co m b in atio n co u rse s# At th e p r e s e n t tim e , th e i n s t i t u t i o n s engaged i n com m ercial te a c h e r t r a i n i n g a re p ro v id in g two hundred t h i r t y - o n e (231) c o u rse s i n m ethods i n com m ercial e d u c a tio n and o n ly tw e n ty -se v e n (27) c o u rse s i n o r g a n iz a tio n and p r i n c i p l e s o f com m ercial e d u c a tio n or a r a t i o o f n in e to one# I t may be arg u ed t h a t t h i s r a t i o i s a p ro p e r one, as th e l a t t e r c o u rs e s a re in te n d e d f o r a d m in is tr a to r s and s u p e r v is o rs and th e form er f o r te a c h e rs # I t would seem, how ever, t h a t a s te p i n th e d i r e c t i o n o f making com m ercial te a c h e r s more and more p r o f e s s i o n a l l y minded would be th e e x ta b lis h m e n t o f a d d i t i o n a l c o u rse s in o r g a n iz a tio n and p r i n c i p l e s o f com m ercial ed u c atio n # n ------------------ See Appendix I f o r l i s t # 58 P. INSTITUTIONS OFFERING OCCASIONAL COURSES IN COMMERCIAL EDUCATION 1 I t i s p ro b a b le t h a t th e m is c e lla n e o u s c o u rse s i n com m e rc ia l te a c h e r t r a i n i n g p r e s e n te d i n th e c o lle g e c a ta lo g s a re of more s ig n i f ic a n c e th a n any o th e r group o f c o u rse s w ith r e f e r ence to th e f u t u r e of com m ercial e d u c a tio n . Most o f them a re of p io n e e r n a tu r e and i n d i c a t e new tr e n d s i n com m ercial ed u c atio n * C ourses i n "R esearch i n Commercial E d u c a tio n 1 1 a r e now o f f e r e d by s i x i n s t i t u t i o n s w h ile seven have o rg a n iz e d m a t e r i a l f o r " C u rr ic u la f o r Commercial C o u rses1 1 . One i n s t i t u t i o n , New York U n iv e r s ity , g iv e s a c o u rse e n t i t l e d , 1 1 Survey of Commercial Oc c u p a tio n s 1 1 • The B a il Teachers* C o lleg e o f In d ia n a , P e n n sy lv a n ia announce, " T e s ts i n Commercial E d u c a tio n 11* Ten te a c h e r t r a i n in g i n s t i t u t i o n s endeavor to p ro v id e a c tu a l b u s in e s s p a r t i c i p a t i o n f o r p r o s p e c tiv e t e a c h e r s . The V ir g in ia P o ly te c h n ic I n s t i t u t e o f f e r s , " S u p e rv is io n o f Com mercial P r a c tic e i n Model O ff ic e 1 1 and Marywood C o lleg e h as a School Chamber o f Commerce f o r th e purp o se o f p ro v id in g b u s in e s s e x p e rie n c e . As th e s e m is c e lla n e o u s c o u rse s d ev e lo p and prove t h e i r w o rth , i t i s p ro b a b le t h a t more l i k e them w i l l be e s t a b l i s h e d . See A ppendix J . f o r l i s t . 59 G. SUM M ARY OF COURSES OFFERED FOR THE TRAINING OF COMMERCIAL TEACHERS S i x t y - s i x , or 47.8;$, o f th e i n s t i t u t i o n s w hich o f f e r t r a i n i n g f o r com m ercial te a c h e r s p u b lis h i n t h e i r c a ta lo g s th e c u r r i c u l a r re q u ire m e n ts f o r s tu d e n ts p r e p a r in g t o te a c h com m e rc ia l b r a n c h e s • There a re 231 c o u rse s i n m ethods o f te a c h in g th e v a rio u s com m ercial b ra n c h e s and on ly 27 c o u rse s in o r g a n iz a tio n and p r i n c i p l e s of com m ercial e d u c a tio n . I t seems t h a t th e p r o f e s s i o n a l i z a t i o n o f com m ercial te a c h in g would be advanced by th e in tr o d u c a tio n of more c o u rse s i n th e p r i n c i p l e s o f com m ercial ed u c atio n * F i f t y - f i v e i n s t i t u t i o n s p ro v id e op p o r t u n i t i e s f o r o b s e rv a tio n and p r a c t i c e te a c h in g i n th e com m e rc ia l branches* The s u g g e s tio n t h a t a l l p r o s p e c tiv e com m e rc ia l te a c h e r s be g iv e n th e v a lu a b le e x p e rie n c e o b ta in e d from p r a c t i c e te a c h in g does n o t ap p ear to be an u n re a s o n a b le one* The m ost i n t e r e s t i n g group o f c o u rse s i s th e m is c e lla n e o u s one. The c o u rse s c o n ta in e d in t h i s l i s t r e p r e s e n t th e new tr e n d s i n com m ercial e d u c a tio n . They a r e th e p io n e e rs o u t of whose p roved m a t e r i a l s f u t u r e c o u rs e s w i l l be made. I t i s hoped t h a t , as th e te a c h in g o f com m ercial s u b je c ts becomes more and more p r o f e s s i o n a l i z e d and grows away from th e Id e a t h a t com m ercial e d u c a tio n c o n s i s t s of th e t r a i n i n g o f o f f i c e c l e r k s , b e t t e r o p p o r tu n iti e s w i l l be p ro v id e d by th e d e g r e e - g r a n tin g i n s t i t u t i o n s of t h i s c o u n try f o r th e t r a i n i n g o f com m ercial t e a c h e r s . A d e t a i l e d p i c t u r e o f th e t r a i n i n g now r e q u ir e d o f com m e rc ia l te a c h e r s by th e s c h o l a s t i c i n s t i t u t i o n s o f th e U n ite d S ta te s may be drawn from an a n a ly s is of th e c u r r i c u l a p r e s c r i b - ed f o r such tr a in in g * The fo llo w in g c h a p te r w i l l p r e s e n t an a n a ly s is o f th e c u r r i c u l a r e q u ir e d toy th e f o r t y - f i v e d e g re e - g r a n tin g i n s t i t u t i o n s w hich p u b lis h i n t h e i r c a ta lo g s f o u r - y e a r c u r r i c u l a f o r th e t r a i n i n g o f com m ercial t e a c h e r s . CHAPTER V I DETAILED ANALYSIS OF FOUR-YEAR COMMERCIAL TEACHER TRAINTHG CURRICULA . A s tu d y o f c u r r i c u l a p r e s c r i b e d f o r com m ercial te a c h e r s I s o f i n t e r e s t b ecau se th e o p in io n s o f t h e i r m akers a s to th e t r a i n i n g w hich com m ercial te a c h e r s sh o u ld have a r e r e f l e c t e d t h e r e i n . Ho d o u b t, in many c a s e s , p ro c e d u re h a s b een modi f i e d , and th e th e o r y o f w hat c o n s t i t u t e s d e s ir a b le t r a i n i n g s u b o rd in a te d t o p r a c t i c a b i l i t y , b e c a u se of th e l i m i t a t i o n s o f th e i n s t i t u t i o n a n d p o s s i b l y on a c c o u n t o f la c k o f e x p e r i ence w ith problem s o f t e a c h e r - t r a i n i n g i n t h i s f i e l d . The c u r r i c u l a , t h e r e f o r e , do n o t f u l l y r e p r e s e n t th e o r y . They a r e program s i n a c t u a l use i n com m ercial te a c h e r p r e p a r a tio n * In th e p re v io u s c h a p te r a ca n v ass was made o f a l l o f f e r in g s w hich can p r o p e r ly be c l a s s i f i e d u n d er th e h e a d in g o f com m ercial te a c h e r t r a i n i n g i n e v e ry ty p e o f i n s t i t u t i o n w ith f re q u e n c ie s I n d ic a te d . The p r e s e n t c h a p te r p r e s e n t s a d e t a i l e d a n a l y s i s o f com plete program s o f com m ercial te a c h e r t r a i n i n g in i n s t i t u t i o n s p ro v id in g f o u r - y e a r com m ercial t r a i n i n g c u r r i c u l a . As th e a n a l y s i s was made on th e b a s i s o f se m e ste r u n i t s and y ear I n w hich each s u b je c t I s r e q u i r e d , i t was im p o s s i b le to in c lu d e o c c a s io n a l com m ercial c o u rs e s or s t a t e m ents o f c u r r i c u l a r re q u ir e m e n ts . The d a ta h e re p r e s e n te d in c lu d e o n ly th o se i n s t i t u t i o n s which p u b lis h f o u r- y e a r p ro grams o f s tu d y , i n d i c a t i n g year in w hich each s u b je c t i s r e q u ir e d a s w e ll as se m e ste r u n i t s a llo w e d f o r each c o u r s e . An a n a l y s i s of c u r r i c u l a on th e b a s i s o f se m ester ■units 6£ ♦required in each s u b je c t and of the y e a rs in Yrhich v a r io u s c o u rse s a r e ta k e n p r e s e n t s a d e t a i l e d p i c t u r e o f p r e s e n t p r a c t i c e and makes p o s s ib le th e c o n s tr u c tio n o f a com posite c u rric u lu m as a g u id e to improvement in p r a c t i c e * I t i s n o t argued th a t p r e s e n t p ro c e d u re i s n e c e s s a r i l y d e s ir a b le * I t a t l e a s t has th e a d v a n tag e o f b ein g p r a c t i c e and o f hav in g evo lv ed th ro u g h a t r i a l - a n d - e r r o r p ro c e s s * A knowledge o f p r e s e n t s t a t u s i s v a lu a b le a s a fo u n d a tio n upon w hich to b u ild b e t t e r program s — a p o in t o f d e p a rtu re from w hich slow ly-m oving b u t p r o g r e s s iv e s te p s tow ard p e r f e c t i o n may be ta k e n . A. PROCEDURE The c a ta lo g s o f th e one h u n d red t h i r t y - e i g h t d e g re e - g r a n tin g i n s t i t u t i o n s o f f e r i n g t r a i n i n g f o r com m ercial te a c h e r s were s e a rc h e d f o r f o u r- y e a r c u r r i c u l a and f o r l i s t s o f c u r r i c u l a r re q u ire m e n ts fo r g ra d u a tio n * The f o u r - y e a r s ta n d a rd e lim in a te d from th e s tu d y a number o f t e a c h e r s r c o l le g e s w hich o f f e r tw o-year c u r r i c u l a fo r th e t r a i n i n g of com m ercial te a c h e r s . In s e l e c t i n g and re c o rd in g d a t a , s ix c o n s id e r a tio n s were i n v o lv e d : (a) ty p e s of i n s t i t u t i o n s , (b) s u b je c t h e a d in g s , {c } a n a ly s is by y e a rs , (d) sem ester u n i t s , (e) d i f f e r e n t i a t e d c u r r i c u l a , (f) nom en clatu re* (a) Types o f i n s t i t u t i o n s . I n s t i t u t i o n s p u b lis h in g in t h e i r c a ta l o g s f o u r - y e a r c u r r i c u l a fo r com m ercial te a c h e r t r a i n ing were c l a s s i f i e d under f o u r h e a d in g s: (1} p r i v a t e u n i v e r s i t i e s and c o l l e g e s , (2) s t a t e u n i v e r s i t i e s (5) d e g r e e - g r a n tin g te a c h e r s f 63 .c o l le g e s , (4) a g r i c u l t u r a l and p u b l i c a l l y c o n t r o ll e d i n s t i t u tio n s * (b) S u b je c t h e a d in g s . The program s were a n a ly z e d u n d er s ix h e a d s , as fo llo w s : (1) g e n e r a l r e q u ir e m e n ts , i * e . , c o u rs e s r e q u ir e d of a l l c a n d id a te s for? g r a d u a tio n ; i* e * , f o u n d a tio n a l and "cu ltu ral* * s u b je c ts ; (2) f r e e e l e c t i v e s ; (3) s o c i a l s t u d i e s , in c lu d in g econom ies ( is sometim es in c lu d e d in c a ta lo g s under "commerce") (4} commerce; (5) g e n e ra l e d u c a tio n c o u rs e s ; (6) com m ercial te a c h e r t r a i n i n g c o u rse s* (c ) A n a ly s is b y y e a rs* The r e q u ire m e n ts i n each s u b je c t under th e s i x h e a d in g s were l i s t e d b y y ears* As th e p r e s c r i b ed se m ester u n i t s v a ry g r e a t l y , n o te was made o f th e number ot i n s t i t u t i o n s r e q u ir in g each course d u rin g ea ch one o f th e fo u r y e a rs an d th e ra n g e (lo^rest and h ig h e s t number o f se m ester u n i t s ) g iv e n , a s w e ll a s th e a v e ra g e number o f se m e ste r u n i t s r e q u ir e d in each s u b je c t fo r ea c h year* S im ila r d a ta were p re p a re d f o r the t o t a l number o f i n s t i t u t i o n s p u b lis h in g f o u r - y e a r program s o f study* The t o t a l number o f se m ester u n i t s r e q u ir e d in each s u b je c t was reco rd ed * (d) S em ester u n its * The b a s i s f o r th e t a b l e s th u s p r e p a re d was th e s e m e s te r u n it* I t was found n e c e s s a r y in many c a s e s to t r a n s l a t e q u a r te r u n i t s in to se m e ste r u n its * (Three q u a r t e r u n i t s a r e e q u a l t o two s e m e s te r u n i t s ) * In one c a se (Uni v e r s i t y of P e n n s y lv a n ia ), th e u n i t s were m u l t i p l i e d by two in o r d e r to o b ta in sem ester u n its * (e) D i f f e r e n t i a t e d c u r r ic u la * A s tu d y o f th e d i f f e r e n t i a t e d c u r r i c u l a f o r te a c h e r s of s e c r e t a r i a l s u b j e c t s , ac c o u n tin g , and g e n e ra l b u s in e s s showed t h a t th e y a re s im ila r 64 •in many r e s p e c ts * T h e r e f o r e , c o n s ta n t s u b j e c t s were r e c o rd e d as b e lo n g in g to one c u rric u lu m and t h e v a r i a b l e s l i s t e d a s e l e c t i v e s i n t h e i r s p e c i a l f i e l d s , I* e * , commerce, e d u c a tio n , e tc * Thus o n ly one c u rric u lu m was re c o r d e d from ea c h o f th e fo u r i n s t i t u t i o n s o f f e r i n g d i f f e r e n t i a t e d c u r r ic u la * The o n ly o p tio n n o t l i s t e d a s an e l e c t i v e was th e one p r e s e n te d b y n o rth w e s te rn U n iv e r s ity — th r e e m o n th sr b u s in e s s e x p e rie n c e o r a co u rse i n s h o rth a n d and ty p e w r itin g in an approved school* As t h i s o p tio n was e x c lu s iv e o f th e u s u a l g r a d u a tio n r e q u i r e m ents, i t was n o t re c o rd e d * ( f } Homencla f u r e * I t was n e c e s s a r y to make a few a r b i t r a r y d e c is io n s as t o nom enclature* For th e purpose o f t h i s s tu d y , i t was c o n s id e re d th a t th e d if f e r e n c e betw een “b u s in e s s law " and “ com m ercial law " was o f l i t t l e consequence* l i k e - , w is e , “economic g eo g rap h y 1 * and “ com m ercial g eo g rap h y ” w ere p u t u n d er one heading* Bookkeeping was l i s t e d w ith acco u n tin g * S t r i c t s e p a r a t i o n o f c o u rs e s a c c o rd in g t o l i t e r a l names r e s u l t s i n a b e w ild e rin g number of s u b je c ts an d d e f e a t s th e purpose o f th e i n v e s t i g a t o r who i s e n d e a v o rin g to d e te rm in e p r e s e n t p r a c t i c e w ith r e g a r d t o g r a d u a tio n re q u ire m e n ts f o r com m ercial t e a c h e r s . C om bination c o u rs e s such a s , “a d v e r t i s i n g and sa le sm a n sh ip " were p la c e d u n d e r each to p ic w ith o n e - h a lf of th e number o f se m e ste r u n its * b* F i m i m s S i x t y - s i x 1 d e g r e e -g r a n tin g i n s t i t u t i o n s p u b lis h in t h e i r 1 See Appendix A f o r com plete l i s t . 6 5 ^catalogs c u r r i c u l a r re q u ire m e n ts f o r com m ercial te a c h e r t r a i n ing* Of th e s e , fo rty -fiv e 3 - .p r e s e n t program s o f s tu d y o u t l i n e d by y ears* These program s w ere a n a ly z e d an d the r e s u l t s com p i l e d i n t o a s e r i e s of t a b l e s showing th e re q u ire m e n ts i n each s u b je c t, by y e a r s , f o r th e fo u r ty p e s o f i n s t i t u t i o n s s tu d ie d and th e t o t a l r e q u ire m e n ts i n a l l i n s t i t u t i o n s * 1* P r i v a t e u n i v e r s i t i e s an d c o lle g e s * T able V II— p r e s e n t s th e number o f tim e s each c o u rs e a p p e a rs d u rin g e a c h y e a r o f th e c u rric u lu m , th e ra n g e of sem e'ster u n i t s r e q u i r e d , an d th e a v e ra g e number o f se m ester u n i t s f o r ea ch s u b je c t* For in s t a n c e , l i n e one i s r e a d , nE n g lis h co m p o sitio n is r e q u ir e d d u rin g th e f i r s t y ear by s e v e n te e n o f th e n in e te e n p r i v a t e u n i v e r s i t i e s and c o lle g e s * The r e q u i r e d sem ester u n i t s ra n g e from f o u r to s i x and s e v e n - te n th s . The av erag e number o f se m e ste r u n i t s i s f i v e and s ix - te n th s * D uring th e second y e a r, fo u r i n s t i t u ti o n s r e q u i r e E n g lis h c o m p o sitio n , w ith a ra n g e o f from t h r e e to s ix se m e ste r u n i t s and a n av erag e o f fo u r* Only two c o u rs e s a re r e q u ir e d d u rin g t h e t h i r d y e a r; one s p e c if y in g two u n i t s and th e o t h e r , s ix ; making an a v e ra g e o f fo u r u n its * ETone o f th e p r i v a t e u n i v e r s i t i e s and c o lle g e s r e q u i r e E n g lis h c o m p o sitio n d u rin g the f o u r th y e a r . ” These d a ta c l e a r l y r e v e a l the f a c t th a t E n g lis h c o m p o sitio n i s r e q u i r e d i n th e la r g e m a jo r ity o f p r i v a t e u n i v e r s i t i e s and c o lle g e s s tu d ie d ; t h a t i t i s g e n e r a l l y a f i r s t - y e a r s u b je c t; and th a t from fo u r to s i x se m ester u n i t s a re re q u ire d * On the o th e r h an d , l i t e r a t u r e i s a se c o n d -y e a r 1 See Appendix B f o r com plete l i s t . 66 s u b j e c t , te n of th e p r i v a t e u n i v e r s i t i e s and c o lle g e s p la c in g i t i n th e second y ea r and i n d i c a t i n g an av e ra g e of fo u r and t h r e e - t e n t h s se m e ste r u n its * The f a c t t h a t some o f th e p r i v a t e u n i v e r s i t i e s and c o lle g e s a r e c o n t r o l l e d by r e l i g i o u s denom in a t i o n s i s m a n ife s te d by th e re q u ire m e n t o f B ib le s tu d y d u rin g each one o f th e fo u r y e a rs w ith a t o t a l o f te n co u rse s* In c o n t r a s t t o t h i s , n o t any o f the p u b lic i n s t i t u t i o n s s p e c if y B ib le s tu d y as p a r t o f th e cu rricu lu m * A stu d y o f th e t a b l e r e v e a l s th e m ost f r e q u e n tly s p e c i f i e d " g e n e r a l r e q u ir e m e n ts " , th e y e a rs i n which th e y u s u a l l y a r e g iv e n , and th e se m e ste r u n i t s re q u ire d * F iv e i n s t i t u t i o n s a llo w f r e e e l e c t i v e s d u rin g th e f i r s t and second y e a rs ; n in e , th e t h i r d y e a r , and tw e lv e , th e f o u r t h year* The f i r s t two y e a rs o f the c u rric u lu m a r e g e n e r a l l y ta k e n up w ith th e s u b je c ts b a s ic to c o lle g e g r a d u a tio n and hence th e re i s n o t much room f o r f r e e e l e c tiv e s * T h is f a c t i s se e n a l s o in th e number o f sem ester u n i t s p e r m itte d d u rin g each y e a rs th r e e and f i v e - t e n t h s se m e ste r u n i t s , th e f i r s t y e a r; n in e a n d t h r e e - t e n t h s , th e second y e a r; se v en , th e t h i r d y ea r (w ith a ra n g e o f from th r e e to tw enty-tw o}; an d e ig h t and s e v e n - t e n t h s , th e f o u r t h y e a r (w ith a ra n g e of from two to tw e n ty -se v e n ) * Economics i s the m ost f r e q u e n tly r e c u r r i n g o f th e s o c i a l s t u d i e s w ith h i s t o r y ta k in g second p la c e . A ccounting h o ld s th e c h i e f p la c e among com m ercial su b j e c t s ; t h i r t e e n p r i v a t e u n i v e r s i t i e s r e q u ir in g i t in th e f i r s t y e a r , w ith an a v e ra g e of f i v e and n in e - te n th s se m e ste r u n i t s ; 6? and t h i r t e e n , th e second year w ith s i x and n i n e - t e n t h s se m e ste r u n i t s a s th e mean* I t w i l l a l s o he n o te d t h a t c e r t a i n com m e rc ia l s u b j e c t s such a s , " b u s in e s s o r g a n iz a tio n and o f f i c e m anagem ent", " f in a n c e " , " m a rk e tin g " , " a d v e r t i s i n g " , "salesm an sh ip " a re r e s e r v e d f o r the l a t e r y e a rs o f the course* E d u c a tio n c o u rs e s a re i n v a r i a b l y g iv e n d u rin g the l a t t e r p a r t o f th e ' c u rric u lu m — one s u b je c t o n ly , " in t r o d u c tio n to te a c h in g " , b ein g g iv e n d u rin g th e f i r s t y e a r . C ourses in com m ercial e d u c a tio n a r e m entioned in a few in s ta n c e s o n ly , th e one e x c e p tio n b e in g , " g e n e r a l m ethods in com m ercial e d u c a tio n " w hich i s r e q u ir e d by e i g h t of the p r i v a te c o lle g e s and u n i v e r s i t i e s * There a r e no e l e c t i v e s in com m ercial e d u c a tio n . I t i s e v i d e n t l y t r u e t h a t t h i s i s due to th e f a c t th a t so few c o u rse s in com m ercial e d u c a tio n a re o f f e r e d . When th e y a r e g iv e n , th e y a r e u s u a l l y r e q u ir e d of p r o s p e c tiv e com m ercial te a c h e rs * (Here i n s e r t T ab le V II) 2 . S t a t e u n i v e r s i t i e s . An e x a m in a tio n o f T ab le V I I I shows t h a t a l l e le v e n o f th e s t a t e u n i v e r s i t i e s which p ro v id e f o u r - y e a r program s o f s tu d y f o r com m ercial te a c h e f s r e q u ir e E n g lish c o m p o sitio n d u rin g th e f i r s t year w ith an a v e r age o f f iv e and tw o - te n th s se m e ste r u n its * Three of them r e q u ir e a d d i t i o n a l work in E n g lish co m p o sitio n d u rin g th e second y e a r . E ig h t o f th e e le v e n s t a t e u n i v e r s i t i e s r e q u i r e p h y s ic a l e d u c a tio n , h y g ie n e , or m i l i t a r y t r a i n i n g d u rin g th e f i r s t y e a r and seven d u rin g th e se co n d y e a r . The a v e ra g e number o f u n i t s i s th r e e and f i v e - t e n t h s . T h is number o f se m e ste r u n i t s i s 68 TABLE V I I SEMESTER UNITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY NINETEEN PRIVATE COLLEGES AND UNIVERSITIES nrn . i a M - 1 . i - n* M ai . YEARS I I I I I I IV S u b je c ts k>. Range Mean No, Range Mean No. Range Mean No. Range Mean GENERAL REQUIREMENTS: E n g lis h Comp. L 7 4 -6 .7 5 .6 4 3-6 4 .0 2 2-6 4 .0 0 0 .0 L i t e r a t u r e 1 4 .0 10 3-6 4 .3 2 2 -2 .7 2 .3 2 2-6 4 .0 S peech 1 4 .0 2 1 -4 2 .5 1 2 .7 2 3 .3 S c ie n c e 4 4 -1 2 8 .0 4 6-10 7 .7 0 0 .0 0 0 .0 F o r. Language 9 6-10 6 .9 7 6-10 6 .6 1 1 0 .0 0 0 .0 Gen*1 .P sy ch . 1 3 .5 7 2-6 3 .8 3 2— 4 3 .0 1 2 .0 M athem at i c s 3 3-6 5 .0 0 0 .0 0 0 .0 0 0 .0 M isc e lla n e o u s r O r ie n ta tio n 4 1 -2 1 .7 0 0 .0 0 0 .0 0 0 .0 B ib le 3 2 -4 2 .7 3 2 .7 -6 4 .2 2 1 .3 -2 1 .7 2 1 .3 -6 3 .7 P h ilo s.& L o g . 0 0 .0 0 0 .0 0 0 .0 3 2 -3 2 .7 P h y s. E duc• M il.T r.& H yg. L 2. i 2 .0 8 2— 4 2 .2 2 2 .0 1 2 .0 S p e c if ie d - E le c tiv e s 1 4 .0 1 4 .0 0 0 .0 0 0 .0 FREE ELECTIVES 5 1-8 3 .5 5 5-11 9 .3 9 3-22 7 .0 12 2 -2 ’r 8 .7 SOCIAL STUDIE 3: Econom ics 9 3 -9 5 .5 7 4 -6 4 .7 7 3 -1 3 . 3 5 .7 4 3 - 6 .rr 3 .9 P o l.S c ie n c e 1 4 .0 0 0 .0 1 1 .3 2 2-3 2 .5 S o c io lo g y 0 0 .0 2 3-6 4 .5 1 3 .0 4 4 -6 5 .5 H is to r y 6 6 .0 3 3-4 3 .5 4 2 .3 -6 3 .8 1 2 .0 E l e c tiv e s in - S o c ia l S tu d ie r© 0 .0 0 0 .0 2 4 -6 .7 5 .4 0 0 .0 COM MERCE: A cco u n tin g L 3 1 .3 -1 0 5 .9 13 2 .7 -1 16.9 2 6-8 6 .5 3 4 -l; ! 7 .0 S h o rth an d 4 4 -6 4 .7 9 2-1 0 5 .4 11 2-10 6 .1 3 1-6 3 .0 T y p e w ritin g 5 2 -6 4 .1 4 2-5 3 .5 9 1-5 3 .6 1 3 .0 Com1! Law 2 2 -5 3 .5 6 3-6 4 .5 6 2 -6 .7 5 .1 7 2-6 3 .9 B u s.O rg .an d O ffic e M gt. 0 0 .0 1 4 .0 8 2-6 3 .2 5 2-6 3 .7 F in a n c e 0 0 .0 3 2-3 2 .7 4 2 .7 -3 2 .9 6 2-9 3 3 .5 Com’ 1 Geog. 6 2 -6 .7 4 .2 0 0 .0 5 3-6 3 .6 0 0 .0 O ffic e a n d - S e c .P r a c tic e 0 0 .0 2 1 .7 - 4 2 .9 1 1 .0 6 1 .3 -: .0 4 .9 B u s.E n g lis h 2 4 .0 4 2 -4 2 .5 2 4 -6 5 .0 3 2-3 2 .6 Com1! Math 6 2-6 4 .5 0 0 .0 3 2 -2 .7 2 .5 0 0 .0 M ark etin g 0 0 .0 0 0 .0 2 3 .0 0 0 .0 A d v e rtis in g 0 0 .0 0 0 .0 1 3 .0 2 1 .5 -; 1 .8 S alesm an sh ip 0 0 .0 1 2 .0 1 3 .0 2 1 .5 -; > 1 .8 T r a n s p o r ta tic 10 0 .0 0 0 .0 0 0 .0 1 2 .0 S t a t i s t i c s 0 0 .0 0 0 .0 0 0 .0 1 4 .0 B u sin ess Exp. 0 0 .0 1 3 weeks 0 .0 2 4 .0 0 0 .0 TABLE V I I (conf *d) SEMESTER UNITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY NINETEEN PRIVATE COLLEGES AND UNIVERSITIES - YEARS I I I i i i IV S u b je c ts To. Rang< Mean No, Range Mean No. Range Mean No, Range Mean COM M ERCE^ ; rd) H is t, o f Comm.. 0 0 .0 0 0 .0 2 2 .0 0 0 .0 M iscellan eo u s 1 Spel! . 1 .0 1 Com* 1 1 B us. 1 C .S e r , 2 .0 O ccup. 2 .0 P s y c h . 2 .0 1 F o r . Ti .2 .0 1 Mgr. Us 3 1 B us. R ecord s 3 .0 P sy ch . 2 .0 E l e c tiv e s in- Commerce 1 6-8 7 .0 3 6-12 8 .7 2 2-5 3 .5 2 4 -6 5 .0 EDUCATION: P r i n s . o fE d u c, 0 0 .0 1 3 .3 2 2-5 3 .5 3 1 .3 -3 1 .9 In tro .to T c h n { 1 2 .0 £ 3 .0 6 2-3 2 .4 0 0 .0 P h ilo s.o fE d u < 0 0 .0 0 0 .0 0 0 .0 1 1 .3 S eco n d ary - E d u c a tio n 0 0 .0 0 0 .0 3 2-3 2 .4 3 2 -2 .7 2 .2 E d u c.P sy ch . 0 0 .0 3 3 -3 .3 3 .1 4 2-3 2 .7 2 2 -3 2 .5 , T e sts andMeaj .0 0 .0 0 0 .0 2 1-2 1 .5 2 3 .0 E. S. M ethods 0 0 .0 0 0 .0 1 3 .0 3 3 -4 3 .4 E duc.G uid. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 l i s t .o f E d u c . 0 0 .0 1 3 .3 6 2 .7 -3 2 .8 1 1 .5 Adm. andSupvr 0 0 .0 0 0 .0 3 1-2 1 .7 3 2 -3 .3 2 .7 E d u c .S o c io l. 0 0 .0 0 0 .0 0 0 .0 2 6 .0 V o c a tio n a l E 0 0 .0 0 0 .0 0 0 .0 0 0 .0 P r a c t i c e - T eaching 0 0 .0 1 4 .0 5 3 -4 3 .6 10 3-10 4 .6 M iscellaneous 0 0 .0 0 0 .0 0 0 .0 0 0 .0 E le c tiv e s in* E d u catio n 0 0 .0 0 0 .0 3 4 -6 5 .0 2 6 .0 COM M ERCIAL E 3 U C A ,' ?I0N: Methods i n - UommercialEdi c . : G en eral 0 0 .0 0 0 .0 2 2 -2 .7 2 .3 6 2-6 3 .3 S h o rth an d 0 0 .0 1 2 .0 1 2 .0 1 1 .0 T y p e w ritin g 0 0 .0 1 4 .0 2 1 -2 1 .5 1 1 .0 A cco u n tin g 0 0 .0 1 4 .0 0 0 .0 1 4 .0 Penm anship 1 2 .0 0 0 .0 2 2 .0 0 0 .0 I f f i c e a n d - S e c .P ra c tic e 0 0 .0 0 0 .0 0 0 .0 2 2 -4 3 .0 M isc. 0 0 .0 0 0 .0 0 0 .0 2 2 .0 I n tr o , t o - Uom*l.Educ. 0 0 .0 2 2 .0 0 0 .0 0 0 .0 P rin s .o fC .E . 0 0 .0 0 0 .0 2 2 .0 0 0 .0 l i s t . o f C . E . 0 0 .0 1 2 .0 0 0 .0 0 0 .0 lu r r ic .i n C .E , 0 0 .0 0 0 .0 1 2 .0 0 0 .0 Tests& M .inC.I .0 0 .0 0 0 .0 0 0 .0 1 2 .0 M iscellaneous 0 J 0 .0 0 0 .0 IP 0 .0 0 0 .0 70 ^higher th a n th a t s p e c i f i e d by p r i v a t e c o lle g e s and u n i v e r s i t i e s , i . e . , two* T his f a c t i s ac co u n ted f o r by th e re q u ire m e n t o f m i l i t a r y t r a i n i n g f o r th e men in th e s t a t e u n i v e r s i t i e s ; m i l i t a r y t r a i n i n g c a rr y in g a h ig h e r number o f se m e ste r u n i t s th a n p h y s i c a l e d u c a tio n . " S p e c if ie d e l e c t i v e s " p la c e d i n th e t a b l e w ith " g e n e r a l re q u ire m e n ts " r e f e r s to s i t u a t i o n s in which th e c u r r i c ulum s p e c i f i e s a c h o ic e betw een two s u b je c ts , such a s " s c ie n c e or m a th e m a tic s" . As i n th e p r i v a t e u n i v e r s i t i e s and c o l le g e s , th e f r e e e l e c t i v e s in th e s t a t e u n i v e r s i t i e s a r e more f r e q u e n t l y allo w ed d u rin g th e l a t t e r y e a rs o f th e cu rricu lu m * The s i t u a t i o n w ith r e g a r d t o th e s o c i a l and com m ercial s t u d i e s i s v e ry s i m i l a r to u t h a t o f th e p r i v a t e u n i v e r s i t i e s and c o l l e g e s . E d u c a tio n c o u rs e s a r e r e q u ir e d d u rin g th e l a t t e r y e a rs of th e c u rric u lu m . The one o u ts ta n d in g re q u ire m e n t in edu c a tio n i s " p r a c t i c e te a c h i n g " . N ine o f th e e le v e n s t a t e u n i v e r s i t i e s s p e c if y p r a c t i c e te a c h in g d u rin g th e l a s t y ear of th e c o u rs e ; t h r e e , d u rin g th e t h i r d y e a r; and one, in th e second year* . The f a c t t h a t th e re a r e more c o u rs e s th a n i n s t i t u t i o n s is due to th e in c lu s io n o f c o u rs e s in " o b s e rv a tio n " and " o b s e rv a tio n and p r a c t i c e te a c h in g " w ith " p r a c t i c e te a c h in g " . T h is i s o b v io u sly a l a s t - y e a r course and c a r r i e s an a v e ra g e of fo u r and s i x - t e n t h s s e m e ste r u n i t s . N ine of th e s t a t e u n i v e r s i t i e s g iv e c o u rs e s in " g e n e r a l m ethods i n com m ercial e d u c a tio n " . As i s th e case w ith th e p r i v a t e u n i v e r s i t i e s and c o l le g e s , t h i s i s th e o u ts ta n d in g s u b je c t i n com m ercial e d u c a tio n . (Here in s e r t T able V III) 71 3* T e a c h e rs 1 c o lle g e s * The t e a c h e r s 1 c o l le g e s , l i k e th e p r i v a t e u n i v e r s i t i e s and c o l le g e s and th e s t a t e u n iv e r s i t i e s , r e q u i r e E n g lis h c o m p o sitio n d u rin g th e f i r s t y ear w ith a n .a v e r a g e number of se m e ste r u n i t s o f f i v e and one- te n th * S ix o f them s p e c if y E n g lis h c o m p o s itio n d u rin g th e second y ea r w ith an av erag e of one and e i g h t - t e n t h s se m e ste r u n its * In some c a s e s , th e se c o n d -y e a r c o u rs e s a r e r e q u ir e d in a d d i t i o n to th e f i r s t - y e a r work* -F iv e o f th e n in e t e a c h e r s 1 c o lle g e s s tu d ie d r e q u ir e "speech** d u rin g th e second year* F o re ig h lan g u ag e i s n o t a re q u ire m e n t i n any o f th e t e a c h e r s 1 c o lle g e s * T h is s i t u a t i o n i s i n c o n tr a s t w ith t h a t o f th e p r i v a t e u n i v e r s i t i e s and c o l l e g e s , a p p ro x im a te ly o n e - h a lf o f which r e q u ir e th e s tu d y o f a f o r e ig n la n g u a g e , a s do e ig h t o f th e e le v e n s t a t e u n i v e r s i t i e s * H is to r y and econom ics show a n e q u a l number o f c o u rs e s i n t e a c h e r s 1- c o l l e g e c u r r ic u la * Economics o c c u rs m ost f r e q u e n tly d u rin g th e t h i r d and f o u r t h y e a r s , u n lik e th e f i r s t and seco n d y e a r p la cem en t in th e p r i v a t e and s t a t e u n i v e r s i t i e s * A c c o u n tin g , sh o rth a n d and ty p e w r itin g le a d among com m e r c ia l s tu d ie s * A cco u n tin g i s g iv e n d u rin g th e f i r s t and second o r second and t h i r d y ears* S horthand i s p la c e d in th e f i r s t and second y e a rs a s i s i t s companion s u b j e c t , ty p e w ritin g * In most c a s e s , few er se m e ste r u n i t s a r e g iv e n f o r th e stu d y o f ty p e w r itin g , due to the f a c t t h a t i t i s n o t a p re p a re d s u b je c t* One i n s t i t u t i o n , how ever, g iv e s e i g h t u n i t s f o r one TABLE V I I I SEMESTER DITITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY ELEVEN STATE UNIVERSITIES ... “ ■ YEARS I I I > I I I IV S u b je c ts No. Range Mean No J Range vr ^eart No ► Range Mean- Nol Range Mean GENERAL REQUIREMENTS: E n g lis h Comp. 11 3 .3 - 6 5 .2 3 •2-6 3 .3 0 0 .0 0 0 .0 L i t e r a t u r e 2 2 .0 5 2— 6 3 .5 1 4 .0 0 0 .0 Speech 0 0 .0 0 0 .0 0 0 .0 0 0 .0 S c ie n c e 5 3 .3 - 8 6 .0 2 3 .3 -1 0 6 .7 1 2 .0 0 0 .0 F o r.L an g u ag e 8 6-10 7 .0 5 6-8 6 .4 0 0 .0 0 0 .0 Genr l P sy c h . 1 2 .0 5 3 -6 4 .4 5 ;2-6 3 .9 1 3 .0 M athem atics 1 8 .0 1 6 .0 0 0 .0 0 0 .0 M isc e lla n eo u ; s: P h ilo lo g y 1 2 .0 0 0 .0 0 0 .0 0 0 .0 E v o lu tio n 0 0 .0 0 0 .0 1 2 .0 0 0 .0 P h y s .E d u c .- M il.T r.& H yg. 8 1 .7 - 4 . 