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0 Commonwealth of Kentucky 0

' EDUCATIONAL BULLETIN

”I

~ BUSINESS EDUCATION

I FOR

I KENTUCKY HIGH SCHOOLS
I

* - Published by
A/LI- DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
LI LIBRARY Superintendent of Public Instruction
1

VERBYEY OF KEKTWCKY

ISSUED MONTHLY

> Entered as second-class matter March 21, 1933, at the post office 1t
L Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XVII OCTOBER, 1949 No. 8,

FOREWORD

The past summer, 1949, a Business Education Curriculum Work-
shop was conducted at the University of Kentucky. This Bulletin is
a product of that Workshop. This Work Conference was directed by
Professor Vernon A. Musselman, Chairman, Department of Business
Education, University of Kentucky. The State Department of Educa-
tion cooperated in this undertaking. A number of leaders in the field
of business education as well as graduate students in this field took
an active part in preparing materials found in this Bulletin.

I wish to take this means of congratulating all who had an active
part in the preparation of the Bulletin and also of expressing my
appreciation for their contributions. I am confident that the adminis-
trators of our public schools and the teachers of business education in
our high schools will find the suggestions and materials presented
herein most helpful.

BOSWELL B. HODGKIN
Superintendent of Public Instruction

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ACKNOWLEDGMENTS

Teachers of business subjects at all levels (junior high schools,
senior high schools, junior colleges, and four-year colleges) were
registered in the Business Education Curriculum Workshop, and
participated in the preparation of this bulletin under the direction
of Vernon A. Musselman, chairman of the department. Dr. Cecil
Puckett, Dean of the College of Business Administration, University
of Denver; Mr. Harmon Wilson, Editor of The Balance Sheet; Mr.
Robert Finch, Supervisor of Business Education, Cincinnati Public
Schools; Mr. Robert Lowry, Associate Professor of Business Educa-
tion, Oklahoma A. and M. College; Dr. Ruth Thomas, and Miss
Margaret Bell Humphreys, both on the faculty of the College of
Commerce, University of Kentucky, served as consultants in the
preparation of parts of this bulletin.

The assistance given by the State Department of Education, and
Mr. Mark Godman, Director of Supervision, extended throughout the
period and was extremely valuable. The sympathetic interest of
Mr. Boswell'I-Iodgkin, State Superintendent of Public Instruction,
was also greatly appreciated.

Special recognition should be given to a group of graduate
Students who served as chairmen of the various committees which had
the major responsibility for the work on the bulletin. They are; Miss
Martha Hill, University of Chattanooga; Mrs. Mildred Rosenmerkel
Bailey, Parkersburg, West Virginia; Mr. Harvey B. Oates, Keyser,
West Virginia; Mr. Virgil Young, Paris, Kentucky; and Miss Alberta
Anderson, Charleston, West Virginia. They gave unselfishly of their
tlme, and guided the work of the various committees in their planning
and writing. The members of the workshop also wish to express their
appreciation to Miss Ann Kirtley, who typed the entire manuscript.

VERNON A. MUSSELMAN, Chairman

Department of Business Education
University of Kentucky

1183.4 :3 Y
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CONTENTS

Page

Foreword ___________________________________________________________________________________________ 368

Acknowledgments __________________________________________________________________________________ 369
Chapter

I What Are VVO Trying to D0 in. Business Education .......... 371

ll. General Business ________________________________________________________________________ 375

I ll ’l‘ypewriting' _______________________________________________________________________________ 397

TV Business English ______________________________________________________________________ 403

V Shorthand ................................................................................. 407

Vl Office Practice ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 411

VII Business Arithinetiv __________________________________________________________________ 419

V Ill: Bookkeepin 14' ______________________________________________________________________________ 423

lX Selling ________________________________________________________________________________________ 427

X Consumer Economics ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 441

XI Economics __________________________________________________________________________________ 459

XTI Economic Geography ______________________________________________________________ 467

XII-l Business Law ____________________________________________________________________________ 473

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Chapter I
WHAT WE ARE TRYING TO DO IN BUSINESS EDUCATION

In order to know what we are talking about let us first define
the terms which we are using, namely: (1) Business, (2) Education,
and (3) Business Education.

