ion of mechanical and
labor-saving office devices, facility in operating them was required
to supplement skill in penmanship.

Of course, with the development of the market the complexity of office
management increased. In modern times the business man concerns
himself not only with the duties of the merchant and exchanger, but
also with the organization of industry and economical procedure. The
modern business man, entrepreneur or manager, and all those assisting
him in the discharge of his duties, perform functions in two
directions: first, in the direction of the market in the establishment
of price, in the selling of his goods, and in attending to all matters
which flow therefrom, and secondly toward the production plant itself;
while he employs technicians who know how to perform operations
skillfully according to the laws of science, nevertheless he must know
how to buy labor and how to organize labor and materials and put them
in coordinate working relationship most economically.

We can therefore define business _education as education which
directly prepares people to discharge the business function: namely,
the economical organization of men and materials in production and the
most advantageous distribution and exchange of the commodities or
service for consumption_.

In the modern world it is hard sometimes to draw the line between the
field of technology in production and the field of business management
in production, but in general the two functions are fairly distinct.
The technician is interested in operations of production, while the
business manager is interested in their economical organization and in
their government with relation to market conditions. The very
engineers themselves must be selected, engineered, and paid by the
business man. The business manager is interested in keeping the total
price of his commodities above his total entrepreneur's cost. The
technician is interested in inventing and operating the machinery of
production, if and when the business man determines what operations
will be profitable.

=Aims and curricula of business education=

The aims of business education are, first and foremost, professional;
second, civic; and third, cultural. At no time can the three be
separated, but it is possible to devise a curriculum which stresses
one or two of the aims. It is also possible to treat a subject so as
to emphasize technical and practical skill or to promote philosophical