7 3 .5 7 1 .7 -4 3 .0 2 2 .0 2 2 .0 S p e c if ie d - E l e c tiv e s 4 6-8 7 .5 1 6 .0 0 0 .0 0 0 .0 FREE - ELECTIVES 3 C D 1 H 9 .0 4 4 -1 2 8 .9 6 2 .7 -1 6 8 .0 5 2-1 4 9 .0 SOCIAL STUDII IS : - Econom ics 2 3 .3 -6 4 .7 10 3— 8 5 .5 3 2 -4 5 .3 2 4 -1 2 8 .0 P o l. S c ie n c e 3 6 .0 1 6 .0 2 3 -6 4 .5 2 6 .0 S o c io lo g y 0 0 .0 3 3 - 3 .3 3 .1 0 0 .0 0 0 .0 H is to r y 6 3 .3 -6 5 .1 2 3 .3 -6 4 .7 2 3 .0 0 0 .0 E le c tiv e s - 1 6 .0 1 6 .0 0 0 .0 0 0 .0 In S o c ia lS tu d n 3 S C O M M ER C ES A ccounting 3 3 -6 5 .0 7 3 - 6 .7 5 .4 6 6 .0 0 0 .0 S h o rth an d 1 6 .0 4 6 .0 3 6 .0 1 6 .0 T y p e w ritin g 2 4— 6 5 .0 2 4— 6 5 .0 1 6 .0 1 4 .0 Com*l Law 0 0 .0 1 6 .0 6 2 -6 5 .0 4 3 -6 4 .5 B u s.O rg .an d O ffic e M gt. 1 6 .0 2 .7 - 3 1 .9 4 2 -6 4 .3 7 3-10 4 .9 F in an ce 1 3 .0 2 0— 3 . o 3 .2 6 2 -6 4 .3 1 6 .0 Com*! Geog. 5 3 - 6 .7 4 .8 1 3 .0 4 3 -6 3 .8 0 0 .0 O ffic e an d - 3 e c .P r a c tic e 0 0 .0 0 0 .0 0 0 .0 1 6 .0 Bus. E n g lis h 0 0 .0 2 2 -4 3 .0 3 4 -6 4 -7 0 0 .0 Com’ l Math# 1 3 .0 1 3 .0 0 0 .0 0 0 .0 M ark etin g 0 0 .0 0 0 .0 3 2 -3 2 .7 0 0 .0 A d v e rtis in g 0 0 .0 0 0 .0 0 0 .0 1 6 .0 S alesm an sh ip 0 0 .0 0 0 .0 0 0 .0 1 4 .0 T ra n sp o rt a t i<; lO 0 .0 0 0 .0 2 2 -3 2 .5 0 0 .0 S t a t i s t i c s 0 0 .0 2 3 .3 - 4 3 .7 1 3 .0 1 6 .0 B u sin e ss - Ehqoerience 0 0 .0 0 , 0 .0 0 0 .0 0 0 .0 TABLE T i l l ( c o n t ' d ) SEMESTER UNITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY ELEVEN STATE UNIVERSITIES ................1 1 Y E A R S X IT z a r * S u b je c ts No. Range Mean No, Range Mean NO. Range Mean m . Rang i Mean COM M ERCE! coni *d) H is t .ofComm. 0 0 .0 0 e.o 0 0 .0 0 0 .0 M iscellan eo u s; 0 0 .0 2 1 .3 -6 3 .7 1 3 .0 4 2 -3 2 .4 E l e c tiv e s in-. Commerce 0 0 .0 1 4 .0 2 6 .0 3 4 -1 2 8 .0 EDUCATION: P rin s .o fE d u c 2 .1 7 -2 1 .3 0 0 .0 2 2 -3 2 .5 1 2 .0 In tro .to T c h n g .1 2 .0 0 0 .0 0 0 .0 0 0 .0 P h ilo so p h y o:. -E d u c a tio n 0 0 .0 0 0 .0 0 0 .0 0 0 .0 S eco n d ary - E d u c a tio n 0 0 .0 0 0 .0 5 2 -3 2 .6 4 3 .0 Educ .P sych* 0 0 .0 0 0 .0 6 2 -4 3 .2 1 3 .0 T e s ts and- M easurem ent s 0 0 .0 0 0 .0 0 0 .0 0 0 .0 H igh S c h o o l- M ethods 0 0 .0 0 0 .0 0 0 .0 4 2 -3 .3 2 .6 E d u c.G u id . 0 0 .0 0 0 .0 0 0 .0 3 2 -2 .7 2 .2 H i s t , o f Educ .0 0 .0 1 4 .0 5 2 -6 4 .0 0 0 .0 Adm.and Supvi .0 0 .0 0 0 .0 1 2 .0 1 2 .0 E d u c .S o c io l. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 V o c a tio n a l E, 1 0 .7 0 0 .0 1 2 .0 0 0 .0 P r a c t i c e - T each in g 0 0 .0 1 2 .0 3 2-4- 3 .1 9 2-14 4 .6 M isc e lla n e o u s 0 0 .0 0 0 .0 0 0 .0 0 0 .0 E le c tiv e s in - E d u c a tio n 0 0 .0 0 0 .0 0 0 .0 1 6 .0 C O M M 3 S R C IAL -E E 3C A -»I0N: M ethods i n - C om m ercial :Ed 1 C * G en eral 0 0 .0 0 0 .0 1 3 .0 8 2 -6 3 .9 S h o rth an d 0 0 .0 0 0 .0 0 0 .0 0 0 .0 T y p e w ritin g A cco u n tin g 0 0 0 .0 0 .0 0 0 0 .0 0 .0 0 0 0 .0 0 .0 0 1 0 .0 2 .0 Penm anship 1 0 .7 0 0 .0 0 0 .0 0 0 .0 O ffic e an d - S e c . P r a c . 0 0 .0 0 0 .0 0 0 .0 0 0 .0 M isc. 0 0 .0 0 0 .0 0 a.o 1 Econ. 3 .0 I n t r o , t o - Com*l E duc. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 P r in s .o f C .E . 0 0 .0 0 0 .0 0 0 .0 2 2 .0 H is t.o f C .E . 0 0 .0 0 0 .0 0 0 .0 0 0 .0 C u r r ie , in C . it!. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 T e s ts and Meas. i n - Coxnt l.E d u c . 0 0 .0 0 0 .0 0 0 .0 0 0 .0 ilis c . 0 0 .0 0 0 .0 0 0 .0 0 0 .0 y e a r f s work and th e av erag e number of se m e ste r u n i t s f o r th e f i r s t y ear is f i v e and o n e - te n th w h ile sh o rth a n d c r e d i t s a v e r age f iv e and s i x - t e n t h s * In th e second y e a rs , how ever, th e a v e ra g e c r e d i t f o r s h o rth a n d i s f i v e and t h r e e - t e n t h s and f o r ty p e w r itin g , t h r e e and f i v e — te n th s * Commercial Law a p p e a rs t e n tim es d u rin g th e t h i r d year* The f a c t t h a t th e re a re more c o u rs e s th an i n s t i t u t i o n s i s e x p la in e d by the f a c t t h a t in th e same i n s t i t u t i o n , two o r more law c o u rse s may he r e q u ir e d ; such a s , " th e law o f c o n t r a c t s " and " r e a l e s t a t e law ” • C ourses i n b u s in e s s o r g a n iz a tio n , b u s in e s s a d m in is t r a tio n , and o f f i c e man agement w ere grouped u n d e r one h ead in g * Seven of them a re r e q u ir e d d u rin g th e l a s t y ear w ith an a v e ra g e number of se m e ste r u n i t s of th r e e and tw o -te n th s* F iv e c o u rs e s in com m ercial g eog- A ra p h y are g iv e n d u rin g th e f i r s t y ea r w ith a n av e ra g e of th r e e and s e v e n - te n th s se m e ste r u n i t s . O ffic e and s e c r e t a r i a l p r a c t i c e c o u rs e s a r e s c a t t e r e d d u rin g th e f o u r y e a rs w ith th e p eak o f fo u r c o u rs e s a p p e a rin g in th e t h i r d year* I t i s no doubt tru e th a t th e i n s t i t u t i o n s o f f e r i n g o f f i c e p r a c t i c e d u r in g th e f i r s t y ear r e q u i r e a knowledge o f sh o rth a n d and ty p e w r itin g f o r en tr a n c e t o th e com m ercial te a c h e r t r a i n i n g cu rricu lu m * I t i s to be e x p e c te d t h a t t e a c h e r s ’ c o lle g e s r e q u i r e a l a r g e r p r o p o r tio n o f c o u rs e s in e d u c a tio n th a n do th e p r i v a t e and s t a t e i n s t i t u t i o n s * T h is i n v e s t i g a t i o n b e a r s out such e x p e c ta tio n * There a r e t h i r t e e n c o u rs e s in o b s e r v a tio n and p r a c t i c e te a c h in g among th e n in e t e a c h e r s ’ c o lle g e s s tu d ie d * E ig h t o f them a re r e q u ir e d d u rin g th e f o u rth y e a r w ith an a v e ra g e o f seven and th r e e - te n th s se m e ste r u n its * 75 E ig h t e d u c a tio n c o u rse s a p p e a r d u rin g the f i r s t y e a r in : p r i n c i p l e s o f e d u c a tio n , i n t r o d u c t io n to te a c h in g , e d u c a tio n a l p sy c h o lo g y , h i s t o r y o f e d u c a tio n , v o c a tio n a l e d u c a tio n , a d o le s c e n t p sy c h o lo g y , a n d h e a lth e d u c a tio n . T his s i t u a t i o n i s in c o n t r a s t w ith th e c u r r i c u l a of th e p r i v a t e and s t a t e u n i v e r s i t i e s w hich g iv e p r a c t i c a l l y no e d u c a tio n c o u rse s d u rin g th e f i r s t y e a r. The m ost f r e q u e n tly r e c u r r i n g edu c a tio n c o u rse s in th e t e a c h e r s 1 c o lle g e s a r e : se co n d ary e d u c a tio n w ith th e peak d u rin g th e t h i r d year and an a v e r age of two and s e v e n - te n th s se m ester u n i t s ; e d u c a tio n a l p sy c h o lo g y , i n th e seco n d and t h i r d y e a r s , w ith an a v e ra g e betw een th r e e and fo u r s e m e ste r u n i t s ; a d m in is t r a tio n and s u p e rv is io n ¥ /ith fo u r c o u rs e s a p p e a rin g d u rin g th e l a s t y ear w ith an av erag e o f two and s e v e n - te n th s se m e ste r u n i t s . The m is c e lla n e o u s c o u rse s in c lu d e : e d u c a tio n a l b io lo g y , c lassro o m m anagem ent, a d o le s c e n c e , th e c u rric u lu m , r e s e a r c h , e x t r a - c u r r i c u l a r a c t i v i t i e s , and ju n io r h ig h s c h o o l. S p e c ia l m ethods i n com m ercial s u b je c ts le a d g e n e r a l m ethods in th e t e a c h e r s 1 c o l l e g e s . There a r e fo u r c o u rs e s each in m ethods o f te a c h in g s h o r th a n d , ty p e w r itin g , penman sh ip and o n ly two c o u rs e s in g e n e ra l m eth o d s. There a re th r e e c o u rs e s i n p r i n c i p l e s of com m ercial e d u c a tio n and two in t e s t s and m easurem ents i n commercial e d u c a tio n . W hile t h i s p r o p o r tio n i s s m a ll, i t i s l a r g e r th a n t h a t found i n th e p r i v a t e u n i v e r s i t i e s and c o l le g e s and s t a t e u n i v e r s i t i e s . (Here i n s e r t T able IX) 76 TABLE IX SEMESTER Ill'llTS REQUIRED IK THE COMMERCIAL TEACHER TRAINING CURRICULA BY NINE DEGREE-GRANTING TEACHERS* COLLEGES i YEARS I I I > I I I i v S u b je c ts No. Range Mean No Range Mean No] Range Mean No Range Mean GENERAL REQUIREMENTS : E n g lis h Comp. 7 2 .7 -6 5 .1 6 1-3 1 .8 0 0 .0 0 0 .0 L i t e r a t u r e 2 2 .7 -4 3 .4 2 2 .7 -3 2 .9 2 6 .8 7 .0 1 4 .0 Speech 0 0 .0 5 1-3 1 .6 0 0 .0 1 1 .3 S c ie n c e 5 2-8 3 .3 1 8 .0 0 0 .0 0 0 .0 F o r . Language 0 0 .0 0 0 .0 0 0 .0 0 0 .0 Gen*I P sjrch. 2 2 .0 2 2 .7 -3 2 .9 0 0 .0 0 0 .0 M athem atics 0 0 .0 0 0 .0 0 0 .0 \° 0 .0 M isc e lla n e o u s \ O r ie n ta tio n 1 2 .0 0 0 .0 0 0 .0 0 0 .0 M usic 1 0 .7 1 0 .7 1 0 .7 2 .7 -1 3 1 .0 1 L ib ra ry T ech. 1 .5 1 A rt 1 .3 P h y s. E duc. - M il.T r.& Hyg. 5 .7 -2 1 .6 3 .7 -2 1 .3 1 2 .0 1 2 .0 S p e c if ie d - E l e c tiv e s 0 0 .0 1 4 .0 1 6 .0 1 1 5 .0 FREE ELECTIVES 3 4 -8 5 .7 4 3 -9 .3 6 .7 4 5 .3 -1 4 8 .3 6 4-1 6 1 0 .5 SOCIAL STUDIES Econom ics 0 0 .0 2 3 -5 .3 4 .2 6 2-8 4 .1 4 2 -6 3 .2 P o l* S c ie n c e 0 0 .0 1 4 .0 1 3 .0 1 2 .0 S o c io lo g y 2 2 .7 0 0 .0 1 2 .7 2 2 .7 -4 3 .3 H is to r y 5 2 .7 -6 3 .9 3 2 .7 -6 3 .8 3 2 .7 -6 4 .2 1 4 .0 E le c tiv e s i n - S o c ia lS tu d ie s 0 0 .0 0 0 .0 0 0 .0 0 0 .0 COM M ERCE; A c co u n tin g 4 4 -8 5 .4 9 2 .7 -8 5 .7 5 2 .7 -8 3 .7 2 2 -4 3 .0 S h o rth an d 5 3-10 5 .6 4 3-8 5 .3 1 1 .0 -1 1 .0 T y p e w ritin g 7 2-8 5 .1 3 2 .7 -4 3 .5 2 1-2 1 .5 2 1 .3 -3 2 .5 Com*l Law 0 0 .0 5 2-8 3 .7 10 2 -4 3 .3 2 2 -3 2 .5 B us. Org. and O ffic e Mgt* 0 0 .0 1 3 .0 2 2 -4 3 .0 7 2-8 3 .2 F in an ce 0 0 .0 2 1 .3 1 3 .0 1 2 .0 Com*l Geog. 5 2 .7 -7 3 .7 1 3 .0 0 0 .0 2 2 .7 O ffic e an d - S ec. P r a c t i c e 3 2 -4 .7 2 .9 1 4 .0 4 3 -5 .3 3 .7 3 2 .7 -6 .7 3 .4 B u sin e ss Eng. 1 6 .0 0 0 .0 3 2 -2 .7 2 .2 0 0 .0 Com*l M ath. 4 2 .7 -6 2 .2 7 2 -3 2 .7 0 0 .0 0 0 .0 M ark etin g 0 0 .0 0 0 .0 0 0 .0 1 4 .0 A d v e rtis in g 0 0 .0 0 0 .0 1 2 .7 2 2 -2 .7 2 .3 S alesm an sh ip 0 0 .0 1 4 .0 2 1 -2 .7 1 .9 1 2 .7 T r a n s p o r ta tio r 0 0 .0 0 0 .0 0 0 .0 1 4 .0 S t a t i s t i c s 0 0 .0 0 0 .0 1 2 .7 0 0 .0 B u sin e ss- E x p erien ce 0 0 .0 0 0 .0 0 0 .0 0 0 .0 , 77 TABLE- IX (c o n t* d ) SEMESTER UNITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY NINE DEGREE-GRANTING TEACHERS* COLLEGES - YEARS I I I I l l IV S u b je c ts No. Range Mean No. Range Mean ! No, Range Mean No. Range Mean CO M M ERCE fcozr •d) H i s t , o f C om m . 0 0 .0 0 0 .0 0 0 .0 0 0 .0 M isc e lla n e o u s Penm anship 1 1 .0 0 0 .0 0 0 .0 0 0 .0 B us. P sy ch . 1 3 .3 0 0 .0 0 0 .0 0 0 .0 , E le c tiv e s i n - Commerce 0 0 .0 0 ■ ■ 1 °.\ o i 1 4 .0 4 2 .7 -4 3 .2 EDUCATION: P r i n s . o f Educ 1 2 .0 0 0 .0 1 2 .7 0 0 .0 I n t r o . to T ch n g , 2 1 .5 1 3 .0 0 0 .0 0 0 .0 P h i l o s . ofEduc 0 0 .0 0 0 .0 1 3 .3 1 2 .7 S e c o n d ary - E d u c a tio n 0 0 .0 1 2 .0 4 2 -3 2 .7 1 3 .0 Educ. P sy c h . 1 2 .0 2 2-6 4 .0 3 2 .7 -3 2 .9 0 0 .0 T e s ts & M eas. 0 0 .0 2 2-3 2 .5 0 0 .0 0 o;o H .S . M ethods 0 0 .0 0 0 .0 2 2 .0 1 2 .7 Educ. Q uid. 0 0 .0 0 0 .0 0 0 .0 1 2 .7 H i s t , o f Educ, 1 2.0 0 0 .0 2 2 .7 - 3 .[ . 3 .0 0 0 .0 Adm.&Supvr. 0 0 .0 0 0 .0 1 2 .0 4 2 -3 2 .7 Educ. S o c io l. 0 0 .0 1 3 .3 0 0 .0 1 3 .0 V o c a tio n a l E. 1 3 .0 0 0 .0 0 0 .0 0 0 .0 P r a c t i c e - T each in g 0 0 .0 1 0 .7 4 4 -8 5 .0 8 4-1 2 7 .3 M isc e lla n e o u s 3 A d o le s. 2 .0 2 Educ. 2 .5 5 A dolesc 5 le s e a r 3h 2 .0 P sy c h . B io l. C u rri c • 2 .6 3 x tra - J • H e a lth E. CR Mgt Jr.H .S 9 E le c tiv e s i n - E d u c a tio n 0 0 .0 0 0 .0 0 0 .0 0 O • o COM MERCIAL EDI C A TION: Methods i n - X Com * 1. E duc. : G en eral 0 0 .0 1 2 .7 1 3 .0 0 0 .0 S h o rth a n d 0 0 .0 2 .7 - 2 .7 1 .7 2 1 .7 -3 •2.4 0 0 .0 T y p e w ritin g 0 0 .0 1 0 .7 2 1 .7 -3 2 .4 1 0 .7 A cco u n tin g 0 0 .0 0 0 .0 1 2 .7 1 1 .3 Penm anship 4 1 .3 -3 2 .1 0 0 .0 0 0 .0 0 0 .0 O ffic e a n d - S e c . P ra c ti< 30 0 .0 1 2 .7 0 0 .0 0 0 .0 M isc. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 I n t r o , t o - Com*l Educ. 0 0 .0 0 0 .0 1 4 .0 0 0 .0 P r in s .o f C .E . 0 0 .0 1 2 .0 1 1 .3 1 2 .7 H is t, o f C .E. 0 0 .0 0 0 .0 0 0 .0 1 1 .3 C u r r i e .i n C .E. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 Tests& M .inC .E . 0 0 .0 0 0 .0 1 3 .0 1 1 .3 M isc. 0 0 .0 . 0 , 0 .0 0 i 0 .0 1 ,| 1 2 .7 ----------------------- 7 8 4„ A g r i c u l t u r a l an d p u b lic i n s t i t u t i o n s , A ll f i v e o f th e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s o f f e r i n g f o u r - y e a r program s f o r th e t r a i n i n g o f com m ercial te a c h e r s r e q u ir e E n g lish c o m p o sitio n d u rin g the f i r s t y e a r w ith a n av e ra g e o f f i v e and s e v e n - te n th s se m ester u n i t s . A ll f i v e of them r e q u i r e p h y s ic a l e d u c a tio n , m i l i t a r y t r a i n i n g or h y g ie n e d u rin g th e f i r s t y e a r . One i n s t i t u t i o n s h b s t i t u t e s j h o u s e - h o ld a r t s f o r women f o r th e m i l i t a r y t r a i n i n g f o r men* Four o f th e s e i n s t i t u t i o n s r e q u ir e l i t e r a t u r e d u rin g th e second y ear w ith an av e ra g e o f fo u r and f i v e - t e n t h s sem ester u n its * F re e e l e c t i v e s appear i n o n ly fo u r o f th e c u r r i c u l a , in th re e c a s e s d u rin g th e f o u r th year* There a re s ix c o u rse s i n econom ics d u rin g th e f i r s t year* The f a c t t h a t th e r e a re more c o u rs e s th a n i n s t i t u t i o n s i s due t o th e p re s e n c e of c o u rs e s such a s "economic h i s t o r y o f th e U n ite d S ta te s " or "labor* problem s" l i s t e d w ith economics* H is to r y i s n e x t in im p o rtan ce w ith r e f e r e n c e to fre q u e n c y o f o c c u rre n c e . Commercial m ath em atics i s r e q u ir e d in a l l o f th e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s d u r in g th e f i r s t y e a r . Com m e r c ia l law a p p e a rs i n a l l o f th e c u r r i c u l a , th e co u rses b e in g s c a t t e r e d th ro u g h th e second, t h i r d a n d f o u r t h y ears* Com mercial geography a p p e a rs fo u r tim e s d u rin g th e f i r s t year* There a r e f iv e c c u rs e s in b u s in e s s E n g lis h which i s r e q u ir e d in o n e - h a lf o f th e o th e r i n s t i t u t i o n s s tu d ie d . A cco u n tin g , a s in a l l o th e r c a s e s , le a d s th e com m ercial s u b je c ts in f r e quency o f o c c u rre n c e . 7 9 Ho e d u c a tio n c o u rse s a re g iv e n d u rin g th e f i r s t y ea r and two, in e d u c a tio n a l p sy c h o lo g y , i n the se co n d y e a r. The a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s a re n o t p r i m a r i l y e d u c a tio n a l* Hence, th e r e a r e c o m p a ra tiv e ly fey* c o u rs e s i n e d u c a tio n ; o n ly se v e n te e n c o u rs e s , in c lu d in g e l e c t i v e s , b ein g s p e c i f i e d in th e f i v e c u r r i c u l a . Three c o u rs e s in com m ercial e d u c a tio n a r e g iv e n b y th e f iv e i n s t i t u t i o n s ; tw o, in g e n e ra l m ethods and one i n c u r r i c ulum in com m ercial e d u c a tio n . (Here i n s e r t T ab le X) 5. T o ta l number o f i n s t i t u t i o n s . T his t a b l e p r e s e n ts th e number o f co u rse s r e q u ir e d in each s u b je c t by f o r t y - f iv e i n s t i t u t i o n s p u b lis h in g i n t h e i r c a ta l o g s f o u r - y e a r program s o f stu d y f o r p r o s p e c tiv e com m ercial te a c h e r s ; th e ran g e of se m e ste r u n i t s r e q u ir e d i n each s u b je c t and the • av erag e se m e ste r u n i t s r e q u i r e d . F o rty of the i n s t i t u t i o n s r e q u ir e d E n g lis h c o m p o sitio n d u rin g th e f i r s t y e a r w ith an a v e ra g e o f f i v e and t h r e e - te n th s u n i t s . F o u rte e n c o u rse s a re r e q u i r e d d u rin g th e second y e a r w ith a mean o f two and e i g h t - t e n t h s se m e ste r u n i t s . L i t e r a t u r e i s s p e c i f i e d by tw en ty o f th e i n s t i t u t i o n s a s a se c o n d -y e a r s u b je c t w ith an a v e ra g e o f fo u r and t h r e e - te n th s se m e ste r u n i t s . S cie n ce i s r e q u ir e d by s ix t e e n o f th e i n s t i t u t i o n s d u rin g th e f i r s t y e a r and by seven in th e second year* E ig h te e n o f the f o r t y - f i v e i n s t i t u t i o n s r e q u i r e f o r e ig n lan g u ag e f o r g r a d u a tio n . P h y s ic a l e d u c a tio n , m i l i t a r y so TABLE X SEMESTER UNITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY FIVE AGRICULTURAL AND PUBLIC DEGREE-GRANTING INSTITUTIONS IV~ — T- YEARS I I I l i l “ S u b je c ts No. Range Mean No, Range Mean No. H&ange Mean No. H ange Mean GENERAL REQUIREMENTS: E n g lish Comp. 5 4 -6 5 .7 1 3 .0 0 0 .0 0 0 .0 L i t e r a t u r e 0 0 .0 4 2-6 4 .5 1 0 .7 2 8 .0 S peech 1 4 .0 1 2 .0 1 2 .0 1 1 .3 S c ie n c e 2 8-1 0 9 .0 0 0 .0 1 6 .0 0 0 .0 F o r . Language 1 8 .0 1 6 .0 0 0 .0 0 0 .0 G en*l P sy ch . 0 0 .0 1 2 .0 1 3 .3 0 0 .0 M athem atics 2 4 -6 5 .0 0 0 .0 0 0 .0 0 0 .0 M is c e lla n e o u s : O r ie n ta tio n 1 1 .0 0 0 .0 0 0 .0 0 0 .0 H ousehold A rts 1 1 .0 0 0 .0 0 0 .0 0 0 .0 P h y s. E duc. - - • M il. Tr.&Hyg. 5 .7 - 5 3 .6 4 2 -5 4 .0 0 0 .0 0 0 .0 S p e c if ie d - E le c tiv e s 0 0 .0 0 0 .0 0 0 .0 0 o:o' FREE- ELECTIVES 0 0 .0 0 0 .0 6 .0 3 6 -7 6.3, SOCIAL STUDIES : Econom ics 6 .5 -3 2 .4 3 5 .3 -6 5 .7 0 0 .0 2 3 -4 3 .5 P o l. S c ie n c e 1 3 .0 0 0 .0 2 3-6 4 .5 2 4 .7 S o c io lo g y 0 0 .0 0 0 .0 1 2 .7 0 0 .0 H is to r y 4 2 -5 .3 2 .3 3 4 -6 4 .0 0 0 .0 0 .0.0 E le c tiv e s i n - S o c ia l S tu d ie s 0 0 .0 0 0 .0 0 0 .0 o_ 0 .0 COM M ERCE: A cco u n tin g 2 6 .0 4 4 -8 6 .7 2 4 -1 0 7 .0 i 1 2 .0 S h o rth an d 1 6 .0 2 6 .0 1 6 .0 0 0 .0 ♦ T y p ew ritin g 0 0 .0 2 1 .3 -2 1 .7 0 0 .0 0 0 .0 B us. O rg. and -O ff ic e M gt. 1 3 .0 0 0 .0 2 2 -4 3 .0 3 2 .7 -6 2 .7 F in an ce 0 0 .0 3 2-3 2 .7 3 3 .0 2 3 -5 .3 4 .2 Com11 Geog. 4 2 .7 -6 3 .7 0 0 .0 0 0 .0 0 0 .0 O ffic e a n d - S ec. P r a c t i c e 1 6 .0 1 2 .7 2 3 -5 .3 4 .2 0 0 .0 Bus. E n g lis h 1 2 .0 1 3 .0 2 3-4 3 .5 1 2 .0 Com* 1. M ath. 5 2-6 3 .6 0 0 .0 0 0 .0 1 3 .0 M arketing 0 0 .0 1 2 .0 1 4 .0 1 2 .7 A d v e rtis in g 0 0 .0 0 0 .0 .1 4 .0 0 0 .0 S alesm an sh ip 0 0 .0 . 0 0 .0 1 2 .0 1 2 .0 T r a n s p o r ta ti on 0 0 .0 0 0 .0 1 3 .0 2 2 .7 -4 3 .4 S t a t i s t i c s 0 0 .0 1 4 .0 1 3 .0 0 0 .0 3 u s in e s s - Ehcperienee 0 0 .0 0 0 .0 0 0 .0 0 0 .0 *Comf l Law 0 0 .0 2 5 .3 3 4-6 5 .3 1 , 4 .0 TABLE X ( c o n t * d ) 81 SEMESTER UNITS REQUIRED III THE COMMERCIAL TEACHER TRAINING CURRICULA BY FIVE AGRICULTURAL AND PUBLIC DEGREE-GRANTING INSTITUTIONS -------- YEARS I I I I I I IV S u b je c ts No. Range Mean No- Range Mean No Range Mean No. Range Mean CO M M ERCE (con*! *d) I H i s t , o f Comm 0 0 .0 0 0 .0 0 0 .0 0 0 .0 M is c e lla n e o u s ; 0 0 .0 0 0 .0 1 F o r. 1 The s i 3 4 .0 T rade 1 .3 2 I n s u r 1 .3 -3 2 .2 1 P e r so] in e l Adm. 4 .0 E l e c tiv e s i n - Commerce 0 0 .0 1 6 .0 1 4 .0 1 2 .7 EDUCATION; P r i n s . ofE d u c. 0 0 .0 0 0 .0 2 2-3 2 .5 0 0 .0 I n t r o •to T ch n g . 0 * 0 .0 0 0 .0 0 0 .0 0 0 .0 P h i l o s . o fE d u c. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 S e c . Educ. 0 0 .0 0 0 .0 1 2 .0 0 0 .0 Educ. P sy ch . 0 0 .0 2 2-6 3 .0 2 2 .0 1 2 .0 T e s ts and Meas .0 0 .0 0 0 .0 1 2 .0 0 0 .0 H. S . M ethods 0 0 .0 0 0 .0 0 0 .0 0 0 .0 Educ. G uid. 0 0 .0 0 0 .0 0 0 .0 0 0 ;0 H i s t , o f Educ* 0 0 .0 0 0 .0 1 3 .0 0 0 .0 Adm. & S u p v r. 0 0 .0 0 0 .0 0 0 .0 1 2 .0 Educ. S o c io l. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 V o c a tio n a l E. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 P r a c t i c e - T each in g 0 0 .0 0 0 .0 0 0 .0 3 C M 1 C O co ) 9 .1 M isc e lla n e o u s 0 0 .0 0 0 .0 1 S ch o o l Law 3 .0 0 0 .0 E le c tiv e s i n - E d u c a tio n 0 0 .0 1 1 0 .0 1 4 .0 1 1 0 .0 COMMERCIAL ED U !A T3 ON; Methods in - Com m ercial Edu * • • 1 G e n era l 0 0 .0 0 0 .0 0 0 .0 2 2 .7 ' S h o rth a n d 0 0 .0 0 0 .0 0 0 .0 0 0 .0 T y p e w ritin g 0 0 .0 0 0 .0 0 0 .0 0 0 .0 A cco u n tin g 0 0 .0 0 0 .0 0 0 .0 0 0 .0 Penm anship 0 0 .0 0 0 .0 0 0 .0 0 0 .0 O ffic e an d - , S ec. P r a c t i c e 0 0 .0 0 0 .0 0 0 .0 0 OiO M isc. 0 0 .0 0 0 .0 0 0 .0 0 0 ;0 I n t r o , t o - Com*l Educ. 0 0 .0 0 0 .0 0 0 .0 0 0 .0 P r in s . o f C.E. 0 0 .0 0 0 .0 0 0 . 0 0 0 .0 H is t, o f C .E. 0 0 .0 0 0 .0 0 0 :0 0 0 .0 C u r r i e .i n C .E. 0 0 .0 0 0 .0 0 0 .0 1 2 .0 Tests.& M . in C .E 0 0 .0 0 0 .0 0 0 .0 0 0 .0 iis e e lla n e o u s L ° _ l _ _ _ _ _ 0 .0 0 .0 0 0 .0 0 0 .0 8 2 .t r a i n i n g and h y g ien e a re a p a r t o f t h i r t y o f th e c u r r ic u la # The f r e e e l e c t i v e s a r e a llo w e d in in c r e a s in g numbers from e le v e n in th e f i r s t year t o tw e n ty -se v e n in th e f o u r t h y ear and from f i v e and f i v e - t e n t h s to n in e and f o u r - te n t h s se m e ste r u n its # Economics i s th e m ost f r e q u e n tly r e c u r r i n g o f th e s o c i a l s t u d i e s w ith h i s t o r y a c lo s e second# S ev en teen c o u rs e s in econom ics a re g iv e n d u rin g th e f i r s t y ear and tw en ty -tw o i n th e seco n d y ear# Twenty-one h i s t o r y c o u rse s a r e r e q u ir e d d u rin g th e f i r s t y ear and te n in th e se co n d year# Twenty-one i n s t i t u t i o n s r e q u ir e a c c o u n tin g during, th e f i r s t y e a r and t h i r t y - t h r e e s p e c if y c o u rse s d u rin g t h e second year# N in e te e n i n s t i t u t i o n s p r e s c r i b e sh o rth a n d in th e second year# As sh o rth an d i s u s u a l l y a tw o -y e a r s u b je c t, th e e le v e n c o u rse s i n the f i r s t y e a r and th e f i f t e e n in th e t h i r d y ea r a r e u n d o u b te d ly p r e lim in a r y t o and c o n tin u in g th e se c o n d -y e a r co u rse s# Commercial law a p p e a rs m ost cf te n in the t h i r d and f o u r t h y e a rs w ith n in e te e n and s i x t e e n c o u rs e s r e s p e c tiv e ly * Commercial geo g rap h y i s r e q u ir e d d u rin g th e f i r s t y e a r i n tw enty i n s t a n c e s . B u sin e ss o r g a n iz a tio n and o f f i c e management a r e t h i r d and f o u r th - y e a r c o u rs e s a p p e a r ing s ix t e e n and tw en ty -tw o tim e s d u rin g th o se y ea rs* B u sin e ss e x p e rie n c e i s r e q u i r e d i n o n ly f o u r o f th e i n s t i t u t i o n s ; th re e weeks b e in g r e q u ir e d i n one I n s ta n c e w ith no se m e ste r u n i t s g iv e n . In two c a s e s , th r e e m onths i s the tim e s p e c i f i e d f o r a c t u a l b u s in e s s e s p e r ie n c e and f o u r se m e ste r u n i t s a re g iv en # P r a c t i c e te a c h in g h ead s the l i s t of e d u c a tio n sub j e e t a . 83 T h i r t y I n s t i t u t i o n s r e q u i r e o b s e r v a tio n and p r a c t i c e te a c h in g d u rin g th e f o u r th year* Twelve c o u rse s a r e o f f e r e d d u rin g th e t h i r d y ea r w ith a n av erag e o f fo u r se m e ste r u n its * O ther o u ts ta n d in g f e a t u r e s o f t h e re q u ire m e n ts i n e d u c a tio n a r e th e np eak n p o in ts o f f i f t e e n c o u rs e s i n e d u c a tio n a l p sy c h o lo g y d u rin g th e t h i r d year and t h i r t e e n c o u rse s i n se c o n d a ry edu c a tio n d u rin g th e same y e a r; e le v e n c o u r s e s in h i s t o r y o f e d u c a tio n , a l s o d u rin g th e t h i r d year* D uring th e l a s t y e a r , a d m i n i s t r a t i o n and s u p e r v is io n i s second to p r a c t i c e te a c h in g w ith n in e c o u rs e s ; seco n d ary e d u c a tio n and h ig h s c h o o l m ethods follQYcing w ith e ig h t c o u rs e s each* The o u ts ta n d in g course i n com m ercial e d u c a tio n i s g e n e r a l m ethods i n com m ercial s u b j e c t s , f i f t e e n i n s t i t u t i o n s r e q u i r i n g t h i s course d u rin g th e f o u r th year* The m ethods in s p e c i a l s u b je c ts ap p e ar l e s s f r e q u e n tly ; s h o rth a n d , n in e c o u r s e s , ty p e w r itin g , n in e c o u r s e s ; a c c o u n tin g , s i x c o u rs e s ; and p en m anship, s ix courses* P r i n c i p l e s o f com m ercial e d u c a tio n le a d s th e g e n e r a l c o u rs e s i n com m ercial e d u c a tio n w ith a f r e quency of seven* The o th e r c o u rse s a r e v e ry i n f r e q u e n t, none o f them a p p e a rin g more th a n tw ice among a l l th e c u r r i c u l a a n a ly z e d . (Here i n s e r t Table XI) T able X II p r e s e n t s th e t o t a l u n i t s r e q u ir e d i n each s u b je c t by each ty p e of i n s t i t u t i o n and by th e t o t a l number o f I n s t i t u t i o n s . A s tu d y o f th e ta b le r e v e a ls th e m ost f r e q u e n tly r e q u ir e d s u b je c ts * S u b je c ts l i s t e d u n d er I'g e n e ra l 84 TABLE X I SEMESTER UNITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY FORTY-FIVE DEGREE-GRANTING INSTITUTIONS - - - - - _____________: i I I I I I IV S u b je c ts No. Range Mean No. Range Mean No. Range Mean No . .Range Mean GENERAL REQUIREMENTS: f ’J E n g lis h Comp. 40 2 .7 -6 7 5 .3 14 1 -6 2 .8 2 2-6 4 .0 0 0 .0 L i t e r a t u r e 5 2 -4 .7 2 .9 20 2-6 4 .3 6 2-8 3 .9 5 4 -6 4 .8 S peech 1 4 .0 9 1 -4 1 .9 2 2 -2 .7 2 .4 4 1.3-3* 53.5 S c ie n c e 16 2-12 5 .8 7 33-10 7 .4 2 2 -6 4 .0 0 0 .0 F o r . Language 18 6-10 7 .0 13 6-10 6 .5 1 .0 .0 0 0 .0 Gen*l P sy c h . 3 2 .0 15 2 -6 3 .8 6 2-6 5 .2 2 2-3 2 .5 M ath em atics 6 3-8 5 .5 1 6 .0 0 0 .0 0 0 .0 M isc e lla n e o u s 13 1-4 1 f 9 4 .7 -6 3 .4 4 •J/W 2! 1 .5 8 .7 -1 .3 2 .8 P h y s . E d u c .- M il.T r . & Hyg. 30 .7-5 2 .5 20 .7 -5 0 0 . c \j 5 2 .0 2 2 .0 S p e c if ie d - E l e c t i v e s 4 6-8 9 .0 2 4 -6 5 .0 1 6 .0 1 L5.0 FREE- ELECTIVES 11 1-17 5 .5 15 to H 1 to to . C O 23 2 .7 -2 J 7.1 27 2-27 9 .4 SOCIAL STUDIES: Econom ics 17 .5-9 4 .3 22 3 -8 5 .2 16 2 -1 3 . 54.8 12 3-12 4 .3 P o l. S cien ce 5 3 -6 * ■ 5 .0 2 4 -6 5 :0 6 1 .3 -6 3 .7 9 2-6 5 .0 S o c io lo g y 2 2 .7 5 3-3.3 3 .8 3 2 .7 -3 2 .8 6 2 .7 -6 3 .6 H is to r y 21 2-6 4 .3 10 2 .7 -6 4 .0 9 2 .3 -6 3 .8 4 2 -4 3 .5 E l e c tiv e s i n - S o c ia l S tu d ie s 1 6 .0 1 6 .0 2 4 - 6 .7 5 .4 0 0 .0 COM M ERCE: A c co u n tin g 21 1.3-1C i 5 .6 33 2 .7 -1 i 68 15 2 .7 -1 ) 6 9 6 2-12 6 .5 S h o rth an d 11 3-10 5 .0 19 2-10 5 .0 15 1-10 5 .7 5 1 -6 4 .3 T y p e w ritin g 14 2-8 5 .0 11 1 .3 -6 3 .6 12 1 -6 3 .3 4 1 -4 2 .8 Com*l. Law 2 2-5 3 .5 9 2-8 6 .2 19 2 -6 5 .2 16 2-6 3 .4 B us. Org* a n d - 0 O ffic e M gt. 2 3 -6 4 .5 4 .7 -4 2 .7 16 2-6 3 .4 22 2-10 4 .0 F in a n c e 1 3 .9 10 1 .3 - 3 2 .5 14 2 -6 3 .5 11 2 -9 .3 4 .0 Com*l. Geog* 20 2 -7 4 . ! 2 3 -5 .3 4 .2 9 3 -6 3 .8 2 2 .7 O ffic e an d - S e c . P r a c tic e 4 2 -6 3 .7 4 1 .7 - 4 3 .1 7 1 -5 .3 3 .0 1 - 1 .3 -6 4 .0 B u sin e ss E n g l. 4 2-6 '3>8 7 2— 4 2 .8 10 2 -6 3 .8 4 2-3 2 .4 Com*l. M ath. 16 2-6 3 .5 8 2-3 2 .7 3 2 -2 .7 2 .5 1 3 .0 M a rk e tin g 0 0 .0 1 2 .0 6 2 -4 3 .0 1 2 .7 A d v e r tis in g 0 0 .0 0 0 .0 3 2 .7 -4 3 .2 '4 1 .5 -6 2 .8 S a le sm an sh ip 0 0 .0 ' 2 2 -4 3 .0 4 1-3 2 .2 5 1 .5 -4 2 .5 T r a n s p o r ta tio n 0 0 .0 0 0 .0 3 2-3 2 .7 3 2 -4 4 .0 S t a t i s t i c s 0 0 .0 3 3 .3 - 4 3 .7 3 2 .7 -3 2 .9 2 4 -6 5 .0 B u s in e s s - E x p e rie n c e 0 0 .0 1 3 wks • 2 4 .0 1 _ --- L 3 .0 i 85 TABLE X I ( c o n t » d ) SEMESTER UNITS REQUIRED IN THE COMMERCIAL TEACHER TRAINING CURRICULA BY FORTY FIVE-DEGREE-GRANTING INSTITUTIONS YEARS I I I I I I IV S u b je c ts No. Range Mear. No Range; Mean No Range Mean No , Range Mean C O M M ERCE (con- *d) H i s t . o f Comm, 0 O.C 0 0 .0 2 2 .0 0 O.C M is c e lla n e o u s 9 .5 -S 4 .8 5 2-6 4 .7 9 1 .3 -6 2 .7 16 1 .3 -1 2 2 .8 E l e c tiv e s i n - Commerce 2 6-8 7 .0 5 4-1 2 8 .0 6 2 - 9 .? 5 .4 10 r - i 1 to • 1 — 1 2 5 .3 EDUCATION: P r i n s . o f Educ .3 .7 -2 1 .5 1 3 .3 7 2 .7 -3 2 .8 4 1 .3 -3 1 .9 I n t r o . t o Tchng .4 1 -2 1 .4 5 3 .0 6 2 -3 2 .5 0 0 .0 P h il o s . ofEduc .0 0 .0 0 0 .0 1 3 .3 2 1 .3 - 2 .' ' 2 .0 S e c o n d ary - E d u c a tio n 0 0 .0 1 2 .0 13 2-3 2 .5 8 2 -3 2*6 Educ. P sy ch . 1 2 .0 7 2 -6 3 .6 15 2 -4 2 .8 4 2 -4 2 .5 T e s ts & M eas. 0 0 .0 2 2-3 2 .5 2 2 -2 .7 2 .4 2 3 .0 H .S . M ethods 0 0 .0 0 0 .0 3 2-3 2 .6 8 2 -4 3 .0 Educ. G uid. 0 0 .0 0 0 .0 0 0 .0 5 1 to . 3 .2 H i s t , o f Educ. 1 2 .0 2 3 .3 - 4 3 .7 11 2 -6 3 .9 1 1 .5 Adm. & S u p v r. 0 0 .0 0 0 .0 4 1-2 1 .7 9 2 .3 r 3 3 .1 Educ. S o c io l. 0 0 .0 1 3 .3 2 4 .0 2 3-6 4 .5 V o c a tio n a l E. 2 .7 - 3 1 .9 0 0 .0 1 2 .0 0 0 .0 P r a c t i c e - T each in g 0 0 .0 3 .7 - 4 2 .3 12 2-8 4 .0 30 2-12 5 .7 M isc e lla n e o u s 3 2 .0 2 2 .5 2 4 .0 5 2 .0 E l e c tiv e s i n - E d u c a tio n 0 0 .0 1 1 0 .0 4 4 -6 5 .0 4 6-10 7 .0 COIP.CERCIAL EDU ATI ON: - .. * I M ~ 1 ■ ' M ethods i n - Com m ercial Edu : . : G e n era l 0 “ 0 .0 1 2 .7 4 2-6 3 .4 15 2 -6 3 .7 S h o rth a n d 0 0 .0 3 .7 - 2 .7 1 .8 3 1-3 2 .2 3 .7 - 4 1 .4 T yping 1 0 .7 2 .7 - 4 2 .4 4 1-3 1 .7 2 .7 - 1 .3 1 .0 A cco u n tin g 0 0 .0 1 4 .0 2 2-3 2 .5 3 1 .3 - 4 3 .4 Penm anship 4 to i • 1 .3 0 0 .0 2 2 .0 0 0 .0 O ffic e a n d - S e c .P r a c tic e 0 0 .0 1 2 .7 0 0 .0 2 2 -4 3 .0 M isc. 0 0 .0 0 0 .0 0 0 .0 - 3 2 -3 2 .3 I n t r o . t o - ComT l E duc. t 0 1 0 .0 2 2 .0 1 4 .0 0 0 .0 P r in s . o f C .E. 0 0 .0 1 2 .0 3 1 .3 -2 1 .8 3 2 -2 .7 2 .1 H is t, o f C .E . 0 0 .0 , 1 2 .0 0 0 .0 0 0 .0 C u r r ie , in C.E 0 0 .0 ' 0 0 .0 1 2 .0 1 2 .0 T ests& M .in C.E, 0 0 .0 0 0 .0 1 3 .0 1 2 .0 M isc e lla n e o u s 0 0 .0 0 0 .0 0 0 .0 1 2 .7 E le c tiv e s in Com m ercial Educ 0 0 .0 0 4. fi ■ i ■ 0 .0 0 0 .0 0 0 .0 ^requirements** r a n k a s f o llo w s i n o rd e r o f t o t a l number o f se m e ste r u n i t s r e q u ir e d : E n g lish c o m p o sitio n , f o r e ig n l a n g u ag e, s c ie n c e , p h y s ic a l e d u c a tio n (In c lu d in g m i l i t a r y t r a i n ing and h y g ie n e ) , l i t e r a t u r e , g e n e ra l p sy c h o lo g y , m i s c e l l an eo u s, s p e c i f i e d e l e c t i v e s , m a th e m a tic s, and sp e e c h . Ex c e p tio n s to t h i s r a n k in g among th e t o t a l number o f c u r r i c u l a a n a ly z e d a r e th e te a c h e rs * c o lle g e s in which no f o r e ig n l a n guage and in v/hich l i t e r a t u r e ra n k s second among g e n e ra l r e q u ire m e n ts , and the a g r i c u l t u a l and p u b lic i n s t i t u t i o n s i n w hich l i t e r a t u r e i s i n second p la c e « The l a r g e s t number o f f re e e l e c t i v e s i s allo w ed in th e te a c h e rs * c o lle g e s w ith an av erag e o f f i f t e e n and n i n e - t e n t h s sem ester u n i t s and th e s m a lle s t number in th e p r i v a t e c o lle g e s and u n i v e r s i t i e s w ith tw elv e and tw o -te n th s se m e ste r u n its * The ra n k in g o f th e s o c i a l s t u d i e s i s a s folloY /s: eco nom ics, h i s t o r y , p o l i t i c a l s c ie n c e , e l e c t i v e s in s o c i a l s t u d i e s so c io lo g y * T h is ra n k in g i s m a in ta in e d in a l l o f th e ty p e s o f i n s t i t u t i o n s s tu d i e d . Commercial s u b je c ts r a n k as fo llo w s w ith r e g a r d to t o t a l number o f se m ester u n its re q u ire d ^ a c c o u n tin g , s h o rth a n d , com m ercial law , b u s in e s s o r g a n iz a tio n , and o f f i c e managem ent, ty p e w r itin g , e l e c t i v e s in com m ercial s u b j e c t s , com m ercial geography, f in a n c e , o f f i c e and s e c r e t a r i a l p r a c t i c e , com m e r c ia l m a th em atics, b u s in e s s E n g lis h , m is c e lla n e o u s , s t a t i s t i c s , sa le sm a n sh ip , m a rk e tin g , a d v e r t i s i n g , t r a n s p o r t a t i o n , b u s in e s s e x p e rie n c e , h i s t o r y o f commerce. T here a re no 1 ‘ These two s u b je c ts were com bined -in— t-he— s tu d y . 