(1) Business—man’s economic system for using human and natural

resources to satisfy his wants and needs.

(2) Education—a process of continuous growth in the power of
satisfactory adjustment of the individual, and of groups
of individuals, to desirable life experiences in an endeavor
to increase human welfare and happiness.

Frederick G. Nichols
Paul S. Lomax

(3) Business Education—since education is thought of as the adjust—
ment of the individual to his environment, business educa-
tion must be thought of as the adjustment of the individual
to his business environment.

Closely related to the meaning of the terms which we are to use

is a statement of purposes which we, in education, are striving to
accomplish:

Education: The Education Policies Commission has given four major
areas in which specific purposes are grouped:

1. Objectives of Self—Realization

2. Objectives of Human Relationships
3. Objectives of Civic Responsibility
4. Objectives of Economic Efficiency

It would seem then that the school has an obligation to aid each
American youth in determining his own points of strength and
weakness, and in developing a program of experience and study that
will enable him to strengthen his weaknesses and capitalize upon his
Points of strength. A corollary to this would be for a youth to deter—
mlne in what field of activity he can best work and earn his living—in
terms of his native capabilities and their development.

Secondly, he must be given opportunities to adjust to his environ-
ment as it is concerned with working with individuals. He must
develop such traits and attitudes as a respect for humanity, spirit of
frlelldship, cooperation, courtesy, appreciation of home and the other .
members of the family.

The third area of civic responsibility means that he must develop
the qualities of social justice, tolerance, critical judgment, law ob-

371

servance, responsibility to civic duties, and a devotion to democratic
ideals and democratic ways of living.

To be economically efficient he must have an appreciation of
good workmanship, be able to select his occupation intelligently and
to succeed in it, be able to plan his economic life, possess standards
for wisely spending his income which requires skill and understanding
in buymanship, and to be able to safeguard his economic interests.

Specifically for business teachers this means that we must be
concerned with first, those phases of business which concern every
member of organized see/2'01 y, and secondly, give specialized instruction
for those who wish to become wage earners in specific business
occupations. We must:

1. Guide the student as he develops an appreciation for, and under—
standing of, our capitalistic economic system.

2. Help the student to analyze his personal capacities and training
opportunities with the View of properly selecting an occupation
in which he is to earn his living.

3. Help the student as he forms an intelligent knowledge and under-
standing of business organization, functions, and serVices.

4. Help the student to develop competence in solving daily prob-
lems as a buyer and consumer.

5. Provide a laboratory where secondary school youth can practice
democratic living as citizens.

The best ways to accomplish the goals of education, meet the
needs of the students, and keep the students interested in the activities
in which they participate. as members of the school and society appear
to be those which give emphasis to:

Problem—solving techniques.

Laboratory techniques.

A variety of procedures.

Demonstrations and sensual experiences.

Recognition of individual differences.

Interest of students.

Awareness of success. .
Wide participation of the students in: determining goals, planning
activities, executing plans, judging results.

907163999350!“

The typical business curriculum which is so prevalent in Ken-
tucky high schools. namely: three or four classes of typewriting, 011e
of bookkeeping. and one. of shorthand does not appear to be the bent
possible curriculum plan for accomplishing these objectives. SpeCifl'
(‘ﬂlly it seems to put the emphasis on the development. of the vocational
objective to the neglect of the general education objective. The weak-
nesses of such a program of studies seem to be threefold :

1. Neglect of training and experience in the area 0f understanding
of business principles and functions.

2. Neglect of training and experience in the area of buymanship
and consumership.

3. Too great an emphasis on vocational training fonoffice .OCCuPa‘
tions to the neglect of training and experience in selling an

372

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other business occupations into which more high school youth
enter than enter the oﬁice occupations.

