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The election project in the schools had as one "NORDSTRUM ENTERS POLITICS" of its aims the arousing of political interest in the community. In the city at large an effort
VINA G. KNOWLES was made to get as many voters out to register and vote as possible. Over 300,000 registered,
The quoted title indicates not only the spirit and 295,000 voted. The vote cast, in comparison
of the pupil who used it but the high seriousness to the number registered, broke all records, since
and earnest enthusiasm that stimulated the entire more than 95 per cent of those registering cast
student body in pre-registration days. their ballots. According to the estimate, 78 per
Excited applause greeted Mr. Cody's order that cent of the possible voters among the men voted,
Detroit public-school pupils be given opportunity while about 50 per cent of the entire possible voting population of Detroit voted. Consider
to register and vote, using the official dates and
procedure of their seniors. Nordstrum High ing the fact that voting was a new thing to half
School immediately organized into a miniature the population, the results look very favorable.
government, astir with patriotic citizens earnestly The record since 1900 is shown in Table VI:
striving to promote the general welfare of the
nation. Each "house” was suddenly transformed Table VI-Showing by Years Percentages of Pos. sible Voting Population Casting Votes
into a scene of lively political activity. The mem
bers separated themselves into parties, whose Year 1900 1902
1904 1906 1908 1910 campaign leaders used all their executive ability Per Cent 68 48 64 53
and power of eloquence to convince their little
world of the superiority of their own parties. A Year 1912 1914 1916 1918 1920
high-school boy writes, in tribute to the success Per cent 40 32 54 34 56
of the plan: “The speakers set before their respective conventions and assemblages arguments for and against the candidates and issues of the campaign. In this way we have acquired clear, concise, and concentrated thought in regard to the selection of men and party creeds.”
The pupils show a surprising realization of the purpose of the school campaign. Frequently one hears illuminating comments like these in classrooms and halls: “We are given a chance to vote now, so that we may become good citizens.” “We must be intelligent about this. People who simply vote for the man who seems to be the most popular candidates are not loyal citizens.” The boys and girls appreciate the opportunity for training in exercising the duties and prerogatives of citizenship; and several have announced their intention of awakening an interest
and sense of responsibility on the part of their 18 DO
foreign-born parents. Campaign speakers hurl Diagram V-Showing Variation in Percentage of
bitter invectives against any who fail to appreEligible voters Actually Voting, 1900-1920 ciate their duties as citizens. They say that any
one who will not vote is a “slacker"; and they The increase in the number of voters partici
insist that everyone "get into the game” to the pating shows that a greater interest was aroused
best of his ability. A high-school girl summed in the community over that of previous years.
up the Nordstrum ideal in a few words: "With Many factors contributed to this increased inter
all of this drilling Nordstrum will be able to send est in the election. How much the public schools into the political world a great number of boys had to do with this is difficult to determine.
and girls who, in the near future, will have the Without doubt, they had much to do in stirring faculty of voting intelligently and will be able to the enthusiasm of father, mother, and other
select the men who will be of the greatest benefit members of the family group.
to their country.” The intense interest among the pupils of the Perhaps the best opportunity to observe the different schools and the study made there of the Nordstrum spirit in operation was offered on parties and their platforms cannot help making registration day. Ninety-four and three-tenths a more enlightened voting population.
per cent of the pupils registered; the small deficit
was due almost altogether to absence. It is significant that there was 100 per cent registration in the eleventh and twelfth grades. There was hearty and orderly co-operation with the management throughout the day. Students went to their precincts in groups of three or four at the regularly appointed hours, and registered with the dignity of those who bear the burdens of state upon their shoulders. Registration chairmen and clerks took great pride in their part of the day's work. They received the registrants most graciously, filed their “official” papers with great care, and greeted the passers-by with the happy announcement that registration was very heavy. The military police were no less impressed by the importance of their office. They paced their beats untiringly, preserved a calm and steady solemnity of demeanor, and saluted their officers with the utmost gravity.
Now Nordstrum boys and girls are eagerly awaiting the great day when the votes will actually be cast. Enthusiasm gains momentum with each successive week; leaders become more anxious, and debates more heated. The air is vibrant with expectancy. By November 2 Nordstrum's entry into politics will have proved an entry into a new world of civic responsibility. Glowing with the spirit of nationalism, these young people have resolved to do their best that “government of the people, by the people, and for the people shall not perish from the earth.”
IV. Thursday, April 12–
High, Intermediate, Elementary
3. Proposed changes in courses The officers of the Club are:
President-Miss M. C. Woodward, Western High School.
Vice-President-Mr. O. Seavers, Nordstrum High School.
Secretary and Treasurer-Miss E. Curtiss, Southeastern High School.
