1 PE 1111 .C6765 Copy 1 li^iliiiiiliiiliiiidEiKlllliMiiiMlliuLB^^ Class,. Fr_ 1 ■ . . . Boole J^y^s GopyriglitN^ COPyniGilT DEPOSIT. A PROJECT BOOK IN BUSINESS ENGLISH BY LUELLA BUSSEY COOK NEW YORK HENRY HOLT AND COMPANY i Copyright, 1020, BY Henry Holt and Company ^ \.y^ OCl -9 1920 ©CU576848 TO A. C. TABLE OF CONTENTS CHAPTER PAGE I. The Business of Going to School 1 The meaning of "businesslike." — The parallel between school and business. — Earning wages and earning school credits. — A business Code for the classroom. — Making a business of accuracy. — Making a business of learning to write. — Making the classroom a businessUke place. II. Imagination in Business 20 The practical business value of imagination. — Imagination redeems routine. — Observation the basis of imagination. — Originality. — The place of originaUty in business. III. The Positive Attitude of Mind 46 The need in business of independent judgment. — The power to convince. — Understanding the issue. — What constitutes proof. — Two kinds of evidence. — Logical inference. — Reasoning by analogy. — The Brief. — Parliamentary law. IV. Better English for the Business Student 69 The relation between expression and thought. — Self-help toward Better English. — Better pro- nunciation. — A larger and more useful vocabu- lary. — More telling sentences. — EUminating habitual errors from one's speech. V. Correspondence in Business 90 The old and the new type of business letters. — Originality in letter-writing. — The correspond- ence of a student. — The letter of application. — The personal interview. — The personal letter. VI CONTENTS VI. Advertising anb Saleshianship 124 Literary values have a part in advertising. — Psychology of Advertising. — The coinage of words. — The slogan. — The right choice of words. — Narrative in advertising. — Dramatic advertising. — The advertising letter. — Propa- ganda advertising. — The principles of advertising apphed to salesmanship. \TI. The Business Student's Re.\ding 163 The value of reading to the business man. — Keeping up with current thought. — The book review. — Classified bibhographics for the stu- dent of business. Appendix A. The Form of the Business Letter 181 Appendix B. Grammatical Helps 193 Appendix C. A Digest of the Rules of Punctuation . . 203 POINT OF VIEW This book is designed especially for high school students who expect to enter business. It does not pretend, however, to be a technical study of so-called Business English. The author rejects the imphcation made by many writers of business texts that the existence of business terms and business jargon justifies the isolation of "Business English" as an essentially different English. On the contrary, the author assumes that English in business is essentially like English out of business; that no more than we define as a thing apart doctor's English or carpenter's English, be- cause each has its particular terminology, should we, either by implication or directly, demarcate Business English. To do so creates in the mind of students of business a pseudo-technical distinction which makes them content with an artificial and stilted language. Such a language habit defeats the real aim of a course in English for com- mercial students, namely to teach facility in original expres- sion and judgment in meeting the situations of business life. Business to-day calls out for originality, for imagination, for creative ability, and the kind of English which will serve it best is the English which evinces these qualities. Correctness is but the minimum requirement. The stenog- rapher who aspires to be a secretary, the clerk who aims to become a buyer, the assistant who hopes to write advertise- ments, must write and talk above the level of mere formal correctness. Such ambitious persons must have a vocabu- lary which will hft them out of the patter of the conmion- place, must know how to make sentences that break away from the tedious dog-trot of the dull, must have at least viii POINT OF VIEW the rudiments of a st34e which is not the style of "hum" and "haw." The aim of this text is to suggest means of developing in the student something more than technical correctness. Further, this text deals with business as a high school pupil sees it. It does not pretend to teach a pupil how to write letters that an employer would write or to solve busi- ness problems that only business men of experience would be able to solve. It aims to use large business principles and simple student facts; to teach these principles from material in the lives of the students. The text is designed for advanced high school students whose previous training has taught them the basic facts of composition. Consequently, what space has been given to punctuation and grammar aims to stimulate enthusiasm for self-improvement and to suggest practical ways of self- help, rather than to provide again for the endless "review." Teachers from the grades to the graduate schools complain that students of composition arc inaccurate. Students do habitually ignore in practice what they learn in theory. The author believes that one effective way to fight inac- curacy is to .stop nagging and repeating — a teacher's habit — and to assume and demand — a business habit. Red ink corrections are less impressive than a staunch refusal to accept manuscripts not up to the highest standard which can be demanded from a particular class. This text, then, in so far as it deals with the rudiments of composition, aims to apply the business man's methods to the classroom and so to accustom the student to the.se methods as to lessen the jar felt by youth in pa.ssing from the tender discipline of the classroom to the sterner discipline of the business office. A PROJECT BOOK IN BUSINESS ENGLISH CHAPTER I THE BUSINESS OF GOING TO SCHOOL The word "businesslike" has been borrowed from busi- ness and appHed outside of business. When a person shows particular care, is thorough, practical, and efficient in his work, that person is businesslike, whether he is engaged in business or not. We often speak of a housekeeper as being unbusinesslike. Her household accounts are, perhaps, not carefully kept, and her methods of buying food and house- hold equipment are capricious and impractical. Or a stu- dent may be called unbusinesslike. His arithmetic paper may be in disorder, his theme may be untidy, he may have forgotten the assignment in his botany class, he may be frequently late at school. In all transactions, whether be- tween customer and clerk, lawyer and client, housekeeper and family, teacher and student, we ought to expect a gen- eral businesslike dealing. We take the time of a customer if we are unsystematic in keeping our stock; we are selfishly inconsiderate of others in the home if we are not punctual in keeping our promises; we are encroaching unfairly upon the time of a teacher if we hand in an illegible theme. In any exchange of products, services, ideas, it is only fair to the other person to be prompt, thorough, efficient, and practical — in other words, businesslike. In business, competition forces one to be businesslike. One must be businesslike to survive. In other departments 1 2 PROJECT BOOK IN BUSINESS ENGLISH of life, one ought to be businesslike. Being businesslike is not a matter of chance. One is businesslike or unbusiness- Hke through habit. The earlier a person can acquire busi- nesslike habits and the more widely he can apply them outside of business, the more successfully will he apply them in business. EXERCISES 1. Give five other examples of being businesslike out- side of business. 2. Give five examples of being unbusinesslike. Theme Topics — Written ok Or.\l 1. The courtesy of being businesslike. 2. The person who is never on time. 3. The selfishness of carelessness. 4. A particular person need not be a bore. 5. Shiftlcssncss is not a sign of genius. Teachers and Employers All employer aasunies that his employees arc prompt, thorough, efficient. As soon as he discovers one who is not he dismisses the laggard. He says, "I cannot af[ord to hirc ineflicicnt help." This employer reckons his time in dollara and cents. Any carelessness or inaccuracy that encroaches upon his time or the prompt execution of his business is encroaching uix)n his profits. He eliminates inefficient service ius he eliminates jwor equipment. Now, looked at from any angle you please, the school is a large business organization. What business in your town or city has a bigger pa3'roll than the body of teachers, clerical helpers, janitors, students in your school system? Which has a greater capital investment in permanent equipment? Which has a larger budget than the yearly budget of your school system? Did you ever look at your school in this light? THE BUSINESS OF GOING TO SCHOOL 3 EXERCISES 1. Get facts which bear upon the conception of the school system as a business organization. Have in the classroom the last five reports of your board of edu- cation and any similar Uterature which can be obtained. 2. What is the total number engaged in your school system? 3. What is the total yearly budget? 4. What is the amount paid to the teaching force? 5. Impressive single items of the budget, such as expen- diture for heating, books, etc. If the school is then really "Big Business", at least on its financial side, should not the teacher have the same idea of the value of time as an employer? Is it not an imposition for a pupil to offer to a teacher unbusinesslike excuses — "I didn't hear the assignment," "I forgot my pencil"? A teacher cannot afford from the standpoint of efficient teaching to correct papers whenever a pupil remembers to hand them in. It is just as much of a trespass upon a teacher's time to be lax, late, careless, inaccurate, or indif- ferent, as it would be upon an employer's time. Students and Employees Employees know that they must measure up to a certain standard in order to hold their positions. They seldom ask that fixed requirements be laid aside for them; that special favors be granted them. Employees do not expect em- ployers to repeat explanations and excuse carelessness. They realize, often only after sad experiences, that they must accept the stern discipline of business which demands that a task be performed correctly the first time. Students too often postpone this discipline of meeting fixed standards and can only acquire it through unfortunate experiences after they leave school. Students, not em- 4 PROJECT BOOK IN BUSINESS ENGLISH ploj^ees, plead for more time in which to finish an assigmnent; bargain with teachers, asserting that "good intentions" should offset poor work; hand in shabby work and admit it is shabb}'. These are the sins of students wliich no man of business would condone in an employee. Writtex Theme Topics (Develop the idea that petty carelessness permitted in school leads inevitably to more serious ifiejfficiency in business.) 