A more justifiable program would appear to be one which offers
courses in selling, consumer economics7 and business principles and
functions. In order to include these subjects it is necessary to alternate ‘
the offering of certain subjects in the small. school, teaching them
during alternate years. It will also be necessary to reduce the number
of typewriting classes; this can be done by increasing the number of
typewriters and the enrollment in each class. These suggestions, when
adopted, would enable a one-teacher school to offer a business program
for our high school youth which is superior to the typical program
offered today. The following two-year program is offered as an
example. It is understood, of course, that each individual school will
vary its offerings from this suggestion to meet the needs of that
community.

SUGGESTED TWO-YEAR BUSINESS SCHEDULE FOR ONE TEACHER

First Year Second Year
Period Both Semesters First Semester Second Semester
1 Typewritlng (10)1 Typewriting (10) Typewriting (10)
2 Typewriting (10) Typewriting (10) Typewriting (10)
3 Planning3 Planning Period Planning Period
4 General Business (9) Consumer Economics (11 Business Law (11 and 12)
and 12)
,5 Shorthand (11-12) Bookkeeping (10 and 11) Bookkeeping (10 and 11)
6 Selling (12) Office Practice (12) Office Practice (12)

1Figure following subject indicates the grade or grades in which the subject
should e offered.

h ”Since this proposed program calls for four different preparations, the teacher
8 0uld be g ven one period for planning and preparing his class work.

Larger schools can offer more than one curriculum. One five-way
curriculum is suggested on the following page.

373

{7L8

A FIVE-WAY BUSINESS CURRICULUM FOR LARGE SCHOOLS1

I
9th Grade 1 10th Grade 11th Grade 12th Grade
Subject Suggested for English English English English?
All Bus. Pupils General Science Consumer Econ. ($U.) American History Current World History
Bookkeeping General Business Typewriting Bookkeeping Bookkeeping II
Algebra I Algebra (yéUl) Snlesmanship (%U.) Business Law (1/2U.)
Business Math. (1/éU.) Elective (%U.) Economics (1/2U.)
Economic Geography (1/2U.)
Secretarial Intro. to Business Typewriting Shorthand Office Practice
Elective Economic Geography (%U.) Bookkeeping Business Law (l/zU.)
Business Math. (1/2U.) Economics (1/_»U.)
Elective (l/gU.)
General Clerical Intro. to Business Typewriting Clerical Practice I Clerical Practice II
Algebra I Business Math. (%U.) Bookkeeping Business Law (%U.)
Economic Geography (%U.) Economics (léUJ
Elective (1/2Ul)
Merchandising lntro. to Business Typewriting Bookkeeping Retail Merchandising
Elective Economic Geography ($éU.) Salesmanship (%U.) Business Law (1/3U.)
Business Math. (1/2U.) Advertising (l/zU.) Economics (1/2U.)
Elective (l/éU.)
Typewriting Bookkeeping Economics (1/2U.)

General Business

Intro. to Business
Elective

Economic Geography (%U.)

Business Math. (1/zU ~)

Salesmanship (%U.)
Elective (1/2U.)

Elective (1/2U .)

Business Law (%U.)
Elective

‘ All courses include 2 semesters of work (1 unit of credit) unless labeled

credit) A
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Chapter II
GENERAL BUSINESS

Value to All Students
Every day students are confronted with individual and group
business activities and problems. It is of utmost importance that they
(1) understand, analyze, and appreciate how business affects them
as citizens of a capitalistic, democratic nation; and that they (2) de-
velop proficiency in business activities such as spending, saving,
traveling, and business correspondence.

Value as Preparation for a Vocation in Business
Many students will find their life work in business, and many
more will find initial employment in business as a stepping stone to
a chosen vocation outside business. All students should explore the
field of business and understand the fundamentals of business opera-

tion which are baSic to more advanced study of business and vocational
training.

Length of Course, Grade Placement, and Objectives

This should be a one-year course in the 9th or 10th grade (pref-
erably the 9th). Probably it should be required of all students, and

certainly should be required of all students who plan to prepare for
a vocation in business.

Some desirable objectives are to provide opportunities for the
students to:

1. Become acquainted with business and the services performed
by busmess in the local community as well as the nation.

2. Acquirednformation, develop a sense of values, improve
those skills needed for managing personal affairs efﬁciently,

and apply these ideas and skills in solving personal business
problems.

