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good mental and muscular habits. We are assured of one t hing, namely, that the systematic practice of handwriting
brings about well organized nerve impulses. To be able to control your muscles and nerves, making them serve you
to the best advantage in this beautiful art of handwriting, is. to my mind, a real accomplishment. Dubbing along
would not be playing the game well. If one's lack of good form, or lack of skill, causes him to blunder, he is not
really playing the game. Some people, you know, never get any higher than the struggle with things. They are
always struggling to become good penmen, but never seem to reach a high standard of excellence. Let me advise
vou if you are interested in good handwriting that you learn to admire it, interest yourself in it, believe in it (as you
believe in yourself and your own skill) and become enthusiastic about it. This would be taking a fine mental atti-
tude toward it and that, it seems to me, is half the battle in being successful in any line. You see I have been
talking to you about handwriting as being made up of habits — not merely the paper, pen, ink, or system you use.
And bear in mind, please, that good habits in handwriting are established only through a determination on the part
of the learner to make the mechanical essentials automatic as soon as possible. This has to do with forming right
habits of sitting, holding the pen properly, relaxing, writing with a fluent swing, etc. That is what I mean by play-
ing the game according to rule. Try to catch the meaning in each lesson that you write and it will set you right.
Write right along from morn until jiight and guard against the wrong if you would learn to write right.




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Handwriting Scale

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A beautiful page of business writing From Miss Alice M. Miller, a student in tin- Smith Bend,
Indiana. Business College. This beautiful handwriting should help Miss Miller both in a business and
social way.

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ccd& ~&s ^U

•2. - < ^ ,^-t"
£ ■■ ■ ,. .

A novel way of correlating language and penmanship. Miss Sylvia Caskey,
teacher in the Bigelow School, Findlay, Ohio, composed the above to emphasize
proper pen holding. See what you can do in making similar projects, and see
the results.

Joseph Sokal who wrote the above is an eighth grade pupil in the Johnstown, N. V., public schools
under the supervision of Ella L- Dwyer.


,5^-3BuJ*neU'4a*6u>ali7~ &



How to Mix Colors and Select Harmonious Colors for Show Cards
and Window Displays

Head of Art Department, Seward Park High School, New York City

Fig. 1. Th

i nut of colored cards.
rith tinted show cards.

Lesson 5
The manufacturer and the jobber in
many cases help you to put their mer-
chandise over by means of cards and
dummy window displays. But fre-
quently you have to get up your own
devices to attract the attention of your
customers and stimulate the desire to
buy vour goods.

Perhaps you do not realize it, but
much thought and time is expended
by the manufacturers in determining
the color of the packages and wrap-
pings of the merchandise you carry.
However, a haphazard display of these
articles in your windows and counters
gives the impression of a badly kept

We shall therefore give you a short
non-technical lesson in the selection
of harmonious colors— so that you will
be able to group colored packages and
goods intelligently and effectively, se-
lect drapes for your windows and also

know what colors to use on tinted
show cards with these displays. This
should take the guess out of your col-
or selections, and assure you of har-
monious and attractive displays.

Remember that color makes the most
powerful appeal to the eye. It will
attract the attention of the customer
to your windows and counters as no
i ither thins will.

What to Buy

For vour show card work in color,
vou should get one of the several good
brands of show card colors. A fine
set of colors are the Speedball colored
inks, which come in all the primary
and secondary colors. These can be
obtained from your stationer at 40
cents per two ounce jar. These inks
are recommended because they are
specially made for use with the let-
tering pen. .

A very simple and effective way ot
adding color to your window displays

Fie 2 A — Arrange tl
B-Mask o- -

is through the use of colored show-
cards. There are many grades of card
board which range from 5 cents up.
Most of these cards are cut in stand-
ard sizes— full .sheet, 11 x 28 inches;
half sheet, 14 x 22; quarters, 11 x 14;
eighths. 7 x 11 inches. These can be
had in all colors and shades at your
stationers or printers — who will also
cut them in the above sizes. For price
cards you will probably want to have
some cut into sixteenths, 5^2 x 7 inches.
The quality of these cards varies.
Some cards are coated on one side,
and some on both sides. As you will
probably use only one side, it will be
a needless expense to buy double
coated cards.

