Auguste Lutaud.

The Business Educator (Volume 32) online

. (page 52 of 56)
Online LibraryAuguste LutaudThe Business Educator (Volume 32) → online text (page 52 of 56)
Font size
QR-code for this ebook

Our New people of average good
Anarchists sense. It is well for
young folks, and some
old ones too, to be on their guard
against some of these things. One of
the worst of them is a certain grow-
ing spirit of anarchy and rebellion
against the governing rules of the
Kanie of life. This spirit, in one form
r ^.■y,-u<i.-.^,., or another has pestered
the world from time to
time, ever since the hu-
^ man race ceased to be

eave - dwellers. Some-
times this resistance
to authority has served
a good purpose by or-
ganizing resistance to
real tyranny; but more
often, it is a mere cantankerous oppo-
sition to all social order, at the same
time masquerading itself under the
specious name of "liberty."

During a comparatively recent
period there has sprung up in this
country like a fetid growth of poison-
out toadstools, an especially pernici-
ous form of this anarchism. Its head-
quarters are in New York City, and
its directors are mostly a tribe of er-
ratic, half-educated aliens from Rus-
sia and other countries of eastern
Europe, clever adventurers, who have
found a precarious livelihood by com-
ing here as avowed rebels against
most of the established decencies of
life, getting their support from that
small but malignant element of the
populace who have a secret itching to
be liberated entirely from all obliga-
tions to conform to these decencies.
This bunch of silly trouble-makers,
egotistically style themselves "intelli-
gentia," by which they mean that they
are endowed with wisdom vastly ex-
ceeding that of the average man, and
should be looked up to accordingly.
Like their Bolshivist prototypes in
Russia, they do not confine their an-
archism to opposing political author-
ity, but carry it into every important
department of human affairs. They
not only scoff at everything under the
name of religion, but at all morals as
well. Through what they call "free
love," they would abolish marriage,
and destroy the family. Under the
name of "free speech," they demand
the right to utter by print and word
of mouth, and without interference
from the law, every form of obscene
nastiness, or incitement to treason or
riot against the laws of the country
that they can think of. In art, they

prefer nude indecencies and crazy
"cubism" to the most lovely creations
of a Raphael or a Michelangelo. In
music, they exalt rag-time and jazz,
and the silly or erotic compositions
of Berlin and Antheil to the sublimi-
ties of Mozart and Beethoven, or such
immortal songs as "Kathleen Mavour-
neen," "Maryland," or "Swanee
River," to such lofty hymns as "Rock
of Ages," "Nearer my God to Thee"
or "Lead Kindly Light," these "intel-
ligentia" are as insensate as are the
wild asses of the desert. And not
only do they sneer at the best things
in music and art, but they even pooh,
pooh. Nature.

One of them recently insulted the
intelligence and sensibilities of all na-
ture lovers, by announcing that there
is no music in bird songs, and that
those who think otherwise, are mere
"sentimental numbskulls."

The language used by these so-
called "intelligentia," in their various
publications, ranges from the coarse,
vulgar and profane, to the frankly in-
decent, and all of them skate just as
near as they dare to the thin ice of
public prosecution. Not long ago, one
of their liberal magazines was sup-
pressed by the Boston police for some
of its palpable indecencies. Even
when not absolutely indecent in their
diction, their lurid writers, revel in
coarse or profane expression. For in-
stance, one of them who poses as a
literary and art critic, recently began
an article on art, with the sentence,
"I am getting dammed sick of art."
Now, I do not think that any con-
siderable number of the young readers
of the EDUCATOR are likely to be
seriously corrupted or warped mor-
ally, by the output of these curious
"Intelligentia" from over the seas, or
from the few converts they have made
among the more unthinking Ameri-
cans. But some of our young friends
in the business schools, might get
from them a very wrong idea of what
constitutes real intellectual progress
in this country, and some of them
might even be led into despising some
of the finest and most enduring things
of human life. It is well to stop and
think as to what these atheistic scof-
fers and sneerers stand for. Would
you like to make your home in a com-
munity where none of the home san-
ctities were observed or believed in,
where everybody swore and talked
bawdy, where nobody pretended to
obey any laws, and where there is
neither faith in man nor God? Yet
this appears to be just the kind of
world they, judging by the general
tone of their writings, would like to

I often hear somebody earnestly
proclaiming that something or other
is "really worth while." The thing
adulated may be anything
Worth from a patent tooth-brush

While to a happy marriage.