1. Great faults from daily errors grow. 2. T^Iy business dm-ing the class hour. 3. The early student gets his lesson. 4. The stenographer who forgets her notebook used to forget her textbook. 5. Getting used to a particular teacher; employer. G. "Hell is paved with good intentions." 7. School, a business experience; business, a schooling. 8. If emploj'ci-s were more like teachers. 9. If teachers were more like cmplojere. 10. The teacher refused my favorite stock excuse. 11. The incfTicicncy of l3orrowing. 12. Making the same error twice; in school; in business. 13. Day dreaming while the teacher makes the assign- ment; should she repeat? 14. Lciiving assignments until the last moment. 1."). Rxcuscs you can't offer more than once. Credit and Wages In business there is a cold and calculating efficiency governing all transactions. In matters of credit, service, exchange of products, the code in business demands an imi)ersonal, severe efficiency which treats all individuals alike and makes no exceptions on personal grounds. In bu.sine.ss one is paid only wiuit he is consideretl actually to have earmil. It sometimes happens that men and women THE BUSINESS OF GOING TO SCHOOL 5 are over or under paid because of the inaccuracy or dis- honesty of an employer's judgment; but, broadly speaking, payment is given for value received and service is treated as a commodity to be sold for what it is actually worth to the buyer. How many students would think of saying to an em- ployer, "Well, Miss Smith didn't do any more work than I did. I don't see what reason there is for her getting more salary than I do;" or, "I tried to get those letters out; but I made some mistakes, and so didn't finish them;" or again, "I forgot yesterday's letters; may I type them to-day?" What would the services of such an employee be worth to the buyer of those services, his employer? Students of business should accept the same moral obli- gation to do their work properly, if they expect credit, that a man of business does. They should be too self-respecting to ask for credit that has not been earned. If a student expects to enter business, he should begin while in school to learn and practise the principle of honestly earning his own way. Theme Topics 1. How does one learn what he is worth? 2. Setting a value on my own quahfications. 8. Accepting cheerfully a lower mark than I think I deserve. 4. How to get an increase in salary; in marks. (An analogy.) 5. The worn-out alibi for poor work: "The teacher doesn't like me." 6. How much marks mean to me. 7. The teacher exposed my pretense. 8. Profiting by my failures. 9. Estimating my own monthly grades; liov/ often ftia I right? 6 PROJECT BOOK IN BUSINESS ENGLISH 10. Marks are not always true expressions of student worth; money cannot always measure value. (An analogy.) 11. A method of marking that inspu-es best efforts. 12. "A good paymaster pays only when work is done." (]\Iay be apphed to school life.) 13. My report card, my salary for the month. 14. My year's credits; what interest will these earnings bring? 15. Teachers don't "give" marks; students earn them. 16. The open file system of recording grades. 17. Reading marks in class. 18. Competition stimulates efforts for better grades. 19. The failure of an overconfident "A" student. 20. Papers marked by students. We might put together into a sort of code some of the simpler aspects of businesslike behavior on the part of students. Such a code might be called the business man's code put in practice in the classroom. It is easy of course to write down good resolutions. The pinch comes in trying to live up to them. However, this particular code does not make a demand for impossible virtues. A Business Code for the Classroom I. Promptncnii. 1. A student should not (•xi:H-ct tiic whole school to wait for him. A travcUng salesman does not expect a train to wait for him; he adapts himself to its schedule and allows time for emergencies. A student should not whine excu.ses if blocked cars make him late for school. He should practise business foresight and allow for possible delays. He should consider a class as an apjwintment with his teacher and fellow students. To interrupt the class recitation by a late arrival calls for an ex- THE BUSINESS OF GOING TO SCHOOL 7 planation and an apology. The man of business does not come late for an appointment or interrupt a meeting by his tardy entrance without feeling a sense of failure for not having lived up to his obligations. 2. Work should be done on time. The habit of putting off is an unbusinesslike habit. Excuses for work not done on time should be made before, not after, the date set for the completion of a task. Suppose an employer had asked his secretary to collect the data for a report to a board of directors. The hour for the report is at hand. The secretary says to his employer, ''I couldn't find that material. It was nowhere in the files." At such a moment how could he offer such an explanation, true as it might be, when there was no chance for his em- ployer to meet the emergency? Yet often in school a student is Kkely to wait until the recita- tion is started, the class is waiting for his report, before offering an explanation for not having it ready. II. Tools Ready. A student should assume the responsibility of being provided with necessary equipment. He has no right to forget his pencil, his textbook, or his papers. If he does forget, he should not molest his neighbor by borrow- ing. Gan you imagine a stenographer entering her em- ployer's office and saying to him boldly, "I forgot my pencil; may I borrow yours?" or "I forgot my notebook; may I write my notes on the edge of your newspaper?" ni. Understanding Orders. A student should not expect his teacher to repeat directions or assignments because of his inattentiveness. It is his business to get correctly, not the second time, 8 PROJECT BOOK IN BUSINESS ENGLISH but the first, all explanations concerning classwork. No employer ever tolerates indifferent attention; while in school the student must learn, bj' practice, abihty to listen. IV. Following Orders. A student must learn to follow directions explicit I3'. To understand half an assignment and follow that correct]}^ is not enough. He must train himself to the habit of complete accuracy, if he ever intends to win the respect of future business associates. V. Pride of Workmaiiship. The student must develop a pride in good worlonan- ship, even in doing the work he dishkes. The job well done is its own advertisement in business. The student is building a poor foundation for a business life who contents himself while in school with a low standartl of quality. Perhaps every student who reads through this code will own that in school work he falls short in some particulars of its standard of businesslike conduct. Would it be im- IKjssible to come nearer to its standard? It is worth the while of a student of business to fight careless habits. Busi- ness does not tolerate carelessness. A student puts his business future in danger, if he allows liimself to acquire careless habits of work duriiii; school days. SiGGESTio.\.s Kuii Theme Wuitino I. Write a parody of Kipling's "If", given below, either in prose or ix)ctry, describing a business student who may become a successful business man. Your last line or idea might be, "You'll be a btisiness man, my son." Or write it from the standpoint of a student, describing an ideal student. Make your portrayal concrete and pertinent. THE BUSINESS OF GOING TO SCHOOL 9 Suggestions fob Oral Themes Based on "If" 1. Lines 3 and 4 applied to a business student. 2. Lines 9 and 10 — your interpretation and application of them. 3. The spirit of stanza 3; give illustrations from life, history, or fiction of such characters. 4. Lines 27 and 28; your interpretation. 5. The spirit of the whole poem expressed in a sentence. If 1. If you can keep your head when all about you 2. Are losing theirs and blaming it on you, 3. If you can trust yourself when aU men doubt you Jf.. And make allowance for their doubting too; 6. If you can wait and not be tired by waiting 6. Or being lied about, don't deal in lies, 7. Or being hated don't give way to hating, 8. And yet don't look too good, nor talk too wise; 9. If you can dream — and not make dreams your master 10. If you can think — and not make thoughts your aim, 11. If you can meet with triumph and disaster 12. And treat these two impostors just the same; 13. If you can bear to hear the truth you've, spoken 14. Twisted by knaves to make a trap for fools, 15. Or watch the things you gave your life to, broken, 16. And stoop to build 'em up with worn-out tools; 17. If you can make one heap of all your winnings 18. And risk it on one turn of pitch-and-toss, 19. And lose and start again at your beginnings 20. And never breathe a word about your loss; 21. If you can force your nerve and heart and sinew 22. To serve your turn long after they are gone, 23. And so hold on when there is nothing in you 24' Except the will which says to them: "Hold on!" 10 PROJECT BOOK IN BUSINESS ENGLISH 23. If you can talk with crowds and keep j^our virtue, 26. Or walk with Kings — nor lose the common touch, 27. If neither foes nor loving friends can hm't you, 28. If all men count with you, but none too much; 29. If you can fill the unforgiving minute 30. With sLxty seconds worth of distance rim, 31. Yours is the Earth and everything that's in it, 33. And — what is more — you'll be a Man, my Son! — Rudyard Kipling Note. — An illustration of such a parody, taken from "an 'If for Girls," by Elizabeth Lincoln Otis is given below. "If 3'ou can dress to make yourselves attractive Yet not make pulls and curls your chief delight; If you can swim and row, be strong and active But of the gentler graces lose not sight;" etc. II. Write a Business Student's creed modeled after either of the two resolutions printed below: The Salesman's Creed 1. Ti) respect my profession, my company and myself. To be honest and fair with my company, as I expect my com- pany to be honest and fair with mc; to think of it with loyalty, sjX'ak of it with prai.se, and act alwaj-s as a trust- worthy custodian of it,s gooti name. To Iki a man whose word carries weiglit at my home office; to be a booster, not a knocker; a pusher, not a kicker; a motor, not a clog. 2. To base my expectations of reward on a solid foundation of 8cr\ice rendcrctl; to Ixi wiling to pay the price of success, in honest effort. To look ujion my work as opportunity to Ik? seized with joy and made tlic most of, and not as painful drudgcrj' to lie reluctantly endured. 