8? -•s trik in g v a r i a t i o n s from t h i s o rd e r among th e fo u r ty p e s o f i n s t i t u t i o n s s tu d ie d w ith th e e x c e p tio n of ty p e w r itin g w hich h a s a c r e d i t o f o n ly th re e and f o u r - t e n t h s sem ester u n i t s among th e f iv e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s s tu d i e d , w hich g iv e s i t se v e n te e n th p la c e i n s t e a d o f f i f t h a s i t a p p e a rs among th e th e t o t a l number of i n s t i t u t i o n s * C ourses in e d u c a tio n , in t o t a l u n i t s r e q u i r e d , ra n k a s fo llo w s : p r a c t i c e te a c h in g , e d u c a tio n a l p sy c h o lo g y , e l e c t i v e s in e d u c a tio n , seco n d ary e d u c a tio n and h i s t o r y o f e d u c a tio n ( th e s e two having 56*6 se m e ste r u n i t s e a c h l, in tr o d u c t io n to te a c h in g , p r i n c i p l e s o f e d u c a tio n , a d m in is t r a tio n and s u p e r v is io n , m is c e lla n e o u s , h ig h sc h o o l m ethods, e d u c a tio n a l s o c io lo g y , t e s t s and m easurem ents, e d u c a tio n a l g u id a n c e , p h ilo s o p h y o f edu c a t i o n , v o c a tio n a l ed u c a tio n * The o n ly e x c e p tio n to t h i s ra n k in g i s in the case of th e s t a t e u n i v e r s i t i e s which r a n se c o n d a ry e d u c a tio n second i n s t e a d o f f o u r t h . C ourses i n com m ercial e d u c a tio n ra n k a s fo llo w s : g e n e r a l m ethods in com m ercial e d u c a tio n , m ethods in a c c o u n tin g , m ethods in s h o r th a n d , m ethods i n ty p e w r itin g , p r i n c i p l e s o f com m ercial e d u c a tio n , m ethods in penm anship, m ethods in o f f i c e an d s e c r e t a r i a l p r a c t i c e , in tr o d u c t io n t o com m ercial e d u c a tio n , t e s t s and m easurem ents in com m ercial e d u c a tio n , m ethods in m i s c e l l aneous s u b j e c t s , c u rric u lu m i n com m ercial e d u c a tio n , h i s t o r y o f com m ercial e d u c a tio n , m is c e lla n e o u s c o u rs e s in com m ercial e d u c a tio n . In g e n e r a l, t h i s i s th e same ra n k in g as i s g iv e n by th e f o u r tj^pes o f i n s t i t u t i o n s s tu d i e d . (Here i n s e r t T able X II) 88 TA BLE XII TOTAL UNITS IN EACH SUBJECT REQUIRED BY FORTY-FIVE DEGREE-GRANTING INSTITUTIONS PROVIDING COMMERCIAL TEACHER TRAINING CURRICULA N in e te e n 1E le v e n N in e F iv e F o r ty — f i ve P r iv a t e S t a t e T e a c h e rs ’ A g r ic u ltu r a l D e g ree - C o lle g e s and U n iv e r s itie s C o lle g e s and G ra n tin g U n i v e r s i t i e s P u b lic I n s t i t u t i o n s SUBJECTS I n s t i t u t i o n s TOTAL T o ta l Mean T o ta l Mean T o ta l Mean T o ta l Mean T o ta l Mean GENERAL REQUIREMENTS; 6 0 0 .5 3 1 .6 3 7 0 .6 3 3 .4 1 7 4 .5 1 9 .4 1 4 9 .C 2 9 ,7 ] 2 9 4 .6 29 ,4 E n g lis h Comp< 119.5' 6 .3 6 7 .3 6 .1 4 6 .7 5 .2 31.C 6 .2 264.5 6 .1 L i t e r a t u r e 5 7 .7 3 .0 2 5 .3 2 .3 3 0 .4 3 .4 26.*/ 5 .3 140 .1 3 .2 S p eech 1 6 .7 0 .9 0 .0 0 .0 9 .3 1 .0 9 .3 1 .8 3 5 .3 0 .8 S c ie n c e 7 3 .7 3 .9 4 5 .3 4 .1 2 1 .7 2 .4 25.C 5 .0 1 6 5 .7 3 .8 F o r .L anguage 132*0 6 .9 7 8 .0 7 .0 0 .0 0 .0 14.C 2 .8 2 2 4 .0 5 .0 Gen’ l P sy c h . 3 9 .3 2 .1 4 6 .3 4 .1 9 .7 1 .1 5.S 1 .1 100,6 2 .3 M ath em atics 3 8 .7 2 .0 1 4 .0 1 .2 0 .0 0 .0 10.C 2 .0 6 2 .7 1 .4 M iscellan eo u s: 6 7 .3 3 .6 4 .0 0 .4 1 0 .0 i . 1 2.C 0 .4 8 3 .3 1 .9 P h y s.E d u c . - - V M il.T r.& H ygn, 4 7 .6 2 .5 54*4 5 .0 2 1 .7 2 .4 2 5 , r t 5 .1 149.4 3 .4 S p e c if ie d - E l e c t i v e s 8 .0 0 .4 3 6 .0 3 .2 2 5 .0 2 .8 Q*C 0 .0 6 9 .0 1*6 FREE ELECTIVE 3 2 3 1 .4 1 2 .2 1 5 5 .6 1 4 .1 1 4 3 .6 1 5 .9 2 5 ,7 5 .1 '" 566.3 12*9 SOCIAL STUDII 3311.4 1 6 .5 1 9 9 .5 1 8 .0 1 1 0 .3 12*4 9 1 .8 1 8 .3 ?13.0 1 6 .2 Econom ics 1 3 8 .9 7 .3 8 7 .3 8 .0 4 3 .8 4 .9 3 8 .5 7 .7 508.5 7 .0 P o I .S c ie n c e 2 7 .3 1 .5 4 5 .0 4 .0 9 .0 1 .0 2 1 .4 4 .3 L02*7 2 .3 S o c io lo g y 34*0 1 .8 9 .3 0 .8 1 4 .7 1*6 2 .7 0 .5 6 0 .7 1 .3 H is to r y 4 7 .5 -2 .5 4 5 .9 4*2 4 2 .8 4 .9 29*2 5 .8 165.4 3 .7 E l e c t i v e s - S o c ia l s tu d ie 3 6 3 .7 3 .4 1 2 .0 1 .0 0 .0 o f o 0 .0 0 .0 7 5 .7 1*8 COMMERCE: 8 4 7 .2 4 4 .6 L92*2 44*7 4 7 0 .0 5 2 .1 2 9 0 .3 5 8 .0 £ 199.7 4 7 .7 A c c o u n tin g 1 9 4 .9 1 0 .3 8 8 .7 8 .0 9 6 .4 1 0 .7 6 4 .8 1 2 .9 144.8 10*0 S h o rth a n d 1 4 3 .5 7 .6 5 4 .0 5 .0 5 1 .2 5 .7 2 4 .0 4 .8 272.7 6*2 T y p e w ritin g 6 9 .9 3 .7 3 0 .0 2 .7 5 4 .2 6 .0 3 .4 0 .7 L57.5 3 .6 Com*! Law 9 3 .0 4 .9 5 3 .0 4 .8 43*5 4 .9 2 5 .2 5*0 214.7 4 .8 B u s. O rg . and - O f f ic e M gt. 4 9 .1 2*6 6 0 .7 5 .5 3 1 .5 3*4 1 7 .1 3 .4 1 5 8 .4 3 .6 F in a n c e 4 0 .9 2 .2 4 1 .3 3 .7 7 .6 0 .8 1 7 .4 3*5 1 0 7 .2 2 .4 Com’ l.G e o g . 4 3 .3 2 .3 4 2 .0 3 .8 2 6 .9 3 .0 1 4 .8 3 .0 1 2 7 .0 2 .9 O ffic e a n d - S e c r e t a r i a l P: : .3 6 .3 1 .9 6 .0 0 .5 3 7 .7 4 .2 1 7 .1 3 .4 9 7 .1 2 .2 B us. E n g lis h 35*8 1 .8 2 0 .0 1 .8 1 2 .6 1 .4 1 4 .0 2*8 8 2 .4 1*9 Com’l M ath. 3 6 .2 1 .9 6*0 0 .5 2 7 .0 3 .0 2 1 .0 4* 2 9 0 .2 2 .1 M a rk e tin g 6 .0 0 .3 8 .0 0 .7 4 .0 0 .4 8 .7 1 .7 26*7 0 .6 A d v e r tis in g 6 .0 0 .3 6 .0 0 .5 4 .7 0 .9 4 .7 0 .9 2 1 .4 0 .5 S ale sm an sh ip 8 .6 0 .5 4 .0 0 .4 1 0 .5 1 .2 4*0 0 .8 2 7 .1 0 .6 T r a n s p o r ta tio ] i 2 .0 0 .1 5 .0 0 .5 4 .0 0 .4 9 .8 2 .0 2 0 .8 0 .5 S t a t i s t i c s 4 .0 0 .2 1 6 .3 1 .5 2 .7 0*3 7 .0 1 .4 3 0 .0 0 .7 Bus .E xp e r ie nc < i 8*0 0 .4 0 .0 0 .0 6*0 0*7 0 .0 0 .0 1 4 .0 0 .3 3 i s t . o f Comme r< :e 4 .0 0 .2 0 .0 0 .0 0 .0 0 .0 0 .0 0 .0 4 .0 0 .1 M isc e lla n e o u s 1 4 .0 0 .8 J5.2 2 .3 4 .3 0 .5 2 4 .6 5 .0 6 8 .1 1 .5 E l e c tiv e s inC< n#51. 7 2 .7 2 6 .0 2 .4 4 5 .2 5 .0 1 2 .7 2 .5 ,L35.6 3 .1 I 89 TABLE X l l ( c o n t ' d ) TOTAL UNITS IN EACH SUBJECT REQUIRED W FORTY-FIVE DEGREE-GRANTING INSTITUTIONS PROVIDING COMMERCIAL TEACHER TRAINING CURRICULA 1 N in e te e n E le v e n 1N ine F iv e F o rty -•fiv e P r i v a t e S t a t e T each ers* A gr i c u l t u r a l D e g ree - C o lle g e s and U n i v e r s i t i e s C o lle g e s and P u b lic G ran t in g SUBJECTS U n i v e r s i t i e s I n s t i t u tio n s I n s t i t ;u tio n s T o ta l Mean T o ta l Mean T o t a l ' Mean T o ta l Mean T o ta l Mean EDUCATION: 2 4 5 .6 1 3 .0 164*7 1 5 .0 2 0 3 .8 2 2 .7 8 0 .1 1 6 .1 6 9 4 .1 1 5 .9 P rin s# o fE d u c . 16*0 0 .8 9 .6 1 .0 4 .7 0 .5 5 .0 1 .0 3 5 .3 0 .8 I n tr o * to — T each in g 2 8 .4 1 .5 2 .0 0 .1 6*0 0 .7 0 .0 0 .0 3 6 .4 0 .8 P h ilo s •o£Edue * 1*3 0 .1 0 .0 0 .0 6*0 0 .7 0 .0 0 .0 7*3 0*2 S eco n d ary - E d u c a tio n 13*8 0 .9 2 5 .0 2 .2 1 5 .8 1 .8 2 .0 0 .4 5 6 .6 1 .3 Educ* Psych* 2 5 .1 1 .3 2 2 .0 2 .0 1 8 .7 2 .1 1 2 .0 2 .4 7 7 .8 1 .8 T e s ts and Meaa» 6 .0 0*3 0*0 0 .0 5 .0 0 .6 2 .0 0 .4 1 3 .0 0 .3 Higjh S c h o o l - M ethods 1 3 .2 0 .7 10*3 0 .9 6 .7 0 .7 0 .0 0 .0 30*2 0 .7 E d u c.G u id . 0*0 0*0 6*7 0*6 2*7 0 .3 0 .0 0 .0 9 .4 0 .2 H ist.o fE d u c * 2 1 .6 1*1 24*0 2 .2 8 .0 0 .9 5 .0 0 .6 5 6 .6 1 .5 Adm* an dS upvr * 15*2 0 .7 4 .0 0 .4 1 2 .8 1*4 2 .0 0 .4 3 2 .0 0 .7 Educ* S o c io lo g y 1 2 .0 0*6 0 .0 0 .0 6 .3 0*7 0 .0 0 .0 1 8 .3 0 .4 Y o eatio n alE d u c 0 *0 0 .0 2 .7 0 .2 3 .0 0 .3 0 .0 0 .0 5*7 O .I P r a c tic e T chng, 6 8 .0 3 .6 52*3 4 .8 79*1 8 .8 2 7 .1 5 .4 2 2 6 .5 5 .3 M isc e lla n e o u s 0 .0 0 .0 0*0 0 .0 2 9 .0 3 .2 3*0 0 .6 3 2 .0 0 .7 E le c tiv e s i n - E d u c a tio n 2 7 .0 1 .4 6 .0 0 .5 0 .0 0 .0 2 4 . 0 4 .8 5 7 .0 1 .3 COM MERCIAL EDUCATION: 73 ;4 3 .8 4 4 .0 4*0 4 8 .5 5*4 7*3 1 .5 1 7 3 .2 4 .0 M ethods i n - Com m ercial Edu< . : G e n e ra l 24*4 1 .3 3 7 .0 3 .4 5 .7 0 .6 5 .3 1 .1 7 2 .4 1 .6 S h o rth a n d 5 .0 0*3 0 .0 0 .0 8 .2 0*9 0 .0 0 .0 1 3 .2 0 .3 T y p e w ritin g 8 .0 0*4 0 .0 0 .0 5 .2 0*6 0 .0 0 .0 1 3 .2 0 .3 A c c o u n tin g 8 .0 0 .4 2*0 0 .2 4 .0 0*4 0 .0 0*0 1 4 .0 0*3 Penm anship 6 .0 Q .3 0 .7 0 .1 4*4 0 .5 0 .0 0 .0 11*1 0 .3 O f f ic e and — S e o * P r a c tic e 6*0 0 .3 0*0 0 .0 2*7 0 .3 0*0 0 .0 8 .7 0*2 M isc . 4 .0 0 .2 3*0 0 .3 0 .0 0 .0 0 .0 0 .0 7*0 0 .2 I n t r o , to - C om m ercial Educ < > 4 .0 0 .2 0 .0 0 .0 4*0 0 .4 0 .0 0 .0 8 .0 0 .2 H is t, o f C .E . 2 .0 0 .1 0 .0 0 .0 1*3 0 .1 0 .0 0 .0 3 .3 0 .1 P r i n s . o f C .E . 2 .0 0 .1 4 .0 0 .4 6*0 0*7 0*0 0 .0 1 2 .0 0 .3 C u rrie * i n C .E . 2 .0 0 .1 0 .0 0*0 0 .0 0*0 2 .0 0 .4 4 .0 0 .1 T e s ts and M eas. in Com*! E d u c. 2 .0 0 .1 0 .0 0 .0 4 .3 0 .5 0 .0 0 .0 6 .3 0 .1 Mi s c e lla n e o u s 0 .0 0 .0 0 .0 0 .0 2*7 0 .3 0 .0 0 .0 2*7 , 0 .1 TOTAL GRADUATIOIf REQUIREMENTS: 1 2 1 .7 1 129*2 127*9 128*6 126*1 90 6* Summary o f c u r r i c u l a r reg.uirem.ents*. T able X I I I p r e s e n t s a summary of c u r r i c u l a r re q u ire m e n ts a rra n g e d by s u b je c t g r o u p in g s , The av e ra g e se m e ste r u n i t s s p e c i f i e d under " g e n e ra l r e q u ire m e n ts " by th e f o r t y - f i v e i n s t i t u t i o n s i s tw e n ty -n in e and f o u r - t e n t b s , Tbe s t a t e u n i v e r s i t i e s and tb e p r i v a t e u n i v e r s i t i e s and c o lle g e s r e q u i r e t h i r t y - t h r e e and f o u r - t e n t h s and th i r t y - o n e and s i x - t e n t h s u n i t s r e s p e c t i v e l y in th e s e b a s ic s u b je c ts w hile th e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s r e q u i r e tw e n ty -n in e an d s e v e n - te n th s se m e ste r u n i t s and th e te a c h e rs * c o lle g e s o n ly n in e te e n and f o u r - t e n t h s se m ester u n i t s . T h is i s b a la n c e d by th e h ig h e r r e q u ire m e n ts in e d u c a tio n found in th e c u r r i c u l a o f th e te a c h e rs * c o l l e g e s . The l a r g e s t number o f f r e e e l e c t i v e s is a llo w e d by th e te a c h e rs * c o lle g e s and th e s m a lle s t number by th e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s . The a v e ra g e number o f f r e e e l e c t i v e s i n a l l th e i n s t i t u t i o n s i s tw e lv e and n i n e - t e n t h s se m e ste r u n i t s . The a v e ra g e number of se m e ste r u n i t s in s o c i a l s tu d i e s is s ix te e n and tw o - te n th s . The te a c h e rs * c o lle g e s a g a in ra n k low in t h i s c l a s s i f i c a t i o n a s th e y r e q u i r e o n ly tw elv e and f o u r - t e n t h s se m e ste r u n i t s in s o c i a l s t u d i e s . F o rty -s e v e n and s e v e n -te n th s se m e ste r u n i t s a re r e q u i r e d i n commerce by an a v e ra g e o f a l l th e i n s t i t u t i o n s . The a g r i c u l t u r a l an d p u b lic i n s t i t u t i o n s a r e o u ts ta n d in g in t h i s r e s p e c t, r e q u ir in g an av e ra g e o f f i f t y - e i g h t se m e ste r u n i t s . The f a c t t h a t i n s t i t u t i o n s s p e c ia liz i n g i n p r a c t i c a l e d u c a tio n th u s em phasize the com m ercial s u b je c ts in m aking c u r r i c u l a i s n o t s u r p r i s i n g . The p r i v a t e u n i v e r s i t i e s and c o lle g e s and th e s t a t e u n i v e r s i t i e s r e q u i r e th e lo w est number o f se m e ste r 91 u n i t s i n commerce, f o r ty - f o u r and s i x - t e n t h s and f o r t y - f o u r and s e v e n - te n th s se m e ste r u n i t s r e s p e c tiv e ly * F i f t e e n and n in e - te n th s se m ester u n i t s i s th e av erag e r e q u ir e d in e d u c a tio n by a l l th e i n s t i t u t i o n s * T e a c h e rs f c o l le g e s , a s i s to be e x p e c te d , le a d t h e l i s t , r e q u ir in g tw enty-tw o and s e v e n - te n th s s e m e s te r u n i t s in ed u c atio n * The p r i v a t e u n i v e r s i t i e s and c o lle g e s s ta n d l a s t in th e l i s t , w ith t h i r t e e n se m e ste r u n its * The t e a c h e r s r c o lle g e s a ls o l e a d in com m ercial e d u c a tio n , .r e q u ir in g f iv e and f o u r - t e n t h s s e m e s te r u n its * The lo w est number o f s e m e s te r u n i t s r e q u ir e d i s by th e f i v e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s which s p e c if y o n ly one and f i v e - t e n t h s se m ester u n i t s i n com m ercial ed u c a tio n * The av e ra g e o f a l l th e i n s t i t u t i o n s i s fo u r se m e ste r u n i t s in com m ercial e d u c a tio n * The t o t a l number o f u n i t s r e q u i r e d fo r g r a d u a tio n i s one hundred tw e n ty -s ix and o n e - te n th i n a l l th e i n s t i t u t i o n s . The p r i v a t e u n i v e r s i t i e s and c o lle g e s r e q u i r e an av erag e o f one h u n d red tw en ty -o n e and s e v e n - te n th s se m e ste r u n i t s . The s t a t e u n i v e r s i t i e s r e q u i r e a n a v e ra g e o f one hundred tw e n ty - i n in e and tw o -te n th s se m e ste r u n its * T h is av e ra g e i s r a i s e d to t h i s number b ecau se of the one hundred f o r t y - f o u r u n i t s r e q u ir e d by th e U n iv e rsi t y o f P e n n sy lv a n ia * I f th e s e ty p e s o f i n s t i t u t i o n s can be s a i d to have s p e c i a l i n t e r e s t s , ju d g in g from th e s u b je c ts w hich th e y r e q u ire most f r e q u e n t l y , i t may be s t a t e d th a t th e p r i v a t e u n i v e r s i t i e s and c o l le g e s a re e s p e c i a l l y co n cern ed w ith th e g e n e r a l c u l t u r a l s u b j e c t s ; the t e a c h e r s 1 c o lle g e s , w ith edu c a tio n ; and th e a g r i c u l t u r a l and p u b lic i n s t i t u t i o n s , w ith commerce* Such g e n e r a l i z a t i o n s are o f l i t t l e v a lu e , however# From the d a ta in c lu d e d in the fo re g o in g t a b l e s , a com p o s i t e c u rric u lu m h as been c o n s tr u c te d f o r th e purpose of p r e s e n tin g a p ic tu r e o f p r e s e n t p r a c t i c e . The c o n s tr u c tio n o f a co m p o site c u rric u lu m b ased on p r e s e n t p r a c t i c e in v o lv e s fo u r c o n s id e r a ti o n s : (1) th e s e l e c t i o n o f th e most im p o rta n t s u b j e c t s on th e b a s i s of t o t a l se m ester u n i t s re q u ire d ;: (£} th e a rra n g e m e n t of th e s e s u b je c ts by y e a rs a c c o rd in g to fre q u e n c y of o c c u rre n c e d u rin g ea c h y e a r; (3) re -a rra n g e m e n t f o r th e p u rp o se o f b a la n c in g th e number o f sem ester u n i t s in each y e a r; (4) com parison o f t o t a l se m e ste r u n i t s r e q u i r e d in e a c h group of s u b je c ts w ith th e av e ra g e number o f se m e ste r u n i t s r e q u ir e d in each group o f s u b je c ts by a l l th e i n s t i t u t i o n s # 1* The s e l e c t i o n o f th e m ost im p o rta n t s u b je c ts on th e b a s is o f t o t a l se m e ste r u n i t s r e q u i r e d . From T able X I I , th e fo llo w in g s u b je c ts w ere s e l e c t e d on th e b a s is of t o t a l se m e ste r u n i t s r e q u ir e d : (Here i n s e r t T ab le X III} C. SU M M kRY OF PRESENT PRACTICE G en e ra l R equirem ents:. Sem ester U n its 264*5 6*1 224*0 5*0 165*7 3*8 1 4 0 .1 3 .2 149.0 3 .4 100*6 2 .3 T o ta l A verage E n g lis h C om position F o re ig n lan g u ag e S cie n ce L i t e r a t u r e P h y s ic a l E d u c a tio n G eneral P sy ch o lo g y F re e E l e c t i v e s 566*3 12*9 TABLE X I I I SUMMRY OF CURRICULAR REQUIREMENTS FOR COMMERCIAL TEACHER TRAINING IN FORTY-FIVE DEGREE-GRANTING INSTITUTIONS S e m e ster U n its R «sq u ire d in : IFOTAL N in e te e n P r iv a t e U n i v e r s i t i e s and C o lle g e s E lev e n S t a t e U n i v e r s i t i e s N ine T e a c h e rs 1 C o lle g e s F iv e A g r ic u ltu r a l and P u b lic I n s t i t u t i o n s F o r ty - f iv e D eg ree- G ra n tin g I n s t i t u t i o n s G eneral Requi r em ents 3 1 .6 3 3 .4 1 9 .4 2 9 .7 2 9 .4 F ree E l e c tiv e s 1 2 .2 1 4 .1 1 5 .9 5 .1 1 2 .9 S o c ia l S tu d ie s 1 6 .5 1 8 .0 1 2 .4 1 8 .3 1 6 .2 Commerce 4 4 .6 4 4 .7 5 2 .1 5 8 .0 4 7 .7 E d u c a tio n 1 3 .0 1 5 .0 2 2 .7 1 6 .0 1 5 .9 Com m ercial E d u c a tio n 3 .8 4 .0 5 .4 1 .5 4 .0 T o ta l S e m e ster U n its R eq u ired f o r G ra d u a tio n 1 2 1 .7 1 2 9 .2 1 2 7 .9 1 2 8 .6 1 26 .1 T o ta l A verage S em e ster U n its S o c ia l S tu d ie s : Economics 508*5 7 .0 H is to r y 1 6 5 .4 3 .7 P o l i t i c a l S c ie n c e 1 0 2 .7 2 .3 Commerce: A ccounting 444.8 1 6 .0 S h o rth a n d 272.7 6 .2 Commercial Law 214.7 4 .8 B u sin ess O rg a n iz a tio n - and O ffic e Management 1 5 8 .4 3 .6 T y p e w ritin g 1 5 7 .5 3 .6 Commercial G eography 1 27.0 2 .9 F in an ce 1 07.2 2 .4 O ffic e and S e c r e t a r i a l - P r a c t i c e 9 7 .1 2.2 E l e c t i v e s i n Commerce 1 5 5 .6 3 .1 Commercial M athem atics 90.2 2 .1 B u sin e ss E n g lis h 8 2 .4 1 .9 E d u c a tio n : P r a c t i c e T eaching 226.5 5 .3 E d u c a tio n a l P sychology 7 7 .8 1 .8 E l e c t i v e s i n E d u c a tio n 57.0 1 .3 S econdary E d u c a tio n 5 6 .6 1 .3 ( P r i n c i p l e s o f E d u ca tio n ) (P h ilo so p h y of E d u catio n ) 4 2 .6 1 .0 H is to r y o f E d u c a tio n 56.6 1 .3 I n tr o d u c tio n to Teaching 3 6 .4 0 .8 A d m in is tra tio n and S u p e rv is io n 5 2 .0 0 .7 C ountercial E d u c a tio n : G en eral M ethods in - C o m e r c ia l E d u c a tio n S p e c ia l Methods ( T o ta lle d ) 7 2 .4 60.2 1.6 1 .4 2 . The a rran g em en t o f th e s e s u b j e c t s by y e a rs a c c o rd in g to fre q u e n c y o f o c c u rre n c e d u rin g each y e a r . Each s u b je c t i n the fo re g o in g l i s t was s tu d ie d w ith r e f e r e n c e to Table XI and p la c e d i n th e year o f g r e a t e s t fre q u e n c y o f o c c u rre n c e i n th e c u r r i c u l a a n a ly z e d . The r e s u l t s was a s f o llo w s : 95 E n g lis h c o m p o sitio n F o re ig n language S cien ce P h y s ic a l e d u c a tio n Economics H is to r y A ccounting T y p ew ritin g Commercial geography YEA#. I I L i t e r a t u r e A ccounting S h o rth a n d T y p e w ritin g P h y s ic a l e d u c a tio n G en e ra l p sy c h o lo g y Economics YEAR I I I Shor th an d Commercial law T yping F in an ce E d u c a tio n a l p sy c h o lo g y P r i n c i p l e s and - p h ilo s o p h y o f e d u c a tio n S econdary e d u c a tio n H is to r y o f e d u c a tio n TEAR IT B u sin e ss o r g a n iz a tio n an d - o f f i c e management2 O ffic e and s e c r e t a r i a l - p r a c t i c e P o l i t i c a l s c ie n c e P r a c t i c e te a c h in g G en eral m ethods i n com m ercial - e d u c a tio n S p e c ia l m ethods A verage S em ester U n its R e q u ire d 40 5*3 18 7*0 16 5 .8 30 2 .5 * 17 4 .3 21 4*5 21 5*6 14 5 .0 20 4*1 20 2 .6 33 5*8 19 5 .0 11 3 .6 20 2 . 8 15 3 .8 22 5 .2 15 5.7 19 5 .2 12 3 .3 14 3 .5 15 2*8 8 2.8 13 2 .5 11 3 .9 22 4 .0 10 2.0 9 2*0 30 5 .0 15 2 .0 13 1 .4 Numb e r of In s t i t u t i on s Y E A R I R e q u irin g Course d u rin g Year 1. T h is number, seem ingly h ig h , i s e x p la in e d b y th e f a c t th a t re q u ir e m e n ts in m i l i t a r y t r a i n i n g w ere in c lu d e d w ith p h y s i c a l e d u c a tio n . 2. These two s u b je c ts w ere combined i n th e s tu d y . 96 (5) R e-arran g em en t f o r the p u rp o se o f b a la n c in g th e number o f se m e ste r u n its in each y e a r » The s u b j e c t s l i s t e d in th e p re c e d in g p ag es were s e l e c t e d on th e b a s is o f av d rag e number o f s e m e s te r u n i t s r e q u i r e d i n a l l i n s t i t u t i o n s , . They were a rra n g e d by y e a r s a c c o rd in g to fre q u e n c y o f o c c u rre n c e in c e r t a i n y ears* A r e c o r d was made o f th e av e ra g e number o f u n i t s r e q u i r e d in ea c h s u b je c t f o r th e y ear o f m ost f r e q u e n t o c c u rr e n c e . These two l i s t s o f a v e ra g e u n i t s were a d ju s te d and f o r convenience t r a n s l a t e d i n t o w hole numbers*. The fo llo w in g l i s t i s th e r e s u l t o f such p r o c e d u r e t Year X S em ester U n its E n g lis h co m p o sitio n 6 F o re ig n lan g u ag e 6 S cie n ce 4 P h y s ic a l e d u c a tio n 2 Economics 3 H is to r y 4 A ccounting 5 Typing 5 Commercial g eography 3 T o ta l - 38 se m ester u n i t s Year I I L i t e r a t u r e 3 A ccounting 5 Shor th an d 5 Typing 4 P h y s ic a l E d u c a tio n 2 G en eral p sy c h o lo g y 2 Economics 4 T o ta l - 25 se m e ste r u n i t s Year I I I S h o rth an d 3 Commercial law 5 Typing 3 F in an ce 2 Educ a t io n a l p sycho lo g y 2 P r i n c i p l e s and p h ilo s o p h y o f e d u c a tio n ~ 2 S econdary e d u c a tio n 2 H is to r y o f e d u c a tio n 2 T o ta l - 21 se m e ste r u n i t s 97 Year IT S em ester u n it s B u sin e ss O rg a n iz a tio n and - o f f i c e management 4 O ffic e and s e c r e t a r i a l p r a c t i c e 2 P o l i t i c a l sc ie n c e 2 P r a c t i c e te a c h in g 5 G en eral m ethods i n - com m ercial e d u c a tio n 2 S p e c ia l m ethods in com m ercial - s u b je c ts 2 T o ta l - 17 On th e b a s i s o f one h u n d red tw e n ty - s ix (th e av e ra g e number o f se m ester u n i t s r e q u ir e d f o r g r a d u a t io n ) , t h i r t y - two s e m e s te r u n i t s sh o u ld b e r e q u ir e d in a l l o f the y e a rs e x c e p t one in which t h i r t y u n i t s would s u f f i c e to f u l f i l l ' r e qu irem en ts* In th e above program , th e r e a r e too many s u b je c ts in c lu d e d during th e f i r s t year • I t was d e c id e d to e lim in a te ty p e w r itin g from t h e f i r s t - y e a r l i s t , a s th e t o t a l number o f se m ester u n i t s o b ta in e d by t h is method o f s e l e c t i o n (tw e lv e ) i s f a r i n excess o f th e av erag e o f th r e e and t h r e e - t e n t h s u n i t s , r e q u ir e d by a l l i n s t i t u t i o n s . H is to r y was moved to y ea r I I becau se T a b le X II shows t h a t t e n h i s t o r y c o u rs e s a r e giv en d u rin g th e seco n d y e a r w hich g iv e s y e a r I I seco n d p la c e w ith r e g a rd to th e p lacem en t o f h i s t o r y c o u r s e s . O th erw ise , th e l i s t was n o t a d j u s te d a s t o y e a rs b e c a u se o f th e d e c id e d p lacem en t o f th e s u b j e c t s a s shewn by T ab le X II . (4) Com parison o f t o t a l s e m e s te r u n i t s r e q u i r e d i n each group w ith th e av erag e number o f s e m e s te r u n i t s s p e c i f i e d f o r each group by a l l th e i n s t i t u t i o n s s t u d i e d . The t o t a l number of s e m e s te r u n i t s in th e above l i s t i s a s fo llo w s : 98 Sem ester u n it s G en eral re q u ire m e n ts S o c ia l s t u d i e s Commerce E d u c a tio n Commercial e d u c a tio n 25 13 36 13 4 T o ta l ----- 91 se m e ste r u n i t s A f u r t h e r a d ju stm e n t was n e c e s s a r y b e c a u se o f th e m is le a d in g im p re s s io n g iv en i n th e case o f s u b j e c t s o c c u rrin g d u rin g d i f f e r e n t y e a rs in the c u rric u lu m * In t h e c a s e o f s u b je c ts whose p la cem en t i s d e f i n i t e , a s f o r in s t a n c e , E n g lis h com p o s i t i o n in y e a r 1 , th e av e ra g e number o f se m ester u n i t s r e q u ir e d f o r th e course* Xn s u b je c ts such a s ty p e w r itin g w hich a r e s c a t t e r e d ov er a l l fo u r y e a r s o f th e c u rric u lu m , th e a v e r age number o f se m ester u n i t s f o r ea c h y e a r when added t o g e t h e r f a r exceed t h e averag e number r e q u ir e d f o r th e e n t i r e co u rse* For t h i s r e a s o n , i n c o n s tr u c tin g th e com posite c u rric u lu m , i t was n e c e s s a r y to make a d ju s tm e n ts i n th e c a s e o f such s u b je c ts * T h is was ac c o m p lish e d by l i s t i n g th e a v e ra g e number o f se m e ste r u n i t s r e q u ir e d f o r each s u b je c t a s shown by T able X II j b y r e c o rd in g th e se m ester u n i t s r e q u i r e d a t p e a k p o in ts a s shown by T able X I; and f i n a l l y by making a d ju s tm e n ts a s n e a r l y as p o s s i b l e i n harmony w ith each s i t u a t i o n * These a d ju s tm e n ts a r e shown in T able XHT. (Here i n s e r t T ab le XIV} T able X II I shows th a t th e a v e ra g e number o f se m e ste r u n i t s r e q u i r e d in each group i s a s fo llo w s : TABLE XIV AVERAGE SEMESTER VEITS REQUIRED IE EACH SUBJECT A N D SEMESTER UNITS REQUIRED AT POINT OF MOST FREQUENT OCCURRENCE ADJUSTED FOR THE CONSTRUCTION OF COMPOSITE CURRICULUM 'S u b je c ts * A verage Sem. U n its R eq u ired Sem. U n its a t p o in t o f g r e a t e s t fre q u e n c y A djustm ent made in c o n s tr u c t i o n o f co m p o site c u rric u lu m Y ear Sem. U n its Y ear Sem. U nits G e n era l R eciuirem ents: E n g lis h C o m p o siti on 6 I 5 .3 I 6 F o r e ig n lan g u ag e 5 X 7 X 6 S c ie n c e 3 .8 I 5 .8 I 4 L i t e r a t u r e 3 .2 I I 2 .6 I I 3 P h y s ic a l e d u c a tio n 3 .4 ( I 2 .5 I 2 ( IX 2 .8 I I 2 G e n e ra l psycho log; S ’ 2*3 I I 3 .8 I I _2 T o ta l - .. 25 S . U. S o c ia l S tu d ie s : Econom ics 7 .0 ( I 4 .3 I 3 ( I I 5 .2 XI 4 H is to r y 4 .3 ( I 4 .3 ( XI 4 .0 XI 4 P o l i t i c a l S c ie n c e 2 .3 IV 2 .0 IV 2 .0 T o ta l ~ . 13. Commerce: A cco u n tin g 1 0 .0 ( I 5 .6 I 4 .0 . - ( IX 5 .8 IX 6 .0 S h o rth an d 6 .2 ( I I 5 .0 I I 4 .0 ( I I I 5 .7 I I I 2 .0 C om m ercial law 4 .8 IXX 5 .2 I I I 5 .0 B u sin e s s O rganiza- ;io n and O ffic e management 3 .6 IV 4 .0 IV 4 .0 T y p e w ritin g 3 .6 ( I I 5 .0 ( IX 3 .6 I I 2 .0 ( I I I 3 .3 I I I 2 .0 C om m ercial G eogra 3hy 2 .9 I 4 .1 i; 3 .1 F in a n c e 2 .4 I I I 3 .5 " i n 2 .0 O ffic e and s e c r e t i r i a l - p r a c t i c e 2 .2 IV 2 .0 IV 2 .0 T o ta l - - ■ 36 E d u c a tio n : P r a c t i c e T each in g 5 .3 IV 5 .0 IV 5 .0 E d u c a tio n a l p sy ch :>logy 1 .8 I I I 2 .8 I I I 2 .0 S eco n d ary e d u c a ti: n 1 .3 I I I 2 .5 I I I 2 .0 P r i n c i p l e s o f educsat io n 1 .0 IXX 2 .8 IV 2 .0 H is to r y o f E d u c a ti.on 1 .3 I I I 3 .9 I I I 2 .0 T o ta l - - 13 C om m ercial E d u c a tio n : G e n era l m ethods 1 .6 IV 2 .0 IV 2 S p e c ia l m ethods 1 .4 IV 1 .4 IV 2 " 1 T o ta l - j* 4 S e m e ste r units G e n e ra l re q u ire m e n ts 29#4 Free e l e c t i v e s 12*9 S o c ia l s t u d i e s 16*2 Commerce 47*7 E d u c a tio n 15*9 Commercial e d u c a tio n 4*0 T o ta l - - - 126*1 The above l i s t o f s u b j e c t s was a d ju s te d to in c lu d e th e fo U o w in g e l e c t i v e s and th u s m eet th e t o t a l re q u ire m e n ts f o r each g roup o f s u b je c ts : S p e c if ie d c o u rs e s E l e c t i v e s T o ta l G en eral re q u ir e m e n ts 25 6 31 F ree e l e c t i v e s 0 13 13 S o c ia l s t u d i e s 13 3 16 Commerce 46 0 46 E d u c a tio n 13 3 16 Commercial e d u c a tio n 4 0 4 T o t a l s ~ 101 25 126 The fa llo w in g c u rric u lu m was c o n s tr u c te d in acco rd an ce w ith th e fo re g o in g s t e p s : (1) th e s e l e c t i o n s o f s u b j e c t s on th e b a s i s o f t o t a l se m e ste r u n i t s r e q u i r e d ; (2) th e arran g em en t o f th e s e s u b je c ts by y e a rs a c c o rd in g to fre q u e n c y o f o c c u rre n c e during each y e a r; (3) re -a rra n g e m e n t f o r th e p u rp o se o f b a la n c ing th e number o f se m ester u n i t s by y e a rs and w ith th e t o t a l number r e q u ir e d In each s u b je c t; (4} a com parison o f th e t o t a l se m ester u n i t s r e q u i r e d in each group o f s u b je c ts w ith th e u n i t s r e q u i r e d in each group b y a l l i n s t i t u t i o n s * I t i s be l i e v e d t h a t th e c u rric u lu m thus c o n s tr u c te d p r e s e n t s a p i c t u r e o f p r e s e n t p r a c t i c e in com m ercial te a c h e r tr a in in g * 101 CURRICULUM CONSTRUCTED FRC$T THE COMMERCIAL TEACHER TRAINING CURRICULA OF FORTY-FIVE DEGREE-GRANTING INSTITUTIONS F i r s t Sem ester S em ester U n its Second S em ester Sem este r U n its YEAR I E n g lis h C om position 3 E n g lis h C om position 3 F o re ig n Language 5 F o re ig n Language 5 A ccounting 2 Acc o u riting 2 S cien ce 2 S c ie n c e 2 Commercial Geography 5 Economics 3 P h y s ic a l E d u catio n 1 P h y s ic a l E d u c a tio n 1 G en eral E l e c t i v e s 2 G en eral E l e c t i v e s 2 16 YEAR I I 16 L i t e r a t u r e 3 A cco u n tin g 3 A cco u n tin g 3 Shor th a n d 2 Shorthand-^ 2 T y p e w ritin g 1 T y p ew ritin g 1 H is to r y 4 G en eral P sy chology 2 Economics 2 Economics 2 P h y s ic a l E d u c a tio n 1 P h y s ic a l E d u c a tio n Free E l e c t i v e s 1 2 E l e c t i v e s in Commerce 3 16 Shor th an d 1 Com mercial Law 3 T y p e w ritin g 1 F in an c e 2 H is to r y o f E d u c a tio n 2 F ree E le c tiv e s 8 YEAR I I I S horthand Commercial Law T y p ew ritin g S econdary E d u c a tio n E d u c a tio n a l P sychology E l e c t i v e s i n Commerce 16 1 2 1 E 2 7 17 YEAR IV B u sin ess O rg a n iz a tio n 4 O ffic e P r a c t i c e E G en eral Methods in - Commerci a l Educa tio 'n 2 S p e c ia l M ethods 2 P r i n c i p l e s and - P h ilo so p h y o f E d u c a tio n 2 E le c tiv e s in S o c ia l - S tu d ie s 3 15 P o l i t i c a l S cie n ce P r a c t i c e T eaching E l e c t i v e s : G en eral 2 F ree 3 E d u c a tio n 3 15 2 5 8 15 SUM M ARY OF REQUIREMENTS S p e c if ie d E l e c t i v e s T o ta l G e n e ra l R e q u irem en ts 25 6 31 S o c ia l S tu d ie s 13 3 16 Commerce 56 10 46 E d u ca tio n 13 5 16 Commercial E d u c a tio n 4 0 4 F ree E l e c t i v e s ________________________ 13__________ 15 T o ta l 126 sem* u n i t s 1. I t seems t h a t s h o rth a n d sh o u ld n o t h e r e q u i r e d o f a l l com m ercial te a c h e r s and t h a t o th e r s u b je c ts sh o u ld be s u b s t i t u t e d according, to t h e te a c h in g f i e l d chosen# 10 s * I t i s n o t arg u ed t h a t t h i s c u rric u lu m i s a d e s i r a b l y one* I t m e re ly i n d i c