Things Books or buildings, paint-

ings or people, cookery or
cabarets, may all be classified as
worth while, or not worth while. I
suppose this handy little phrase
means, literally, "worth giving our
time to." But there appears to be
much divergence of opinion among
average humans, as to what is and
what is not "worth while." Some peo-
ple, for instance, appear to regard the
Sunday newspaper as a soul-soothing
delight, a thing to give a whole beau-
tiful day to. Others have not a vo-
cabulary rich enough to express their
contempt for it. Some of us go into
raptures over Titian paintings or
Beethoven symphonies; other just as
nice-looking folk prefer Mutt and Jeff
and jazz. If some inquiring learner
were to try to find out what things
are worth while and what are not, by
asking people older and wiser than
himself, he would have some job on
his hands, and be rather badly mixed
up before he got through. He would
soon find that the classification of the
desirable and undesirable things of
this world had not, to say the least,
been fully standardized. There is a
big herd of people in the world, and
they are not all in the jungles either,
who will turn up their little piggish
noses in scorn at about every great
thing in the world, that has been
lauded of moralists and philosophers,
poets and saints. The list includes
obedience to "law, honesty, morals,
cleanliness, chastity, sanitation, and
about everything that makes for per-
-sonal decency. It even includes relig-
ion and love. Why is it, I wonder?
Why have not human animals been
able to reach an agreement as to what
is good and what is not? There is
no such disagreement among the wild
things. They all appear to have
reached a fixed conclusion as to what
is best for them. You won't find a
tiger undertaking to subsist on a fruit
diet, an elephant essaying life in the
sea, or a duck deciding to live in the
desert. Why are not humans equally
wise ?

I suppose the answer to this prob-
lem is that Nature decided to leave
man mostly without racial instincts,
and let him work out his life prob-
lems, each for himself. So, in decid-
ing as to what is worth while, we
must look within rather than without.
I can better learn what is good for
me by studying myself than by study-

(Continued on Page 29.)


f^J^u<i/n^d^<S(/iuvf^ ^

Just Wondering

By C. R. McCANN, McCann School of Business, Hazleton, Pa.

At this time of the year so many
of us are wondering what we shall do
next. We all get the wondering fever.
It has come to us all only with some
it has come sooner than with others.
Some wonder if it is not a great deal
nicer to quit school, get a job and
work like our big brothers. We think
it is the manly thing to do in life
especially if we are a trifle more ma-
ture in our growth than some of our
classmates in school. It is a sad
state of affairs in our lives when we
are just counting the days when we
shall be of age in order to quit school
and get our "working papers." It has
been found that many boys quit
school for perhaps two years and
work real digently but wake up to
the real things in life. When about
eighteen years of age, suddenly de-
cides to quit w-ork and loaf around
the halls of pleasure until one day
about noon the policeman comes
around to get him out of bed because
of the robbery of the night previous.
These policemen know all about rob-
beries since each gang usually has
some certain traits that no other gang
has. This is one of the greatest prob-
lems that we have in this country to-
day. It is easy to get out of school
but then these boys should be made
to work and not quit their jobs just
because the work was not what they
thought it was.

Mayhap some disappointment may
have overcome the boy who is won-
dering whether it is better to quit
scTiool and seek the fields of labor or
plug right through school and get his
diploma. Most of the employers of
laljor ask those seeking employment
whether or not they have a diploma
from the school. If the boy has the
diploma, it shows the employer that
he has stick-to-it-ive-ness and will
make a good man for him to promote
when the time arrives.

The more education one receives,
the more he wants in life. He sees
the value and goodness in things; he
can carry on a conversation with al-
most anyone and not feel ill at ease;
he can help the world along so that
it will be better because he has lived
and he can, if he so cares, partake of
the things materialistic. Education is
a wonderful asset to any man. We
so often hear the expression, "Oh! if
I had the education that man has."
Little has the speaker thought of the
sleepless nights and tiring days, the
educated man has experienced in get-
ting to his aim in life. So many of
us have such a very vague idea of
what we want to do in life that it
is little wonder that many really ever
get anywhere in life. Nothing is ever

gained except through constant toil
and diligent research.