3. To romcmlx?r that success lies within myself, in my own brain, my own ambition, my own courage and determina- tion. To expect dillicultics and force my way through THE BUSINESS OF GOING TO SCHOOL 11 them; to turn hard experiences into capital for future struggles. 4. To believe in my proposition heart and soul; to carry an air of optimism into the presence of possible customers; to dispel ill temper with cheerfulness, kill doubts with strong convictions and reduce active friction with an agreeable personaUty. 5. To make a study of my business; to know my profession in every tietail from the ground up; to" mix brains with my efforts and use system and method in my work. To find time to do everything needful by never letting time find me dding nothing. To hoard days as a miser hoards dollars; to make every hour bring me dividends in com- missions, increased knowledge or healthful recreation. 6. To keep my future unmortgaged with debts; to save money as well as earn it; to cut out expensive amusements until I can afford them; to steer clear of dissipation and guard my health of body and peace of mind as my most precious stock in trade. 7. Finally, to take a good grip on the joy of life; to play the game hke a gentleman; to fight against nothing so hard as my own weaknesses, and to endeavor to grow as a sales- man and as a man with the passage of every day of time. This is my Ckeed. — Chicago Portrait Company Suggestions foe Oral Analysis 1. What do you like best in this creed? 2. Did you ever meet a salesman like this one? 3. Do students practise the idea in paragraph 2? 4. Apply the idea of paragraph 3 to students. 5. Enlarge upon the ideas in line 1 and the first half of line 2 in paragraph 7. 6. What figures of speech are particularly suggestive? 7. Use the following words in sentences of your own: custodian reluctantly dissipation rendered dispel 12 PROJECT BOOK IN BUSINESS ENGLISH Theme Subjects (based on " The Salesman's Creed ") 1. Be a motor, not a clog in class recitation. Para- graph 1. 2. Recitations as opportunities. Paragraph 2. 3. The student whose words carry weight with his fellows. 4. ^Making every recitation count. Paragraph 4. 5. Keeping my record clear. 6. The peace of mind after a correct recitation. 7. Getting a good grip on the joys of school life. Para- graph 7. 8. Good sportsmanship in the classroom. 9. The slacker in cla.ss. 10. The price of good marks. Resolved I (From The Poster, January, 1010) 1. That we all cease trying to get somctliing for nothing — grafting, in other words; that we all do just a little more than we agree to do, rather than ju.st a little less, 2. That honesty is a question of expression here on earth, with its rewards in profits now, here on earth; that honesty is not a question of morals with but a promise of a blissful idleness in a doubtful beyond, later on. 3. That fear is the root of all evil; for if one neighbor cheats us in Ixis store it is to fortify liinxself against some element out of liis store. 4. That the bjusis of aU life is businc.s.s life; that business is the system by which we supply our want.s and needs; that we are true to political life, true to social life a.s we are true to bu.siness life. 5. That we think of others as we would ha\e them think of us; that we do as we think; the thought precedes the act. G. That coojx^ration is the real brotherhood of man; that the jjrosixrity of one man docs not require the poverty of another. THE BUSINESS OF GOING TO SCHOOL 13 7. That both the idle man and the dishonest man, whether they be possessed of little or much, are fools in themselves and abominations to their communities. — David Gibson Suggestions for Oral Themes (based on " Resolved ") 1. Getting something for nothing. Paragraph 1. 2. "Business is business." Paragraph 4. 3. The Golden Rule in business. Paragraph 5. 4. "There is plenty of room at the top." Para- graph 6. 6. "Honesty is the best policy" from a practical point of view. Paragraph 2. 6. "Murder will out." Paragraphs. 7. Signs of cooperation in business. 8. Think twice before you act. Paragraph 5. 9. Fear is the root of all evil. Paragraph 3. 10. "And whosoever shall compel thee to go a mile, go with him twain." (Matthew v, 41.) Accuracy in Business and the Classroom In business a bookkeeper's sheet must be correct to a cent. He cannot console himself with, "Oh, I'm only a cent off." His balance must be exact. Letters from business houses of a good repute must be letter perfect. One mis- spelled word blemishes a letter; it creates an impression which the rest of the letter cannot correct. In aU business there is demanded accuracy as to facts. An employee cannot think he mailed a letter; he must know that he did. Students often say, "Why, my answer was just a cent off; I knew the spelling of that word but I forgot to correct my paper; I think I handed in that assignment; it was in my book when I came to class." In business none of these excuses would be worth consideration. 14 PROJECT BOOK IN BUSINESS ENGLISH What would a Business Man Expect from a Student in an English Class? (With apologies to A. M. Hitchcock.) There is the required mechanical form, penmanship, indentations, etc. Would he accept a scrawled, untidy manuscript? What would be the effect upon his business of permitting lawlessness in such matters? There are the common erroi-s of carelessness, spelling, grannnar, punctuation. Would he bestow more red ink upon them? Less. The careless theme he would not accept until it was rewritten in the pupil's best style. There is the composition obviously written merely to meet a requirement, to "get by." Little effort, except muscular, has gone into it. It is in no sense a real composi- tion. Would he accept such a lazy, half-hearted kind of work? No, he would call for a new effort until the "rather- more-or-less " student had produced a "just-so" theme. Business teaches its students tiiat they must learn that a task is a task and that it is not done until it is done. The Business of Learning to Write Any activity may l)c made a bu-siness. As soon as we take a thing seriously, decide to put our best efforts into its perfection, systematize those efforts and employ them regularly, we have "made a business of it," as the phrase goes. "I'll make it my business to provide entertainment for the evening, " says the chairman of a social committee, and unless she means "business" we know that the even- ing will be a failure. We do not mind this entering of busi- ness management into the scenes of our .social life. We know that unless our committees can make a business of ordering the ice cream or providing the orchestra, the stage will not be set for our pleasure. We never can have any of the worth-wliile things in life unless some one has assumed a business rcsix)nsiljility for providing them. Similarly, we never learn anything well until in our own words wc "make a business of learning." That does not THE BUSINESS OF GOING TO SCHOOL 15 mean that we must be swallowed up in a system. We must remember that a system serves an end and that if we forget the end it serves, the system is but hollow and meaningless. We can't learn to play the violin without systematizing our practice no matter how talented we are. We can't learn dressmaking, or farming, until we approach the subject seriously and with enough system to make our learning steady, rapid, and thorough. We can't learn to write and talk better until we seriously put in force a thorough, systematic regulation of our efforts toward that end. Students accept learning to write and talk better as the general aim of the class in EngUsh, but too few pursue it with any steady seriousness. A few stu- dents make it their business to try to improve; but the class as a whole does not always enter upon the business of learning to write with a seriousness that can be called businesslike. Theme Topics 1. A party that was managed efficiently. 2. Getting through the dishes in a businesslike fashion. 3. A housekeeper who scoffed at "business entering the home." 4. Efficiency makes good times possible. 5. Inefficiency spoils the spirit of the home. 6. The fumbler as a friend. 7. Success, one part inspiration, two parts perspiration. (Edison.) 8. Making your head save your time. 9. Systematic studjdng. 10. Trying to learn without system. 11. Systematic practice makes perfect. The Classroom, a Place of Business A classroom may be thought of as a place of business and the analogy may be carried out as closely as the equipment of the school will permit. 16 PROJECT BOOK IN BUSINESS ENGLISH Suggestions for Oral Analysis of this Analogy 1. What is the business of each student in the class? 2. What clerical business is there to be done in connec- tion with the routine of the classroom? 3. What business is there about the school that a class in Business English might do for practice? (a) Are there student activities that advertise plays, programs? (6) Is there secretarial work that teachers might trust an English class to do? 4. ^Vhat sort of business organization might enable a class to solicit such work? 5. ^\^lat other departments of your school thus corre- late theory and practice? 6. Are there other opportunities about school for busi- ness practice? 7. What e<}uipment should each student have in order to be i)U.sinesslike in class. 8. ^\^lat additional eciuipment in your room would make your classroom more like an office? 9. What sort of books would a business man have upon his desk for ready reference? 10. Examine the following types of ixxiks and learn how each may lie used efficiently: (a) An English grammar. (6) A te.xt on composition. (c) A dictionary of synonyms. (d) A hanilbook of commercial correspondence. The following arc good suggestions: (a) Whitney's "English Grammar." (6) Hitchcock's "New Practice Book in Composi- tion." (c) Fernald's "Dictionary of Synonyms." THE BUSINESS OF GOING TO SCHOOL 17 (d) Putnam's "Handbook of Commercial Corre- spondence." 11. Get facts bearing on the subject "How my school record is kept." Problems in Business Management 1. Suggest some simple device for students' use for tak- ing care of clippings, references, illustrations and all other material used by the class which a business- like student would save. Be practical in your sug- gestion. 