lltA £11\.31)! V 4"'.1L PHONE 166 TRUBE Y 218 SOUTH MAIN ,QUALITYICE CREAM TVTTLE'S LUNCH ROOM Crowded every meal BUT Room for All Our Last years customers One half block South of "MAJ" SUGARBOWL HOME MADE CANDY ABSOLUITELY CLEAN BEST LINE IN THE CITY EVERYTHING MADE IN ANN ARBOR LIGHT LUNCHES ANN ARBOR SUGAR BOWL Causrs to Frgtgnuaisand Sororfiss y a $8O3OOO Stock of Consisting of Every Fall and Winter --Fitform.s Suit and Overcoat in this Store is offered at prices way below real value or for what you can duplicate the values elsewhere. Our entire stock is at your mercy. No attention is given to costs or replacement value. We must sell the greater part of this stock before November 1 st. This is the real clothing opportunity of the season and- you, save much when you purchase here. 200 FINE OVERCOATS NOT A COAT IN THIS LOT WORTH LESS IT PAYS CASHAYT CORBETT'S 10 PER CENT Reduction on . FALL AND WINTER HATS, CAPS AND FUR- NISHINGS LOWELL INDICATES EDUCATIONAL EVILS (Continued from Page 4), trance examination with so low a grade aa 33 per cent. Credit System a Cause "The failure to maintain rigorous standards may well be connected with the American system of measurement by credits instead of by attainment. Courses, whether in school, in college or in any kind of education, instead of being treated as an end, should be re- garded as a means; and a test in them should be, not a final award, but a mere measure of progress. At present the credit for~a course is treated like a deposit in a savings bank, without a suspicion that the deposit is not of gold that can be drawn upon at its face value, but of a perishable article. To change the metaphor, we treat it like wheat poured into a grain elevator, whereas it is often more like the con- tents of a cold storage plant without the means of refrigeration. Indeed, it, Is sometimes more like the contents of an incinerator. "There is an old saying in England that an educated man should have for- gotten Greek. If the adage is true, it. Is not because the man had forgotten{ Greek, but because he retained some- thing worth while from having learned, it. Even if the material put into the, mind be not perishable, we ought to, distinguish between Information'and education. Let me quote again Pro- fessor Caullery. He says, "One must not confound education and informa- tion. There Is in the American sys- tem, from the intellectual point of view, too much of the second and too little of the first," Storing of the mind is not enough; we must also train the student to use the store; and accumu- lating credits for things done is not the way to attain the result. When a' man's life ends, we ask what he has done; but a diploma from a school or a degree from a college or university is not an obituary, and when a stu- dent's education ends we should ask, not what he has done, but what he is or has become. Proper Examination Solution "Can we measure what the boy or man is or has 4,ecome; can we measure him as he stands? It does not seem impossible. Yet most of our examina- tions are adapted to ascertain little except knowledge, which tends to pro- mote mere cramming; whereas the tests in the great school of active life depend rather upon the ability to use information. Surely examinations can be framed to measure not only knowl- edge but the ability to comprehend and correlate what is known. In short, to test the grasp of a suhject as a whole. Such a grasp requires a more rigorous training in fundamentals than we are in the habit of exacting. An examina- tion of this kind would be not only a measure of that which ,we desire to ascertain, but it would tend also to direct attention to a field of thought instead of to small isolated fragments of it. In short, it must not be forgot- ten that examinations essentially con- trol the content of education. If ex- aminations demand a thorough knowl- edge of fundamental principles, the teachers will provide it and the stu- dents will attempt to acquire it. If they require merely a certain amount of miscellaneous knowledge, that will be the aim of instruction; and if, as in many schools, there is no examination at all, there is naturally less induce- ment to attain a very high standard of any kind.,# A Difficult Art "The mechanical practice of credit for courses is, I believe, the gravest defect in the American educational system, and we ought to strive for some method of general examinations testing the real grasp of a subject as a whole. But if such examinations are possible, it is nevertheless certain that they demand a skill which can be ac- quired only by practice. The art of examination is a difficult one, and in America it is still in its infancy, par- ticularly In the matter of measuring the ability to use one's knowledge. The new psychological tests are interesting as an attempt to do this, to measure the capacity of the boy or man as he stands. They are crude, and for our purpose they suffer under the defect of assuming only the most elementary information. We need tests that will measure ability to use scholarly and specific knowledge. Anyone who at- tempts to introduce examinations of this kind will be disappointed at first, because the art has not yet been suffi- ciently developed. To use them effect- ively, we need to learn that the wcon- duct of examinations is as 'important and worthy a part of the educational process as giving lectures, and quite as stimulating to the teacher. Ascer- taining what the pupil knows, measur- ing his progress and deficiencies indeed, a part of teaching, and c as essential a portion of it as the parting of information. The teacher should be constantly botl veloping the mind of his pupil, ascertaining how rapidly and b ficially the process is going on. of the defects of much of our teac -and especially of the lecture sy -is that this second part of the f tion of education is to a great de lost from sight. An