THE METHOD OF EXPERIENCE APPLIED IN ETHICAL CULTURE

The elections and the discussion contests recently organized in the schools. are of more than passing interest. Fortyone thousand two hundred children in the school elections cast their votes for can

didates on national and state tickets. These young voters conformed in every detail, with the exception of age requirements, to the suffrage laws. Their preelection campaigns were conducted with a fairness and a dignity rarely known in our political life. Sixteen thousand boys. and girls in the intermediate and high. schools are participating in discussion contests organized under the auspices of the English Club, with the purpose of lifting give and take discussion to the

level of tolerant intelligence. These two events exemplify in our school life types of moral training that will make the public school system a force in the building of civil and political consciousness. What James Brice regarded as the indolence and ignorance of American citizens, judged by their conduct at the polls, may after all have been not indolence, not ignorance, but a lack of experience in political conduct. What has appeared a failure in citizenship may have been rather a failure in education. A noted educator, speaking last year before a group of Detroit teachers, stated that after serving many months on a board for the arbitration of industrial disputes. he had come to the conclusion that the real conflict in these disputes lay not so much in irreconcilable interests as in a lack of experience of all concerned in the principles of free speech and fair play. The difficulty, he said, lay not so much in the inherent selfishness of capital and labor as in the difficulty that one person has in catching sympathetically another's point of view in argument. In this connection, he asserted that the schools have failed in their program to provide training looking towards mutual adjustment

when sharply conflicting issues of a personal or a social nature are involved. It was with a view to providing in the schools training that would meet demands of this character that the elections and the discussion contests were organized. When we have succeeded more universally in converting the traditional ethical culture of the schools into types of experience such as these, children will grow into men and women more capable of bearing the responsibilities of public and domestic life. C. C. C.

AN EDITORIAL FROM THE DETROIT NEWS

Superintendent Cody issued a bulletin last fall asking that "The Yellow and the Blue," a college song of the Univer

sity of Michigan, be taught all pupils in the Detroit schools. Consequently, the singing of "The Yellow and the Blue" has become an established custom in the schools, with a significance that the Detroit News recently commented editorially upon as follows:

'RAH FOR THESE LITTLE CHAPS

It is possible that to the two grown-ups who stood by and listened, this little schoolroom incident may not have been anything extraordinary. One was a teacher and the other a school official, and so, because these things are to them of everyday occurrence, both of them may have overlooked what to other grown-ups would have been dramatic possibilities in this incident.

The school official in the course of a visit to one of the grade schools in the city had stepped casually into a room where two score children or more were at their lessons. For a few minutes the regular school program was set aside and the children sang. Most of them were children whose features gave eloquent testimony that their ancestry could be traced back to one of Europe's southern countries, Italy, most likely. In many cases, perhaps, the parents of these little singers were born and brought up in Italy; and even in the speech of the children might be found traces of a foreign tongue. But they sang the school song of our state university-"The Yellow and the Blue." And right merrily did they "Hurrah for the Yellow and the Blue "

Education is made up of a lot of little things, some of them very small indeed. Some of these stay in the mind a long time and some pass through as water passes through a sieve; some help greatly to give shape and direction to the personality of the learner, and no doubt many of the things he learns leave him untouched, at least as far as any estimate can be made of the effect of these lessons. It would be difficult, however, to persuade anyone that this singing of the song of our state school on the part of these children hasn't in it something of significance to these college students in embryo. It may not be a point to be argued out logically; but, somehow, anyone who reflects on this incident cannot help feeling that the singing of this college song helps in some measure to determine a desirable educational ideal for these children.

And Jor University of Michigan alumni and alumnae, for students and their friends and relatives, what food for sentimental reflection there is in this incident-little Italian children singing "The Yellow and the Blue"!

THE MOVEMENT FOR BETTER AMERICAN SPEECH

CLAUDIA E. CRUMPTON

Northwestern High School, Detroit, Secretary of the Committee on American Speech, National Council of Teachers of English.

When one looks back to pioneer days of the Speech Movement, about four years ago, and sees today so many communities in all parts of the country preparing for the observance of Speech Week that there promises to be a second national observance, and when he sees the development of the Movement in purpose and method, he stands amazed to find that the forefathers built more surely than they thought.