These cards also vary in thickness,
or "ply," as the dealer calls it. You
should use six, eight, and ten ply cards
tor your ordinary purposes. For your
smaller size cards, price cards for ex-
ample, use the six ply. For the large
half cards which must stand without
buckling or sagging, you should use
ten ply.

There is still another variety of card
board which you will find useful in
your show card work. These are the
Mat boards, wjiich come generally in
rough or pebbled surfaces. They make
excellent frames or mats for show
cards, as we shall learn later. (Fig. 1.)
V they take the show card colors
beautifully, the sign may be lettered
directly upon it. These boards average
1/16 to '4 inch thick and come in
many colors and surface designs. They
measure 30 x 40 inches, and may be
purchased from the picture framer. if
vour stationer or printer does not
carry them.

The Color Chart
I. el us arrange our colors in the
form of a chart as in the illustration.
(Fig. 1.) It wil help us to remember
the Primaries, Secondaries and Inter-
mediaries, and also tell us how each
is made-. It will also enable us to se-
lect the proper colors to combine in
our cards and window displays.
The Primary Colors
With only three colors every other
color can be made, if you mix them
properly. They are therefore called
Primary colors. These three colors
are Red, Yellow and Blue.

The Secondary Colors
By mixing yellow and red. we get
orange. By mixing yellow and blue,
we get green ; and. by mixing retl and
blue, wet get violet or purple. ( (range,
green and violet are called the Sec-
ondare Colors.

The Intermediate Colors
In addition to the Primary and Sec-
ondary colors, we should make a sel
of Intermediary colors. In making
green, if we use twice as much yellow
is blue, we get a Yellow-Green. If
we use twice as much blue as yellow.
we get a Blue-Green, If we mix as
much yellow as red. we get a Yellow-
Orange. Complete the chart with the
resl of the intermediates — Blue-Violet
and Red-Violet. (Fig. 2.).

For convenience, it will be best to
buy the three Primaries and the three

^fe&u&n^&dtuxi&r* &


Secondaries, Yellow, Red, Blue. Or-
ange, Green and Violet, already mixed,
and the Black and White. It will save
you much time.

How to Select Color Harmonies

You can make a set of masks or
card cutouts, which will enable you to
select color combinations. Cut four
cards each 12 x 12 inches. Draw up-
on them circles, the size of your color


Draw a line through the center of
the circle on one of your cards. Cut a
round hole at each end of this line.
(Fig. 2.) By placing this mask upon
the color wheel, all colors but two will
be covered. These two colors are Com-
plementary. They give the combina-
tion of greatest contrast. By turning
the mask you will get an ever chang-
ing combination of two colors. The
complementary colors, being the com-
bination of greatest contrast, are the
ones you should use in determining
what color the lettering should be on
the colored cards. If there is not
enough contrast in some of the com-
binations you get with this comple-
mentary cutout, you may lighten one
of the colors by mixing white with it.

Four Color Scheme: Double

If you select two colors, one along-
side the other on your wheel and draw
lines through the center to the op-
posite colors, you will have your four
colors or set of Double Complements.
Make a mask, cutting out two pairs
oi opposite holes. (Fig. 3.).

Three Color Scheme: Triads

Draw a triangle with three sides
equal on the circle of the third card.
At the three corners cut out holes.
< Fi^. 3-) This mask placed upon your
color wheel will give you a Triad
scheme, three-color harmony with
great contrast.

Three Color Scheme: Analogous

For a very close harmony, make a
mask with three holes, one alongside
another, like yellow-green, green blue-
green. (Fig. 4.).

Three Color Scheme: Split Com-

Another three color scheme may be
obtained by cutting a mask on the
points of a triangle, drawn from any
color to the two colors on each side
of a complement. (Fig. 4.).