2. Suggest a way to organize your class according to some business model. In a plan, arrange seating in imitation of an office; i.e., seat those whose work is related near together. Try to eliminate waste motion and time in class management. 3. Suggest time and labor-saving devices for your own study. Read Whipple's "How to Study." 4. Make a weekly schedule, such as a traveling salesman might use, for your own school work. Aim to follow the business man's ideal: the most accomplished with the least effort and time. A business man does not reckon time as worth anything in itself. To spend an hour on a lesson may be an hour wasted unless you accomplish something worth while. Make for yourself duplicates of the following "business forms" in order to keep a chart of your failures and suc- cesses in trying to use better English. I. Error slip: to be used in oral recitations to report the grammatical or rhetorical errors of the person reciting. 18 PROJECT BOOK IN BUSINESS ENGLISH THINK BEFORE YOU SPEAK! Name Error Signature of person reporting error. Date II. Error Sheet: to be used for recording individual's own technical errors. It might be pasted in the front of the text or notebook. Name Week of teim 1 2 3 4 5 6 7 8 9 :o 11 12 Grammar Spelling Capitalization — — — — Punctuation Incomplete sentence — — — — — — Run-together sentence Tcciiiiical margin, Endorsement , etc. 1 THE BUSINESS OF GOING TO SCHOOL 19 III. Graph of Term's Work. Themes 123 456789 etc . 100 95 90 85 80 75 vn. Grade / \ in percentage 1 / \ / \ / \ y \ / Passing \ / line 1 2 3 4 etc \ \ 1 1 Number of \ \ f inexcusable - in red ink . N. B. A paper with one or more inexcusable errors is below grade no matter how excellent the paper is otherwise. See pages 86, 87, 88, 89 for list of " inexcusable " errors. General Theme Topics 1. Working overtime. 2. The grind in school versus the efficient student. 3. Brilhant students I have known who didn't improve. 4. Average students I have known to profit by their failures. 5. Making the most of the study period. 6. Burning the midnight oil; poetic but inefficient. 7. Getting my "money's worth" out of a class recita- tion; or, as much as my effort entitles me to. 8. Taking books home without looking at them; the effect on a student's morale. 9. Short cuts for efficient studying. 10. The student who grows to depend upon special help from the teacher. CHAPTER II IMAGINATION IN BUSINESS Imagination in Dollars and Cents "Business is Business" the world constantly assures us. Chapter I has already described this stern spirit of busi- ness which one must understand before he can survive. But along with this impersonal demand for efficiency there grows another spirit in business almost contradictory to it. If business is severe and calculating and uncompromising on the one hand, on the other it aims, to an increasing degree, to l>e warm and fricntlly and pereonal. A decade ago, we would have laughed at the idea of a heart appeal in a business letter, or of imagination and sentiment having a part in business. But to-day wo find that these pay in dollars and cents. Theme Topics "Business is Business,'^ but Something more 1. Clerks who are friendly. 2. Personal Service Bureaus in large city depart- ment stores. 3. Ciood will increa.ses trade. 4. The jx^rsonal touch in advertising. 5. A salesman with a pei-sonal appeal. 6. A form letter with a personal tone. 7. The greater intimacy in window displays. 8. A business letter with a heart apjx-al. 9. Departments that cater to individual taste. 10. Business, a gi-eat adventure in human service. 20 IMAGINATION IN BUSINESS 21 11. Business, a chance to do the necessary things of hfe in a helpful, pleasing manner. 12. Successful selfishness in business is passing. 13. What business does for children. 14. Business celebrates Thanksgiving. 15. Business teaches the housewife. 16. Art has invaded business. 17. Business anounces, "Spring is here." 18. Business educates the pubHc. 19. Business encourages sports. 20. Business preaches sermons. And so at the same time that business calls out for greater efficiency, it calls out, with almost equal ardor, for imagina- tion that can turn good will into profits. It may seem strange that this faculty of the poet should have a place in prosaic business, but it has. An engine to the manufacturer is likely to be but a thing of iron wrought in noisy factories at the cost of time and labor and money. To a yachtsman it may be a "faithful friend" which brings him safely to the harbor. The advertiser and salesman take this " affection " for their cue. They must understand not only the engine but the yachtsman as well. Their imagination must tell them what appeal will most surely convert the yachtsman into a customer. To the advertiser, — the modern poet in business, — a soap, a fabric, a device, a machine, are not merely things. In each he sees an association, a picture, a story, an idea, a memory with which to lure the pubhc mind. He realizes that it is truth imaginatively told that makes a sale. EXERCISE Find examples of pictures and stories in advertising where common articles are imaginatively dealt with. For example, soaps, automobiles, foods, medicines. 22 PROJECT BOOK IN BUSINESS ENGLISH © try the Editon Lamp Works Krprinted by Ihrir permismou (page 21) The first of ii s*Tic3 of piiiiitings by Maxfield Parkimh, ijortraying the devclopnicnt of Light lUuotrating " Truth Imaginatively Told " IMAGINATION IN BUSINESS 23 PROMETHEUS It is recorded in ancient legend that in the beginning the earth, sea and heavens were all blended together and wore one aspect. This was called Chaos. Then the great god of the universe interposed, and through the good offices of some lesser deity arranged the mountains and plains, the seas and rivers, caused the stars to appear, and created the beast and fishes which took possession of the land and sea. But a nobler animal was desired by the gods. So to Prometheus and his brother, Epimetheus, was assigned the task of creating man and providing him and all the other animals with the means neces- sary for their protection. Epimetheus undertook the task and Pro- metheus was to supervise his work. He accordingly proceeded to bestow upon the animals the various gifts of courage, strength, swift- ness, sagacity and many others, but wlien he came to man, the noblest of all animals, he had nothing left to bestow upon him. In his perplexity he turned to Prometheus, who, with the aid of Minerva went up to heaven and lighted his torch at the chariot of the sun and brought down fire and light to man. So runs the legend handed down to us by the ancient poets, and it is to interpret this interesting story of the origin of light that Maxfield Parrish has painted Prometheus returning earthward with the lighted torch after leaving the chariot of the sun. Through the ages willing pioneers have labored to fulfill the task that Prometheus thus began. His torch became a shell, a skull or bit of clay filled with oil, then a vessel of iron or bronze, then a candle, then a flame from gaseous vapor, and finally electricity was caught and chained. In 1879, Thomas A. Edison, after much experimenting, produced the first practical incandescent electric lamp. Between that first crude bulb and the Edison MAZDA lamps of 1920 many types of Edison lamps have been developed, each one marking a distinct advance. Always the idea has been the same — more and better light at a lower cost. And in the service of that ideal the great research laboratories of the General Electric Company have been erected, and a large number of experts are continuously and tire- lessly seeking to make MAZDA lamps mean still more in efficiency and comfort. So from hand to hand the torch of Prometheus has been passed along, growing more brilliant with each year. But the torch remains only as a symbol, for now Edison MAZDA lamps perform its task, lighting the humblest home as no olden palace ever was, thus plac- ing within reach of all the latest refinement of the original blessing which Prometheus bestowed upon mankind. 24 PROJECT BOOK IN BUSINESS ENGLISH Broadly speaking all business depends upon its ability to advertise and to sell, whether it be products, services, talents, or ideas. There is no success in business without this abihty to sell; and salesmanship obviously is based upon the imaginative faculties. Theme Topics Imagination in Business 1. Business tells stories to the pubUc. 2. Business makes imaginative appeals with the following ideas: (a) The spirit of the home. (6) Patriotism. (c) "Peace on earth, good will toward men." (rf) The beauties of Nature. (e) The romance of childhood. 3. Business tells fairy stories. 4. Business revives old memories. 5. Business likes to tease the public. Imagination Redeems Routine: Imagination makes an uninteresting task interesting and turns dull routine into pleasant occupation. The ability to see lx»yond the monotony of the labor involved to the Ix'auty and worth of the product created, is to be coveted by all who would enjoy their work. Spading a garden, scrubbing a floor, sorting checks, typing letters is all dull, mechanical lalwr without the vision of flowers in full bloom, a clean kitchen, an orderly business, and a message to be sent. All labor as^^umes a new dignity to the person who perceives and enjoys the purpose which it ser\'es. That so many thousands of men and women in this world are con- demnetl to a life of grinding monotony, of mechanical routine without ever sensing the joy of purpose in their efforts, is one of the colossal tragedies of life whidi social philosophers IMAGINATION IN BUSINESS . 25 are attempting to remedy. But however these injustices of our system may be explained and improved, the truth still holds that only where there is perception of purpose in routine is there any joy in it; that only where there is imagi- nation in the worker can there be happiness in work. Oral Theme Topics 1. Watching my job progress. 2. The joy of final achievement. 3. ''Making something out of nothing." 4. Saturday, my day for creating. 5. A vision beyond the labor. The average person is employed in work which on the whole becomes gradually monotonous. The most novel work, when it is repeated daily, becomes a routine. Some- times it happens that this daily monotony is redeemed from day to day, from hour to hour, by the imagination of the worker. An unimaginative salesclerk may regard her daily waiting upon customers as a stretch of uninterrupted stu- pidity. She may see in her job only the approach of pay- day. To an imaginative salesclerk, customers are not all alike; there is a rich variety of human nature to observe. For her there is humor, pathos^ charm, interest, revelation in the trivial incidents of the day. There is the whole world of "what might happen" to sustain her in moments of dullness. Life is adventurous, teeming with possibihties just around the corner. She is alert, eager for any improve- ment of her powers that will lead her nearer to a goal her imagination sets. Theme Topics 1. Life, a series of daily adventures to the wide-awake person. 