ally secure business education must emphasize that profits can be made by men of integrity. Business education accepts these aims. Business education, if it is to be truly a profession, must unite its forces back of accepted objectives to meet the needs of American youth. Understanding among members of the profession is the need of the hour. Proper channels of com munication can do much to bring about that understanding. I believe that those channels are going to be found. —Verxal H. Carmichael, President, 1940-41. Business education is an essential part of education for living for all people. This is true no matter what their work or station in life may be. Everyone must rely upon services of business in making daily business transactions in the purchas ing and selling of goods and services. Business is far-reaching—in fact, so far-reaching that every one is involved in business in some way every day. There are more people directly or indirectly involved in business than any other area of livelihood. In the United States, a business miracle has taken place in the last 175 years. In no place on earth is a standard of living so high nor, is there any place where the freedom of enter prise and the profit system has had the opportunity to prove that it really works for the benefit of the people it serves. The fact that there are more telephones, radios, automobiles, refrigerators, sewing machines, bathrooms, and most all of the other modern conveniences that make life fuller and more enjoyable should be some proof that our free enterprise system has something that is good. Now is the time for us to teach, in a positive and forward manner, every boy and girl that our business system is good and does operate for the benefit of the masses. —E. C. McGill, President, 1955-56. MY FAITH IN THE FUTURE OF OUR PROFESSION I believe in effective organization in business education for without it, professional status remains a dream. I believe that effective organization results when teachers, generally, exercise creative initiative to establish them selves in mutually fulfilling relationships to their fellow teachers. To bring this about we must search for new truths in business education and cooperate with others in the dissemination and application of such information. I believe that the leaders in business education are striving for and achieving effective organization and professional status. I believe, further, that we have an obligation to think critically and independently and to give our students opportunities to do likewise. I believe that we have an obligation to widen the range of our appreciations. Beyond the essential recognition of the professional contributions of our colleagues, I would include insight-into the experiences which have helped us grow, admission of our own limitations, an active grati tude for the general goodness of man and for those who understand us even when we are apparently not under standable, and lastly, an awareness of all the many kinds of expertness that make modern life so comfortable and rewarding. Finally, I believe enthusiastically in my chosen field—busi ness education because of its worth-while contribution to general as well as vocational education, because of its success in adapting instruction to needs of the times, and because of its responsible and inspiring leadership. Erwin M. Keithley, President, 1944-1946. The thousands of competent young workers who take their places in the business world each year are living testimony to the accomplishments of business teachers past and present. So my wish for the future concerns the general rather than the vocational aspects of business education. Regardless of any student's future production activities he is ill-equipped for life in an economic society unless he has some understand ing of how our business system operates. Buying, taxes, in surance, credit, and money management become the facts of life for everyone sooner or later. Any business education pro gram that is not organized to bear directly on helping young people with these problems is doing only half the job of which it is capable. The basic business subjects can provide the balance now lacking in some schools. My faith in the future is based on the belief that by giving these subjects the em phasis they deserve, we shall be able to attain as high a level in the general business education of tomorrow's citizens as we have now reached in the vocational business education subjects. —Ray G. Price, President, 1951-52. Business education as a new science and a recognized art in the past century has met, through its students and teachers, the needs of constantly expanding business: its main raison d'etre. Business teachers have established goals and standards for the work of their students and, as these standards are definite, they satisfy students as well as employers. Through attain ment of definite standards, aims, and goals, business education has created a universal pride on the part of teachers and students. No other programs of studies have approached such clarity of purpose and such concreteness of goals. Through the efforts of business educators in the classroom, through contacts with business, through the untiring work of many individuals to formulate and promote business organiza tions, our field has become highly respected, increasingly pur sued, and internationally dignified. Business educators appreciate the place their profession holds in the community, the influence it carries in business, and the stamina and success it has brought to numerous persons interested in the welfare of business. This enthusiasm is sure to gather momentum as the years come and go. —Frances Doub North, President, 1939-40. Business education is simply one area in the total educa tional program. Like most other phases of education, business education begins in the home and in the elementary school. The store unit, so commonly used in the early elementary grades, illustrates the point. When business education appears at the high school level, it is easily identified with such subject titles as bookkeeping, shorthand, typewriting, general business, selling, and the like. Nevertheless, there is much to be said for the position that good business education should be thought of in terms of a set of objectives and a function of the school program as a whole, and not in terms of traditionally listed subjects. Some times these objectives are described in terms of basic or gen eral business education and technical or specific business edu cation. When the instructional content is conceived in terms of business skills and techniques, business knowledges and facts, business understandings, business attitudes, business appreciations, and business ideals, it is apparent that business education is good, is valuable, is necessary. Further, it is safe to observe that business education has a great future as an integrated part of the total educational program. —Edwin A. Swanson, President, 1950-51. Centennial Issue 39
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