a t e s p r e s e n t s ta tu s # In c o n s tr u c tin g c u r r i c u l a , i t i s p ro b a b le t h a t i n s t i t u t i o n s have r e q u ir e d s u b je c ts f o r th e y have a d e q u ate f a c i l i t i e s , h a v in g found i t e x p e d ie n t to do so# I t seems t h a t as more and more c o u rse s in com m ercial educa t i o n a re o rg a n iz e d th e y should be r e q u i r e d o f p r o s p e c tiv e te a c h e r s of com m ercial s u b j e c t s . I t a ls o seems d e s i r a b l e t h a t b u s in e s s e x p e rie n c e be r e q u ire d # I t may be arg u e d t h a t b u s in e s s ex p e r ie n c e em phasizes th e ” c l e r k - t r a i n i n g ” a s p e c t o f com m ercial e d u c a tio n . Even though our h ig h s c h o o l com m ercial g r a d u a te s have been g iv e n th e v i s i o n and th e fo u n d a tio n upon w hich to b u i l d fo r e x e c u tiv e p o s i t i o n s , th e y w i l l n o t s te p i n t o them su d d e n ly b u t thro u g h th e p a th o f h ig h e r e d u c a tio n or th e o f f i c e w o rk e rr s job* Three m onths i s t h e amount o f b u s in e s s e x p e r ie n c e r e q u ir e d in th e few c a s e s Y/here o p p o r tu n ity i s o f f e r e d f o r i t # S u re ly t h i s e x p e rie n c e o f making p r a c t i c a l u se of knowledge g a in e d , o f p o r tr a y in g s u f f i c i e n t s k i l l to have a money v a lu e p la c e d upon th e t e c h n ic a l f e a t u r e s o f th e s u b j e c t s to b e ta u g h t, and o f le a r n in g many th in g s n o t p o s s i b l e to a c q u ir e in th e schoolroom , w ould be o f b e n e f i t to anyone, even to th e t r a i n e r o f the f u tu r e b u s in e s s e x e c u tiv e s o f th e U n ite d v S ta te s # R e sea rc h alo n g th e l i n e s o f nwhat com m ercial te a c h e r s ought to t e a c h ” and o f ”what t r a i n i n g com m ercial te a c h e r s ought to h a v e ” may d i s c l o s e the f a c t t h a t the t r a d i t i o n a l com m ercial law an d com m ercial geography a r e o v e r-e m p h a siz e d in the p r e s e n t c u r r ic u la # As com m ercial e d u c a tio n expands Jo in c lu d e w ith in i t s e l f s p e c i a l i z a t i o n , th e r e i s no doubt but t h a t th e tr e n d i n c u rric u lu m m aking w i l l be . to allo w wide ch o ice among the com m ercial s u b je c ts a c c o rd in g to the chosen te a c h in g f ie ld * V ery c lo s e ly in te rw o v e n w ith th e s u b je c t o f com m ercial te a c h e r t r a i n i n g i n the d e g re e -g r a n tin g i n s t i t u t i o n s o f th e U n ite d S t a t e s is th e t o p i c o f s t a t e la w s and r e g u l a t i o n s g o v e rn in g com m ercial te a c h e r c r e d e n tia ls * In many c a s e s e d u c a tio n a l i n s t i t u t i o n s p r o v id e c o u rs e s in a c c o rd a n c e w ith the s ta n d a r d s s e t up by th e s ta te * S ta te law s a r e re c o g n iz e d a s an e f f e c t i v e method f o r r a i s i n g s ta n d a r d s o f te a c h e r t r a in in g * The fo llo w in g c h a p te r w i l l p r e s e n t a s tu d y o f s t a t e law s and r e g u l a t i o n s g o v ern in g com m ercial t e a c h e r s r c r e d e n tia ls * CHAPTER V II 1 0 4 STATE LAW S AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES A com plete s tu d y of com m ercial te a c h e r t r a i n i n g w i l l n e c e s s a r i l y in c lu d e a c o n s id e r a ti o n o f th e s t a t e law s and r e g u l a t i o n s g o v e rn in g com m ercial t e a c h e r s 1 c e r t i f i c a t e s • The re q u ire m e n ts o f th e v a r io u s s t a t e s w ith r e g a r d to com m ercial te a c h e rs * c r e d e n t i a l s a r e o f im p o rtan ce f o r th r e e r e a s o n s : (1) th e y r e p r e s e n t th e consensus o f o p in io n o f th o s e who fo rm u la te th e e d u c a tio n a l p o l i c i e s o f th e v a r io u s s t a t e s ; (2 ) th e y a r e " re c o g n iz e d as a means of p ro m o tin g h ig h e r s ta n d a rd s o f q u a l i f i c a t i o n s o f th e te a c h in g c o r p s "1; (3) e d u c a tio n a l i n s t i t u t i o n s a r e in f lu e n c e d by s t a t e laws when p la n n in g te a c h e r t r a i n i n g program s* S t a t e laws and r e g u la tio n s g o v e rn in g com m ercial te a c h e rs* c e r t i f i c a t e s a r e th e r e f o r e a v i t a l f a c t o r I n com m ercial te a c h e r t r a i n i n g . I n t h i s c h a p te r a c o m p ila tio n o f s t a t e laws and re g u l a t i o n s g o v e rn in g com m ercial te a c h e rs * c e r t i f i c a t e s w i l l he p r e s e n te d under two h e a d in g s , as fo llo w s : (1) a com parison o f th e r e g u la tio n s g o v e rn in g com m ercial te a c h e rs * c e r t i f i c a t e s and th o s e a p p ly in g to g e n e ra l se c o n d a ry c r e d e n t i a l s f o r ea ch s t a t e ; (2) an a n a ly s is o f th e re q u ire m e n ts f o r com m ercial c e r t i f i c a t e s and f o r g e n e ra l se c o n d a ry c r e d e n t i a l s w ith re g a rd to : I- - - - - - - - - - - - - - - - - - - - - - John J . T i g e r t , U n ite d S t a t e s D epartm ent o f th e I n t e r i o r , B ureau o f E d u c a tio n B u l l e t i n No. 19, 1927, S t a t e Laws and Regul a t i o n s G overning T eachers* C e r t if i c a t e s T L e tte r ' o f” t r a n s m i t t a l . " 105 (a) amount o f c o l l e g i a t e work r e q u ir e d ; (b) p r o f e s s i o n a l c o u r s e s ; (c) work i n s p e c i a l s u b j e c t s ; (d) p r a c t i c e te a c h in g ; (e ) v o c a tio n a l e x p e rie n c e ; and ( f ) e x a m in a tio n s . A. STATEMENT OP PROCEDURE In 1927, th e U n ite d S ta te s Bureau o f E d u c a tio n is s u e d a b u l l e t i n 1 c o n ta in in g a c o m p ila tio n of s t a t e laws and re ^ g u la tio n s g o v ern in g t e a c h e r s 1 c e r t i f i c a t e s b a se d upon th e r e p o r t s of s t a t e laws made o r r e v is e d betw een th e y e a rs 1923 and 1927, tw e n ty -se v e n of them b e in g d a te d 1925* Prom t h i s b u l l e t i n w ere s e l e c t e d th e minimum re q u ire m e n ts a p p l i c a b le to com m ercial t e a c h e r s 1 c e r t i f i c a t e s and t o g e n e ra l se c o n d a ry c r e d e n t i a l s . In C a l i f o r n i a and M aryland new laws w ent i n t o e f f e c t i n 1928 and i n th e s e c a se s in fo rm a t i o n was ta k e n a t f i r s t hand from b u l l e t i n s o f th e r e s p e c t i v e s t a t e s . I n f a c t , changes i n s t a t e laws a re c o n s ta n tl y b e in g made. A r e c e n t l e t t e r (December 14 , 1928) from th e U n ite d S ta te s B ureau o f E d u c a tio n s t a t e s : ,fIn co m p lete i n fo rm a tio n a t hand i n d i c a t e s t h a t th e f o llo w in g s t a t e s have made o r a r e c o n s id e r in g changes i n c e r t i f i c a t i o n law s and r e g u l a t i o n s : T exas, N orth C a ro lin a , New Y ork, New M exico, D elaw are, and N © w J e r s e y . 1 1 Thus th e e n t i r e s u b je c t o f com m ercial te a c h e r t r a i n i n g w ith i t s co n c o m itan ts o f s t a t e law s and c o lle g e c o u rse s i s i n a p e r p e t u a l s t a t e o f r e - I ----------------- --------- United States Department of the Interior, Bureau of Educa tion, Bulletin No. 1 9 , 1927, State Laws and Regulations Governing Teachers1 Certificates": Far’ if!I, "Pages 126-261. 106 v i s i o n which makes i t im p o ssib le f o r f i n a l and d e f i n i t e s t a t e ments to be made. For th e purpose of t h i s s tu d y , th e minimum req u irem en ts f o r each type of c r e d e n t i a l were chosen f o r th e sake of u n i fo rm ity and because of t h e i r in flu e n c e upon te a c h e r t r a i n i n g . As th e h ig h e r types of c e r t i f i c a t e s a re f r e q u e n tly b ased upon te a c h in g e x p e rie n c e , i t i s probable t h a t in d iv id u a ls and i n s t i t u t i o n s are in flu e n c e d by minimum r a t h e r th a n by maximum req u irem en ts when p la n n in g t r a i n i n g program s. The d a ta thus s e le c te d from th e government b u l l e t i n to which p rev io u s re fe re n c e has been made were arran g ed under fo u r h e a d in g s, as fo llo w s: (1) s t a t e is s u in g and d a te of law; (2) kind of c e r t i f i c a t e and d u r a tio n ; (3) ex p erien ce r e q u ir e d ; (4) s c h o la rs h ip and e x a m in a tio n .1 In fo rm atio n under theae fo u r headings was a rran g ed r e l a t i v e to commercial teachers* c e r t i f i c a t e s and g en e ra l secondary c r e d e n tia ls f o r each s t a t e . The req u irem en ts f o r each type of c e r t i f i c a t e were th e n analyzed w ith re g a rd t o : (1) amount of c o l l e g i a t e work r e q u ir e d ; (2) p r o f e s s io n a l c o u rse s; (3) work in s p e c ia l s u b je c ts ; (4) p r a c t i c e te a c h in g ; (5) v o c a tio n a l ex p e rie n c e ; (6) e x a m in a tio n s• B. A COMPARISON OF THE REGULATIONS GOVERNING COMMERCIAL TEACHERS' CREDENTIALS AND GENERAL SECONDARY CERTIFICATES FOR EACH STATE The f a c t t h a t the te a c h in g of commercial s u b je c ts i s a I - - - - - - - - - - - - - - For d e t a i l e d r e p o r t , arran g ed by s t a t e s , see Appendix K. 107 newer p r o fe s s io n th an t h a t of g iv in g i n s t r u c t i o n i n academie branches i s r e f l e c t e d in s t a t e laws r e l a t i v e to th e c e r t i f i c a tio n of te a c h e r s . The g e n e ra l im p ressio n t h a t commercial te a c h e rs a re n o t so w e ll t r a i n e d as te a c h e rs of academic s u b je c ts has fo u n d a tio n i n the s t a t e laws governing th e two types of c r e d e n t i a l s . In fo rm atio n concerning them i s h ere p re s e n te d under fo u r h ead in g s: (1) S ta te is s u in g and d a te of law # In a l l cases th e d a te s of th e laws governing th e two ty p es of c r e d e n t i a l s a re th e same. (2 ) Kind of c e r t i f i c a t e and d u r a t i o n , The name "second a r y ” i s th e one most commonly a p p lie d to c e r t i f i c a t e s f o r te a c h e rs of academic s u b j e c t s , w hile commercial te a c h e rs hold " s p e c ia l" c r e d e n t i a l s which are f r e q u e n tly under th e same r e g u la tio n s as th e c e r t i f i c a t e s f o r te a c h e rs of m usic, a r t , home economics, and v o c a tio n a l s u b j e c t s . The d u r a tio n of th e c e r t i f i c a t e s b ased upon minimum req u irem en ts i s from one y e a r to l i f e w ith th e median a t two or th r e e y e a r s • There appears to be v ery l i t t l e d if f e r e n c e i n th e d u r a tio n of th e two types of c e r t i f i c a t e . (3) E xperience r e q u i r e d . As the minimum req u irem en ts f o r each type of c e r t i f i c a t e were s e l e c t e d , the m a jo rity of c e r t i f i c a t e s l i s t e d i n t h i s r e p o r t r e q u ir e no te a c h in g ex p e r ie n c e . Arizona r e q u ir e s t h a t commercial te a c h e rs have one y ea r of te a c h in g ex p e rie n c e i f fo u r y e a rs have e lap se d sine© g ra d u a tio n from s p e c ia l c o u rse . C a lif o r n ia s p e c i f i e s o n e -h a lf y e a r of p r a c t i c a l e x p e rien ce in th e commercial f i e l d named on th e c r e d e n t i a l . I l l i n o i s demands "evidence of a b i l i t y to te a c h s p e c i a l s u b je c ts s u c c e s s f u l ly " . Iowa 1 0 8 re q u ir e s t h a t te a c h e rs of academic s u b je c ts from o th e r s t a t e s have two y ea rs of te a c h in g e x p e rie n c e . Nevada asks t h a t te a c h e rs of academic s u b je c ts who have not had p r a c t i c e te a c h ing have ,fadequate te a c h in g e x p e rien ce i n h ig h or ju n io r h igh s c h o o l” . New York ac ce p ts th r e e y e a rs o f p r a c t i c a l com m e rc ia l e x p e rien ce i n l i e u of p a r t of th e p r o f e s s io n a l t r a i n in g . P ennsylvania demands th a t commercial te a c h e rs have su c c e s s f u l v o c a tio n a l experience# Both th e s p e c ia l and the g e n e ra l secondary c r e d e n tia ls in Wyoming a re b ased upon th r e e y ea rs of te a c h in g e x p e rie n c e , one of which s h a l l have been i n Wyoming, e v id e n tly in a lower grade of school# In a l l o th e r c a s e s , no ex p erien ce i s re q u ir e d f o r th e commercial c e r t i f i c a t e n o r f o r th e g e n e ra l secondary c r e d e n t i a l of th e low est grade# (4) S c h o la rsh ip and e x a m in a tio n . The requirem ents governing te a c h in g c r e d e n t i a l s in th e f o r t y - e i g h t s t a t e s are v a r ie d . Four s t a t e s (M isso u ri, Tennessee, Vermont, Washington) have no s p e c ia l r e g u la tio n s f o r th e c e r t i f i c a t i o n of commercial te a c h e r s . In th e se s t a t e s , i t i s d o u b tle ss n e c e ss a ry f o r te a c h e rs of commercial s u b je c ts to comply w ith the r e g u la tio n s governing a l l h ig h school te a c h e r s . In ad d i t i o n to th e se fo u r s t a t e s , the fo llo w in g r e q u ir e th e same amount of s c h o l a s t i c p r e p a r a tio n of commercial te a c h e rs as of te a c h e rs of academic s u b je c ts : M aryland, Rhode I s la n d , W isconsin, (fo u r y e a rs of t r a i n i n g beyond secondary g ra d e ); New Hampshire, N orth C a ro lin a ( th re e y ears beyond secondary g ra d e ); I l l i n o i s , Kansas, Kentucky*, N ebraska, Oklahoma, P en n sy lv a n ia, West V ir g i n i a , (two y e a rs of t r a i n i n g beyond 109 secondary g ra d e ); Texas ("ten. co u rses")* The o th e r t h i r t y - one s t a t e s have h ig h e r sta n d a rd s f o r th e c e r t i f i c a t i o n of academic te a c h e rs th a n f o r th e g r a n tin g of commercial t e a c h e r s 1 c r e d e n t i a l s • As th e re a re f o r t y - e i g h t types of c r e d e n t i a l r e q u i r e ments i n th e U nited S t a t e s , an a n a ly s is f e a t u r i n g common f a c t o r s i s n e c e ss a ry f o r an adequate co n c ep tio n of th e su b je ct* C. AN ANALYSIS OP THE REQUIREMENTS FOR COMMERCIAL CERTIFICATES AND FOR GENERAL SECONDARY CREDENTIALS The s t a t e laws and r e g u la tio n s governing commercial c e r t i f i c a t e s and g e n e ra l secondary c r e d e n tia ls have been an alyzed under s i x to p ic s as fo llo w s: (1) Amount of c o l l e g i a t e work r e q u i r e d * C a lif o r n i a i s unique i n r e q u i r i n g one y ear of p o s t-g ra d u a te t r a i n i n g of ca n d id a te s f o r g e n e ra l secondary c r e d e n t i a l s . She is one of th e fo u r s t a t e s ( C a l i f o r n i a , M aryland, Rhode I s la n d , W isconsin) which demand c o lle g e g ra d u a tio n o f commercial te ach e rs* On th e o th e r hand, tw e n ty -th re e or alm ost one- h a l f of th e s t a t e s i n s i s t t h a t te a c h e rs of academic s u b je c ts be c o lle g e g r a d u a te s . Four s t a t e s (M innesota, New Hampshire, North C a ro lin a , Oregon) ac c e p t th re e y ears of c o l l e g i a t e t r a i n i n g as a p r e r e q u i s i t e f o r commercial te a c h in g and fo u r (Alabama, I n d ia n a , New Hampshire, and N orth C a ro lin a ) are s a t i s f i e d i f t h e i r te a c h e rs of academic s u b je c ts have had th r e e y ea rs of t r a i n i n g beyond secondary grade* Twenty-one o f th e s t a t e s (alm ost h a l f of them) r e q u ir e b u t two y ears 110 of t r a i n i n g beyond h ig h school f o r commercial te a c h e rs w h ile tw elve of them have th e same sta n d a rd f o r te a c h e rs of g e n e ra l h ig h school s u b j e c t s . There a re f iv e s t a t e s whose r e g u la tio n s i n d i c a t e l e s s th a n two y ea rs of c o l l e g i a t e p r e p a r a tio n f o r commercial t e a c h e r s . C o n n ecticu t c e r t i f i e s commercial te a c h e rs upon th e b a s is of exam ination b u t does n o t s p e c if y th e type of t r a i n i n g r e q u ir e d . Georgia mentions T ft r a i n i n g i n s p e c ia l s u b j e c t 1 1 b u t no d e f i n i t e amount i s s t a t e d . Maine a c c e p ts tfone y ea r i n b u s in e s s c o l le g e 11. Texas s p e c i f i e s f,te n c o u rs e s 1 1 and New Mexico, t h i r t y sem ester h o u rs. There a re s ix s t a t e s who r e q u ir e le s s th a n two y ears of c o l l e g i a t e t r a i n i n g f o r a l l h ig h school te a c h e r s . F lo r id a and Tennessee is s u e secondary c e r t i f i c a t e s upon the b a s is of exam i n a t i o n . Iowa r e q u ir e s tw elve weeks of t r a i n i n g w i t h exam i n a t i o n and Montana a c c e p ts tw enty q u a r te r hours w ith exam i n a t i o n . Texas demands r,te n c o u rs e s 1 1 and Vermont m entions ^ te a c h e r t r a i n i n g co u rses i n approved secondary s c h o o ls 11. With such v a r ie d r e g u la tio n s governing c e r t i f i c a t e s f o r commercial te a c h e rs and te a c h e rs of academic s u b j e c t s , i t i s n o t s u r p r i s i n g t h a t th e re i s a la c k of u n ifo rm ity In th e t r a i n i n g programs o f fe re d by th e e d u c a tio n a l i n s t i t u tio n s of th e U nited S t a t e s . (2) Requirements f o r p r o f e s s io n a l c o u r s e s . F ourteen of the s t a t e s s p e c if y t h a t t h e i r commercial te a c h e rs have a d e f i n i t e amount of p r o f e s s io n a l p r e p a r a tio n ran g in g from e ig h t sem ester hours in Nebraska to e ig h te e n in Ohio. T w enty-six, or more th a n o n e - h a lf, of th e s t a t e s demand d e f i n i t e p r o f e s s io n a l p r e p a r a tio n f o r t h e i r te a c h e rs of academic s u b je c ts . The req u irem e n ts range from two courses i n Texas to tw e n ty -fo u r sem ester hours i n Ohio# Here, a g a in , th e req u irem e n ts a re more s t r i n g e n t f o r th e te a c h e rs of g e n e ra l h ig h school su b je c ts# (3) Work i n s p e c ia l s u b j e c t s # T w enty-eight of th e s t a t e s (more th a n o n e -h a lf) have s p e c i f i e d t r a i n i n g i n s p e c ia l s u b je c ts f o r a p p lic a n ts f o r commercial t e a c h e r s 1 c r e d e n t i a l s . Only fo u r of th e s t a t e s r e q u ir e " t r a i n i n g i n s u b je c ts a p p lic a n t proposes to te a c h ” of ca n d id ates f o r .g e n e r a l secondary c r e d e n t i a l s . This may be ex p lain e d by th e f a c t t h a t th e commercial c r e d e n t i a l s a re reg ard ed as " s p e c i a l ” and th e secondary c e r t i f i c a t e s as " g e n e ra l" . The r e g u la tio n s concerning work i n th e s p e c i a l s u b je c ts range from v ery vague ones such as " tr a i n in g " i n G eorgia, "c o u rse s" i n M ichigan, and "com plete course" i n Colorado to v e ry d e f i n i t e s p e c i f i c a t i o n s such as th o se o u tlin e d by C a lif o r n ia : " s ix te e n sem ester hours i n s u b je c ts b a s ic to commerce and te n sem ester hours i n one of th e fo llo w in g : a c c o u n tin g , s e c r e t a r i a l s u b j e c t s , m arketing and merchan- u d i s i n g . Some of th e s t a t e s r e q u ir e t h a t a d e f i n i t e p ro p o r tio n of c o l l e g i a t e work be devoted to s p e c ia l s u b je c ts . For in s t a n c e , A rizona asks th a t f o r t y p er cent of a two- y ea r course be sp e n t i n s p e c ia l t r a i n i n g . Wyoming s p e c i f i e s one— t h i r d of c o l l e g i a t e work. Maryland demands t h a t one y e a r of a f o u r- y e a r c o lle g e course be sp e n t i n t r a i n - 112 Ing In th e s p e c i a l s u b je c ts - Ohio m entions a 1 1 tw o-year course w ith fo u r hours of m ethods’1 • The f a c t i s s e l f - e v id e n t t h a t th e tw e n ty -e ig h t s t a t e s r e q u i r i n g d e f i n i t e p r e p a r a tio n i n th e s p e c i a l s u b je c ts have w idely v a ry in g r e g u la tio n s concerning such p r e p a r a tio n . (4) P r a c tic e te a c h i n g . Five s t a t e s ( C a l i f o r n i a , M aryland, N orth C a ro lin a , P en n sy lv a n ia, ?/isconsin) r e q u ir e p r a c t i c e te a c h in g of c a n d id a te s f o r s p e c i a l c r e d e n t i a l s . Seven s t a t e s ( C a l if o r n ia , Delaware, M aryland, M innesota, Nevada, Ohio, P e n n sy lv a n ia ) s p e c if y t h a t a p p l ic a n ts f o r g e n e ra l secondary c r e d e n t i a l s have p r a c t i c e te a c h in g . I n some in s t a n c e s , s u c c e s s fu l te a c h in g ex p e rien ce i s a c c e p te d in l i e u of p r a c t i c e te a c h in g . The la rg e m a jo rity of s t a t e s have no r e g u la tio n s concerning p r a c t i c e te a c h in g . (5) V o catio n al e x p e rie n c e . Two s t a t e s ask th a t com m e rc ia l te a c h e rs have p r a c t i c a l v o c a tio n a l ex p e rie n c e ; i . e . , C a lif o r n i a and P en n sy lv a n ia. New York a c c e p ts th re e y e a rs of p r a c t i c a l v o c a tio n a l ex p erien ce in l i e u of p a r t of the p r o f e s s io n a l t r a i n i n g . (6) E xam ination. * No commercial c e r t i f i c a t e s a re is s u e d upon th e b a s is of exam ination o n ly . However, th re e s t a t e s c e r t i f y g e n e ra l h ig h school te a c h e rs w ith examin a t i o n as th e only re q u ire m e n t. Four s t a t e s (C o n n e c tic u t, F lo r i d a , Iowa, Oregon) r e q u ir e an exam ination i n th e s p e c ia l te a c h in g s u b j e c t . In a d d i tio n , Iowa asks fo r a theme o f one thousand words upon an a p p r o p r ia te t o p i c . Twelve s t a t e s p ro v id e exam inations i n a d d i tio n to o th e r re q u irem e n ts f o r th e is s u in g of g e n e ra l secondary c r e d e n t i a l s ; b u t only th re e s t a t e s ( I l l i n o i s , M is s is s i p p i, Oregon) r e q u ir e a g e n e ra l ex am in atio n of a p p lic a n ts f o r commercial c e r t i f i c a t e s . There a re f iv e s t a t e s (A rkansas, M is s is s i p p i, Nevada, South C a ro lin a , Utah) who Is s u e commercial c r e d e n t i a l s h u t who have no d e f i n i t e r e g u la tio n s concerning them, th e law s t a t i n g t h a t th e y a re "Issu e d a t th e d i s c r e t i o n of th e h o ard . , D. SUM M ARY OP CHAPTER A stu d y of th e s t a t e laws and r e g u la tio n s governing com m e rc ia l teachers* c e r t i f i c a t e s i s of im portance because th e y r e p r e s e n t the sta n d a rd s s e t up f o r th e p r e p a r a tio n of com m e rc ia l te a c h e rs and hence have a v i t a l in f lu e n c e upon com m e rc ia l te a c h e r t r a i n i n g . Each of th e f o r t y - e i g h t s t a t e s has made i t s own r e g u la tio n s concerning th e c e r t i f i c a t i o n of te a c h e rs and th e y ex p r e s s w idely d iv e rg e n t s ta n d a r d s . T h irty -o n e s t a t e s r e q u ir e more p r o f e s s io n a l p r e p a r a t io n of g e n e ra l secondary te a c h e rs th an th e y s p e c if y f o r te a c h e rs of commercial s u b j e c t s . This i s p ro b ab ly due to th e f a c t t h a t th e te a c h in g of commercial s u b je c ts i s a newer p r o fe s s io n th an t h a t of th e te a c h in g of academic b ra n c h e s. The s t a t e laws h ere an aly zed were made between th e y e a rs 1923 and 1928 and no doubt r e f l e c t th e p o st-w ar s h o rta g e of commercial te a c h e r s . The newer laws (th o se of C a lif o r n ia and Maryland) show a tendency to r a i s e th e sta n d a rd s f o r commercial te a c h e rs and th e r e i s no doubt b u t t h a t th e tr e n d i s i n th e d i r e c t i o n s of more and b e t t e r p r e p a r a tio n f o r te a c h e rs of commercial s u b j e c t s . At th e p r e s e n t tim e , o n e -h a lf of th e s t a t e s r e q u ir e only two y ears of t r a i n i n g beyond secondary grade f o r p r o s p e c tiv e commer c i a l te a c h e r s . Only fo u r s t a t e s r e q u ir e t h a t a p p lic a n ts 1 1 4 f o r commercial c r e d e n t i a l s be c o lle g e g r a d u a te s . In c o n t r a s t to t h i s , o n e -h a lf of th e s t a t e s r e q u i r e c o lle g e g ra d u a tio n of t h e i r academic t e a c h e r s . F o u rte en of th e s t a t e s s p e c if y t h a t commercial te a c h e rs have d e f i n i t e p r o f e s s io n a l t r a i n i n g b u t tw e n ty -s ix of them s p e c if y p r o f e s s io n a l c o u rs e s , and i n most cases th e demands a re more s t r i n g e n t th a n f o r commercial t e a c h e r s , f o r te a c h e rs of academic "subjects. More th a n one- h a l f of th e s t a t e s r e q u ir e d e f i n i t e work i n s p e c ia l s u b je c ts of t h e i r p ro s p e c tiv e commercial te a c h e rs w h ile only f i v e of them demand p r a c t i c e te a c h in g . Only two s t a t e s ask f o r v o c a tio n a l e x p e rien ce b e fo re engaging i n commercial te a c h in g . S e v e ra l s t a t e s pro v id e exam inations i n s p e c ia l and g e n e ra l s u b je c ts f o r ca n d id a te s f o r v a rio u s types of cred e n t i a l s • A stu d y of s t a t e laws and r e g u la tio n s governing com m e rc ia l teachers* c e r t i f i c a t e s in d ic a t e s a t l e a s t f iv e d e s i r a b l e changes: (1) g r e a t e r u n ifo rm ity i n s t a t e laws which would b r in g them a l l to th e l e v e l of th o se of h ig h e s t sta n d a rd s and th u s d ig n if y th e p r o f e s s io n of commercial te a c h in g ; (2) th e r a i s i n g of th e sta n d a rd s s e t up f o r com m e rc ia l te a c h e rs so t h a t th e y a re eq u al to th o se re q u ir e d of a l l o th e r h ig h school te a c h e r s ; (3) th e req u irem en t of g e n e ra l p r o f e s s io n a l courses and courses i n p r i n c i p l e s of commercial e d u c a tio n which would g iv e commercial te a c h e rs a h ig h e r c o n cep tio n of t h e i r work; (4) p r a c t i c e te a c h in g r e q u ir e d of a l l c a n d id a te s f o r commercial teachers* c e r t i f i c a t e s ; (5) s u c c e s s fu l v o c a tio n a l ex p e rien ce demanded of a l l commercial te a c h e rs because of i t s v alu e i n e s t a b l i s h i n g b u s in e s s c o n t a c t s , i n m o tiv a tin g work, and i n g iv in g th e a ssu ra n ce needed i n s u c c e s s fu l te a c h in g . As s t a t e laws a re reco g n ized as a means of r a i s i n g the s ta n d a rd s of th e q u a l i f i c a t i o n s of th e te a c h in g c o rp s, the ad o p tio n of the above su g g e stio n s would go f a r toward the p r o fe s s io n a lis m of commercial te a c h in g and would have a f a r - re a c h in g e f f e c t on commercial te a c h e r t r a i n i n g . CHAPTER ¥111 CONCLUSIONS AND RECOMMENDATIONS The purpose of t h i s f i n a l c h a p te r i s to p r e s e n t the co n c lu sio n s and recommendations which seem w arran ted by a study of the d a ta p re s e n te d in the p re ce d in g c h a p te r s . They a re co n sid ered under f o u r headings as fo llo w s : (A) C onclusions; (B) Recommendations; (C) Suggested curriculum ; (D) Problems f o r f u r t h e r r e s e a r c h . A. CONCLUSIONS The co n c lu sio n s drawn from the p r e s e n t survey of commercial ed u c atio n and of commercial te a c h e r t r a i n i n g to g e th e r w ith an a n a l y s i s of the o f f e r i n g s f o r the t r a i n ing of commercial te a c h e rs in the d e g re e -g ra n tin g i n s t i tu t i o n s of the U nited S t a t e s w i l l be d isc u sse d under f iv e headings as fo llo w s : (1) Commercial te a c h e r t r a i n ing i s an im portant problem ; (£) P a s t development of commercial te a c h e r t r a i n i n g has been slow; (3) Inadequate p ro v is io n i s made f o r commercial te a c h e r t r a i n i n g ; (4) P o l i c i e s f o r cu rricu lu m o r g a n iz a tio n ; (5) C e r t i f i c a t i o n re q u ire m e n ts a re in a d e q u a te . 1. Commercial teacher training is an important problem. The problem of commercial teacher training is a vital one because of the one-half million'Voung people who each year are affected by the strength or I U nited S t a t e s Bureau of E ducation, "Commercial E ducation in the U nited S t a t e s , 1924-1935", B u l l e t i n , 1928, No. 4 pages 1 -5 . 1 1 7 weakness of the t r a i n i n g r e c e iv e d by t h e i r te a c h e r s . I t has been d e s c rib e d as "probably the weakest f e a t u r e o f commercial e d u c a tio n to d a y " .’ * ’ The Department of B usiness E ducation of the N a tio n al E d u c a tio n a l A sso c ia tio n has con s i s t e n t l y s tr e s s e d th e need f o r b e t t e r commercial te a c h e r p r e p a r a tio n sin c e 1901. B u sin ess has undergone rem arkable changes sin c e the e s ta b lis h m e n t of the f i r s t commercial co u rses in our h igh s c h o o ls . The in tr o d u c tio n of o f f i c e a p p lia n c e s and th e " d iv i s io n of l a b o r ” system have changed the e n t i r e s t a t u s of o f f i c e work. The ea rn in g of a l i v i n g has been s im p lif ie d f o r a la r g e number of o f f i c e workers and now c o n s i s t s o f the o p e ra tio n s o f machines or i n s p e c i a l iz e d r o u tin e t a s k s . S k i l l In h an d lin g the new o f f i c e a p p lia n c e s may be ac q u ired in com paratively s h o rt p e r io d s of tim e. The " d iv is io n of la b o r " system used in so many o f f i c e s today has e lim in a te d to a la rg e e x te n t th e g e n e ra l bookkeeper and g e n e ra l o f f i c e c l e r k and has c re a te d a l a r g e r number of r o u tin e jo b s r e q u ir in g l i t t l e s p e c if ic p r e p a r a t io n . This means t h a t commercial ed u c a tio n must p re p a re young people not only f o r v o c a tio n s b u t f o r o th e r i n t e r e s t s in l i f e and f u r n i s h knowledge and a t t i t u d e s which w i l l serve as fo u n d a tio n s f o r advancement. Commercial I E a rl W. B a rn h a rt, "R esearch Program f o r Commercial E d u ca tio n ", R esearch S tu d ie s in Commercial E d u c a tio n . U n iv e rs ity of Iowa Monographs in E d u catio n , S e r ie s #7, Ju ly , 19S6* page 5. 1 1 8 te a c h e r t r a i n i n g must n e c e s s a r i l y keep a b r e a s t of t h i s new co n cep tio n o f e d u c a tio n . I t i s ev id en t t h a t commercial te a c h e rs should p o sse ss t r a i n i n g broader th an t h a t r e p r e se n te d by th e a c q u i s i t i o n o f a few o f f i c e s k i l l s . They must be p rep ared to i n s t i l l in to t h e i r p u p ils a broad o u t look on l i f e and to give them an e d u c a tio n a l fo u n d atio n upon which f u tu re prom otion may be b u i l t . 