26 PROJECT BOOK IN BUSINESS ENGLISH 2. Singing while you do a monotonous job. 3. The rhythm of some mechanical tasks. 4. Washing cUshes made interesting. 5. Building air castles while my fingers are busy. 6. Observations of human nature. 7. A trivial incident that brightened a dull day. 8. A charming pictm-e I saw on my way to work; to school. 9. A pathetic face that haunts me. 10. An interesting conversation I overheard. The Basis of Imagination — Observation In simple terms imagination is the ability of the mind to reproduce impressions gained through the five senses and to combine them into new and original conceptions. I see a cloud; I close my eyes and still .'•ee in ni}' mind's eye, a cloud. I hear the roar of the waves long after my ears are out of range of tlie sound. If I bite into a jx^ach and shiver at the sensation of the fuzz, I shall doubtless cany the feel- ing in my mcmor}' for several seconds. "I can still feel," we say, "the dentist's drilHng." Some of us can still taste in imagination our first grape fniit or still smell the orange that fell out of our stocldng on Christmas morning. In all these cases the power to retain these sense impressions exists in greater and less degree in everj' individual. All of us have as the ba.sis of our mental equipment these sense images out of which to construct the rest of our mental furniture. We may take these impressions and combine them into myriads of new forms. We may see again in our mind's eye a scene we once saw in California and into it put a woman we rec;:!! having seen in Boston. The com- bination would Ix? a product of imagination. Thus a writer works from his .sense impressions, building one scene for his story out of the details from another. An inventor builds upon the experience of his past impressions and fashions in his imagination an original idea. Farther and farther IMAGINATION IN BUSINESS 27 we travel away from actual experience of the senses into the realm of pure imagination, but the basis of imagination is observation. Only those who have learned to use their senses will ever have the material for imagination. Your Impressions Aim to prove to the class that you are observant of detail, that you are alive with your five senses. Write from actual experience, describing observed facts, on any of the following suggestions: 1. A salesman whose appearance is a good advertisement. 2. A bargain counter scramble. 3. A description of the "boss." 4. "Quitting time" in a large store or factory. 5. Types seen in a street car. 6. An attractive window display. 7. A bird's eye view of the city. 8. The mills at sunset. 9. The boss goes out. 10. Fashions seen on the street. 11. A busy corner on a rainy day. 12. The city at night. 13. An effective street car advertisement. 14. The blind man selling pencils. 15. The poHceman at the semaphore. Suggestions for Writing 1. Write to entertain the' class; don't bore the class with a duU theme. Don't waste time on the obvious. 2. Choose a scene you yourself are interested in if you would interest others. 3. Don't head your paper "Theme" or "EngHsh"; let your interesting title be an advance advertisement of an interesting article. 28 PROJECT BOOK IN BUSINESS ENGLISH 4. Re-read your theme in its final form and make sure you have no errors in spelUng, punctuation, and grammar to mar the impression your theme would otherwise make. Questions to ask youi-self in re-reading your theme : 1. Does the theme create a picture? 2. A\Tiat details accompHsh this? 3. "Would the theme be interesting outside a classroom, in a letter perhaps? 4. Do I show powers" of observation? 5. "WTiat details will prove to my reader that I am a keen observer? MlSCELL-VNEOUS SUGGESTIONS 1. Take one of the theme topics listed on the preceding page and add to any of the observed facts any imaginative coloring 3'ou please, as: (a) Put into the scene you observed, characters you saw in another scene and make a story. (b) Interpret the scene you actually saw, using 3'our imagination to explain the bare facts. 2. Contrast in a theme, the powers of observation of any two people of your acquaintance. 3. Road the life of Helen Keller. Note how strength of three senses increases with the Ioks of the other two. How docs Helen Keller "imagine"? Upon what would her idea of a tree be based? 4. What part in the life of a business man does keen ob- servation play? Illustrate from: (a) The Ufe of a salesman. (6) The Ufe of an employee. (c) The life of a merchant. (d) The life of a clerk. (c) The life of a stenographer IMAGINATION IN BUSINESS 29 5. Try to recall offhand : (a) The appearance of the conductor on the car you last rode on. (6) The impression some stranger made upon you at the theater or some such place. (c) The details of a strange room you were last in. See how many you can recall. (d) Read a Sherlock Holmes story and note the powers of observation of that famous detec- tive. Bring to class illustrations of uncanny ability to see at a glance. Using Observed Facts as a Basis for the Imagination Instinctive in man is the desire to make things. To see and make pictures of what we see; to hear and write music; to reproduce the odors of the gardens in costly perfumes; to bring together into a salad fruits and vegetables whose blend of flavors appeals to the palate; these desires to create are deep-rooted. The artist creates new pictures out of those he has seen in nature; the musician composes new melodies; and the original person sees in his experience material for his imagination's building. No experience is too trivial or too insignificant to suggest possibilities to his imagination. Out of the commonplace he fashions the romantic; out of the usual, the unusual; out of the prosaic, the poetic; and out of the old, the new. His mind is habitually sorting over odd facts, is contin- ually trying new combinations of facts in his eagerness to get on the trail of an idea, an invention, a plan, or a sugges- tion. The imaginative person's mind is never quiet. On the street car, in the lobby, at the noon hour, in books, in a crowd, at work or at play, the imaginative mind makes new associations, combines new ideas. A student who wishes to develop his imagination must develop this sense-acuteness. On the playground, in the classroom, at home and on the street, let it be his daily habit to watch and listen. 30 PROJECT BOOK IN BUSINESS ENGLISH A Chance to Exercise Your Ial\gination 1. Imagine in detail and describe an attractive window display for a dealer in athletic goods. 2. Imagine a conversation between the lady of the house and an agent who has just rung the door bell. On the door printed on a placard are the following words: "Agents and solicitors will please refrain from ring- ing tliis door bell or otherwise disturbing the occu- pants of this house." The agent has not seen the placard. 3. Imagine and describe an ideal job. 4. Imagine a "pusli button" home where all electrical conveniences are installed. 5. Coin a word to be used as a title or name for some student organization. 0. Picture in your mind's eye an itlcal employer. 7. Imagine an ideal class recitation. 8. Write a one-act plaj' or a short story using well-known atlvertising charactei-s, the Cream of ^^'hcat chef, etc. 9. By using pictures of the Campbell's Soup Kids or other advertising charactci-s make a scries of scenes for a funny supplement or to tell an advertising story. 8lg(;estion Use bits of your own experience; don't try to create the materials for your structure as well as to build it; take ideas from cverj'XNhere and combine them into new ones. Let your observatif)n give you the material, and your imagina- tion do the building. It's only the combination that nuist have the stamp of originality. Miscellaneous 1. Name five opportunities for the following to employ their imagination: IMAGINATION IN BUSINESS 3] A janitor of a large apartment building. A druggist in a small town. A waiter in an exclusive summer resort. A stenographer for an absent-minded doctor. A milliner in a residence district. 2. Name five jobs that commonly require no imagination. 3. In these five jobs, name opportunities for the workers to employ their imaginations as a means of relieving the monotony. 4. Name some business positions that especially require imagination. What sort of imagination in each? 5. Analyze the need of imagination in each of the follow- ing: Selling millinery. Reading the gas meter. Soliciting charity contributions. Applying for a position. 6. Name the studies in the curriculum that develop the imagination. Discuss them. 7. Argue your own point of view on the following: do not (a) The subjects in the conmiercial course , , offer stimulation to the imagination. (6) Imagination I . | f ^s important as any other single quahfication in business. Seeing What the Other Fellow Sees Have you ever wandered casually about the aisles of a large hardware department, fascinated by the wonders of kitchen ware? You had not intended to buy anything; you were just waiting for a package to be wrapped in a neighboring department and were whiHng away the minutes. That table yonder was full of the latest novelties for paring, coring, cleaning, etc. And as you looked for the latest de- 32 PROJECT BOOK IN BUSINESS ENGLISH vice you spied just an ordinary egg beater. "That reminds me," you said, as you searched for a quarter. And the next counter, strange enough, had just the piece of Pyrex that you had been looking for to complete your set. Had it ever occurred to you that the manager of that department was a student of women's waj^s? He knew women's tendency to forget to replace worn-out egg beaters. He might have put up the advertising sign, "Just to remind you" but he knew that 3'ou would supply the slogan your- self if he simply put the counter in the right place. He remembered his wife's saying years ago when they were still newly married but had worn out their first egg beater on the waffles that she so proudly made, "Oh, dear, I do wish I could remember to get a new egg beater. I almost spoiled those waffles with that old one. I never can remember those Httle things when I am down town." And when he entered the hardware