ONE who has spent his entire working life in business education, I am happy to join in commemorating this momen tous occasion which marks the NEA's Centennial Year. We are all educators before we are business educators. "A teacher," as Henry Adams wrote, "affects eternity he never knows where his influence stops." Over the years business education has become a profession, marked by service to young people and to business. As our economy grows, so do the opportunities and responsibilities of business education grow. On every side there are evidences that teachers in the field of business education are meeting the challenge of an expanding economy. There is a growing awareness of the importance of counseling and of utilizing the outcome of valid research in business education. Motivating our daily work are our professional attitude and our vision to meet the challenges of today and tomorrow. What wide domain we all survey As day by day we pass this way— Domains of thought and word and deed Whence visions come, where minds are freed. —Charles G. Reigner, Editor, Rowe Budget. jpiETT years ago, I attended business college evenings to study stenography, the only subject offered. Through the steno graphic route, I was employed by Office Appliances in 1907. Tax laws established in 1933 started an evolution in office procedures. The demand for record-keeping systems and equipment to operate them increased immediately. It is lively today. Personnel are trained in the use of typewriters, tele type, duplicators, adding, calculating, bookkeeping machines, electronic computers, dictating, and metered mail equipment. Persons adept at particular types of work are in demand at salaries in keeping with new conditions. Business education opens the door to wider opportunity for all who have the ambition to enter. —John A. Gilbert, Publisher, Office Appliances. gusiNESS education, as it is presently known, is much younger than the one hundred years being celebrated by the National Education Association however, it has earned a respected place in the school offerings of the country. In today's educational programs, the future of business edu cation is being determined. May there be wisdom and fore sight in curriculum planning by all educators so that the full contribution which business education can make to all students, as well as to those interested in business as a career, may be fully enjoyed. —Elizabeth T. Van Dervefir, Editor, Journal of Business Education. JN THIS, NEA's Centennial Year, many educators are celebrat ing the past. But business teachers must look to the future. Nothing looms larger in that future than the teacher shortage. We've come a long way, but we won't go much farther unless we "plough back our dividends." How? By encouraging out standing students to become teachers, and by convincing busi nessmen that they can't demand more office workers without first demanding more business teachers. A teacher may view business education in terms of ideal goals, or in terms of his own workload either way, he has a stake in teacher recruit ment. ■—James Bolgbr, Editor, Business Education World. MY FAITH IN THE FUTURE OF BUSINESS EDUCATION I believe that teaching is one of the high callings of life. I believe in the saeredness of every person whom it is my privilege to teach. I believe that the teaching function, anchored in depth and breadth of knowledge, is primarily to stimulate, guide, and evaluate the learning achievements of students. I believe that such learning accomplishments of students are ultimately to be sought in the growth of students in their mental, emotional, and spiritual qualities. I believe in the dual role of business education as a phase of general education and as a part of vocational educa tion. I believe that since most citizens have a dual role of a general life career and of an occupational career, the two phases of general and vocational education represent a unity of a well-rounded education, the one supplement ing and strengthening the other. 1 believe that business education of this nation, well-estab lished in the century of 1857-1957, should continue to have a major responsibility and contribution in Ameri can education as the central and dynamic force in the continued realization of the great democratic ideals of our beloved country. —Path. S. Lomax, UBEA President, 1932-33 and 1952-53. The Centennial of the National Education Association provides a good occasion for the American people and par ticularly the members of the teaching profession to take a forward look at our schools. As I see it, America will place greater and greater reliance on its schools in the era ahead. Larger numbers, both children and adults, will make use of school services. The readjustments in individual and group life brought about by an ever-changing technology will have profound implications for our schools. Our task is to foresee the adaptations schools should make and then proceed to put necessary plans into action. —Walter D. Cocking, Editor, The School Executive. By the President of the United Business Education Association, NEA . . . Business education has "won its spurs.'^ It has estab' lished itself as an integral part of the American educa tional plan. No longer is it considered to be of doubtful quality by the academicians. Too often, however, a cause which has been accepted as an equal fails to continue to grow and keep pace with other agencies seeking a place in the public favor. Busi ness education has developed a progressive momentum and is in a position to strengthen its place in educational circles. The challenge to be met by business education in the next century, or even in the next quarter century, is little short of startling. Business educators must recognize the need for the pooling of all resources, mental and material, if they are to keep their educational pattern in tune with the business world. Continued alertness and cooperation can cut educational lag to the minimum in business edu cation.— Theodore Yerian, President, 1956-57, United Business Education Association. 44 Business Education Forum
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