improvemer our examination system which measure the grasp of a whole sul is, I believe, the most serious adv that can be made in American ed tion today." FISH ASKS FOR CO.OPERATIOT IN SCHOOLS AND COLLE (Continued from Page 1) "Formerjy man had' a knowledg his neighbors' work and thus ga the sympathy that comes with un standing those about him. Tc there is no such opportunity, and of knowledge of another's work 'br lack of sympathy and then distr which is socially, economically, politically the root of strife and trust in the nation. f"The speaker said that the so-ca manual training courses in the ondary schools, and the vocati schools which are beginning to ap: in numbers help to give the stu an idea of what work really is an the conditIons under which it mus done. He believes that co-opera courses should be carried out in field of economics, and in all o fields of study where a feasible can be devised for its operation. recommends also that sincere br minded men be drawn from the wo work to give part of their tim address the student $nhis col courses to give him a working kn edge of life. School of Music Enrolls 800 The University School of Music be a more important part of the versity this year, with an enrolir of 800 students. They number dents of 40 different states. Groesbeck to Address Student Alexander Groesbeck,' Republ candidate for governor, will spea University students during the week in October. THAN$50.00-YOU BUY AT $33.50, $37.50, $40, $45, $48 Wale a Few Steps and Save Dollars TOM CORBETT 116 E. Liberty St. Between Main Street and Fourth Avenue !7, Vote "NO" on the School Amendment CHEMISTRY COATS Because HOSPITAL COATS I Governor Sleeper says: I am opposed to the proposed constitu- tional amendment abolishing Parochial Schools. Our commonwealth is broad enough to accommodate all shades of religious belief. It is big enough to give abundant room for the operations of all the religious de- nominations we have. The adoption of this amendment would engender bitter- ness and suspicion and distrust where now, mutual trust and, good feeling to a large extent prevail. I urge all good citizens to oppose this radical change. Lieutenant Governor Dickinson says: I am impressed that the present proposi- tion is not one that will conduce to better moral, friendly and charitable relations betweeR citizens of the state that is so much to be desired. As an official in the War, I was proud of the patriotism and efficiency shown by those with whom I associated of both the Lutheran and Catholic faith. As chairman of the Near East Relief of the State, I have also associated with these people and admire their spirit of loyalty and sympathy. Attorney General Groesbeck, Repub- lican Candidate for Governor says: The proposed amendment is' in conflict with the Federal Constitution and should not be placed upon the ballot. The pro- posed amendment tends most strongly to foment ill feeling and acrimbnious dis- cussion among the people. I hold that the-right of the parent to ex- ercise a reasonable control over the edu- cation of his off-spring during the forma- tive period of his character, is one of the, most sacred rights preserved for the indi- vidual under the Federal Constitution. Ex - Governor Ferris, Democratic Can- didate for Governor says:. The amendment should be overwhelm- ingly defeated. The recent war taught us that Catholics, Lutherans, Methodists, Congregationalists, Presbyterians, Chris- tian Scientists and other denominations can all work together. Our Democracy should guarantee this privilege. I feel that this is a cowardly attack upon thousands of our best citizens. Regent Frank B. Leland, of the Univer- sity of Michigan says: I do not favor this amendment for many reasons. I think it is un-American and in my opinion, its incorporation into the basic law of the commonwealth would be most unwise at any time. As a lawyer it is my view that the proposed amendment would not be constitutional even if it were passed, thereforesit has no place on the ballot. Regent James 0. Murfin, of the Univer- sity of Michigan says: I am against this proposed amendment for a number of reasons. First and foremost it appearsto me it is dishonest; it is contrary to sound principles and sound ideas, and is the most decided step backward. I have yet to learn a good sound argument for it. President Frank S. Kedzie, of the Mich- igan Agricultural College says: I am not favorable to the anti-parochical amendment for three main reasons : First: Interferes with religious liberty. Second: Introduces one more element tending to unrest. Third:- Would lessen education facilities for the younger generation. President McKenny, of the Michigan State Normal School says: This amendment if carried would shut out thousands of children because of no public school buildings to accomodate them. Another reason is that there is no more loyal group of men in America than those who come from parochical or private -schools. One-fourth of the men in the late world war who fought for America came fro m parochial and private schools. The amendment is un-American and we cannot afford to have it carried. DENTISTRY COAT OVERALLS AND COVERALLS Waist Aprons, Bib Aprons, Rubbe Aprons, Class Toques, Freshman Cap Parcel Post Laundry Boxes Clothing, Furnishings and Hats Ayres and Smith Caps Wadhams & C. Two COMPLETE STORES STATE STREET MAIN STREET t i t w t i r r v' f Young MeLCn'l Best Grade Cordovan Brogues..... . $16.00 Best Grade Cordovan Plain..........$15.00 Best Calf Skin Brogues.. . . .$14.00 Plain Calf Skin Shoes, $10.00 to........$14.50 WE INVITE COMPARISON c G ROSS 1.17 East Washington Street ntriti rtn rrrrrrrrrrrril rrrrrriri ruliroi rrrlrrrii rrrrii rnrurrrril i niitiil is Vote "NO" on the Anti-Private School Amendment ,, This Advertisement published and paid for by Educational Liberty League: Headquarters: 211 Holden Building, Detroit, Miehivan