What is better in life than to read
some good book, some good theme and
note the difl'erent views expressed; the
different jibes and puns, if any; the
different methods employed in arriving
at the conclusion. The more education
a boy gets the better fortified is he in
fighting the battles of his life. Mather
and Mother do not always take our
side in the fights that we have but
what the parents should do is to see to
it that there child has had all the edu-
cation they can give. They should give
until it hurts. Many pa'rents are to
blame for the attitude the child takes
m school. Parents expect the teacher
in school to train the child BOTH at
home and school.

Many boys too think that their par-
ents are old fashioned and that this
is a new world and that things are
not like they were when Pop and
Mom went to school. The funda-
mental principles of law governing
children has changed very little since
the beginning. "The life history of
the individual is the life history of the

If a boy does not get his education
before he gets to the age of twenty-
four, there is very little chance of
him ever getting it after this age.
There are usually hungry mouths to
feed and we see life as ".she is lived."

Our old friend, Abe Lincoln once
said, "I will study and prepare myself
and perhaps some day my opportunity
will come." When his opportunity
did come he was ready. Possibly you
may think that you have had discour-
agements but let us look at this list
and maybe our trials were not so hard
after all our worry over them.

Lincoln went to school less than a
year all told in his life but he never
ceased studying. Some of our great-
est men in history were constant stu-
dents. The captains of industry to-
day are working more than eight
hours studying their lessons for the
morrow. Yes, we must get our les-
sons ready to-day as we did thirty,
forty and fifty years ago. We must
do this in order to keep abreast with
the times.

Lincoln lost his first position;
failed as a country store keeper; but
notice he did not let these things stop
him but he went right on with re-
newed determination.

Lincoln failed to get the nomina-
tion to legislature halls several times
but he kept right on doing the best
he knew. His confidence in people
was unshaken for he had a definite
goal in life. He knew where he was
going. He did not wander aimlfessly
about in the stream of life as so many

are prone to do.

Lincoln failed to secure the nomi-
nation of Vice President and United
States Senator but he kept right on
and his failures only served to make
him more determined than ever. With
more failures than any person, he
kept steadfastly to his goal until he
was finally rewarded with the high-
est honor in this wonderful country
of ours.

We cannot all become President of
United States but we all can show
that same bull-dog determination that
is so characteristic of our beloved
President. He would have made a
wonderful athlete in this present age.
Pages upon pages would have filled
our newspapers about his wonderful
playing in the last quarter when he
snatched victory for the home team
or how lie held the opposing rivals in
the last inning after three men got on
bases with none out. "Atta boy,
Abe," would have been the cry today.
We have Lincolns to-day. All that
is needed is to get some teacher to
get after the lazy ra.scals and get
them started. A good number nine
boot has been said to be a wonderful
producer when applied at the right
time and place. We all have disap-
pointments but we older ones have
learned to fight them off and not to
give up at the least little set-back
when things go against us. It is
fighting these battles and winning
them that causes so much satisfac-
tion. Anyone can quit but it takes a
plug'ger to stand up and fight
through. Many of the tough problems
look awfully large at first but after
they are over we are ashamed of our-
selves because of the smallness of
it all.

We all have our hopes and aspira-
tions when we are young, some of us
get severely jolted before we get very
far on the road. It is a good thing
sometimes that we g'et a good bump
in the beginning because that "sorta"
sobers us a triflle and we are more
careful in the future. Did you ever
make your teacher your friend and
pal? Try it sometime and see how
much easier it is in school and before
long, you will have the Superintend-
ent of Scliools call your name out on
the platform to come and get your
High School diploma.

Just the other day the writer re-
ceived a letter from a former pupil
of his who was headed, in his younger
days, for the Reform Farm. This boy
confided in his teacher and before
long the boy was righted and started
to climb the ladder of success. To-day
this young man is the head of a large
business in the Mid-West and doing
well. He told his teacher that all he
ever was or would ever amount to was
all due to the able guidance in his
younger days. How would you like
to be that teacher? Certainly you
would feel like helping others who
were in trouble and needed help. Look

(Continued on Page 19.)