department some years later he made use of that trifling incident and a whole lot of other "insig- nificant" experiences of the days and weeks. And that was why he climbed so rapidly from clerk to manager. Haven't you often, in a store, become irritated at the awkward fuml)ling of a clerk over stock that ^•he didn't seem to know? After five minutes of inefi'ective searching, she said quite unconvincingly, "I guess we haven't that in stock." You knew she did liave it, but dimply couldn't find it. Or haven't you Ix'en "just looking" for hats and lx?en enjoy- ing yourself when a clerk appeared and shadowed you around as if resenting your loitering? And didn't you in each case say in human fa.shion, "If I were the proprietor, I know what I would do." WTiat would you do with these two little observations of yours, if you were now given a chance to use them as manager of a department? Could your imagination lead you back to the point of view of the customer and could you thereby improve trade? A man once walked up the aisles of a furniture store, where long rows of dining-room chairs monotonously fined IMAGINATION IN BUSINESS 33 the passage. He went down similar long aisles, unending they seemed, of dressers and sideboards. He anticipated bringing his bride into this store the next day and together they were going to plan the furniture of their apartment. It was to be a lark for them to select their pieces. His spirit received something of a jolt as he surveyed this tedious display. ''If I were a furniture man," he thought, " 1 would ..." And years after, he did. He remembered brides and grooms and their romantic expectations. He fitted up sun parlors and dens in which couples might rest in cosy comfort while they made new lists and talked things over. And all the time that they planned, they were unconsciously lead by the suggestive color schemes of the hangings to visit the drapery department on the floor below. He watched and studied the delight or disapproval of his customers and then exercised his imagination in order to please them and win their permanent trade. He remembered that the young girl loves soft, dainty things and that the bachelor prefers restful tones. All his success depended upon his acute in- sight into the tastes of his customers. And business is all more or less dependent upon this faculty of seeing what the customer sees, of feehng what the client feels. The power is dependent upon the imagination. EXERCISE Look up in the Readers' Guide under "Imagination" such magazine articles as "Dream behind the Business," "Economic Value of Imagination," etc. Making Others See What You See The spirit of the following letter is contagious. The reader is almost certain to be affected by the point of view of the writer. In fact, the writer counts on your seeing what he sees. He has chosen his tone, his details, his whole appeal, with that definite aim. 34 PROJECT BOOK IN BUSINESS ENGLISH Dear Mr. : My father died when I was twelve years old — just at the impressionable age when I considered him the most wonderful man in the world. He left me a good name, a verj^ small legacy, a deal of the Scotch-Irish fighting spirit — and a wonderful picture of himself. I'm not ashamed to tell j-ou, Sir, that the photograph of Dad helped me over lots of rough places in the Road of Success. Many a time in the old days when I was fighting to get a toe-hold in the Big Town, I'd come to my little bedroom tired, discouraged, beaten. And, somehow, just a glance at those big, trusting eyes of Dad's ^^^th the tiny laugliing T^TJnkles 'round-about, would fill me with strength and determination. Then I'd pick up the handiest weapon, and start out again to take part in the battle. And now, about YOUR son. With all of your heart and soul, you want him to grow up a strong, decent, manly chap. He will l>e going away to school now in a few days. You cannot accompany him as a counselor, friend and pal. But you can send a wonderful support — your photograph. That boy of yours wants a real, man-like picture of his Dad — a photograph he can show to the fellows with a world of pride, and mayl)c a wee bit of a catch in his voice, as he .says, "That's Dad!" And he shall have it. For when you come to talk it over with me, we'll forget all about conventions and stifT-and- starchy things if you say .so, and just make a human, natural, real, life-Uke picture. I'm mighty fond of taking even>'day photographs, and I've noticec dishonest; therefore he must be dishonest." Four testimonies, while significant, arc hanlly conclusive proof. Or again, I argue, "Municipal ownership has failed in San Francisco; therefore it would THE POSITIVE ATTITUDE OF MIND 61 fail here." Here again is a conclusion based upon insufficient evidence. An induction must be drawn only from general experience. Reasoning by Analogy Suppose I say, "I have twice dreamed bad dreams after eating welsh rabbit late at night; welsh rabbit must dis- agree with me." This reasoning is inductive. Suppose I say further, " Since welsh rabbit disturbs my sleep, cheese eaten at night would doubtless have the same effect, as welsh rabbit is made chiefly of cheese." This last conclusion is called reasoning by analogy. I am assuming that similar causes will produce similar results. Again, I say, " Our school should have the quarter system; Chicago University has the quarter system; therefore our school should have it." The soundness of this argument would depend upon two other considerations: (1) Are con- ditions in Chicago similar to those in our school? (2) Was the quarter system successful in Chicago? The accuracy of my analogy would depend upon the likeness of the two cases compared. EXERCISE Test the accuracy of the following conclusions drawn from analogies : 1. I should not be given a Failure in Chemistry just because I failed in the test. John Smith failed in the test and he did not receive a Failure for the term. 2. I ought to get 18 dollars a week to start with. Mary who is no older than I gets that, and so I think I ought to demand the same amount. 3. I ought not to have to support myself; no other boy in our neighborhood supports himself; why should I have to? 62 PROJECT BOOK IN BUSINESS ENGLISH Summary An argument is carried on by facts and inferences; in- ferences are drawn by induction, deduction, or analogy. A real argument aims to collect facts in support of inferences and to infer correctly from facts collected. Proof depends upon the comparative strength of facts and inferences given on both sides The Brief The form of the formal debate is technically known as a "Brief." It is a brief analysis of the main assertion in complete statements. It works backwards from the main assertion. Illustration of a Brief Resolved: Women should have uniform dress. Afiirmative argument : 1. It would mean economy for women. (a) Women would not have to compote with other women who dress Ixitter than thoy do. (b) Women could jiay more for durable material and loss for occontric stylos. 2. It would make women think of other things than clothes, (a) At present too many women's thoughts are taken up with styles. 3. It would moan greater social democracy for women, (a) Under present conditions many women are snob- bish in the matter of clothes and judge worth superficially. Note that in the Brief: (l) all statements are complete statements; (2) each main statement is supported by a sub-statement. In longer and more complioatod debates, each sub-topic would be supported by illustrations and more facts. THE POSITIVE ATTITUDE OF MIND 63 Topics foe Debate Before debating, analyze the question in ^^ Brief '^ form. 1. Men and women should receive the same wages for equivalent work. 2. "Criticism can only come from above." 3. Service rendered, not time spent, should be the basis of wages. 4. Employers have no right to dictate concerning the dress, savings, and habits of employees. 5. The tipping system degrades human nature. 6. There should be no servants in a modern society; i.e. aU work in the household should be done by the day, and the social classification of maids and servants, etc. should be done away with. 7. Moving picture theaters should be under state or city control in order that no commercial gain should prostitute the art and education possible in moving pictures. 8. Newspapers should be independent of their adver- tisers. 9. Commercial competition is the cause of eccentric styles in women's clothing. 10. The board of Trade contributes no real service to business. Discussion According to Parliamentary Law In order that students may learn to discuss intelligently questions that will arise at business meetings of various sorts, some of the debates suggested in the previous section may be prepared so that they can be carried on according to parHamentary rules. The following outline of parlia- mentary procedure will give simple directions to the chair- man of the meeting and to the students who carry on dis- cussion; '^ 64 PROJECT BOOK IN BUSINESS ENGLISH 1. Organization: (a) Assuming that your teacher is temporary chair- man, nominate from one of your number, a permanent chairman. (6) Vote for chairman by rising vote. (c) The elected chairman should: (1) Appoint a secretarj^ to keep minutes. (2) Explain the purpose of the meeting. (To discuss and vote upon the merits of some one of the debating topics.) 2. Order of business: (a) If the meeting is the first meeting, new business (that is the topic to be discussed) is presented after (1) and (2) of (c) under Organization. Q)) If the meeting is a second or third of a series, the following is the order of business: (1) Minutes of last mooting road and ap- proved. (2) Reports of committoos. (A committoc might have boon appointed to look up information.) (3) Unfinished business. (4) New business. (5) Adjournment. 3. Dulics of presiding officer: (a) Call meeting to order. (6) Call for minutes, reports etc. (c) Recognize speakers, keep order in debate and limit the time of .speakers. (d) Decide points of order. (e) Put questions to vote and announce decision. (/) If chairman wishes to debate, he may ask a memlxT to preside during his sfXM^ch. (g) In case of a tie vote he may cast his vote. THE POSITIVE ATTITUDE OF MIND 65 4. When debate is in order: (a) Debate is not in order until a motion is moved and seconded. (Some one in the class must move that the question as he states it should be the sentiment of the class.) (6) Usually the person who makes the motion is entitled to speak first. (c) No one except the person who made the motion may speak a second time until everyone has had a chance to speak. (d) The following are not debatable but must be voted upon without debate: (1) Motion to adjourn. (2) Motion to take recess. (3) Motion to lay question on table .until next meeting. (4) Motion to vote on question. (5) Motion to withdraw question. (6) Motion to suspend rules. (7) A point of order. 