2. The p a s t development o f commercial te a c h e r t r a i n in g has been slow . The b u sin e ss c o lle g e s were th e p io n e e rs in commercial e d u c a tio n .1 "The f i r s t h ig h school commercial te a c h e rs were th o se who could be picked up in th e working f i e l d fo r th e purpose o f te a c h in g what th ey had le a rn e d in b u sin e ss c o lle g e s and o f f i c e s . " 2 The f i r s t co u rse d e f i n i t e ly e s ta b li s h e d fo r th e t r a i n i n g o f commercial te a c h e rs was given by R rex el I n s t i t u t e in 1 8 9 8 .3 A survey made in 1925 showed th a t d u rin g th e next tw e n ty -fiv e y e a rs only t h i r t y - seven i n s t i t u t i o n s had s t a r t e d co u rses fo r commercial 4 t e a c h e r s . 1 E a rl W. B a rn h a rt, "E a rly Beginnings o f Commercial Educa ti o n " V o catio n al E d u catio n M agazine, I . B. L ip p in c o tt Co., O c t., 1922, pages 101-102. 2 Elwood P. Cubberly, "Commercial E ducation — I t s P a s t H is to r y , P re s e n t S ta tu s , and P ro s p e c ts f o r F u tu re B evelop- m ent". The Balance S h e e t, The Southw estern P u b lis h in g Company, May, 1926, Page 4. 5 P ro ceed in g s, N a tio n a l E d u c a tio n a l A s s o c ia tio n , 1901, p . 734. 4 Jay B. Bunkle, "The T ra in in g Received by Commercial T eachers", The V ocational E ducation M agazine, A p ril, 1923 page 583. 1X9 At th e p re s e n t tim e, 138, or o n e - f i f t h , o f a l l d e g r e e -g r a n t ing i n s t i t u t i o n s w ith departm ents or schools of e d u c a tio n t r a i n commercial te a c h e r s . Thus i t i s e v id e n t th a t d u rin g th e l a s t decade an impetus has been given to commercial te a c h e r t r a i n i n g to th e e f f e c t t h a t one hundred new i n s t i t u t i o n s have e n te re d t h i s f i e l d . When i t i s remembered t h a t d e f i n i t e commercial te a c h e r t r a i n i n g i s only t h i r t y y e a rs old and th a t American b u sin e ss has undergone rem arkable changes d u rin g t h a t tim e, th e slow p ro g re s s along t h i s l i n e i s n o t s u r p r i s i n g . A 'very encouraging ou tlo o k fo r th e f u tu re i s presaged by th e p re s e n t i n t e r e s t in the s u b je c t o f commercial te a c h e r t r a i n i n g . Teacher t r a i n i n g i n s t i t u t i o n s a re r e a l i z i n g th e need o f b e t t e r f a c i l i t i e s in t h i s f i e l d as w itn e ssed by th e re c e n t o r g a n iz a tio n o f th e N a tio n a l A sso c i a t i o n o f Commercial Teacher T ra in in g I n s t i t u t i o n s f o r th e purpose o f d is c u s s io n and r e s e a r c h ■ along t h i s l i n e . 1 C urrent p u b lic a t io n s give evidence o f i n t e r e s t in t h i s s u b je c t. For in s ta n c e , n o te i s made of t h i s item a p p e a rin g in a r e c e n t p p u b l i c a t i o n . ."At th e m eeting o f th e Michigan School m asters* Club in Ann Arbor l a s t s p rin g , th e Commercial S e c tio n , a t th e su g g e s t ion o f P ro fe s s o r George E. Myers, ap p o in te d a committee o f th re e to work w ith th e School o f E ducation o f the U n iv e r s it y of M ichigan in d ev eloping a s p e c ia l cu rric u lu m fo r th e t r a i n i n g of 1 N a tio n a l A s s o c ia tio n of Commercial Teacher T ra in in g I n s t i t u t i o n s org an ized a t th e U n iv e r s it y o f Iowa in 1927.? 2 J o u rn a l o f Commercial E d u c a tio n , Vol. I , No. 9, Nov., 1928, page 278. 120 'com m ercial t e a c h e r s . ” ' A lthough th e development in commercial te a c h e r t r a i n i n g has been slow, the awakened i n t e r e s t in t h i s f i e l d on th e p a r t o f te a c h e r t r a i n i n g i n s t i t u t i o n s p r e d i c t s f u tu re ad vancement a lo n g t h i s l i n e . 3. Inadequate p r o v is io n made f o r commercial te a c h e r t r a i n i n g . S tu d ie s o f the p r o f e s s io n a l t r a i n i n g p o ssesse d by- commercial te a c h e rs , c i te d in Chapter I I o f t h i s i n v e s t i g a tio n , show t h a t commercial te a c h e rs as a c la s s ran k below te a c h e rs of o th e r h ig h school s u b je c ts w ith re g a rd to degrees h e ld . The f a c t th a t th e re have been so few c u r r i c u la fo r commercial te a c h e r t r a i n i n g in d e g re e -g ra n tin g i n s t i t u t i o n s i s l a r g e l y r e s p o n s ib le fo r t h i s s i t u a t i o n . The m a jo rity o f commercial te a c h e rs who have degrees have r e c e iv e d them in academic s u b je c ts and in g en e ra l e d u c atio n courses and have tak en commercial work in a d d itio n to such t r a i n i n g . I t i s f re q u e n tly tr u e th a t when a commercial te a c h e r p o sse sse s a degree she has r e c e iv e d th e t r a i n i n g p o ssesse d by the te a c h e r o f academic s u b je c ts in a d d itio n to the commercial co u rse s she has ta k e n . The p re s e n t study d is c l o s e s th e f a c t t h a t 138 or twenty per cent of a l l th e d e g re e -g r a n tin g i n s t i t u t i o n s o f th e U n ite d S ta te s w ith de p artm en ts or sch o o ls o f ed u c atio n p ro v id e a c e r t a i n amount o f commercial te a c h e r t r a i n i n g but t h a t only s i x t y - s i x , or nine and f i v e - t e n t h s per cent o f them, p u b lis h c u r r i c u l a r req u irem e n ts f o r commercial te a c h e rs and t h a t only f o r t y - f iv e , or s ix and f i v e - t e n t h s p er cent of them, p u b lis h fo u r- year programs of study fo r th e trari-ning o f commercial 121 te a c h e r s . This sm all p e rc e n ta g e does not n e c e s s a r ily i n d i c a te in ad eq u ate f a c i l i t i e s f o r commercial te a c h e r t r a i n i n g . The m a jo rity o f i n s t i t u t i o n s o f f e r i n g c u r r i c u l a f o r th e t r a i n i n g o f commercial te a c h e rs a re la rg e o n es.^ In clu d ed in the 695 d e g re e -g ra n tin g i n s t i t u t i o n s o f the U n ite d S ta te s hav in g departm ents or sch o o ls o f e d u c a tio n are many sm all p r i v a t e i n s t i t u t i o n s engaged i n th e t r a d i t i o n a l academic t r a i n i n g and f o r whom i t would not be f e a s i b l e to e s t a b l i s h co u rses in commercial te a c h e r t r a i n i n g because of the sm all number o f s tu d e n ts in v o lv e d . I t seems t h a t th e t r a i n i n g o f commercial te a c h e rs can be a d e q u a te ly handled by th e la rg e i n s t i t u t i o n s who a re b e t t e r a b le to take care o f s p e c ia l groups. Because o f the f a c t t h a t the t o t a l number of d eg ree - g r a n tin g i n s t i t u t i o n s i n th e U n ite d S ta te s in c lu d e s la rg e and sm all sc h o o ls, a sta tem e n t o f th e number of i n s t i t u t i o n s en gaged in commercial te a c h e r t r a i n i n g does not w arrant th e fo rm u la tio n of co n clu sio n s as to th e adequacy or inadequacy o f th e p re s e n t t r a i n i n g p rovided f o r commercial te a c h e r s . An a n a l y s i s of commercial te a c h e r t r a i n i n g c u r r i c u l a as a d m in iste re d by th e f o r t y - f i v e i n s t i t u t i o n s p ro v id in g such c u r r i c u l a r e v e a ls in a d e q u a c ie s i n the p r e s e n t o f f e r in g s in t h i s f i e l d . These c u r r i c u l a w i l l be co n sid ered in d e t a i l in th e fo llo w in g s e c tio n . 4. P o l i c i e s lo o k in g toward curriculum o r g a n iz a tio n . An a n a ly s is o f th e c u r r ic u la which are provided f o r th e t r a i n - 1 See Appendix A. 122 ing of commercial te a c h e rs r e v e a ls th a t fiv e groups of sub j e c t s are r e q u ir e d : (a) g en e ra l c u l t u r a l or fo u n d a tio n a l s u b je c ts ; (b) s o c i a l s c ie n c e s in c lu d in g economics; (c) com m e rc ia l s u b je c ts ; ( cL } courses i n g e n e ra l ed u catio n ; (e) sp e c i f i c co u rses in commercial e d u c a tio n . These elem ents appear to be d e s ir a b le ones i n any program of commercial te a c h e r t r a i n i n g . The amount o f work re q u ir e d in each group ( i . e . , th e p r o p o rtio n of time spent on each elem ent in r e l a t i o n to th e e n t i r e curriculum ) i s o f i n t e r e s t in d eterm in in g p o l i c i e s to be used in cu rricu lu m o r g a n iz a tio n . At th e p re s e n t tim e, th e i n s t i t u t i o n s p ro v id in g com-^ m e rc ia l te a c h e r t r a i n i n g c u r r i c u l a r e q u ir e an average of f o rty - s e v e n and s e v e n -te n th s sem ester u n i t s in commercial sub j e c t s which means t h a t t h i r t y - s e v e n and n in e - te n th s p er cent o f th e cu rricu lu m is made up o f commercial s u b je c ts . This r e quirem ent seems to be a l o g i c a l one — t h a t p ro s p e c tiv e com m e rc ia l te a c h e rs be r e q u ir e d to spend a co m p arativ ely la r g e p ro p o rtio n o f t r a i n i n g time in th e study o f commercial sub j e c t s . U n fo rtu n a te ly , i t is fre q u e n tly tr u e t h a t th e com m e rc ia l s u b je c ts th u s r e q u ir e d are given in th e c o lle g e o f commerce and a re not designed f o r commercial te a c h e rs but fo r p ro s p e c tiv e b u sin e ss e x e c u tiv e s . The s u b je c t m a tte r o f such co u rse s i s a l l too o f te n of no- p a r t i c u l a r use to th e te a c h e r o f secondary commercial s u b je c ts . Twenty-nine and f o u r - t e n t h s sem ester u n i t s in g e n e ra l c u l t u r a l and fo u n d a tio n a l s u b je c ts or tw e n ty -th re e and t h r e e - te n th s per cen t o f the cu rricu lu m i s the average re q u ir e d of 125 p r o s p e c tiv e commercial te a c h e r s , ‘ These s u b je c ts are those r e q u ired of a l l c a n d id a te s f o r b a c c a la u re a te d eg ree s, and a re a n e c e ssa ry p a r t o f a commercial te a c h e r t r a i n i n g cu rricu lu m in o rd er th a t commercial te a c h e rs may have th e same c u l t u r a l and g e n e ra l t r a i n i n g as th a t p o sse sse d by te a c h e rs o f o th e r h ig h school s u b j e c t s . The average number o f sem ester u n i t s r e q u ire d in s o c i a l s tu d i e s ( in c lu d in g economics) is s ix te e n and tw o -te n th s or tw elve and n in e - te n th s p e r cent o f th e c u r r i c u lum. With th e p r e s e n t emphasis upon s o c i a l ed u c a tio n , i t seems d e s ir a b le th a t commercial te a c h e rs have t h i s am ount.of c o n ta c t w ith th e s o c ia l s t u d i e s . E ducation courses a re r e q u ir e d in th e amount of s ix te e n and tw o -te n th s sem ester u n i t s or twelve and s i x - t e n t h s per cent o f the cu rricu lu m . These are th e courses in g e n e ra l e d u c a tio n r e q u ir e d of a l l te a c h e rs . I n o rd er th a t commercial te a c h e rs may have a p r o f e s s io n a l a t t i t u d e toward t h e i r work, i t i s d e s ir a b le t h a t they tak e a c e r t a i n amount o f work in g e n e ra l ed u c atio n so as to be f a m il ia r w ith the g e n e ra l aims o f e d u c a tio n , i t s h i s t o r y , p h ilosophy and p r a c t i c e s . Only four sem ester u n i t s are r e q u ir e d in commercial e d u c a tio n com p r i s i n g th re e and t h r e e - t e n t h s per cent o f the cu rricu lu m . This requirem ent seems to be t o t a l l y in a d eq u ate . The prob- ■ # ' • v" "K a b le reaso n for t h i s low requirem ent is th e f a c t t h a t co u rses in commercial ed u c atio n are not o ffe re d in la r g e numbers. I t was found in t h i s study th a t th e 158 i n s t i t u t i o n s p ro v id in g commercial te a c h e r t r a i n i n g o f f e r only th re e -h u n d re d f i f t y - one co u rse s for commercial te a c h e rs in a l l , which means th a t th e re a re very few co u rses in each i n s t i t u t i o n and th e r e f o r e very l i t t l e work in commercial e d u c a tio n i s re q u ir e d fo r g ra d u a tio n . An average of tw elve and n in e - te n th s sem ester u n i t s i s allow ed in f r e e e l e c t i v e s . I t i s d e s ir a b le t h a t some freedom o f choice be allow ed in order to p ro v id e fo r i n d iv id u a l t a s t e s and i n t e r e s t s and t o p rev en t th e r i g i d s ta n d a r d i z a t i o n o f t r a i n i n g . A stu d y o f th e p r e s e n t p o lic y in th e o r g a n iz a tio n of commercial te a c h e r t r a i n i n g c u r r i c u l a in d ic a t e s t h a t the l a r g e s t number of sem ester u n i t s a re re q u ir e d in commerce but u n f o rtu n a te ly not in co u rses designed fo r commercial te a c h e rs . The same amount o f g en e ra l c u l t u r a l t r a i n i n g as is re q u ire d of te a c h e rs o f academic s u b je c ts has been s p e c i f i e d fo r p ro sp e c t i v e commercial te a c h e r s . The p re s e n t p o lic y ap p e ars to be to d iv id e the rem ainder o f th e cu rricu lu m among th e s o c i a l s tu d i e s , e d u c atio n , and f r e e e l e c t i v e s , w ith a very few sem e s t e r u n i t s r e q u ir e d in c o u rse s i n commercial e d u c a tio n . I t i s th e l a s t req u irem en t — t h a t of commercial e d u c a tio n — which seems to be e s p e c i a l l y in ad eq u ate to meet th e needs o f p ro s p e c tiv e commercial t e a c h e r s . That t h i s req u irem en t is such a meager one i s due t o th e f a c t th a t co u rses have not been developed in t h i s co m p arativ ely new f i e l d . The s u c c e s s f u l o r g a n iz a tio n o f such co u rses is dependent on th e formu l a t i o n of more d e f i n i t e o b je c tiv e s o f commercial ed u c a tio n and on a d d i t i o n a l r e s e a r c h in th is f i e l d . I t seems th a t th e next forw ard ste p in commercial te a c h e r t r a i n i n g i s the org an i z a t i o n of courses designed e s p e c i a lly fo r t h i s s p e c ia liz e d 125 t'ype of e d u c a tio n . 5. C e r t i f i c a t e req u irem e n ts are in a d e q u a t e . There i s very l i t t l e u n ifo rm ity among the c e r t i f i c a t e req u irem en ts which th e v a rio u s s t a t e s have s e t up fo r commercial te a c h e r s . T h irty -o n e of th e s t a t e s r e q u ir e more p r o f e s s io n a l p r e p a r a t i o n of g e n e ra l secondary te a c h e rs th a n they s p e c if y fo r te a c h e rs o f commercial s u b j e c t s . O ne-half o f th e s t a t e s r e q u ire only two y e a rs of t r a i n i n g beyond secondary grade for p ro s p e c tiv e commercial te a c h e r s . S ta te req u irem e n ts are s i g n i f i c a n t i n th a t th e r e i s a g e n e ra l tendency among people to f u l f i l l minimum req u irem e n ts e s p e c i a l l y b e fo re o b ta in in g a f i r s t te a c h in g p o s i t i o n . Thus the s t a t e req u irem e n ts r e g u la te th e demand f o r commercial te a c h e r t r a i n i n g and a f f e c t th e o f f e r in g s provided by commercial te a c h e r t r a i n i n g i n s t i t u t i o n s . In o rd e r t h a t commercial te a c h e rs may he a d e q u a te ly p re p a re d f o r the im p o rta n t ta s k which i s t h e i r s , the f o l lowing recommendations a re made in harmony w ith the f a c t s brought to l i g h t in the p r e s e n t in v e s tig a tio n # S ix recommendations a re made w ith re f e r e n c e to th e n a tu re of the work r e q u ir e d and o f f e re d , and one re g a rd in g s t a t e law s. (1) While th e re i s no j u s t i f i c a t i o n f o r the use of p r e s e n t s t a t u s as a guide f o r f u t u r e p ro ce d u re , in the case of g e n e ra l c u l t u r a l and f o u n d a tio n a l re q u ire m e n ts, p r e s e n t p r a c t i c e ap p e a rs to he d e s i r a b l e ; i . e . , t h a t commercial te a c h e r s spend o n e -fo u rth of the t r a i n i n g p e rio d in the study of c u l t u r a l and f o u n d a tio n a l su b je c ts# The p r o f e s s i o n a l i z a t i o n of commercial te a ch in g makes i t n e c e ssa ry t h a t commercial te a c h e rs have the same c u l t u r a l background as t h a t p o sse sse d by the te a c h e rs of academic s u b je c ts . (S) The req u irem e n t t h a t s o c ia l s tu d i e s occupy twelve and n in e - te n th s p e r ce n t of the c u rricu lu m ap p e ars a t f i r s t thought to overem phasize th e se s u b j e c t s . I t must be remembered, however, t h a t the p re s e n t tre n d i s toward s o c ia l e d u c a tio n . As th e se s tu d i e s are in th e p r e s e n t c u rric u lu m in harmony w ith the c u r r e n t demand f o r s o c ia l s tu d i e s in a l l e d u c a tio n a l work, t h e i r p resen ce i s to be encouraged. This recommendation i s j u s t i f i a b l e a ls o because economics which has been c a lle d the " sc ie n c e of b u sin e ss" i s one of the s o c i a l s t u d i e s . 187 (3) The em phasis in commercial s u b je c ts i s upon a c c o u n tin g , sh o rth an d , and commercial law. As b u s in e s s becomes more and more p r o f e s s i o n a l i z e d and as th e secondary school a tte m p ts to e n la rg e the scope of commercial ed u catio n to in clu d e and encourage p o t e n t i a l e n tre p re n e u rs and b u s in e s s e x e c u tiv e s as w ell a s c l e r k s , i t would appear wise to s t r e s s commercial s u b je c ts such as b u s in e s s o r g a n iz a tio n , f in a n c e , t r a n s p o r t a t i o n , m ark e tin g , s t a t i s t i c s , and r e s e a r c h in commerce r a t h e r than to g iv e p la c e s of f i r s t prominence to the te c h n ic a l s k i l l s u b je c ts . (4) I t i s recommended t h a t an ad ju stm en t be made in the s e m e s te r - u n it re q u ire m e n ts in commerce, e d u c a tio n , and commercial e d u c a tio n . As s p e c ia liz e d co u rse s in commercial e d u c a tio n a re e s t a b l i s h e d , o v e rla p p in g co u rses in e d u c a tio n may be e lim in a te d to make way f o r more co u rse s in commercial e d u c a tio n . L ikew ise, any work in te c h n ic a l commercial s u b je c ts , such a s shorthand and ty p e w ritin g , which i s a d u p lic a te of high school work, should be o m itted in fa v o r of commercial e d u c a tio n c o u rse s. (5) For the purpose of f u r t h e r i n g the p r o f e s s io n a l i z a t i o n o f commercial e d u c a tio n , i t i s recommended t h a t the added co u rse s in commercial e d u c a tio n in s lu d e : (2) p r i n c i p l e s and problem s in commercial e d u c a tio n ; (b) h i s t o r y of commercial ed u c atio n ; ( c) commercial cu rricu lu m ; (d) t e s t s a p p lie d to commercial e d u c a tio n ; 128 (e) re s e a rc h in commercial e d u c a tio n ; (f) o r g a in z a tio n and a d m in is tr a tio n of commercial e d u c a tio n . I t i s n ec e ssa ry t h a t much r e s e a r c h be done in the e n t i r e f i e l d of commercial e d u c a tio n p r e p a r a to ry to the o r g a n iz a tio n of th e s e co u rses and th a t such r e s e a r c h be continuous in o rd er t h a t commercial te a c h e r t r a i n i n g keep a b r e a s t of the advancement of b u sin e ss and the co rresp o n d in g changes in secondary commercial educa t i o n . The e s ta b lis h m e n t of th e se co u rses in commercial e d u c atio n seems to be the most p r e s s in g need in commercial te a c h e r t r a i n i n g to d ay . (6) I t i s recommended th a t more b u s in e s s p a r t i c i p a tio n be made p o s s ib le in o rd er th a t the commercial te a c h e rs g a in e x p e rien ce not r e a d i l y o b ta in ed in sc h o o l. I t i s not thought a d v is a b le t h a t they g a in t h i s b u sin e ss e x p e rien ce a t the expense of o th e r s c h o la s t ic work but th a t i t be r e q u ir e d in a d d i tio n to the f u l l number of sem ester u n i t s tak en in co u rse . I t would be w ise, however, f o r the t r a i n i n g i n s t i t u t i o n to su p e rv ise the b u s in e s s p a r t i c i p a t i o n of the p r o s p e c tiv e commercial te a c h e r. (7) I t i s recommended th a t the sta n d a rd s s e t up f o r commercial te a c h e r c e r t i f i c a t i o n by the v a rio u s s t a t e s be r a i s e d to the same l e v e l as those f o r te a c h e rs o f o th e r h ig h school s u b j e c t s . This recommendation i s j u s t i f i e d in view of the f a c t th a t minimum req u ire m e n ts s e t up by law have an e f f e c t upon the demand fo r commercial te a c h e r t r a i n i n g c o u rs e s . C. SUGGESTED CURRICULUM C hapter VI of t h i s study p r e s e n ts a c u rric u lu m con s t r u c t e d from an a n a ly s is of the c u r r i c u l a now organized f o r the t r a i n i n g of commercial te a c h e r s . The c u rric u lu m th u s c o n s tru c te d m erely p r e s e n ts a p i c t u r e of p r e s e n t p r a c t i c e and i s n o t recommended as a guide f o r f u t u r e p ro ced u re. The one given below, however, has been modi f i e d in conform ity w ith the above recommendations and i s h e re p re s e n te d in the form of a suggested cu rricu lu m f o r commercial te a c h e r t r a i n i n g . These su g g e stio n s a re v a l i dated by the f a c t t h a t they c o in c id e v w ith the most r e c e n t o p in io n s of the le a d e r s in t h i s f i e l d . Dr. P au l S. Lomax and Dr. H erb ert A. Tonne as the r e s u l t of a r e c e n t i n v e s t i g a tio n made under the a u s p ic e s of the N a tio n a l A ss o c ia tio n of Commercial T ea c h e r-T ra in in g I n s t i t u t i o n s have recommended t h a t twelve sem ester u n i t s of commercial ed u c atio n be in c lu ded in commercial te a c h e r t r a i n i n g c u r r i c u l a in a d d i tio n to fo u r sem ester u n i t s of p r a c t i c e te a ch in g in b u sin e ss sub j e c t s and fo u r sem ester u n i t s in b u s in e s s participation.*** In a fo u r - y e a r cu rric u lu m f o r commercial te a c h e rs r e c e n t l y p u b lish e d by Mr. C. M. Yoder of the W hitew ater S ta te T e a c h e rs ’ C o lleg e, t h i r t y - f o u r to f o r t y sem ester hours of wofK: in e d u c a tio n in c lu d in g s p e c ia l methods of te a c h in g 1 P au l S. Lomax and H erb ert A. Tonne, C urriculum Making in Commercial Teacher T r a in in g . U npublished. Mimeographed copy was o b ta in e d from the N a tio n a l A s s o c ia tio n of commercial Teacher T ra in in g I n s t i t u t i o n s , May, 1929. 130 commercial s u b je c ts a re recommended.^ Dr. F. j . W eersing in h i s suggested c u rric u lu m f o r p ro s p e c tiv e secondary school commercial te a c h e rs in c lu d e s co u rses in o r g a n iz a tio n and a d m in is tr a tio n of commercial e d u c a tio n and s p e c ia l 2 methods in s p e c if ic commercial s u b j e c t s . A ll of the su g g ested cu rricu lu m s quoted (th o se suggested by Dr. Lomax and Dr. Tonne, Mr. Yoder, Dr. W eersing) in c lu d e p r o v is io n f o r s p e c i a l i z a t i o n w ith re g a rd to the te a c h in g s u b je c t. The p re s e n t study d isc o v e re d only fo u r i n s t i t u t i o n s which now p ro v id e d i f f e r e n t i a t e d c u r r i c u l a f o r the te a c h e rs of s p e c i f i c commercial s u b je c ts . The tre n d , however, seems to be in the d i r e c t i o n o f d i f f e r e n t i a t e d c u r r i c u l a and p ro v is i o n f o r s p e c i a l i z a t i o n . The c u rric u lu m here suggested p ro v id e s f o r s u f f i c i e n t e l e c t i v e s to take care of t h i s s i t u a t i o n . Dr. Lomax and Dr. Tonne have suggested t h a t the degree of s p e c i a l i z a t i o n be c o n tr o lle d by the use of ffr e s t r i c t e d e l e c t i v e s 5 * which means t h a t they a r e s e le c te d w ith the consent of the f a c u l t y a d v i s e r . I C. M. Yoder, C o m m ercial Teacher T ra in in g C u r r ic u la f o r Teachers* C o lle g e s rt»Commercial E d u c a tio n , B u l l e t i n No. 148, W hitew ater S ta te T e a c h e rs f C o lle g e , W hitew ater, W ise. p . 7. May, 1929. .2 F r e d e ric k J . W eersing, P h .D ., R e o rg a n iz a tio n o f Commercial E ducation in P u b lic High S c h o o ls. S outhw estern P u b lis h in g Co# C in cin n ati., Ohio, 1929# 131 Tliis su g g ested cu rricu lu m , th en , r e p r e s e n t s an attem p t to modify c u r r i c u l a now in use — and which have proved them selves p r a c t i c a b l e — by the in c lu s io n of recommendations which seem w arranted by the p r e s e n t study and which are in harmony w ith the o p in io n s of those who a re prom inent in the f i e l d of commercial te a c h e r t r a i n i n g . CURRICULUM FOR THE TRAINING OF COMMERCIAL TEACHERS Sem ester 1 Sem ester . t s YEAR I U n its Sem ester U n its Sem ester B E n g lish com position 3 F o re ig n language 3 A ccounting 8 Science B Commercial geography 3 P h y s ic a l e d u c a tio n 8 E l e c t i v e s B 1? E n g lish com position F o re ig n language A ccounting S cience Economics P h y s ic a l e d u c a tio n YEAR I I YEAR I I I 3 3 B B 3 B 15 L i t e r a t u r e 3 A ccounting 3 Accounting 3 Shorthand B Shorthand S T ypew riting 1 T ypew riting 1 Hi sto ry 4 G eneral psychology B Economics B Economics B P h y s ic a l e d u c a tio n 1 P h y s ic a l e d u c a tio n 1 E l e c tiv e s 3 E l e c t i v e s B 16 16 Shorthand B Shorthand B Commercial law 3 Commercial law B T ypew riting 1 T ypew riting 1 F inance B Secondary e d u c a tio n B H is to ry of e d u c a tio n B E d u c a tio n a l psychology B P r i n c i p l e s o f - C urriculum i n - commercial e d u c a tio n B commercial e d u c a tio n B T e s ts i n commercial - E x t r a - c u r r i c u l a r - e d u c a tio n B a c t i v i t i e s B E l e c t i v e s 8 B u sin ess p a r t i c i p a t i o n 16 (no c r e d i t) 13 133 CURRICULUM FOR THE TRAINING OF COMMERCIAL TEACHERS (c o n t'd ) Sem ester Seme s t e r U n its U n its Sem ester 1 YEAR IV Semester 3 B usiness o r g a n iz a tio n 4 P o l i t i c a l scien ce 2 O ffic e p r a c t i c e 2 P r a c t i c e te a c h in g 5 G eneral methods i n - R esearch i n - commercial e d u c a tio n 2 commercial e d u c a tio n 2 S p e c ia l methods i n - E l e c t i v e s 6 commercial s u b je c ts 2 P r i n c i p l e s and - p h ilo so p h y of e d u c a tio n 2 E l e c t i v e s 4 16 15 SUM M ARY OF CURRICULAR REQUIREMENTS Seme s t e r U n its G eneral f o u n d a tio n a l s u b je c ts - - - - - - 27 Commerce - - - - - - - - - - - - - - - - 38 S o c ia l sc ie n c e s - - - - - - - - - - - - - 13 G eneral e d u c a tio n - - - - - - - - - - - - 10 Commercial e d u c a tio n - - - - - - - - - - - 17 E le c tiv e s (to p ro v id e f o r s p e c i a l i z a t i o n i f d e sire d ) - - - - - - - - - 19 T o t a l - ----------------------------- 124 I t i s su g g ested , in the case of those s tu d e n ts who have had shorthand and ty p e w ritin g in th e secondary sc h o o l, t h a t o th e r s u b je c ts b e . s u b s t i t u t e d f o r c o n te n t and s h i l l co u rses in shorthand and ty p e w r itin g . As has been in d ic a te d in a p re v io u s s e c tio n , t h i s program i s not a r i g i d one but i s s u b je c t to change as new f a c t s are brought to l i g h t by the r e s e a r c h which i s being made in the f i e l d of commercial e d u c a tio n and of commercial te ac h e r t r a i n i n g . The fo llo w in g s e c tio n c o n ta in s su g g e stio n s f o r r e s e a r c h , the r e s u l t s Of which would be h e l p f u l i n b r in g ing about d e s ir a b le changes in commercial te a c h e r t r a i n i n g . 1 3 3 D. PROBLEMS FOR FURTHER RESEARCH A stu d y in v o lv in g p r e s e n t s t a t u s le a v e s much to be d e s ir e d . A knowledge o f p r e s e n t p r a c t i c e does n o t imply p ro g re s s alth o u g h i t may in d i c a t e a d e s i r a b l e and workable program and a c o n c e p tio n of th e immediate s te p s n e c e ssa ry f o r improvement. A com plete study of commercial te a c h e r t r a i n i n g would involve th e fo llo w in g c o n s id e r a tio n s : 1. What commercial te a c h e rs have to te a c h . A survey of the d u t i e s which commercial te a c h e rs now in s e rv ic e a re c a lle d upon to perform and of th e s u b je c t m a tte r which they te a c h . S. What commercial te a c h e rs ought to t e a c h . A fo rw ard - lo o k in g t r a i n i n g program w i l l seek n o t m e re ly "to p e rp e tu a te t h a t which i s im p e rfe c t” b u t w i l l in q u ir e in to th e o b je c ti v e s of commercial e d u c a tio n and in to a n a ly s e s o f commercial o c c u p a tio n s to d isc o v e r what the commercial te a c h e r ought to teach# 3. What t r a i n i n g i s d e s ir a b le f o r commercial te a c h e r s ? From summaries of d a ta on th e s u b je c ts of "what commercial te a c h e rs have to te a c h " , "what commercial te a c h e rs ought to te a c h " , "th e p r e s e n t s t a t u s of commercial te ac h e r t r a i n ing ", and the t r a i n i n g r e q u ir e d by law, i t should be p o s s ib le to make an a n a ly s is of the s i t u a t i o n and to suggest a d d i tio n s to the co u rse s now o f fe re d and to fo rm u la te c u r r i c u l a f o r commercial te a c h e r tr a in in g # 4 . Job a n a ly s e s of the co u rses now p rovided f o r commercial te a c h e r t r a i n i n g The s p e c i f i c co u rse s 1 5 4 now p r e p a r e d f o r th e t r a i n i n g o f com m ercial te a c h e r s r e p r e s e n t th e th o u g h t and o p in io n s and p r a c t i c a l ex p e r ie n c e o f th o se i n t e r e s t e d in t h i s f i e l d and th u s a r e w orthy o f s tu d y . A stu d y o f a l l th e c o u rs e s g iv e n f o r th e p r o s p e c tiv e com m ercial te a c h e r s c o v e rin g th e m a t e r i a l s u s e d , m ethods of c o n d u c tin g c l a s s e s , re q u ire m e n ts i n th e n a tu re o f o u ts id e r e a d in g , te rm p a p e r s , e t c . , would no doubt f u r n i s h v a lu a b le d a ta f o r th e c o n s tr u c tio n of new co u rse s* The p r e s e n t i n t e r e s t , a c t i v i t y , and r e s e a r c h in th e f i e l d of com m ercial te a c h e r t r a i n i n g i s an en c o u ra g in g i n d i c a t i o n o f f u tu r e p r o g r e s s and o f th e f a c t t h a t th e com m ercial t e a c h e r s of th e U n ite d S t a t e s w i l l re a c h new l e v e l s o f p r o f e s s i o n a l p r e p a r a t i o n w ith a r e s u l t i n g im provem ent in th e f i e l d of seco n d ary com m ercial e d u c a tio n . 