3. Understanding, appreciate, cultivate, and practice business-
hke, ethical attitudes in everyday business situations.

4. Learn how business operates and develop critical, analytical
thinking directed toward the improvement of local and
national business conditions.

5. Survey the ﬁeld of business occupations, consider the require-
ments for successful workers in each occupation, and carry
on a program of self-discovery and self-evaluation in rela-
tion to these occupations.

6- Realize how a continued study of business in the secondary
school may assmt him to meet his immediate and future
needs and plan his future education.

375

Suggested Content Outline

The teacher and the pupils should cooperatively select the ma-
terial for this course from the business situations which exist in their
respective communities. Selection of material should be based 011 its
immediate value to the students as well as its probable future value.
The greatest value, in all probability, will be found in the use of ma-
terials which the students are able. to organize, interpret, and evaluate,
and from which they may draw conclusions, determine and recom-
mend plans for improvement, and try out these plans insofar as pos-
sible. This list of topics and subjects is merely suggestive and should
be supplemented and organized to meet the needs of the students in
each respective community.

Suggested Units
I. The Role of Business in the Life of the Individual and of the
Nation
A. Business in the home. the school and the local community
B. Business in the nation as a Whole

II. Using and Improving Buying and Selling Services
A. Interpreting advertising and choosing wisely
B. Paying for purchases
C. Participating courteously and fairly in buying and selling

III. Using Money and Improving Banking and Loan Services*
A. Saving, investing, and borrowing money
B. Services rendered by banks

IV. Using and Improving Travel and Transportation Services

A. Using maps, time tables, travel guides, hotel directories, and
travelers’ checks

B. Shipping goods and mailing packages

V. Using and Improving Communication Services

A- Wﬁiting effective letters and using postal services economi-
ca y

B. Courtesy and efficiency in using telephone and telegraph
services
VI. Using Insurance Services

VII. Finding Useful Business Information and Keeping Records

A. Using newspapers, magazines, directories, reference books,
and pamphlets

B. Budgeting and recording money received and spent
C. Filing

VIII. Surveying Business Occupations and Community Opportunities
for Part-Time Jobs
IX. Planning an Educational Future

A. Understanding and appreciating how education increases
ﬁnancial returns and opportunities for enjoyment of life.

B. Making a tentative decision concerning high school education
and planning accordingly

* This unit was chosen for fuller development and follows this outline-

376

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VIII.

DETAILED OUTLINE FOR UNIT 0N MONEY AND BANKING
SERVICES

(Estimated Time—4 to 6 weeks)

This outline is given as an example of the detailed student—

teacher activities which might be carried on in a particular unit of
work. It is hoped that this outline will be helpful in organizing and
working out similar units.

Objectives

. To understand the meaning and the use of money and the methods
of handling money.

. To understand that the use of the bank check as a convenient sub—
stitute for money is made possible through banking facilities, and to
learn how to use this substitute.

. To learn that under certain conditions checks may be passed from
person to person. The inconvenience and danger involved in carry—
lng large sums of money may be thus avoided.

. To understand and appreciate the bank account as a basis for obtain-
ing the services that banks render to customers.

. To. understand the safe methods of transmitting payments to distant

pomts and the manner of using these methods.

Content
I. The Need for Money

II. The Development of Money
A. Barter
B. Coins
C. Paper Money
III. Handling and Counting Money
A. Counterfeit Money
B. Making Change
1. Cash Register
2. Change Making Machine
3. Counting and Wrapping Machine

. Check book

. Reconciliation of Bank Statement
Service Charge

State Tax

V. Writing Checks

VI. Transferring Checks
A. Between Individuals
B. Between Banks

VII. Kinds of Banks

A. Commercial

B. Savings
Trust Companies
Federal Reserve

Other Services

A. Safe Deposit Box
Deposit Insurance

IV. Opening a Checking and Savings Account
A. Introduction
B. Signature cards
C. Deposit slips
D. Bank book
%. Bank Statement
G
H
I.