5. When a motion is in order: (a) One question must be disposed of at a time; no motion on a new question is in order until the first is disposed of. (6) A person may ''rise to a point of order" at any time, even interrupting the speaker; i.e. he may raise the question as to whether the dis- cussion is being carried on according to Par- liamentary Law. (c) A motion to adjourn must be made only when no one is speaking. 6. Motions relating to main question: (a) A motion to amend motion (to restate question). (b) A motion to postpone consideration. 66 PROJECT BOOK IN BUSINESS ENGLISH (c) A motion to refer question to committee. (d) A motion to lay question on table, i.e. to lay aside until future meeting. 7. Amendments: (a) An amendment should be stated thus: "I move that the motion be amended by striking out the last two words in paragraph I . . . etc., so that the motion as amended will read, " (6) An amendment may be offered to a proposed amendment but no amendment should be offered to a proposed amendment of a pro- posed amendment. MISCELLANEOUS EXERCISES I. How would you answer the following communications addressed to a daily paper? In a theme let your judgment and logic be apparent. I. The Ilorus of Work To the Editor of The Journnl: Is there no plea.surc in work, no satisfaction in achieving and acconipli-shinp, tliat .so many thousands arc struRKhng and striving to reduce the hours of labor to the very lowest point? Is Edison our one great exception, wlio from pure love of labor works 16 to 18 hours of the 24? Is one happier with so many hours of leisure daily on his hands? Cannot a person develop strength of char- acter, concentration, poise, higli ideals and good common sense in the factor>' and workshop; why this great and constant struggle for an 8-hour day, and a 44-hour week? Is work something to \)c shunned and dreaded? Cannot somethinR be done to incul- cate in our growing boys and girls ideals of service, an ideal of making each waking hour one of profit to himself or to some one else? Can it not be a part of the school curriculum in teaching patriotism and Americanism? Do we need 124 hours each week for rest and recreation with only 44 or 4S hours of work per week ? Ix?isure is exix^nsive usually, so few can use so much leisure wisely THE POSITIVE ATTITUDE OF MIND 67 and well. Did the agricultural class demand so much leisure, food-stuffs would certainly be scarcer and dearer than at present. — One who believes in work. II. Here is a Real Mystery To the Editor of The Journal: Can any one teU me why young women doing housework are looked down upon any more than those working in stores? Why aren't the men interested in refined, intelhgent girls that know how to keep house and work? I am a good looking, intelligent young woman of 24. I do domestic work for a lovely family in the Kenwood district. My work is interesting to me. My work- ing conditions are excellent. I have the very best of food — a much better hving than I would have were I to work uptown and pay from $6 to $8 for my board and room every week. I can afford to wear good styhsh clothes. I hke books, enjoy concerts and the movies; in fact I am a very up-to-date young woman. But whenever and wherever I go it is always alone. Wliile on the street car and at the mo"\des I can see dozens of cheap looking, shabbily dressed girls, painted and powdered, and all seem to have plenty of friends. Whenever I happen to be in a gathering of young folks the fact that I am somebody's maid is against me. There are real ladies doing the work I am doing, and it isn't be- cause they haven't brains enough to do anything else. It is because they see the advantage they have over working in a store or factory. But one thing is sure. There is no chance for us to have the companionship and friendship of young men which aU girls naturally like, because the men would rather spend their time with girls that make a meager hving in a store or factory and buy their clothes on the instalment plan, than with practical, capable young women that are not ashamed to do the work that nets them the best hving and most money. — One of the ''Tillies:' II. What would be your answer to the following state- ments? 1. (a) I should not be fined; for I did not know I was breaking the law. (6) I should not fail; for I didn't hear the assignment given. 68 PROJECT BOOK IN BUSINESS ENGLISH 2. (a) I ought not to be punished ; for I am not as bad as many who are not caught. (6) I ought not to suffer punishment for copying my theme from a book; for others in the class did the same thing but the teacher didn't catch them. 3. "You needn't blame me," said 'the real estate man to the dissatisfied customer. "You saw the property yourself. It's your own look-out to see that the plumbing is all right. You didn't ask me anj-lhing about it. You're supposed to know what you are buying." Note. — Take the customer's part. 4. "If a cashier short changes himself, it's his own look- out. I'm not paid to discover his orroi-s." 5. "I tried my best," said the employee just discharged. "But your best isn't good enough," replied the employer kindly. (Finish the conversation realistically.) The world needs more and more men and women of quick and sure judgments, indivichials with minds of their own. It was well enough, jx^rhaps, in our forefather's day to let king and father and employer think for us; but kings and rulci-s and ma-stei-s are old fashioned to-day. The individual mind plays a far more imiMjrtant part in the world of alTairs than was thought ix)s,sible yeare ago. Our complex industrial life needs more intelligent cooperation and less dogmatic supervision. The progressive employee is not a tlumb cog in the wheel but an alert sharer of responsibility. Youth of to-day will .see in the employee of to-morrow much more of this individual assert iveness. If you would keep abreast of progressive tendencies, learn to use your mind, your will, your i)ersonaUty. rHAPTER IV BETTER ENGLISH FOR THE BUSINESS STUDENT People often say, "I know, but I can't express it." It is doubtful whether the people who make this remark do " know," except in a very vague sense. It is contentment with an inadequate vocabulary and inaccuracy of expres- sion which encourages cloudy thinking. We do not first possess completed thoughts and then express them. The act of expression is thinking. If one has words into which to cast his thoughts, he will be the better able to receive new ideas. A housewife ceases her jelly making for lack of jelly glasses. The average mind soon fills up its thought recep- tacles and stops thinking. The war revealed an astonishing amount of verbal inac- curacy among the American population. Letters of inquiry to the War Department showed among the American born alarming ignorance of their own language. Such errors as the following raise a laugh, until. we begin to reflect what mental deficiencies lie behind them. 1. He was inducted into the surface (meaning — service). 2. I was discharged from the army for a goiter which I was sent home for. 3. I am his wife and only air (heir) . 4. Please correct my name as I could not go under a con- sumed name (assumed) . 5. Both sides of my parents are old and poor. These examples illustrate types of errors that are common among our so-called educated American people. A half knowledge, a semi-correctneSs has been for the lazy American 70 PROJECT BOOK IN BUSINESS ENGLISH public, sufficient. Careless pronunciation, leading to inevi- table confusion in spelling, has fostered such absurdities as in examples 1, 3, and 4. Sentences 2 and 5 illustrate the in- accuracy of thought which loose structure always produces. It might be thought, perhaps, that such poor speech is confined to ignorant and careless people in their careless moments. But a little attention to what is being spoken on every hand brings the conviction that bad English is a very common evil. It is to be heard in the school room as well as on the street corner. Here, for example, are some recitations in high school classes which were taken down word for word. 1. Teacher in a Civics class: "Can you explain how productivity is limited by capital?" . Student: "If ire don't have capital, we would be unable to pro- duce large quantities of grain or steel products. Like we export a great deal of steel to Europe and if we didn't have capital, we would not be able to carry on this trade." Analyze the inaccuracy of thought antl expression of this extract. The following suggestions may help j'ou. (a) "We" — explain the loose thinking in the use of the word "we." (6) "grain or steel products" — does this limiting of products indicate a feeble vocabulary? Sug- gest a more comprehensive expression. (c) "Like we" etc. — does this connective word indicate incoherence of thought as well as of expression? How? (d) "and if wo didn't have capital" etc. — does this student explain the matter at all? (e) In concise acoirate language, revi.se this recita- tion attempting to make your expression indicative of your power to think coherently and accurately. BETTER ENGLISH FOR BUSINESS STUDENT 71 2. Teacher in a History class: "Name the different methods employed by the Federal Government to raise money dur- ing the Civil War." Student: "First, the Government, it printed a lot of paper money that was worthless and it sold some government bonds that could be paid in ten years, and they put a tariff on everything and imposed internal taxes on all kinds of hquors and tobaccos and they established the National Bank and put import duties on everything that came into the country." (a) Explain the inaccuracy of each italicized (b) Re-group the items of this answer in such a way as to bring together related ideas. 