155 BIBLIOGRAPHY A s s o c ia tio n o f C o lle g ia te S chools o f B u s in e s s , A u th o riz e d S tudy o f th e C o r r e la tio n of Secondary and C o lle g ia te E d u c a tio n . U n iv e r s ity of Chicago P r e s s , 1922. A stu d y made by a com m ission w hich re a c h e d th e con c lu s io n t h a t 1 1 th e g r e a t need i n com m ercial e d u c a tio n i s f o r t e s t e d te x tb o o k m a t e r i a l and f o r a p p r o p r ia te te a c h e r t r a i n i n g 1 1 . B a rn h a rt, E a r l W., " E a r ly B eginnings o f Commercial E duca t i o n " . V o c a tio n a l E d u c a tio n M agazine. 101-102, O cto b e r, 1922. J • B. Lipp in c o t t and C o ., P h i l a d e l p h ia , P e n n s y lv a n ia . A h i s t o r y o f com m ercial e d u c a tio n i n th e U n ite d S t a t e s • B la c k s to n e , E .G ., "The T ra in in g o f Commercial T e a c h e rs " . Monographs i n E d u c a tio n , S e r ie s 16, C o lle g e of E d u c a tio n , U n iv e r s ity o f Iowa, 1926. B rig g s , E l i z a b e t h , "Commercial T eacher P r e p a r a tio n " . The J o u r n a l o f Commercial E d u c a tio n . S te n o g ra p h ic - W orld P u b lis h in g C o ., P h ila d e lp h ia , P e n n s y lv a n ia , 237-239; 2 38-270, Volume 55, No. 89 and 90, O ctober and November, 1926. A s tu d y o f p r a c t i c e te a c h in g p ro c e d u re . C u b b erly , Elwood P . , "Commercial E d u c a t i o n - - I t s p a s t H is to r y , P re s e n t S t a t u s , and P ro s p e c ts f o r F u tu re D evelopm ent” . The B alance S h e e t. The S ou th -W estern P u b lis h in g C o ., C i n c in n a ti, Ohio, page 4 , May, 1926. A s tu d y o f th e e a r l y s ta g e s o f com m ercial e d u c a tio n i n th e U n ite d S t a t e s w ith m e n tio n o f th e in ad eq u acy o f com m ercial te a c h e r p r e p a r a t io n . E a s te r n Commercial Teachers* A s s o c ia tio n , "F o u n d atio n s o f Commercial Id u oation ” . F i r s t Y earbook. P a r t I I , "Currioulum B uild ing in T eacher T r a in in g ," 253 Lex in g to n Avenue, New Y ork, 1928. A stu d y o f c u rric u lu m b u ild in g i n com m ercial te a c h e r t r a i n i n g . 136 F is h e r , P.M, " Q u a l itie s Needed f o r Commercial T e a c h e rs " . P ro d e e d in g s o f th e N a tio n a l E d u c a tio n a l A s s o c ia tio n , W ashington, D .C ., 865, 1§11." A d e s c r i p t i o n o f th e i d e a l com m ercial te a c h e r . H a ll-Q u e s t, A .L ., " P r o f e s s io n a l S econdary E d u c a tio n i n T eachers* C o lle g e s " . Columbia U n iv e r s ity C o n trib u tio n s t o E d u c a tio n , T eachers* C o lle g e S e r i e s , Volume 16$, New Y ork, i§ 2 5 . A s tu d y o f th e p r o f e s s io n a l p r e p a r a t io n o f a l l se c o n d ary te a c h e r s w ith f in d in g s r e l a t i n g to com m e rc ia l e d u c a tio n . H enton, Id a D ., " C o lle c tio n o f D ata on Commercial Cur r i c u l a i n T eacher T ra in in g I n s t i t u t i o n s o f th e U n ite d S t a t e s " . U n p u b lish e d . Made a t S ta te Normal S c h o o l, S p e a r f is h , S outh D akota, 1927. An i n v e s t i g a t i o n o f th e c a ta lo g s o f one h u ndred s i x t y - n i n e norm al s c h o o ls and te a c h e rs * c o lle g e s f o r th e p u rp o se o f d e te rm in in g o p p o r tu n iti e s o f f e r e d f o r p r o s p e c tiv e com m ercial t e a c h e r s . H i l l , G .G ., "The P e n n sy lv a n ia P la n ” . The V o c a tio n a l Edu c a t i o n M agazine. 423, J .B . L i p p i n c o t t , P h i l a d e l p h i a , P e n n s y lv a n ia , F e b ru a ry , 1923. A d e s c r i p t i o n o f th e p r a c t i c e te a c h in g p ro c e d u re a t th e S ta te Normal S ch o o l, I n d ia n a , P e n n s y lv a n ia . H i l l , G.G. "The P e n n sy lv a n ia P la n " , The V o c a tio n a l Edu c a t i o n M agazine, 355, J .B . L ip p I n c o tt, P h i l a d e l p h i a , P e n n s y lv a n ia , J a n u a ry , 1923. A d e s c r i p t i o n o f th e p r o v is io n f o r a c t u a l b u s i n e s s e x p e rie n c e f o r p r o s p e c tiv e com m ercial te a c h e r s a t th e S ta te Normal S c h o o l, I n d ia n a , P e n n s y lv a n ia . H i l l , G .G ., " Q u a l i f i c a t i o n s o f Commercial T e a c h e rs" . T eaching B u sin ess S u b je c ts i n S econdary S c h o o ls, e d i t e d by J o n e s , C onner,T », page 25, The R onald P re s s Company, Y ork, 1924. A c h a p te r g iv in g th e p e r s o n a l and e d u c a tio n a l re q u ire m e n ts f o r com m ercial te a c h e r s w ith sug g e s te d c o u r s e s . H oadley, R uth, " P re s e n t S ta tu s o f Commercial T eacher T ra in in g i n th e P u b lic I n s t i t u t i o n s i n th e U n ite d S t a t e s " . The J o u r n a l o f Commercial E d u c a tio n , The S te n o g ra p h ic World P u b lis h in g C o ., Volume 57, No. 6, P h ila d e lp h ia , P e n n a ., Ju n e , 1928. A s tu d y b ased upon a q u e s tio n n a ir e s e n t to p u b lic c o l l e g e s , u n i v e r s i t i e s , and norm al s c h o o ls . Recom m endations f o r im provem ent o f com m ercial te a c h e r t r a i n i n g f a c i l i t i e s a re made and f u r t h e r r e s e a r c h s u g g e s te d . K n ip p ra th , U .F ., " Q u a l i f i c a t i o n s f o r T eaching Commercial S u b je c ts i n th e S econdary S c h o o ls” . P ro c e e d in g s o f th e N a tio n a l E d u c a tio n a l A s s o c ia tio n . W ashington, -------------------------- S u g g este d s ta n d a r d s f o r com m ercial te a c h e r q u a l i f i c a t i o n s . Kram er, Frank H ., P h .D ., E x p e rim e n ta l R e sea rc h As a F a c to r i n Com mercial E d u c a tio n . S o m e rv ille Pub- 11sh in g Company, S o m e rv ilie , N .J . 1920. A t h e s i s g iv in g an a c c o u n t o f th e ex p e rim e n ts b e in g co n d u cted i n th e f i e l d o f com m ercial e d u c a tio n . L eo n ard , R o b ert J . , ”A Progrsjn f o r Commercial E d u c a tio n ” . The V ocatio n a l Educ a t i o n M agazine. 459, J .B . L ip p in - c o t t and Co. , P h i l a d e l p h i a , P en n a. , F e b ru a ry , 1924. A s tu d y showing th e need o f t r a i n i n g f o r b e g in n in g te a c h e r s and f o r th o s e a lr e a d y i n s e r v ic e and th e f a c t t h a t c o lle g e s o f commerce a re n o t p re p a re d to g iv e te a c h e r t r a i n i n g . L ew is, E .E ., Commercial E d u c a tio n L e a f l e t . No# 2 , U n ite d S ta te s Bureau o f E d u c a tio n , O c to b e r, 1922. Recommendations f o r th e u n i v e r s i t y sc h o o l of commerce. Lomax, P au l S ., "C om parative Study o f Com m ercial, E n g lis h M ath em atics, and S cie n ce T each ers i n th e S ta te o f New J e r s e y ” . E d u c a tio n B u l l e t i n , 359, S ta te o f New J e r s e y , D epartm ent o f E d u c a tio n , T re n to n , New J e rs e y May, 1927. A com parison o f th e d e g re e s h e ld by te a c h e r s o f fo u r groups o f h ig h sc h o o l s u b je c ts ; an I n q u ir y i n t o th e te a c h in g program s o f th e com m ercial te a c h e r s . 138 M a rs h a ll, L .C ., "The Am erican C o l le g i a te S chool o f B u si ness.” . The C o l le g i a te S chool o f B u s in e s s , U n iv e r s ity of C hicago P r e s s , n .d . A c r i t i c i s m o f seco n d ary b u s in e s s e d u c a tio n , M eyer, B .H ., "The P r e p a r a tio n o f Commercial T each ers f o r Work i n th e P u b lic S c h o o ls” • P ro c e e d in g s of th e N a tio n a l E d u c a tio n a l A s s o c ia tio n , W ashington, D .C ., 669-6*74, 1902. ! Recommendations a s to th e t r a i n i n g o f com m ercial t e a c h e r s • N ic h o ls , F .G .. "Need f o r B e tte r T ra in in g f o r Commercial T e a c h e rs” , P ro c e e d in g s o f th e N a tio n a l E d u c a tio n a l A s s o c ia tio n ,' W asE T hglonriJ,C T ^U-26T7~T9J:9^------- ----- An a d d re ss d e l iv e r e d b e f o re th e D epartm ent o f B u si n e ss E d u c a tio n s t r e s s i n g th e in ad eq u acy o f th e p r e s e n t f a c i l i t i e s f o r th e t r a i n i n g o f com m ercial t e a c h e r s . N ic h o ls , F .G ., "The Commercial T e a c h e rfs L ib r a r y " . The M agazine f o r V o c a tio n a l E d u c a tio n , 200, J .B . L ip p in - c o t t C o ., P h i la d e lp h ia , P e n n a ., November, 1923. An a r t i c l e i n w hich Dr. N ich o ls makes th e sta te m e n t t h a t th e a v e ra g e com m ercial te a c h e r i s unaw are o f th e e x is te n c e o f p r o f e s s i o n a l l i t e r a t u r e . Raymond. F ra n c e s E f f in g e r and Adams, E l i z a b e t h S . , The U n iv e r s ity T ra in in g of th e Commercial TeachersTTT th e H igh S chools o r C a l i f o r n i a . The Gregg Pub- l i s h i n g Company, p am p h let, ew Y ork, 1925. D ata w ith r e g a r d to th e te a c h in g f o r c e and su g g e s tio n s from te a c h e r s as to t r a i n i n g program s. Rowe, H.M. "C ourses o f S tudy f o r th e P r e p a r a tio n of T each ers f o r Commercial S c h o o ls” . P ro c e e d in g s of th e N a tio n a l E d u c a tio n a l A s s o c ia tio n , W ashington, D.C. A d is c u s s io n o f norm al sc h o o ls and u n i v e r s i t i e s i n th e t r a i n i n g o f com m ercial t e a c h e r s . No d e f i n i t e c o n c lu s io n s re a c h e d . 139 R u n k le, J . D . , **The T ra in in g R eceiv ed by Commercial T e a c h e rs , a S ta te -w id e Survey** • The M agazine o f V o c a tio n a l Edu c a t i o n , J .B . l i p p i n c o t t & Company, P h i l a d e l p h i a , Penna. 583, A p ril 1923. A stu d y o f th e p r o f e s s io n a l p r e p a r a tio n o f Ohio Com m e rc ia l t e a c h e r s . R u n k le, J . D . , tfA Commercial T each er T ra in in g Program**. The Magazine o f V o c a tio n a l E d u c a tio n , 745, J .B . L ip p in c o t t and C o ., P h ila d e lp h ia , P e n n a ., J u n e ,1923. A s tu d y made to d e te rm in e th e g e n e ra l ty p e s o f te a c h e r s who sh o u ld be t r a i n e d f o r com m ercial work and th e c o u rs e s o f t r a i n i n g f o r each ty p e . R u n k le, J . D . , tfB e t t e r T ra in e d T each ers Needed1 *. The M agazine o f V o c a tio n a l E d u c a tio n , 511, J .B . L ip p in c o tt and Co., P h ila d e lp h ia , P e n n a ., M arch, 1923. A survey o f com m ercial t e a c h e r t r a i n i n g i n u n i v e r s i t i e s , c o lle g e s and norm al s c h o o ls . U n i v e r s i t i e s r e p o r te d no demand f o r com m ercial te a c h e r t r a i n i n g b ecau se o f low s t a t e re q u ire m e n ts f o r c e r t i f i c a t i o n and b e c a u se o f u n a t t r a c t i v e n e s s o f c o u rs e s o f f e r e d . S c o t t , W.Am, **The T ra in in g o f Commercial Teachers**. P ro ce e d in g s o f th e N a tio n a l E d u c a tio n a l A s s o c i a t i o n . W ashington, D .C ., 7 3 4-740, 1901. An a d d re s s on th e t r a i n i n g o f com m ercial te a c h e r s w ith recom m endations. The announcement o f f iv e u n i v e r s i t i e s w hich had e n te r e d th e f i e l d d u rin g th e p re v io u s year* S e lb y , P .O ., !,The S ta tu s o f S h o rth an d and T y p e w ritin g i n th e C o lle g e s o f th e N o rth C e n tra l A ssociation**. The J o u rn a l o f Commercial E d u c a tio n . 39, V o l. LVI, No. 2 , The S te n o g ra p h ic W orld P u b lis h in g C o ., P h ila d e lp h ia , P e n n a ., F e b ru a ry , 1927. An a n a ly s is o f th e c a ta lo g s o f th e i n s t i t u t i o n s in th e N orth C e n tr a l A s s o c ia tio n f o r c r e d i t g iv e n in sh o rth a n d and ty p e w r itin g . S p ro u l, A .H ., **The Salem Plan*1. V o c a tio n a l E d u c a tio n M agazine, 354. J .B . L ip p in c o tt and C o ., P h i la d e lp h ia , P e n n a ., J a n u a ry , 1923. An e x p la n a tio n o f t h e p la n in u se a t th e S ta te Normal S c h o o l, Salem , M a s sa c h u se tts f o r p ro v id in g a c t u a l b u s in e s s e x p e rie n c e f o r p r o s p e c tiv e com m ercial te a c h e r s . 140 S p ro u l, A .H ., ’’The Salem P la n ” . V o c a tio n a l E d u c a tio n M agazine, 423, J.B * L ip p in c o tt and C o ., P h i l a d e l p h ia , P e n n a ., F e b ru a ry , 1923. A d e s c r i p t i o n o f th e p r o v is io n s f o r p r a c t i c e te a c h in g a t th e S ta te Normal S c h o o l, Salem , M a s s a c h u s e tts . S te v e n so n , W illia m C ., ’’Need f o r B e tte r T ra in e d T each ers o f Commerce1 1 • P ro c e e d in g s o f th e N a tio n a l E d u c a tio n a l A s s o c ia tio n . W ash in g to n , D .C ., 671— 674, 1905. An a d d re s s g iv e n b e fo r e th e D epartm ent o f B u sin e ss E d u c a tio n . S w ig g e tt, G len L e v in , '’C o lleg e E n tra n c e C r e d its i n Com m e rc ia l S u b je c ts ” . Commercial E d u c a tio n L e a f l e t N o.4 , U n ite d S t a t e s Bureau o f E d u c a tio n , A p r i l , 1923. A stu d y o f th e number o f u n i t s o f com m ercial s u b je c ts a c c e p te d f o r c o lle g e e n tra n c e by fo u r hu n d red e ig h ty c o lle g e s and u n i v e r s i t i e s . Tonne, H e rb e rt A ., Commercial T eacher T ra in in g C u r r i c u l a . U n p u b lish ed Ph.D . T h e s is , New York U n iv e r s it y , 1928. A stu d y o f th e c u r r i c u l a f o r th e t r a i n i n g o f com m e rc ia l te a c h e r s in n in e ty -s e v e n i n s t i t u t i o n s i n c lu d in g b u s in e s s c o lle g e s and tw o-and t h r e e - y e a r n o rn a l s c h o o ls . W a lte r s , R.G. ’’S p e c i a l i z a t i o n o f Commercial T each ers in P e n n sy lv a n ia ” . Monographs i n E d u c a tio n , f i r s t s e r i e s , No. 7 , e d ite d by B la c k s to n e , E.G . U n iv e r s it y o f Iow a, J u ly , 1926. An i n v e s t i g a t i o n i n d i c a t i n g t h a t s p e c i a l i z a t i o n i s th e tr e n d among th e com m ercial te a c h e r s o f P e n sy l- v a n ia . W eersin g , F re d e r ic k J . A stu d y o f C e r ta in A sp e c ts o f Com m e r c ia l e d u c a tio n i n th e P u b lic H igh S ch o o ls o f Min- n e s o ta . S o u th w este rn P u b lis h in g €o%» C i n c in n a ti, O hio, 1929. A su rv ey o f com m ercial e d u c a tio n i n M in n e so ta . C h ap ter V I I I , page 248 i s a stu d y o f th e e d u c a tio n a l and p ro f e s s i o n a l s t a t u s o f com m ercial t e a c h e r s . C h a p te r XVI, p ag e, 502, p r e s e n ts a. su g g e ste d program o f te a c h e r t r a i n i n g and r e s e a r c h . 141 W i l l s , E lb e r t Vaughn, f,The Old U n iv e r s it y o f L o u is ia n a 1 1 , E d u c a tio n , The Palm er C o ., B o sto n , M a ss,, J a n u a ry , 1928. A d e s c r i p t i o n o f th e f i r s t c o l l e g i a t e c o u rse i n com merce 1 1 i n a l l i t s m a n ife s t r e l a t i o n s 1 1 a t th e Old U n iv e r s ity o f L o u is ia n a . Y oder, C.M ., 1 1 The W h ite w a te r, W isc o n sin , P la n ’1. The V o c a tio n a l E d u c a tio n M agazine, 423, J . B . . L ip p in c o tt and C o ., P h ila d e lp h ia , p e n n a ., F e b ru a ry , 1923, A d e s c r i p t i o n o f th e p r a c t i c e te a c h in g f a c i l i t i e s a t th e W h ite w a te r, W isc o n sin , S t a t e Normal S ch o o l, Y oder, C .M ., nThe .W h itew ater, W isc o n sin , P la n 1 1 ♦ The V o c a tio n a l E d u c a tio n M agazine, 423, J ,B , L ip p in c o tt and C o ., P h ila d e lp h ia , P e n n a ., F e b ru a ry , 1923. An e x p la n a tio n o f t h e p r o v is io n s f o r a c t u a l b u s in e s s e x p e rie n c e f o r th e s tu d e n ts o f th e W h ite w a te r, W isc o n sin , Normal S ch o o l, Y ork, G.M, 1 1 The Albany rp ian f o r P r a c t i c e T each in g 1 1 , The — V o c a tio n a l E d u c a tio n M agazine, 432, J ,B , L ip p in c o tt , and C o ., P h ila d e lp h ia , P e n n a ., F e b ru a ry , 1923, A d e s c r i p t i o n o f th e p r a c t i c e te a c h in g p ro c e d u re a t th e S t a t e C o lle g e f o r T e a c h e rs , A lb an y , New Y ork. 142 ‘ APPENDIX A DEGREE-GRANTING INSTITUTIONS WHICH PUBLISH IN THEIR CATALOGS .FOUR-YEAR PROGRAMS FOR THE TRAINING OF COMMERCIAL TEACHERS PRIVATE UNIVERSITIES AND COLLEGES Beaver C o lle g e , Jen k in to w n , .P e n n sy lv a n ia U n i v e r s i t y o f B u ffa lo U n i v e r s i t y o f Denver D re x e l I n s t i t u t e , P h ila d e lp h ia , P e n n sy lv a n ia E liz a b e th to w n C o lle g e , E liz a b e th to w n , P e n n sy lv a n ia F in d la y C o lle g e , F in d la y , Ohio Grove C ity C o lle g e , Grove C ity , P e n n sy lv a n ia M a rsh a ll C o lle g e , H u n tin g to n , West V ir g in ia Marywood C o lle g e , S c ra n to n , P e n n s y lv a n ia M ercer C o lle g e , Macon, G eorgia Miami U n i v e r s i t y , O xford, Ohio New York U n iv e r s it y ( d i f f e r e n t i a t e d program s fo r te a c h e r s o f a c c o u n tin g and s e c r e t a r i a l s u b j e c t s ) . N o rth w e ste rn U n i v e r s i t y , E v an sto n , I l l i n o i s . Simmons C o lle g e , B oston, M a s s a c h u s e tts . Skidmore C o lle g e , S a ra to g a S p rin g s , New Y ork. Susquehanna U n i v e r s i t y , S e lin s g ro v e , P e n n s y lv a n ia Temple U n i v e r s i t y , P h ila d e lp h ia , P e n n sy lv a n ia ( D i f f e r e n t i a t e d program s f o r te a c h e r s o f a c c o u n tin g and s e c r e t a r i a l s u b j e c t s ) . V a lp a ra is o U n i v e r s i t y , V a lp a ra is o , In d ia n a . W ilb e rfo rc e U n i v e r s i t y (n e g ro ), W ilb e rfo rc e , Ohio. T o ta l - 19 STATE UNIVERSITIES U n iv e r s it y o f A riz o n a , Tuscon U n iv e r s it y o f Id ah o , Moscow U n iv e r s it y o f I l l i n o i s , U rbana U n iv e r s it y o f I n d ia n a , Bloom ington U n iv e r s it y o f M ichigan, Ann A rbor • U n i v e r s i t y o f M in n eso ta, M in n e ap o lis Ohio S ta te U n iv e r s it y a t Columbus U n i v e r s i t y o f P e n n s y lv a n ia , P h ila d e lp h ia U n iv e r s it y o f Vermont, B u rlin g to n U n iv e r s it y o f W isconsin, M adison U n iv e r s it y o f Wyoming, Laram ie T o t a l - 11 1 4 3 APPENDIX A (co n t* d ) DEGHEE-GRANTING INSTITUTIONS WHICH PUBLISH IN THEIR CATALOGS FOUR-YEAR PROGRAMS FOR THE TRAINING OF COMMERCIAL TEACHERS TEACHERS* COLLEGES N o rth e rn A rizo n a S t a t e T eachers* C o lle g e , F l a g s t a f f C olorado S t a t e T each ers * C o lle g e , G reeley ( d i f f e r e n t i a t e d 1 c u r r i c u l a f o r te a c h e r s o f g e n e r a l b u s in e s s , a c c o u n tin g , and s e c r e t a r i a l s u b j e c t s ) . B a ll T eachers* C o lle g e , M uncie, In d ia n a K ansas S ta te T eachers* C o lleg e a t Emporia S t a t e Normal S ch o o l, Salem , M a ssa c h u se tts New Mexico S t a t e U n i v e r s i t y , S i l v e r C ity S t a t e T eachers* C o lle g e , In d ia n a , P e n n sy lv a n ia S t a t e T eachers* C o lle g e , F re d e ric k s b u r g , V ir g in ia S t a t e T eachers* C o lle g e , W h itew ater, W isco n sin . T o ta l - 9 AGRICULTURAL AND PUBLIC INSTITUTIONS U n iv e r s it y o f Akron, A kron, Ohio. Oklahoma A g r i c u l t u r a l and M echanical C o lle g e , S t i l l w a t e r Oregon S ta te C o lle g e , C o r v a l lis ( d i f f e r e n t i a t e d c u r r i c u l a f o r te a c h e r s o f a c c o u n tin g and s e c r e t a r i a l s u b j e c t s ) . S t a t e A g r i c u l t u r a l and M echanical C o lle g e , O rangeburg, South C a ro lin a . V ir g in ia P o ly te c h n ic I n s t i t u t e , B la c k sb u rg , V ir g in ia . T o ta l - 5 Grand T o ta l - 45 144 APPENDIX B DEGREE-GRANTING INSTITUTIONS WHICH PUBLISH IN THEIR CATALOGS CURRICULAR REQUIREMENTS FOR COMMERCIAL TEACHER TRAINING WITHOUT OUTLINING FOUR YEAR PROGRAM PRIVATE UNIVERSITIES AND COLLEGES Colum bia U n iv e r s it y , New Y ork, New York E lls w o rth C o lle g e , Iowa F a l l s , Iowa U n iv e r s ity o f P i t t s b u r g h , P i t t s b u r g h , P e n n sy lv a n ia U n iv e r s ity o f S o u th e rn C a l i f o r n i a , Los A n g ele s, C a l i f o r n ia West V ir g i n i a W esleyan U n i v e r s i t y , Buckhannon, W est Va. T o ta l ~ 5 STATE UNIVERSITIES U n iv e r s ity o f Alabama, U n iv e r s it y , Alabama U n iv e r s ity o f C a lif o r n i a a t B erk eley U n iv e r s ity of C a l i f o r n i a a t Los A ngeles Ohio U n iv e r s ity , A thens West V i r g in ia U n iv e r s it y , Morgantown U n iv e r s ity o f U tah, S a l t Lake C ity T o ta l - 6 TEACHERS* COLLEGES S ta te T e a c h e r s 1 C o lle g e , F re s n o , C a l i f o r n i a S ta te T eachers* C o lle g e , San J o s e , C a l i f o r n i a In d ia n a S ta te Normal S c h o o l, T e rre H au te, In d . C e n tr a l M ichigan Normal S ch o o l, M t. P le a s a n t N o rth e a s t M is so u ri S t a t e T eachers* C o lle g e , KArks- v i l l e N ebraska S t a t e T eachers* C o lle g e , Chadron ( d i f f e r e n t i a te d c u r r i c u l a f o r te a c h e r s of a c c o u n tin g and s e c r e t a r i a l s u b j e c t s ) . Eash C e n tr a l S ta te T e a c h e r s ’ C o lle g e , Ada, O kla. N o rth e a s te r n S t a t e T eachers* C o lle g e , T ah leq u ah j O kla. S p e a r f is h Normal S c h o o l, S p e a r f is h , S outh D akota T o ta l - 9 AGRICULTURAL AND PUBLIC INSTITUTIONS S t a t e C o lle g e of W ashington, Pullm an Grand T o ta l - 21 1 4 5 APPENDIX G COURSES .IN GENERAL METHODS IN COMMERCIAL EDUCATION" PRIVATE UNIVERSITIES/AND COLLEGES A nderson C o lle g e B eaver C o lle g e B ethany C o lle g e , Kansas U n iv e r s ity o f B u ffa lo Buena V i s t a C o lle g e C a rn eg ie I n s t i t u t e of Technology U n iv e r s ity of C hicago Cum berland U n iv e r s ity D re x e l I n s t i t u t e D’Y o u v ille C o lle g e , B u ffa lo , New York E lm ira C o lle g e Gooding C o lle g e Grove C ity C o lleg e Kansas W esleyan U n iv e r s ity M anchester C o lle g e M a rs h a ll C o lle g e Marywood C o lle g e , S c ra n to n , P enna. M a ry g ro v e C o lle g e , D e t r o i t , M ichigan Miami U n iv e r s ity C o lle g e o f New R o c h e lle New York U n iv e r s ity N o tre Dame U n iv e r s ity U n iv e r s ity o f P i t t s b u r g h Simmons C o lle g e Skidmore C o lle g e Texas C h r i s t i a n U n iv e r s ity Temple U n iv e r s ity V a lp a ra is o U n iv e r s ity T o ta l - 28 STATE UNIVERSITIES U n iv e rs i ty o f Alabama U n iv e r s ity o f C a l i f o r n i a a t B e rk e ley U n iv e r s ity o f C a l i f o r n i a a t Los A ngeles U n iv e r s ity o f Idaho U n iv e r s ity o f M ichigan U n iv e r s ity o f M innesota U n iv e r s ity of N orth D akota Ohio S t a t e U n iv e r s ity a t Columbus U n iv e r s ity of P e n n sy lv a n ia U n iv e r s ity o f Texas U n iv e r s ity o f Vermont U n iv e r s ity of W ashington T o t a l - 12 < I 1 4 6 APPENDIX G ( cont*d) COURSES IN "GENERAL METHODS IN COMMERCIAL EDUCATION" TEACHERST COLLEGES Tempe S t a t e T eachers* C o lle g e , A rizo n a F resn o S ta te T eachers* C o lle g e , C a lif o r n i a San Diego S t a t e T eachers* C o lle g e , C a l i f o r n i a C olorado S ta te T eachers* C o lle g e , G re ele y . S ta te Normal C o lle g e , D a n v ille , In d ia n a S ta te Normal C o lle g e , T e rre H au te, In d ia n a Iowa S ta te T eachers* C o lleg e Kansas S ta te T eachers* C o lle g e , Emporia Kansas S t a t e T e a c h e rs ’ C o lle g e , Hays K ansas S ta te T eachers* C o lle g e , P i t t s b u r g . E a s te r n Kentucky S t a t e Normal School W estern S t a t e Normal S ch o o l, Kalamazoo, M ichigan S outhw est M is so u ri S ta te T eachers* C o lleg e N o rth e a s t M isso u ri S ta te T eachers* C o lleg e C e n tra l M isso u ri S ta te T eachers* C o lleg e N ebraska S ta te T eachers* C o lle g e , K earney N ebraska S t a t e Teachers* C o lle g e , Chadron New Mexico S ta te Normal U n i v e r s i t y a t S ilv e r C ity New York S ta te .Teachers* C o lle g e S ta te T eachers* C o lle g e , V a lle y C ity , N o rth Dakota S ta te T eachers* C o lle g e , I n d ia n a , P e n n sy lv a n ia E ast C e n tr a l S ta te T eachers* C o lle g e , Ada Oklahoma N o rth e a s te r n S t a t e T eachers* C o lle g e , T ahlequah, O kla. S o u th w este rn S t a t e Teachers* C o lle g e , W e ath e rfo rd , O kla. N o rth e rn Normal S ch o o l, South D akota. S . F. A u stin S t a t e Teachers* C o lle g e , T exas. E a s t Texas S ta te T eachers* C o lleg e N orth Texas S ta te T eachers* C o lleg e S outh Texas S t a t e T e a c h e rs ’ C o lleg e Southw est Texas S t a t e T eachers* C o lleg e S ta te Teachers* C o lle g e , W h itew ater, W isco n sin . T o ta l - 31 AGRICULTURAL AND PUBLIC INSTITUTIONS C o lleg e o f th e C ity o f New York W estern S t a t e C o lleg e o f C olorado Oregon S t a t e A g r i c u l t u r a l C o lleg e N o rth e rn Texas A g r i c u l t u r a l C o lleg e S t a t e C o lle g e o f W ashington West V ir g in ia C o lle g ia te I n s t i t u t e U n i v e r s i t y o f AJcron T o ta l - 7 Grand T o ta l - 78 147 APPENDIX D COURSES IN "METHODS OE TEACHING SHORTHAND" PRIVATE UNIVERSITIES AND COLLEGES (G regg system u n le s s o th e rw ise s p e c if ie d ) B oston U n iv e r s it y U n iv e r s it y o f Chicago Columbia U n iv e r s it y Columbus C o lle g e , S ioux F a l l s , S outh D akota E liz a b e th to w n C o lleg e John F le tc h e r C o lleg e Fordham U n iv e r s it y (Pitm an) Grove C ity C o lleg e New York U n iv e r s it y Oklahoma B a p tis t U n iv e r s it y S t . M a ry 's C o lleg e Simmons C o lleg e S y ra cu se U n iv e r s it y Temple U n iv e r s it y (G regg and P itm an) U n iv e r s it y o f S o u th e rn C a l i f o r n i a W ashington M is sio n a ry C o lle g e T o ta l - 16 TEACHERS' COLLEGES N o rth e rn A rizo n a S ta te T eachers* C o lleg e S t a t e T eachers* C o lle g e , San J o s e , C a lif o r n i a C olorado S t a t e T eachers* C o lleg e B a ll T eachers* C o lle g e , M uncie, In d ia n a S t a t e Teachers* C o lle g e , K ent, Ohio • S t a t e T eachers* C o lle g e , Wayne, N ebraska New Mexico Normal U n i v e r s i t y S ta te T eachers* C o lle g e , I n d ia n a , P e n n sy lv a n ia N o rth e rn Normal and I n d u s t r i a l S ch o o l, A berdeen, S.D. S p e a r f is h S t a t e T eachers* C o lle g e , South Dakota N orth Texas S t a t e T eachers* C o lleg e Sam H ouston S ta te T eachers* C o lleg e S t a t e T eachers* C o lle g e , W h itew ater, W isco n sin . T o ta l - 13 STATE UNIVERSITIES U n iv e r s it y o f C a l i f o r n i a a t Los A ngeles U n i v e r s i t y o f In d ia n a U n i v e r s i t y o f Iowa U n iv e r s it y o f N ebraska U n i v e r s i t y o f N o rth Dakota j 148 APPENDIX D ( cont *d) COURSES IN "METHODS OF TEACHING SHORTHAND” STATE UNIVERSITIES ( c o n t , d) U n iv e r s it y o f Oklahoma Ohio S t a t e U n iv e r s it y a t A thens U n iv e r s it y o f S outh C a ro lin a U n iv e r s it y o f W ashington T o ta l - 9 AGRICULTURAL AND PUBLIC INSTITUTIONS C ity C o lle g e o f Neu? York (Pitm an) (C la s s e s in m ethods o f te a c h in g b e g in n in g and advanced sh o rth an d } Oregon S t a t e A g r i c u l t u r a l C o lleg e S ta te C o lle g e o f W ashington T o ta l - 3 Grand T o ta l - 41 COURSE IN "MATERIALS AND TESTS IN STENOGRAPHY AND TYPEWRITING: U n iv e r s it y o f Chicago COURSE IN "ORGANIZATION OF SHORTHAND MATERIAL" C olorado S t a t e T eachers* C o lleg e 149 APPENDIX E COURSES IN “METHODS OF TEACHING TYPEWRITING” PRIVATE UNIVERSITIES AND COLLEGES B oston U n iv e r s it y U n iv e r s it y o f Chicago Columbia U n iv e r s it y Columbus C o lleg e E liz a b e th to w n C o lleg e John F le tc h e r C o lleg e Grove C ity C o lleg e Oklahoma B a p tis t U n iv e r s it y S t. Mary*s C o lleg e ^ r r a c u s e U n iv e r s it y Temple U n iv e r s it y U nion C o lle g e , N ebraska W ashington M is sio n a ry C o lleg e T o ta l - 13 TEACHERS * COLLEGES N o rth e rn A rizo n a S ta te T eachers* C o lleg e S t a t e T eachers* C o lle g e , San J o s e , C a lif o r n i a C olorado S ta te T eachers* C o lleg e B a ll T eachers* C o lle g e , M uncie, Indian© S t a t e T eachers* C o lle g e , P i t t s b u r g , Kansas S t a t e Teachers* C o lle g e , Wayne, N ebraska New Mexico Normal U n iv e r s it y S t a t e T eachers* C o lle g e , K en t, Ohio S t a t e T e a c h e rs ’ C o lle g e , I n d ia n a , P e n n sy lv a n ia N o rth e rn Normal and I n d u s t r i a l S ch o o l, A berdeen, S.D. S p e a r f is h S t a t e T eachers* C o lle g e , South D akota N orth Texas S ta te T eachers* C o lleg e Sam H ouston S ta te T eachers* C o lleg e S t a t e T eachers* C o lle g e , W h itew ater, W isconsin T o ta l - 14 STATE UNIVERSITIES U n iv e r s it y o f C a lif o r n i a a t Los A ngeles U n i v e r s i t y o f In d ia n a U n iv e r s it y o f Iowa U n iv e r s it y o f M is s is s ip p i U n i v e r s i t y o f N ebraska U n iv e r s it y o f N orth D akota U n i v e r s i t y o f Oklahoma Ohio S t a t e U n iv e r s it y a t A thens U n iv e r s it y o f S outh C a ro lin a U n i v e r s i t y o f W ashington T o t a l - 9 150 APPENDIX E ( c o n t f d) COURSES IN "METHODS OF TEACHING TYPEWRITING" AGRICULTURAL AND PUBLIC INSTITUTIONS C o lleg e o f th e C ity o f New York Oregon S t a t e A g r i c u l t u r a l C o lleg e S ta te C o lle g e o f W ashington T o ta l - 3 Grand T o ta l - 39 151 APPENDIX F COURSES IN "METHODS OF TEACHING BOOKKEEPING AND ACCOUNTING" PRIVATE UNIVERSITIES AND COLLEGES B oston U n i v e r s i t y U n iv e r s it y o f Chicago E liz a b e th to w n C o lleg e Grove C ity C o lleg e H unter C o lle g e New York U n i v e r s i t y S t. M ary’ s C o lleg e Simmons C o lleg e S y racu se U n iv e r s it y Temple U n i v e r s i t y U n iv e r s it y o f S o u th ern C a l i f o r n i a T o ta l - 11 TEACHERS* COLLEGES N o rth e rn A rizo n a S ta te T eachers* C o lleg e B a ll T e a c h e rs ’ C o lle g e , M uneie, In d ia n a New Mexico Normal U n iv e r s it y S t a t e T eachers* C o lle g e , In d ia n a , P e n n sy lv a n ia S p e a r f is h S t a t e Teachers* C o lle g e , South D akota S t a t e T e a c h e rs ’ C o lle g e , W h itew ater, W isconsin T o ta l - 6 STATE UNIVERSITIES U n iv e r s it y o f C olorado U n iv e r s it y o f In d ia n a U n iv e r s it y o f Iowa U n iv e r s it y o f N ebraska U n iv e r s it y o f South C a ro lin a U n iv e r s it y o f W isconsin T o ta l - 5 AGRICULTURAL AND PUBLIC INSTITUTIONS Oregon S t a t e A g r i c u l t u r a l C o lleg e a t C o r v a llis S t a t e C o lle g e o f W ashington T o ta l - £ Grand T o ta