*^J^u^neU^£(/iua^ ^



Clyde B. Edgeworth, Supervisor of

Commercial Education

(Baltimore Bulletin of Education

Jan. 1927)

By starting a drive for better hand-
writing, the public school- system of
Baltimore is giving proper recogni-
tion to one of the three educational
graces, reading, writing, and arith-
metic. Writing has, at various times
in recent history of education, re-
ceived spasmodic attention. The story
of the attempts to remedy the ills of
handwriting by the various "cure-
alls," such as copy book systems, ver-
tical and manuscript writing, makes
interesting reading, but these have
made little improvement in skill in
this vital means of expression.

It has been only in comparatively
recent years that psychologists and
educators have turned their attention
to the principles of habit formation as
applied to handwriting, and the in-
corporating of these principles in
teaching methods as applied to this
subject. An outstanding investiga-
tor in this field is Dr. Frank N. Free-
man of the University of Chicago. He
has spent many years in research
work and he has become an enthusi-
ast for arm movement writing. Cor-
rect writing habits, in Dr. Freeman's
new series, are learned from the be-
ginning; emphasis is placed on writ-
ing as routine expression and not as
drill work; the material is especially
adapted to the grades in which it is
given; the system is less dependent
upon special supervision than are
some other systems. In principle, the
series diff'ers little from many other
good series in movement writing-, ex-
cept in its method of presentation and
the adaption to the work of the par-
ticular grade. The principles embod-
ied seem physiologically, psychologi-
cally, and educationally sound.

The teachers and principles should
not, however, get the idea that with
the coming of a new system their
troubles are at an end and tliat the
millennium in handwriting has ar-
rived. If improvement in handwrit-
ing is to be taken seriously, it is nec-
essary to map out a campaign which
will bring improvement. Credits may
well be given teachers who pursue
courses, the aims of which are skill in
writing, a thorough knowledge of the
psychology of the subject, and teach-
ing methods. Such a course of train-
ing would be of great value to prin-
cipals, supervisors, and teachers, par-
ticularly to those teachers who, be-
cause of special fitness in this line,
may be designated to teach the sub-
ject departmentally in their schools.
How to Raise School Standards

The principal should be interested
in having the handwriting of his
school improved and should do every-
thing possible to cooperate with the
administration to that end. The
teachers must be encouraged to at-


We first became acquainted with
Clyde B. Edgeworth during the sum-
mer of 1911 when he attended the
Zanerian Summer School. Mr. Edge-
worth has specialized in Commercial
Education at Han-ard, and today is
Supervisor of Commercial Education
of the Baltimore, Md., Public schools.
He is also an instructor in the Col-
lege for Teachers in John Hopkins
University. We have no doubt but
that Mr. Edgeworth's interest in pen-
manship in a measure is responsible
for his success in Commercial Educa-
tion, for he has used penmanship as
a stepping stone.

Mr. Edgeworth and his assistants,
Mr. Leipholz and Miss Beale are do-
ing fine work in the training of the
Baltimore teachers to teach Corre-
rated Handwriting, which has just
been adopted for use in the Baltimore
schools. Mr. Edgeworth is very pop-
ular with his teachers and associates.

tain thorough study and practice a
high degree of skill both in writing
and in teaching. A teacher's chance
of becoming a succes.'iful teacher of
handwriting is dependent largely
upon her ability to write well. Teacher
training institutions should, in every
case, see that their graduates enter
the teaching profession well-qualified
to teach this fundamental subject.

As an immediate attempt to raise
the standard of handwriting in a
given school, a teacher of ability may
well be developed as a leader and her
program adjusted so that she may
give assistance to other teachers in
the building. At frequent intervals
specimens of handwriting should be
taken in all grades. In each class-
room there should be a scale by which
both teacher and pupil will score these
specimens. Such cooperative study of
pupil progress can result only in im-
provement. There should be demon-
stration lessons and teachers' meet-
ings for discussion of problems and
methods. A good legible hand, writ-
ten at a moderate rate of speed, and
in a healthful position, is something
well worth striving for.