With these masks you have a 'means

of choosing two, three or four colors,
to enable you to select the proper
colored cards to combine, and the right
colors to paint with on any colored

How to Use Show Card Colors With
Speedball Pens

1. Show card colors may be used
with any style Speedball Pen.

2. See to it that your color is thin
enough to flow from the pen, yet
thick enough to completely cover. If
too thick, dilute it with a little water.

3. Be careful to drain the pen be-
fore using it, though it will be neces-
sary for you to carry more paint in
vour pen than you do India ink.

4. Do not press on the pen very
hard, as the paint flows more slowly
than the ink.

5. Wash out your pen frequently in
clear water, as the dried paint tends
to clog the pen.

6. Apply all the other rules for pen


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<5^&uti*uM&6ua&r &

The Private Business School of Yesterday,
Today and Tomorrow


President Bowling' Green Business University, Bowling Green, Kentucky

Delivered at Dallas. Texas, at the Third Annual Convention of the Southwestern Private Commercial

Schools' Association I



4. . .-

Gentlemen :

It would be using idle words for me
to tell you how much I have always
enjoyed the delightful spirit of these
sessions. I attend associations of var-
ious kinds at many places, but some-
how you honor me here, and that is
very appealing to me.

Your President was kind enough to
ask me to take a shot at anything
and everything this afternoon. The
tirst tiling I am going to mention is
this : I attend educational meetings
from the N. E. A. on down, and I
don't think I have ever heard a Ph.D.
in the land of research, where they are
all high-brows, do any better work
than Mr. Miracle this afternoon in the
matter of "Advertising." Nearly even-
sentence he read had a truth in it. He
was not talking — he was giving us facts
— and I believe if you and I should
take that document that he has worked
up, wc might be able to save some
money on some of our loose expendi-
tures. On the other hand, we may be
able to make some money. I con-
gratulate Mr. Miracle upon this piece
of work that he has done.

As he was giving that, I thought of
different divisions of people. Suppose
we had in here this afternoon one hun-
dred of the leading bankers in Amer-
ica listening to our deliberations, and
then suppose we had a hundred city
superintendents and presidents and
deans and registrars of colleges
What would be their attitude toward
us? Would they be very pleased with
what we have done today? Would
those men leave here and say, "Those
private school men have a tremendous
idea of business. They know where
they are going. They know more
about the field than we do." Would
they say this, or not? I thought
while Mr, Miracle was speaking that
wc would be very pleased to have them
sit iii and listen to what he was say-
ing, because he was giving facts. 1
haven't the slightest idea, not the
slightest idea, how he is appropriating
these facts, nor the spirit of the school,
nor the spirit of the man. I am talk-
ing purely from what he gave us lure
today on paper.

I have heard different speakers say
we ought to beguile the school men
in believing us. That probably was
not the exact language, but you have
continuously said that von ought to
have the respect and confidence 01
school men. With that I heartily
agree, and yet at the same time I have
heard you say, inconsistent though it
is. "We have no interest in working
our standards to conform to theirs."

Gentlemen, may I ask you how it is
going to be possible for us to covet
the good will and respect of business
men and school men, and at the same
time have no particular respect for
what these business men and school
men think of us, or of the courses we
offer, or the way that we offer them?
Personally, I am very eager to have
the good opinion of school men. I am
exceedingly eager to have the good
opinion of business men. Selfishly, I
am eager for that, because I think it
will mean more money for me. Pro-
fessionally, I am eager for that, be-
cause I am an educator, or supposed
to be. In the realm of experience as
man to man, I am eager for that very
situation to obtain.