How much of this phenomenal growth is due to mere agitation with reference to the Speech Movement is difficult to estimate. Certainly it is true that the perils encountered during the war, of having within our bounds a polyglot language, and the difficulties of international understanding because of differences in language and points of view, also the contact of our soldiers with those of other countries where a high standard of daily speech is encouraged, all have contributed tremendously to the influences that have made the Speech Movement in America popular.

The most significant fact concerning the Speech Movement at present is that it has become a recognized factor in the social and business life of our country. The following are typical instances. Last year a leading bank of Milwaukee, on one of its busiest days, closed its doors for an hour in order to have its employees hear talks on Better Speech, by prominent citizens. Later, this bank printed for free distribution a pamphlet upon the subject of speech. This winter several prominent bankers of Detroit are having a course in public speaking through the Extension Department of the University of Michigan. During the last two years one of the leading stores of Chicago has conducted a definitely organized project for speech betterment, with the result that one of the Detroit editors, not knowing of this activity, upon visiting Chicago, remarked upon the contrast in pleasantness of speech and manner between the employees of

this s'ore and those of others. In Cincinnati the employees of the chief stores, who have a course in salesmanship jointly under the supervision of the Board of Education and business establishments, are required to attain certain standards in speech before graduation.

Last year about twenty department stores of New York, Brooklyn, and Newark established at the University of the City of New York a School for Teachers of Retail Selling. In this course they have made much of training in speech. For this training they have employed a man who, through his experience as a teacher of English in college and a teacher of public speaking in the Y. M. C. A.'s of New York and vicinity, also by his association with a publishing house as editor, is peculiarly fitted for this work. This gentleman writes:

"The students must be college graduates, or persons of equivalent training, and, in addition, must have a good record for business efficiency. Although the course was announced late in the summer, there were nearly 400 applicants, from whom about 30 students were selected. Twenty of these came into my class; the others were temporarily excused, but will take the course later. At present, at the opening of the second term-or semester-I have 18 in the class.

or

"The students are men and women between 25 and 35, most of them, although one or two are younger; 10 men and 8 women. The women are mostly studying to become teachers in stores, in the commercial classes in the city high schools. The men are mostly fitting themselves. for executive positions in the stores. They are all competent, serious, ambitious people. Most of the women have been teachers; most of the men have been in the army.

"They have classes in the mornings-each course meeting once a week for a two-hour session. In the afternoon each student works behind the counter in one of the contributing stores -half a term in a store-and works there Saturdays, also in the summer. For support, each student receives a salary, beginning at $60 to $80 per month. In summer, when the student's whole time is given to the store, the salary is increased.

"When they finish the two-years' course, they will be pretty sure of good positions in the stores, or in city high schools. The chances for advancement in the retail store are very great. One of these big New York stores will have 80 or more departments, each headed by a buyer, who receives from $5,000 to $20,000 per year, not to speak of the positions in the educational departments, personnel work, etc."

Whereas, four years ago, the workers for speech betterment made much of the fact that about a dozen prominent women of a large community were willing to come together once a month for considering the subject of speech, now this fact is lost sight of in such typical developments as the following: Last spring the presidents of the women's clubs in Chicago and vicinity, just before they went into office, had as a group a course in public speaking with one whom they regarded most capable. A reader of national reputation, who has touched recently all parts of our country, says that she notices a decided impetus among women toward interest in training for speaking, and she attributes this quickened interest primarily to the entrance of woman into politics.

In September of this year, over a hundred women of the Cincinnati Woman's Club organized a Better English Circle, and prepared fourteen programs upon the following subjects: Symposium in Preparation for Better Speech Week, Nov. 1-8; Diction, or Use of the Best Words; Misusages, notably Slang; Pronunciation and Enunciation; Posters and Slogans; Incorrect Forms; "Brevity is the soul of wit"; Synonym; Letter-writing and Postal Information; Common Errors; Phonetics; Literature as a Necessity; Charades or Play or Pageant. The Illinois Federation of Women's Clubs has a standing committee on speech betterment. Since the American Federation of Women's Clubs has indorsed the movement, and since, in all parts of the country, state, and community, groups of women are paying their respects to the Speech Movement, there is quite a possibility that soon there will be a national committee organized for this purpose. Since The Drama League of America, which has in its membership many eminent playwrights, actors, and writers of dramatic criticism, has indorsed the movement, and since one of the most pronounced interests of workers concerns the spoken word in drama, there is every promise of definite support for the Movement from this source.