l - £4 152 APPENDIX G COURSES IN METHODS IN COMMERCIAL SUBJECTS OTHER THAN SHORTHAND, TYPEWRITING, AND ACCOUNTING COMMERCIAL ARITHMETIC AND BUSINESS MATHEMATICS B oston U n iv e r s it y Broadview C o lleg e U n iv e r s it y o f C a lif o r n i a a t Los A ngeles Columbia U n iv e r s it y E liz a b e th to w n C o lle g e S y racu se U n iv e r s it y T o ta l - 6 PENMANSHIP N o rth e rn A rizo n a S ta te T e a c h e rs 1 C o lleg e B oston U n iv e r s it y U n iv e r s it y o f C a l i f o r n i a a t Los A ngeles C olorado S t a t e T eachers* C o lleg e E liz a b e th to w n C o lleg e K ansas S ta te T eachers* C o lle g e , Emporia Kansas S t a t e T eachers* C o lle g e , P itts b u r g h N ebraska S ta te T eachers* C o lle g e , K earney S t a t e T eachers* C o lle g e , V a lle y C ity , N.B. U n iv e r s it y o f S o u th e rn C a l i f o r n i a N o rth e rn Normal S ch o o l, S outh Dakota S t a t e T eachers* C o lle g e , S p e a r f is h , South D akota Temple U n iv e r s it y N orth Texas S t a t e T eachers* C o lleg e S ul Ross Teachers* C o lle g e , Texas S ta te Teachers* C o lle g e , W hitew ater, W isconsin U n iv e r s it y o f Wyoming T o ta l - 17 BUSINESS ENGLISH E liz a b e th to w n C o lle g e S y racu se U n iv e r s it y San Jo se S t a t e T eachers* C o lle g e T o ta l - 3 QEEICE AND SECRETARIAL PRACTICE B oston U n iv e r s it y C o n n e c tic u t C o lle g e f o r Women E liz a b e th to w n C o lleg e Grove C ity C o lle g e N o rth e rn M is so u ri S t a t e Teachers* C o lleg e New York U n iv e r s it y 153 APPENDIX G ( ^sontt dI COURSES IN METHODS IN COMMERCIAL SJBJECTS OTHER THAN SHORTHAND, TYPEWRITING, AND ACCOUNTING OFFICE AND SECRETARIAL PRACTICE (c o n t* d ) U n i v e r s i t y o f S o u th e rn C a l i f o r n i a S y racu se U n iv e r s it y Temple U n iv e r s it y T o ta l - 9 JUNIOR BUSINESS TRAINING C olorado S t a t e T eachers* C o lleg e New York U n iv e r s it y Temple U n iv e r s it y T o ta l - 3 BUSINESS LA W B oston U n i v e r s i t y Temple U n iv e r s it y T o ta l - E ECONOMICS U n i v e r s i t y o f Chicago West V ir g in ia W esleyan T o ta l - 2 COMMERCIAL GEOGRAPHY B oston U n iv e r s it y E liz a b e th to w n C o lleg e T o ta l - 2 PILING C olorado S t a t e T eachers* C o lle g e T o ta l - 1 SALESMANSHIP, ADVERTISING, MERCHANDISING E liz a b e th to w n C o lleg e U n i v e r s i t y o f S o u th e rn C a lif o r n i a T o t a l - 2 154 ^ APPENDIX G Coont* d ) COURSES IN METHODS IN COMMERCIAL SUBJECTS OTHER THAN SHORTHAND, TYPEWRITING, AND ACCOUNTING OFFICE APPLIANCES New York U n iv e r s it y T o ta l - 1 METHODS O F TRAINING FOR SECRETARIAL PERSONNEL SERVICE C olorado S ta te T eachers* C o lleg e T o ta l - 1 Grand T o ta l - 49 APPENDIX H COURSES. IN OBSERVATION AND PRACTICE TEACHING PRIVATE UNIVERSITIES AND COLLEGES Beaver C o lleg e B oston U n i v e r s i t y Brigham Young U n i v e r s i t y C arn eg ie I n s t i t u t e o f T echnology U n i v e r s i t y o f Denver D re x el I n s t i t u t e E liz a b e th to w n C o lle g e F in d la y C o lleg e M a rsh a ll C o lleg e Marywood C o lleg e Miami U n iv e r s it y New York U n iv e r s it y U n iv e r s it y o f P i t t s b u r g h Skidm ore C o lleg e Susquehanna U n iv e r s it y U n iv e r s it y o f S o u th e rn C a l i f o r n i a Temple U n i v e r s i t y V a lp a ra is o U n iv e r s it y West V ir g in ia W esleyan U n iv e r s ity W ilb e rfo rc e U n i v e r s i t y T o ta l - EO STATE UNIVERSITIES U n iv e r s it y o f Alabama U n i v e r s i t y o f C a l i f o r n i a a t B erk eley U n iv e r s it y o f C a l i f o r n i a a t l o s A ngeles U n iv e r s it y o f Idaho U n iv e r s it y o f In d ia n a U n i v e r s i t y o f M ichigan U n iv e r s it y o f Ohio a t A thens U n iv e r s it y o f Ohio a t Columbus U n iv e r s it y o f P e n n s y lv a n ia U n iv e r s it y o f W isconsin U n iv e r s it y o f Wyoming T o ta l - 11 I 156 APPENDIX H ( co n t * d ) COURSES IN OBSERVATION AND PRACTICE TEACHING TEACHERST COLLEGES N o rth e rn A rizo n a S t a t e Teachers* C o lleg e S t a t e Teachers* C o lle g e , F re sn o , C a l i f . S t a t e T eachers* C o lle g e , San J o s e , C a l i f . C olorado S ta te T eachers* C o lleg e S o u th ern I l l i n o i s S ta te T eachers* C o lleg e W estern I l l i n o i s S t a t e Teachers* C o lleg e B a ll T eachers* C o lle g e , M uncie, In d . S ta te T eachers* C o lle g e , T e rre H aute, In d . Iowa S ta te T eachers* C o lleg e S t a t e Teachers* C o lle g e , Em poria, K ansas E a s t K entucky S t a t e T eachers* C o lleg e C e n tr a l M ichigan Normal School N o rth e a s t M isso u ri S t a t e Teachers* C o lleg e S ta te T eachers* C o lle g e , C hadron, N ebraska New Mexico S ta te Normal U n iv e r s it y S t a t e Teachers* C o lle g e , K en t, Ohio S t a t e Teachers* C o lle g e , I n d ia n a , Penna. S p e a r f is h S t a t e T eachers* C o lle g e , 3.D . S t a t e T eachers* C o lle g e , F r e d e r ic k s b u rg , 7a. S ta te T eachers* C o lle g e , W h itew ater, W ise. T o ta l - 20 AGRICULTURAL AND PUBLIC INSTITUTIONS U n i v e r s i t y o f Akron Oklahoma C o lleg e f o r Women Oregon S t a t e A g r i c u l t u r a l C o lle g e V ir g in ia P o ly te c h n ic I n s t i t u t e T o ta l - 4 Grand T o t a l - 55 APPENDIX I COURSES IN ORGANIZATION AND ADMINISTRATION, SUPERVISION, HISTORY AND PRINCIPLES OF COMMERCIAL EDUCATION ORGANIZATION, ADMINISTRATION, SUPERVISION OF COMMERCIAL EDUCATION E liz a b e th to w n C o lleg e H arvard U n iv e r s it y W estern I l l i n o i s S t a t e Teachers* C o lleg e S ta te T eachers* C o lle g e , B a ll, In d ia n a U n iv e r s it y o f Iowa S t a t e T eachers* C o lle g e , K ent, Ohio Oregon S t a t e A g r i c u l t u r a l C o lle g e Simmons C o lleg e S y racu se U n iv e r s it y U n iv e r s it y o f S o u th ern C a l i f o r n i a U n iv e r s it y o f Wyoming T o ta l - 11 HISTORY AND PRINCIPLES OF COMMERCIAL EDUCATION B oston U n iv e r s it y U n iv e r s it y o f B u ffa lo H arvard U n iv e r s it y B a ll T eachers* C o lle g e , M uncie, In d ia n a U n iv e r s it y o f M ichigan New York: U n i v e r s i t y Ohio S t a t e U n iv e r s it y a t Columbus S t a t e T eachers* C o lle g e , F re d e ric k s b u r g , Va. S ta te T eachers* C o lle g e , W h itew ater, W ise. T o ta l - 9 PROBLEMS IN COMMERCIAL EDUCATION (and "Commercial E d u c a tio n i n S econdary Schools**} U n iv e r s it y of C a l i f o r n i a a t B e rk e ley U n iv e r s it y o f C a lif o r n i a a t Los A ngeles C olorado S ta te T eachers* C o lleg e Grove C ity C o lleg e H arv ard U n iv e r s it y T o t a l - 5 158 APPENDIX I (co n t» d ) COURSES IN ORGANIZATION AND ADMINISTRATION, SUPERVISION, HISTORY AND PRINCIPLES OF COMMERCIAL EDUCATION PART-TIME AND EVENING SCHOOL PROBLEMS IN COMMERCIAL SUBJECTS S ta te Teachers* C o lle g e , In d ia n a , P e n n s y lv a n ia Temple U n iv e r s it y T o ta l * 2 Grand T o ta l - 27 159 APPENDIX J MISCELLANEOUS COURSES IN COMMERCIAL TEACHER TRAINING BUSINESS PARTICIPATION E liz a b e th to w n C o lleg e JVFarywoofl C o lleg e New York U n iv e r s ity S ta te T e a c h e rs 1 C o lle g e , Salem , M a ssac h u setts S t a t e T e a c h e rs 1 C o lle g e , K e n t, Ohio S t a t e Teachers* C o lle g e , I n d ia n a , P e n n sy lv a n ia S t a t e Teachers* C o lle g e , F r e d e r ic k s b u r g , V ir g in ia Susquehanna U n iv e r s ity T o ta l - 8 SUPERVISION OF COMMERCIAL PRACTICE IN frQPjgjk 0FffQg - “ V ir g in ia P o ly te c h n ic I n s t i t u t e T o ta l - 1 SCHOOL CHAM BER OF COM M ERCE Marywood C o lleg e T o ta l - 1 CURRICULA FOR COMMERCIAL COURSES U n iv e r s ity o f C h ic a g o (M a te ria ls f o r High School B u sin e ss C ourse) U n iv e r s ity o f C olorado H arvard U n iv e r s ity New York U n iv e r s ity N o rth e a s t M isso u ri S ta te T eachers* C o lleg e Ohio S ta te U n iv e r s ity a t Columbus Oklahoma A g r i c u ltu r a l and M echanical C o lleg e T o ta l - 7 RESEARCH IN COMMERCIAL EDUCATION U n iv e r s ity o f Chicago U n iv e r s ity of C olorado C olorado S t a t e T eachers* C o lleg e H arvard U n iv e r s ity U n iv e r s ity of Iowa New York U n iv e r s ity T o ta l - 6 160 APPENDIX J (c o n tM ) MISCELLANEOUS COURSES IN COMMERCIAL TEACHER TRAINING TESTS APPLIED TO COMMERCIAL EDUCATION B a ll T e a c h e rs 1 C o lle g e , M uncie, In d ia n a New York U n iv e r s ity S t a t e T e a c h e rs 1 C o lle g e , I n d ia n a , Penna* T o ta l - 3 SURVEY OF COMMERCIAL OCCUPATIONS New York U n iv e r s ity T o ta l - 1 Grand T o ta l — 27 161 STATE L A W S AND REGULATIONS.GOVERNING C O M M ER C IA L TEACHERS* CERTIFICATES AND GENERAL SECO NDARY CERTIFICATES 1 S ta te Kind o f E xperience I s s u in g C e r t if ic a t e R equired and Date and D uration o f Law Alabama S p e c ia l None (1 9 2 4 ) 3 y e a rs ( a l l s c h o o ls ) "Spe’ cT al None P r o fe s s io n a l Secondary 6 y ea rs C lass A None Secondary 6 y ea rs C lass B None Secondary 1 y ea r S c h o la r sh ip and Exam ination H igh sc h o o l g ra d u a tio n and 2 years a d d itio n a l work in s p e c ia l s u b j e c t or th e e q u iv a len t# 2 u n it s o f p r e sc r ib e d h ig h sch o o l work in s p e c ia l s u b j e c t , grad u ation from approved c o lle g e m a in ta in in g sc h o o l or departm ent o f e d u c a tio n , w ith co m p letio n o f p r e sc r ib e d co u r se s in ed u ca tio n and 30 sem ester hours in s p e c ia l s u b je c t and 18 in r e la te d m inor. G raduation from approved standard c o lle g e m a in ta in in g sc h o o l o r departm ent o f e d u ca tio n and com p le t i o n o f approved cou rse in th e s c h o o l or departm ent o f ed u ca tio n show ing 18 - 30 sem ester hours o f ed u ca tio n # ( Courses in ed u ca tio n are p r e sc r ib e d and i t i s recom mended th a t c u r r ic u la be d if f e r e n t ia t e d a cco rd in g to th e f i e l d in w hich th e te a c h in g i s to be d on e#) ( 1 ) G raduation from approved stan d ard c o lle g e and com p letion o f a minimum o f 15 sem ester hours in a sc h o o l o r departm ent o f ed u cation * ( 2 ) Com pletion o f f i r s t th ree y e a rs o f co u rse approved f o r th e p rep a ra tio n o f te a c h e rs in stan d ard c o lle g e # 1# U n ited S ta te s Departm ent o f th e I n t e r io r , Bureau o f E ducation B u lle t in (1 9 2 7 ) - Number 19 * S ta te law s and R eg u la tio n s G overning Teachers* C e r t i f i c a t e s , F a r t I I , 126# txo&i p 0$ a * j3 i^ u n o s p«» <s3.t20Tjxq.jteo © f» ||O 0 jtoxxm f «3® T T ® 3 4©fO©s ®*4S»g *X *1' : su o jq m tftsv x e . ■ p m mmz%&p uMn 3 £q.«nfc*$ mxoff ibogK tooog poqtaq* s u o o i g . { s a e t ) o x o j^ o a p sa © j o « |« h uodri p e n s s j * o £ * fg^oopqno X om fogajoA d poqfxo&etfd j o mmoif ae^&esM St tlW * oofqnqtq,strf paqjpsaoo© j . q % i % o 4 © OBosfXp jo . m ^ m S p i^'lojOA’ iaa ® M & w & # J uof^xmpau:© «oos £*opoeo00 ( *p#£f mm $a%wfm%: t^food# jo sjnotfjaq' u | ■ m m tm ^ qono j o % « © g * 4od ^somo# § ptrs 0P iCqfOJfOA ftm ao tooqoe SttT^OGeq jo tm io u pOAoiddo jo # m j £ % *aopy® prfoadft 4 0 fPOHOS' T ® T 3 ® 3 ® **tip© £$. ©oof© o f tooqoft t?3jq ©Aoqo .8%tneo posdof# oaoii fOfOOdO £9®&*»Z FCW 094*169 X W |0» «JO&£ p J f ) a#BA& f (%Z6T) ifijij moij aof^tmp«4|3 o o o h t*Soods oaoopay '■ ■ i' < 1® ti0jq»4Xlg poo 9$*a poo p&gfr&OH O^oof jf^4#0 Strm ssx W f^TOffims poo dft|SJofoi|Os oooofAod'xg jo patH * % Q % 8 x & w m c o s s * v m m m o crnv * tv x m M m $ m t m m m s m a & r m m v t m & m s m s 163 STATE LAWS S ta te I s s u in g and Date o f Lair C a lif o r n ia (1928) Colorado (1925) AND REGULATIONS GOVERNING COMMERCIAL TEACHERS1 CERTIFICATES AND GENERAL SECONDARY CERTIFICATES Kind o f E xperience S c h o la rs h ip and E xam ination C e r t i f i c a t e R equired and D u ra tio n S p e c ia l None I* F o u r-y e a r c o lle g e course#A#B# 2 y e ars d egree o r e q u iv a le n t# II# O n e -h alf y e a r o f ex p erien ce in f i e l d named in c r e d e n tia l# I I I # 16 hours in E n g lis h , S c ie n c e , S o c ia l S c ie n ce , p h y s ic a l E ducation# IV# 15 hours in E d u catio n in c lu d in g 4 hours in d ir e c te d te a c h in g and methods c o u r s e s • V# 16 hours in s u b je c ts b a s ic to commerce in c lu d in g : p r in c ip le s of Economics, B usiness Law, Commercial and I n d u s t r i a l H is to r y , Economic Geography# VI# Ten se m e ste r hours in one of th e fo llo w in g : A ccounting, S e c r e t a r i a l s u b j e c t s , M erchandising and M arketing# G eneral None I# B achelor*s Degree# Secondary 2 y e a rs II# One f u l l y e a r p o s t-g ra d u a te work of 2 Oms ernes t e r h o u rs, in c lu d in g 6 in ed u cation# I I I # 18 se m e ste r hours in e d u c a tio n , in c lu d in g d ir e c te d te a c h in g o r te a c h in g e x p erien ce# IV. One m ajo r and one m inor of s u b je c ts u s u a lly ta u g h t in h ig h school# V# Course in C o n s titu tio n of U n ited S t a t e s • S p e c ia l n o t s t a t e d Evidence of a com plete co u rse in (n o t s t a t e d ) th e s u b je c t and a b i l i t y to in s t r u c t # G rad u ate- None G rad u atio n from s ta n d a rd f o u r - S t a t e - y e a r C olorado c o lle g e course Tem porary- in c lu d in g 30 p re s c rib e d q u a r t e r - High School hours* work in ed u cation# 5 y e a rs 1 6 4 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind of E xperience S c h o la rsh ip and E xam ination I s s u in g C e r t i f i c a t e R equired and Date and D u ra tio n of Lai? C o n n e c tic u t S p e c ia l None G rad u atio n from approved four-* §1925) 1 y e a r y e a r h ig h sch o o l o r e q u iv a le n t academic tra in in g * E xam ination re q u ire d in p re s c r ib e d s p e c ia l s u b je c ts o r to t e s t a b i l i t y * Secondary None One o f th e follo w in g * 3 y e ars (a ) Diploma from approved c o lle g e o r u n iv e r s ity * (b) Diploma from f o u r - y e a r h igh school teach ers* course o f a s t a t e normal s c h o o l, and exam ination* Delaware (1924) H igh-school Teachers * C e r t i f i c a t e in S p e c ia l Branches 3 y e ars None 2 years* c o lle g e work s p e c i a l i z i n g in bran ch es f o r w hich c e r t i f i c a t e i s is s u e d , in c lu d in g a r t of te a c h in g such b ra n c h e s • H igh-school Teachers* C e r t i f i c a t e f o r Academic S u b je c ts 3 y e a rs G rad u atio n from s ta n d a rd c o lle g e o r u n iv e r s ity * During c o lle g e co u rse a t l e a s t 2 h ig h sch o o l branches s h a l l be pursued f o r two y e ars and work s h a l l have been done in aims and methods in secondary e d u c a tio n and p r a c tic e te a c h in g in h ig h - sch o o l s u b je c ts * 1 65 STATE AND S ta te ^Issuing and Date o f Law F lo r id a (1925 G eorgia (1926) LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS1 CERTIFICATES AND GENERAL SECONDARY CERTIFICATES Kind o f E xperience S c h o la rs h ip and E xam ination C e r t i f i c a t e R equired and D u ratio n S p e c ia l 5 y e a rs None G rad u atio n from f o u r - y e a r h ig h sch o o l o r e q u iv a le n t; co m pletion o f two y e a r s r work in s p e c ia l s u b je c ts and ex am in atio n in s u b je c ts f o r which c e r t i f i c a t e is is su e d w ith a g e n eral average o f 85 p e r c e n t and no grade below 60 p er c e n t. E xam ination in : (1<) Bookkeeping, Commercial Law, Commercial A rith m e tic . (2 ) S h o rth a n d , T y p ew ritin g . E n g lis h Grammar. High School P r o f e s s io n a l 5 y e a rs None C om pletion of fo u r -y e a r h ig h school course and ex am in atio n w ith g e n eral av erag e o f 85 p e r c e n t and no grade below 60 p e r c e n t. S p e c ia l 3 y e a rs None E d u catio n e q u iv a le n t to approved high sch o o l g ra d u a tio n and t r a i n i n g in s p e c ia l s u b je c ts and in th e s c ie n c e and a r t o f te a c h in g . High School P r o v is io n a l 3 y e ars None (1 ) Approved ju n i o r c o lle g e g ra d u a tio n . (2 ) E xam ination on ju n i o r c o lle g e s u b je c ts : E n g lis h , m a th e m atics, g e n e ra l s c ie n c e , p h y sio lo g y , geography, la n g u ag e s, h i s t o r y and methods in e d u c a tio n . 1 6 6 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS1 CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind o f E xperien ce S ch o la rsh ip and Exam ination I s s u in g C e r t if ic a t e Required and Date and D yration o f Law Idaho.’? ' S ta te None Com pletion of an approved 2 - (1926) S p e c i a l i s t y e a r course in such s p e c i a l i t y 5 y e a rs in an approved c o lle g e , o r s c h o o l, o r e q u iz a le n t, in a d d itio n to g ra d u a tio n from an approved h ig h sch o o l or e q u iv a le n t* C r e d it re q u ire d in Idaho 'c i v i l government and school laws and in Idaho e lem en tary manual and course of study* S ta te None G rad u atio n from A*B* o r B.S* H igh-School co u rse of any sta n d a rd approved C e r t i f i c a t e c o lle g e o r u n i v e r s i t y w ith 5 y e a rs c r e d i t f o r n o t le s s th a n te n hours of p r o f e s s io n a l courses in e d u ca tio n ; a ls o exam inations in Idaho c i v i l government and sch o o l law and Idaho high sch o o l manual and co u rse of study* I l l i n o i s S p e c ia l (1925) 2 y e ars Evidence o f a b i l i t y to te a c h s p e c ia l su b je c ts s u c c e s s f u lly G rad u atio n from recognized h igh sch o o l o r e q u iv a le n t; co m p letio n a£ a t l e a s t two years* s p e c ia l t r a i n i n g in s p e c i a l s u b je c ts in a h ig h e r i n s t i t u t i o n , and c e r t i f i e d c r e d i t s o r exam ination in s u b je c ts given* Exam ination in E n g lish and p r in c ip le s and methods o f te a c h in g . 167 STATE LA W . S ta te Is s u in g and Date o f Law I l l i n o i s (co n t* d ) In d ia n a (1925) AND REGULATIONS GOVERNING COmiERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES Kind of E xperience S c h o la rs h ip and Exam ination C e r t i f i c a t e R equired and D u ratio n County None G rad u atio n from reco g n ized h igh H igh-School sc h o o l; co m p letio n of two 3 y e a rs years* work in reco g n ized h ig h e r i n s t i t u t i o n and ex am in atio n i n E n g lis h , pedagogy and 6 h ig h - sch o o l s u b j e c t s . (G raduates of reco g n ized c o l l e g e s , norm al s c h o o ls , or u n i v e r s i t i e s , may o f f e r c e r t i f i e d c r e d i t s in l i e y o f ex am in atio n i f accom- a n ied by recommendation o f a p p l i c a n t ’ s a b i l i t y to te a c h in h ig h s c h o o l.) S p e c ia l None T h ree -y e ar norm al sch o o l co u rse H igh-school s p e c i a l i z i n g in s u b je c t m a tte r 2 y ears and th e te a c h in g o f th e p a r t i c u l a r b ran ch o r branches f o r w hich lic e n s e is issu e d w ith 12 sem e ster hours in psychology and i t s a p p lic a tio n to e d u c a tio n , secondary e d tic atio n and p r i n c i p l e s o f te a c h in g . Second- grade H igh-school Teachers * L icense None Com pletion sS f/three years* work in approved u n i v e r s i t y , c o lle g e , o r norm al s c h o o l, s p e c i a l i z i n g in 2 o r more o f th e re g u la r h ig h - sch o o l b ra n c h e s , and th e te a c h in g o f them , w ith re q u ire d c r e d i t s in any two s u b je c t groups e l e c t e d . 12 sem e ster hours in psychology and i t s a p p lic a tio n to e d u c a tio n , secondary e d u c a tio n and p r in c ip le s of te a c h in g . 168 STATE LAWS S ta te Is s u in g and Date of Law Iowa (1926) AND REGULATIONS GOVERNING COMMERCIAL TEACHERS1 CERTIFICATES AND GENERAL SECONDARY CERTIFICATES Kind of E xperience S c h o la rs h ip and E xam ination C e r t i f i c a t e idRequired and D u ratio n S p e c ia l None Uniform county c e r t i f i c a t e o f a t S ta te l e a s t second g ra d e , a theme o f 5 y e a rs 1000 words an a ss ig n e d s u b j e c t , and ex am in atio n w ith a minimum grade o f 75 p e r o e n t and an average of 85 p e r c e n t in s u b je c ts named: Commercial: p sy ch o lo g y , commercial g e o g ra p h y ,e c o n o m ic s , commercial law , advanced a r i t h m e t i c , advanced E n g lish grammar, E n g lish co m p o sitio n , t h e o r e t i c a l book k eep in g , p r a c t i c a l a c c o u n tin g , j o u r n a l i z i n g , p o s tin g , ta k in g t r i a l b a la n c e , d ev elo p in g s ta te m e n ts and c lo s i n g le d g e r (working a given s e t ) , penm anship. S tenography: p sy ch o lo g y , th e o ry of sh o rth a n d , d i c t a t i o n w ork, 3500 w ords, d e m o n stratin g a p p lic a n t* s accu racy and speed as a s te n o g ra p h e r, t r a n s c r ib in g s a id n o te s on ty p e w r ite r , d e m o n stratin g s k i l l as a c c u ra te and speedy t y p i s t , E n g lis h as re p re s e n te d in E n g lish grammar, E n g lish com position and r h e t o r i c . Second-grade None C e r t i f i c a t e of c h a r a c te r and Uniform f i t n e s s f o r te a c h in g , c e r t i f i c a t e County showing tw elve weeks* approved 2 y e a rs normal t r a i n i n g , and exam ination in p r e s c r ib e d s u b je c ts w ith a minimum grade o f 70 p e r c e n t and an av erag e grade of 75 p e r c e n t. 169 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TREACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind o f E xperience Is s u in g C e r t i f i c a t e R equired and Date and D u ratio n o f Law Iowa T h ird -g rad e None ( c o n t 'd ) S ta te 5 y e ars 2 y e a rs Kansas S ta te teachers*N one (1925) c o lle g e s p e c i a l l i f e c e r t i f i c a t e to te a c h commer c i a l s u b je c ts # S p e c ia l None 3 y ears S ta te None 3 y e ars S c h o la rsh ip and Exam ination (1 ) G rad u atio n from 4 -y e a r approved c o lle g e w ith p re s c rib e d p e d ag o g ic a l w ork. (2 ) G rad u atio n from a c c r e d ite d tw o -y ear norm al co u rses in Iowa c o l l e g e s • (3 ) C e r t i f i c a t e s of o th e r s t a t e s is su e d upon g ra d u a tio n from norm al sch o o ls m eetin g th e Iowa n o rm al-sch o o l stan d a rd * Com pletion f o f p r e s c r ib e d 4 - y e a r course above a 4 -y e a r h ig h sch o o l c o u rse , a t s t a t e teach ers* co lle g e* Com pletion o f 4 -y e a r h ig h -sc h o o l course o r e q u iv a le n t, and 60 sem e ster hours* c r e d i t a t s ta n d a rd a c c r e d ite d i n s t i t u t i o n of c o l l e g i a t e ra n k , in c lu d in g a t l e a s t 28 sem e ster h o ^ rs * c r e d i t in s p e c ia l s u b je c t and o th e r p r e s c r ib e d c r e d it* Com pletion of tw o -y ear course above a f o u r - y e a r h ig h -sc h o o l c o u rse , in Kansas s t a t e teach ers* c o lle g e* 1 7 0 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS' CERTIFICATES AND GENERAL SECONDARY CERTIFICATES. S ta te Kind of E xperience S c h o la rs h ip and Exam ination Is s u in g C e r t i f i c a t e R equired and Date and D u ratio n of Law Kentucky (1926) P r o v is io n a l H igh-school C e r t i f i c a t e f o r S p e c ia l s u b je c ts 4 y e a rs None 64 Sem ester h o u rs ' c o lle g e c r e d i t earned in i n s t i t u t i o n of a t l e a s t ju n io r c o lle g e , rank in c lu d in g a t l e a s t 12 se m e ste r hours of c r e d i t p r e p a r a to r y f o r te a c h in g in s p e c ia l f i e l d . P r o v is io n a l H igh-school C e r t i f i c a t e 4 y e a rs None 64 sem ester h o u rs' c o lle g e c r e d i t earn ed in i n s t i t u t i o n of a t l e a s t j u n i o r c o lle g e ran k , in c lu d in g a t l e a s t 12 se m e ste r hours of c r e d i t in e d u c a tio n s u b je c ts * L o u isia n a (1925) Commercial C e r t i f i c a t e s C lass V II. 5 y e a rs None 2 y e a r s ' work in commercial c o u rses o f s t a t e approved c o lle g e High School C lass I I 5 y e ars Non© B a c c a la u re a te degree from s t a t e approved c o lle g e . Maine (1924) S p e c ia l Commercial 2 y e a rs None S tan d ard seco n d ary sch o o l course and a t l e a s t one a d d itio n a l y e a r in approved commercial or b u sin e ss c o l l e g e , w ith a t l e a s t 10 sem ester hours in p r o f e s s i o n a l s u b j e c t s . Methods of i n s t r u c t i o n and c l a s s room management a re r e q u ir e d . Secondary None G rad u atio n from approved c o lle g e . Temporary 2 y e a rs 1 7 1 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES . AND GENERAL SECONDARY CERTIFICATES S ta te Kind of E xperience S c h o la rs h ip and Exam ination I s s u in g C e r t i f i c a t e R equired and D ate and D u ratio n of Law Marjrland S p e c ia l None Com pletion of s ta n d a rd 4 -y e a r (1928) 3 y e a rs h ig h school co u rse o r e q u iv a l e n t, and com pletion o f f o u r - y e a r c o lle g e c o u rs e , in c lu d in g 200 r e c i t a t i o n hours:* work in e d u c a tio n , in c lu d in g te n p e rio d s of su p e rv ise d p r a c t i c e te ac h in g * One y e a r of c o lle g e work s h a l l be in th e s p e c ia l branches f o r which c e r t i f i c a t e i s issu ed * Com pletion of s ta n d a rd f o u r - y e a r c o lle g e c o u rse o r e q u iv a le n t, in c lu d in g e ig h te e n to tw e n ty -fo u r hours in th e one o r more s u b je c ts w hich a re to be p laced on th e c e r t i f i c a t e and 2 — r e c i t a t i o n hours in e d u c a tio n , in c lu d in g aims of secondary e d u c a tio n and methods w ith te n hours o f su p e rv ise d p r a c t i c e te a c h in g of h ig h school s u b je c ts # C om pletion of a t l e a s t two y e ars o f work in sta n d a rd c o lle g e , norm al s c h o o l, o r o th e r i n s t i t u t i o n r e q u ir in g h ig h school g ra d u a tio n f o r ad m issio n , w ith adequate c o u rses in s u b je c ts to be t a u g h t• Term ( 1 , 2 , 4 , ) None B a c h e lo r's degree from a 3 y e ars s ta n d a rd c o lle g e , or e q u iv a le n t, w ith p r e p a r a tio n f o r te a c h in g a t l e a s t 2 m a jo rs , o r 1 m ajor and 2 m in o rs, ahosen from s u b je c ts named, and in a d d itio n one of th e fo llo w in g : H igh-school None C e r t i f i c a t e in Academic S u b je c ts ^ 3 y e a rs M assach u setts S p e c ia l None (n o t s t a t e d ) 3 y e a rs 1 7 2 w / STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS' CERTIFICATES AND GENERAL SECONDARY'CERTIFICATES S ta te Kind of E xperience S c h o la rsh ip and Exam ination Is s u in g C e r t i f i c a t e R equired and Date and D u ra tio n of Law Mas sachus e 11s (c o n g 'd ) (1 ) Not le s s th a n 3 y e a r-h o u rs in e d u c a tio n . (2 ) Diploma from approved norm al s c h o o l. (3) 3 y e a rs of e x p e rie n c e . (4 ) Com pletion of a t l e a s t 2 c o u rses of 30 hours each c o v erin g 2 f i e l d s in th e p re s c rib e d l i s t of p r o f e s s io n a l s u b je c ts , (s u b je c ts f o r te a c h in g in d lu e "Commercial s u b j e c t s ” )• O ral exam ination re q u ire d o f a l l a p p lic a n ts to d eterm in e g e n e ra l q u a l i f i c a t i o n s and s p e c ia l equipm ent. M ichigan S p e c ia l None (1925) L ife S p e c ia l None C e r t i f i c a t e o f G rad u atio n from J u n io r C o lle g ia te D epartm ent 3 y e ars Com pletion of a t l e a s t 2 y e ars above 4 -y e a r h ig h -sc h o o l co u rse in U n iv e rs ity o f M ichigan o r any s t a t e norm al sch o o l o r o th e r approved c o lle g e . At l e a s t 11 se m e ste r hours i n e d u c a tio n , 6 to 8 in E n g lis h , 8 to 10 in g e n e ra l c u l t u r a l s u b j e c t s , and courses in s p e c ia l s u b j e c t . C om pletion o f 2 y e a r s ' c o lle g e work beyond a f o u r - y e a r high sch o o l co u rse in a j u n i o r c o l l e g i a t e d ep artm en t am ounting to a t l e a s t 60 hours w ith p r o f e s s io n a l t r a i n i n g same as t h a t re q u ire d f o r c e r t i f i c a t e of g ra d u a tio n from o th e r c o lle g e s o r u n i v e r s i t i e s . A ll sch o o ls None C e r t i f i c a t e of g ra d u a tio n from L ife approved c o lle g e , or u n i v e r s i t y , o r norm al sch o o l w ith p re s c rib e d work in e d u c a tio n . 