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of tt)C
Omtjersitp of iQottft Carolina
Collection of j£ott& Caroliniana
and I614 inches.
Adding or calculating machines are necessary, especially for
advanced training. If bookkeeping-posting machines are known
to be used extensively in the community, they should be included
when school budgetary conditions permit. A suggested ratio is
at least one machine for every ten pupils.
Typewriting Room.
In determining the number of machines to be bought, it should
be remembered that equipment costs are lower than instructional
costs. As a general rule fewer than ten typewriters in a busi-
ness department will be likely to waste teacher time. It is rec-
ommended that the small high school include several makes of
machines. In the larger high school, where first-year typewriting
and secretarial practice are taught in separate rooms, the ma-
chines for first-year typewriting may be limited to one make.
Widespread use of elite type in business offices makes it nec-
essary to train pupils in the use of the elite as well as pica type.
Machine costs will be greatly reduced by keeping the typewrit-
ers in constant repair. Cleaning fluid, brushes, and a simple
repair kit will enable the teacher and pupils to assist in getting
maximum results in the use of the machines. Professional re-
pairmen should be summoned when the need arises. For the
best results, all typewriters should be overhauled at least once
a year. Arrangements for typewriter repair service should be
made when new machines are installed.
14 Cubricultjm Guide and Courses of Study in Business Education
The "standard" typewriting table is too low for most pupils.
Tables or desks should be provided in three heights : 26", 28", and
30". Adjustable tables that may be easily raised or lowered may
be constructed in the industrial arts department, or adjustments
may be made by the use of wooden blocks or metal cups on the
table legs.
A typewriter demonstration table is essential. It should be
high enough for the teacher to demonstrate correct techniques
while in a standing position, and should have sufficient surface
space to accommodate a typewriter, textbook and paper. It is
desirable that the demonstration table be mounted on rollers so
that it may be easily accommodated to the pupils' view.
Office Machines Laboratory.
The office machines laboratory should have a lavatory with
hot and cold running water. The machines should be chosen on
the basis of the types most frequently used in the school service
area. At least ten typewriters are recommended, including one
noiseless, one long-carriage machine, a decimal tabulator, and an
electric typewriter if community trends indicate their increasing
use. The Vari-Typer is not recommended unless a definite de-
mand for it is apparent. The inclusion of transcribing machines,
with a dictating unit and a shaving unit, likewise depends upon
the local needs. The tables for all machines should have drawer
space.
Duplicating machines should include gelatin process, fluid pro-
cess, and stencil duplicators with storage accessories and work-
tables.
As minimal equipment in adding machines, both listing and
non-listing machines are recommended: ten-key and full- vision
adding machines and key-driven and crank-driven calculators
of the kinds found in most business offices of the community.
Each machine should have a table large enough to provide ample
working surface and should have drawer space.
Postal scales and other mailing aids, and an adequate number
of miniature filing sets to permit group instruction in filing should
be a part of the permanent equipment of the office machines
laboratory.
Shorthand Room.
In addition to the equipment found in a regular classroom, the
shorthand room should have a cabinet for a quantity of class sup-
plies and a cabinet with lock, for the teachers' instructional
Building the Business Curriculum 15
materials. A stop watch or a watch with a sweep second hand
is needed.
The pupils' tables should be of varying heights to insure com-
fortable working positions for all individuals.
Other Classrooms.
The room in which principles of selling is taught should be pro-
vided with a selling counter, either permanent or improvised, a
cash register, and scales. Every classroom should have an un-
abridged dictionary. The Postal Guide and general reference
books should be available through the school library.
Film Projection Room.
If a school owns a film projector, it is recommended that a room
in the business department be equipped for the showing of films
pertaining to the social-business subjects and training films in
the skill subjects.
THE BUSINESS LIBRARY
The school librarian and the business teacher should work
together to develop the business section of the library by in-
creasing the number of books and periodicals, getting free and
low-cost supplementary materials, and compiling bibliographies
of materials that will be of value to business pupils. Such
bibliographies should carry specific page references.
Upon request, publishers of business textbooks will place the
name and address of the library, the department or the business
teacher on their mailing lists to receive catalogues, price lists,
and announcements of new books. In a later section of this
publication a list of such publishers appears. Advertisers and
public institutions furnish business teachers with available sup-
plementary teaching materials. The teacher should be aware
of these sources and avail herself of the materials offered.
Pupil contributions of illustrative materials are important in
building the business library. These may be advertisements,
newspaper clippings, pictures, form letters received in the mail,
manufacturers' samples, Civil Service and other government
forms and notices, the various administrative forms pertaining
to the school system, and business forms used in the community.
The collection of business forms as a project should be under the
direction of the teacher, who should make the preliminary con-
tacts either by telephone or by a letter requesting permission
for the pupils to call for specimen forms. The pupils should be
16 Curriculum Guide and Courses of Study in Business Education
given definite instructions and cautions in regard to their ap-
proach and interviews with the businessmen.
A termination date should be set for the completion of the
project with all materials properly identified and handed in. The
forms should then be classified and organized in a manual or
class scrapbook and placed in the library.
Miscellaneous materials worthy of preservation but not accept-
able for library cataloguing may be retained in the classroom
files.
Below are suggestions for handling such material :
Mounting. Material may be mounted for filing in such a way
that it can be used as poster material without any additional
changes.
Labeling. Proper labeling of items is important for filing and
locating, for exhibits, and for class use. A collection of blank
checks labeled to illustrate distinguishing differences and func-
tions is far more useful than an unidentified collection of blank
checks.
Classification. Materials may be classified according to type —
as envelopes, insurance policies, invoices ; they may be classified
according to the business with which they deal — as insurance,
merchandising, communication ; or they may be classified accord-
ing to subject — as bookkeeping, business law, business mathe-
matics.
Filing. The usual vertical file is a convenient means of filing
most specimens and contributed materials.
Scrapbook. When the scrapbook is the preferred method of
preserving materials, a loose-leaf one should be used so that
material may be easily added or removed.
AUDIO-VISUAL AIDS IN BUSINESS EDUCATION
The term "audio-visual aids" pertains to materials that pro-
vide auditory and visual sense perceptions in effecting desired
learning. Evidence indicates that audio-visual aids are impor-
tant in accelerating learning, increasing retention of informa-
tion, and providing understandings essential in skill training.
Their use has clearly demonstrated that they make the subject
more interesting, they make ideas clearer to pupils, they help
to standards of performance, and they inspire pupils to greater
achievements.
Building the Business Curriculum 17
Audio-visual aids supplement good teaching; they will not do
a teaching job by themselves. Their selection and use must be
carefully planned. The following criteria should be observed
in the selection of audio-visual aids :
1. Will this aid help the pupils to achieve the desired ob-
jectives?
2. Is its content within the maturity range of the pupils?
3. Is the content effectively and interestingly presented?
4. Is the information accurate?
5. Are the techniques or skills correct?
6. Is the length of time required for using the aid suitable?
7. Is the expense of this aid justifiable?
TYPES OF AUDIO-VISUAL AIDS
Visual aids include a wide variety of devices, which may be
classified as follows:
1. Blackboard 6. Opaque Projectors and Ster-
2. Teacher Demonstration eoscopes
3. Specimens of Pupils' Work 7. Motion Pictures and Film-
4. Flat Pictures and Posters strips
5. Charts, Graphs, Diagrams 8. Field Trips
9. Radio and Phonograph
Blackboard.
The blackboard is the most frequently used, and probably the
most commonly abused, aid. Certain simple rules should be
observed by the teacher in placing materials on the blackboard :
1. Keep illustrations simple.
2. Make illustrations and blackboard writing large enough to
be read by the entire group.
3. Make sure the view of all pupils is unobstructed.
4. Present information neatly, logically, and legibly.
5. Increase interest and add variety by the use of colored chalk.
Teacher Demonstration.
Demonstration teaching saves time in presenting skill tech-
niques to the class. Pupils see and hear the demonstrator and
perform with him. They acquire a concept of correct techniques
before they attempt to develop them, and are motivated to match
the teacher's skill.
1 8 Curriculum Guide and Courses of Study in Business Education
Specimens of Pupils' Work.
Specimens of pupils' work may be used effectively in displays
on the bulletin board, or by means of opaque projectors to show
progress, to stimulate effort, and to indicate goals of attainment.
Flat Pictures and Posters.
Pictures and photographs add meaning and interest to many
lessons. They should be used with groups small enough that all
may see clearly when pictures are held up, or they may be inspect-
ed by the pupils at their places. A collection of pictures relating
to a particular topic may be placed on the bulletin board, either
as a whole or in series. Cartoons and caricatures create interest
and enliven subject matter by appealing to the pupils' sense of
humor.
Posters also serve as a means of continuing the learning pro-
cess, through slogans and pictorial presentation of such matters
as good grooming, models of office machines, correct posture in
typewriting or shorthand, and many other phases.
Charts, Graphs, Diagrams.
Graphic representation of subject matter may be used to make
comparisons, to present summaries, or to show relative status.
Diagrams and charts are effective in clarifying structural organ-
ization and interrelationships. Such topics as the balance sheet,
profit and loss statement, letter placement, budgetary allocations,
and divers other topics may be illustrated through the use of
charts and graphs. They may be drawn on the blackboard, on
paper, or on any portable substantial surface. The drawings
should express the thought so clearly that only short captions are
necessary. Records of pupil and class achievement, particularly
in skill performance, may be graphed as progress charts.
Opaque Projectors.
The opaque projector is an economical instrument for project-
ing a picture, a page in a book, a specimen business form, or
similar material for simultaneous use by the class.
Field Trips.
Field trips offer excellent, practical demonstrations of pro-
cedures studied in class. They should be planned in terms of
class needs and should be related to course content. The teacher
should make the preliminary contacts, give the class a preview
of what is to be expected, and provide a follow-up with directed
class discussion and evaluation.
Building the Business Curriculum 19
Radio and Phonograph.
The radio is a rich source of information for business pupils.
Occasional definite assignments may be made for either school
or home listening. At the same time shorthand pupils may avail
themselves of the opportunity to report what may be considered
as dictation from persons other than the teacher. Phonographic
records of instructional materials provide repetitive practice for
individual remedial purposes.
PRECAUTIONS TO BE OBSERVED IN USING VISUAL AIDS
1. Choose aids that come within the range of pupil under-
standing.
2. Make planned preparation so that the pupils will recognize
their purpose and value.
3. Place bulletin boards where they will be accessible to all
pupils.
4. Select materials carefully.
5. Plan the arrangement of materials.
6. Limit the materials displayed at any one time.
7. Display visual aids no longer than they will be effective as
a learning device.
8. If aids are to be used frequently and continually, be sure
they are handled with care so they can be saved for fur-
ther use.
9. Be sure that there is a class follow-up after an audio-visual
aid is used.
10. If projectors are used, train assistants to darken the room
and to operate the machines. If possible, use a business
teaching room.
SOURCES OF INFORMATION ON AUDIO-VISUAL AIDS
Information about audio-visual aids may be obtained from
business training departments of the various colleges in North
Carolina, the State Department of Public Instruction, the Busi-
ness Education Service of the United States Office of Education,
manufacturers of business machines, commercial film companies,
National Education Association agencies. Lists of audio-visual
aids are regularly published in the Journal of Business Education,
the Business Education World, the Balance Sheet and other edu-
cational publications.
The visual education services of the University of North Caro-
20 Curriculum Guide and Courses of Study in Business Education
lina are centered in the Bureau of Visual Education, University
Extension Division, Swain Hall, Chapel Hill, N. C.
It is suggested that any obtained information be recorded on
5" x 3" or 6" x 4" cards in a form similar to the one shown below :
Audio-Visual Aid
Title or Subject
Obtainable from
Address
Recommended by
Free Rental Fee '. Purchase Price
Running Time How many mm.?
Silent Sound Accompanying Manual-
Amount of Advertising __
Aid used by Date used
GUIDANCE IN BUSINESS EDUCATION
Guidance in business education and the high school guidance
program are inseparable. Both must cooperate in familiarizing
pupils with vocational opportunities, assisting them in making
occupational choices, giving direction to their job-preparation
activities, placing them in worth-while employment, and follow-
ing up their progress. Although guidance in business education
is primarily vocational, it also includes some personal counseling.
In all of these phases of guidance the business teacher has a
direct responsibility.
Functions of Vocational Guidance in Business Education.
Within the total guidance program business education has
certain specific functions pertaining to business and business
training. These functions are:
1. To obtain reliable information relative to employment op-
portunities in the business occupations in the school service area
and to secure detailed information with regard to specific jobs
in that area.
2. To provide the pupils with information concerning the re-
quirements and standards of business occupations and specific
jobs.
3. To assist the pupil in evaluating his qualifications for a
specific job within a particular occupation.
Building the Business Curriculum 21
4. To assist in adjusting and readjusting, in accordance with
their developing characteristics, those high school pupils who
are being trained. The ability of pupils to make such adjust-
ments often determines whether they will realize their maximum
achievement. If there is a possibility of an outstanding pupil's
attending college, his program should be arranged to include
subjects required for college entrance.
Bases for Guidance.
An important phase of vocational guidance is the use of in-
formation obtained through job opportunity surveys. A survey
of local businesses should be made to ascertain the number and
kinds of actual and potential jobs open to high school graduates.
Forms used for obtaining and recording these data should be su
simple and clear as to insure cooperative responses from busi-
nessmen. Essential items on such forms are name of firm, num-
ber of employees, job specifications for each type of office posi-
tion, machines operated, skill standards, and salary. Other bases
for guidance are personal conferences, use of cumulative records
and other recorded personnel data, limited use of aptitude and
interest tests, professional literature of guidance and counseling,
research and reported findings of other communities and schools,
and follow-up studies of graduates.
Place of the Business Department in the Guidance Program.
It is the responsibility of the business department to organize
a program for the guidance of business pupils if the school has
no such program. The department should maintain an accurate
and complete file of pupils' personal qualifications, skill compe-
tency, grades in the various courses, and such other anecdotal
information as will enhance the guidance service. As a result
of the job opportunity surveys, the department should provide
ready information concerning number and types of business
positions available, turnover of business workers, approximate
salaries, qualifications and special training required. The depart-
ment should have organized data from follow-up studies, partic-
ularly to reveal the inadequacies of the curricula and point to
desirable changes in content or emphasis.
Through cooperation with the all-school guidance service, the
business department should utilize the general personnel and
guidance data pertaining to its pupils and should make available
to the guidance director and other counselors special information
compiled for and by the department.
22 Curriculum Guide and Courses of Study in Business Education
The business teacher should make use of departmental and all-
school guidance information. He should cooperate with the gen-
eral guidance director and counselors in group and individual
conferences, and he should improve his status as a counselor of
boys and girls by becoming familiar with the professional litera-
ture of guidance and counseling.
Placement and Follow-Up.
Vocational business programs must culminate in placement
and follow-up of trainees. Placement service involves utilizing
the assembled information about available jobs, teaching pupils
the proper procedure in applying for positions, directing them
to places to apply, and recommending qualified individuals for
specific positions.
The National Office Management Association cooperates with
the schools in raising standards in business and schools by spon-
soring jointly with the Business Education Association, the
Business Entrance Tests. The proficiency certificates issued for
successful performance in these tests are definite aids in place-
ment.
The United States Employment Service will be found helpful
in the placing of business pupils. It lists local employment needs,
publicizes information by newspaper and radio, lists salaries in
the region, administers stenographic and other tests for which
ratings are given to prospective employers, and places applicants
in suitable positions.
Follow-up programs are concerned with such matters as de-
termining whether the skills taught have matched the require-
ments of particular jobs; and whether the personal qualifications
of an individual have been gauged accurately enough to insure
his retention in the position in which he was placed. Through
the follow-up, the school maintains a continued interest in the
individual and welcomes his evaluation of his vocational prepara-
tion.
Follow-up activities also provide valuable contacts with em-
ployers and frequently are the means of convincing them of the
earnest desire on the part of the business department to meet
employment standards. Business, too, benefits from follow-up
programs. By working with business, the school can more nearly
match jobs and candidates. Moreover, such a program tends to
make the businessmen aware of the school's endeavors and con-
scious of its achievement.
Building the Business Curriculum 23
COOPERATION BETWEEN SCHOOL AND BUSINESS
There must be full cooperation between the school and business
if pupils are to be properly trained for the right jobs. When this
is realized, schools are in a position to formulate standards for
the skill subjects which will meet business requirements. Through
business contacts the teacher learns what constitutes employable
personality traits and their relative importance. He is then in
a position to evaluate the employment situation so that the right
person can be placed in the right job.
The school and business may be brought into closer relationship
through the co-operative program, the advisory council, radio and
newspaper publicity, and open house. And the teacher may
develop interest in and support of the school program through
personal contacts with businessmen and business service clubs,
work on the advisory council, and membership in local and civic
organizations.
ACTIVITIES OF THE BUSINESS TEACHER
The foundation for professional growth and development is
laid in the undergraduate preparation of the business teacher,
but he should have a continuing plan for improvement. His
endeavors should aim at correcting deficiencies, increasing his
knowledge and skill, and keeping professionally informed.
Reading.
The professional reading of the business teacher should include
the literature of business, of business education, and of education
in general. To be informed about business trends, he should
read a metropolitan newspaper, particularly the financial sec-
tions, commercial publications, government pamphlets, United
States Chamber of Commerce bulletins, and annual reports of
corporations and organizations.
He should read the literature of general education as well as
that of his own field in order to familiarize himself with trends
and changing concepts.
For the objectives of self-realization and civic responsibility,
his reading should include a broad sampling of economic, social,
scientific, and literary works.
Graduate Study.
Through graduate study, the business teacher improves his
professional standing, extends his knowledge, further develops
24 Curriculum Guide and Courses of Study in Business Education
his teaching abilities, broadens his outlook, and gains personal
satisfaction.
Work Experience.
The business teacher who has had business experience brings
confidence and authority to his teaching that is reflected in the
businesslike atmosphere of the classroom and that provides in-
centive for pupils. Through work experience, the teacher ac-
quires criteria for setting up course standards in terms of job
requirements. Business experience must be kept current, as
business requirements and procedures change quickly.
Membership in Professional Organizations.
Active participation in associations and organizations related
to one's work is recognized as one of the most effective means of
keeping up-to-date, obtaining advancement, and achieving pro-
fessional growth. They provide opportunities to broaden con-
tacts, exchange ideas^ and become familiar with the literature in
the field.
The business teacher should be a member of his state, regional,
and national groups. For instance, a teacher in North Carolina
should belong to the North Carolina Education Association and
should be active in promoting a functioning department of busi-
ness education within the Association. He will derive benefit
also from membership in the Southern Business Education Asso-
ciation. Certainly, he should join the United Business Educa-
tion Association, a department of the National Education Asso-
ciation, because of its service through the Quarterly and the
UBEA Forum, and because of its organized effort to promote
business education nationally.
Membership in Civic and Community Organizations.
Service clubs and business clubs of various kinds are found in
almost every community and membership in these clubs will be
beneficial to the business teacher. Such organizations as the
Rotary Club, Kiwanis Club, Lions Club, Business and Profes-
sional Women's Club, and the American Association of University
Women, have much to offer the teacher in the way of contacts,
knowledge, and fellowship, and often are sources of valuable
information regarding local conditions, problems, and require-
ments.
Building the Business Curriculum 25
Cooperation with Other Teachers.
The business teacher should actively cooperate with other
teachers as well as with the members of his own department.
Such cooperation can be effected through faculty and committee
meetings, planned conferences, everyday contacts, observation
of professional ethics, and personal courtesy. Cooperation will
result in such practical outcomes as understanding of mutual
problems, avoidance of undesirable overlapping of course content,
and school spirit.
Compiling and Submitting Records.
It is imperative that the teacher compile all routine and periodic
records accurately and completely and that these be submitted
promptly to the administrative officials.
Recreation and Social Contacts.
Interest and success in work are closely related to recreational
activities. The teacher needs to make use of his leisure time in
activities that will re-create him. A well-rounded program of
recreational and social activities develops health, vitality, per-
sonality, and breadth of interests.
EXTRACURRICULAR ACTIVITIES OF PUPILS
Extracurricular activities offer opportunities for the personal
development of business pupils. The activities should grow out
of the interests of the pupils and should be initiated by them.
Over-participation should be avoided.
Business Club.
The business club should be sponsored by the business depart-
ment, and every pupil who is taking a business subject should be
eligible for membership.
The club may have various purposes. It should, however, func-
tion in developing interest in the business department and the
business life of the community, emphasizing and developing per-
sonal qualifications for business positions, and promoting busi-
ness ethics and ideals.
The club activities should be extensive enough to include some
of the following: assembly programs; service bureaus; school
exhibits ; speeches ; contests ; instructional films ; social activities,
such as picnics, hikes, and banquets.
Assembly Activities.
The business department will usually be called upon to present
at least one assembly program during the year. It is desirable
26 Curriculum Guide and Courses of Study in Business Education
that the business club be responsible for an assembly program.
Such programs may include dramatization of office activities;
skits on manners, appearance, parliamentary procedure, mock
trials, or how to get a job ; and talks on occupational opportunities
in business.
Future Business Leaders of America.
Future Business Leaders of America is a national organization
of high school business pupils. The F. B. L. A. clubs may be
formed through affiliation of the school's business club with the
national organization or by creating a new chapter in a school that
does not have a business club. Because Future Business Leaders
of America is a national organization, a national charter must
be obtained. Before such a charter is granted, a project must
be selected. It is suggested that an advisory committee of men
and women from the local community be formed to work with
members of the F. B. L. A. club in setting up projects to be spon-
sored. Some of the projects that have been undertaken have
included studies of office routine, survey of graduates' work and
and their working conditions, and work experience programs.
Membership is open to all pupils who are taking a subject in
the business department.
The Woman's College of the University of North Carolina is
the designated State sponsor for F. B. L. A. Detailed informa-
tion may be secured by addressing The Chairman for F. B. L. A.,
Department of Business Education, The Woman's College of the
University of North Carolina, Greensboro, North Carolina.
Service Bureaus.
A service club may be formed either as a part of the business
club or a separate organization within the department to provide
opportunity for pupils to render secretarial or clerical assistance
to faculty members, the school library, the school office, and a
limited number of community organizations. An important out-
come of such experience is the development of business intelli-
gence. It is recommended that a scale of fees be established and
followed unless such practice is contrary to school or club policy.
THE BUSINESS CURRICULUM
Adaptation of Business Curricula to Local Needs.
It is unwise for one school to adopt a business curriculum — or
curricula — developed in another school merely because it is ap-
parently successful there. Each school should determine its
Building the Business Curriculum 27
needs by examining its records of placement, by surveys and by
agencies in its own community. If the business department finds
that the offices in the community have generally installed dic-
tating and transcribing machines, the school should include such
training. If most of the graduates enter the selling field, some
form of distributive education should be provided. If steno-
graphic positions are available to high school graduates in the
local community, the stenographic curriculum should be pro-
moted.
Factors to be Considered in Any Business Curriculum.
Vocational business courses should not be offered before the
tenth grade of the high school, and these courses should not be
taken indiscriminately by pupils without consideration of their
fitness to succeed.
Each curriculum suggested in this publication is designed to
accomplish a planned objective. Each curriculum provides for a
definite sequence to include five business subjects. It is basic
to curriculum making in any field that once an area of study is
begun it should be continued, and that there should be adequate
offerings within each area. This principle does not preclude non-
business majors from electing the basic or social-business sub-
jects.
Suggested Curriculum for the Small High School.
A curriculum especially designed for the small high school is
suggested. This curriculum provides for a two-way concentra-
tion — one set up particularly with the needs of boys in mind, and
the other giving consideration to the needs of girls. This two-
way curriculum probably is the minimum which should be offered
in the business department of any secondary school.
Differentiated Business Curricula.
The five differentiated curricula for larger high schools are
to be regarded as suggestive only. The first four are technical
(Stenographic, Bookkeeping, Clerical, and Distributive Educa-
tion) ; the fifth one is proposed for pupils who wish to enter
business and are not interested in the usual skill courses. It is
not proposed that any school include all five curricula. Choice
of curriculum must be governed by the type of employment avail-
able in the community served by the school.
Each of the specialized curricula includes social-business sub-
jects which will be of value to the pupil in his personal life as a
consumer and a citizen, and which will provide general business
28
Curriculum Guide and Courses of Study in Business Education
background information to assist the pupil in making satisfac-
tory adjustments on the job. The curricula and purposes are
given below.
Curriculum
Stenographic
Bookkeeping
Clerical
Distributive Education
Business Foundation
Purpose
To train stenographers
To train bookkeepers
To train clerical workers for skills
other than stenography or book-
keeping
To train workers for distributive oc-
cupations
To prepare indivduals for entry into
business positions characterized
by nontechnical activities
Building the Business Curriculum
29
SUGGESTED TWO-WAY CURRICULUM FOR A ONE-TEACHER
BUSINESS DEPARTMENT
Subject
Units
Ninth Grade
English I 1
Mathematics I 1
Health and Physical Education 1
Elective 1 1
TotaL
Subject
Units
Tenth Grade
General Business 2 _ 1
Typewriting or Elective 3 1
English II 1
Biology 1
Total 4
Eleventh Grade
Shorthand Concentration
Shorthand
English III
U. S. History
Elective
Total 4
General Business Concentration
Bookkeeping or Business Math.
(Alternate Years) 1
English III 1
U. S. History 1
Elective 1
Total 4
Twelfth
Secretarial Practice 4 1
Bookkeeping, Business Math, or
Advanced Business Information 1
A selection of two courses:
Business Law y 2 unit
Consumer Economics V 2 unit
Principles of Selling V 2 unit
Business Organization y 2 unit
Economic Geography y 2 unit
Business English or English IV 1
Economics and Sociology 1
Total 4
Grade
Bookkeeping or Business 3 1
Math. (Alternate Years)
Advanced Business Information 1
A selection of two courses:
Business Law y 2 unit
Consumer Economics V 2 unit
Principles of Selling % unit
Business Organization y 2 unit
Economic Geography y 2 unit
Business English or English IV 1
Economics and Sociology 1
Total-
General Business is recommended for ninth grade, if possible; otherwise an elective from
offerings other than the social studies. _ „ 1o „„
If General Business has been given in the ninth grade, an elective unit will take its place
Typewriting is recommended here for students who are to take shorthand in the eleventh
grade If it is not possible to offer typewriting an elective will be substituted here.
Since Typewriting II and Shorthand II are not offered, the course in Secretarial Practice
will develop skill in these fields. ■ . ^ .
By teaching six periods dailv and bv offering Bookkeeping and Business Math, in alternate
years, one teacher can offer both the stenographic and general business concentrations.
Another way would be for the school to decide on a policy of offering only one ot tne
two programs.
30 Curriculum Guide and Courses of Study in Business Education
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Building the Business Curriculum 31
STENOGRAPHIC CURRICULUM
Business Courses Tear Credit
General Business 9 1
Typewriting - ., - 10 1
Shorthand I -~ - 11 1
Shorthand II and Secretarial Practice 12 2
or
Co-operative Office Education 12 2
Explanation.
1. The stenographic curriculum in the high school is vocational and
is planned to fit the needs of those pupils who expect to be stenographers.
2. Pupils who do not show evidence of developing employable person-
ality traits and sufficient vocational skill to become stenographers should
be guided out of this curriculum.
3. It is recommended that one year of typewriting precede beginning
shorthand if possible to permit the early introduction of transcribing.
4. Only one year of typewriting as such is offered. Skill building in
this area is continued in second-year shorthand transcription and in secre-
tarial practice.
5. Bookkeeping may be taken as an elective.
Adaptations.
1. Grade placement is suggestive only. Local conditions may indicate
the desirability of changes. For instance, general business may be offered
in the tenth year. Typewriting may be in the eleventh year, at the same
time that shorthand is begun, but the change will necessitate undesirable
modifications in the shorthand course of study.
2. Schools which have been offering two years of typewriting and wish
to retain it may substitute Typewriting II for secretarial practice, but it is
not recommended that both be offered. If Typewriting II is offered, it
may be open to both stenographic and non-stenographic pupils, but they
should be sectioned.
BOOKKEEPING CURRICULUM
Business Courses Year Credit
General Business 9 1
Typewriting - 10 1
Bookkeeping I 11 1
Bookkeeping II or Machine Bookkeeping and Advanced Business
Information _ 12 2
or
Co-operative Office Education . 12 2
Explanation.
1. The bookkeeping curriculum is vocational and is planned to prepare
pupils to enter bookkeeping positions.
2. Bookkeeping II or Machine Bookkeeping provides development of a
vocational skill not attained in the one-year bookkeeping course, which is
of a general nature.
3 2 Curriculum Guide and Courses of Study in Business Education
3. Business mathematics as an elective is desirable to develop profi-
ciency in the fundamental processes to be applied in bookkeeping.
4. The co-operative program requires two periods of related instruc-
tion and carries two units of credit. The minimum three hours daily of
supervised work experience carries one unit credit.
Adaptations.
1. In larger industrial centers machine bookkeeping may be given, but
in the usual situation Bookkeeping II consists largely of bookkeeping for
partnerships and corporations, and approaches accounting in content.
2. Practice materials can be selected to conform to the types of local
businesses.
3. General business may be offered in the tenth year and typewriting
in the eleventh year.
4. When the co-operative program in office education is followed, it is
recommended that pupils take United States history as an elective in the
eleventh year.
CLERICAL CURRICULUM
Business Courses Year Credit
General Business 9 1
Typewriting 10 1
Bookkeeping I 11 1
Clerical Practice and Advanced Business Information 12 2
or
Co-operative Office Education 12 2
Explanation.
1. The 1940 Census shows that the number of clerical workers in North
Carolina exceeds the total number of office workers in bookkeeping and
stenographic occupations combined. Therefore, high school preparation
for general clerical work meets a real vocational need.
2. Pupils with small chance of success as stenographers or bookkeep-
ers may be guided into this field, but they should not be excluded from the
bookkeeping or stenographic curriculum unless another vocational choice
is available.
3. Business mathematics is a desirable elective in the clerical cur-
riculum.
4. The clerical curriculum is a vocational curriculum designed to:
(a) Develop those knowledges, skills, and attitudes necessary to
perform clerical work efficiently.
(b) Familiarize the pupil with common machines and devices.
(c) Develop a reasonable amount of skill in the operation of the
most-used business machines.
(d) Train pupils to do efficient work in filing.
(e) Acquaint pupils with business papers and forms found in busi-
ness offices.
5. The co-operative program requires two periods of related instruc-
tion and carries two units of credit, in addition to a minimum of three
hours daily in supervised work experience which carries one unit of credit.
Building the Business Curriculum 33
Adaptations.
A survey should be made of the business offices served by the school, so
that the business community needs may become the basis for selection of
subject matter and training activities.
DISTRIBUTIVE EDUCATION CURRICULUM
Business Courses Year Credit
General Business 9 1
Business Mathematics _ _ 10 1
Commercial Art 11 1
Bookkeeping I 11 1
Distributive Education I & II . 12 2
Work Experience 12 2
Explanation.
1. The Distributive Education Curriculum is federally aided under the
George-Barden Act. A school which follows this plan should consult the
Director of Distributive Education, State Department of Public Instruction,
Raleigh, for details. Definite standards must be met before federal aid
is given, and the local unit must secure the necessary approval.
2. Under the distributive education curriculum all required subjects
except English are completed in the first three years.
3. In the senior year the pupils work three hours daily in some distribu-
tive occupation in addition to their three hours of daily classwork.
4. One course in distributive education provides background informa-
tion and develops a general understanding of the elements common to all
phases of distribution.
5. The other course in distributive education grows directly out of the
pupils' work experience. This class consists of supervised individual study.
For example, a person working in the display department would study
color, design, balance, advertising, and techniques of displaying materials.
6. The co-ordinator who conducts the two courses in distributive educa-
tion places and supervises the pupils at work.
BUSINESS FOUNDATION CURRICULUM
Business Courses Year Credit
General Business 9 1
Typewriting . 10 1
Business Mathematics 11 1
Bookkeeping I 12 1
Advanced Business Information 12 1
This course offers a selection of two one-semester courses from:
Business Law % unit
Consumer Economics % unit
Principles of Selling y 2 unit
Business Organization y 2 unit
Economic Geography y 2 unit
34 Curriculum Guide and Courses of Study in Business Education
Explanation.
1. This curriculum is a general business curriculum designed primarily
for boys whose interest is centered in the possibility of:
(a) Owning or directing a small business.
(b) Taking a place in a small business already established.
(c) Working in a larger business in a nontechnical or pre-managerial
capacity.
2. It is obvious that the selected subject matter gives a very general
background. In none of the courses suggested is the pupil expected to
acquire mastery of techniques. The emphasis in the learning process is
directed toward the general principles of business organization, policies,
practices, and problems.
Adaptations.
1. Typewriting can be shifted to the eleventh year.
2. The one-semester offerings grouped as advanced business informa-
tion permit flexibility in adapting the curriculum.
THE COOPERATIVE OFFICE EDUCATION PROGRAM
This program is designed for the preparation and training of
office workers. It is open to pupils in the vocational curricula
who have had skill training. The pupil must have his parents'
consent and a written agreement with his employer.
The pupil who becomes a trainee spends three periods daily
in school in addition to three hours devoted daily to business
training on the job. He studies the required course in English,
continues the development of skill in a vocational course, and
devotes one period a day to an organized class with the co-ordina-
tor for the purpose of studying problems growing out of his work
experience. For this he receives four units of credit.
The employer furnishes the co-ordinator with an outline of the
office duties of the trainee and makes periodic reports concerning
the trainee. The trainee receives compensation comparable to
that of a beginning worker doing similar work.
The co-ordinator's work extends over a period of ten months.
He brings together in various groups all persons connected with
the program — pupils, parents, committees, employers and super-
visors, and school administrators. He visits the pupil on the job,
has conferences with the employer, and keeps systematic records
and reports.
An advisory committee is essential to a co-operative program.
It is usually composed of two employers, two supervisory office
employees, the co-ordinator and the school principal. Its chief
functions are to help in the selection of training firms and offices,
to advise about training policies, to assist in promotional work
and to evaluate the program.
Building the Business Curriculum 35
STANDARDS FOR CO-OPERATIVE OFFICE TRAINING
The School.
1. A laboratory classroom equipped for office training, the
number and specific types of office machines to be determined by
a survey of local businesses, should be available for co-operative
office training. The following are suggested as minimum equip-
ment requirements :
Library tables and chairs Typewriters
Bookcases Blackboard
Co-ordinator's desk and chair Bulletin boards
Duplicating machines Blackout shades
Dictaphones Access to projector and screen
Calculators Storage space for pupil's ma-
Adding machines terials
2. The school should provide a centrally located conference
room for privacy in interviewing pupils and for conferences
with businessmen. This room should be equipped with suitable
office furniture and supplies to give it a businesslike appearance.
3. The school should provide an outside telephone connection
for the co-ordinator.
4. The school should provide for car or travel allowance to
meet the co-ordinator's expenses in supervising his area.
5. The school should assist the co-ordinator in giving informa-
tion to the public concerning the program.
The Business Firm.
1. The business firm should have sufficient real work for a
minimum of 15 hours' weekly employment.
2. The office work should be varied so that the trainee will
have a knowledge of office procedure as well as a mastery of
specific skills upon completion of a year's work experience.
3. The business firm should provide adequate facilities for
efficient work.
4. The business firm should encourage harmonious relation-
ships among its employees.
5. The business firm should require that the trainee be punc-
tual and regular in attendance.
6. The business firm should demand that the trainee's work
meet its office standards of production.
36 Curriculum Guide and Courses of Study in Business Education
7. The business firm should compensate the trainee for his
work at the rate paid other beginning workers.
8. The business firm should provide the co-ordinator with an
outline of the trainee's tasks, in the order of their difficulty.
9. The business firm should be willing for the co-ordinator to
visit the office and observe the trainee at work.
10. The business firm should be willing to furnish necessary
reports on the trainee's work and personal adjustment to pro-
mote remedial instruction. The reports should include the fol-
lowing: (1) attendance records; (2) criticism of work done;
(3) general attitude in regard to such factors as judgment,
initiative, decorum, cooperation, personality, appearance, and
personal hygiene.
11. The trainee should have an experienced person to guide,
instruct, help, and direct him in the performance of his duties.
12. Businessmen and office personnel participating in the co-
operative program should be willing to serve on an advisory
committee when called upon to do so.
13. Representatives of the business firm should be encouraged
to visit the school. Such visits will lead to a better mutual under-
standing of the problems involved.
The Coordinator.
1. The co-ordinator should have a degree in business education.
2. The co-ordinator should have had successful experience in
teaching business subjects.
3. The co-ordinator should have actual successful office expe-
rience for at least one year or its equivalent.
4. The co-ordinator should have a knowledge of guidance
techniques.
5. The co-ordinator should be interested in working with
people.
6. The co-ordinator should have initiative, imagination, and
resourcefulness.
7. The co-ordinator should have a pleasing appearance and
poise in talking to individuals and community groups. He should
be able to handle newspaper publicity and make effective contacts
by telephone and correspondence.
Building the Business Curriculum
37
The Pupils.
1. The pupils should be at least 16 years of age.
2. The pupils should be able to secure health permits to work.
3. The pupils should be seniors.
4. The pupils should have a desire to work.
5. The pupils should have a neat appearance,
6. The pupils must possess acceptable general personality
traits.
7. The skill of the pupils should have reached a marketable
standard.
Part II
Courses of Study
BOOKKEEPING
First Year
OVERALL OBJECTIVES.
1. First-year bookkeeping should function as a basic course, contribut-
ing to the general education of the pupils through the knowledge he
acquires and the application he is able to make to his everyday life.
2. The course should provide a foundation in bookkeeping principles
for those pupils who wish to study further in this field.
SPECIFIC OBJECTIVES.
1. To teach the bookkeeping cycle in such a way that pupils see the
entire process and the relation of each step.
2. To enable the pupils to classify accounts.
3. To familiarize the pupils with the special journals and their func-
tions.
4. To develop essential bookkeeping traits of accuracy, neatness, order-
liness, thoroughness, and responsibility.
5. To develop an understanding of bookkeeping terms.
6. To extend the pupil's knowledge of the most-used negotiable in-
struments.
7. To stimulate interest in accounting as an occupation.
CLASSROOM MANAGEMENT.
1. The classroom should have a business-like appearance comparable
to that of a modern office.
2. Suitable tables with ample working space for the orderly and con-
venient ariangement of working materials of the pupil should be
provided.
3. The successful class is one in which every pupil is working to his
capacity. Therefore, it is recommended that the seating chart be
first prepared according to the choices of the pupils and followed
until the teacher can evaluate individual and group contributions.
Any subsequent changes in seating arrangement should be in con-
formance with such evaluation.
4. The teacher should move about the room to give needed instruction
to individuals or groups.
PROCEDURES AND TECHNIQUES.
1. Instruction in first-year bookkeeping should begin with simple illus-
trations and should be expressed in language within the pupil's
comprehension.
2. Each new principle should be explained carefully through the use of
blackboard illustration and class discussion before the pupils are
required to work exercises containing the bookkeeping principles.
Coctbses of Study 39
3. A portion of almost every class period should be devoted to explain-
ing and illustrating the techniques and procedures to the class as a
whole. After class discussion attention may be given to problems
and difficulties of the individuals.
4. Group instruction can be given more satisfactorily when all pupils
are working on the same type of problems. Individual differences
may be cared for by assigning related supplementary exercises of
varying lengths.
5. Supplementary books, pamphlets monographs, handbooks, magazines,
journals, ledgers, and business instruments may be used to give
added meaning to the textbook materials.
6. A varying procedure for teaching practice sets may be employed by
selecting two or three pupils of different abilities to work on the
same set, each pupil being responsible for an allotted division of the
work. Example: Pupil "A" works on the cash books, pupil "B" is
responsible for the journals, and pupil "C" handles the ledger. They
jointly make the trial balance and separately prepare the remaining
financial statements. When one set is completed the team takes a
different set and goes through it with a different allotted division
of the work.
7. Homework assignments should consist of the study of the book-
keeping principles and theories which are found in the textbook. A
large portion of the work on practice sets should be done in the
classroom until the students cover a number of representative types
of transactions.
8. The teacher should stress accuracy and punctuality. She should also
help the pupil to develop initiative, self-reliance and other desirable
personal traits through example and suggestion.
CAUTIONS.
1. The teacher should prepare his daily asignments in advance to avoid
using the aid of the "key" in the classroom.
2. Avoid the monotony of spending the entire class period day after day
on practice sets and textbook exercises.
3. The use of a pencil in recording transactions, in posting, and in pre-
paring financial statements should be discouraged.
SUBJECT MATTER OUTLINE.
During the first semester the pupil covers the elementary principles and
procedures embodied in the bookkeeping cycle.
1. Definition of accounting.
2. Need of keeping accurate records.
(a) For the individual.
(b) For the social organization.
(c) For the small business.
3. Basis for records.
(a) Things owned.
(b) Amounts owned.
(c) Net worth.
4. Opening the records.
(a) Recording the beginning balance sheet.
40 Curriculum Guide and Courses of Study in Business Education
5. Business transactions.
(a) Developing transactions.
(b) Recording changes required by transactions.
(c) Understanding debits and credit.
6. Recording transactions through journalizing.
(a) Definition of journalizing and presentation of the general
journal.
(1) Transactions affecting assets.
a) Assets and liabilities.
b) Assets and proprietorship.
(2) Transactions affecting liabilities,
a) Liabilities and proprietorship.
(3) Transactions affecting proprietorship.
7. Sorting and summarizing transactions through posting.
(a) Explanation of ledger accounts.
(b) Posting procedure.
8. Proof and posting.
(a) Footing and balancing ledger accounts.
(b) Proving cash.
(c) Proving the equality of debits and credits through a trial balance.
(d) Locating and correcting errors in the trial balance.
9. Interpreting the records.
(a) Explanation of the accounting period.
(b) Preparation of the working trial balance.
(c) Use of the profit and loss statement for ascertaining net profit
or loss and use of the balance sheet for determining net pro-
prietorship.
10. Closing the ledger.
(a) Closing income and expense accounts into the profit and loss
summary account.
(b) Posting the closing entries to the ledger.
(c) Totaling and ruling the income and expense accounts.
(d) Balancing and ruling the cash and capital accounts.
(e) Preparing post-closing trial balance.
(ft Balancing and ruling the cash and capital accounts.
(Use of a complete cycle project is recommended at this point.
11. Accounting devices and procedures for records of a small business.
(a) Recording the purchase of merchandise on account.
(1) Use of the purchases journal.
a) Use of subsidiary ledger for creditors' accounts.
b) Ruling and posting the purchases journal.
c) Abstracting the accounts payable ledger.
(b) Recording the selling of merchandise on account.
(1) Use of the sales journal.
a) Use of subsidiary ledger for customers' accounts.
b) Posting and ruling the sales journal.
c) Abstracting the accounts receivable ledger.
(c) Cash receipts.
(1) Use of columnar cash receipts journal.
(2) Banking procedures and services.
(3) Ruling and posting the cash receipts journal.
(d) Cash payments.
(1) Use of columnar cash payments journal.
(2) Writing of checks and bank charges.
(3) Reconciliation of the bank statement.
(4) Ruling and posting the cash payments journal.
(e) Variations of the cash journals.
Courses of Study 41
(f ) Use of the general journal for miscellaneous entries.
(1) Opening entries.
(2) Miscellaneous current entries.
(3) Correcting entries.
(4) Adjusting entries.
(5) Closing entries.
12. Work sheet and financial reports.
(a) Preparation of the trial balance.
(b) Use of the adjustments.
(c) Use of the adjusted trial balance and completion of the work
sheet.
(d) Preparation of the financial reports.
13. Adjusting and closing entries.
(a) Source of data for the adjusting entries.
(b) Closing entries for the income, cost, and expense accounts.
(c) Balancing the cash, accounts receivable controlling account, and
the accounts payable controlling account.
(A complete cycle project is recommended at this point to cover columnar
journals and subsidiary ledgers.)
During the second semester the pupils cover the advanced principles and
procedures encountered in the bookkeeping cycle.
1. Adaptation of special journals.
(a) Cash receipts journal and sales discount.
(b) Cash payments journal and purchases discount.
(c) Combined cash journal.
2. Pay-roll deductions.
(a) Social security tax.
(b) Withholding tax.
(c) Unemployment compensation.
(d) Other pay-roll deductions.
3. Posting and ruling special journals.
4. Depreciation of fixed assets.
(a) Reasons for depreciation.
(b) Methods of calculating depreciation.
(c) Methods of recording depreciation at the end of the fiscal period.
5. Bad debts and accounts receivable.
(a) Reasons for bad debts.
(b) Methods of recording bad debts.
6. Notes and trade acceptances.
(a) Notes and trade acceptances given or received in settlement of
accounts.
(b) Procedure for collecting notes through banks.
(c) Use of notes receivable and notes payable registers.
7. Interest and bank discount.
(a) Recording the receipt and payment of both principal and
interest.
8. Accrued expense and accrued income.
(a) Nature of accruals and their effect on the accounting records.
9. Partnerships.
(a) Opening entries for investment of cash or other assets.
(b) Recording payment of partners' salaries.
(c) Distributing profits or losses among the partners.
SUPPLEMENTARY APPLICATIONS.
The following applications are recommended to meet individual or
community needs:
1. Bookkeeping and budgeting for individuals and families.
42 Curriculum Guide and Courses of Study in Business Education
2. Bookkeeping and budgeting for social organizations.
3. Bookkeeping for a professional man or for a service enterprise.
4. Bookkeeping for a farmer.
TESTING.
Prepared tests issued by publishers of the bookkeeping textbooks are
designed for periodic testing as the various blocks of subject matter are
completed. The teacher can construct information and problem tests
when supplementary testing seems desirable. The following phases, with
varying degrees of complexity as the course progresses, should be included
in the scope of complete testing:
1. Terminology.
2. Analyzing transactions.
3. Recording transactions.
4. Posting the journals and preparing the trial balance.
5. Blueprinting the net profit (worksheet).
6. Preparing the financial statements.
7. Closing the ledger.
A specimen test is reproduced on this page to show a convenient
form for recording pupil responses and for scoring objectively. The same
structure and content serves also as a means of rapid review.
SPECIMEN TEST.
The purpose of this test is to measure the pupil's ability to classify
and arrange accounts in correct trial balance order.
The classification section may be given again for review purposes.
Directions. Classify the accounts by selecting your answer from the num-
bered and lettered items, and write the proper number and letter on the
blank line.
On a separate sheet of ruled paper, arrange these accounts in their
correct trial balance order.
1. Assets
b. fixed
b. fixed
2. Liabilities
b. fixed
b. fixed
3.
1. Rent Received
2. Cash
3. Land
4- First National Bank —
Checking Account
5. Rent Expense
6. Accounts Payable
7. U. S. Treasury Bonds
8- Social Security Taxes
9. General Expense (office)
10- Accounts receivable
11. Mortgages Payable
12. Stationery and Supplies
13. First National Bank —
Savings Account
14- Notes Receivable
15- Electricity Expense
(office)
16- Social Security Taxes
17- Depreciation of Law|Library
Capital
temporary
4.
Income
b. investment
5. Expenses
a. profess
b. temporary
b. investment
b. invest
c. other
charges
18. Dividends Received
19. Office Salaries
20. Tom Jones, Proprietor
21. Legal Fees
22. Petty Cash Fund
23. Tom Jones, Drawing
24. U. S. Savings Bonds
25. Tel. and Tel. Expense
26. Depreciation of Office
Equipment
27. Federal Income Taxes
28. Collection Fees
29. Buildings
30. Automobile Expense
31. Donations
32. Building Repairs
33. Interest Received
34. Office Equipment
35. Profit & Loss Summary
36. Notes Payable
Coubses OF Studt 43
Second Year
OVERALL OBJECTIVES.
The advanced course in bookkeeping should be offered only in those
high schools where pupil enrollment justifies its inclusion 4 n the curricu-
lum. The pupils who enroll should have been recommended by their
elementary bookkeeping teacher.
Second-year bookkeeping is intended for those pupils who want further
knowledge of the subject for positions as bookkeepers, for those who
desire to engage in accountancy as a profession, and for those who desire
a bookkeeping foundation in preparation for executive positions.
SPECIFIC OBJECTIVES.
1. To give knowledge and facility in the use of business papers, forms,
vouchers, and reports involved in bookkeeping records.
2. To develop a satisfactory skill in analyzing and interpreting book-
keeping information in the solution of business problems.
3. To develop the pupil's responsibility in recording transactions pecu-
liar to partnerships and corporations.
4. To develop essential bookkeeping traits of accuracy, neatness, order-
liness, thoroughness, and responsibility.
5. To give the pupils information about the field of accounting, and to
acquaint them with the qualifications and additional training neces-
sary for advancement in the occupation.
6. To develop facility in producing formal statements and supporting
schedules.
7. To contribute to the pupil's understanding of the buying and selling
of merchandise on consignment and installment, and the effect of
these types of transactions on the records of the business.
S. To develop the pupil's understanding of the importance of depart-
mental records in a business and the procedure of setting up these
records.
9. To acquaint the pupil with taxation records and the correct prepara-
tion of various records and reports required by the State and federal
governments.
PROCEDURES AND TECHNIQUES.
1. Time allotments and sequences of subject matter stated in the
teaching manual accompanying the textbook are guides in planning
the course, but the course plans should be flexible. Interchange of
blocks may be desirable, and pay-roll records may be introduced.
2. The teacher should constantly keep in mind that a thorough under-
standing of bookkeeping principles and practices is much more
important than the completion of a certain number of pages of the
textbook or a certain number of practice sets.
3. Every new principle should be explained thoroughly by blackboard
illustrations and class discussion before exercises of the work are
assigned for application of the principle.
4. The teacher must plan his work so that the specific goals will be
reached, even though the pupils are working on different projects.
5. The working out of exercises, problems, and practice sets should be
regarded as learning activities and not as a testing program.
44 Curriculum Guide and Courses of Study in Business Education
6. Business papers should be omitted in the first semester set and used
in the second semester because of the insufficiency of time.
7. In the teaching of partnerships, the teacher should not require com-
plete learning about the formation and dissolution of a partnership.
Elementary knowledge about these phases is all that should be
expected.
8. Flexibility of course plan and content is particularly important when
a co-operative office education program is operating.
CAUTIONS.
The use of a pencil should be restricted to the footings and the work
sheet; however, a red-lead pencil may be used for ruling.
SUBJECT MATTER OUTLINE.
Block I. Review of Bookkeeping Principles and Procedure.
A. Columnar Special Journals.
B. Controlling Accounts.
C. Preventing, Finding, and Correcting Errors.
Block II. Adjustment of Accounts.
A. Accruals and Deferred Items.
B. Depreciation and Depletion.
C. Uncollectible Accounts and Notes.
Block III. Partnerships.
A. Characteristics.
B. Kinds.
C. Advantages and Disadvantages.
D. Formation.
E. Distribution of Profits and Losses.
F. Financial Statements of a Partnership.
(Use of a partnership set with or without papers, preferably covering one
fiscal period, is recommended at this point.)
Block IV. Corporations.
A. Proprietorship in a Corporation.
1. Characteristics and Management.
2. Classes of Stock.
3. Balance Sheet.
4. Comparison of Corporations and Partnerships.
5. Advantages and Disadvantages.
Block V. C. O. D. Sales and Purchases.
Block VI. Installment Sales.
A. Characteristics.
B. Installment Contracts.
C. Records for Installment Sales.
D. Installment Sales on Financial Statements.
Block VII. Consignment Sales.
Courses of Study 4 5
Block VIII. Departmental Record-keeping.
A. Expansion of Columnar Journals and Financial Statements.
Block IX. Voucher System.
A. Application of a Corporation Set for One Fiscal Period with Busi-
ness Papers (may) be used at this point.
Block X. Pay-Roll Records.
A. Individual Earnings.
B. Withholding and Social Security Taxes.
C. Withholding and Financial Income Taxes.
D. Net Amount to be Paid Each Employee.
E. Change Lists Specifying Proper Change to be Secured from the Bank
to Make up Payroll.
Block XL Coding.
A. Indexing the Accounts Numerically.
TESTING.
Problem testing and evaluation of pupil's production on the practice
sets are recommended measures.
The teaching manual and printed tests accompanying the textbook are
guides in the testing prograin for second-year bookkeeping.
Testing should be gauged by quality and production standards in the
occupation and should measure, in addition to the pupil's understanding
of bookkeeping principles and procedures, his practical knowledge of the
various expanded forms of financial reports and special advanced book-
keeping problems.
The following attainments should be measured on a higher level of
complexity of applications than was involved in first-year bookkeeping.
1. Analyzing and recording transactions.
2. Posting the columnar journals.
3. Blueprinting the net profit.
4. Preparing the financial statements.
5. Closing the ledger and recording the reversing entries.
Job-competency areas to be measured will include:
1. The purpose and use of the columnar special journals.
2. The purpose and use of the controlling accounts.
3. Preventing, finding, and correcting errors.
4. Adjusting accounts.
5. Transactions involved in records for installment selling.
6. The purpose and use of departmental record keeping.
7. The purpose and use of the voucher system and coding.
8. The preparation of pay roll records.
BUSINESS ENGLISH
OVERALL OBJECTIVE.
To develop the pupil's ability to speak and write correct and forceful
English and to apply this ability to social and business situations.
46 Curriculum Guide and Courses of Study in Business Education
SPECIFIC OBJECTIVES.
1. To review the fundamentals of grammar, stressing the importance
of spelling, punctuation, diction, and sentence structure.
2. To develop the pupil's ability to express himself correctly and force-
fully in the writing of personal and business letters.
3. To improve the pupil's oral expression in personal and business
situations.
4. To acquaint the pupil with the different types and forms of social
and business letters used by individuals and business concerns.
5. To encourage the pupil to develop an effective and extensive vo-
cabulary.
CLASS MANAGEMENT.
Letters in a business office are typewritten. In the business correspond-
ence phases of this course, the pupils should have access to typewriters
for the preparation of assignments and for class activities which require
immediate composition of letters. Scheduling the business English class
in a room adjoining the typewriting room at a time when the machines are
not being used is desirable so that the teacher may take the class to the
typewriting room for direction and supervision in the writing of business
letters. Business English offers opportunities for correlation with type-
writing activities in secretarial practice and clerical practice.
The teacher needs a collection of various styles of letterheads and
envelopes, specimens of business letters in correct form, and a compilation
of pupil-composed letters for class analysis and criticism.
PROCEDURES.
1. Business English may be related to various activities of the school,
and thus provide many learning situations that are within the pupil's
immediate observation and experience. Such projects as preparing athletic
schedules in appropriate form, soliciting and writing ads for the school
paper and yearbook, promoting and selling tickets to school activities,
and securing and preparing special materials are helpful.
2. For exercises in oral expression, the class may be organized in a
manner similar to that of a club to give the pupils an opportunity to pre-
side, introduce speakers, make motions, and present reports.
3. The pupils may select advertisements and write sales letters based
on the selling points used in these advertisements.
4. Writing the minutes of school organizations provides good experi-
ence and introduces variety.
5. The pupils' standards are developed through the requirement that
all letters shall be neat, properly placed (preferably typewritten), com-
plete, correct in sentence structure, spelling, punctuation, syllabication,
paragraphing, capitalization, writing of numerals, and grammar.
6. The review of grammar through writing simple letters, analyzing
and criticizing such letters carefully, provides a means of remedial work
for overcoming individual weaknesses.
7. Provision for individual differences may be made by assigning
additional references and letter problems for A, B, and C ratings respect-
ively.
Courses of Study 47
CAUTIONS.
1. The amount of time devoted to each unit should depend on the
knowledge and the ability of the pupils. Overteaching tends to destroy
interest and initiative.
2. The teacher and the pupil should be aware that oral expression is
a part of business English. Too much time should not be spent on the
oral units, but the allotted time should be well planned to improve the
pupils' ability in conversing with other people, in telephoning, and in
greeting and introducing visitors.
3. Reticent pupils should be given a chance to express themselves orally.
The teacher may promote this by tactful questioning and by expressing
appreciation of their efforts.
4. Close individual direction and supervision is essential in the devel-
opment of the ability to compose good letters.
5. Too much time should not be spent on drill material in punctua-
tion or in capitalization, because application of the principles in writing
is more important than mastery of the rules.
6. The teacher should exercise reasonable precaution to make sure that
the pupil's product is his own work.
SUBJECT MATTER OUTLINE.
The following arrangement of subject matter in business English shows
separate blocks for the business letter, review of grammar, oral expres-
sion, and vocabulary building. The business letter precedes the review
of grammar; however, it is not intended that the review of grammar be
postponed until the completion of the block on the business letter. It
should be presented throughout the course as pupils' weaknesses are
revealed in their letters and oral expression. It is believed that the
pupils' interest and initiative will be more effectively stimulated through
the letter-writing approach than through the grammar approach. Vocabu-
lary building should likewise be stressed throughout the course, rather
than concentrated in an instructional block.
Block I. The Business Letter and Related Business Writing.
1. External Structure.
(a) Letterhead.
(b) Placement.
(c) Physical appearance.
(d) Seven structural parts.
2. The Message.
(a) Adapting the message to the situation.
(b) Developing the "You attitude".
(c) Building a logical presentation.
(1) Determining corethought of letter.
(2) Determining topic sentence of the paragraphs.
(3) Expanding corethoughts in logical sequence through
a) Proper words.
b) Proper punctuation.
c) Proper arrangement of words, sentences, and para-
graphs.
(4) Placing special emphasis on the first and last paragraphs
of the letter.
48 Curriculum Guide and Courses of Study in Business Education
(d) Structure styles of letters.
(1) Block.
(2) Modified block.
(3) Indented.
(4) Inverted paragraph.
(e) Forms of punctuation in the structural parts.
(1) Open.
(2) Closed.
(3) Mixed.
(f ) The two-page letter.
(1) "Continuation" letterhead.
(2) Typing the second page heading.
(g) Types of letters.
As each type of letter is presented, all facts related to that par-
• ticular type of letter should be taught, and practice should be
given in applying this knowledge to the actual writing of such
letters.
(1) Simple types of business and social letters.
a) Letters of inquiry and reply.
b) Announcements, business invitations, appointments.
c) Orders, remittances, and acknowledgements.
d) Asking, granting, or declining favors.
e) Appreciation, congratulations, and praise.
f ) Friendly letter.
(2) Individual sales letters.
(3) Form letters and mailing-list accuracy.
(4) Adjustment letters.
(5) Credit and collection letters.
(6) Application letters — applied principles of sales letters.
(h) Characteristics of good letters.
(1) Completeness.
(2) Courtesy.
(3) Consideration.
(4) Clearness.
(5) Conciseness.
(6) Concreteness.
(7) Correctness,
(i) Miscellaneous.
(1) The envelope.
(2) The second sheet.
(3) Carbon copies.
(j) Related business writings.
(1) Business reports.
(2) Outlines.
(3) Minutes.
(4) Data sheets.
(5) Interoffice correspondence and instructions to employees.
(6) Telegrams and cablegrams and letters of confirmation.
(7) Office manuals.
(8) Reports of business conferences, conventions, and meetings.
Block II. Review of Grammar.
Grammar should be reviewed through practice in writing letters through-
out the course.
1. Parts of speech as they relate to business writing.
(a) Nouns in business.
( 1 ) Common.
(2) Trade names.
(3) Other proper nouns.
Courses of Study 49
(b) Verbs in business, and their vital force.
(c) The usefulness of pronouns.
(d) Adjectives, the picturemakers.
(e) Adverbs: when, where, how, why, and to what extent.
(f) Prepositions and conjunctions, the business couplers.
2. Effective sentences and punctuation.
(a) Selection and placement of words.
(b) Unity, coherence, and emphasis.
(c) Punctuation marks and their use in developing emphasis and
clarity.
3. Business style.
(a) Writing of numerals.
(b) Writing of proper names and titles.
(c) Use and writing of abbreviations.
(d) Mechanical means of emphasis.
4. Points of grammar arising in the pupils' writing of letters, and in
specimens from actual business correspondence.
Block III. Oral Expression.
Improvement in oral expression should be emphasized daily through
the pupils' class participation and his conversation. In addition, the fol-
lowing are suggested as means of improvement:
1. Telephoning.
2. Interviewing.
3. Receiving guests in the office.
4. Introducing speakers.
5. Making announcements to the class.
6. Making motions.
7. Giving and responding to toasts.
8. Making oral evaluations.
9. Presiding in class.
Block IV. Vocabulary Building.
Vocabulary building should be stressed from the first day as an inte-
grated part of letter writing and oral expression. Pupils should have direc-
tion in the use of the dictionary for word meanings, spelling, hyphenation,
and syllabication. Each pupil should be required to have and to use a
dictionary throughout the course. Special exercises in vocabulary build-
ing may be assigned to give consideration to :
1. Expressions common to all businesses.
2. Technical terms applicable to the different phases of business.
3. Synonyms, antonyms, homonyms.
4. Reference books.
(a) Signs and symbols used in each book.
(b) Simple marks of proofreading.
TESTING.
Tests are instruments of instruction and are justified only when they
serve as learning aids. If a particular problem is to be solved through the
medium of a business letter, it would include such elements as use of
words, correct sentence construction, spelling, syllabication, punctuation,
correct application of the principles of grammar, and the application of
principles pertaining to effective business letters. After review of letter
styles, it would be advisable to circulate samples of these styles for identi-
fication and various classifications.
The different phases may be tested throughout the various types of
letters :
50 Curriculum Guide and Courses of Study in Business Education
Inquiry and reply.
2. Announcements, business invitations, appointments.
3. Orders, remittances, and acknowledgements.
4. Asking, granting, or declining favors.
5. Appreciation, congratulation, and praise.
6. Sales.
7. Credit and refusal.
8. Collection and follow-up.
9. Personal.
(a) Application for a position.
(b) Data sheet.
10. Introduction.
11. Recommendation.
Instead of formal testing on the rules of grammar, the teacher may
check particular areas in grammar when testing on business and social
letters in Block I. The testing may be made specific by asking the pupils
to write an assignment and telling them they are to be rated on spelling.
Other points of grammar should be checked also, but their values will have
less weight in the scoring of the paper. In the same manner, sentence
structure, punctuation, and grammar may be tested and rated.
For a measure of oral expression, a teacher may prepare a simple rating
scale for checking the individual's abilities in the proper use of words,
voice tone, pronunciation, and poise.
Standardized tests are available for testing vocabulary. An individual's
growth in vocabulary may be measured by a comparison of his achieve-
ment on a test given at the beginning of the course with his achievement
on the same test or an equivalent test given at the end of the course.
BUSINESS LAW
OVERALL OBJECTIVES.
1. To give the pupil a knowledge of business law, which will enable him
to understand his rights and obligations in everyday business trans-
actions.
2. To help the pupil develop the habits of good citizenship.
3. To contribute to a clearer understanding of the legal relationship
between business groups.
4. To create in the pupil a desire for good laws and good legal ma-
chinery.
5. To develop in the pupil a realization that law, courts, and govern-
mental services exist for protection to society.
SPECIFIC OBJECTIVES.
1. To show the pupil the development of laws regulating modern
business.
To acquaint pupils with our system of courts, their functions, and
jurisdiction.
To develop in the pupil an understanding of the essentials of con-
tractual relationships.
4. To give the pupil a knowledge of rules governing negotiable busi-
ness papers.
5. To teach the purpose, form, and use of legal documents which do
not necessarily require the services of a lawyer.
Courses of Study 51
6. To teach the pupil the factors to consider before signing legal docu-
ments.
7. To show the pupil the legal responsiblities in guaranteeing the debts
of others.
8. To aid pupils in acquiring knowledge of laws peculiar to their own
state which affect business.
9. To acquaint the pupil with the laws relating to different types of
business organizations.
10. To teach the pupil principles of right conduct in business affairs and
respect for the rights of others by making him conscious of his
moral and ethical obligations which extend beyond legal duty.
11. To acquaint the pupil with property rights and laws relative to the
sale and acquisition of property.
12. To acquaint the pupil with the important legal rights and obliga-
tions involved in insurance contracts.
13. To enable the pupil to acquire a knowledge of the laws relating to
employer and employee, bailor and bailee, producer and consumer,
principal and agent.
14. To develop in the pupil an interest in local incidents where civil
rights are involved.
15. To enable the pupil to acquire a legal vocabulary to suit his busi-
ness needs.
16. To develop in the pupil an interest in acquiring a knowledge of
State and federal legislation necessary for intelligent citizenship.
TEACHER SUGGESTIONS.
The aim of a high school course in business law is not to prepare law-
yers. The pupil should receive from such a study a general fundamental
knowledge of the legal aspects involved in the relationships of everyday
business. They should also learn the application of the principles of law
to these situations.
A teacher of business law should have studied business law, history,
economics, sociology, and several courses in business.
This course is designed primarily for the twelfth grade pupils, although
pupils from the eleventh grade may be enrolled.
1. Adapting subject matter to pupil interest.
(a) Invite business persons to speak to the class on definite phases
of business law on occasions when their interpretation and
comments will be of value to the pupils.
(b) Plan class visits to court sessions. Be sure to select a day on
which a relevant case may be heard.
(c) Vitalize case problems by substituting names of members of the
class in place of anonymous persons.
2. Procedures and Techniques.
This basic course in business law lends itself readily to the tradi-
tional procedures in lesson plans, but it is not necessary to follow
these lesson plans arbitrarily. The course may be very profitable
and interesting to the pupil if the teacher will draw upon her imagi-
nation, resourcefulness, and insight.
52 Curriculum Guide and Courses of Study in Business Education
(a) Give the pupil opportunity to place himself in various situations
requiring the application of business law principles.
(b) Use case problems to illustrate the principles of law being
studied.
(c) Use illustrative material on the bulletin board.
(d) Place responsibility on the pupils for collecting and assembling
clippings and business forms for a class scrapbook.
(e) Place emphasis on the portions of pupil contribution to class
discussion and be tactful in making rejections that seem neces-
sary.
(f) Make all necessary arrangements for field trips in advance.
Discuss the objectives with the class before the trip and after-
wards have an evaluation of the objectives attained.
(g) At an appropriate point in the class period give a preview of
the assignment for the next day.
(h) Make a chart of North Carolina courts showing interrelation-
ships and show the duties of the presiding officers.
( i ) Have members of the class draw up simple contracts and other
negotiable instruments. If these are not available, use mim-
eograph forms.
(k) Have the pupils draw up simple articles of co-partnership or
application for corporation charter for business organizations.
( 1 ) Show the advantages and disadvantages of conditional sales
contract blanks and chattel mortgages by bringing samples for
illustrations to the class.
(m) Invite a representative from an insurance company to discuss
different motor vehicle insurance policies.
(n) Have the pupils prepare lists of the common and private car-
riers that serve the local community and che services they ren-
der.
(o) Have the pupils prepare a chart comparing on one side the
services the employer renders to his employee with the other
side showing the services the employee may give in return.
Compile the results of individual charts into a class chart.
(p) Discuss rental of real property from the tenant's viewpoint as
well as that of the owner.
(q) Present guaranty and suretyship in such a way that the pupils
understand the privileges and responsibilities of each party
connected with a negotiable paper.
(r) Relate the study of torts to the subject matter outline. For
example, show that negligence on the part of the driver ct an
automobile for a partnership can be the basis of a tort action
against each member of the partnership.
CAUTIONS.
1. Remind pupils that their knowledge of business law is not sufficient
to dispense with the services of a lawyer when needed.
2. Guard against the introduction of questions or prolonged discussions
not related to the topic under consideration.
3. Avoid legal technicalities, but rather approach the subject matter
from the viewpoint of the businessman and consumer.
4. Avoid discussion of cases that are too difficult for the comprehension
of a high school pupil.
5. Use discretion in discussing local cases.
6. Attempt mock trials only after adequate preparation. A suitable
time would be at the close of the study on law and its administration.
Courses of Study 53
SUBJECT MATTER OUTLINE.
1. Law and its administration (Suggested time allotment — 1 week).
(a) Courts and their functions.
(b) Enforcement of rights.
2. Contractual relation (Suggested time allotment — 3 weeks).
(a) Nature of contracts.
(b) Agreement: Offer and acceptance.
(c) Defective agreements.
(d) Competent parties.
(e) Legal bargain.
(f) Consideration.
(g) Forms of agreements.
(h) Relation of third parties to contracts.
( i ) Discharge of contractual duties,
(j) Remedies for breach of contract.
3. Negotiable instruments (Suggested time allotment — 3 weeks).
(a) Kinds of negotiable instruments.
(1) Promissory notes.
(2) Drafts.
(3) Checks.
(b) Requirements of form and content.
(c) Transfer of negotiable instruments.
(d) Discharge, dishonor, and protest.
4. Business organization (Suggested time allotment — 1 week).
(a) Sole proprietorship.
(b) Partnerships.
(1) Nature of the relation.
(2) Rights and duties of partners to each other.
(3) Relation of partners to third parties.
(c) Corporations.
(1) Nature of corporations.
(2) Powers and limitations of a corporation.
(3) Rights and liabilities of members.
5. Sales of personal property (Suggested time allotment — 2 weeks).
(a) General nature.
(b) Statute of frauds.
(c) Acquiring title.
(d) Passing title.
(e) Warranties.
(f) Remedies of the seller.
(g) Remedies of the buyer.
(h) Conditional sales and chattel mortgages.
6. Insurance.
(a) Nature of insurance.
(b) Types of insurance.
(1) Property insurance.
(2) Motor vehicle insurance.
(3) Life insurance.
(4) Social insurance.
(c) Legal aspects.
7. Employer and employee relations (Suggested time allotment- -2
weeks).
(a) Contracts of employment.
(b) Modern labor legislation.
(c) Income and social security.
8. Bailments.
(a) Nature and elements of bailment.
(b) Bailment for the benefit of one party.
(c) Bailment for the benefit of both parties.
54 Curkiculum Guide and Courses of Study in Business Education
(d) Hotels as bailees.
(e) Carriers of goods.
(f) Common carriers of passengers.
9. Real property.
(a) Nature and interests in real property.
(b) Methods of acquiring title.
(c) Buying and selling real property.
(d) Mortgages and miscellaneous liens.
(e) Landlord and tenant.
10. Guaranty and suretyship.
(a) Nature and essentials.
(b) Defenses and remedies.
11. Torts and business crimes.
(a) Public and private wrongs.
(b) Special types of torts.
(c) Unfair trade practices.
(d) Consumer protection.
Remaining time should be devoted to Blocks 6, 8, 9, 10, and 11.
TESTING.
Tests are instructional tools and should not be used as a weapon by the
teacher. It is important that the purpose of every test should be made
clear to the pupils.
The professional periodicals occasionally publish classroom tests in busi-
ness law, and give the teacher permission to adapt these tests to the needs
of the class.
The pupil's knowledge of business law may be tested by various types
of objective tests, such as matching tests, yes-no tests, classification tests,
multiple choice, definitions of terminology, and problem tests.
If the test papers are corrected and returned promptly, pupil interest
is maintained and his receptive mood makes remedial teaching effective.
BUSINESS MATHEMATICS
OVERALL OBJECTIVE.
To provide opportunities for the pupils to apply the principles of mathe-
matics to the solution of business problems.
SPECIFIC OBJECTIVES.
1. To develop habits of accuracy, speed, neatness, and systematic pro-
cedures in business mathematics.
2. To direct the pupils in reading, understanding, and interpreting
mathematical exercises.
3. To develop the habit of judging the reasonableness of mathematical
computations.
4. To develop the ability to make business computations rapidly and
accurately.
5. To develop the ability to perform ordinary computations mentally.
6. To give practice in applying the knowledge of mathematics to per-
sonal business problems.
7. To develop proficiency in the practicable short-cut methods of cal-
culation.
8. To enable the pupils to master common and decimal fractions and
aliquot parts.
Courses of Study 55
9. To familiarize the pupils with methods of determining rate of return
on investments.
10. To teach percentage, interest, and discounts.
11. To familiarize pupils with the calculation of weights and measures.
12. To enable the pupils to understand and construct simple charts,
graphs, and tables.
13. To develop ability in using mathematical formulas.
PROCEDURES AND TECHNIQUES.
1. Measure the pupils' previously acquired learning by means of pre-
tests in the various areas of subject matter.
2. Make substitutions in subject matter that seem advisable in the light
of pupils' interests and experience (e.g., in some communities it may
be desirable to teach square root; in others the time could be better
spent on fundamentals).
3. Give remedial instruction when it is needed.
4. Emphasize the fact that in business a computation is either right or
wrong.
5. Give complete instructions in terms that the pupils will understand.
6. Make use of rapid oral drills in fundamental processes.
7. Encourage the habit of checking results for reasonableness of the
obtained solution:
(a) In some class periods, have pupils write down approximate
answers before they begin the exercises and compare them later
with the computed results.
(b) Give a few minutes at the end of class work or tests for a quick
check.
(c) Have homework papers marked "These answers seem reason-
able to me."
8. Give opportunity for repetitive practice on short-cut methods of cal-
culation.
9. Explain thoroughly the new terms in each day's assignment.
10. Require neatness of written work and clear expression in oral
analysis.
11. Allow sufficient time at the end of the class period for pupils to
start on homework assignments, with definite directions as to how
to proceed.
12. In presenting installment buying, develop pupil's ability to determine
the difference between cost of cash-buying and time-buying and to
compare this figure with the cost of borrowing the purchase money
at commercial rates.,
13. Teach pupils to compute cost of insurance in terms of cost of "per
dollar" protection.
14. Use materials that are meaningful and applicable to business situa-
tions.
CAUTIONS.
1. Teach business mathematics in such a way that it is not merely
abstract drills and operations, but meaningful exercises representa-
tive of everyday living.
56 Curriculum Guide and Courses of Study in Business Education
2. Avoid limiting the course to material in the textbook — include sup-
plementary topics and exercises.
3. Do not take class time to explain exercises worked satisfactorily by
the majority of pupils. Give individual attention to slow pjpil.
4. Avoid overuse of blackboard by teacher and pupils.
SUBJECT MATTER OUTLINE.
No time distribution is formulated here for the various blocks of subject
matter. It is recommended that the teacher be guided by results of pre-
test, measuring the pupils' established abilities.
1. Review of fundamental processes.
(a) Addition.
(b) Subtraction.
(c) Multiplication.
(d) Division.
(e) Short-cuts.
2. Fractions and percentages.
(a) Common fractions.
(b) Decimal fractions and aliquot parts.
(c) Interpretation of the meaning of percentages, methods of com-
putation, and skill in analyzing problems.
3. Graphs, charts, and tables.
(a) Kinds and functions of graphs.
(b) Functions of charts and tables.
(c) Construction of graphs, charts, and tables.
4. Computations in personal business problems.
(a) Individual or family budgets.
(b) Verifying bills.
(c) Returns on investments.
5. Computations in business problems.
(a) Extension and verification of prices of merchandise.
(b) Commercial discounts.
(c) Pay roll and deductions.
(d) Taxes.
(e) Insurance.
(f) Depreciation.
(g) Transportation and communication costs.
6. Bank interest.
(a) Simple interest and the bankers' 60-day 6% method.
(b) Interpretation of compound interest tables.
7. Weights and measures.
(a) Linear, liquid, volume, and surface.
(b) Weight.
TESTING.
Pretests to determine pupil status and needs are important in business
mathematics. Standardized tests are available for some phases of the
subject and provide an objective means of comparison and diagnosis.
Various types of tests may be used to measure achievement and progress.
Speed tests may be used in connection with the unit on Review of Funda-
mental Processes. In this type of test more examples are presented than
any pupil can finish, and achievement is measured by the number of cor-
rect responses.
Most of the subject matter can be covered by such types of tests as
right-wrong, completion, computation, and problems tests. The pupil's
Courses of Study 57
ability to judge the reasonableness of his obtained solution may be meas-
ured by right-wrong and matching tests.
For a measure of achievement in the units on Graphs, Charts and Tables,
the pupil may be asked to convert a table into a graph, and a graph into
a table, and to construct a simple chart.
BUSINESS ORGANIZATION
OVERALL OBJECTIVES.
1. To contribute to the pupil's understanding of how businesses are
organized and directed.
2. To give the pupil an appreciation of the interdependence of busi-
nesses.
3. To give the pupil some knowledge about the economic problems that
businesses have in common.
4. To contribute to the pupil's concept of the relation of business to
society.
5. To develop an awareness of the need and importance of social plan-
ning.
SPECIFIC OBJECTIVES.
1. To give information about the legal, financial, and directional organ-
ization of businesses.
2. To show the importance and functions of business record keeping
and business budgets.
3. To extend the pupil's knowledge of money and credit and the safe-
guarding of business investments.
4. To give information about business cycles.
5. To give the pupil information about the broader aspects of buying
and selling.
6. To make the pupil informed about unfair business practices, socially
undesirable capital structures, and organizational abuses.
7. To advance the pupil's understanding of the necessity and impor-
tance of taxation in the economic society.
8. To provide business information that is directly related to the indi-
vidual's choice of vocation and initial employment and advancement.
9. To direct the individual's attention to business aspects that should
be considered in contemplating starting a business of his own.
PROCEDURES AND TECHNIQUES.
1. The learning materials cannot be limited to textbooks. The objec-
tives of the course are difficult to achieve by the traditional assign-
ment and question-answer recitation. A combination of the library
plan of instruction and the laboratory plan is worthy of considera-
tion.
2. Classroom activities should vary according to the interests, capaci-
ties, and experiences of the pupils.
3. The approach to business organization should be in terms of local
businesses and industries; later comparisons with businesses in
other communities and other states will enrich the course.
58 Curriculum Guide and Courses of Study in Business Education
4. The following questions will give direction to study and discussion:
a. How many businesses are there in the community?
b. Which ones are partnerships, and which are corporations?
c. What businesses are represented in single proprietorship?
d. What types of business have become obsolete, and what new
businesses have come into the community?
e. What is the capital structure of the local businesses?
f. What advertising and sales methods are employed by local con-
cerns?
g. In what types of business are there known employment oppor-
tunities?
h. What positions are available, and what are the requirements of
the positions?
5. Trips to local business plants are of value, but each trip should be
carefully planned in advance and the active co-operation of the firms
should be assured. Information desired, questions to be asked, and
problems to be solved should be worked out by the teacher and class
before starting on the trip. The trip should be followed by class
reports.
6. The teacher and class may invite local business managers to talk to
the class on specified aspects of business organization.
7. Pamphlets and publicity materials of local firms and national enter-
prises may provide good instructional material for some topics of
business organization.
8. The classroom period should become a clearing house for ideas,
findings, results of investigations.
9. The problem method may be used to motivate the course and at the
same time extend activities for superior pupils. A pupil chooses
a particular business in which he is now interested or which he may
hope to enter. From reference materials, trips, and conferences, he
may compile a written report covering such phases as:
a. Desirable location for the business.
b. Rent or construction costs.
c. Financing the business.
d. Legal requirements, taxes, and local restrictions.
e. The departments of the business, kind of personnel, and salary.
f. Source of raw material or merchandise.
g. Competition, locally or from without,
h. Channels of distribution, sales policies.
Block I. How Business is Owned and Operated (3 Weeks).
A. Introduction.
1. How Americans earn a living.
2. How communities specialize.
3. Classifications of business.
a. Industrial.
(1) Extractive.
(2) Manufacturing.
b. Commercial.
(1) Financing.
(2) Marketing.
(3) Transportation.
B. Types of Business Enterprise.
1. Individual proprietorship.
Courses of Study 59
2. Partnership.
3. Corporation.
C. Business Records.
1. Classification of business records.
a. Historical.
b. Statistical.
c. Financial.
2. How business transactions are recorded.
3. How records show a profit or loss.
4. How records help the businessman make wise decisions.
5. Other uses of records in business.
6. Common devices and safeguards in record keeping.
D. The Business Budget.
1. What it is.
2. How it is prepared.
3. Uses of business budgets.
Block II. The Financial Background of Business (3 Weeks).
A. Money.
1. Kinds of money used in the United States.
2. Who issues money in the United States.
3. Characteristics of good money.
4. Why we need money.
5. Changes in the monetary system.
B. Credit and Credit Instruments.
1. How to use credit.
2. Credit and the business.
3. Credit instruments.
4. Ways to improve the credit system.
C. Banks and Banking.
1. How the banks came into existence.
2. Commercial banks.
a. National banks.
b. State banks.
c. Trust companies.
3. Mutual savings banks.
4. Federal reserve banks.
5. Various savings and credit organizations.
6. How banks are protected.
Block III. Financing a Business Enterprise for Safeguarding the Enter-
prise (3 Weeks).
A. How Business is Financed.
1. Investment capital.
2. Working capital.
3. Long-term financing.
a. Stocks.
b. Bonds.
c. Mortgages.
d. Other.
4. Short-term financing.
60 Curriculum Guide and Courses of Study in Business Education
B. The Securities Exchange Commission.
C. Business Insurance.
1. Kinds of insurance companies.
a. Stock companies.
b. Mutual companies.
c. Reciprocal exchanges.
2. The terminology of insurance.
3. The insurance needs of business.
4. Insurance contracts and adjustment of losses.
Block IV. Buying and Selling Goods and Services (3 Weeks).
A. Marketing.
1. What is marketing.
2. Marketing agricultural products.
3. Marketing manufactured products.
4. Marketing public-ut.ility services.
5. Marketing professional services.
6. The retail store.
B. Trading with other countries.
1. Why countries trade with one another.
2. Imported items in common use.
3. How transported goods' move between countries.
4. Financing foreign trade.
5. Tariffs and quotas in foreign trade.
C. Advertising.
1. The importance of advertising.
2. Growth and development of advertising.
3. Use of advertising in business.
4. Methods used to check the effectiveness of advertising.
Block V. Relation of Business to Society.
A. The Business Cycle.
1. What is a business cyle.
2. Production and employment.
3. Prices.
4. Finance.
5. Income.
6. Psychological factors.
7. What can be done about the business cycle.
B. How Governments Are Financed.
1. Why taxes are needed.
2. Income taxation.
3. Sources of government revenues.
4. Kinds of business taxes.
a. Property taxes.
b. Income taxes.
c. Excise customs levies.
d. Social security taxes.
e. Sales taxes.
f. Special corporation taxes.
Courses of Study 61
C. Law and Business.
1. Origin and growth of law.
2. Business law in the conduct of businesses.
3. Business law in everyday life.
D. Factors that Influence the Control of Business.
1. Influences which business cannot control.
2. Voluntary groups which help to control business.
3. Governmental controls of business.
4. Future controls of business.
E. The Obligation of Business to Society.
1. What business has accepted.
2. What it can do.
Block VI. From Pupil to Businessman (2 Weeks).
A. The First Job.
1. Selecting the line of business.
2. Getting information about jobs in the chosen business.
a. Advantages.
b. Requirements.
c. Qualifications.
3. Applying for the job.
B. Holding a Job.
1. Starting right.
2. Self-analysis.
3. Self-improvement on the job.
4. Learning about the business.
C. Looking Ahead.
1. Budgeting.
2. Forms of savings.
3. Home ownership.
4. Buying for investment.
5. Expenditures for advancement.
D. Going into Business.
1. Kinds of businesses for small-scale operation.
2. Preparing for business ownership.
TESTING.
The pupils' information can be measured by objective tests and by
prepared questions accompanying the study assignments.
The co-operative projects are difficult to evaluate in terms of individual
contributions; their educational value, however, exceeds the importance
of assigning a grade to the individual.
Individual reports should be judged for completeness and the importance
of their content. A point system can be devised for rating these.
CLERICAL PRACTICE
ORGANIZATION.
The Clerical Practice course is a terminal vocational course in the
preparation of pupils for general office work. The class should be organ-
ized as an activity class with class recital and discussion by the whole
6 2 Curriculum Guide and Courses of Study in Business Education
group and a definite schedule for laboratory work in connection with the
various machines. It is suggested that the class be organized according
to a rotation plan to make maximum use of the laboratory equipment.
Such a plan might take account of the number of machines available and
the number of pupils. The plan which is suggested here assumes the
following equipment as representative of the kinds of machines commonly
found in business offices: a full-vision adding machine, a ten-key adding
machine, a crank-driven calculator, a key-driven calculator, an adding-
posting machine, a decimal tabulator, a transcribing machine, a stencil
duplicator with an illuminated drawing board, a fluid process duplicator,
and a gelatin process duplicator. Typewriters and instructional filing
sets are added equipment used in the rotation plan.
Unless more machines are available, it is suggested that the enrollment
in this situation be limited to 18 pupils. Allocations of pupils to machines
can thus be made to provide a week's assignment to each machine for
every pupil.
In the rotation method, one group of pupils is assigned for a prede-
termined period of time to a particular section, with each pupil in the
group working at one machine for a definite period, usually a week. He
then moves to a different machine, replacing another member of his group
and being replaced by a member of his group. At the end of the pre-
determined period of time, the entire group moves to a different section
and is in turn replaced by another group.
The suggested rotation plan shown on the following page provides for
two days a week devoted to class recitation, discussion, and field trips,
and three days a week for laboratory activities in learning the operation
of office machines and performing planned office tasks. On the basis of
a school year of 36 weeks with approximately two weeks set aside for
testing and final examinations, the time allotment for classwork is 68 days;
and the time for laboratory work is 10 2 days, the equivalent of 21 weeks.
The code of symbols designating the different machines is given below:
PVA — Full-vision Adding StD — Stencil Duplicator
TKA — Ten-key Adding IDB — Illuminated Drawing Board
CDC — Crank-driven Calculator F P — Fluid Process
KDC — Key-driven Calculator D T — Decimal Tabulator
A- P — Adding-Posting Gel — Gelatin Process
TrM — Transcribing Machine
Although the chart shows demonstrations (coded as "Dem") concen-
trated in the first week (three laboratory days) of each time period, less
time may suffice for the various demonstrations. The teacher makes use
Courses of Study
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of any extra time in observing techniques and giving individual help.
Throughout the course the teacher is an active supervisor, checking on
techniques and giving help as needed.
The activities classified as miscellaneous (Misc) include varied assign-
ments, such as typing materials for use by the school, preparing booklets,
tickets, and programs; working in the principal's office as receptionist
or clerk; or acting as supply clerk in the Clerical Practice class to see
that supplies are replaced in their proper order at the close of the class
period.
The second chart presented on page 65 is a detailed plan to show the or-
ganization of the daily activities of one group of 6 pupils for two months. A
follow-through of individual pupils shows their progression after five days
at each machine and shows the relative time allotment for recitation and
instruction of the class as a whole.
PROCEDURES AND SUBJECT MATTER.
At the beginning of the semester, the teacher obtains a list of pupils
who have been enrolled in the Clerical Practice course, makes a class
assignment chart, posts it on the bulletin board, and directs the pupils to
get their individual assignments from the chart. When the class assem-
bles, the teacher demonstrates the operations of the first section of
machines to the whole class, and the group assigned to this section begins
work immediately after the demonstration. The teacher next demon-
strates the operations of the second section to the remaining pupils, and
the group assigned to that section begins work. The teacher then gives
instructions and procedures for the final section to the pupils of the re-
maining group, and they likewise begin their individual work.
The content of instructional materials is drawn from a variety of
sources and requires homework assignments for classwork and for speci-
fied learning in connection with laboratory projects. These assignments
may in part parallel or extend those assignments provided for non-short-
hand activities in the course of study for Secretarial Practice. The teacher
should refer to that course of study for suggestions on content and pro-
cedures, methods of testing, and standards.
Personality as a subject is not recommended as a topic for class discus-
sion. The development of personality traits should be an outcome of the
experiences provided throughout the course. Pupils may benefit, how-
ever, by reading about office decorum, business ethics and related topics.
The content of assignments in learning the operation of machines may
consist of or be adapted from the instructional materials and workbooks
provided by the manufacturers of the machines, and materials published
by business textbook publishers. (See Part III.) Such instructional
materials usually present a plan of testing, prepared tests, and suggested
time limits and standards.
Courses of Study
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66 Curriculum Guide and Courses of Study in Business Education
Each pupil keeps a record of the work done at each machine. His
record includes the errors noted and the errors overlooked. A record of
the work of all pupils should be recapitulated on a summary sheet for all
machines to show comparative attainment of individuals and groups.
The office duties named in the following list are those found by re-
searchers to be the most frequent duties of office clerks, or to require the
greatest proportion of clerical time. For the purpose of this course, they
may be clasified as typewriting activities, record-keeping activities, and
other duties. These listings are suggestive only. Selection and modifica-
tion should be made to adapt to pupils' known needs and to the known
requirements of clerical duties in the offices of the community.
Office Duties
Typewriting Activities.
1. Filling in forms.
2. Form letters.
(a) Typing form letters.
(b) Filling in form letters.
3. Straight copy.
4. Rough drafts.
5. Envelopes.
6. Bills.
7. Dictation taken at the machine.
8. Cards.
9. Tabulation.
10. Telegrams with carbon copies.
Record-keeping Activities.
1. Preparing pay rolls.
(a) Handling of time and overtime.
(b) Making deductions.
2. Checking bills and invoices.
3. Taking care of bank book.
4. Writing checks.
5. Preparing deposit slips.
6. Reconciling bank statements.
7. Keeping petty cash and records.
8. Keeping receipt book.
9. Keeping record of supplies on hand.
10. Figuring discounts.
11. Recording orders.
Other Duties.
1. Using the telephone.
(a) Local.
(b) Long distance.
2. Receiving visitors.
3. Routing incoming mail.
4. Dispatching outgoing mail,
(a) Checking enclosures.
5. Keeping necessary supplies on hand.
6. Looking up information needed for reports.
7. Assisting in taking inventory.
Courses of Study 67
8. Proofreading material.
9. Collating mimeographed materials.
10. Attending switchboard.
CONSUMER ECONOMICS
A statement formulated by the National Council for Business Education
in the Consumer Study of the National Association of Secondary-School
Principals 1 suggests that Education for Living should "stimulate and
equip the consumer to: (a) improve his sense of values in deciding what
to buy, (b) select effectively what he wants, (c) use well what he has,
(d) manage his financial affairs competently, and (e) understand his
wider social and economic responsibilities." The field of consumer educa-
tion, according to the statement, "is too broad and comprehensive to be
treated adequately in a single course. . . . However, the single course
may have a definite place in the school where the core or school-wide
curriculum plan is not in operation. . . . The teacher of a separate course
can be of great assistance as an adviser in the gradual installation of a
more comprehensive program of consumer education throughout the
school." The series of pamphlets published by the Consumer Education
Study gives bibliographies and suggestions for learning activities and
instructional methods that should be considered in a program of consumer
education.
OVERALL OBJECTIVES.
The course of study that is presented here is based on two general
objectives:
1. To enable the individual to advance his standard of living by wise
planning and buying.
2. To contribute to consumer citizenship by making the pupil con-
scious of his social and economic responsibility.
SPECIFIC OBJECTIVES.
1. To create a desire on the part of the pupil for improvement of his
consumer habits.
2. To develop in the pupil a sense of values — the basis of intelligent
planning.
3. To assist the pupil in evaluating goods and services in terms of values,
prices, and quality.
4. To acquaint the pupil with sources, use, and value of consumer
information.
5. To develop the habit of reading labels, evaluating brands, and dis-
tinguishing between genuine and worthless guarantees.
6. To develop an ability to discriminate between advertising informa-
tion which is helpful and that which is misleading.
7. To develop an understanding of the importance of saving as a means
of providing security.
8. To give the pupil a basis for choosing wisely in buying or renting
a home.
1 The Relation of Business Education to Consumer Education. The Consumer Study, 1201
Sixteenth Street, N. W. Washington 6, D. C, 1945.
68 Curriculum Guide and Courses of Study in Business Education
9. To study principles of choosing investments wisely.
10. To help the pupil to learn to evaluate insurance according to his
needs and to understand his rights and obligations under the various
types of policies.
11. To emphasize the importance of computing the cost of borrowing
and installment buying, to acquaint the pupil with various types of
finance institutions from which he may obtain funds.
12. To acquaint the pupil with cooperative organizations and their rela-
tionship to consumer interests.
13. To show the pupil the place of the consumer in conserving national
wealth.
SUPPLIES.
Necessary instructional supplies will include current consumer publica-
tions, a daily newspaper, a classroom scrapbook, and tables for exhibits.
The exhibits may be loan exhibits or permanent; they may be collected
and arranged by the pupils or commercially prepared.
Consumer education is the subject of numerous film and other audio-
visual aids. If the school provides film and opaque projections, their
availability should be a consideration in the organization of the classroom.
PROCEDURES AND TECHNIQUES.
1. The importance of consumer economics to boys as well as to girls
should be made clear, through directed discussion, balanced exam-
ples, and project activities pertaining to their immediate interests.
2. The content of the course should not be limited to textbook materials.
3. Advantage should be taken of the many films and other aids avail-
able for consumer economics from educational agencies and com-
mercial firms.
4. Manufacturers will send free samples and pamphlets for course uses.
Pupils should be encouraged to write for these in order to extend
their experience in ways of securing information.
5. Field trips purposefully planned, conducted, and evaluated may be
helpful.
6. Simple experiments and tests are interest builders. (Examples,
analysis of dentifrices and face powders for abrasives; of fabrics for
sizing; distinguishing between wool and rayon or silk and rayon.)
7. Other departments of the school may contribute to the course. Rep-
resentatives from home economics and chemistry classes in particu-
lar may be invited to make a report or demonstration to the class.
8. Civic clubs, such as women's clubs, labor unions, university clubs,
merchants' associations, and others have made researches on con-
sumer economics and are glad to cooperate with the school in vitaliz-
ing the course.
9. The subject matter blocks can be vitalized by such activities as:
(a) Listening for misleading advertising on the radio and reporting
findings to class.
(b) Making a scrapbook of magazine and newspaper advertisements
that are desirable and those that represent unsatisfactory
methods of advertising from the viewpoint of the consumer.
Courses of Study 69
(c) Collecting cartons, containers, and labels that guide or mislead
the consumer.
(d) Observing and keeping a record of prices in the local stores
over a period of time for the purpose of noting price trends and
evaluating special prices and sales.
10. Pupils showing special interest in a topic should be encouraged to
investigate more fully and make a report to the class.
11. Instruction should develop the concept that service must be paid for.
Cash-and-carry versus delivery and credit costs applied to foods,
drugs, clothing, furnishing, and other purchasable goods.
12. The distinction between insurance for protection and insurance as
to savings should be made clear to the pupils.
13. The significance of the word "dividend" in insurance should be
explained so that the pupils realize that the receipt is not a dividend
on investment but a refund of protective overcharge made by the
insurance company.
SUBJECT MATTER OUTLINE.
Approximately one week should be allotted each of the following blocks
with extra time given to Blocks IV, V, and X. Reports and projects will
require additional time. Other learning blocks may be introduced on the
basis of the revealed needs and interests of the pupils. For example, it
may be desirable to include a unit on buying au automobile, giving con-
sideration to (a) size, type, color, and use, and (b) operating the car and
keeping records.
Block I. Importance of Consumer Education.
A. Problems of the consumer in earlier times contrasted with the
present.
B. Standards of living not dependent on amount of income, but upon
its utilization.
Block II. Sales Promotion and its Effect on the Consumer.
A. The importance of buying rather than being "sold".
B. Advertising.
1. Display mediums.
a. Radio.
b. Billboard.
c. Electric signs.
d. Window displays.
e. Other.
C. Cautions in interpretation of advertising.
1. Incomplete information.
2. Misrepresentation.
3. Fraudulent practices.
Block III. Standards for Evaluating Consumer Goods.
A. Government ratings.
B. Private consumer agencies ratings.
C. Brands and grade labeling.
Block IV. Purchasing Foods, Drugs, and Cosmetics.
A. Legal protection.
70 Curriculum Guide and Courses of Study in Business Education
B. Methods of evaluation and use.
C. Buying foods.
1. Package foods.
2. Perishable foods.
D. Buying drugs and cosmetics.
Block V. Clothing (Men's and Women's).
A. Standards of judgment in matters of quality and service.
B. Planning the wardrobe.
C. Appropriate selection of clothing.
D. Maintenance, care, and repair of clothing.
E. Accessories.
Block VI. Purchasing Housing.
A. Choice between renting and home ownership.
B. Care and maintenance of the home.
Block VII. Home Furnishings.
A. Standards in relation to income, position, and needs.
B. Judging quality in selecting types, styles, and sizes.
C. Methods of purchase.
1. Credit.
2. Cash.
3. Installment.
Block VIII. Purchasing Professional Services.
A. Medical.
B. Legal.
C. Ministerial.
D. Others.
Block IX. Education and Recreation.
A. Advisory services.
B. Sports and recreation vital to health and success.
C. Buying school and recreational equipment.
Block X. Savings and Protection.
A. Criteria for selecting investments.
1. Government bonds.
2. Insurance annuities.
3. Retirement opportunities other than Social Security and State
retirement provisions.
4. Stocks and bonds.
5. Real estate.
B. Protection.
1. Kinds of insurance.
a. Life.
b. Property.
c. Liability fire.
d. Collision.
e. Investment.
2. Provisions for premiums, cancellations, surrender, "dividends,"
loans, and conversions.
Courses of Study 71
3. Selecting a company and utilizing its services.
Block XI. Consumer Services.
A. Consumer cooperative movement.
B. Government publications.
C. Consumer research groups.
CO-OPERATIVE OFFICE EDUCATION
OVERALL OBJECTIVES.
1. To train the pupil who has developed some marketable skill to be-
come an efficient office worker.
2. To facilitate the transition from pupil to worker under the guidance
of an experienced co-ordinator.
3. To correlate classwork with work experience by providing specifically
related instruction at the time the pupil needs it.
SPECIFIC OBJECTIVES.
Inasmuch as the co-operative office education plan functions in the
shorthand, bookkeeping, and clerical practice curricula, specific objectives
are listed under each of the three curricula.
Stenographic.
1. To develop proficiency in the use of stenographic skills.
2. To instruct the pupil to use the transcribing machines.
3. To acquaint the pupil with current office procedures and to prepare
him to handle intelligently the various office details.
4. To provide remedial instruction as required.
Bookkeeping.
1. To develop skills and understanding necessary to maintain complete
records of a small business.
2. To develop an understanding of the relationship between various
records and the entire accounting system.
3. To develop a marketable skill in the use of at least one calculating
machine.
4. To acquaint the pupil with the use of a posting machine.
5. To maintain the minimum typewriting skill necessary to prepare
tabulations and financial reports.
Clerical.
1. To develop marketable skills in the use of commonly used filing
systems.
2. To develop proficiency in typewriting, particularly in figures.
3. To develop the ability to use transcribing machines.
4. To acquaint the pupil with various business forms and records.
5. To acquaint the pupil with current office practices and to prepare
him to handle the various office details intelligently.
ORGANIZATIONAL PLANS TO ACHIEVE OBJECTIVES.
Any plan adopted for the part-time co-operative office education pro-
gram should consider the following principles:
1. Allow sufficient time on the job to do necessary work so as to insure
a worth-while educational experience for the individual.
72 Curriculum Guide and Courses op Study in Business Education
2. The co-operative program should be considered as terminal. The
co-operative work experience should be so placed in the pupil's total
educational experience as to allow for development of competency
in the minimal skills he has already attained and to allow for max-
imal growth of of occupational intelligence.
3. Specifically related instruction should be given at the time it is need-
ed to insure that educational values of the work experience are fully
realized.
4. Adequate co-ordination of the entire program is necessary. A co-
ordinator is the key to the success of the program. He should be a
qualified, experienced teacher of business subjects and should have
had a successful occupational experience.
5. In setting up a program, the co-ordinator must:
(a) Interview employers in the community to locate satisfactory
training positions for pupils.
(b) Promote the program by persuading employers to accept it for
its educational values.
(c) Select pupils for placement who have attained marketable
skills.
(d) Guide the co-operative pupil by approving courses which will
contribute to his business career.
(e) Provide specific related instruction for the co-operative pupil
throughout the year.
(f) Interview supervisors and secure periodic reports on the work
of the pupils.
(g) Provide immediate remedial instruction when needed.
6. The co-ordinator should have a class period with the co-operative
pupils, at which time the elements common to the three types of
co-operative office work are discussed. During this period the co-
ordinator should make provision for individual counseling, remedial
instruction, and specific vocational instruction.
7. In addition to the period with the co-ordinator, the co-operative
pupil should take English and one of the following: second-year
shorthand, secretarial practice, second-year bookkeeping, machine
bookkeeping, or clerical practice.
EQUIPMENT AND SUPPLIES.
A. Office.
The co-ordinator should have a private office, preferably adjacent
to the classroom, for conferences with pupils and businessmen. This
office should be equipped with a telephone, executive's desk, chairs,
filing cabinets, and other suitable office furniture and fixtures.
B. Classroom.
The class may be held to an advantage in the office machines room.
If a separate room is provided, it should contain the following equip-
ment and supplies:
1. Equipment:
Library tables and chairs Stencil and liquid duplicating
Co-ordinator's desk and chair machines
Typewriters Filing cabinets
Stencil file cabinet Storage cabinets
Calculators Blackboards
Adding machines Bulletin boards
Wastepaper baskets Blackout shades
Courses of Study 73
Stapler Projector and screen
Pencil sharpener Filing trays
Fluorescent lights Standard dictionary
Dictating and transcribing ma- Drawing board
chines. Storage space for pupils' materials
2. Instructional supplies:
Filing practice sets Liquid and gelatin duplicating
Stencils supplies
Manila folders Filing folder tabs
Staples Stencil folder
Adding machine tape Typewriting paper
Correction fluid Paper clips
Chalk Typewriter ribbons
Business forms Ink
Thumb tacks Erasers
Type cleaner Carbon paper
Liquid and Gelatin duplicating Stationery and envelopes
paper Vocational and related periodicals
3. Pupil supplies:
Manila folders Loose-leaf notebook
Pen Pencils
PROCEDURES AND TECHNIQUES.
1. Maintain an adviser-advisee relationship rather than a teacher-pupil
relationship between the co-ordinator and pupil.
2. Conduct the classroom work in a controlled informal manner that
will enable the pupil to recognize, present, and solve the problems
he encounters on the job.
3. Bring to the classroom for demonstration purposes new kinds of
office machines or equipment.
4. Whenever possible, replace obsolete machines or equipment with
new models.
5. In office machine work, assign the pupil first to the type of machine
or machines he is using on the job; and then follow the rotation plan
in his use of other machines.
6. Plan supervised field trips to local business organizations. Discuss
the objectives with the class before the trip, and afterwards provide
for proper evaluation of the objectives attained.
7. Invite local businessmen to visit the co-operative office education
classroom. They may contribute worthwhile suggestions and ideas.
CAUTIONS.
1. Over-use of the textbook should be avoided.
2. Class periods must be purposeful and productive.
3. Co-ordinating should be allied with the department and the school
at all times.
4. The pupil must not be exploited in his work program. He should be
paid according to the office scale for his work.
SUGGESTED TOPICS FOR DISCUSSION AND CLASS ACTIVITY.
The topics suggested here should be closely related to the pupil's par-
ticular office experience. The program should be flexible enough to permit
necessary modifications in time and subject matter on the basis of the
individual's previous knowledge and skills, present related courses in
74 Curriculum Guide and Courses of Study in Business Education
school, and particular office experience. In making modifications, the
teacher should endeavor to maintain the suggested balance in the scope
of topics and in the time allotment.
1. Orientation to Office Work 3 days
Office routine, office manners, and personality traits.
2. Handling of Communications 5 days
Use of telephone, telegrams, postal rules and regulations, the
handling and routing of incoming and outgoing mail.
3. Filing 30 days
Alphabetical, geographical, numerical, and subject systems of
filing, and their advantages and disadvantages.
4. Machines 30 days
Familiarizing pupils with the operation of office machines.
5. Stencil Cutting 2 days
Correct techniques in stencil cutting and instruction in form and
placement of material.
6. Business Vocabulary Related to all work
Vocabulary building through the use of new terms common to
business.
7. Record Keeping and Checking Invoices 3 days
Familiarity with pay roll records and time cards; verification of
invoices and purchase orders.
8. Review of Business Arithmetic 10 days
Emphasis on fractions, decimals, and percentages.
9. Proofreading, Spelling, Syllabication 10 days
Instruction in methods of proofreading, spelling exercises of
words used frequently in business.
10. Collecting, Arranging, and Tabulating Data 10 days
Gathering material and arranging it in an orderly manner into
meaningful form.
11. Work Simplification 20 days
Job analysis, layout of work, elimination of waste motions. Han-
dling of cards, card flipping, quantity addressing of envelopes,
multiple copies, and collating papers.
12. Name and Number Checking 5 days
Arrangement of cards or other materials in alphabetical, chron-
ological, or numerical order. Rapid number comparison.
13. Handwriting .—.Related to all work
Emphasis on legibility.
Note: The remaining days in the school year should be apportioned in
a manner that will make the program most helpful to the trainees.
SPECIMEN LESSON.
Work Simplification — Card Flipping 1
"1. Have pupils prepare cards or uniform-sized slips of paper out-
side of class, write names and addresses (taken from a telephone
directory) on them in longhand.
"2. Have the pupils exchange their cards so that they work with
unfamiliar handwriting. Lay the cards on the right side of the
machine at a slight angle. (If more convenient, they may be
placed on the left side.)
1 From Thelma Potter, "Periphery Business Skills," Business Education World, October,
1944.
Coukses of Study 75
"3. Type the list on an 8 % " x 11" sheet. Use the following technique
in turning the cards:
"Grasp the top of the card in the center with the thumb on the
upper side of the card and the first finger under the card.
"Flip the card over with a quick wrist motion and lay it face
down directly behind the original pile. This keeps the cards in
order. . . .
"This same card-flipping technique may be applied to work on
the adding machine. Cards for this practice should have amounts
written on them in longhand and should be placed on the left
side of the machine. They should be flipped in the same manner
but with the left hand.
"These drills may be preceded by 1-minute timed practice in
turning over the cards in the manner described, to improve
finger dexterity."
TESTING.
Subject matter common to the whole group can be measured objectively
by published tests or those constructed by the teacher.
A rating scale or point system can be devised for measuring a pupil's
achievement in his laboratory projects.
Proficiency on the job is evaluated on the bases of detailed reports from
the employer and the co-ordinator's observation of the pupil on the job.
The reports from the employer are of a confidential nature and are helpful
to the co-ordinator for counseling and directing the pupil's learning.
ECONOMIC GEOGRAPHY
Economic Geography is a study of how people in various parts of the
world make a living by producing goods and services, exchanging them
for surplus commodities from other regions or groups.
OBJECTIVES.
1. To develop an appreciation of the relationships which exist between
the physical environment and the cultural level of a people.
2. To create an understanding and appreciation of habits and customs
which are outgrowths of geographic factors.
3. To develop an understanding of the problems of conservation of
both human and natural resources and their influence on techno-
logical development.
4. To create an understanding of the various methods by which products
are extracted from the earth and made available to industry.
5. To develop a knowledge in the ways in which surface products of the
earth are produced and made available to manufacturers and con-
sumers.
6. To develop an appreciation of local and regional geographic influ-
ences upon the life of the people.
7. To develop skill in reading maps, charts, and other graphic presenta-
tions of geographic data.
8. To create an interest in reading current literature on economic geo-
graphy for the purpose of understanding events of significance
around the world.
9. To understand activities involved in producing and handling each
major commodity within the producing regions.
7 6 Curriculum Guide and Courses of Study in Business Education
10. To understand activities involved in the consumption of the com-
modity in the consuming regions.
11. To understand activities in connection with the transporting of the
commodity from the producing to the consuming area.
SUBJECT MATTER.
Economic geography deals chiefly with the great commodities of the
world — from their place of origin through the various stages of their
movement and manufacture, to the finished product, and into the field of
commerce where they are finally consumed. Since production of any
commodity is dependent on existing natural conditions and upon the needs
and wants of the people, some of the larger facts which should be known
about each chief commodity are:
1. For what is the article used? To what extent does it enter into the
lives of people throughout the world?
2. What are the natural conditions required for its production, such as
climate, land surface, soil, or other factors?
3. Where do these natural conditions exist in proper combination for
successful production?
4. What are the processes carried on for production and preparation
for market?
5. is the product used locally or is it shipped to distant regions?
6. What manufacturing processes are involved?
7. Where and how is the product marketed?
8. Extent of present use and probable growth or decline in its future
use?
SUGGESTIONS TO THE TEACHER.
1. From the standpoint of presentation of subject matter, it is doubtful
that any course in the business curriculum presents more perplexing
problems than does Economic Geography. Nearly every textbook
on this subject emphasizes a different point of view. So broad is
the subject and so great is the supply of available material on every
topic that often it is difficult for even the experienced teacher to
decide what is the most effective method of presenting the facts, the
most suitable projects to use, and the best means of making the sub-
ject really functional. Probably the most practical solution to this
problem, especially for the inexperienced teacher, is that of follow-
ing rather closely the outline of procedure presented in the teacher's
handbook or manual designed for the particular textbook he is using.
2. A thorough examination of the entire textbook early in the term
helps students to see the subject as a whole and to relate the parts
of the subjects as the study progresses. Such a preliminary survey
of the textbook may be conducted by making a classified list of all
commodities described or mentioned in the book. This list may be
made in the form of a topical outline, properly numbered and indent-
ed. The exercise will involve gathering material, classifying the
items in proper order, and preparing the outline in approved legible
form.
Courses of Study 77
3. Recitations of the question-and-answer type have little place in the
Economic Geography class. In order that learning may be achieved
through student interest and participation, it is advisable to employ
such teaching and devices as oral reports, individual and committee
studies, graphic illustrations, posters, charts, educational films, bul-
letin boards, and excursions.
GENERAL BUSINESS
OVERALL OBJECTIVES.
1. To develop knowledges of business which every person must have if
he is to be a wise user of business goods and services.
2. To establish concepts of business that will contribute to the solution
of personal business problems and the understanding of economic
society. »
3. To furnish a basic background for the further study of business.
SPECIFIC OBJECTIVES.
1. To enable the pupil to understand and use business terminology as
it applies to his personal business problems.
2. To improve the pupils in their handling and use of money and its
substitutes in budgeting, savings, and investing.
3. To provide pupils with non-vocational knowledges and abilities in
communication, merchandising, traveling and transportation, and
banking services.
4. To provide information about business occupations.
PROCEDURES.
1. Pupils should be encouraged to bring in clippings and pictures per-
taining to general business. These may be displayed on the bulletin
board and, if desired, later placed in a class scrapbook. Every con-
tribution should receive definite recognition for the satisfaction of
the pupil.
2. Pupils should be made to feel free to contribute orally as well as
materially when they discover observations or experiences relating
to general business, even though the particular topic does not per-
tain to the current assignments.
3. When checking accounts are taught, the pupil may tear from the
workbook the individual checks and compile a complete checkbook
following through with procedures of keeping a bank account.
4. A trip to a local bank may be arranged if an official of the bank is,
willing to receive the class and contribute to the planned visitation.
5. The teacher should be familiar with North Carolina legislation per-
taining to small loan companies.
6. Certain legal aspects of insurance should be investigated to reveal
the advantages of buying from North Carolina resident agents, and
the importance of interpreting the terms of insurance policies from
the viewpoint of the insured should be stressed.
7. Competitive games may be introduced to develop facility in the use
of the telephone directories.
78 Curriculum Guide and Courses of Study in Business Education
8. Models of telephone instruments borrowed from the telephone com-
pany or dummy telephones as part of the school equipment make the
dramatization of telephone techniques more realistic.
9. A class visit to the post office is desirable if it can be arranged, or
the postmaster or other responsible officials may be willing to come
to the school to give a talk about the services of the post office. If
possible, this should be scheduled before Christmas.
10. An opportunity should be provided in the classroom for the wrapping
and addressing of parcels. The classroom furnished for the course
in principles of selling might be used for demonstrations and activi-
ties in parcel wrapping.
11. Practice in interpreting time tables and road maps is necessary for
acquiring facility in their use.
12. As a project, the pupils might plan a trip by automobile, finding
route numbers and figuring mileage.
CAUTIONS.
1. Keep in mind the objectives of the course; it is not a training class
to prepare pupils for jobs.
2. Vary the classwork; the course should not become monotonous.
3. Avoid technical terms in making explanations.
4. Do not make use of the workbook as a substitute for planned as-
signments.
5. Do not attempt to teach a complicated system of filing. A few. simple
rules for indexing will be sufficient.
6. Be sure that every project or activity has learning values.
SUBJECT MATTER OUTLINE.
It is recommended that an inventory test or pretest be administered at
the beginning of the course to measure the extent of the pupils' previously
acquired knowledge and to reveal deficiencies.
Some published tests, standardized and non-standardized, may be used
for this purpose, or the teacher may construct an objectively scored test.
The results of the test will determine what emphasis and modifications in
scope or content of the course are desirable. The suggested time allot-
ments provide for 34 weeks, with two weeks left for administrative routines
and scheduling of final examinations.
Block I. Money (3 weeks).
A. What is money and what does it do.
B. Handling and counting money.
C. Substitutes for money.
1. Checks.
a. Personal.
b. Certified.
c. Cashier's.
d. Traveler's.
e. Bank drafts.
2. Postal money orders and postal notes.
3. Telegraph money orders and postal notes.
4. Express money orders.
5. Letters of credit.
Courses of Study 7 9
Block II. Banks (6 weeks).
A. Types of banks.
1. Classes as to organization.
a. Federal Reserve.
b. National.
c. State.
d. Private.
2. Classes as to services.
a. Commercial.
b. Savings.
B. Services.
1. Checking account.
a. Opening a checking account.
b. Making a deposit.
c. Writing and transfer of checks.
d. Service charges and other deductions.
e. Reconciliation of the bank statement.
2. Savings account.
3. Special checking accounts.
4. Safe deposit box.
5. Trusts.
6. Loans.
a. Notes and drafts.
b. Small loans.
(1) Cost.
(2) Application of North Carolina laws.
7. Federal Deposit Insurance Commission.
Block III. Thrift and Budgeting (5 weeks)*.
A. What thrift is.
B. Personal thrift.
1. Budgeting of time and money.
2. Record keeping.
3. Taxes.
a. Income, State and Federal.
b. Sales.
c. Property.
d. Others.
C. Community thrift.
1. Cost of government.
2. Taxes.
D. Investments.
1. Savings account.
2. Building and loan.
3. Government bonds.
4. Stocks and bonds.
Block IV. Insurance and Economic Security (4 weeks).
A. Life insurance.
B. Health and accident.
*Three weeks needed for working the suggested practice set is included here. If the set is
not used the teacher may give this time to other blocks.
80 -
3. Installment.
4. Finance company.
5. Timely buying.
Block IX. Keeping and Finding Information (2 weeks).
A. Filing.
1. Types of filing.
2. Systems of filing.
a. Alphabetic.
b. Geographic.
c. Other.
B. Sources of Useful Information.
1. Dictionary.
2. Encyclopedia.
3. World Almanac.
4. Atlas.
5. Directories. ,
6. Guides.
a. Official railway.
b. Postal.
c. Hotel.
d. Special.
Block X. Choosing a Vocation (3 weeks).
A. Analyzing oneself.
B. Kinds of jobs.
C. How to find a job.
D. How to apply for a job.
E. How to keep a job.
1. Business requirements.
2. Promotional opportunities.
TESTING.
Printed tests are available for use with most general business textbooks.
Since the purpose of the course is to develop basic knowledge of business,
objective tests are preferable for measuring the factual information
acquired.
In addition to the measurement of information, the pupil's ability to
fill out the various business forms studied and his ability to solve simple
arithmetic problems applied to business situations should be measured.
PRINCIPLES OF SELLING
When principles of selling is desired to function as a background, non-
vocational subject, it may be incorporated in the course in consumer
economics, with adaptations to (1) develop a wholesome point of view on
the part of the pupil as a consumer concerning the problems of the
retailer in his relationship to the consumer, and (2) furnish a basic back-
ground for the further study of business. The specific objective for such
a course would be to extend:
1. The pupil's nonvocational knowledges and abilities in communication,
merchandising, traveling and transportation, and banking services.
82 Curriculum Guide and Courses of Study in Business Education
2. The pupil's ability to handle money and its substitutes through sav-
ing, budgeting, and investing.
3. The pupil's information about business vocations.
When principles of selling is to function as a vocational course, instruc-
tion should be directed toward the following objectives:
OVERALL OBJECTIVES:
1. To develop a wholesome point of view toward problems and rela-
tionships common to consumer and retailer.
2. To develop an understanding of basic principles and techniques in-
volved in buying and selling.
3. To give the pupil an insight into the problems of the field of dis-
tribution and some preparation for the occupation of selling.
SPECIFIC OBJECTIONS.
1. To give the pupils who plans to enter the field of selling, preparation
which will be of immediate occupational value.
2. To provide opportunity for the pupil to learn the principles of sell-
ing which are applied to business and personal relationships.
3. To acquaint the pupil with professional buying and selling pro-
cedures.
4. To encourage the development of personality traits that contribute
to successful selling.
SPECIAL EQUIPMENT AND SUPPLIES
The classroom should have certain facilities for sales demonstrations
and class activities. A permanent or improvised counter, cash register,
and counter scales are needed. Supplies should include scissors, measur-
ing tape, and yardstick; wrapping paper, twine, and tape; sales ticket
forms and spindle file; duplicated copies of the compartment arrangement
of the cash register; mail-order catalogues; and copies of the North Caro-
lina tax chart.
SUBJECT MATTER OUTLINE.
Principles of selling is a one-semester course. The time suggested for
each of the content blocks is two weeks, with the exception of Blocks III
and IV, which require four weeks each. The teacher may prepare a pre-
test and use the results to determine the projected scope and emphasis
of content. Such a test may reveal preconceived ideas on selling that
should be taken account of in the course.
Block I. The Work op a Salesperson.
A. Types of Selling.
1. Producers and middlemen.
2. Retailers.
a. Independent.
b. Multi-independent.
c. Chain.
d. Sideline stores.
3. Wholesalers.
4. Agent middlemen.
5. Assemblers.
6. Service establishments.
Courses of Study 83
B. Selling as an Aid to the Consumer.
1. The marketing functions.
2. The stimulation of the consumer to use his income more effect-
ively.
3. The importance of fitting goods to the consumer's needs.
C. How Goods Reach the Consumer.
1. Directly from producer to consumer.
2. From producer to retailer.
3. From producer to wholesaler to retailer, and then to consumer.
Block II. Basic Knowledge in Selling.
A. Buying Motives of the Consumer.
1. Desire for physical well-being and comfort.
2. Desire for recognition.
3. Desire for money gains.
4. Desire for knowledge.
B. How to Analyze Consumer Demands.
C. Consumer Goods.
1. Sources of consumer goods.
(a) Purchasing agents.
(b) Traveling salesmen.
(c) Directories.
(d) Other dealers.
2. Obtaining knowledge of the product.
3. The use, performance, care, and services of the product.
Block III. Personal Qualifications.
A. Physical Qualities.
1. Health.
3. Cleanliness and grooming.
4. Clothes.
5. Voice.
B. Personality Traits.
1. Truthfulness, loyalty.
2. Showmanship.
3. Interest and enthusiasm.
4. Courtesy and tact.
C. Other Qualities.
1. Use of basic oral English.
(a) Use of correct English.
(b) Businesslike attitude.
2. Use of basic mathematical skills.
(a) Calculations for customer's bill.
(b) Discounts.
(c) Sales tax.
(d) Pricing goods.
Block IV. The Sales Transaction.
A. Opening the Sale.
B. Determining the Customer's Wants.
84 Curriculum Guide and Courses of Study in Business Education
C. Presenting the Goods.
D. Answering Questions and Overcoming Objections.
E. Closing the Sale.
F. Suggested Selling.
Block V. On-the-Job Information.
A. Store Rules and Policies.
B. In-store Locations.
C. Terms of the Sale.
D. Recording the Sale.
Block VI. Maintaining Good Customer Relations.
A. What the Customer May Rightfully Expect.
1. Friendliness.
2. Personal interest.
3. Courteous consideration and personal attention to needs.
B. Salesperson's Duty.
1. To know the goods.
2. To give willingly the information about merchandise.
PROCEDURES AND TECHNIQUES.
1. Arrange with local stores for regular salespeople to give demonstra-
tions in the classroom. The salespeople may bring the articles to
be sold, and the pupils act as prospective buyers.
2. Arrange for demonstrations by salespeople in the store instead of
the classroom. It is advisable to divide the class into sections for
visits of this nature, since many merchants object to a large group
of pupils coming to the store at one time.
3. Encourage pupil demonstration sales and all-pupil participation.
4. Enlist the services of local merchants to give talks on store system,
sources of merchandise, and other phases of retailing.
5. Prepare a list of planned questions for discussion after talks have
been given by outside speakers.
6. Provide for class participation in wrapping articles of various sizes
and shapes.
7. When opportunity arises, have the class sponsor sales of subscrip-
tions to the school paper and the school yearbook, and admission
tickets to school entertainment.
8. Use drill cards in the classroom to answer common customer re-
quests. Since merchandise is not available, the teacher may cut up
copies of mail-order catalogues for exercises in location of articles
most suitable to customer requests.
9. Use the National Cash Register bulletin on "Retail Salesmanship" 1
as a means of bringing out what customers look for in a sales per-
sonality.
10. Give pupils an opportunity to practice filling out qualification forms
for a position.
1 Personnel Journal, December 1945, page 227.
Courses of Study 85
11. Use film aids to illustrate good and poor sales techniques, and the
many uses, makes, and types of products. Consult the Distributive
Education Service of the State Department of Public Instruction to
obtain a list of approved sales training films.
12. Take advantage of reference materials, including pamphlets, news-
papers, and retailers' magazines.
13. Consult local store managers to secure copies of trade publications
and journals.
14. Report and encourage pupils to report the results of observations
in local and metropolitan stores.
15. Emphasize the importance of good character and personality traits,
and provide information on reasons why employees lose their jobs.
CAUTIONS.
1. When visits to stores are necessary in planned projects, these visits
should be made by individuals or small groups.
2. Pupil demonstration sales should demand the best of the pupils at
all times, and constructive criticisms of the demonstrations should
comes from the group.
3. Outside speakers should know definitely the points that are to be
covered in their presentation; this may necessitate preparation of a
brief outline in advance.
TESTING.
A difficult phase of teaching selling is the attempt to measure satis-
factorily each pupil's achievements. The teacher should keep in mind
the objectives in each phase of the selling course as the basis on which
grading should be done.
1. In an introductory course, such as principles of selling, the basis
of evaluation should be the measuring of individual growth and
improvement, rather than vocational sales abilities. If a pretest
was given at the beginning of the course, final testing by an equiva-
lent form of the test will measure pupil gains for the semester.
2. For Block I a scholastic aptitude test is advisable to assist in dis-
covering the pupil's general knowledge of a salesperson's job.
3. Objective tests are recommended for Block II and parts of Block III.
4. Personality traits are difficult to measure. Rating scales and pupil-
teacher evaluations can be used, but should be limited to those traits
that have been stressed in the course.
5. Pupil-teacher evaluations are appropriate also to the activities in
Block III and Block IV.
6. The essay type test, a written sales talk, or report of original inves-
tigation of sales policies of a local store furnishes a measure of the
ability of the pupil to select, organize, and present accumulated
information.
7. A distinct aid in measuring further attainment is the evaluation of
the pupil's ability to express himself clearly. During the regular
class period, five-minute talks may be given and the strong and weak
points pointed out by the class.
86 Curriculum Guide and Courses of Study in Business Education
SECRETARIAL PRACTICE
OVERALL OBJECTIVES.
1. To develop in the pupil a marketable degree of proficiency in the
application of the skills and knowledges acquired in shorthand,
typewriting, and the basic business subjects.
2. To attain an employable degree of proficiency in the application of
new skills and knowledges necessary to the performance of various
office tasks.
3. To develop in the pupil the ability to coordinate satisfactorily all
his occupational training and to prepare him to apply successfully
his training in an office job.
SPECIFIC OBJECTIVES.
1. To maintain and improve technical skills of the pupil.
2. To increase the pupil's knowledges and skills.
3. To provide situations where the pupil may apply his technical skills
and knowledges in businesslike situations.
4. To. familiarize the pupil with office organization.
5. To acquaint the pupils with varied office routines and procedures.
6. To develop in the pupil the responsibility for assuming tasks and
carrying them to completion without close supervision.
7. To develop in the pupil techniques for office work simplification.
8. To acquaint the pupil with office standards of performance and
production and to help him attain these standards in all his work.
9. To develop in the pupil the ability to judge his own work and to
make necessary corrections and adjustments to make his product
usable.
10. To develop in the pupil the ability to make intelligent use of refer-
ence materials.
11. To increase the pupil's business vocabulary.
12. To establish in the pupil a right conception of promotional oppor-
tunities and the accompanying responsibilities.
13. To inculcate standards of office dress and personal hygiene.
14. To develop in the pupil acceptable office manners.
15. To develop in the pupil desirable personality traits and a desirable
code of ethics.
16. To develop in the pupil the ability to think constructively, to ques-
tion and analyze practices, and to give appropriate and timely sug-
gestions for improvements.
17. To develop in the pupil an attitude of cooperation and fairness to-
ward his co-workers and a realization of the relationship of his
work to that of the office as a whole.
CLASSROOM MANAGEMENT.
This course should be offered in the 12th year and should be open only
to pupils who have completed one year of typewriting and the first year
of shorthand and who are enrolled in second year shorthand. It is a
Courses of Study 87
terminal vocational class and should be taught by a teacher of the business
skills who has had office experience.
The room itself should be equipped and arranged as nearly like an
actual office as possible. As indicated under teacher suggestions, the
teacher takes the position of office manager rather than teacher, and the
pupils assume the role of office workers rather than pupils.
Particular tables, shelves, and other suitable receptacles should be
properly labeled for the receipt of specified types of completed work, the
pupils being responsible for placing usable work in the designated places.
It is suggested that the learners alternate the responsibility of accepting
and rejecting completed work. The teacher should be responsible for the
final checking, recording, and remedial aids. All materials presented and
all activities performed should be done in a manner simulating that of
a real office.
The subject matter of this course lends itself to the battery and rotary
plan of instruction as well as class discussions and individual laboratory
work. Approximately four days a week should be devoted to class dis-
cussion of home assignment and supplementary matter.
TEACHER SUGGESTIONS.
1. Pupils should be made aware from the beginning that the work of
this class is to be done in an atmosphere and in a manner that simu-
lates actual office conditions.
2. All office work should be done on a production schedule that requires
definite accomplishment within a given period of time.
3. All work submitted should conform to usable standards.
4. The course may be so organized as to provide ample opportunity for
establishing supervisory situations and leadership to those capable
of such.
5. The teacher can help pupils in personality development by exempli-
fying desirable traits, particularly in such matters as her attitude
toward her work and her techniques of dealing with people and
directing pupil activities.
6. Care and economy of supplies and equipment should be stressed,
and pupils made responsible for care of supplies and equipment.
7. Pupils should be gradually introduced to performing assigned tasks
without close supervision, and they should be encouraged to develop
a pride in a task that is well-done.
8. Whenever such opportunity presents itself, the pupils should be
encouraged to assume tasks not specifically assigned to them but
which they are aware must be performed.
9. Since a variety of individual abilities and personality traits can be
recognized through work with the pupils in such a class, the teacher
should take advantage of her opportunities for guidance.
10. Certain assignments should be made so the pupils may carry a task
through to its completeness rather than merely performing one step
of the task. Provision should be made for a pupil to do the tasks
without close supervision.
88 Curriculum Guide and Courses of Study in Business Education
11. It is suggested that the teacher of this class assume the position of
an office manager rather than that of a teacher and that the pupils
assume the role of office workers rather than pupils.
12. In scheduling the work of such a course, time should be allowed for
make-up work. It is advisable to set aside specific class time within
each grading period for this purpose. Pupils having no make-up
work may be assigned work for special credit or assigned work for
individual remedial purposes.
13. Pre-planning by the teacher is very important to the success of this
class. Although the majority of the time is devoted to individual
and group laboratory work, it is necessary to have daily home
assignments and class discussions. The assignment work and the
discussions should be closely related to pupils' laboratory work.
14. Although secretarial practice textbooks cover the major points of
such a course, the teacher must supply related supplementary
materials, practices, and procedures through individual assignments,
discussions, field trips, and talks or demonstrations by businessmen.
15. If field trips are used a? a teaching procedure, the pupils should be
properly prepared for the trip, supervised during the trip, and given
an opportunity to follow-up the trip by discussion.
16. A bulletin board may be used to advantage in this class. Pupils
as well as the teacher should be responsible for bringing in at regu-
lar intervals materials related directly or indirectly to the work of
the class. It is suggested that the teacher retain such bulletin board
materials for use in future classes. If time permits, the pupils
might assemble this material in scrapbook form to be placed in
secretarial practice file or in the business library of the school.
17. In a class where so many different types of work are carried on,
time is an important element. Teacher planning and organization
can do much to prevent loss of time and motion.
18. It is suggested that teachers of secretarial practice keep well in-
formed about local office practices and procedures, standards, and
employment opportunities.
19. By no means should the secretarial practice class become a work-
shop for the school. If the organization and schedule for the class
is such that outside work can be accepted, it should be done only
to the extent that it is a learning process and at a time when it will
not disrupt the classroom organization.
20. Home assignments should be meaningful; they should be discussed;
and the pupils should be required to apply their acquired knowledge
in appropriate projects. It will be necessary in covering certain
units of the textbook for the teacher to prepare original projects for
this actual application of knowledge.
21. It is suggested that the secretarial practice teacher work out a plan
with the typing teacher whereby typewriting assignments of letters
and other business papers be done in duplicate, one copy retained
by the typewriting teacher and the other copy given to the secre-
tarial practice teacher. Such papers can be put to many uses in the
secretarial practice classes. For example, they can be used for
Courses of Study 89
indexing, coding and filing projects; they can be used for proof-
reading drills; they can be used to provide practice in verifying
facts and figures; they can be used for basis of original composi-
tion — that is, letters calling for replies may be used in typewriting
projects; they may be used for drills in folding and inserting letters
and enclosures properly in envelopes.
22. Whenever practicable, work should be done in duplicate, the pupils
retaining one copy and the other copy handed in for recording
purposes. The pupils should be required to keep a systematic
record of work completed and the copies kept in their possession
should be arranged in some orderly manner, so as to be available
for future reference.
23. For those projects done on the rotary or battery plan, initial instruc-
tion and supervision should be given by the teacher. However,
succeeding groups should be instructed and supervised by capable
pupils who have completed that particular job. This is an excellent
means of teaching leadership as well as that of following instruc-
tions.
24. The teacher can save herself a great amount of time and effort by
organizing and preparing systematic and appropriate sheets for
recording the pupils' work.
25. The teacher should keep in mind the fact that a varied amount of
technical skill and knowledge must be taught in this course and
opportunity given for developing a marketable degree of proficien-
cies in applying this skill. However, this course should also ac-
quaint the pupil with many skills, practices, procedures, and
knowledges in which time and facilities do not permit actual appli-
cation.
26. The teacher must keep uppermost in mind the fact that this is a
terminal course for occupational employment.
27. It is strongly urged, that wherever possible, secretarial practice
pupils be required to complete a minimum of 10 hours and prefer-
ably more of actual office work experience. Where practicable, this
work experience should be done in a downtown office. If local
conditions prevent this, considerable benefits can be gained through
work in various school offices. The office should be approved by
the teacher. The pupils should be observed on the job, and the
pupils' ability evaluated by both the teacher and the employer.
28. Plans for the secretarial practice class should be so flexible that a
sudden change would not affect their efficiency.
SUBJECT MATTER.
For purposes of emphasis and classification, the subject matter of this
course will be divided into units. However, it is not necessary to take
up the units as they appear, but rather the teacher should work out an
order taking into consideration the particular class, the school schedule,
and the available facilities. Several of the units, such as dictation and
transcription, will be taught at regularly scheduled times throughout
the year. But the knowledges acquired in other units, such as reference
books, will be applied in related projects throughout the course. In some
90 Curriculum Guide and Courses of Study in Business Education
instances the units follow the textbook material, but in other cases the
teacher will have to supply original and supplementary material in order
to cover the unit satisfactorily. Standardized or original projects should
be employed to give the pupils opportunity to apply the skills or knowledges
in every unit. Those skills which are developed to a marketable point
snould be determined by the needs of the pupils, the community, and the
facilities of the school.
Unit I. Orientation.
A. Purpose.
To introduce the pupils to the classroom management, organiza-
tion, equipment, supplies, machines, and, in general the routine to
be followed throughout the course. It is not actually a teaching
unit but rather an information unit, to give an overview of the
entire course.
B. Time.
This unit should be presented during the first two or three class
periods. The amount and quality of preplanning by the teacher
will determine the time spent on the unit.
C. Procedure.
The teacher assumes the role of office manager and presents this
unit in a manner comparable to that of inducting employees into an
office. This unit should be presented through lecture, demonstra-
tion, and discussion. The success of the course will depend, to a
large extent, on the pupils' understanding and appreciation of the
material in this unit. During this time the teacher should pass out
any instruction sheets, job sheets, and essential supplementary ma-
terials. It is advisable for the pupils to take shorthand notes on
the material presented in this unit and to transcribe them as outside
assignment work. These may be compiled in the form of an office
manual and referred to throughout the course.
D. Content.
1. Class Organization.
a. Home assignments will be given daily from the textbook or
supplementary materials, consisting of both study and appli-
cation.
b. Class recitations and discussions will be held on home assign-
ment work.
c. Class demonstration and lecture will be employed whenever
needed to assist the pupils.
d. Laboratory periods will be regularly scheduled for pupil ap-
plication of skills and knowledges. Laboratory work will
include (1) projects done by the entire class, (2) projects
done by assigned groups, and (3) projects done by individual
pupils.
e. Guests who can contribute interest and worthwhile materials
will be invited to participate occasionally.
f. Field trips, planned and supervised, will be fitted into the
course when practicable.
2. Class Management.
The pupils should be given an understanding of the function of
the teacher and the place and responsibility of the pupils in this
setup.
Courses of Study 91
a. Responsibility of the pupils when working as a class unit.
(1) Cooperation.
(2) Alertness.
(3) Initiative.
(4) Respect for opinions of others.
b. Responsibility of the pupils when working in assigned groups.
(1) Cooperation.
(2) Assuming individual responsibility.
(3) Leadership development.
(4) Ability to follow instructions.
(5) Promptness.
(6) Accuracy.
(7) Initiative.
(8) Working without close supervision.
(9) Consideration for others in the group.
c. Responsibility of the pupil when working individually.
(1) Initiative.
(2) Fairness.
(3) Promptness.
(4) Responsibility.
3. Equipment.
a. Explanation of tables, storage cabinets, and repositories for
completed work. If this equipment is labeled, the pupils
will more readily adapt themselves to the proper use of it.
b. A tour of the office laboratory should be made to point out
machines, trade names, and to explain the purpose of each.
c. Filing equipment reserved for pupil supplies and completed
jobs should be pointed out and their general use explained.
If filing equipment is available for practice sets, this should
be briefly explained.
d. Assignment of sitting space and storage space should be
made at this time.
e. Care of equipment should be emphasized.
4. Supplies.
a. Furnished by school.
( 1 ) Quality and quantity of supplies will depend on individ-
ual school setup.
(2) Care and economy should be stressed.
(3) Allocations of supplies to individuals should be done at
this time.
b. Furnished by pupil.
(1) Quantity and quality of supplies will depend on particu-
lar situation.
(2) If possible, all supplies needed for the first semester
should be itemized by the teacher and the pupils given a
specified time in which to secure these.
(3) It is suggested that a list of the required supplies be
mimeographed and given to each pupil. This sheet can
be used as a running inventory record throughout the
semester.
(4) Responsibility for these supplies must be established in
each pupil.
E. Testing.
Since this is not to be considered a teaching unit, no testing should
be done. However, the degree of the pupil's success in the course
will depend on how much he benefits from this unit. It includes
information that will be used by the pupils throughout the course.
92 Curriculum Guide and Courses of Study in Business Education
Unit II. Requirements of the Office Worker.
A. Purpose.
To present to the pupil the varied and numerous duties and traits
required in office work, and to arouse in the pupil a desire to acquire
the necessary skill and information to enable him to become a suc-
cessful office worker.
B. Time.
This unit should follow immediately after Unit I and should be
covered in one or two class periods, depending on the amount of
detail the teacher considers necessary.
C. Procedure.
The teacher in the role of office manager should inform the pupils
of the duties and traits required in the various office tasks. A mim-
eographed outline might be employed to advantage or the pupils
could be required to take shorthand notes on the material presented
and transcribe them for home assignments in outline form. This
recorded information should be added to that assembled through
Unit I to become a part of the pupil's office manual.
D. Content.
1. Duties.
a. Machines. To acquaint the pupils with trade names and
functions of the following:
(1) Dictating, transcribing and shaving machines.
(a) Dictaphone.
(b) Ediphone.
(c) Soundscript.
(d) Stenotype.
(e) Conference recorders.
(2) Duplicating machines.
(a) Mimeograph.
1) Stencils.
2) Mimeoscope.
3) Styli.
(b) Gelatin processes.
1) Ditto.
2) Hectograph.
(c) Fluid process.
(3) Computing.
(a) Adding.
(b) Calculating.
(4) Mailing.
(a) Postal scales.
(b) Moisteners.
(c) Letter openers.
(d) Time stamp.
(e) Addressograph.
(5) Typewriters.
(a) Long carriage.
(b) Vari-typer.
(c) Electric typewriters.
b. Other duties.
A brief explanation of what is included in:
(1) Incoming mail.
(2) Outgoing mail.
(3) Taking dictation.
Courses of Study 93
(4) Transcription.
(5) Typewriting.
(6) Composing letters.
(7) Filing.
(8) Telephoning.
(9) Sending telegrams.
(10) Proofreading and revising.
(11) Meeting and dealing with people.
(12) Finances and bookkeeping.
(13) Clerical duties.
(14) Services for employer.
(15) Care of the office.
(16) Using reference materials.
2. Personal qualities.
The following traits were named as essential to the office
worker by 50% or more of the employers contacted in one
study: 1
Accuracy Personal pleasantness
Dependability Personal appearance
Intelligence Speed
Responsibleness Reticence
Courtesy Adaptability
Initiative Businesslikeness
Interest in work Neatness
Judgment Memory
Tact
b. Conduct.
Toward the company.
Toward superior officers.
Toward co-workers.
Toward subordinates.
Toward clientele.
Toward the public.
E. Testing.
Formal testing is not recommended for this unit. However, the
information presented in this unit will gradually become more
meaningful to the pupils and they will be taught many phases of
this Unit in following units.
Unit III. Dictation and Transcription.
A. Purpose.
To improve the pupils' technique in taking dictation and transcrib-
ing, and to develop the ability to meet business standards of quality
and quantity in the production of letters and other business papers.
B. Time.
Since taking dictation and transcribing is one of the major duties
of the secretary, every pupil should be given practice in this activity
two days per week throughout this course.
C. Procedure.
The teaching of transcription has been described under another
section of this publication. If these standards have not been taught
in connection with second-year shorthand, they must be taught in
this class.
If sufficient typewriters are available, it is desirable to direct some
1 W. W. Charters and Isadore B. Whitley, Secretarial Duties and Traits, p. 47
94 Curriculum Guide and Courses of Study in Business Education
dictation and transcription to the class as a whole. This would be
the best procedure to follow if the above techniques must be taught.
However, it is more practicable to dictate to assigned groups and as
much as possible to individual pupils, since this condition is more
in keeping with an actual office situation. This would mean that
other members of the class would be working on various types of
projects, that varying degrees and types of activity would progress
during the dictation and transcription, and that some interruptions
would occur. Dictation to individual pupils has many advantages and
would be worked into the routine of the class as frequently as pos-
sible.
As mentioned previously, every pupil should be given some dicta-
tion and transcription practice two days out of every week through-
out this course.
D. Content.
All material dictate*? for transcription should be in form and con-
tent comparable to that given in an office. It should be given in a
manner very similar to an office situation, some smooth dictation,
some dictated in a conversational manner, and some interrupted
dictation.
Dictation should cover:
1. Letters.
(a) The letters should vary in length and difficulty and cover a
a wide sampling of businesses.
(b) The dictation should include in addition to complete letters,
some projects where the secretary is responsible for insert-
ing or verifying certain facts and figures.
(c) It is advisable to include some dictation of follow-up series.
(d) Occasionally the dictation should contain errors, some of
which the dictator recognizes and corrects in the course of
dictation; it becomes the responsibility of the secretary to
detect and correct any additional errors.
(e) At least one carbon copy should be made and practice should
be given in making several carbon copies.
(f) Each letter dictated should be proofread, necessary correc-
tions made, and presented to the proper authority for sign-
ing. The secretary should be responsible for taking care of
enclosures and disposing of the original and carbon copies.
2. Other business papers.
Dictation and transcription projects should include some prac-
tice in preparing such business papers as:
(a) Office and interoffice memoranda.
(b) Instructions and announcements to employees.
(c) Minutes of meetings.
(d) Conference reports.
(e) Fill-ins for letters.
(f) Filling in forms.
(g) Material to be tabulated,
(h) Items for newspapers.
E. Testing.
The pupil's accomplishment and progress are measured by quan-
tity and quality of the finished product. Credit should not be given
for any paper that is not usable. It is suggested that a point system
be set up similar to that used by some offices in which the unit of
measurement for base pay is the number of lines transcribed.
Courses of Study 95
Unit IV. Typewriting.
A. Purpose.
To improve the pupil's techniques in the performance of office
typewriting tasks.
B. Time.
If the rotary plan is not used, this unit should be introduced early
in the course and the typewriting activities distributed throughout
the course in sequences to correlate with the unit involving particu-
lar aspects of typing. In the rotation plan typewriting normally
precedes the filing unit.
C. Procedure.
If sufficient typewriters are available, an all-class typewriting
project should be given occasionally. However, the major part of
the typewriting work should be completed through assigned groups.
D. Content.
1. The pupils should be taught to care for the typewriters properly.
2. Typewriting technique should be reviewed and improved through
continuous application.
3. Short cuts and "tricks of the trade" should be introduced as the
pupils progress.
4. Typewriting projects should include:
a. Typing of cards.
b. Typing of various letter styles.
c. Quantity production of envelopes.
d. Typing of multiple copies.
e. Typing of tabulated material.
f. Typing of outlines.
g. Typing of manuscripts — footnotes,
h. Typing from rough drafts.
i. Typing of bills, statements.
j . Typing of name lists.
k. Typing of fill-in letters.
1. Typing of fill-in paragraphs.
m. Composition of letters in the typewriter.
n. Typing of statistical and graphic material.
E. Testing.
The pupils' accomplishment and progress is measured on the same
basis as in the dictation and transcription unit.
Unit V. Reference Books.
A. Purpose.
To acquaint the pupil with the varying sources of reference mate-
rial and to enable him to locate quickly and efficiently needed in-
formation.
B. Time.
The earlier this unit is presented, the more opportunity the pupils
will have to get practice in applying learning.
C. Procedures.
A home assignment should be made to cover the textbook mate-
rial related to this unit. Additional information can be secured in
class by teacher presentation and pupil study of supplementary
96 Curriculum Guide and Courses of Study in Business Education
material. Discussion and directed practice in the use of the various
reference books are essential. The most used reference books will
be found in the library, and these also can be included in the as-
signed projects. At least one project should be completed for each
of the classes of reference books listed under Content.
D. Content.
This unit should include the following reference books:
1. Reference books on English.
a. Dictionary.
b. Style books and secretaries handbooks.
c. English grammars.
d. Synonyms and antonyms.
e. Books on quotations.
2. Reference books on business firms and people.
a. City directories.
b. Trade and business directories.
c. Professional directories.
d. City, state, and congressional directories,
c. Lists of prominent persons.
f. Credit information.
3. Books of facts.
a. World Almanac.
b. Atlas.
c. Book of Knowledge.
d. Encyclopedias.
e. Catalogues.
4. Guides.
a. Postal.
b. Railway.
c. Hotel.
5. Etiquette.
a. Business.
b. General.
6. Public Library references.
a. Government publications.
b. News items.
c. Magazine articles.
d. Catalogues of books.
E. Testing.
Pupils will be tested on the content of this unit for knowledge of
sources of reference information and for ability to find information.
Completion or matching tests could be employed to determine the
pupils' ability to choose the correct reference book for certain items
of information.
To measure the pupils' efficiency in getting the information from
the reference books, a list of questions calling for specific informa-
tion to be located and reported within a specified time might be used.
Unit VI. Filing.
A. Purpose.
To enable the pupils to file business papers rapidly and accurately
according to a standard system and to find such papers quickly.
Coukses op Study 97
B. Time.
The unit on filing may be fitted into the schedule of the class at
any time. Amount of time spent on this unit would depend upon
whether or not a practice set were used and whether or not the
teacher found it advisable to give projects in all the systems or the
most frequently used systems.
C. Procedure.
1. It is recommended that a filing practice set be used for this unit.
If the rotary plan is used, only a minimum number of filing boxes
need be purchased, but a complete set of the papers must be
available for every pupil in the class.
2. The secretarial practice textbooks usually contain filing informa-
tion and appropriate projects for this unit.
3. Pupils may be given some experience in filing by keeping their
completed filing material in some systematic fashion.
4. Pupils might profit from field trips through the filing department
of some local concern.
D. Content.
1. Methods of filing.
a. Alphabetic.
b. Geographic.
c. Subject.
d. Numerical.
2. Complete filing routine.
a. Inspecting.
b. Reading correspondence.
c. Coding.
d. Cross referencing.
e. Preparing follow-ups.
f. Indexing and sorting.
g. Indexing and filing.
3. Miscellaneous pointers.
a. Guide cards.
b. Cross references.
c. Out guides.
d. Index cards.
e. Tickler file.
f. Polders.
(1) Labeling.
(2) Placing in the cabinet.
(3) Removing from the cabinet.
g. Papers.
(1) Releasing.
(2) Placing in the folders.
(3) Removing from the folders,
h. Motion saving techniques.
(1) Rough sorting and resorting.
(2) Handling and fanning.
(3) Rhythmic bodily coordination.
(4) Eye-hand movements.
4. Types of filing equipment (containers).
a. Spindle file.
b. Docket file.
c. Box file.
d. Plat file.
98 Curriculum Guide and Courses of Study in Business Education
e. Clip file.
f. Vertical file.
g. Card file.
E. Testing.
If a practice set is employed, a standard test is available covering
the work.
Any test given on this unit should measure the pupils' ability to
file papers properly and to locate such papers quickly.
An objective test might be used for purposes of determining the
pupils' familiarity with filing terms, types of equipment, and filing
systems.
Unit VII. Mail.
A. Purpose.
To acquaint the pupils with the techniques involved in the han-
dling of incoming and outging mail and to give them practice in
performing as many mailing routine tasks as possible.
B. Time.
This unit could fit ijito the class at almost any time. It is closely
related to transcription and typewriting, since letters and other busi-
ness papers produced in such units can be used for projects in this
unit.
C. Procedure.
1. Textbook and supplementary assignments should be made on
information related to this unit.
2. Projects should consist of actual performance of the mailing
routines connected with both incoming and outgoing letters.
3. An employee of the local post office might contribute worth-
while information to this unit.
4. Pupils would enjoy a conducted trip through the local post office,
when the post office regulations permit such visitation.
D.
Content.
1.
Incoming mail.
a. Opening and sorting.
b. Dating and timing.
c. Routing.
d. Special memos.
e. Disposal of the letter.
2.
Outgoing mail.
a. Signing.
b. Checking enclosures.
c. Folding and inserting.
(1) Small envelopes.
(2) Large envelopes.
(3) Window envelopes.
d. Sealing.
e. Stamp affixing.
f. Disposal of carbon copies.
3.
Classes of mailing.
a. Classification.
b. Rates.
c. Weight limit.
4.
Additional postal services
Courses of Study 99
a. Special handling.
b. Special delivery.
c. Registered mail.
d. Insured mail.
e. Parcel post.
f. C. O. D.
g. Mail orders,
h. Tracing mail,
i. Air mail.
j . Foreign mail.
E. Testing.
As in the other units, the pupils' information can be measured ob-
jectively by various types of tests. Tests involving judgment choices
can be devised for some phases by describing a situation and asking
the pupil to indicate what selection he would make or what action
he should take. Since repetitive routines for skill building are of
less importance to the pupil than this first experiences in some mail-
ing procedures, it is not desirable to formulate measurement of all
performance. A general estimate of the pupil's proficiency can be
judged by the way he expedites the various mailing procedures.
Unit VIII. Duplicating.
A. Purpose.
To familiarize pupils with the various methods of duplicating
business papers and the techniques peculiar to each method; to
develop skill in producing duplicate copies by the most commonly
used methods.
B. Time.
This unit can be fitted into the class schedule at any time. It
might be mentioned, however, that whether or not the rotary plan
is used, it is advisable to alternate the activity units with the study
units.
C. Procedure.
1. Home assignments should be made on related material in the
textbook and available supplementary references.
2. Bulletin board material, machine instruction manuals, and dem-
onstrations on the various machines are often made available
by machine companies.
3. Projects should be completed on all machines in the laboratory.
4. Teacher demonstrations should be given on the machines avail-
able for pupil use.
5. It is recommended that the form letter be taught in connection
with the duplicating machines.
D. Content.
Only machines found in most offices and most likely to be in the
office practice laboratory are outlined here for teaching. However,
other available machines should be treated in the same manner if
the teacher thinks it advisable.
It is recommended that each pupil be requested to complete at
least three projects on each machine taught. Projects should in-
clude turning out jobs on full-size and irregular-size sheets of paper,
ordinary-weight and heavy-weight paper, and postal cards.
100 Curriculum Guide and Courses of Study in Business Education
It was recommended under Procedures that the form letter be
taught in this unit. Therefore, projects should include production
of form letters both complete and those in which fill-ins are required.
Also, the pupil should be given some practice in working fill-in
paragraphs into duplicated material.
1. Mimeograph.
a. General information concerning this method of duplication,
equipment needed, number of copies that can be produced.
b. Stencil and type cutting.
(1) Plan the work.
(2) Clean the type.
(3) Place cushion sheet between stencil and back sheet.
(4) Insert stencil in the typewriter.
(5) Set the typewriter for stencil cutting.
(6) Type the stencil.
(7) Correct the errors.
(8) Proofread the stencil.
c. Mimeoscope.
(1) Uses.
(2) Tools.
d. Running the job on the mimeograph.
(1) Inking the machine.
(2) Attaching stencil to the drum.
(3) Operating the counting device. >
(4) Operating the hand feeding device.
(5) Operating the automatic feeding device.
(6) Adjusting the placement.
(7) Blocking out undesirable material on the stencil.
(8) Operating the slip sheet device.
(9) Removing the stencil.
e. Miscellaneous points.
(1) Cleaning the stencil.
(2) Filing the stencil.
2. Ditto Duplicator.
a. Preparing the master copy.
(1) Special paper, carbon or ribbon.
(2) Making corrections.
b. Running the job.
(1) Fastening master copy to gelatin roll.
(2) Feeding the machine.
3. Other duplicating machines.
To be taken up in the same manner as the mimeograph and
ditto machines if they are available for pupil use.
a. Hectograph.
b. Multistamp.
c. Direct process duplicators.
d. Multigraph.
e. Multilith.
f. Multifex.
g. Dupligraph.
h. Cardograph.
E. Testing.
The pupil's achievement is measured by the quality of his product
and the amount produced. Some of the projects may be rated by
known standards established for similar or equivalent office duties.
In other projects the teacher may have to set up tentative standards
for rating the pupil's production.
Courses of Study 101
Unit IX. Machines.
The standard typewriter and the duplicating machines have been in-
cluded in separate units. This unit will include other machines which a
secretary might be called upon to operate occasionally and which are most
likely to be found in school laboratories.
A. Purpose.
To acquaint the pupil with office machines and to teach him to
operate such machines. It is not intended that the pupil become
proficient in their operation.
B. Time.
This unit can be fitted into the class schedule at any time. Amount
of time spent on the machine unit will depend on the degree of pro-
ficiency the teacher considers desirable.
C. Procedure.
1. Home assignments can be given on textbook and supplementary
materials related to this unit.
2. Teacher demonstrations should be given before the pupils prac-
tice on any of the machines.
3. The teacher should make use of manuals and instruction books
distributed by machine manufacturers.
4. Local machine representatives might be invited to give additional
information and demonstrations on their particular type of ma-
chine.
5. Each pupil should complete sufficient projects on each of these
machines to become acquainted with the techniques of operation.
D. Content.
1. Dictating machine.
It is recommended that the pupil become acquainted with the
mechanism, use, and care of this machine, whether or not he has
practice in actually dictating to the machine.
2. Transcribing machine.
a. The pupils should be taught the mechanism, care, and use
of this machine, and correct techniques in operating it.
b. Each pupil should be required to transcribe at least three
cylinders.
c. The nature and amount of the material transcribed should be
comparable to that an office worker would be expected to
transcribe.
3. Shaving machine.
a. The pupil should be taught the mechanism, care, and use of
this machine.
b. Practice in shaving cylinders is essential.
c. The pupil should develop a "utility" degree of skill rather
than mastery.
d. Pupils should also be taught, in connection with these ma-
chines, the care and storage of cylinders.
4. Adding machines.
a. Pupils should be taught the mechanism, care, and use of
the machine.
b. The different types, listing and nonlisting, ten-key and full-
key, electric and hand-driven, should be familiar to the pupil.
10 2 Curriculum Guide and Courses of Study in Business Education
5. Calculating machine.
a. The pupils should be taught the mechanism, care, and use of
the machine.
b. The pupils should have practice in adding, subtracting, mul-
tiplying and dividing on this machine.
c. Pupils should be aware of the fact that there are electric and
hand-operated models.
6. Other machines.
The pupils should at least know the trade names and the uses
of other machines, and be able to recognize the various machines.
The pupil should be given opportunity to manipulate any of the
following machines that are in the laboratory.
a. Electric typewriter.
b. Vari-typer.
c. Bookkeeping machines.
d. Interoffice communication device.
e. Switchboard.
f . Cash register.
g. Mail machines.
(1) Envelope opener.
(2) Envelope sealer.
(3) Stamp affixer.
(4) Postage meter,
h. Check writer.
i. Automatic time stamps.
j . Addressograph and graphotype.
E. Testing.
Since acquaintance rather than proficiency is the aim of teaching
this unit, the pupil will not be judged by job-requirement standards.
His operational skill can be rated for quality and quantity in com-
parison with the performance of other pupils on the same machine,
or rated on a point system devised by the teacher. His information
can be measured objectively. Matching for identifying machines or
noting their distinguishing characteristics and functions can be
adapted as a practical recognition test for the machines in the lab-
oratory.
Unit X. Telegraph.
A. Purpose.
To give the pupil information regarding the use of the telegraph
in business, and to acquaint him with terms and forms used.
B. Time.
This unit can be given at any time.
C. Procedure.
Home assignments and class discussion of textbook and supple-
mentary information should be related to this unit. Pamphlets for
use by the telegraph company should be obtained for reference.
Sample forms should be secured and used as bulletin board material,
and if available in quantity amounts used by the pupils for their
projects.
Original and textbook projects should be required to apply the
information acquired through this unit.
Courses of Study 103
D. Content.
1. Classification of messages, rates applicable, basic number of
words, special uses.
a. Straight telegram.
b. Day letter.
c. Night letter.
d. Greetings.
e. Tourate and reservations.
f. Code.
g. Cablegram,
h. Radiograms.
2. Special telegraph services for business, relative costs, and how
obtained.
a. Serial messages.
b. Automatic telegraph-transmitter recorder.
c. Timed wire service.
d. Teleprinter.
e. Telautograph.
3. Miscellaneous services, costs, and how obtained.
a. Transmitting money.
b. Messenger and errand service.
c. Clock services.
d. Telephone answering.
e. Delivery report.
f. "Repeating-back" service.
4. Terminology.
a. Filing telegrams.
b. Transmitting telegrams.
c. Code.
d. Cipher.
e. Reversed cable code.
f. Verifying.
5. How to construct a telegram.
a. Mark type of service wanted on the telegraph blank.
b. Word the message so it is clearly understood.
c. Avoid contractions and abbreviations.
d. Spell out "east," "west," "south," "north".
e. Do not count punctuation marks as words.
f . Never divide a word by a hyphen at the end of a line.
g. Indicate method of payment on the telegram blank.
h. Consult telegraph company for latest rates, services, and
regulations.
6. Carbons and confirmations.
a. Three copies are generally required. Additional copies may
be needed.
b. A set of blanks with carbon inserted should be kept ready
for typewriting.
c. Confirmation copy should be mailed as soon as possible after
the message is filed.
7. Words counted.
a. Only words in the body of the message are counted.
b. One signature is sent free.
c. Names of cities, states, and countries made up of two or
more words are counted as single words.
d. Abbreviations of single words count as whole words.
e. Common abbreviations or trade terms are counted as single
words.
f . Initials are counted as words.
104 Curriculum Guide and Courses of Study in Business Education
g. Figures are counted at the rate of one word for every five
characters,
h. A decimal point, comma, fraction mark or dash counts as
one figure in a series of figures.
i. In groups of letters and figures, each unbroken sequence of
five or fewer figures is counted as one word.
8. Methods of placing a telegram.
a. Directly from an office of the telegraph company.
b. By telephone.
c. By messenger boys and call boxes.
d. By tie lines.
E. Testing.
Objective tests might be used for measuring the pupils' knowledge
of classes of telegraph service, terminology, words counted, and
other informational material. The pupils' ability to construct tele-
grams can be measured through their projects.
Unit XI. Transportation.
A. Purpose.
To give the pupil information about different methods of trans-
porting goods and people, and to develop the pupil's ability to apply
this information in making decisions relating to transportation
problems and in performing routine tasks connected with different
methods of transportation.
B. Time.
This unit could be fitted into the course at practically any point.
Amount of time spent on the unit will depend on the needs of the
pupils and to some extent upon local conditions.
C. Procedure.
1. Home assignments can be given on textbook and supplementary
matter related to this unit.
2. Projects may be simple or elaborate, and range from the sending
of a telegram for a hotel reservation to a complete itinerary
calling for the use of reference books, making decisions, and
attending to all details of the complete trip; or from typing a
bill of lading to selecting the method of shipment, preparing in-
voices and labels, and attending to correspondence in connection
with the shipment.
3. Projects for this unit should be a combination of home assign-
ment work and class laboratory work.
D. Content.
1. Transportation of goods.
a. Methods.
(1) Freight.
(2) Railway express.
(3) Parcel post.
(4) Truck.
(5) Boat.
(6) Airplane.
b. Business forms specific to each method.
c. Restrictions as to size, weight, distance, time, and other
factors under each method.
d. Rates and services of the various methods.
Courses of Study 105
e. Preparation of goods for different methods.
f. Terminology peculiar to each.
2. Transportation of people.
a. Methods.
( 1 ) Private car.
(2) Bus.
(3) Railroad.
(4) Boat.
(5) Airplane.
b. Services and rates of each method.
c. Sources of travel information.
d. Purchasing tickets and making travel reservations.
e. Cancellation and redemption of tickets.
f. Itineraries.
g. Insurance for travel,
h. Hotels.
(1) Sources of information.
(2) American vs. European plan.
(3) Making reservations,
i. Travelers' funds.
(1) Travelers' checks.
( 2 ) Letters of credit.
(3) Others.
E. Testing.
Objective tests, completion, matching, multiple choice tests may
be used to measure the pupil's knowledge of different methods of
transporting goods and people and his judgment in choice of meth-
ods of transportation.
As a result of pupil application of knowledge acquired in this unit,
the projects can be rated according to teacher-formulated criteria.
Unit XSI. Telephone.
A. Purpose.
To acquaint the pupil with telephone services, and good telephone
procedure.
B. Time.
This unit can be fitted into the class schedule at any time.
C. Procedure.
Home assignments and class discussion should consist of material
related to this unit in the textbook, telephone directories, and avail-
able pamphlets distributed by the telephone company.
Specimens of telephone instruments may be obtained from the
local telephone office for use in teaching this unit. Telephone desk
aids, such as telephone memo forms, indexes of frequently called
numbers, long-distance timers, and other simple devices might be
brought to the class by pupils.
D. Content.
1. Types of telephones.
a. Manual.
b. Dial.
2. Types of calls and relative costs and services.
a. Long distance.
(1) Person to person.
(2) Station to station.
b. Local.
10 6 Curriculum Guide and Courses of Study in Business Education
3. Telephone technique and manners.
a. Voice.
b. Enunciation.
c. Courtesy.
d. Conciseness.
4. Uses of the phone.
a. Business.
b. Personal.
5. Incoming calls.
a. Answering.
b. Taking messages.
c. Transferring calls.
d. Terminating the call.
6. Outgoing Calls.
a. Looking up numbers in directories.
b. Indexing frequently called numbers, and using the index.
c. Getting numbers through information service.
d. Initial contact with party answering the call.
e. Kinds of messages.
(1) Calling a person for someone else to talk to.
(2) Calling to deliver a message or to obtain information for
another person.
f . Placing a long-distance call.
g. Terminating the call.
7. Other services.
a. Time of day.
b. Weather reports.
c. Emergency calls.
d. Accepting and reversing charges.
e. Three-way conferences.
E. Testing.
Since this is mainly an information unit, objective testing of
knowledge acquired is recommended.
Unit XIII. Meeting Callers.
A. Purpose.
To give the pupils information that will enable them to meet,
classify, and work with office callers.
B. Time.
This unit should come near the end of the series.
C. Procedure.
Home assignments and class discussions on textbook and supple-
mentary material should be directly related to this unit.
D. Content.
1. Classes of callers.
a. Those who have regular business contacts with the office.
b. Those who come infrequently or perhaps only once, having
legitimate business reasons.
c. Those who have legitimate reasons for visiting the office, but
who do not come upon matters directly associated with the
business of the office.
d. Those who have reasons for coming that are not of benefit
to the business.
2. Recognizing and directing callers.
a. Use of names and familiarity with callers interests is advis-
able.
Courses of Study 107
b. Personal feelings must be put into the background, and all
callers treated with proper consideration,
c Desired information should be secured quickly and indirectly
from known and unknown callers with no loss of time m
directing callers to specific parties,
d. When it is necessary to refuse requests for information or
conferences, this should be done in a courteous manner.
3. Building company good-will through every contact.
a. Be courteous.
b. Be pleasant.
c. Be prompt.
d. Be definite.
e. Be helpful.
f. Be personally interested.
g. Be alert in applying good psychology in every individual
situation.
Unit XIV. Job-Getting.
A. Purpose.
To give the pupil information and techniques that will enable
him to locate prospective jobs, construct letters of application, and
carry on personal interviews.
B. Time.
This unit should be done last in the series.
C. Procedure.
Home assignment and discussion of textbook and supplementary
material should be directly related to this unit.
Pupils should rate themselves by means of personality rating
charts. Personnel officers of local business concerns might be in-
vited to talk to the class and conduct a typical interview. Projects
should consist of preparation of true letters and data charts. Criti-
cisms and suggestions for improvement should be given to each
pupil.
D. Content.
1. Inventory of qualifications.
a. Abilities.
b. Traits.
c. Work experience.
d. Specialized training.
2. Sources of information regarding jobs.
a. School placement service.
b. Friends.
c. Employment agencies.
d. Business personnel officers.
e. State and federal employment services.
f . Classified advertisements.
g. Others.
3. Letters of application and data sheet.
a. Preliminary considerations.
(1) Specific job should be in mind.
(2) Probable requirements of the job should be considered.
(3) Requirements of the job and qualifications of the indi-
vidual should be compared.
b. Securing permission from references to use their names.
c. Planning the letter.
108 Curriculum Guide and Courses of Study in Business Education
(1) Introduction.
(2) Sequence of points.
(3) References.
(4) Request for interview.
(5) Closing.
d. Typewriting the letter.
(1) Kind of stationery.
(2) Condition of type and ribbon.
(3) Mechanical form.
(4) Avoidance of erasures.
(5) Proofreading.
e. Preparation of data sheet.
(1) Personal information.
(a) Name.
(b) Address.
(c) Telephone number.
(d) Age.
(e) Nationality.
(f ) Church affiliation.
(2) Schooling
(3) Experience.
(4) Special qualifications.
(5) References.
f. Follow-up.
(1) Second letter.
(2) Telephone.
(3) Personal call under certain conditions.
(4) Recommendations from additional references.
g. Interview.
(1) Mental plan.
(a) Review requirements of job.
(b) Review qualifications.
(c) Determine selling points.
(2) Mental rehearsing of the planned interview.
(3) Dress and grooming.
(4) Locating the employing officer.
(5) Waiting in the outer offices.
(6) Entrance into the conference room.
(7) Introductory remarks.
(8) Presentation of qualifications.
(9) Asking clarifying questions.
(10) Omitting or postponing mention of salary.
(11) Request for future contact.
(12) Closing the conference.
(13) Exit.
h. Follow-up thank-you contacts.
(1) To interviewing officers.
(2) To references.
(3) To sources of notification about the position.
Fill-in Home Assignment Topics to be Distributed Throughout
the Course:
1. Review of acceptable abbreviations in business writing.
a. Titles.
b. States.
c. Business terms.
2. Review of writing of numbers.
3. Review of writing of proper names and titles and correct salu-
tations.
4. Review of letter styles; including second-page headings.
Courses of Study 1° 9
5. Review of business forms and their use.
6. Discussion of desirable personality traits.
7. Review of short cuts and "tricks of the trade."
8. Review of tasks required of office workers.
9. Collection of sample forms, picture illustrations, and business
papers related to the work of the class.
10. Study of specialized business vocabularies.
11. Composition of original letters.
12. Proofreading exercises.
13. English drills including spelling, punctuation, syllabication, and
hyphenation.
SHORTHAND
First-year
OVERALL OBJECTIVES.
To lay the foundation in training of pupils for stenographic positions
open to high school graduates. This foundation should include:
1. Mastery of shorthand theory.
2. Ability to take practiced and new-matter dictation.
3. Ability to transcribe meaningful copy in longhand.
4. Introduction of transcription at the typewriter.
5. Integration of shorthand skill with English knowledge.
6. Development of businesslike habits, attitudes, and interests.
7. Development of desirable personality traits.
FIRST-SEMESTER OBJECTIVES.
1. To complete the theory of Gregg Shorthand as nearly as possible.
If Functional Method materials are used, it is recommended that one
lesson a day be covered in conformity with Gregg Shorthand Teacher's
Handbook, allowing time during second semester to make up for periods
lost because of schedule irregularities.
2. To develop the pupil's ability to read from printed shorthand plates
accurately and rapidly.
3. To develop the pupil's ability to recognize sounds, to record in short-
hand the sounds he hears, to read his shorthand notes rapidly and
accurately, and to transcribe meaningful copy.
4. To develop the pupil's ability to take dictation of practiced matter
at no less than 60 words a minute for a minimum period of three
minutes and to transcribe his notes meaningfully.
5. To introduce the pupil to connected new-matter dictation, consisting
mainly of brief forms, phrases, and simple words, at 40 words a
minute for a minimum period of three minutes, to be transcribed
meaningfully.
6. To lay the foundation for transcription at the typewriter.
110 Curriculum Guide and Courses of Study in Business Education
SECOND-SEMESTER OBJECTIVES.
1. To develop further the pupil's mastery of shorthand theory through
the use of an all-shorthand textbook based on the Functional Method.
2. To develop automatic responses in writing brief forms and special
forms.
3. To develop the pupil's skill in taking dictation of practiced matter
at no less than 80 words a minute for five-minute periods, and in
transcribing it with attention to meaning.
4. To develop the pupil's skill in taking new-matter dictation at no
less than 60 words a minute for five-minute periods and in transcrib-
ing it with attention to meaning.
5. To lay the foundation for taking untimed dictation comparable to
actual office dictation.
6. To develop a broader shorthand vocabulary and general vocabulary
through the introduction of varied dictation matter.
7. To improve the pupil's performance in transcription skills.
8. To integrate shorthand skill with English knowledge, stressing spell-
ing, capitalization, punctuation, syllabication, sentence structure,
diction, etc., as related to the pupil's transcripts.
9. To encourage the development of businesslike habits, attitudes, and
interests.
10. To encourage the development of desirable personality traits and a
pleasing appearance.
11. To develop in the pupil a critical attitude toward his own work.
TEACHER AND PUPIL SUPPLIES.
A stop watch or a watch with a sweep hand is essential. Earlier recom-
mendations in the section on Equipment specify a cabinet with lock for
the teacher's supplies and a storage cabinet for supplementary books,
magazines, and class supplies. The teacher's desk supplies should include
a variety of aids for the orderly handling and recording of pupils' papers:
e.g., a dating stamp, stapler, rubber bands, clips, file baskets or trays,
and filing folders.
The following magazines should be in the shorthand room: Gregg News
Letter, The Gregg Writer, The Business Education World. The following
Gregg books should be available to the teacher:
1. A Course of Study for Teaching Gregg Shorthand by the Functonal Meth-
od by Louis A. Leslie.
2. Gregg Shorthand Teachers Handbook, Functional Method by Louis A.
Leslie.
3. Word and Sentence Drills for Gregg Shorthand by Mark I. Markett.
4. Dictation for Beginners by Edith V. Bisbee.
5. Dictation for Transcription by Charles E. Zoubek.
6. Dictation At In-Between Speeds by Charles E. Zoubek.
7. 200 Takes for Building Shorthand Speed by Charles E. Zoubek.
8. Progressive Dictation by Lillian Grissom Wilson.
9. Rational Dictation Studies by Edward J. McNamara and Charles E.
Baten.
Courses of Study 111
10. Short Business Letters for Dictation by Walter L. Gross.
11. 5,000 Most-Used Shorthand Forms by Gregg.
Pupils should have in addition to the textbook, shorthand notebooks
with rubber bands, pens and pencils, shorthand dictionaries, typewriter
erasers, and paper for transcription.
CLASSROOM MANAGEMENT.
1. The seating arrangement should take into consideration the physical
differences of the pupils, such as height, vision, and hearing.
2. A seating chart will enable the teacher to check the roll accurately
and rapidly without taking class time.
3. The teacher should assume the responsibility for making necessary
adjustments to regulate temperature, ventilation, and lighting of the
classroom.
4. The procedures of the classroom should be comparable to those in
office situations.
5. From the first day the teacher should require strict observance of
directions given in regard to: (a) entrance with a quiet and businesslike
manner, (b) taking seat immediately, (c) getting supplies ready to begin
work.
6. The teacher's attitude toward and practice of good businesslike habits
in the classroom should set the example for the pupils.
7. A planned method of collecting and distributing papers saves time
and avoids confusion.
PROCEDURES AND TECHNIQUES.
Certain teaching procedures and techniques are essential components
of the content of the learning blocks in shorthand, and are therefore de-
scribed in connection with the subject matter outline for each block.
General procedures for first-year shorthand are the following:
1. The pupils should be either reading shorthand or writing shorthand
throughout the class period.
2. Every pupil, regardless of his ability, should have an opportunity to
participate in each day's recitation.
3. Teacher demonstration should be used frequently, but not beyond
the point of learning. In writing on the blackboard, the teacher should
be mindful of the importance of large clear symbols that may be easily
seen by all the pupils.
4. Discussions of theory should be discouraged.
5. No emphasis need be placed on vowel markings to differentiate
sounds.
6. The order of the presentation of the drills on the blackboard should
vary from that in the textbook.
7. A rapid pace should be set for all individual and concert reading.
8. As pupils read from the printed shorthand, the teacher should walk
around the room to be sure that they are reading from the plates instead
of from the key. Some kind of check should be made to see that pupils
have not written longhand words over the shorthand outlines.
112 Curriculum Guide and Courses of Study in Business Education
9. When a pupil cannot read an, outline, he may spell it. If, after
spelling the outline, he still cannot read it, he should be prompted.
10. When new principles are introduced, their application should be
illustrated with words that are within the comprehension of the pupil. If
unfamiliar words are used, they should be denned.
11. Constant use should be made of the brief form and phrase charts
in the back of the Functional Method Manual, Part Two.
12. Class activity should change frequently to avoid monotony. Not
more than 5 to 10 minutes should be spent on any one activity at a time.
13. Pupils should not be asked to attempt the writing of new outlines
before they have achieved skill in writing known outlines.
14. Pupils should be encouraged to refer to the shorthand plates as
often as necessary during dictation of practiced material.
15. The content of dictation material should be sufficiently varied to
hold the interest of the pupils.
16. Preciseness of outlines should not be demanded.
17. Overtesting should be avoided.
SUBJECT MATTER OUTLINE.
Block I — Assignments 1 to 20.
The first 20 assignments are devoted to developing skill in reading from
shorthand plates. In some classes copying of shorthand plates may be
introduced prior to Assignment 21 if the pupils indicate a desire and show
a readiness for writing. No writing should be done by pupils until the
teacher has demonstrated correct writing techniques on the blackboard.
All first attempts in writing should be under close supervision.
The first 20 assignments should be directed so as to include:
A. Teacher explanation of what shorthand actually is and the relation-
ship of shorthand skill and English knowledge.
B. Teacher explanation of the text book and the proper use of the key
in reading shorthand plates, both in classroom and homework. Special
emphasis should be given to finger control in following reading material
in plates and key simultaneously.
C. Teacher blackboard presentation of theory, impressing upon the
pupils the saving of time resulting from writing by sound.
D. Teacher explanation of the terms "brief forms," "phrases," and
"special forms," and their importance to shorthand skill.
Throughout the first 20 assignments the class period should include:
A. Teacher blackboard presentation of a new theory in the day's assign-
ment, as follows:
1. Teacher writes the first outline on the board, spelling the outline
for the class and then pronouncing the word as a whole.
2. Pupils spell and pronounce the word in concert.
3. Teacher writes remainder of words on the board, one at a time, and
pupils spell and pronounce each word without assistance.
4. When the word list is completed, the teacher should use pointer and
have individual and concert reading of blackboard drill, as he points
to items, varying order.
Courses of Study 113
(a) All drills should be left on the blackboard until the end of the
period, and reviewed if class time permits.
(b) It is advisable to place words on the blackboard in an order
different from that of the textbook.
B. Teacher blackboard presentation of brief forms in the day's assign-
ment as follows:
(a) Teacher writes each brief form, spelling it for the pupils.
(b) Pupils spell and pronounce each brief form in concert immed-
iately.
(c) Teacher conducts review of all preceding forms after presenting
each new form by having pupils go back and read in concert the
preceding forms.
(d) Teacher points at random to brief forms, gradually increasing
the speed of the pointer, and pupils read individually or in
concert.
C. Individual and concert reading of word lists, phrases, and sentences
from previous asignments in the textbook.
D. Individual reading from shorthand plate in the day's assignment.
1. It is not necessary to read the entire assignment. If each pupil
reads one or two sentences, the teacher has sufficient check on
achievement.
2. A sampling of sentences from various parts of the plate should
be made, rather than selection of just the first part or the last part
to be read.
3. It is advisable to call on pupils in varying order, rather than alpha-
betically or by seating arrangement.
E. Review of blackboard drills of words, brief forms, and phrases, with
individual and class responses in accelerated speed of recognition with
each review.
F. Five to fifteen-minute periods of longhand transcription from short-
hand plates.
G. Attention directed to points of English such as spelling, punctuation,
and sentence structure as they occur in plate material.
Block II — Assignments 21 to 39.
If writing has not been previously introduced, it should be introduced
with Assignment 21. (See Teacher's Handbook, p. 90, for procedure.)
Throughout these assignments, the instruction should be directed toward
increasing the pupil's shorthand vocabulary, improving and speeding up
the pupil's ability to read shorthand, developing the pupil's ability to take
practiced dictation at a higher rate, and improving the pupil's techniques
in longhand transcriptions.
A. Concert and individual reading of blackboard drills and textbook
word lists and plates in the day's assignment.
B. Supervised drills in copying from practiced plate materials.
1. From the introduction of writing, stress should be placed on always
reading the shorthand before copying it.
2. Emphasis should be placed on writing instead of drawing outlines.
3. Attention should be called to the importance of proper tools and
their arrangement and use; some stress should also be placed on cor-
rect typewriting techniques.
114 Curriculum Guide and Courses of Study in Business Education
C. Supervised drills in writing practiced material from dictation with
books open.
1. Pupils should be encouraged to gradually decrease reference to the
plate while writing.
2. This early dictation should be at a rate sufficiently fast to prevent
drawing of outlines, but sufficiently slow to enable the weaker
pupils to get it.
D. Reading from pupil's own notes, stressing rapid and meaningful
reading rather than word-for-word recognition.
E. Introduction of longhand transcription of pupils own notes, stress-
ing the importance of various points of grammar as they occur.
1. Pupils should be encouraged to read through their notes before
transcribing.
2. Pupils should be encouraged to transcribe meaningful copy from
the beginning.
3. Pupils should be encouraged to develop habits of orderliness and
neatness in all transcription work.
Block III — Assignments 40 to 83.
Throughout these assignments, emphasis should be directed toward in-
creasing and improving the pupil's skill in taking dictation of practiced
material and transcribing it in acceptable form. During this period of
time:
A. Complete the shorthand theory.
B. Automatize the use of brief forms, phrases, and special forms.
C. Introduce new-matter dictation. If the pupils are ready, some dic-
tation of new matter may be introduced prior to assignment 70. (See
Teachers' Handbook, p. 60, for procedure in introducing new-matter
dictation.)
1. Previews of difficult outlines should be given.
2. Early dictation material should be in the form of connected matter
and consist mainly of brief forms and phrases.
3. Early dictation of new matter should be at a rate sufficiently fast
to prevent the pupils from drawing outlines.
4. Early dictation should be for short periods of time — one to three
minutes.
D. Make use of blackboard demonstration to develop in the pupil the
proper writing techniques.
E. Combine speed development and the teaching of analogical word be-
ginnings and endings by alternating Assignments 54 to 68. (See Teacher's
Handbook for procedure.)
P. Transcription at the typewriter should be introduced as soon as the
pupils have achieved sufficient skill and technique in shorthand and type-
writing. The pupils should have supervised drills in transcribing from
shorthand plates and then be carefully directed into transcription of their
own notes.
Courses of Study 115
Block IV — Second Semester.
The second semester teaching procedure and textbook material should
follow the general pattern set up in the first semester. The techniques
introduced in the first semester should be developed to a higher degree of
efficiency. The theory covered in the first semester should be mastered,
and the standards set up for first semester work should be raised as the
pupils progress in the textbook materials and as they are given opportunity
for additional practice. Adaptation of suitable supplementary dictation
matter is important in the second semester. During the second semester,
shorthand skill, typewriting skill, and English knowledge should be inte-
grated so as to lay a strong foundation for the pupil's work in second-
year shorthand.
Throughout the second semester the teaching procedures and subject
matter should be designed for:
A. Review of shorthand theory.
1. Systematic presentation of words covering all principles, with
stress on developing ability to write longer and more difficult
words. Analogical word beginnings and endings should be fre-
quently reviewed.
(a) Shorthand outlines may be placed on the blackboard for
concert and individual reading drills.
(b) Groups of words in the textbook may be used for familiar
reading practice.
(c) Teacher may dictate a wide range of words and have pupils
transcribe.
2. Automatic review provided in each days reading and writing
home asignment.
(a) This would consist of reading and copying from 600 to 800
words of connected matter.
(b) Emphasis should be placed on the importance of reading all
shorthand material before it is copied.
(c) Pupils should be encouraged to get the meaning out of the
material as they read.
3. Frequent review of brief forms, special forms, and phrases.
(a) Charts in the back of Functional Method Manual, Part II,
should be used for automatization of brief forms and
phrases.
(b) Mimeographed lists of special forms or textbook groupings
of such forms should be employed to increase pupils' ability
for rapid recognition and correct writing.
B. Increase shorthand vocabulary.
1. Reading and copying of 600 to 800 words of related matter on a
variety of subjects should be a part of daily home assignment
work.
2. Dictation of business material should contain a wide range of
vocabulary.
3. Use of dictionary by pupils to look up new words encountered in
daily assignment.
C. Increase speed and accuracy in taking practiced matter dictation
for longer periods of time.
1. Such dictation should consist of material containing many brief
forms, simple words, and phrases, since its main purpose is in-
crease of speed.
116 Curriculum Guide and Courses of Study in Business Education
2. Repeated dictation of the same material at increasingly higher
rates of speed should be given until a dictation speed is reached
that is beyond the pupils' present shorthand writing rates.
3. The length of the dictation should be gradually increased to
establish endurance and to develop in the pupil the ability to
carry words in his mind.
4. It is desirable to have pupils read back only samples of this
speed-building dictation.
D. Increase speed and accuracy in taking new-matter dictation for long-
er periods of time.
1. Previews of the more difficult outlines should be given.
2. New-matter dictation should be rich in vocabulary content and
gradually increased in difficulty.
3. Repeated dictation on a pyramid basis should be employed for
speed building. The teacher dictates in half-minute and minute
spurts, repeating the dictation until the pupils can write it at a
high rate of speed, then combining the selections into one five-
minute take.
4. In order to develop the pupil's ability to take dictation for sus-
tained periods of time, the teacher should gradually increase the
length of dictation, progressing from simple material to more
difficult material.
E. Further lay the foundation for transcription.
1. Transcription in longhand.
(a) Prom the beginning of new-matter dictation, the pupil should
transcribe the major portion of such dictation. Emphasis
should be placed on neatness, accuracy, acceptable form, and
the application of English knowledge. Sound work habits
should be developed.
(b) The pupil should be made aware of the fact that techniques
established in longhand transcription carry over to tran-
scription at the typewriter.
2. Transcription at the typewriter.
(a) As soon as the pupils have achieved proficiency in longhand
transcription and sufficient typewriting skill, they should
be introduced to transcription at the typewriter.
(b) At least two periods a week should be devoted to transcrip-
tion at the typewriter.
(c) Transcription at the typewriter, although a combination of
skills, is a new and separate experience to the pupils. There-
fore, it must be closely supervised by the staorthand teacher.
(d) Early transcription lessons should consist of transcription
of shorthand plates with emphasis on reading thought groups
first and then typewriting them. Proper punctuation marks
and spelling of difficult words should be discussed before
typewriting the material.
(e) The ability to detect errors and make acceptable corrections
should be developed by emphasizing the proofreading of
transcripts and correct techniques in erasing and inserting
letters.
(f) These early periods of transcription are mainly for the pur-
pose of laying a sound foundation for transcription skill in
second-year shorthand. Therefore, it is important to review
Courses of Study 117
letter forms, make carbon copies, improve typewriting tech-
niques, and in general, have every transcript prepared in a
manner acceptable to business. The development of tech-
niques essential to skill in transcription should be the major
objective.
TESTING.
A. Functions of testing first-year shorthand are to determine:
1. Rate and accuracy of recognition of shorthand outlines.
2. Rate and accuracy of reading related matter.
3. Rate and accuracy of writing practiced matter.
4. Rate and accuracy of writing new-matter dictation.
5. Rate and accuracy of transcribing practiced-matter dictation.
6. Rate and accuracy of transcribing new-matter dictation.
7. Rate and accuracy of writing brief forms, special forms, and
phrases.
8. Ability to produce mailable transcripts.
B. Types of tests.
Block I (Assignments 1-20).
Testing during this block is discouraged. (See A Course of Study for
Teaching Gregg Shorthand by the Functional Method and Gregg Short-
hand Teacher's Handbook, Functional Method.) By close daily observa-
tion, the teacher can determine whether or not the pupil has covered
his assignment and can estimate his achievement. However, if it
is necessary to determine grades for administrative purposes, the
following types of tests are suggested:
1. Board recognition tests.
(a) Teacher places 10 or 15 outlines on the blackboard, selected
from former assignments. Pupils transcribe these words
in longhand.
(b) Teacher directs pupils to word lists in former assignments
and pupils transcribe these words in longhand within a
stipulated time.
Evaluation of pupils' achievement. Such tests may be checked on
the basis of the percentage of outlines correctly transcribed, but
preferably rated only as high, average, or low.
2. Longhand transcripts of related matter from shorthand plates in
former assignments.
(a) Teacher places several sentences on blackboard selected
from one or more plates. Pupils transcribe these sentences
within a time limit.
(b) Teacher directs pupils to certain sentences in the textbook
and pupils transcribe these sentences within a time limit.
Evaluation of pupil's achievement. These tests may be graded on
the basis of either the number of actual words correctly tran-
scribed, or the number of sentences transcribed accurately. Here
also, a rating of high, average, or low should be sufficient.
3. Oral reading tests.
(a) Teacher directs pupils to specific related matter in former
assignments and pupils read individually.
Evaluation of pupils' achievement. Teacher rates pupil's fluency in
reading as high, average, or low.
Note: (1) As the pupils progress through Block I, the standards
for these tests should be gradually raised.
118 Curriculum Guide and Courses of Study in Business Education
(2) Testing should not be stressed and the objective can be
accomplished through any day's routine procedure after the
teacher rates in some systematic manner the pupil's participation
in classwork.
Block II (Assignments 21-39).
Tests for Block II are similar to those suggested for Block I.
Standards for each test should be raised as the pupils learn more
shorthand.
1. Occasionally pupils may be asked to transcribe within a specified
time, short portions from their homework notes.
2. Pupils may be given short periods of dictation from the day's
assignment, with textbooks open, transcribing their notes within
a specified time.
Evaluation of pupils' achievement. These tests can be scored on
the basis of the amount transcribed and the degree of accuracy. It
is still advisable to rate pupils as high, average, and low.
Block III (Assignments 40-83).
Types of tests suggested in Blocks I and II are continued, and
standards are raised in accordance with pupils' progress. After
Assignment 70 simple new-matter dictation is introduced, and tran-
scription of such dictation may be included in the testing program.
1. The new-matter dictation for testing purposes should be in the
form of connected matter and based on Chapters III and IV of
the textbook.
2. The more difficult outlines should be previewed before the dic-
tation is given.
3. The pupil should be given a time limit in which to transcribe his
notes.
4. The transcript only should be checked for grading purposes.
Evaluation of pupil's achievement. These tests can be graded on
the basis of number of words transcribed and degree of accuracy.
As the pupils have more practice in taking new-matter dictation, the
rate and duration are raised accordingly.
Block IV.
The emphasis in testing in Block IV should shift to the transcrip-
tion of new-matter dictation. Tests suggested in Blocks I, II, and III
should be used occasionally with standards raised in accordance with
the pupils' progress. The pupils should be tested for automatization
of brief forms, special forms, and analogical word beginnings and
endings.
1. Transcription tests.
(a) Verbatim transcriptions of timed dictation material.
(b) These tests should be of five-minute duration and at the
highest rate at which the majority of the pupils are writing.
(c) The material dictated should be within the ability of the
pupils.
(d) The transcription only should be graded.
(e) A 98% accuracy rate should be considered passing.
(f) The tests should be transcribed at the typewriter after the
introduction of this technique.
(g) Words omitted, substituted, or transposed should be con-
sidered errors. Major errors in punctuation, capitalization.
Courses of Study 119
and spelling should be penalized. If the transcript is type-
written, typewriting errors should be penalized also Neat
erasures and other acceptable corrections should be per-
(h) Timed' dictation tests should be given for transcription at
least once a month. .
(i) If practicable, rate of transcription may be considered a
part of a pupils grade. However, this should be set at a
very low level— 10 or 15 words a minute, depending on the
amount of transcription practice the pupils have had.
m The GREGG NEWS LETTER takes may be used or the takes
found in DICTATION AT IN-BETWEEN SPEEDS.
2. Mailable copy tests.
(a) These tests should consist of three or four letters of approx-
imately 60 to 100 words dictated at a rate that is 10 words
below the new-matter writing speed of the majority of the
(b) Alfcorrectable errors must be corrected and although words
may be changed, the meaning of the letter must not be
nit pypfl
(c) Since only mailable transcripts are acceptable, a point or
bonus system might be most practicable for grading.
fd) If it is practicable to take into consideration the rate or
transcription, 10 words a minute should be considered sat-
isf SiCtorv
(e) Such tests should be given twice a month during the last
half of the second semester shorthand.
Second Year
OVERALL OBJECTIVE.
To apply the pupil's skill in shorthand, typewriting, and the mechanics
of English in the production of transcriptions acceptable to business.
SPECIFIC OBJECTIVES.
1. To continue the review of shorthand theory.
2 To have the pupils read and copy daily 600 to 700 words of printed
shorthand from an all-shorthand textbook based on Functional
Method.
3. To develop further the pupil's ability to take new-matter dictation:
a Third semester minimum goal: 80 words a minute for five min-
utes with all matter transcribed with an accuracy rate ot at
least 98%. „
b Fourth semester minimum goal: 100 words a minute for five min-
utes with all matter transcribed with an accuracy rate ot at
least 98%.
4. To develop further the pupil's ability to take dictation and transcribe
for sustained periods of time.
5. To improve further the pupil's typewriting skill in typing from
shorthand stimulus.
6. To develop further the pupil's ability to apply mechanics of the
English language.
7. To teach the pupil to use the dictionary and other reference ma-
terials.
8. To develop the pupil's skill in performing all operations involved in
producing an acceptable transcription, such as making carbon copies,
120 Curriculum Guide and Courses of Study in Business Education
addressing envelopes, proofreading, and making unnoticeable cor-
rections.
9. To develop the pupil's ability to produce mailable transcripts:
a. Third semester: short business letters dictated at variable rates
from 60 to 80 words a minute and transcribed at a minimum rate
of 15 words a minute.
b. Fourth semester: short business letters dictated at variable
rates from 60 to 80 words a minute and transcribed at a mini-
mum rate of 18 words a minute.
10. To introduce the pupil to extemporaneous dictation simulating that
of the businessman.
CLASSROOM PROCEDURES.
In directing the learning of second-year shorthand, the teacher should:
1. Encourage pupils to read all shorthand plates before copying and to
reread them as they copy.
2. Leave previews, phrase drills, and theory drills on the blackboard,
returning to them for rapid recall before the end of the period.
3. Have pupils read aloud in class only a small part of the material
dictated for speed building.
4. Alternate writing and reading drills to avoid fatigue.
5. Dictate all related material in logical thought phrases, gradually
increasing the length of the phrases so as to develop in the pupil
the ability to carry words in his mind.
6. Have practically all dictation material in the form of letters.
7. Constantly increase the amount and frequency of transcription.
8. Give a considerable amount of untimed and irregular dictation.
9. Adapt procedures toward making the classroom work comparable to
office situations, gradually developing in the pupils the ability to
work without specific direction and supervision.
10. Encourage the pupils to develop habits of neatness and orderliness
in their work.
11. Train pupils to organize their materials for quick, effective use,
particularly the notebook, pen, stationery, carbon paper, eraser, and
eraser shield.
12. Make dictionaries and other reference materials available during
transcription, and encourage pupils to use them in solving their own
problems.
13. Train pupils to proofread every transcript and develop the ability
to make sensible corrections.
14. Give pupils some experience in transcribing "cold notes."
15. Alternate verbatim transcribing with mailable-copy transcribing.
16. Conduct transcription work in a businesslike manner and require
quality and quantity standards comparable to actual business stan-
dards.
17. Develop in the pupils a sense of satisfaction in achieving work well
done.
Courses of Study 121
SUBJECT MATTER.
The subject matter presented and the teaching procedures employed in
second-year shorthand should be specifically selected and directed to accom-
plish two distinct and separate functions: first, to perfect techniques in the
taking of more difficult dictation at increasingly higher rates of speed for
increasingly longer periods of time; second, to develop transcription skill
comparable to business standards. These may be stated in terms of
teacher-imposed goals and job competency. Throughout the second year
of shorthand, materials used and procedures employed must operate simul-
toneously toward achieving these two goals. That is, the first semester
should not be limited to speed development and theory improvement and
the second semester should not be devoted entirely to transcription, but
each day's work should contribute to both of these goals.
As the pupils progress, an increasing proportion of class time should be
devoted to activities carried on in the typewriting room to develop tran-
scribing skill. Consequently, it is important that the second-year short-
hand class should be held in the typewriting room, or in an adjoining
room, for ready access to the typewriters. During the last month or two
the major part of every class period should be devoted to transcribing at
the typewriter.
For clarification in the following discussion of second-year shorthand,
the work is classified into two parts; namely, taking dictation and tran-
scribing.
A. Taking Dictation.
1. Reviewing Shorthand theory:
(a) GREGG NEWS LETTER Complete Theory Tests should be
dictated once a month for a review of all principles of Gregg
Shorthand. The pupils may transcribe orally or in longhand.
Later the teacher should place the correct outlines on the
blackboard.
(b) Daily home assignment practice should include writing of
500 to 800 words. Material must be read before it is copied.
Pupils should be encouraged to practice the more difficult
outlines before writing them as a part of related matter.
(c) Part of home assignment should be dictated during the class
period. For theory review purposes this dictation should
be at a rate within the ability of every pupil.
(d) New-matter dictation should consist of a wide variety of
words. For theory review purposes this dictation should be
given at a rate within the ability of every pupil. Difficult
outlines should be placed on the blackboard.
(e) Brief forms and phrases should be reviewed frequently
through use of the charts found in the back of FUNCTIONAL
MANUAL, Part II.
(f) Dictation material should contain many special forms and
analogical word beginnings and endings.
2. Increasing shorthand vocabulary.
(a) Daily home assignment practice should include new out-
lines. The pupils should circle new outlines as they read,
then write each outline several times before copying it.
Pupils should be encouraged to look up the meaning of
unfamiliar words.
(b) A large volume of new-matter material should be dictated.
This material should be carefully selected for wide and
varied vocabulary content. The more difficult outlines
122 Curriculum Guide and Courses of Study in Business Education
should be previewed,
(c) Word lists should be dictated occasionally. Pupils may be
required to keep a notebook for these outlines and directed
to review them from time to time as a part of home assign-
ment work.
3. Increasing rate of dictation.
(a) In order to keep pupils working for a speed higher than
their present speed, varying rates of dictation should be
given daily.
(b) It is desirable to continue increasing the rate of dictation
until it reaches the point where no one in the class can
take it.
(c) Short dictation periods of very simple material for one, two,
three minutes, at a rate 10 to 20 words beyond the pupil's
ability should be employed to force speed.
(d) Speed may also be forced by dictating spurts of a five-minute
take, repeating each one-minute take until the pupils get it
at the desired rate, then combining these spurts into one
five-minute take at the desired rate.
(e) Material dictated for speed building purposes only should
be simple and the pupils required to read back only small
portions.
4. Increasing difficulty of dictation.
(a) The amount of preview should be gradually decreased as the
pupils develop further the ability to form new outlines.
(b) The dictation of difficult content should follow review dic-
tation.
(c) In the dictation of difficult material, the rate of dictation
should be within the ability of all pupils at first and gradu-
ally increased to the rate of the superior pupils.
(d) The importance of "writing" and not "drawing" the more
difficult outlines should be stressed.
(e) Only material of practical value should be dictated.
5. Increased length of dictation.
(a) This should be done gradually as the pupils achieve greater
speed and accuracy.
(b) Longer periods of dictation, 10 to 15 minutes, should be
from practiced material at first.
(c) Emphasis should be placed on the importance of comfort-
able position, proper arrangement of equipment, and appli-
cation of good technique as an element in decreasing fatigue.
(d) Occasionally the entire period should be devoted to continu-
ous dictation to be transcribed as home assignment work or
next day's classwork. This should consist of a number of
letters, varying in length, dictated with only a slight pause
between letters.
(e) Long periods of dictation should be dictated at a rate below
the pupil's present speed level and consist of materials vary-
ing in difficulty.
(f ) It is advisable occasionally to have long periods of untimed
and irregular dictation comparable to an actual office sit-
uation.
6. Timed takes.
(a) In order to take care of individual differences, it is necessary
to dictate on at least two levels.
(b) The GREGG NEWS LETTER five-minute takes are sug-
gested for this dictation.
(c) Such takes should be dictated at least once a month to de-
termine the rate of the individual pupils.
(d) Only the transcription should be graded.
Courses of Study 123
(e) At least three takes should be passed on any one level before
the pupil is considered qualified at that rate.
7. Untimed and irregular dictation.
(a) Periods of untimed dictation should be employed throughout
the second year of shorthand, gradually increasing the
amount throughout the year.
(b) Occasionally interest and incentive may be added by having
a local businessman dictate to the class.
Transcribing.
Although transcription is actually a combination of skills and
knowledge familiar to the pupils, it is a new process to them and
must be taught through repeated demonstration, instruction, and
directed activity. The foundation for transcription should have
been laid in the first year of shorthand, but it should be taught
throughout the second year. Time spent on transcription should be
gradually increased as the pupil's progress increases. During the
last two months, the entire time should be devoted to dictation and
transcription.
1. Transcription should include:
(a) Transcription from plate material.
(1) It is recommended that pupils be introduced to tran-
scription on familiar practiced plate material.
(2) Simple matter for introductory transcription periods
should be selected, preferably from Functional Method,
Part I, gradually increasing the difficulty of the ma-
terial.
(3) From the beginning, all matter should be in the form
of letters, very short ones at first, gradually increasing
length of the letters and period of transcription as
pupils become more familiar with the techniques of
transcription.
(4) It is desirable that pupils read and copy matter as home
assignment work without mention of fact that it is to
be transcribed later at the typewriter.
(5) Pupils should read material in concert so that all words
will be known.
(6) Pupils should read individually the same material and
consider marks of punctuation, and writing in long-
hand any words with unusual spelling.
(7) Pupils should place papers in the typewriters, after a
review and brief discussion of correct technique. The
placement of copy should also be reviewed.
(8) As preparation for this first transcription period, pupils
should be instructed as to necessary equipment and
supplies and be responsible for coining to class pre-
pared.
(9) Either as home assignment or through class discussion,
pupils should review letter styles, forms of punctuation,
letter placement, parts of the letter.
(10) Teacher should tell pupils the number of words in the
letter and give exact machine settings, place to start on
the sheet, for the first few transcription exercises.
(11) It is recommended that pupils be given inside address,
appropriate closing information and any other details
necessary to set up the letter in complete form.
(13) Duplicate copies should be required on practically all
work; consequently, review of handling carbon is es-
sential.
124 Curriculum Guide and Courses of Study in Business Education
(14) Before typing the first word, pupils should be directed
to type always thought groups and not to do word-for-
word typing.
(15) The pupils should read the first sentence or logical
thought group, type this; read next logical group, type
this, through the first short letter.
(16) Pupils should check their work carefully. The teacher
should discuss any necessary points and give sugges-
tions for improvement.
(17) The pupils should retype the same letter, this time
striving for perfection.
(18) Work should be required to be in mailable form from
the first; therefore, erasing and other means of making
corrections should be reviewed.
(19) This procedure should continue for 2 or 3 transcription
periods, under close supervision.
(20) Transcription assignments should include more diffi-
cult plates and longer letters. Detailed direction should
be gradually diminished, and the pupils should learn to
judge the number of words and set the machine accord-
ingly.
(b) Transcription from own notes.
(1) It is recommended that these first notes be on practiced
matter.
(2) The same steps that were listed for plated transcription
should be followed, but with less emphasis on review
on typewriting techniques.
(3) Short and simple letters should become a part of the
new-matter dictation with a gradual increase in the
difficulty and length of the transcription.
(4) Class checking is recommended for most transcription
work so that pupils may receive practice in proofread-
ing and have an opportunity to discuss errors and be
given suggestions for improvement.
(5) Habitual use of the dictionary and other reference
books should be encouraged.
(6) If time permits, articles and business reports may be
dictated for transcription, but only after pupils have
become proficient in producing letters.
2. Requirements in transcription should be based on:
a. Three to five-minute dictation periods on practiced and new-
matter material.
b. Five-minute dictation periods on timed material at the pu-
pil's highest present writing rate.
c. Five to fifteen-minute dictation periods of untimed and irreg-
ular material given at a rate below the pupil's level of timed
dictation.
d. Transcription of "cold notes".
3. Transcription should be graded on the following bases:
a. Verbatim transcription of timed takes at the pupil's highest
dictation level with an accuracy rate of at least 98%, with
a minimum transcription rate of 18 words a minute.
b. Mailable copies of 3 to 5 letters, ranging in length from 100
to 200 words, dictated at a rate below the pupil's level of
timed dictation, with a minimum transcription rate of 12
words a minute.
TYPEWRITING
This course of study is based upon the assumption that typewriting
instruction is limited to one period a day for one year. The scope of this
course incorporates many of the objectives, learnings, and activities fre-
Courses of Study 125
quently found in a second-year typewriting course. (See item 12 on
page 12.)
OVERALL OBJECTIVE.
Pupils should develop the ability to use the typewriter as a writing tool
and to use it freely, as they would use a pen or pencil. 1
SPECIFIC OBJECTIVES.
During the first semester, pupils should:
1. Master the keyboard, including figures and special characters.
2. Master typewriting techniques: the correct stroke; good, healthful
position; manipulation of parts, especially shifting and carriage throws;
and operation of the machine continuously with control.
3. Develop proficiency in care and cleaning of the machine; changing
the ribbon; and becoming accustomed to reporting the necessity for
adjustments.
4. Find errors on their own copy and know correct forms of spacing,
punctuation, syllabication, and sentence structure.
5. Place simple business letters on the page correctly and center titles
correctly on the page.
6. Form work habits that will enable them to produce usable copies on
the first attempt.
7. Attain a "responsible attitude toward starting the day's work
promptly, working steadily, holding to high standards of performance, the
measuring of achievement, and the eliminating of errors. 2
During the second semester, pupils should:
1. Produce a reasonable amount of usable work in a specified time.
2. Make neat erasures and type multiple copies.
3. Type original material on the typewriter as it is composed.
4. Apply the rules of form to more complex situations than they en-
countered during the first semester.
5. Set up and use common business papers such as balance sheets,
invoices, and payrolls.
6. Plan and type simple tabulations and type letters in various styles —
block, semi-block, and indented.
TYPEWRITING EQUIPMENT.
Recommendations for equipment appear earlier in this report. The
discussion here pertains to the utilization of equipment to effect good
teaching.
1. Lighting: Sufficient lighting will do as much to raise the standards
of typewriting performance as any other one factor. The war training
programs require from 50 to 100 foot-candles of light on the copy, yet the
amount of light in some typewriting rooms is not more than 15 foot-
candles. The local power company will measure the light in the class-
room and make suggestions for improving.
J W. F. Freck and L. F. Newell, "Trends, Aims and Objectives of High School Typing,"
Balance Sheet, April, 1945, pages 306-308.
2 Clyde W. Humphrey and Marion Lamb, "Evaluating Pupil Progress," The American Business
Education Yearbook, Vol. Ill, 1946, page 312.
126 Curriculum Guide and Courses of Study in Business Education
2. Typewriting Desks: Typewriting desks or tables should be sufficiently
high to insure that the hand and forearm slant at the same angle as the
typewriter keyboard. Most desks are too low and should be raised, possi-
bly by the use of adjustable cups under the desk or table legs. The height
of a typewriting desk should be governed by the sitting height of the
individual using it. Desks should be equipped with drawer to keep clean-
ing materials mentioned in item 9 below. Desks should be spaced so that
the teacher can get to each typist's side without disturbing other students.
3. Chairs. Chairs, too, should conform to pupil needs. They should be
purchased in two heights, 16 V 2 and 18 V 2 inches. Folding chairs should
not be used.
4. Machines: "While instruction is undoubtedly easier when all typewriters
are identical, pupils need practice on a variety of machines. Therefore,
it is recommended that a small high school include several makes of
machines. In the larger high schools, if first-year typewriting and secre-
tarial practice are taught in separate rooms, the machines for first-year
typewriting may be of one make. Widespread use of elite type in business
offices makes it necessary to train pupils in the use of the elite as well as
the pica type.
5. Demonstration Table and Machine: The teacher should be provided
with a demonstration typewriter and demonstration stand, even if it con-
sists of a rude box on the table.
6. Filing Cabinet: A filing cabinet should be available to keep pupils'
papers, instructional materials, and tests.
7. Adequate blackboard and bulletin board space is essential.
8. Other necessary equipment: Interval timer, pencil sharpener, stapler,
keyboard chart, unabridged dictionary, calendar, a cover and a cleaning
brush for each machine, typewriter oil and cleaning fluid or plastic clean-
er and dustcloths.
9. Additional recommended equipment: Copyholders, mimeograph or
liquid duplicator, paper cutter, scissors, desk trays for teacher's desk,
call bell, screw driver and pliers, lavatory with hot and cold water, Postal
Guide, and office style books.
CLASSROOM MANAGEMENT.
1. Each part of each period should be directed toward a definite goal
and this goal must be known by both teacher and pupils.
2. There must be a pleasant atmosphere in the classroom and an ab-
sence of an undue amount of tension.
3. At the beginning of the period pupils should enter the room in a
businesslike manner, clean and adjust their machines, assemble supplies,
and begin practice on warm-up drill without instruction before the class
is called to attention.
4. Short intensive drills on which concentrated effort is demanded
should be followed by brief periods of relaxation.
5. Pupils should be trained from the first day to handle their materials
in an orderly manner.
6. An established routine will expedite classroom procedure. Pupils
should be taught from the first to put their names on papers in a certain
Courses of Study 127
place, use paper release before removing paper from the machine, hand in
papers at a specified time and place, and center the carriage and cover the
machine when work is finished. The adopted routines should be thoroughly
understood and followed consistently.
7. Pupils should be trained to proofread every exercise (not drill)
before it is removed from the machine.
S. Drills should not be checked and graded, although they may be
collected for teacher inspection.
9. A cycle of drills designed to build speed and accuracy should be
maintained throughout the typewriting course. Some teacher-directed
drill should be a part of almost every typewriting period.
10. It should be thoroughly understood from the beginning that the
pupil should not toy with the machine while the teacher is giving instruc-
tions.
11. Homework assignments may be given in typewriting. These in-
clude: proofreading of work; planning tabulations; mastering subject
matter, such as parts of the business letter, rules of syllabication, and
rules for form and spacing.
12. The teacher may make use of the following time-saving devices in
connection with timed writings.
(a) Only 5 seconds should be allowed between one-minute timed
writings, and only the best paper should be checked.
(b) The pupil can construct a scale similar to the one below by writ-
ing the numerals 1 through 0, repeating to determine the length
of the line. If the student uses a machine with elite type, he
should prepare the scale on an elite machine; if the student
uses a machine with pica type, he should prepare the scale on a
pica machine:
123456789012345 6789012345678 90123456789012345 6789012345678 90
//////
10 20 30 40 50 60
(c) The following formula for computing net score on timed writ-
ings should be left on the blackboard for a few days.
Strokes -f- 5 — (errors x 10)
Number of minutes
(d) Short-cuts in computing gross-word rate:
For five minutes, multiply number of strokes by 4 and point
off two decimal places.
For ten minutes, multiply number of strokes by 2 and point off
two decimal places.
ADAPTING SUBJECT MATTER TO PUPIL INTERESTS.
1. Typing programs, stencils for the school paper, material for other
teachers or organizations is excellent practice as long as it serves as a
learning exercise.
2. The content of the tabulation and form work can be related directly
to the pupils' school activities, such as:
(a) Football schedules, lineups, and scores
(b) Names, addresses, and telephone numbers of the members of
the class
(c) Weekly scores on timed writings
128 Curriculum Guide and Courses of Study in Business Education
(d) Class schedules
(e) Schedules of club meetings, homerooms, etc.
PROCEDURES AND TECHNIQUES.
1. It is necessary for the teacher to give the learners the pattern of
the expert throughout his typewriting course. Teacher demonstration
saves time and accomplishes more than detailed explanations. In pre-
senting material the teacher should appeal to as many senses as possible:
sight, hearing, and feeling.
2. The teacher should plan and perforin the assignments before pre-
senting them to the class; otherwise unforeseen questions and problems
will slow up demonstrations.
3. After the teacher demonstrates, the pupils go through the operation
with the teacher in unison drill and then practice the routine while the
teacher observes. If necessary, the teacher redemonstrates, the pupils
practice in unison until the concepts are established; then the pupils work
individually.
4. As soon as possible the pupils should advance from the letter level
to the word level in typewriting. However, when a pupil finds a particular
word difficult, he should return to the letter level for that word.
5. Drills should be typed at a speed which is just below the point of
confusion and above slow, labored movements.
6. In analyzing pupil technique, the teacher should look for the follow-
ing weaknesses:
(a) Punching the keys with a shoulder stroke. Caused by stiffening
the arm or shoulder.
(b) Mashing the keys. Caused by pushing the key instead of hit-
ting it forcefully and releasing it at once. Another cause is
lack of understanding of the correct typewriting stroke.
(c) Giving a glancing or hesitant stroke. Caused by uncertainty of
fingering or improper position of the hand in relation to the
keyboard.
(d) Striking keys with the wrong part of the finger. Caused by
not keeping the fingers curved.
(e) Clashing two keys in the type basket. Caused by fingers de-
pressing guide keys instead of resting lightly on them and by
failing to release keys rapidly enough.
(f) Lifting the shoulders. Caused by inability to relax and let the
fingers do the work.
(g) Using too much arm, wrist, and hand movement. Caused by
inability to make isolated finger movements.
(h) Swinging the elbow out, especially on fourth-finger letters.
Caused by too rigid adherence to home row position.
( i ) Slamming the carriage against the left margin stop. Caused by
too forceful a motion or not releasing carriage return lever
soon enough.
(j) Fighting the machine. Caused by failure to relax and get a
rhythmic flow into the work.
(k) Shifting with second finger or with little finger while fist is
doubled under. Caused by insufficient specialized drill.
( 1 ) Typing high or low capital letters. Caused by not depressing
shift key hard enough or releasing too slowly.
(m) Looking up at the end of each line. Caused by lack of self-
confidence and insufficient unison drill.
(n) Not isolating the 4 elements which, for the individual typist, re-
quire special drill. Caused by inability to understand and use
best methods of practice.
Courses of Study
129
(o) Not using time-saving machine parts. The pupil does not check
margins before starting to work, uses the space bar for inden-
tions instead of the tabular key, does not use the paper release.
Caused by insufficient drill on these points.
7. The point of primary emphasis in the teaching of typewriting is the
development of control. Both speed and accuracy will follow when con-
trol is secured. Errors are symptoms, not diseases, and should be treated
accordingly.
8. If individual graphs are kept, the pupil can match his own progress
and develop correct techniques. A graph for recording speed and errors
on timed writings follows:
Graph for Minute Timed Writings
(Top line shows gross rate. Each line space represents one error.
Dote
Dote
Dote
line shows net rate.)
Dote Dote Dote
Date
Da»e
Bottom
Date
Advantages :
Pupil keeps his own graph.
Pupil can see improvement in rate by observing upward direction.
Pupil can see improvement in accuracy by observing width of the "black
ribbon."
CAUTIONS.
1. The good typewriting teacher is known by the talking he does not do.
2. Teacher demonstration is for learning purposes only. For the
teacher to type before the class to impress the class with his superior skill
is simply to waste time.
3. Work should be assigned to provide for individual differences. An
absolute minimum to be done before the pupil can pass on to the next part
of the work is required of the slowest learners. Additional amounts are
specified for the next highest grade, and so on. The work required of
pupils who expect the highest grade should be sufficient to keep them
occupied during the entire practice time.
4. The teacher should never become a distracting factor in the type-
writing room. Movement about the room should be held to the minimum
consistent with individual help. However, a teacher cannot develop tech-
niques by sitting at his desk. General instructions should be substituted
for individual instruction as much as possible.
130 Curriculum Guide and Courses of Study in Business Education
5. Subject matter is presented too slowly in most typewriting classes.
Not more than ten teaching periods should be used in presenting the key-
board, including the top row characters.
6. Time should not be wasted by asking meaningless questions about
pupil's records after timed writings.
7. During the first six weeks at least, the pupils' techniques and not
their product should be graded.
8. Unsupervised practice may do more harm than good.
9. The interest of the pupils should not be challenged by artificial situa-
tions. It is not desirable to play at business.
10. Teachers are prone to do too much testing in the typewriting class-
room. They should not test when they should be teaching.
11. The teacher should take a positive approach toward typewriting
skill building. The pupils should be "helped to improve" rather than
given negative criticism for poor technique.
SUBJECT MATTER OUTLINE.
Major emphasis during the first six weeks should be on developing strok-
ing techniques. If this is done, a gross stroking rate of 3 5 words a minute
should be achieved. After this standard is reached, situations involving
applications of basic techniques are introduced. Basic techniques will be
stressed throughout the remainder of the course during part of practically
every period.
Block I. Ketboard and Techniques.
1. Learning the keyboard, and developing good techniques of key-
stroking and machine manipulation.
(a) The keyboard is introduced.
(b) Planned drills are developed to build technique.
2. Mastering the basic rules applicable to typewriting form.
(a) Copying exercises are followed by dictation exercises in which
the rules are applied.
3. Strengthening basic techniques.
(a) Emphasis is placed on increasing the stroking rate and on de-
veloping control.
(b) Drill timings are progressively increased from one minute to
five minutes.
(c) Word-level typing is emphasized.
(d) Exercises in erasing and aligning material are introduced; and
crowding and spreading of letters, as well as reinserting* paper,
are practiced.
(e) Centering of material vertically and horizontally is taught.
(f) Machine« composition is introduced by having pupils type, in
complete statements, the answers to simple questions.
Block II. Typing the Business and the Personal Letter.
1. The use of the placement chart is taught as an initial aid. Later the
pupils learns to estimate letter placement.
2. The pupil is introduced to the various styles of business letters, but
his drill is concentrated on the typing of the most common style.
3. Addressing envelopes is taught.
4. The use of carbon paper is required.
Courses of Study 131
5. The personal letter is stressed; and after copying several such let-
ters, the student composes personal letters in response to specified prob-
lems.
6. Speed is stressed in letter writing. Timed writings on letters sup-
plement or replace timed writings on straight copy.
7. Production typewriting of cards and envelopes is taught, with speed
requirements to match job standards.
Block III. Learning to Tabulate.
1. Simple tabulations are followed by exercises requiring columnar
headings.
2. Materials relating to the pupils' everyday experiences are tabulated.
3. Exercises in tabulations are timed. Repetitive practice under time
on this type of material is desirable.
4. Considerable time is spent on developing facility in making the com-
putations necessary for tabulations.
5. Pupils should learn to tabulate unarranged material.
Block IV. Typing Manuscripts and Reports.
1. Experience is given in typing from longhand and setting up manu-
scripts with title pages.
2. Whether the typing of footnotes and bibliographies is included de-
pends on the known needs of the pupils.
3. Copying from simple rough draft is taught, but elaborate study of
proofreader's marks is omitted. Preparing minutes for club meetings
should be included.
4. Pupils should be encouraged to type themes and assigned work of
other subjects, and should be given recognition for such production. Car-
bon copies may be handed in for typewriting credit.
5. Typing of stencils is presented.
Block V (Optional). Completing Office Forms.
1. Form letters provide exercises in filling in addresses and specified
items of varying difficulty. (They may serve also as copy for repetitive
practice of individually typed forms for a mailing list project, or may be
the approach to stencil-typing activities.)
2. Telegrams are introduced.
3. Pupils are taught to complete prepared forms, such as statements,
notes, pay rolls, invoices, bills of lading, leases, and other simple contracts.
This should be more than a copying exercise. The pupil should be held
responsible for understanding the content and form of the paper pre-
pared.
Block VI. Integrating Typewriter Knowledge and Habits.
Units are introduced in which sustained skills are emphasized and in
which the pupils can follow through business transactions from their in-
ception to their completion.
SPECIMEN DRILLS.
Some applications of the techniques used in two teaching situations are
discussed below.
132 Curriculum Guide and Courses of Study in Business Education
Introducing the Keyboard.
It is suggested that the entire keyboard be presented in not more than
ten class periods. Instruction should be speeded up. Studies indicate
that classes spending longer than the suggested time on assignments do
not show greater proficiency than those following the time schedules.
Usually the letters are presented according to fingering — the first-finger
letters first because the f and j fingers are the strongest, most independent
ones, then the second-finger letters, followed by third-finger letters, and
finally the a and ;, which are operated by the weaker, little fingers. There
are two good reasons for this presentation. In the first place, it empha-
sizes the control finger, and the typist learns to think the correct fingering.
In the second place, it progresses from the easy controls to the difficult
ones.
On the first day the teacher demonstrates correct paper insertion and re-
moval. Pupils then practice with the demonstrator. As the teacher uses the
machine parts, he calls out their names while handling them; the pupils
then name them while they use the part. In this way the following parts
are taught: paper guide, paper table, cylinder knob, platen, paper-release
lever.
Home row position is then taught. The demonstrator places his hands
on the keys, calling attention to the fact that two keys are left in the mid-
dle between the hands. He calls out the left-hand letters, then the right-
hand letters. The pupils then name them. The teacher demonstrates
correct hand position — both the rest position and the work position. Pupils
assume the position. The teacher then looks to see that he has made the
correct reach, as he suggests that home is where we go when we are not
visiting, that home is where we go for rest and relaxation. The pupils
try the drill, first with the demonstrator and then individually, dropping
their hands to their laps several times and trying by kinesthetic sensation
to establish the location of home row and also correct hand position.
The teacher demonstrates the correct stroking of the first-finger letters
he wishes to introduce. As he strokes f five times, he calls out in clipped
syllables "f-1, 2, 3, 4," and repeats rapidly. The pupils hear as well as
see the correct stroke. They then imitate it. The teacher demonstrates
the position and action of the thumb in spacing. The pupils imitate. The
teacher calls out "frf space," as he types it rapidly, calling attention to
the fact that the finger, and not the hand, makes the reach. The pupils
type the drill with the teacher. In this way "juj and "jnj" are introduced,
and the pupils are ready to write the word "fur."
The teacher demonstrates writing "fur" twice, once slowly to make
clear what he is doing and then fast, in expert fashion. Between words
the demonstrator relaxes the wrists on the frame of the typewriter. The
pupils imitate and practice. The teacher demonstrates each new machine
part or operational technique (line-setting, warning bell, carriage return)
as it is called for in the lesson exercise. The pupils practice in unison
until they know what they are expected to do; then they practice individ-
ually to build proficiency.
The teacher then passes around the room, checking the techniques of
individual pupils and giving assistance where needed; he cannot teach
effectively and stay in the front of the room during all of the period. If
Courses of Study 133
he finds that pupils are not typing according to the pattern set, he redem-
onstrates, either at his own machine or at the typewriter of the pupil
whom he is helping. Of course, if he uses his own demonstration ma-
chine, more pupils are benefited, but it is possible that the entire group
may not require redemonstration.
These basic steps in teaching typewriting can be applied or adapted to
any drill situation.
Composition at Machine.
Pupils should begin to compose simple matter in a typing situation as
soon as their typing techniques are fairly well established. The teacher
may ask simple questions, requesting that the pupils answer them by
typing out complete sentences. Some questions may be:
1. What is your name?
2. Where do you live?
3. What courses are you taking in school?
4. What are your favorite sports?
5. What magazines or newspapers do you read?
A second type of drill may be introduced when the pupil is thoroughly
familiar with simple business letters. The pupil is given the details and
asked to compose a letter. For example: "Write to the John Doe Manu-
facturing Company, 222 South Main Street, Denver, Colorado, and order
22 baseball bats, medium weight, and ask them to bill the school. Remind
them that schools receive a discount of 25 per cent. Use the school name
as the company signature. The letter is to be signed by the principal."
The third type of drill is given when the pupil can be depended on to
use his own initative. He is given a duplicated letter and asked to com-
pose an answer to it.
TYPEWRITING TESTS.
Measurement of Achievement of Teacher-Imposed Goals.
Teachers have set up certain goals of achievement to be reached in
typewriting. Their tests for these are of two kinds. The first is the per-
formance test, as, for example, the ability to write 3 5 words a minute for
ten minutes with 5 errors or less, or the ability to change a typewriter
ribbon in a specified time. The second type of test is a test of knowledge
of good typewriting procedures, and the ability to apply the rules of good
English usage to a typewriting situation. Such a test would measure
pupils' ability to place commas in relation to quotation marks, ability to
divide words correctly at the end of a line, ability to use capitals correctly,
etc. The measurement of pupil achievement over a given period of time
should include both types of testing.
Attainment of these teacher-imposed goals does not represent the pupil's
vocational ability. The testing, however, contributes to the measuremnt
of his vocational ability by:
1. Measuring the achievement of the pupil periodically.
2. Giving the teacher a basis for determining how much progress may
be reasonably expected of each pupil.
134 Curriculum Guide and Courses of Study in Business Education
3. Laying the foundation for job competency tests, which should be
introduced as soon as possible.
Measurement of Job Competency.
The Business Entrance Tests, sponsored by United Business Education
Association and National Office Management Association, are designed to
measure job competency. Two published tests are available for measuring
job competency in typewriting:
1. The Business Entrance Tests sponsored by United Business Educa-
tion Association and the National Office Management Association.
2. Student's Typewriting Tests, formerly published by Typewriter Re-
search Bureau and Science Research Associates, revised by United Business
Education Association.
These consist of comprehensive, time-consuming tests which call for
scheduling outside the classroom period. Endurance, rather than spurt-
speed performance is measured. Since these tests are expensive, they are
usually administered only to pupils who stand a fair chance of passing
them. The testee is required to meet the same situation he would be
expected to meet as a typist. Given an assigned amount of work, he must
select paper suitable for each task, arrange the correct number of carbons,
erase, proofread, address envelope. In other words, to pass this type of
test the pupil must be time conscious, not only with respect to the act of
typing, but with respect to all the necessary decisions and actions that
go into producing acceptable work. Proficiency certificates are awarded
for successful performance on the tests.
Information concerning each of these tests may be secured from the
executive secretary of United Business Education Association, 1201 16th
St., N. W., Washington 6, D. C.
While it is not imperative that the teacher use the National Clerical
Ability Tests or other standard tests, it is important that he measure his
pupils' performance by office sandards on diversified tasks.
Tests over any specific asisgnment should be given as the assignment
is completed. It is suggested that the grading at the end of the first six
weeks be determined on the basis of two factors only: (1) ability to stroke
the keys with a gross speed of 3 5-40 words a minute, and (2) rating on
fundamental techniques. The following check list will aid in rating
techniques:
1.
Position before the machine.
2.
Feet on floor.
3.
Position of arms.
4.
Position of hands.
5.
Correct fingering.
6.
Control of space bar.
7.
Good stroking.
8.
Hinge motion in shifting.
9.
Carriage throw.
10.
Eyes on copy.
Courses of Study
135
Terminal standards are here suggested for first semester and second
semester:
Type of Test First Semester
Straight copy 25 words a minute net*
10 errors allowed on
10-minute timing
Second Semester
3 5 words a minute net*
6 errors allowed on
10-minute timing
Rough draft
15 minutes
Letters from
unarranged copy
30 minutes
15 words a minute
Erasing permitted;
penalty for uncor-
rected errors
Not recommended for
first semester
Addressing en- Not recommended for
velopes 30 minutes first semester
Stencils
40 minutes
Not recommended for
first semester
25 words a minute
Erasing permitted;
penalty for uncor-
rected errors.
Mailable letters:
3 150-word letters
with accompanying
addressed envelopes;
all errors must be
corrected.
50 mailable envelopes
2 double spaced 8% x 11
stencils from typewritten
copy
*Many textbook writers and other authorities prefer straight copy standards in gross words
and errors.
Part III
Sources of Help for the Business Teacher
FEDERAL AND STATE SERVICES TO BUSINESS TEACHERS
The Business Education Service of the United States Office of Educa-
tion cooperates with agencies engaged or interested in business training
programs, by providing bibliographies, abstracts of studies, and annotated
lists of free and low-cost publications of government agencies, business
organizations, and professional associations. Publications in business
education may be borrowed from the United States Office of Education.
The Business Education Service advises and assists state boards for
vocational education in organizing, administering, and improving dis-
tributive and office occupational programs. It functions also in inter-
preting federal policies and procedures. Teachers seeking specific in-
formation about business education may write to the Business Education
Service of the United States Office of Education and will receive personal
replies.
The State Department of Public Instduction, through the Division of
Instructional Service, makes inspection of the high schools of North
Carolina. The business teacher may receive suggestions on curriculum
and equipment from the State Department officials making the inspection.
Woman's College of the University of North Carolina conducts annual
conferences for business teachers of the State, usually featuring a busi-
ness education leader of national reputation. Conferences and institutes
for distributive education groups are sponsored jointly by the State De-
partment and Woman's College on the Woman's College campus. The
college is also the State sponsor of the Future Business Leaders of
America.
East Carolina Teachers College and the Graduate Center of the Con-
solidated University of North Carolina at Woman's College offer graduate
courses in business education for teacher improvement, certification, and
Master's degrees.
Coordinate with federal and State services to business teachers, United
Business Education Association, a Department of the National Education
Association, provides a continuing advisory service to business teachers
through an executive secretary. The office of the executive secretary is
maintained at 1201 16th St., N. W., Washington 6, D. C.
PUBLISHERS OF BUSINESS TEXTBOOKS AND BOOKS
FOR BUSINESS TEACHERS
Allyn and Bacon
11 East 3 6th Street
New York 16, New York
American Book Company
88 Lexington Avenue
New York 16, New York
Ginn and Company
Statler Building
Boston 17, Massachusetts
The Gregg Publishing Company
270 Madison Avenue
New York 16, New York
Sources of Help for the Business Teacher
137
Charles R. Hadley Company
Hadley Building
Atlanta, Georgia
D. C. Heath and Company
285 Columbus Avenue
Boston, Massachusetts
Henry Holt and Company
257 Fourth Avenue
New York, New York
J. B. Lippincott Company
521 Fifth Avenue
New York, New York
Longmans, Green and Company, Inc. South-Western Publishing Company
55 Fifth Avenue 201 West Fourth Street
New York 3, New York Cincinnati 2, Ohio
McGraw-Hill Book Company
330 West 42nd Street
New York 18, New York
Prentice-Hall, Inc.
70 Fifth Avenue
New York 11, New York
The H, M. Rowe Company
624 North Gilmer Street
Baltimore 17, Maryland
Science Research Associates, Inc.
228 S. Wabash Avenue
Chicago 4, Illinois
Lyons and Carnahan
76 Ninth Avenue
New York, New York
The Macmillan Company
60 Fifth Avenue
New York 11, New York
The John C. Winston Company
Winston Building
100 6-1022 Arch Street
Philadelphia, Pennsylvania
PERIODICALS FOR THE BUSINESS TEACHER
In addition to the periodicals published by the National Education Asso-
ciation and the North Carolina Education Association, the following pro-
fessional magazines are regarded as essential. The first four listings
contain articles of current interest on both administration and methods of
business education. Brief annotations indicate the distinguishing charac-
teristics of the other titles.
The Balance Sheet, The South-Western Publishing Company, 201 West
Fourth Street, Cincinnati 2, Ohio. Free to business teachers. Monthly
except July and August.
The Journal of Business Education, Trethaway Publishing Company, Inc.,
512 Brooks Building, Wilkes-Barre, Pennsylvania. Subscription rate: $2 a
year. Monthly except July and August.
Modern Business Education, a quarterly published by The Southern Busi-
ness Education Association. Membership in the Association ($1 a year)
carries a subscription to the magazine. Address A. J. Lawrence, University
of Kentucky, Lexington, Kentucky.
The Business Education World, The Gregg Publishing Company, 270 Mad-
ison Avenue, New York 16, New York. Subscription rate: $2 a year, $3 for
two years. Monthly except July and August.
Besides articles on administration and methods of business education,
this magazine promotes contests and offers awards to be used by teachers
as pupil incentives. It contains the keys to shorthand plates published each
month in The Gregg Writer, a magazine for shorthand pupils.
American Business Education, joint publication of the National Business
Teachers Association and the Eastern Commercial Teachers Association
now named Eastern Business Teachers Association). Issued quarterly.
Membership in either association ($2 a year) includes a subscription. Ad-
dress: The secretary of either association; their names and addresses are
usually announced in the various professional periodicals.
138 Curriculum Guide and Courses of Study in Business Education
This magazine contains digests of magazine articles of interest to business
teachers and of convention programs of the Associations. It was formerly
The American Business Education Digest and The Business Education Digest,
National Business Education Quarterly, United Business Education Asso-
ciation, a department of the National Education Association of the United
States. When the secretary is unknown, correspondence may be directed to
Secretary of Department of Business Education, The National Education
Association, 1201 16th Street, N. W., Washington 6, D. C.
Each issue of the Quarterly is built around a central theme, and each
article in a particular issue is solicited by the issue editor.
UBEA Forum is published monthly except June, July, August, and Sep-
tember by the United Business Education Association, a department of the
National Education Association of the United States, 1201 16th St., N. W.,
Washington 6, D. C.
The following periodicals are recommended to supplement the preceding
list of professional magaines. With the exception of one listing, the materials
are free to the business teacher. As the teacher learns of similar bulletins
and magazines, or as new series are announced by publishers or commercial
firms, they should be noted on this list.
Business Education Outlook. Address Ruth Hughes, Ginn and Company,
Box N, Back Bay Station, Boston, Massachusetts. Free.
Dictaphone Educational Forum. Educational Division, Dictaphone Cor-
poration, 420 Lexington Avenue, New York 17, New York. Free.
Ediphone Educator. Department of Educational Training, Thomas A.
Edison, Inc., Box 543, West Orange, New Jersey. Free.
The Gregg News Letter. Monthly except July and August. The Gregg
Publishing Company, 270 Madison Avenue, New York 16, New York. Free.
The Gregg Writer. Monthly except July and August. The Gregg Publish-
ing Company, 270 Madison Avenue, New York 16, New York. $1.50.
The Office Economist. Quarterly. Art Metal Construction Company, Jones
and Gifford Avenue, Jamestown, New York. Free.
The Thomas Shorthand Teacher. Quarterly. Prentice-Hall, Inc., 70 Fifth
Avenue, New York 11, New York. Free.
BUSINESS EDUCATION YEARBOOKS
The Eastern Commercial Teachers Association has published yearbooks
since 1928. Its Sixteenth Yearbook (1943) was the last one published as a
separate yearbook by that association. The National Business Teachers
Association, formerly called the National Commercial Teachers Federation,
Sources of Help for the Business Teacher
139
published its first yearbook in 1935. In 1943 the two associations combined
their endeavors and issued a joint yearbook under the title of The American
Business Education Yearbook.
The Commercial Education Association of the City of New York and Vicin-
ity (formerly the Commercial Education Association of New York City and
Vicinity) has issued yearbooks since 1930. The Southern Business Educa-
tion Association issued three yearbooks before the war and suspended further
publication until 1946.
Eastern Commercial Teachers Association
Yearbook Date Title
First 1928 Foundations of Commercial Education
Second 19 29 Curriculum Making in Business Education
Third 1930 Administration and Supervision of Business Edu-
cation
Fourth 1931 Modern Methods of Teaching Business Subjects —
Vol. I.
Fifth 1932 Modern Methods of Teaching Business Subjects —
Vol. II.
Sixth 19 33 Teaching Aids and Devices and Suggested Class-
room Equipment
Seventh 1934 Business Education in a Changing Social and Eco-
nomic Order (Out of Print)
Eighth 193 5 Problems of the Business Teacher (Out of Print)
Ninth 193 6 Guidance in Business Education
Tenth 1937 Measuring for Vocational Ability in the Field of
Business Education
Eleventh 1938 Modernizing Business Education
Twelfth 1939 The Improvement of Classroom Teaching in Busi-
ness Education
Thirteenth 1940 The Contribution of Business Education to Youth
Adjustment
Fourteenth 1941 Business Education for Tomorrow
Fifteenth 1942 Unit Planning in Business Education
Sixteenth 19 43 Wartime Problems in Business Education
National Business Teachers Association
Yearbook Date Title
First 1935 The Personal Equation in Business Education
Second 1936 Lesson Plans and Teaching Techniques
Third 1937 Tested Teaching Procedures
Fourth 1938 Factors of Learning and Teaching Techniques
Fifth 193 9 Indices of Good Teaching
Sixth 1940 The Business Curriculum
Seventh 1941 Problems and Issues in Business Education
Eighth 1942 Principles of Business Education
Ninth 1943 Effective Business Education
American Business Education
Yearbook Date Title
Vol. I 1944 Community Co-operation in Business Education
Vol. II 1945 Improving Learning and Achievement in Business
Education
Vol. Ill 1946 Appraising Business Education
Commercial Education Association of
the City of New York and Vicinity
Yearbook Date Title
First 1930-31 The Use of Projects in Commercial Teaching
Second 1931-32 Diagnostic Testing and Remedial Teaching
Third 1932-3 3 Progressive Methods and Practices in Business
Education
140 Curriculum Guide and Courses of Study in Business Education
Fourth 1933-34 Skill Development
Fifth 1934-35 Developing the Individual Through Training for
Business
Sixth 193TS-3 6 Objective Teaching Devices in Business Education
(Out of Print)
Seventh 193 6-37 Improvements in the Teaching of Commercial Sub-
jects Through Correlation (Out of Print)
Eighth 1937-38 Summary of Research of Commercial Education
Ninth 1938-39 Highlights of Commercial Education
Tenth 1939-40 Pupil Participation
Eleventh 1940-41 Business and Business Education
Twelfth 1941-42 Adjusting Business Education to War Needs (Out
of Print)
Thirteenth 1942-43 Extending the Business Curriculum in World War
II
Fourteenth 1943-44 Basic Business Education for All
The Southern Business Education Association
Yearbook Date Title
First 1938-39 Improvement of Business Education in the South
Through Curriculum Revision
Second 1940-41 Commercial Teacher Training and Certification in
the South
Third 1942-43 Business Education in the Small High School of
the South
BIBLIOGRAPHY OF PROFESSIONAL BOOKS
GENERAL
Andruss, Harvey A., Better Business Education, New York: The Gregg
Publishing Company, 1942.
Dame, J. Frank, Brinkman, Albert R., and Weaver, Wilbur E., Prognosis,
Guidance, and Placement in Business Education, Cincinnati: South-Western
Publishing Company, 1944.
Good, Carter V., Dictionary of Education, New York: McGraw-Hill Book
Co., Inc., 1945.
Haynes, Benjamin R., Broom, M. E., and Hardaway, Mathilde, Tests and
Measurements in Btisiness Education, Cincinnati: South-Western Publishing
Company, 1940.
Haynes, Benjamin R., and Humphrey, Clyde W., Research Applied to
Business Education, New York: Gregg Publishing Company, 1939.
Lyon, Leverett S., Education for Business, Chicago: University of Chicago
Press, 1932.
Nichols, Frederick G., Commercial Education in the High School, New York:
D. Appleton-Century Company, 1933.
Strong, Earl P., The Organization, Administration, and Supervision of Busi-
ness Education, New York: Gregg Publishing Company, 1944.
Tonne, Herbert A., Business Education, Basic Principles and Trends, New
York: Gregg Publishing Company, 1939.
SPECIAL SUBJECTS
The professional references in the following lists are for teachers. The
manuals are more than teachers' keys, giving discussion of such matters as
methodology, testing, equipment, and suggested supplementary exercises and
projects.
Sources of Help for the Business Teacher 141
Bookkeeping and Mathematics
Andruss, Harvey A., Ways to Teach Bookkeeping and Accounting, Cincin-
nati: South-Western Publishing Company, 1943.
Carlson, Paul A., Prickett, Alva Leroy, and Forkner, Hamden L., Dictionary
of Bookkeeping and Accounting Terminology, Cincinnati: South-Western
Publishing Company, 1943.
Selby, Paul 0., Teaching of Bookkeeping, New York: Gregg Publishing
Company, 1945.
Rosenberg, R. Robert, Teaching Methods and Testing Materials in Business
Mathematics, New York: Gregg Publishing Company, 1942.
Manual for:
Carlson, Paul A., Prickett, Alva Leroy, and Forkner, Hamden L., 20th Cen-
tury Bookkeeping and Accounting, Latest Edition, Cincinnati: South-Western
Publishing Company.
General Business »
Crabbe, A. L., and Salsgiver, Paul L., Suggestions for Teaching and Supple-
mentary Material for General Business, Cincinnati: South-Western Publish-
ing Company.
Manual for:
Crabbe, Ernest H., and Salsgiver, Paul L., General Business with Applied
Arithmetic, Fifth Edition, Cincinnati: South-Western Publishing Company,
1946.
Shorthand
Blanchard, Clyde I., Twenty Shortcuts to Shorthand Speed, New York
Gregg Publishing Company, 1939.
Frick, Minnie D., Analytical Lessons in Gregg Shorthand, New York: Gregg
Publishing Company, 1925.
Gregg, John Robert, Gregg Shorthand Dictionary, New York: Gregg Pub-
lishing Company.
Manual for:
Brewington, Ann, and Soutter, Helen I., Direct-Method Materials for Gregg
Shorthand, New York: Gregg Publishing Company, 1942.
Forkner, Hamden L., Orborne, Agnes E., O'Brien, James E., Correlated
Dictation and Transcription, Boston: D. C. Heath and Company, 1940.
Leslie, Louis A., Gregg Shorthand Functional Method, New York: Gregg
Publishing Company, 1942.
Typewriting
Blackstone, E. G., and Smith, S., Improvement of Instruction in Typewrit-
ing, New York: Prentice-Hall, 1937.
Clem, Jane E., The Technique of Teaching Tpeioriting, New York: Gregg
Publishing Company, 1929.
Dvorak, August, and others, Typewriting Behavior, Boston: American Book
Company, 1936.
Odell, William R., and Stuart, Esta Ross, Principles and Techniques for
Directing the Learning of Typewriting, Atlanta: D. C. Heath and Company,
Revised Edition, 1946.
142 Curriculum Guide and Courses of Study in Business Education
Manual for:
Lessenberry, D. D., 20th Century Typewriting, Fourth Edition, Cincinnati:
South-Western ublishing Company, 1942.
Lieber, Gertrude, References to 20th Century Typewriting, Cincinnati:
South-Western Publishing Company, 1942.
Smith, Harold H., Gregg Typing, Third Edition, New York: Gregg Publish-
ing Company, 1943.
MONOGRAPHS PUBLISHED BY SOUTH-WESTERN
PUBLISHING COMPANY
Only the monographs that are now available are listed. Free to busi-
ness teachers.
No. 15 . High School Commercial Clubs.
No. 18 Paul A. Carlson. The Measurement of Business Education. 193 2.
No. 23 — — . Challenges to Commercial Education.
No. 28 J. W. Baker. A History of Bookkeeping Instruction in the United
States. 1935.
No. 43 R.G.Walters. Methods of Teaching Commercial Subjects. 1939.
No. 45 Marion M. Lamb. Your First Year of Teaching. 193 9.
No. 46 . A Survey of Needs and Trends in Bookkeeping.
1939.
No. 50 Paul L. Salsgiver. Sources of Supplementary Materials for Courses
in Consumer Education. 1940.
No. 51 . The Status and Future of Consumer Education.
1941.
No. 5 2 Walter Henneberg, Nora S. Stosz, Elsie Mares Davis, et al. Busi-
ness Plays and Mock Trials. 1941.
No. 55 R. G. Walters. The Business Curriculum. 1942.
No. 56 Orion M. Nichols, Velma Olson, Margaret Rannon, et al. Busi-
ness Education for National Defense. 1942.
No. 57 S. F. Wanous and Irol V. Whitmore. Effective Transcription
Procedures. 1942.
R. G. Walters. The Community Survey. 1942.
. Wartime Suggestions for Business Teachers. 1943.
Marceline Yost Stevens, Walter Ruttman, et al. Educational and
Occupational Follow-Up Study. 1943.
. Distributive Education Program for Variety Stores.
No.
58
No.
59
No.
60
No.
61
No.
62
L. A. Carlson, Harold Boyack, I. David Satlow, et al. Specific
Teaching Methods for Bookkeeping and Accounting. 1945.
No. 63 Ray G. Price. Improved Methods of Teaching the Business Sub-
jects. 1945.
No. 64 Puzant Gabriel. Methods of Teaching Consumer Education. 1946.
No. 65 John W. Dameron, W. H. McCarthy, et al. Blueprint for Busi-
ness Education. 1946.
Sources of Help for the Business Teacher 143
MONOGRAPHS PUBLISHED BY THE GREGG
PUBLISHING COMPANY
Haines, "William. Secretarial Cooperative Part-Time Classes in Business
Organizations, 24$.
Haynes, Benjamin, and Miller. How Much Does It Cost to Write Letters? 25^.
Hobson, William. Stenographer's Transcription Reference, 60^.
DELTA PI EPSILON PUBLICATIONS
Delta Pi Epsilon lias sponsored since 1941 the annual compilation and
issuing of the Business Education Index, which is published by The Business
Education World, 270 Madison Avenue, New York 16, New York. It also
sponsored the Bibliography of Research Studies in Business Education, 1920-
1940, published by The Business Education World in 1943.
The following researches have received recognition from Delta Pi Epsilon
and have been made available in printed form through the Annual Research
Awards of the fraternity:
Crawford, T. James. Frequency of Use of Gregg Shorthand Prefixes and
Suffixes, Oklahoma A. & M. College, Stillwater, Oklahoma, 1941. 60^.
Finkelhor, Dorothy C. Occupational Adjustment of Beginning Office Work-
ers, Oklahoma A. & M. College, Stillwater, Oklahoma, 1942. 60^.
Fuller, Donald. Reading Factors in Typewriting, Oklahoma A. & M. Col-
lege, Stillwater, Oklahoma, 1943. 60^.
Turille, S. J. The Achievement of Minimum Essentials of Consumer Busi-
ness Information in Vocational Commercial Courses, Oklahoma A. & M. Col-
lege, Stillwater, Oklahoma, 1944. 60^.
^