Among the schools the teachers are responding to the need of incorporating training in speech in all courses by seeking instruction for themselves. Word comes from workers in states as widely separated as California, New York, and Louisiana, that more teachers have sought the summer-school courses in speech than ever before. The state universities, notably the University of Kansas and the University of Maryland, have made the Speech Movement quite a feature in their courses in methods. During the past summer, at the University of Maryland, a class in Methods, under the supervision of Miss Nellie

G. Brogdan, prepared a bulletin entitled "Guide to a Better English Drive for Rural Schools," which will be used extensively this month in the campaign for Speech Betterment in Maryland. In this guide, of course, such figures as the farmer and his lost turkey figure conspicuously. Detroit and other cities this winter are offering evening courses in speaking for teachers.

Within the schools the pupils are carrying on their activities for improvement in talking by having not only a week, but a year for this purpose. In many schools there are now Better English Clubs, representing joint activities of pupils and teachers. In Phoenix, Arizona, the boys and girls of the whole city have organized a Junior Better English Club. It is hoped by the leaders of the National Council of the Teachers of English that these clubs will grow and increase in number so that finally there may be established a National Junior English Council.

A most encouraging feature in the development of the Speech Movement is the growing readiness of the press to co-operate. Whereas four years ago an inch space in a large daily newspaper was considered a boon, now one finds such papers as "The Detroit News" willing to devote a page to the subject, and newspapers such as "The New York Times," "The Christian Science Monitor," the chief papers of St. Louis and Los Angeles, ready to print at length accounts with reference to the Movement. Recently popular writers of the Associated Press have sought information, and are discussing such topics as "Teach Speaking," "Speech Efficiency," and "Your Use of Words." Four years ago, upon examining any magazine monthly index, one could find about once or twice a year an article relating to matters of speech. During the summer alone, of this year, there appeared these articles: Life's Story Can be Told in Short Words. Lit. Digest 65:75, June 5, 1920.

Our Great Possession, H. Hawthorne. Nicholas 47:65, June, 1920.

St.

extending themselves to basic principles. At first, much to the resentment of specialists in speech, the teachers of English seized upon the most obvious obstruction to pleasantness in talking, by seeking merely the elimination of errors in grammar. Now several of these communities of teachers are emphasizing matters pertaining to pronunciation, enunciation, vocabulary building, the training of the speaking voice, and power in speaking. On the whole, oral composition has become as conspicuous in the English course as at one time was written composition. Indeed, they stand now side by side, as is indicated in the title often used-Better English Week. Interest in the problem of eliminating lingering foreign accent is conspicuously engaging, notably in New York and California.

In short, there is every indication that the Speech Movement, by its own momentum, will enlarge greatly upon the original aim as expressed in the popular slogan:

"One Country, One Language, One Flag."

NEW COURSE IN BANKING

The bankers have waked up to the need in the lower grades of our public schools of a practical course in banking: As a rule, such banking as is now taught in the schools is in the higher grades, which are never reached by many children. Accordingly, at their St. Louis convention in October, 1919, the bankers appointed a special committee to consider this matter and to report what relief, if any, could be afforded, particularly what simple, practical work in banking could be prepared.

This committee met in New York in March

of this year. There were representatives from Montana, Nebraska, Tennessee, Washington, and New York, as well as from Detroit. To the conference were invited Professor E. W. Kemmerer, of Princeton University, Mr. Frank A. Vanderlip, of national bank fame, and Mr. Arthur W. Page, editor of the "World's Work," and, in addition, representatives of several publishing houses.

The committee decided that their first duty was to provide, if possible, a carefully arranged, economically sound, plan of banking study, calcu

lated to correct many false ideas now prevalent regarding banks and banking.

In their investigation the committee found that there were about twelve text books in elementary economics, all treating in part of money, investments, and banking. These books were not considered entirely available for the lower grades, and a new text was deemed desirable; but, as a new book would be long in preparation, it was deemed best to recommend the use of one of the present books, to be supplemented by addresses from bankers and by practical visits to banks. To this end, of course, the aid of bankers would be desirable, and the committee has recommended that sub-committees be formed in the banking associations of the states, and of the smaller communities. The committee in this state consists of:

William J. Gray, Chairman, Detroit

Clay H. Hollister, Grand Rapids
E. S. Rice, Marquette

Hon. John Q. Ross, Muskegon
Judge O. S. Cross, Allegan

It is reported that one or two book companies already have new text books in the press, and the American Institute of Banking has been requested to prepare syllabi of the main topics to be stressed and to take general charge of the educational campaign.