I am sometimes doubting whether or
not you and I. who are teaching busi-
ness, differentiate between office edu-
cation and business education. How
long since you read a book on the
Bigness of Business? Where are the
bounds of commerce? Why, since the
day that old Abram wandered over the
plains of Mamre down to this time
with the skyscrapers in Dallas, busi-
ness has been the chief occupation of
man. Business, probably, has engaged
the thought of man more than any
other one thing, unless it is religion.
It is a universal thing. We live in it;
we breathe through it : we act upon
it and we act by it. Business, instead
of being a sordid, selfish thing, ought
to be looked upon here in our coun-
try, the premier country of all times,
as the great, outstanding, useful occu-
pation of man. Then apologize be-
cause you are in commerce? No! Not
to every missionary on the face of
the earth would I apologize. Apologize
because you are teaching people how-
to make money and how to transact
business v Xo ! Not before every Cath-
olic Conference, or Methodist Confer-
ence, or Baptist Association, or Pres-
byterian on this earth, would I apolo-
gize lor that, because without business,
they would not exist. It would be
utterly impossible for them to exist.

Von and I, Ladies and Gentlemen, are
engaged, as I conceive it, in a very
high and holy thing, and the only time
when it drop - below that high stand-
ard, is when yon and I drop with it.
That is all. It is not the business
that is dropping-, it is the way it is
conducted and not otherwise. When a
young man or a young woman comes
into our school, my opinion is. that
the finished lesson is not necessarily
the job objective, as important as that
is. Again. I have no apology to make
to anybody for teaching young people

to make a living and to get work to
do. I believe that we should teach
them that getting a business educa-
tion is getting a knowledge of busi-
ness so that we can live in it, and
move in it, and not be ignoramuses
here in the greatest commercial coun-
try of all time.

Here are two sides. Here is a busi-
ness education. You are teaching that
man stenography — purely stenography
— and you are not giving him a busi-
ness education. That has been my
field all my life ; my major teaching
has been in that field. You are not
giving him a business education, you
are giving him an office education in
the hope that he can take that and
with it make a living, and ultimately
build into it some experiences, and
drift on into business. You give a
man a course in bookkeeping. What
are you doing? You are not giving
him a knowledge of business neces-
sarily ; you are teaching him to re-
cord acts that have been performed by
men who understand business. That
is the difference. Now that is highly
essential, gentlemen, but it is not
necessarily business education. Many
good stenographers would be lost in a
deal; many good stenographers do not
know what tariff means; many extra-
ordinary bookkeepers could not com-
pute the interest in some intricate

Then we come into the realm of
business transportation, commercial
geography, economics, tariff, the rela-
tionship of man to each other in their
intricate commercial transactions,
banking, and all of these things. Do
vou understand how it is possible for
a man to live to be grown and not
know how to count, and yet I had an
old neighbor, when I was a boy, who
could not count to a hundred, and he
wis eighty years old. Do you see
how it is possible for a man to live
to be grown, and not know bow to
count our ordinary American money,
the coin of the realm? And yet, now
and then, you will find onv who doesn't
know that. Do you see how it is
possible for an American citizen to
grow into maturity, and not have to
conic into contact with commerce in
some sort of form ? It is utterly im-
possible. So I am saying to you. that
getting a business education for the
sake of the education itself, is a very
high and exalted ideal toward which
you and I ought to strive when we
are teaching those voting people. Get-
ting an education in college is a high
ideal in itself. It does not necessarily
prepare a man to make a living, or

&/l*&U&M£M&&U&&r' &


for future life, but it helps him while
he is doing it.

I want to ask you, gentlemen, have
you ever been happier in your life
than when you were a boy in school.''
I went to an old school house out in
the country. It had only one room,
and half log. Why, gentlemen, I can
see Minnie Johnson, and Mattie
Walker, and David Moore, and Mar-
tin Moore, and Helen, and all the
others; I can see the big. red apples
they brought me, and I can smell the
peaches ; I can hear the old farmers
pronouncing the words in the spelling
matches, and I can see us taking the
prizes and walking away greater than
he that taketh a city. I understand
all of that. Gentlemen, I have never
had a happier day than I was having
then. I was a citizen then; I was
living then ; and that is what school
is for — to teach people to live after
they get their education.

