Lyou’s definition of commerce states “any education which a businessman has and which makes him a better business man”.
H.G. Shield (1930) states, “Real commerces education is economical education-economic education not of academic sort long on theory and short on facts but economic education which will give the student a knowledge of basic reality of business life and relationships.
The basic science of business is commerce and without a thorough guidance and awareness of economical problems much of the material included in secondary school course is purely addicting and essentially superficial. We cannot place technique and socio-business subjects on a dual basic science one are basic and other is supplementary, we cannot accept a two headed definition of the field but must recognise that certain elements must be given most emphasis and these take to be economic factors”. This definition in views of Herbert A. Tonne provides interesting explanation and puts emphasis on the value of economic understanding as opposed to a limited skill training programme.
Writing about role of commerce education Fredrick G. Nichols (1933) observes, “There is no conflict between preparation and efficient participation in productive activities and for wise use of resulting financial rewards.
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It is an obligation of business education to produce these results in the interests or the individual as a consumer of goods, of business which produces what people will buy, and of society as a whole whose welfare is predicated upon a proper functioning of the forces of production, distribution and assumption”.
We conclude the discussion with the opinion of Tonne. He opines, “As the adjustment of the individual to his environment as on these phases of education that can need to be or should be learned in school. Since times immemorial young men have learned business by working with the master, the bright and succeeded because the operation was simple.
The bright ones succeeded because of shrewd observations and because the operation were simple many more failed, that was necessary. Specific on the job training being developed now to meet lie need of business man that has become too intricate to be learned by limit and trial method”.
An Educationists and doctoral member of university at Arizonee, U.S. A has pointed out that, “At the earliest stage of development of this stream. The primary object of Commerce Education was of getting a job in business organisation and government office. Keeping in view the utility of the stream, it was started in government and aided schools with vocational objectives, the future teacher of commerce shall fell the need of building further objectives, G.K. Hayden and C.A Nolson, in their joint work “Principles and Problems of Business Education” have laid down the following objectives:
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(i) Vocational competency,
(ii) Adaptability of occupational change.
Vocational Competency
Only two subjects (viz., stenography and book-keeping) were initially included. Private institutions were already imparting education in these fields and so the text-books and material used by such institution were adopted to a large extent.
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Vocational competency at present is not the only objective of Commerce Education. Now several other objectives have been added. The number of subjects being taught has also increased.