Chairman of Program Committee-Miss E. B. Purdie, Central High School.
Chairman of Publicity Committee-Miss S. Alley, Northwestern High School.
Chairman of Social Committee-Miss M. Torr, Central High School.
THE DETROIT ENGLISH CLUB
THE DETROIT MATHEMATICS
DISCUSSION CONTEST The purpose of the Discussion Contest which is to be held January 10, 1921, under the auspices of the English Club of Detroit, is to encourage practice in the informal discussion of subjects of vital interest.
The Discussion Contest is the principal event of the Better Speech Week in the city and shows the practical trend the Better Speech movement has taken. The stress this year is put upon "what to do" as contrasted with the emphasis last year on "what not to do."
Up to the semi-final contests the subject-matter may be the choice of the school but the topics suggested in the directions are strongly urged, as of vital interest. However, the big thing is the development to be derived from the discussion of subjects already familiar to the speaker.
It is hoped that every school in the city where there are tenth, eleventh, and twelfth grades will participate in the contest and reap the rewards that will come to its pupils in this organized effort in practical speaking.
The Club is performing a great service for mathematics teachers in Detroit, not only through the customary round-table conferences but through the provision that is being made to bring visiting speakers to the city this year. The following program has been arranged: I. Friday, November 12
University of Michigan
Relation of Mathematics to Industry
Ford Institute of Technology
Speaker announced later
Grades 10, 11, and 12 1-Sources—The sources of subject matter are nou restricted to any particular magazine or newspaper.
Since the newspapers are accessible to practically every pupil, it seems advisable, so far as the investigative side of the plan is concerned, to keep at the newspaper level.
2-Final Contest- The final contest will be held Monday, January 10, at 4 p. m. in the Northern
High School auditorium, at the regular meeting of the English Club.
It is recommended that the preliminaries be held during the last week before the holidays, December 20 to 23.
3-Length of Speeches—The speeches in the final contest shall be no less than four nor more than eight minutes in length.
Two timers with stop-watches will call the time.
A bell will be sounded at seven minutes and at eight.
The speaker may complete any sentence he may have begun when the bell sounds.
4Choice of Topics-Each contestant will have a choice of three topics, drawn in a sealed envelope.
The topics will be prepared by a representative committee.
· The topics will be placed in the sealed envelopes by disinterested parties before the day of the contest.
5—Time for Preparation-Each contestant shall draw the sealed envelope mentioned above one hour previous to the time he speaks. During that time he may organize his speech. It is advised that he write nothing more than an outline. Every effort should be made to prevent contestants' deiivering a prepared speech. Contestants shall draw eight minutes apart.
It is advised that this plan of drawing topics be used in the preliminary contests in order to accustom the pupils to this method of procedure. ure.
6-Notes-It is advised that no notes be used by the speakers. However, if notes are used, they must be on stiff cards not larger than 3-in. by 5-in.
Such cards will be provided speakers requesting them.
7.--Awards-Each school is at liberty to provide suitable awards for the winners of the contest in that school. Such awards should be chosen as will conform with the rules of the Board of Education.
It is probable that some larger prize, possibly a loving cup, may be offered to the winner of the final contest.
Three judges for the final contest will be chosen from a list agreed upon by the sub-committee on the Senior High School Discussion Contest.
These judges shall not confer with each other before the contest nor until their written, signed decisions have been handed in.
Judges shall be instructed to base their decision on general effectiveness, which would include the consideration of the organization and mastery of subject-matter, delivery, and stage presence.
The three highest contestants should be named and given marks in per cents. It is advised that marks run from 75% to 95%, no two being given the same per cent.
Each semi-final contest should be judged by a board of three judges chosen from outside of the school.
Contestants shall draw for places on the program in an ante-room of the auditorium of the
Northern High School one hour before the program begins. They shall not be identified with their schools.
Fifteen topics are submitted as subject matter for the preliminary contests, which should be concluded in every school by December 3. On that date a smaller list of five subjects, chosen from the original fifteen, will be submitted to be used in the semi-final contests and in the final.
Each school entering a contestant shall send to the committee the name of this representative, which must reach the committee by 4 p. m. Thursday, January 6. Mail names to Miss Julia E. Gettemy, chairman of the Committee on Senior High School Discussion Contest, Northwestern High School.