377

Night Depository
Loans

Collections

Trustee of Funds
Educational Services
Government Bonds
Financial Advice
Credit Reference

IX. Ways of Making Payment
A. Money Orders
1. Postal
2. Bank
3. Express
4. Telegraph

B. Checks
. Voucher

Certiﬁed

Cashier’s
Travelers’
Counter

. Ordinary
C. N tes

D. Drafts

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Launching the Unit
One week before the unit is to be studied, the teacher sets the
stage for the unit by displaying interesting material on the bulletin
board.
Suggestive display may include:

Pamphlet “Know Your Money"
Clippings from current newspapers and magazines

Forms from local banks
Other pamphlets pertaining to the subject
On the first day of this project, the teacher will ask “Do you want

to get rich ‘2” After the question is answered in the affirmative, he will
explain how they can get rich in the following weeks. He will tell
them that they will be given opportunities to earn money by answer-
ing questions throughout the unit. (This money can be ordered from
Ginn and 00., 70 Fifth Avenue, New York—$1.64 per 1,500 bills.) T0
start off they will have a game that very day in which they can earn
$15. Later 011 in the unit they will have a D Day or Dollar Day in
which they will have another opportunity to gain money. Naturally,
the size of their bank account will help determine their grade.

First, in order to determine how much the students already know
about money and banking, the teacher will pass out banking forms
(such as checks, deposit slips, passbooks, signature cards, bank state-
ments) asking the students to answer questions designed to bring out
the individual and group weaknesses. In addition to answering ques-
tions, the students should be asked to send a check for $5.65 to the
person with whom they would like to attend the football game. (This

378

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ne. (This

will aid the teacher in developing a sociogram.) The checks, after
they have been written, will be brought to the teacher’s desk. The
students will examine them, discuss them, and select the correct ones.
The students will receive $2 for a correctly written check and $1 for
each correctly answered question. After the questions are discussed
and the papers are checked, a cashier will be appointed by the group
to pay each student his earnings for the day. The students will be
told to keep the money as they will deposit it later.

Through the use of the pretest the students and teacher will
decide what needs to be discussed in the unit. As the students name
the subjects to be studied, the teacher will write them on the board and
will ask leading questions to be sure all topics in the unit are
mentioned.

The list will be grouped under main headings. Such as:

Money

Bank Accounts

Check Writing and Transferring
Ways of Making Payment
Banking Services

The teacher will explain that each person would have quite a
time finding the answers to all the questions on the list. He will then
proceed to explain how they can save time by dividing their work.
The class can be divided into committees, each committee can study
a different section, and then committees can pool their information.

If the class approves, committees will be formed. Each person
will be allowed to work with the committee of his or her choice. If
there are too many on one committee, it is the teacher’s duty to in-
terest some of the students in another committee.

The students are asked to give the unit a snappy and an alert
title. (Example: “Dollars and Sense”) The student with the Winning
title will earn $1. The students are then instructed to join the mem—
bers of their group and to elect a chairman.

In order to help the committees get started, the teacher will dis-
cuss some of the ways the committees should plan their research work,
the various ways they should go about gathering data, and how they
can present the material to the class. Student activities are listed on
the following pages. The teacher can suggest these to the students if
they need help. When the committees outline their projects, they
Should keep in mind the questions the class will want answered.

After the second committee meeting, the class can meet, the chair-
men will give a brief progress report, and the class members may ask
questions. Later the teacher will move from group to group, meeting
with the chairmen and any groups that need help. Each'chairman

379

will leave a brief report on the teacher’s desk at the end of each day.
The chairman must also obtain permission when the group wishes to
leave the classroom to do research.

\Vlien the committees have decided on how much time each group
should be given for research, a schedule for presentation will be set
up by the chairmen. It is recommended that the topics be discussed
in the'order named but this is not too important. The teacher and
committee should decide this. Perhaps some group will finish earlier;
if so, that group should report first.

The teacher wants the committees to plan their own procedure
by using their own initiative, but at the same time he doesn’t want
them to be in the dark about what is going on. The success of the unit
depends to a large extent upon the careful planning of the teacher.

Some very helpful suggestions of things that the teacher should do
are:

1. Guide the group during the planning period to develop plans

which are so deﬁnite and so clear that all know what to do and
how to do it.

