Abstract The student who understands the purpose of a course and who sees how the course will meet his needs has gone far in preparing himself for the study of that course. It is pertinent, therefore, to ask what benefits may be expected from a study of accounting which will justify the necessary expenditure of time. If it be true that the purpose of education is to fit one for living, how does the study of accounting aid in the realization of this aim? Whether one wishes it or not, most students are compelled to spend a large portion of the available time in providing for the necessities of life. The vocational value of bookkeeping and accounting is accepted without question a it is recognized everywhere that efficiency in the use of such knowledge is of direct value to employers. Accounting, however, does more than equip one to hold a mere routine job. Simple record making often leads to more important positions for those who can see beyond boundaries of their first job and who can make use of their experience and opportunities. Accounting provides the background for advancement as it enables one to see how his work fits into the work of other departments. It is not necessary to be a bookkeeper or a public accountant in order to make use of training in accountancy. The subject furnishes one method of learning about the industrial organization of present society.

Abstract During the long evolution of bookkeeping, the teaching process has made use of several methods of approach. By the mid of the nineteenth century, more attention was directed to ledger accounts as a preliminary to analyzing transactions into debits and credits. This was the method wherein the purpose of the usual accounts, and their plus and minus characteristics, formed the ground work of instruction. Modern bookkeeping requirements are becoming increasingly complex within a framework of a methodology which was much more adequate years ago. Students of elementary bookkeeping feel the consequent difficulties, although they do not understand them. After considerable effort they manage to learn against perfectly natural impulses to the contrary that expense is not an asset, and that inventory is not an expense although it consists of purchased goods which, in a purchase account, are treated like expenses. The task is not of teaching procedure, but of teaching ways of thinking about business transactions.

Abstract The purpose of the elementary accounting courses given at the Chicago, Illinois-based University of Illinois is to give the students a thorough knowledge of basic transactions and fundamental procedure. Much of the material given in elementary accounting course can be disregarded when an examination is prepared because it represents routine work. Subjects such as, the classification of accounts, the preparation of short financial statements, adjusting entries, closing of the ledger, and books of original entry are included in the first-semester examination. The second-semester course is devoted more to accounting procedure and so for this reason the final examination given in the second semester may be counted upon to have a large number of difficult journal entries covering a wide variety of transactions. The examination for the second semester may include problems such as requiring adjusting entries, where the amount must be calculated as well as entries formulated, requiring the opening of the books of a corporation, or requiring the changing of a single proprietorship or partnership.