A few months ago the bankers of Detroit met with Superintendent Cody and pledged their support. They will provide speakers and open their institutions to the banking classes.

The subject was also introduced by the superintendent at the principals' meeting held at the Board of Commerce on October 2, and William J. Gray, vice-president of the First and Old Detroit National Bank, delivered an address, in which he outlined the object desired, but confessed that in putting the plan into practice his ideas were nebulous; however, he had been assured that the superintendent and his assistants would do practically whatever was required.

There seems little doubt but that there will soon be in our schools this more intensive practical course on banking.

AN OPEN LETTER*

EDWIN L. MILLER

To the Faculty, Pupils, and Friends of Northern High School.

"And though the Lord give you the bread of adversity and the water of affliction, yet shall not thy teachers be removed into a corner any more, but thine eyes shall see thy teachers; and thine ears shall hear a word behind thee, saying, 'This is the way, walk ye in it, when ye turn to the right hand, and when ye turn to the left." Isaiah xxx-20 and 21.

I am sorry to leave Northwestern, but glad to come to Northern.

Nobody can ever know with how much regret I leave Northwestern, for the simple reason that I lack the vocabulary to tell. The teachers, the pupils, and the parents of that district are my good and dear friends, and I contemplate with especial regret a change that will render my relations with them less direct and intimate. Northwestern's faculty is distinguished by great ability, high professional ideals, and a spirit of devoted loyalty to the school. The pupils are of that good American type which has made of the United States a nation without a peer and which is destined to preserve and enlarge its greatness. The community as a whole is sound in morale, industrious, ambitious, earnest. For these and a hundred other good and sufficient reasons, I regret to leave Northwestern.

I am glad to come to Northern because I know, admire, and like the teachers, pupils, and community. I do not come as For a stranger. thirteen years I have lived in the Northern district. In consequence, the welfare of the school means more to me than would otherwise be the case. It is possible, too, that I am well acquainted with more people, old and young, in this than in the Northwestern district. In a way, then, coming to Northern is to me like coming to live among mine own people. We have here not only all the elements of a great school, but a great *Mr. Miller's letter to the pupils and friends of Northern High School is reprinted because of the interesting way in which he utilizes the cardinal principles of education as a basis of common understanding between the high school and the community. He has succeeded in treating these principles in an informal manner that makes them attractive to pupils and parents alike.

The letter was written on the occasion of Mr. Miller's transfer to the principalship. of the Northern High School.

school already. It is a great thing to belong to a great institution. To make Northern truly great we must ourselves believe it to be great. In order to believe it to be great we must hold firmly in our own minds a clear idea of those things for which the. school should stand.

These things are seven in number-the pupils' health, their mastery of the fundamental processes on which civilization is based, worthy home membership, good citizenship, vocational guidance and training, education in the worthy use of leisure, and sound morals.

The health of the pupils should be a principal's first care. It takes precedence. A good lunch room, a spotless building, a yard free from rubbish, proper heating and ventilation, instruction in right living, physical training, and athletics are, therefore, to be regarded not as frills but as fundamentals. Pupils should seldom or never leave school on account of their health. If they are ailing, their programs should be readjusted in such a way that their health will be restored. In other words, they should not leave school to get well, but go to school to get well.

The fundamental processes are readin', 'ritin', and 'rithmetic. Our ancestors thought that they constituted the whole of education. Though this was not a philosophic view, they still constitute the backbone, so to speak, of education. This means that in high school, every pupil must learn to speak and write plain English with fluency and precision, must become familiar with many great books, and must take as much training as he can in mathematics. The study of a foreign language is of incalculable value in the mastery of one's own. For this purpose Latin has no peer, though French and Spanish, which, after all, are only modernized forms of Latin, are excellent.

The study of music, literature, domestic art, domestic science, household mechanics, drawing, and art contributes to training in worthy home membership. The school should make boys and girls more useful, agreeable, and thoughtful about their homes, not only in the future, but now. If it fails in this, there is a fault somewhere, which can and should be discovered and corrected.

Training in citizenship is one of the chief duties of a school. Respect for law and constituted authority should be taught in all classes, though this is the more particular function of