2. Check with individuals and committees before they disperse

for work to see that the more detailed plans are deﬁnite and
clear.

3. Anticipate difficulties in carrying out plans as made and be
ready to call group conferences when the difficulty occurs, and
before discouragement and work stoppage can result in disorder.

4. Guide during the planning period so that sufficient work is out-
lined to keep all individuals and groups busy over a reasonably
long period of time. Replanning may be necessary.

5. Call for replanning conferences as work develops unevenly.
Workers may be reassigned and activities redistributed.

6. Keep in touch with the varied activities by moving from grOUP
to group, by participating, by asking questions, by making sug-
gestions, thus exercising both guidance and control.

7. Foresee certain common opportunities for disorder and forestall
them by developing with the pupils regular routine:
a. For having all materials, tools, supplies ready when need
arises.

b. For distributing materials, tools, supplies, etc., in an
orderly manner.
c. For using reference materials, particularly when students
wish to consult an inadequate number.
d. For holding conferences with individual children who ask
for help.
e. For using as helpers any individuals who may for any
reason he unoccupied for a time.
f. For moving about and observing as groups, without
crowding or jostling.
8. Introduce new activities to small groups directly concerned so
that tryout will be without the confusion. _
9. Give direct and indirect training in the conventions and routines
of group work: taking turns, not interrupting, turning to some

other aspects of one’s work instead of standing around waiting
for tools or materials in use elsewhere.

380

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10. Develop with the pupils ﬂexible plans for their own activities,
budgeting time, scheduling group conferences, announcmg
times for individual conference.

11. Develop at all times directly and indirectly, the understanding
that freedom carries responsibilities, and that self control and
cooperation are advantageous to the pupils themselves and not
something required by the school.1

No one set of procedures can be said to be best for all. groups of

students. The activities which have been listed are suggestive and
should serve to stimulate the teacher and students to find those pro-
cedures that are best suited to their own situation. Many other pupil
activities may be found to supplement the ones listed, and in some
cases to replace them. Certain activities may be desirable at one time,
and entirely different ones may be desirable at other times.

The following outlines for the work of individual committees are
offered as suggestions of desirable activities which may be carried on
and as patterns for the work of similar committees which the class
may have organized.

Committee on Money
Suggested Topics

1. The Need for Money
II. The Development of Money

C: Paper Money

III. Handling and Counting Money
A. Counterfeit Money
B. Making Change
1. Cash Register
2. Change Making Machine
3. Counting and Wrapping Machine

Suggested Student Activities

1. Exhibit samples of money of different countries or of rare United
States money. Money collections can often be borrowed from collec-
tors, or visits to banks and to museums to study collections may be
made. If foreign money is brought the committee member should be
able to tell the country and should be able to state its value in United
States money.

2. If possible, samples of counterfeit money should be secured and
demonstrations made of the differences between the counterfeit and
the genuine. The ﬁlm “Know Your Money” is a good one to show in
this connection. A Secret Service Agent will bring the film and give
a talk. (Write to Frank J. Wilson, Chief, United States Secret Service,
Washington, D. C., or to district office.)

3- Demonstrate the use of the cash register, how coins are wrapped in
com wrappers, and how paper money is sorted and counted. A
Speaker from a local bank may be obtained if desired. »

4- Set up some way in which students will earn the correct way of
ﬂung change. Provide a box of coins for imaginary sales. ~

1 Barton, William Ii, The Guidance of Learning Activities New York: D. A 1e-
ton-Century 00., 1944. pp. 292-293. ’ pp

381

. “The Romance of Coins”—Thirty—minute radio script published by the

Educational Radio Script Exchange of the United States Office of
Education, Washington, D. C. (The history of money.)

Movies can be shown such as “What is Money?”, “The Mint”, “The
Story of Money”, “The U. S. Treasury”, and “Making Money”.

Talk or dramatization emphasizing need for exchange of goods, need
for medium of exchange, ways in which money ﬁlls this need, the

diﬁerent things that have been used for money and the reasons for
their use.

Problem Solving

If you receive a counterfeit bill, what should you do? What is the
best way to detect a counterfeit bi