SUBJECTS 1. Aviation : Commercial-Experimental-Rec
reational. 2. U. S. Merchant Marine: Past of-Present
of-Public attention attracted to-Future
of. 3. Immigration: Restriction on-Classes of
Desirability of-Distribution of immigrants. 4. The Natural Resources of America: Extent
of-Importance of-Variety in. 5. The Noise Nuisance in Cities. 6. Motion Pictures in Modern Life. 7. Food Supply: Importance of-Classes of
Sources of. 8. Clothing: Sources of supply- Manufacture
--Styles. 9. *Thrift: Advantage of-Incentives to
Methads of. 10. Housing in Detroit : Present conditions
Problems relating to-Needs for improve
ment. 11. *City Recreation : Possibilities–Needs
Present resources of Detroit. 11. . Modern Methods of Advertising: Money
spent on-Pictorial-Literary--Other kinds. 13. *Transportation Problems in Detroit. 14. *Importance of Physical Well-being. 15 **Fair Play" in Work and in Sport. (Signed Committee on the Senior High
School Discussion Contest.
FOREWORD The purpose of the discussion work in the intermediate grades is to encourage and train the children in these grades (7, 8, 9) in informal speaking on topics close to their interest and experience.
The committee does not offer this as a new idea, but suggests that the emphasis during oral
*For the final contest.
for preparation will be announced several weeks before the final.
Simple awards will be made to all contestants in the final contest, if the superintendent of schools approves, perhaps a button suitably designed, and also first honor, second honor, and third honor distinctions of some kind to the three speakers chosen by the judges for this recognition.
Suggested Topics 1. Thrift
a Advantages of
composition periods the next few months be placed on discussion of subjects of the type found in the appended list.
It is hoped that every school in the city where there are any of the intermediate grades will participate in this work, and that the teachers will find at the end of the year that this type of oral composition has been of benefit to all of the children in the intermediate grades, not only in their use of English and in confidence in speaking, but also in weighing values and forming judgments.
Although the date of the final contest will be late in the spring, it is suggested that teachers begin the informal discussions with their present classes. The experience gained this semester will lead to more skillful work next semester, both in the phrasing of topics and in the discussions. Since development of power
in informal speaking is largely a matter of practice, subjects of purely local interest in the school may be used to supplement the list provided by the committee.
Suggestions The method of presenting and developing the subjects for oral discussion is left to the wisdom and judgment of the teachers doing the work, but it should be such as will discourage the giving of set speeches in connection with the contest. Outlines or brief notes might prove helpful.
This work will afford an opportunity for pupils to help in formulating topics under a given subject. Information on these might be reported in class and a general discussion held preliminary to the assignment of topics to individuals for presentation before the class. Children might at first choose their own topics and later "draw from the hat.” Programs might be arranged to be given before other classes or in the auditorium.
Later the best speakers might be given an opportunity to appear before a committee of judges who would choose a contestant to represent the group in an intra-class contest to be held before the English Club.
These preliminary talks should be from one to three minutes in length, to lead to slightly longer discussions at the final contest.
3. Physical Training
a For boys
4. School Children as Future Citizens
a What is a good citizen?
deaf, and mentally deficient children? d How does the State educate all its child
citizens ? Schools, school laws, attend
ance officers, etc.
the State in return for its protection and
privileges 5. Recreation and Playgrounds a Needs and advantages of municipal play
grounds b Daily routine of the playground C A special event conducted by the Recre
ation Commission; such as, Field Day, May Festival, Aquatic Day, Ice Carni
val, Pageant d Value of club organization e Honor point system on the playground f What the Social Centers do for De
The Final Contest The final contest will be held before the English Club the first Monday in May.
The committee in charge of this contest will modify, to suit younger children, the directions submitted for the senior high contest. The length of speeches, choice of topics, and time
14. Bill Boards
a History of bill boards as a means of ad
d Instead of bill boards-what? 15. Detroit as an Ocean Port a Proposed Great Lakes-St. Lawrence wa
(3) Sources of opposition
(1) Every lake port a seaport
(3) Decreased freight rates
(1) Engineering difficulties
(3) International control 16. City Parks
a History of several noted parks—Belle
Isle, Gladwin, Grand Circus, Palmer,
6. City Life vs. Farm Life
boy's or girl's viewpoint
farms d Why the “Back-to-the-Farm"
ment has been received with so little
enthusiasm e Effects of wholesale migration of young
people from the farm to the city
a Causes of disturbing noises
a Brief history of each movement
ganizations 9. Advertisements a What I have learned by watching (or
studying) advertisements b How to write a good advertisement
c How advertisements secure sales 10. Motion Pictures
a How and why "movies” change stories
as given in books b "Movies" and the audience c English on the screen d "Movies" and their advertisement slides
or reels e Typical "movie" reels f "Movies" I like
Capitol b Need for more parks c Should parks be large or smaller and in
a More and larger parks
way, fewer surface cars
Mabel Levens, Condon, Chairman
a How to put up a wireless
e Parts of a wireless apparatus 12. Babies
a The trouble they give older brothers and
b The kind of baby I like 13. Pets
a Dogs as friends