What a wonderful thing it is for that
young gentleman to have the ability
to analyze the proposition he has sub-
mitted to us here today. It must be
a satisfaction, a selfish satisfaction.

Now. gentlemen, there is something
fine in selfishness; there is something
better in selfishness than altruism. I
will illustrate it. I leave my watch
lying there and walk away, and di-
rectly Mr. Meadows comes along and
sees that watch and he decides he
will take it. He slips it into his
pocket, looks around, and starts down
the street. Directly he says. "That
isn't treating Mr. Harman right. He
worked for it; he needs it and I am
not going to treat my friend that
way." He slips up here and puts the
watch, down and he is gone again.
And then, after a while Mr. Ragland
sees the watch. He says : "I am that
much ahead," and he puts it into his
pocket and after a while he says ;
"That will ruin me if I take that watch.
It will be a stain forever upon my
character if I take that watch, I can't
afford it." He slips back and puts
the watch down again. Which of the
two men was more nearly honest ; the
one who did it for Harman or the
one who did it for his own sake ? The
latter. There is a selfishness, ladies
and gentlemen, in education that is a
high and holy selfishness, and I am
telling you. when you are teaching
young men and women, teach them
infinitely more than just getting the
money or getting a position. You
should teach them how to operate,
how to make all the procedures here
in tin's very complex situation of ours,
and which is getting infinitely more
complex as we go along.

Things are changing rapidly; things
are changed since Betsie died. If I
were as old and bald headed as you
are (referring to one of the dele-
gates) I don't know that I would get
so far away from home. You were
telling about your experiences in your
early days in educational activities, and
then these three old duffers stood up
and said for forty years they have
been in business college work. You

don't look like it. But. gentlemen,
hasn't there been a tremendous change
in that time? What brought it about?
We have got the chain stores now.
At least, we had when I left home.
unless Mr. Henderson has put them
out of business.

Gentlemen, we are living now in a
commercial age. Last year a book
was issued entitled, "Whither Man-
kind." written by such men as John
Dewey and the greatest scholars and
philosophers and ministers of this
present day, and all built around the
one idea of this Machine Age. Now
what is going to happen in this Ma-
chine Age? One of three things may
happen. We may build up here a
Frankenstein Man that will go stalk-
ing about over the country and we
can't stop him. Second, we are going
too far in science, the few are, and
building so rapidly for the masses that
the masses are not keeping up. That
may be one of the things that is caus-
ing the restlessness in this country

I am not yet thoroughly adjusted to
my automobile. I lose my head — get
out of the way. I am coming down the
road. I am not accustomed to the pic-
ture show. I go and sit down and see
the same old fellow make love to the
same old sweetheart, and grab the
same old bankroll, and see the same
old bandit, and I get excited over that
thing. I am not thoroughly adjusted
to that. But when you add to the au-
tomobile and the picture show the
X-Ray machine and the flying machine
and the radio and the multigraph and
the mimeograph and the neostyle, and
a thousand other things that science
has handed out to you and me, then
you and I are not able to keep up
with what science and the Machine
Age has done for us. Until we begin
to adjust ourselves to that we may
have some tremendous difficulties.

Again, this Machine Age may make
life too easy for us. We have got al-
most fool proof cars. Everything is
being made so safe for you and for
me that we do not have to exercise
ourselves at all. When I was a child
old man Bob Moore and William Hay-
den Thomas, whose nickname was Bill
Thomas, rode on horses all the way
from Allentown, Kentucky, to Dallas.
Texas. They taught school in a one
room school house, and finally old Bob
Moore became homesick. He got on
his horse and said, "Goodbye, Bill. I
am going back." And he went back.
Bill Thomas stayed and built the first
skyscraper that was ever built in Dal-
las, it stands over here (indicating
with his hand). Old man Moore went
back and built a skyscraping family
in Kentucky, twelve children.

Let me tell you. gentlemen, it took
a thousand times more courage and
thought and endurance and time and

Online LibraryAuguste LutaudThe Business Educator (Volume 36) → online text (page 21 of 49)