1 7 5 STATE. LAWS AND REGULATIONS GOVERNING- COMMERCIAL TEACHERS1 CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind o f E xperience S c h o la rs h ip and Exam ination I s s u in g C e r t i f i c a t e R equired and Date and D u ra tio n of Law M innesota S p e c ia l Not s t a t e d Com pletion of 3-y e a r co u rse in (1925) Not s t a t e d p r o f e s s i o n a l t r a i n i n g sch o o l f o r commercial te a c h e r s , o r 2 y e ars of c o lle g e w ork, and, in a d d itio n , a t l e a s t 9 m onths1 s p e c ia l t r a i n i n g in commercial s u b je c ts and b u sin e ss p r a c tic e in approved i n s t i t u t i o n f o r t r a i n i n g o f com m ercial te a c h e r s . (1 ) Diploma o f g ra d u a tio n from sch o o l o r c o lle g e of e d u c a tio n o f S ta te u n i v e r s i t y w ith com pletion of s p e c if ie d courses in e d u c a tio n . (2 ) Diploma o f g ra d u a tio n from academic d ep artm en t o f rep u tab le c o lle g e o r u n i v e r s i t y w ith 15 sem e ster hours* work in e d u catio n * P r o f e s s io n a l stu d y of h ig h -sc h o o l s u b je c ts and o b s e rv a tio n and p r a c tic e te a c h in g o f h ig h -sc h o o l c l a s s e s • (3 ) Such p ro f e s s io n a l t r a i n i n g , n o t exceeding 36 w eeks, as may be p r e s c r ib e d by S ta te s u p e r in te n d e n t, and e x am in atio n . Not E xam inations and o th e r r e q u ir e - s t a t e d ments p re s c rib e d by S ta te board of ex am in ers. None (1 ) G rad u atio n from i n s t i t u t i o n of approved h ig h e r le a r n in g in M is s is s ip p i , p ro v id ed th e course in c lu d e s 9 hours o f e d u c a tio n . (2 ) Com pletion of sophomore y e a r 4n a c c r e d ite d c o lle g e in M is s is s ip p i , in c lu d in g co m p letio n o f 6 hours in e d u c a tio n . S ta te L icense 3 y e ars M is s is s ip p i S p e c ia l (1926) Not s t a t e d F ir s t - g r a d e None P r o f e s s io n a l 2 y e a rs 1 7 4 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind of E xperience S c h o la rsh ip and E xam ination I s s u in g C e r t i f i c a t e R equired and Date and D u ra tio n of Law M isso u ri S ta te None A t l e a s t 60 hours o f sta n d a rd (1925) C e r t i f i c a t e c o lle g e work w ith 7 -jg - hours in 1 y e a r education*. No s p e c ia l p r o v is io n f o r c e r t i f i c a t i o n of commercial t e a c h e r s • 48 q u a r te r hours of c r e d i t in s p e c ia l t r a i n i n g f o r th e te a c h in g of th e s u b je c t covered by th e c e r t i f i c a t e * Minimum academic and p r o f e s s io n a l p r e p a r a tio n of g ra d u a tio n from a c c r e d ite d 4 -y e a r h ig h s c h o o l, o r e q u iv a le n t, and 24 q u a rte r-h o u rs o f p r o f e s s i o n a l p r e p a r a tio n , and exam ination* None 60 sem e ster hours of c o lle g e w ork, In c lu d in g p re s c rib e d work in e d u c a tio n and s p e c i a l s u b j e c t s . E d u c a tio n , 8 sem e ster h o u rs; commercial s u b je c ts , 20 seme s t e r h o u rs • F ir s t - g r a d e None G rad u atio n from th e te a c h e r - S ta te t r a i n i n g course o f th e N ebraska C e r t i f i c a t e S ta te U n iv e r s ity o r s i m ila r approved c o u rses from o th e r in c o rp o ra te d s c h o o ls , or from th e 2 to 4 y e a r c o l l e g i a t e c o u rses o f s t a t e norm al sch o o ls o r o th e r s i m i l a r courses* N ebraska S p e c ia l (1925) 3 y e ars Second- None grade C e r t i f i c a t e 24 months Montana S p e c ia l None (1926) 1 3'ear 1 7 5 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind of E xperience S c h o la rsh ip and Exam ination I s s u in g C e r t i f i c a t e R equired and Date and D u ra tio n ' o f Law Nevada S p e c ia l Not Issu ed upon c r e d e n tia ls m eeting (1926) Not s p e c if ie d s p e c if ie d ap p ro v al of S ta te hoard of e d u c a tio n and when applic&ia%3s f i t n e s s f o r te a c h in g h is s p e c i a l t y i s approved by S ta te h oard of e d u c a tio n . H igh-school None C e r t i f i c a t e 5 y e ars Adequate te a c h in g ex p erien ce in high o r ju n io r h ig h s c h o o l• (1) G rad u atio n from s ta n d a rd c o lle g e , u n i v e r s i t y , or normal s c h o o l•r e q u ir in g 4 y e a rs o f work f o r g ra d u a tio n , in c lu d in g 16 sem ester u n i t s in e d u c a tio n , 4 u n its o f which m ust he in p r a c t i c e te a c h in g . (2 ) G rad u atio n from sta n d a rd c o lle g e , u n i v e r s i t y , o r normal sc h o o l, w ith a t l e a s t 10 sem e ster u n its in e d u c a tio n . STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te . T Kind of E xperience S c h o la rsh ip and E xam ination Is s u in g C e r t i f i c a t e R equired and Date and D u ratio n of Law New Hampshire S p e c ia l .N o t s t a t e d A t l e a s t 3 y e a rs in sta n d a rd (1925) Not s t a t e d p o stse c o n d ary i n s t i t u t i o n and p r o f e s s io n a l req u irem en ts as f o r seco n d ary l i c e n s e s • Commerce lic e n s e s a ls o g ra n te d h ig h -sc h o o l g ra d u a te s w ith in 3 y e ars from g ra d u a tio n who have had a t l e a s t 1 y ear* s work in approved i n s t i t u t i o n and a t l e a s t 36 weeks in each o f th e o th e r 2 y ears in some commercial w ork. P re s c rib e d p r o f e s s io n a l req u irem en ts m ust a l s o be m et. (1). G rad u atio n from 3 -y e a r course in New Hampshire normal s c h o o l. (2) G raduation from 3 -y e a r course in o th e r normal s c h o o ls • (3 ) Three years* p o stse c o n d ary e d u c a tio n . Exam ination in New Hampshire sch o o l law and program . Secondary None Grade B 1 y e a r 176 STATE LA W S AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind o f E xperience S c h o la rsh ip and E xam ination Is s u in g C e r t i f i c a t e R equired and Date and D u ratio n o f Law New J e r s e y (1924) Bookkeeping 1 y e a r None Stenography and T ypew riting 1 y e ar None G rad u atio n from an approved 4 -y e a r h ig h -s c h o o l c o u rs e , o r e q u iv a le n t, and g ra d u a tio n from a t l e a s t a 2 -y e a r co u rse in an approved com m ercial teach ers* t r a i n i n g sch o o l; o r have th e q u a l i f i c a t i o n s re q u ire d f o r perm anent elem en tary o r lim ite d secondary c e r t i f i c a t e and have com pleted in a New J e r s e y S ta te summer s c h o o l, or by e q u iv a le n t i n s t r u c t i o n p re s c rib e d courses o f stu d y in ; Bookkeeping, commercial law , b u s in e s s p r a c t i c e , commercial geography, commercial a r i t h m e t i c , b u sin e ss w r i t i n g # G rad u atio n from an approved 4 -y e a r h ig h school o r e q u iv a le n t, and from a t l e a s t a 2 - y e a r course in an approved commercial teach ers* t r a i n i n g sch o o l; o r , q u a l i f i c a t i o n s re q u ire d f o r a perm anent elem en tary o r lim ite d secondary c e r t i f i c a t e and evidence o f com pletion of p re s c rib e d co u rses of stu d y in a S ta te summer school or e q u iv a le n t in s tr u c tio n # P r e s c rib e d co u rses in c lu d e ; ste n o g ra p h y , ty p e w r itin g , o f f ic e p r a c t i c e , b u sin e ss correspondence# S ta te Secondary C e r t i f i c a t e Lim ited 1 y e a r (3 ) New J e r s e y perm anent e lem en ta ry c e r t i f i c a t e and re c o rd of a'dadiemic c r e d i t o f c o l l e g i a t e grade eq u iv a l e n t to 32 sem e ster hours# None (1 ) Diploma from an approved c o lle g e • (2 ) Diploma from an approved 4 -y e a r h ig h -sc h o o l teach ers* course in a S ta te norm al school# 177 STATE LAWS AND REGULATIONS GOVERNING.COMMERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind of E xperience S c h o la rsh ip and E xam ination Is s u in g C e r t i f i c a t e R equired and Date and D u ratio n o f Law New Mexico S p e c ia l None H igh-school g ra d u a tio n and (1925) 3 y e a rs 30 sem ester hours of c o lle g e t r a i n i n g o r e q u iv a le n t, 20 sem e ster hours of w hich m ust be in s p e c ia l f i e l d o f s u b je c ts f o r w hich a p p lic a n t d e s ir e s c e r t i f i c a t i o n . C re d it in New Mexico h is to r y and c i v i c s . G rad u atio n from approved high sch o o l com prising a t l e a s t 15 u n its of w ork, or c o lle g e e n tra n c e exam inations co v erin g same, and g ra d u a tio n from s ta n d — dard c o lle g e , u n i v e r s i t y , o r normal school w ith A*B* o r B*S. degree o r t h e i r e q u iv a le n t on a minimum o f 120 sem e ster hours* E d u c a tio n , 12 sem e ster hours* C re d it in New Mexico h is t o r y and c iv ic s • (1 ) G rad u atio n from 4 -y e a r h ig h - school co u rse and 3 years* p r o f e s s io n a l t r a i n i n g in s p e c ia l s u b je c t in approved i n s t i t u t i o n * (2 ) G rad u atio n from approved 4— y e a r h ig h -sc h o o l course o r e q u iv a l e n t and com pletion o f 2 y e ars o f p r o f e s s io n a l t r a i n i n g in approved i n s t i t u t i o n * (1) G rad u atio n from an approved 2 -y e a r te a c h e r t r a i n i n g c u rric u lu m in c lu d in g 90 hours o f war k in co u rses p e r ta in in g to p a r t- tim e education* (2) G rad u atio n from approved 4 - y e a r h ig h school co u rse and com p letio n o f th e commercial e x te n s io n t e a c h e r - t r a i n i n g c u r r i culum o f 480 c lo ck hours* Secondary None G rad u atio n w ith b a c h e lo r 's degree P r o v is io n a l from r e g i s t e r e d c o lle g e o r 2 y e a rs u n iv e r s ity * E x c e p tio n a l m e rit* New York S p e c ia l None (Not s t a t e d ) ( I ) L ife (2 ) 3 y e a rs T ra in in g - (1 ) None School C e r t i f i c a t e in Commercial S u b je c ts f o r P a r t - tim e S c h o o ls• L ife High School None 5 y e a rs 1 7 8 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te I s s u in g and Date of Law Kind o f C e r t i f i c a t e and D u ratio n E xperience R equired S c h o la rsh ip and E xam ination N o rth C a ro lin a Secondary None (1925) P r o v is io n a l 2 y e ars C re d it f o r a t l e a s t 90 sem e ster hours of s ta n d a rd c o lle g e work, w ith 4-5 or more in s p e c ia l s u b je c t and th o se supplem entary t h e r e t o , a t l e a s t 12 hours* p r o f e s s io n a l w ork, 6 of w hich must be in methods o f th e s p e c ia l s u b j e c t , in c lu d in g p r a c t i c e te a c h in g , and rem aining c r e d i t in g e n e ra l academic work* H igh-school Teachers* C e r t i f i c a t e s C lass B 5 y ears None C re d it for 3 y e ars of sta n d a rd c o lle g e work in academ ic o r s c i e n t i f i c c o u r s e s , em bracing 90 o r more sem e ster h o u rs , a t l e a s t 12 o f w hich s h a l l be in p r o f e s s io n a l s u b je c ts * N o rth Dakota S p e c ia l None (1925) V alid f o r tim e c o rre sp o in d in g to l i f e of e q u iv a l e n t r e g u la r c e r t i f i c a t e * Diploma from a t l e a s t a 2 -y e a r course in sch o o l a c c r e d ite d f o r tr a i n i n g te a c h e rs of s p e c ia l s u b je c ts in a d d itio n to reco g n ized h ig h -s c h o o l course and c r e d i t s f o r 16 sem ester hours in education* Second-grade None (1 ) Diploma from advanced o r P r o f e s s io n a l 5 -y e a r S ta te norm al cu rric u lu m o r i t s e q u iv a le n t, th e 2-y e a r c u rric u lu m f o r h ig h -sc h o o l g r a d u a te s • (2) Diploma from i n s t i t u t i o n whose cu rric u lu m i s e q u iv a le n t tp 5 -y e a r c u rric u lu m o f s t a t e norm al sch o o ls i f c u rric u lu m im p lies a t l e a s t 2 y e a rs o r 16 se m e ste r hours of p r o f e s s io n a l p re p a ra tio n * 179 STATE LAWS AND REGULATIONS GOVERNING COMMERCIAL TEACHERS1 CERTIFICATES AND GENERAL SECONDARY CERTIFICATES S ta te Kind of E xperience S c h o la rs h ip and Exam ination I s s u in g C e r t i f i c a t e R equired and Date and D u ratio n of Law Ohio (1925) S p e c ia l 4 y e a rs None G rad u atio n from a f i r s t - g r a d e h ig h sch o o l or e q u iv a le n t and from a 2- y e a r course in th e s p e c ia l s u b je c t, in c lu d in g 18 hours o f p r o f e s s io n a l work, in c lu d in g 4 hours o f methods in th e s p e c ia l s u b je c t* High School None G rad u atio n from a f i r s t - g r a d e 4 y e a rs h ig h sch o o l or e q u iv a le n t and from a 4 -y e a r c o lle g e c o u rs e , in c lu d in g 3 hours o f o b s e rv a tio n and p r a c t i c e te a c h in g and 2 hours each of s p e c ia l m ethods, and sch o o l a d m in is tr a tio n and manage ment* Oklahoma (1923) S p e c ia l 5 y e a rs None (1 ) G rad u atio n from a c c r e d ite d norm al sch o o ls o r c o lle g e s w ith co m p letio n of a s ta n d a rd co u rse in th e s p e c ia l s u b je c ts f o r w hich th e c e r t i f i c a t e i s issu e d and 16 hours in psychology and e d u c a tio h . (2 ) G rad u atio n from 4 -y e a r a c c r e d ite d h igh sch o o l and 2 f u l l y e ars in a reco g n ized i n s t i t u t i o n w ith com pletion of a stan d a rd co u rse in s u b je c ts f o r which c e r t i f i c a t e is d e s ir e d and 16 hours in psychology and ed u catio n * Temporary None (1 ) G rad u atio n from th e a r t s o r H igh-school sc ie n c e course o f a s ta n d a rd S ta te 4 -y e a r c o lle g e o r u n i v e r s i t y in 1 y e a r a n o th e r s t a t e w ith jo o m p le tio n of n o t le s s th a n 8 sem ester hours in psychology and ed u catio n * (2) G rad u atio n from th e a r t s o r sc ie n c e co u rse of a j u n io r c o lle g e in c lu d in g 8 sem e ster hours w o rk ^ in ^ sy c h o lo g y and e d u c a tio n , or 1 8 0 STATE L A W S AND REGULATIONS GOVERNING CO M ERG IAL TEACH ERS* CERTIFICATES AND GENERAL SECO NDARY CERTIFICATES Kind o f E xp erien ce S c h o la r sh ip and Exam ination C e r t if ic a t e R equired and D uration Oklahoma (co n t* d ) com p letion o f n o t l e s s th an 60 sem ester hours fo work in th e sch o o l a f a r ts o r s c ie n c e s o f standard 4 -y e a r c o lle g e o f u n iv e r s it y o f a n o th er s t a t e . S ta te I s s u in g and Date o f Law Oregon S p e c ia l None (1925 ) 1 y ea r "State "Hone 1 year P en n sy lv a n ia S p e c ia l S u c c e s s fu l (1 9 2 3 ) l y ea r V o c a tio n a l E xp erien ce Standard None ( 1 ) G raduation from a 4 -y e a r co u rse in a stand ard v o c a tio n a l or p r o fe s s io n a l s c h o o l, r e q u ir in g f o r en tran ce co m p letio n o f a standard 4 -y e a r second ary sc h o o l course* ( 2 ) C om pletion o f 3-years* work in an i n s t i t u t i o n o f h ig h er le a r n in g , in c lu d in g 15 sem ester hours in th e departm ent o f e d u ca tio n and exam in ation p rovid ed f o r a p p lic a n t fo r s p e c ia l c e r t i f i c a t e s . '(1 ) G raduation from stand ard c o lle g e or u n iv e r s it y w ith com ple t io n o f 120 sem ester h o u rs, in c lu d in g 15 sem ester hours in e d u c a tio n . ( 2 ) G raduation from non -stan d ard c o lle g e or u n iv e r s it y w ith com ple t io n o f 120 hom ester hours beyond th e 1 2 th grade, and exam in ation w ith g e n e ra l average or n o t l e s s than 85 p er c e n t and no grade below 70 per c e n t . A u th o rizes h o ld er to te a c h s u b je c ts named on c e r t i f i c a t e o n ly . T ra in in g and e x p e rie n c e e q u iv a le n t to th a t req u ired f o r reg u la r c e r t i f i c a t e s f o r e q u iv a le n t gra d es, su ch tr a in in g and e x p erien ce to be in s p e c ia l f i e l d f o r w hich c e r t i f i c a t e i s issu ed * Four years o f h ig h so h o o l work or e q u iv a le n t and 2 y e a rs or e q u iv a le n t c&f. p r o fe s s io n a l t r a in in g f o r te a c h in g . P r o fe s s io n a l tr a in in g m ust in c lu d e 6 sem ester hours o f o b se r v a tio n and p r a c tic e tea ch in g and 3 sem ester hours in s p e c ia l methods*__________ _____ 1 8 1 STATE L A W S A N D REGULATIONS G OVERNING C O M M ER C IA L TEACHERS’ CERTIFICATES AND GENERAL SECO NDARY CERTIFICATES S t a ts Kind o f E xperien ce S ch o la rsh ip and Exam ination I s s u in g C e r t if ic a t e Required and Date and D uration o f Law Rhole Isla n d S p e c ia l None (1 9 2 5 ) 5 y ea rs P r o v is io n a l None In s tru e t i on al 5 yea rs South S p e c ia l None C arolin a ( 1 ) 5 y ea rs (1 9 2 6 ) ( 2 ) 2 y ears C o lle g ia te ed u o a tio n o r te o h n io a l e q u iv a le n t and ^approved cou rse in Rhode Isla n d edu cation * G raduation from approved c o lle g e or e q u iv a le n t, and approved course in Rhode Isla n d ed u cation * ( 1 ) C r e d e n tia ls show ing 4 f u l l y e a r s ’ a c c e p ta b le work* (2 ) C r ed en tia ls showing l e s s than 4 f u l l years* a c c e p ta b le work* F i r s t - None ( 1 ) Exam ination in p r e sc r ib e d grade s u b je c ts w ith an average grade H igh School o f 85 per c e n t and n o t l e s s than 3 y ea rs 60 per c e n t in any su b ject* ( 2 ) S a t is f a c t o r y ev id en ce o f s c h o la s t ic and p r o fe s s io n a l p rep - e r a tio n as req uired by board is su in g * South Dakota (1 9 2 5 ) P r o v is io n a l None ( 2 ) G raduation from standard Diploma norm al sc h o o l r e q u ir in g a t 4 y ea rs l e a s t two y e a rs o f work b e yond a stand ard 4 -y e a r h ig h - s c h o o l c o u r se , provided normal s c h o o l cou rse c o n ta in s a t l e a s t 30 sem ester hours o f academ ic c r e d it and 15 sem ester hours o f c r e d it in ed u ca tio n and p r o fe s s io n a l tr a in in g * ( 2 ) 24 weeks* atten d a n ce a t a s t a t e norm al. s c h o o l. or th e e d u c a tio n a l departm ent o f an approved c o lle g e or u n iv e r s it y , and exam in ation in p r e sc r ib e d s u b je c ts* V o c a tio n a l None E vidence o f p r o fic ie n c y in th e C e r t if ic a t e p a r tic u la r s u b je c t or s u b je c ts to 5 y e a rs be ta u g h t, and exam in ation in a l l s u b je c ts req u ired f o r a s t a t e c e r t i f i c a t e e x ce p t cu rren t e v en ts and American lit e r a t u r e * 182 STATE L A W S A N D ^REGULATIONS G OVERNING C O M M E R C IA L TEACHERS* CERTIFICATES and general secondary certific ates S t a t e Kind o f E x p erien ce S c h o la rsh ip .and E xam ination I s s u in g C e r t i f i c a t e R equired and Date and D u ratio n o f Law T ennessee H igh-school None {192 5) T eachers * C e r t i f i c a t e s 4 y e a r s Com pletion o f 4 -y e a r h ig h school c o u rs e , o r e q u iv a le n t, and ex am in atio n i n p r e s c r ib e d s u b je c ts w ith an a v erag e grade o f 75 p e r c e n t and a t l e a s t 65 p e r c e n t in e ac h s u b je c t* A u th o riz e s h o ld e r to te a c h s u b je c ts named on fa c e o f c e r t i f i c a t e i n h ig h schools* ■ No s p e c ia l p ro v is io n s f o r c e r t i f y i n g commercial t e a c h e r s . Texas (1924) S p e c ia l ( 1 ) L ife ( 2 ) 4 y e a rs (3 ) 3 y e a rs ( 1 ) a . None ( 1 ) Com pletion o f 20 co u rses in b , 3 y e a rs a c c r e d ite d c o lle g e w ith 1 co u rse ( 2 ) None in E n g lis h , 1 i n e d u c a tio n , 4 in ( 3 ) None - s p e c ia l s u b j e c t and 36 ho u rs in methods o f te a c h in g s p e c ia l s u b j e c t , b , ex p erien c e on a 4 -y e a r c e r t i f i c a t e ( 2 ) Com pletion o f 15 c o u rses in a c c r e d ite d c o lle g e w ith 1 c o u rse in E n g lis h , 1 in e d u c a tio n and 3 in s p e c ia l s u b j e c t , (3 ) Com pletion o f 10 c o u rses in a c c r e d ite d c o lle g e w ith 1 co u rse in E n g lis h , 1 i n e d u c a tio n , 1 i n s p e c i a l s u b je c t and 36 hours in methods o f te a c h in g s p e c ia l su b je c t* F i r s t - C l a s s H igh-Sehool C e r t i f i c a t e 4 y e a r s None Com pletion o f 10 co u rses i n a c c r e d ite d c o lle g e w ith 2 co u rses i n e d u c a tio n , 1 o f w hich b e ars upon h igh sc h o o l teach in g * U tah (1925) S p e c ia l 1 y e a r ; None S a t i s f a c t o r y evidence o f a h ig h d eg ree o f f i t n e s s to teach s u b je c t named. Temporary H igh-school C e r t i f i c a t e 1 y e a r None C om pletion of 4 y e ars sta n d a rd c o lle g e work o r i t s e q u iv a le n t, in c lu d in g a t l e a s t 20 q u a r te r hours i n e d u c a tio n . 1 8 3 STATE L A W S AND REGULATIONS G OVERNING CCMIEROIAL TEACHERS' CERTIFICATES AND GENERAL SEC O N D A R Y CERTIFICATES S ta te Kind o f E xperien ce S ch o la rsh ip and Exam ination I s s u in g C e r t if ic a t e Required and Date and D uration o f Law ___________________ _____ ’ ____________________________________ Vermont (1 9 2 3 ) P ro b a tio n a ry None C e r t if ic a t e 1 y e a r Graduates o f te a c h e r -tr a in in g co u rses in approved second ary sc h o o ls o f Vermont, " normal sc h o o ls c o le g e s , u n iv e r s it ie s or approved sta n d in g or e q u iv a le n t t r a in in g . No s p e c ia l p r o v is io n f o r com m ercial te a c h e r s . V ir g in ia (1 9 2 3 ) S p e c ia l C e r t if ic a t e 6 y ea rs None C om pletion o f 2 y ea rs work in a stand ard c o l l e g e , o r grad u ation from a ju n io r c o l l e g e , p rovid ed c r e d it s a g g reg a te 30 c o lle g e - s e s s io n hours* work, in c lu d in g p r e sc r ib e d work in ed u ca tio n and s p e c ia l s u b je c ts a p p lic a n t p rop oses to te a c h in h ig h s c h o o l, 6 s e s s i o n h ou rs. C o lle g ia te C e r t if ic a t e 7 y ea rs None B a cca la u rea te d egree from stand ard u n iv e r s it y , tea ch ers* c o lle g e , arts* c o lle g e , or t e c h n ic a l c o lle g e in c lu d in g p r e sc r ib e d work in p h y s ic a l ed u cation * sch o o l h y g ie n e , and s u b je c ts a p p lic a n t p rop oses to te a c h . W ashington Standard (1 9 2 5 ) Advanced 2 y ea rs None G raduation from c o lle g e or u n iv e r s it y a c c r e d ite d fo r advanced c e r t i f i c a t e by S ta te board o f ed u c a tio n and p ro o f o f co m p letio n o f 12 sem ester hours o f ed u ca tio n a t an a c c r e d ite d c o lle g e or u n iv e r s it y . Exam ination in W ashing to n s t a t e m anual. No s p e c ia l p r o v is io n f o r th e c e r t i f ic a t io n o f com m ercial te a c h e r s . W est S p e c ia l None C red it f o r 16 h ig h -sc h o o l u n its V ir g in ia 5 y ears o f work; 54 sem ester hours' work (1 9 2 5 ) in s p e c ia l and r e la te d s u b je c ts ; 10 sem ester hours' work in p r o fe s s io n a l s u b j e c t s . 1 8 4 STATE L A W S AND REGULATIONS GOVERNING C O M M ER C IA L TEACHERS* CERTIFICATES AND G ENERAL SECO NDARY CERTIFICATES S ta te Kind o f E xp erien ce S c h o la r sh ip ahd E xam ination I s s u in g C e r t if ic a t e R equired and Date and D uration o f Law W est V ir g in ia (c o n t* d ) P r o v is io n a l H±gh-Sch.ool C e r t if ic a t e 1 y ea r None C om pletion o f 2 y e r s , 64 sem ester hours *, c o lle g e work in c lu d in g 6 sem ester hours in ed u cation * W iscon sin L icen se None ( 1 ) G raduation from a W iscon sin (1 9 2 5 ) f o r s t a t e normal sc h o o , S to u t S p e c ia l I n s t it u t e or th e U n iv e r s ity o f S u b jects W isco n sin , from co u rses in 1 y e a r com m ercial s u b je c ts or e q u iv a le n t p rep aration * ( 2 ) G raduation from a c c r e d ite d i n s t i t u t i o n w ith in or w ith o u t th e s t a t e from co u rses in th e s p e o ia l s u b je c ts named f u l l y and f a i r l y e q u iv a le n t to th o se o ffe r e d in th e above i n s t i t u t i o n in c lu d in g tea ch ers* cou rse in s p e c ia l s u b j e c t , e d u c a tio n a l p r a c tic e or p r a c tic e te a c h in g in s p e c ia l s u b je c t and" tea ch ers* cou rse in m inor su b jec t* None G raduation from r e g u la r o o lle g ia t e bourse in U n iv e r s ity o f W isco n sin , in c lu d in g p r e sc r ib e d p ed a g o g ica l in s tr u c tio n ; or grad u a tio n from th e f u l l cou rse o f S to u t I n s t it u t e or a W iscon sin normal sc h o o l or f u l l y e q u iv a le n t tr a in in g * y ea rs C om pletion o f 90 term or q u a rter in Wyoming hours o f approved work beyond 4 - y e a r h ig h sc h o o l c o u r se , in c lu d in g 9 term o r q u arter hours p r o fe s s io n a l work, o n e -th ir d o f work to be in s p e c ia l su b ject* C la ss I 3 y ea rs G raduation from stan d ard c o lle g e High School 1 in Wyoming or u n iv e r s it y , in c lu d in g 24 term L ife or q u arter hours o f p r o fe s s io n a l tr a in in g * S ta te L icen se 1 year Wyoming S p e c ia l 3 (1 9 2 5 ) L ife 1 185 STATE L A W S AND REGULATIONS GOVERNING C O M M E R C IA L TEACHERS1 CERTIFICATES AND GENERAL SECO NDARY CERTIFICATES 1* St a t e s w h ic h have no s p e o ia l r e g u la tio n s f o r th e c e r t i f i c a t i o n o f com m ercial te a c h e rs: M isso u ri T ennessee Vermont W ashington 2* S ta te s r eq u ir in g p o st-g ra d u a te work: Commercial C e r t if ic a t e s G eneral Secondary C e r t if ic a t e s None C a lifo r n ia 3* S t a te s r eq u ir in g fo u r y ea rs o f tr a in in g beyond secon d ary gradet Commercial C e r t if ic a t e s G eneral Seoondary C e r t if ic a t e s A rizon a C olorado C o n n ecticu t Delaware Idaho L o u isia n a Maine Maryland Mas s achus e t t s M ichigan M innesota Nevada New J e r se y New M exico New York Ohio Oregon Rhode I sla n d Utah V ir g in ia W ashington W iscon sin Wyoming 4* S ta te s r eq u ir in g th r e e y ea rs o f tr a in in g beyond secon d ary grade; Commercial C e r t if ic a t e s G eneral Seoondary C e r t if ic a t e s Minnes o t a Alabama New Hampshire In d ian a N orth C arolin a New Hampshire Oregon N orth C a ro lin a Maryland Rhode Isla n d W isoonsin 1 8 6 STATE L A W S MQ REGULATIONS GOVERNING C O M M E R C IA L TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES Commercial C e r t if ic a t e s G eneral Secondary C e r t if ic a t e s Alabama G eorgia A rizon a I l l i n o i s Delaware Kansas F lo r id a Kentucky Idaho M is s is s ip p i I l l i n o i s v M issou ri Kansas Nebraska Kentucky North Dakota L o u isia n a Oklahoma Mass achus e t t s P en n sy lv a n ia M ichigan South Dakota Nebraska W est V ir g in ia New J e r s e y New York N orth Dakota Ohio Oklahoma P en n sy lv a n ia V ir g in ia W est V ir g in ia Wyoming 6* S ta te s r e q u ir in g le s s s t h a n two y ea rs o f tr a in in g beyond second ary grade; Commercial C e r t if ic a t e s G eneral Secondary C e r t if ic a t e s Exam ination w ith no t r a in in g s p e c i f i e d , E xam ination w ith no t r a in in g C on n ecticu t* s p e c i f i e d , F lo rid a * " tr a in in g in s p e c ia l su b ject" 12 weeks* tr a in in g and exam in ation G eorgia* Iowa* 1 y e a r in b u sin e ss c o lle g e , 20 q u a rter hours and ex a m in a tio n . Maine • Montana* 10 c o u r s e s , Texas* E xam ination, T ennessee* 30 sem ester h o u rs, New M exico • 10 c o u r se s , Texas* T e a c h e r -tr a in in g co u rses in approved secon d ary sc h o o ls* Vermont* 1 8 7 STATE L A W S AND REGULATIONS GOVERNING C O M M E R C IA L TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES 7* R equirem ents f o r p r o fe s s io n a l co u rses: Commercial C e r t if ic a t e s G eneral Secondary C e r t if ic a t e s 15 sem ester h o u rs, C a lifo r n ia 12 sem ester h o u rs, Indiana 10 sem ester h o u rs, Maine 200 r e c it a t io n h o u rs, Maryland 11 sem ester h o u rs, M ichigan 8 sem ester h o u rs, Nebraska 16 sem ester h o u rs, North Dakota 12 sem ester h o u rs, North C arolin a 18 sem ester h o u rs, Ohio 16 sem ester h o u rs, Oklahoma 15 sem ester h o u rs, Oregon 1 cou rse in e d u c a tio n and 56 hours in methods o f te a c h in g s p e c ia l s u b j e c t , Texas 12 sem ester h o u rs, W est V ir g in ia * 15 sem ester h o u rs, Alabama 18 sem ester h o u rs, A rizon a 18 sem ester h o u rs, C a lifo r n ia 50 sem este r h o u rs, Colorado 10 sem ester h o u rs, Idaho 12 sem ester h ou rs, In d ian a 12 sem ester h o u rs, Kentucky 200 r e c it a t io n h o u r s, Maryland 5 y e a r -h o u r s, M a ssa ch u setts, 15 sem ester h o u r s, M innesota 6 sem ester h o u rs, M is s is s ip p i l|r Sem ester h o u rs, M issou ri 24 q u a rter h o u rs, Montana 10 sem ester u n it s , Nevada 12 sem ester h o u rs, New M exico 16 sem ester hou rs, N orth Dakota 12 sem ester h o u r s, N orth C arolin a 24 sem ester h o u rs, Ohio 8 sem ester hours,, Oklahoma 15 sem ester h o u rs, Oregon 15 sem ester h o u rs, South Dakota 2 c o u r se s , Texas 20 q u a rter h o u rs, Utah 12 sem ester h o u rs, W ashington 6 sem ester h o u rs, W est V ir g in ia 24 q u a rter h o u rs, Wyoming 188 STATE L A W S AND REGULATIONS G OVERNING C O M M ER C IA L TEACHERS1 CERTIFICATES AND G ENERAL SECONDARY CERTIFICATES 8* R equirem ents f o r •work in s p e c ia l s u b j e c ts : Commercial C e r t i f i c a t e s 2 y e a r s , Alabama 40 per c en t o f a 2 -y ea r c o u r se , A rizon a 16 sem ester hours in s u b je c ts b a s ic to commerce and 10 sem ester hours in one o f th e fo llo w in g * a c c o u n tin g , s e c r e t a r ia l s u b j e c t s , m arketing and m erch an d isin g, C a lifo r n ia * "com plete c o u r se " , Colorado " tra in in g " G eorgia 2 y e a r s , Idaho 2 y ea rs In d ian a 28 sem ester h o u rs, Kansas 12 sem ester h o u rs, Kentucky 1 y e a r o f c o l l ege w ork, Maryland "adequate cou rses" M assach u setts "oourses" M ichigan# 9 m onths, M innesota 48 q u arter h o u rs, Montana 20 sem ester h o u r s, Nebraska p r e sc r ib e d oou rses a cco rd in g to te a c h in g f i e l d ; bookkeeping or sten o g ra p h y , New Jersey# 20 sem ester h o u rs, New M exico 2 y ea r c o u r se , N orth Dakota 45 sem ester h o u rs, N orth C arolin a 2 y ea r c o u r se , N orth Dakota 45 sem ester h o u rs, N orth C arolin a 2 y ea r c o u r se , in c lu d in g fo u r hours o f m ethods, Ohio 2 f u l l years* w ork, Oklahoma " tr a in in g and ex p erien ce in s p e c ia l f i e l d " , P en n sylvan ia 1 c o u r se , Tecas 6 s e s s io n h o u se, V ir g in ia 54 sem ester hours in s p e c ia l and r e la te d w ork. W est V ir g in ia Teachers* co u rse in s p e c ia l s u b je c t and m inor s u b j e c t , W isconsin# o n e -th ir d o f o o lle g ia t e w ork, Wyoming# G eneral Secondary C e r t if ic a t e s 2 h ig h s c h o o l branches f o r two y e a r s , Delaware 2 or more branches f o r 5 y e a r s , Indiana 18 to 24 sem ester hours in branch o r branches named on c r e d e n tia l# P rep a ra tio n f o r te a c h in g 2 m ajors or one m ajor and 2 m in o rs, M a ssa c h u setts• " tr a in in g in s u b je c ts a p p lic a n t proposes to tea ch " , V ir g in ia # 1 8 9 STATE L A W S AND REGULATIONS GOVERNING C O M M E R C IA L TEACHERS* CERTIFICATES AND GENERAL SECONDARY CERTIFICATES 9 . P r a c tic e T eaching req u ired : Commercial C e r t if ic a t e s C a lifo r n ia N orth C a ro lin a P en n sy lv a n ia ITis cons in Maryland 10* V o c a tio n a l E xp erien ce R equired: C a lifo r n ia P en n sy lv a n ia G eneral Secondary C e r t if ic a t e s C a lifo r n ia (o r e x p e r ie n c e ) Delaware Maryland M innesota Nevada Ohio P en n sy lv a n ia 1 1 , E xam ination in tea o h in g s u b j e c t required? Commercial C e r t if ic a t e G eneral Seoondary C e r t if ic a t e C o n n ecticu t F lo r id a F lo r id a Iowa (and theme o f 1000 w ords) Oregon 12• E xam ination req u ired in a d d itio n to o th er r e g u la tio n s : Commercial C e r t if ic a t e Genersi Seoondary C e r t if ic a t e s I l l i n o i s ^C onnecticut M is s is s ip p i F lo r id a Oregon Ild ah o I l l i n o i s Iowa M assach u setts ( o r a l) Montana New Hampshire Oregon South C arolin a W ashington 13# C red en tia l is su e d upon exam ination o n l y i Commercial C e r t if ic a t e s G eneral Secondary C e r t if ic a t e s N ot any • Arkansas G eorgia T ennessee 1 9 0 STATE L A W S AND REGULATIONS G O VERNING C O M M E R C IA L TEACHERS * CERTIFICATES AND GENERAL SECO NDARY CERTIFICATES 14* C e r t if ic a t e s Issu ed a t d is c r e t io n o f board w ith no d e f in it e r e g u la iio n s con cern in g tkemt Commercial C e r t if ic a t e s G eneral Secondary C e r t if ic a t e s Arkansas South C a rolin a M is s is s ip p i Nevada South C arolin a Utah

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Asset Metadata

Creator Graham, Jessie (author)

Core Title The present status of commercial teacher training in the degree granting institutions of the United States

Contributor Digitized by ProQuest (provenance)

Degree Master of Arts

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education,OAI-PMH Harvest

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-215449

Unique identifier UC11239106

Identifier usctheses-c26-215449 (legacy record id)

Legacy Identifier EP52616.pdf

Dmrecord 215449

Document Type Thesis

Rights Graham, Jessie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA