soul? The University and the Church must go hand in hand in the work of this higher education.

It has been well said that capital and labor need a third word and that is "management.' Both are dependent on management, and

management is business. Good management is good business. But what do we mean by good management? Hard work, clever plans, stirring men to the greatest amount of work, keeping our expenses to the lowest. Does this differ much from slave driving? It would cut out the moral element. The result would be dollars, but neither honor or love. Good business, good management, is something else

than this.

Management is Brain, neither money nor physical labor. It is brain that uses, combines, manages both. Our work is to train the brain, to send out men whose brains shall be trained and moved not by money, not by expediency, but by moral force, and directed by conscience, by the science of human duty illuminated by the Divine Spirit. This is the standard set forth in the life of Jesus Christ, the Incarnate God, the workman of Nazareth. This life would bring good business indeed.

Are these things possible? Is there any hope? Turn for a moment to other spheres of life and action. A judge of the supreme. court of the United States has recently said that during thirty-six years on the bench no one directly or indirectly, by word or letter, or in any other way ever proposed, suggested or intimated that any decision he might be called on to make would be for his benefit pecuniarily, politically, socially or otherwise. May we not learn from this something of the esteem in which his own character was held? Recall the elections of President Roosevelt, and of Governor Folk in our neighboring state of Missouri, and see if it is not true that in spite of the tremendous evils around there is a growing sensitiveness to con siderations of honesty and honor. Did not the heart of the nation respond to the words of our late Secretary of State when he said, "The application of the Golden Rule should be the essence of American diplomacy in its dealings with other nations?"

There is hope, but be it ever remembered that all depends upon the individuals of whom the State is composed, and especially upon those individuals entrusted with political power. For this the State needs her best sons to serve with intelligence and self-sacrifice. She looks to her universities to supply them. Men who, bringing business ethics to bear on all their relations with their fellowmen, will show the result of individual work in an elevated State. They are to come from our colleges and universities for here there is not only teaching of principles, but also the opportunity of application of principles to life. Here it is possible in practical ways to reach out after and in a measure attain the highest possible standards, from the intercourse

with fellow students, from the daily contact with the faculty and the relation that springs from it, from the business relations to members of the fraternity, from the responsibilities of the fraternity house, from perfect honesty in dealing with lodging-house keepers, stores and shops, from absolute faithfulness in study, and from perfect. honesty in matters belonging to examinations. For the development of a law-abiding consciousness, what opportunities all these give for the practice of business ethics, of exemplifying the Science of human duty. It is for the University to teach and according to its opportunity enforce, and for the student to adopt this life. The student has then by self-control, by self-sacrifice, with patience and Divine help, the highest standards of the student's nature.

The student who has been so taught and has so lived goes out a man prepared to face evil. He will not be so shocked by it as to become incapable of action. He will not be overthrown, nor lose his faith in all men, nor in God; but he will be ready, armed with knowledge and with argument, but still more with his own personal character, to meet the shock and maintain his life with a conscience blameless in the sight of God and man.

He will be able to take his place in social life, in business, it may be in politics. He will be able to work about by himself in mine or on mountain top with theodolite and measuring chain, or to take his place in great corporations and sit at the board of directors. Wherever he is he will be a power for righteousness, his word will be received, dishonor will shrink before him, and men shall recognize him as they once did Daniel, as “a man in whom was the spirit of the holy gods," a man who can be neither bought nor frightened. In his time and by his relations with men the State shall be lifted up and the result will remain. It will not make his quiet happiness and joy less if he remembers that he followed the principle, "Honor all Men! Love the Brotherhood!" in the class rooms and applied them in his social life, in the University of the State of Illinois.

FOURTH SESSION

COMMERCIAL MUSEUMS IN RELATION TO UNIVERSITY

COURSES

PROFESSOR WILLIAM PATTERSON
University of Iowa

"If you wish to succeed in the commercial world do not go to college, but plunge at one into business," is the sum total of recent advice given young men by a noted business man. This gentleman who contributes so largely of his abundant means for the welfare of his fellowmen should not be dismissed without consideration. The statement that he is mistaken or is an old fogy may suit the impulse of the moment, but is not an answer. Moreover, Mr. Carnegie is not alone in his conviction. He represents a type of stern business men who today are prominent in the industrial affairs of the country. Such men have no ax to grind. The schools are in no way their competitors. The college or university to them is a business proposition. It is a manufacturing establishment that offers to them its product. and asserts that its use will advance their output and increase their profits Moreover, to continue the figure, after a fair test has been made the reply is not only a refusal but carries with it the statement that even the material is rendered less capable by its efforts.

When we consider that the majority of the college students must not alone live in the business world but make a living in it, the criticism, if true, becomes a most serious charge. Personally I am inclined to believe that Mr. Carnegie is in a large measure justified in his contention. His college or university is of an earlier period. Culture was then the end in view and discipline the most important byproduct. Education was for education's sake. It bore the same relation to the problem of daily bread that east does to the westcomes up to but never overlapped. It is perhaps unnecessary to discuss here the business value of earlier college courses. That they were of value is beyond question; that they are still worth the taking is also true. The fact of a conference upon commercial education, however, indicates a belief that they might have been more valuable.

But what of the present university? Even if it be considered, I am not surprised at the gentleman's criticism. The young man of today may spend four years in a university and come out as ignorant of the conditions he is to meet in business tomorrow as the sweet girl graduate. Neither is it necessary for this to be the case for him to pursue classical courses to the exclusion of all else. Grant him work in political economy, finance, banking, sociology; aye, commercial

geography, commerce and statistics. Courses such as these is the reply of the university of today to the business man's criticism. The question is, are they adequate?

Discipline obtained by a study of the classics is good. The same obtained through reasoning upon economic topics is better. The study of the economic man is without doubt worthy the time and money of the student. Marginal utility may be a determining factor, but the best of us will have difficulty in applying it to the everyday bargain and sale. Whether the end of labor is to avoid pain or obtain pleasure is a peaceable topic for an evening's discussion, but the man who is to stand at the world's cross-roads and levy toll needs something more and needs it more than he needs the other. First of all he needs an intimate knowledge of the objects of barter, their source and quality. All this theory is the last thing needed in the business world. Only in imagination is he a captain of industry when he gets his diploma. His first years have to do with business at the bottom. Checks, receipts, notes, bills, drafts, raw products, adulterants, byproducts, etc., are his portion for a time and in nine cases out of ten that time is until death.

The work of the university for its liberal arts students should be to do for them what schools of engineering, dentistry, medicine and law do for their matriculants; fit them for the work they expect to undertake. Theory is all right, but it is not enough. The engineer spends time upon theory, but the actual work is dominant. The dentist sorts out the various tissues of the foot that he may the better pull a tooth, but a large part of his time is spent at the chair. That worthy character of Dickens' who was accustomed to impress the significance of a word upon his pupils by having them perform certain manual labor, as washing windows, was not so far wrong.

The field of the college and the university on the liberal arts side is the great business world outside of the professions. Of this, the pupils as they come from the public schools know practically nothing. The real business world is associated with "papa at the store," but what rules govern or how it all acts is an abstraction. Their ignorance relative to the common things about them is monumental. The corn, the wheat and the oats are products, but where they come from, what is made of them is wholly unknown. To state that maple sugar, strawberry jam and strained honey are very largely products of corn would brand the informant as an ignoramus. That starch, or sugar, or oil could come from such a source is little less credulous. The angora goat to them is a scavenger and has no relation to the plush that covers the seats of our railway coaches or the dress their best girl wears to the party. Mercerized cotton may be either silk or brilliantine and they are not the wiser. In short, the elementary facts of production are not theirs. In this condition they get economic man

and marginal utility for a diet and the theory of social forces for dessert for four years and then enter the office of a business man. Is it strange that he describes the fellow with the diploma as a fool and expresses it with a dash before it? This busy business man is forced to explain things that are as elementary to him as life and breath, and he is naturally disgusted with what he has received as a finished product that is not at all and frequently has on an outside veneer that is extremely difficult to penetrate.

The relation of a commercial museum to the university courses grows out of this condition. It is one of the chief means by which the student may be introduced to business forms and given an idea of the products of several countries, their production and manufacture. Here may be gathered together the several kinds of checks, bills, notes, bonds, mortgages; in short, specimens of all forms of commercial paper, and these forms endorsed, stamped, checked and mutilated as returned after their course in acutal business. With these in hand, courses in banking, corporation, finance and accounting may brought down to earth. The student will receive intimation of some of the methods, short-cuts, and, may I say, tricks of business. receipts, assessor's books, railway, telegraph and telephone reports to the taxing body, will make clear many points in the method of taxing that a mere description, no matter how lucid, would leave in an uncertain state. Samples of bills of lading, rate schedules, reports of superintendents, conductors, section bosses and other railway officials, will do much to put the subject of transportation on an everyday basis. The theory of rates will work out in practice, or rather, it wont. In commercial geography we are told that outside of the great corn area of the United States, corn is raised in Egypt, New South Wales and Mexico. If now samples of this product from each of the named countries are at hand, it may at once appear that the corn of Mexico is an entirely different product from that of the other countries. Place Egyptian cotton beside the Sea Island or upland products of the United States and the student will understand why one sells for ten cents more than the other. In like manner the relative merits of products produced in different parts of the world may be compared in fact instead of by description. State to a class that the chief products of Ceylon are spices, oils, and graphite, and the statement could almost be repeated for Venezuela. But show the products of the two countries and the excellence of the spice and the graphite of Ceylon is at once apparent and the medicinal side of Venezuela's production is seen.

Take for consideration the subject of cotton. There is an added interest created when the webbing from the stock is shown, the various classes of cotton goods, not commented upon alone but given the student for examination. Again, it is known that products are now