Principals and teachers will receive

much lielp from Mr. Taylor's new
book, The Supervision and Teaching
of Handwriting, published by The
Johnston Publishing Company of
Richmond, Va. Mr. Taylor "is in
hearty accord with Dr. "Freeman's
ideas. The book is so live that it
fairly sparkles. The teacher will also
derive much benefit from a careful
study of The Teaching of Handwrit-
ing, by Freeman and Dougherty. Most
important of all, principal and
teacher should be thoroughly convers-
ant with the course of study and the
texts and manuals adopted for use in
the schools.


(Continued from Page 18.)

at the satisfaction this teacher gets
out of life.

Whatever you do in life do not stop
school but continue until the end of
your days. If you must stop school
because of financial troubles, look up
some good Night School and make
yourself busy. If you are not for-
tunte enough to have a Night School
at your command, single out some
calling in life and study it through
the Correspondence Schools.

"With all thy getting, get an edu-

Our old friend and former partner
in the Zanerian College of Penman-
ship, L. M. Kelchner, now of Seattle,
Washington, writes that last year
from March 15 to June 15 he en-
grossed over 9,000 diplomas for more
than 300 high schools and colleges.
During that time he worked almost
day and night, having been pushed to
the limit of his endurance to fill his
orders. This year he states that from
what he has already learned, he will
have even more to fill.

During the diploma season many
engrossers are severely taxed to
handle the work. We imagine that
the number of diplomas and certifi-
cates that have been engrossed dur-
ing the past year by the engrossers
from the Pacific to the Atlantic would
come near equaling the number of
dollars of a few millionaires; and if
they should be stacked one upon an-
other, it would be necessary to ascend
in an airplane to see the top one.
Diploma engrossing is a very profit-
able business for the penmen and it
is surprising that more do not learn it.

C. W. Starr of Williamsport, Pa., has
been added to the faculty of the Office
Training School. Jeannette. Pa.

Angela Rassu sent us photographs of his
engrossing and of a Mosaic design which is
to be placed in the monument to Victor
Emanuel il in Rome. The photograph shows
that the design is a very beautiful one. It is
very rich in color. Mr. Rassu is to be con-
gratulated upon his success. He traveled
2445 miles on a bicycle in France. Sardinia
and Italv. visiting museums and othor in-
teresting places. He states that he saw
manv beautiful examples of original ancient
engrossing. In Milano he saw a bible en-
grossed during the Middle Ages which is
still in good condition.



f^^^u<i/n^d^<^^^^(fa^i^ ^

Empire Builders

Under the above heading the following in-
terview by Lucy M. C. Robinson appeared in
the Spokane Woman of Thursday, March 31.

While our readers are well aware that Mr.
Arnold is one of the most enthusiastic Su-
pervisors of Handwriting in the Public
Schools, the article gives information re-
garding some sides of his life and work
with which our readers are not familiar.
After the article appeared, Mr. .■\rnold pro-
nounced it a "whale" of a story and stated
that he is still wearing the same sized hat.

We doubt if there is an instructor any-
where who takes a keener interest in his
pupils or labors more incessantly and un-
selfishly to aid them than he does. And.
as may be imagined, his work in Spokane
has long since shown results, for there are
thousands of his pupils who write a very
practical business hand and there is a large
number who have been benefitted other-
wise by havmg come under his instruction.

Without his knowledge we are pleased to
present the article.— Editorial Note.

Interviewing an enthusiast on any
subject presents it's difficulties; lots
of conversation, yes; but only one
topic unless another is dragged in
more or less forcibly. When the en-
thusiasts organize and elect a presi-
dent, Frank H. Arnold will be a
strong candidate, and if he gets the
floor all the other enthusists will soon
be converts and boosting for part-
time schools. On the top floor of the
Columbia building, surrounded by
busy classes, typewriters beating out
an imitation of a Hottentot conversa-
tion, sewing classes working on pret-
ties of all sorts, every corner full of
activity, Mr. Arnold is willing to talk
about this remarkable and useful
school. Information about Frank Ar-
nold, himself, was extracted at inter-

Pupils came and went, were called
by name, and .some comment made
after their passing. Eight hundred
and eighty-six in the part-time school
this year, and Mr. Arnold has found
time to take a personal interest in

Online LibraryAuguste LutaudThe Business Educator (Volume 32) → online text (page 52 of 56)