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THE HIGHER ASPECTS OF BUSINESS EDUCATION. 9% 
sists in the exchange of rights. The moral right that underlies book- 
keeping is therefore of the greatest importance. This is not an ideal 
representation. Bookkeeping should be so taught that all this may be 
thoroughly brought out, as it is only second in value to its great practical 
atility, involving as it does all the processes of banking, insurance, trang- 
portation, and exchange. 
It is possible some of the business educators of this country are them- 
selves taking a wrong view of their duty ; are regarding themselves merely 
as machines to satisfy the demands of the business community ; are 
considering it as their sole duty to equip young men and women with 
preliminary training necessary to supply the clerk market, or to merely 
make money in life, instead of giving them such training as will help 
them to become business men and women in the higher and nobler sense 
of the term. If my apprehensions are correct, let me ask : Are not the 
ethical complications among the very greatest ? Are not the problems of 
she rights and relations of men as important as any commercial study 
could be? Is not the commercial world a great commonwealth ? We 
are living in a great business age ; vast combinations everywhere multiply- 
ng and extending far and near to change all business relations and 
results. Who can tell in these days what the real market price of any- 
thing is, or what it ought to be, even fo money itself? Tell me, what is so 
important in that vast system as the ethical principles, the questions of 
right and wrong which are involved ? What is so important to the success 
of any business as that there shall be upright principles underlying it ? 
Young people need to be educated in these respects. 
It is also the duty of the business college to train for citizenship, and 
so far as possible for the responsible duties of the public office. 
How important that the problem of a higher education for business be 
considered in all its bearings! There are those who pretend to believe 
that our obligations to our pupils have been met when we have taught 
:hem the usual branches of the business course. These certainly should 
se well taught, but much more must be undertaken. Even these are 
means, and not ends. The work of the modern business school must 
above all things be so conducted, and its studies so constructed, as to add 
continually to the moral force and to the already acquired intelligence of 
“he pupil who comes to it. He must be led into habits of the most careful 
observation; he must be taught to have confidence in his own opinions and 
his own skill; but at the same time he must be taught to respect the 
opinions and feelings of others, and to see that his own are well and intelli- 
rently formed. He should be required to trace given results back to their 
producing causes, and to anticipate the legitimate results that might be 
sxpected to follow given causes. Patience, perseverance, neatness, accuracy, 
and dispatch are as essential to a suitable preparation for business, as are 
theory and practice. In no other way, except by this broad and persistent