3. The following extract is from a recitation in Commercial Law. If you knew nothing about an "undisclosed principal" would this student's explanation enlighten you? Teacher: "What is an undisclosed principal? " Student: "He is a man who has an agent work for him who doesn't know that he is in the contract." Teacher: "You are not clear. Illustrate." Student: "When the principal is undisclosed at the time the contract is made, but it is later found that he is the principal, he wiU be held hable." Look up for yourself the meaning of "undisclosed prin- cipal" and define it in clear, simple language. Assume that you are explaining to one totally ignorant of the mean- ing of the phrase. An examination of these recitations shows that the students who were talking did not think straight and did not help those to whom they spoke to think straight. Poor English and poor thinking go hand in hand. Since clear thinking is necessary in business, the business man should regard poor English as he regards poor equip- ment. Marshall Field and Company of Chicago may be 72 PROJECT BOOK IN BUSINESS ENGLISH cited as a large business house which has this view. In expressing his aim to raise the level of the Enghsh of the store emploj^ees, one of the educational directors says, " We appreciate the advantage that an adequate vocabulary and the ability to speak simple and correct English give to the man or woman in the retail selling world." The following list of errors posted in the employees' rest rooms shows some- thing of the sort of reform which the company is attempting. HE.U^D ABOUT THE HOUSE IN'CORRECT CORRECT Isn't that hat ■perfectly awful.* . unbecoming or in bad taste He come lie came He doju: lie did You was you were He don't lie doesn't I kin I can I've got I have [ ain't seen I haven't seen He is some better somewhat You look hadhj look bad He is light complected ha.s light complexion Transfer tliis party this call These shoes wear good wear well What kind, latlyf What kind, madam. John, he John thetn goods .... . . .those goods tliis here piece. . . . .this piece Goivr'metU (iovcrnment enUiused enthusiastic swell . . lovely hadn't ought-o . . . ought not or should not hiuit burst ain't isn't gonto going to have went have gone Beginning our sentences with "Say" or "Listen." BETTER ENGLISH FOR BUSINESS STUDENT 73 EXERCISE 1. Imitate this idea with a "Heard about the Sehooh" Compile such a Hst to be posted on your blackboard. 2. Make a similar Hst for your own uses. 3. Plan a "Better English Campaign" fcr ycr.r school or classroom. (See Chapter on Advertising under "Problems in Adver- tising.") Better English in business depends, of course, upon better English being taught in school; but it after all depends chiefly upon better Enghsh "Out of School." I am thinking of a student whose grades in her English classes were the highest. Her themes were excellent and her speech in class was flawless. Some months after her graduation I dis- covered her working in a five and ten cent store. The stimulation for correct and fine speech was gone; there were no themes to be handed in and no teacher to mark oral themes. But there was a public to judge and in this case a teacher to overhear her cheap inaccuracies which street slang condones. Her correct speech in the classroom had evidently been offered solely for a grade. Had she really cared about her speech at all? I recall with what embarrass- ment she recognized me and how she quickly began to ex- plain to me that, "I just took this job until I can find a better one." But as long as her language remained as cheap as the wares she sold, the better position of which she dreamed was likely never to be hers. So it must be remembered by students that no one but themselves can improve their speech. Teachers may en- courage, set an example, correct and suggest, but the mastery of English comes through the individual's efforts. An Outline for Definite Self-Help Toward Better English Remember that carefulness in the writing you do is not enough. Your chief practice is in your daily speech. Care 74 PROJECT BOOK IN BUSINESS ENGLISH in your daily speech is the basis for all improvement in English. Here are some simple things to do. It is not pretended that these are a complete guide to perfection but we climb towards perfection not by vague strivings but by steps wliich can be measured. Force yourself to take these steps and you can count on covering much of the ground toward your goal. You will need to own as tools the following books. Get them. Use them. 1. A dictionary. Don't rely upon any dictionary of less size than Webster's "Intercollegiate Dictionary," or Funk and Wagnall's, "Students' Standard." 2. A dictionary' of synonj-ms. These are excellent: Fernald's, "Englit^h Synonj'ms"; Rogct's, "Thesau- rus." 3. An English Grammar. Whitncj''s "English Granmiar " is scr\'iccable. 4. A composition manual such as Woollcy's "Handbook of Composition." I, Pronunciation Foreigners often complain that American voices arc un- plea.*^antly shrill and na.'^al. There is truth in this complaint. Now here is an opjwrt unity to help oneself. Wc all like to hear a low-pitched, well modulated voice. Anj^one with little care can cultivate a lx?ttcr speaking voice. The effort is decidedly worth the making. All of us mispronounce words. Of course it is not strange that we should stumble over a difficult new word, but the truly surprising thing is that wc make mistakes in uttering the common words we u.se often. For instance, many people do not pronounce the following words correctly: Attierican, govertimeyU, Tuesday, allies, hundred. Arc you sure that you pronounce the above words cor- rectly? If you are not, then the dictionary' will help you to learn the correct way to utter them. SupiKJsc we look up BETTER ENGLISH FOR BUSINESS STUDENT 75 the word supernatural. In my dictionary immediately following the word supernatural, I find the term reprinted in this fashion, su-per-nat' u-ral. These marks, -, ^, ', -, which show how the word is to be pronounced, are called diacritical marks. Their meaning is explained in a table. We must understand what these diacritical marks mean, if we are to use a dictionary in learning how to pronounce words. EXERCISE Look up in a dictionary the pronunciation of the following words. Copy down on a slip of paper each word with its diacritical markings. Read the list aloud, pronouncing and accenting' each word correctly. advertise illustrate library secretary advertisement illustration athletic partner alternate irrevocable laboratory cemetery admirable asked idea candidate envelope artic perhaps squalor Consonants No one who is trying to speak better ought to slur over the final consonants, saying swimmin for swimming or somethin for something. Pronounce your consonants dis- tinctly. Practise on these. 1. 2. subscribe Most of them. 6. 7. get yom would have 3. 4. 5. got them going with 8. 9. 10. gi?;e me and liked them Vowels Most of us mistreat some of the vowel sounds. Since our bad habits in this respect are apt to be pretty deeply rooted by years of mistakes, it is only by a constant carefulness 76 PROJECT BOOK IN BUSINESS ENGLISH that we can come to use the correct sound. It is not the intention here to explain all the errors we are prone to. If a person begins to paj^ attention to such matters, he wiU discover for himself what effort he needs to make. Making the start in self-correction is the chief need. Are you sure you give the correct values to the vowels in the following words? See how your dictionary' indicates these vowels are to be sounded. asked duty institute soot boulevard aunt Tuesday constitution roof magnitude can tube tutor root adult new duke tune bouquet bade since student coupon hoof creek It is an excellent plan to look over lists of ''Words often Mispronounced." Woolley's "Handbook of Composition," for instance, has such a list. We are often surprised to find on looking through such a list that we have been mispro- nouncing a word. Another way of discovering habitual mispronunciations of which we are unaware is to ask a member of the family or a friend to call our attention to our mistakes. A pei-son should keep his temper when he is thus corrected. EXERCISES 1. Afake a plan for self-liclp in better speech. Suggestion: I^ct your plan be simple rather than elabo- rate. Aim at getting started in the way of more careful sjxjaking, rather than seeking immediate perfection. 2. Make a list of "Words I Often Mispronounce." 3. Devise a chart of some of the vowel sounds which I rap the average student. Make it of such a nature that it can Ik* used in your classroom. 4. Suggest ways in which the members of the class can aid each othor. BETTER ENGLISH FOR BUSINESS STUDENT 77 5. Suggest interesting class contests in pronunciation. The plan of the "spelling bee " can be adapted to such ends. 6. Write a theme explaining how you have started to help yourself to speak more correctly. II. Getting a better vocabulary The greatest reason why a person should not remain con- tented with a small stock of words is that a small stock of words usually means a small stock of ideas. If a person is content to live in a world of limited ideas, then he has no concern with an effort to increase his range of vocabulary; but if he is not content so to restrict his mental horizon, then he will set himself earnestly to making himself master of more words. The Power of Words to Suggest Thoughts Illustration Kleptomania: Suppose this to be a new word I have just looked up in the dictionary. I find it means a mania for stealing. I am surprised to find, let us suppose, that there is this actual form of insanity; that people become un- balanced over the idea of taking things. How then, I reflect, can a judge be sure in pronouncing sentence that a prisoner is accountable for his acts? How many criminals are criminally insane, I begin to ponder, and how does the new school of social workers test for kleptomania? In the light of this new knowledge of mental tendencies, should crime be treated as a disease? And so I move on from idea to idea, all suggested by a single word. In order to under- stand the word I must take into account new ideas, and simultaneously with my acquisition of this new word, I am led to entertain new ideas, new questions which lead to new ideas, etc. ■8 PROJECT BOOK IN BUSINESS ENGLISH EXERCISE Add the following words to your vocabulary by 1. Consulting the dictionary, 2. Getting some one to illustrate their usage, 3. Using them yourseK. lithograph carniverous vei-satile matrix psychology propaganda nonchalence finesse requiem occult chronology inspiration missile dictaphone radical dilapidated penance insatiable sanctuary Of course it will be quickly seen that random lists of words suggest onlj- random ideas. The last exercise was intended only to illustrate how interest inglj^ ideas are tied to words. It was not intended to suggest that a practical and wise way to enlarge the vocabularj^ is by looking up the meanings of miscellaneous words. The true way to gain new words is to put oneself in the way of new ideas which rcfiuire now words for their expression. To hear and to read and to think are the only ways of doing this. Yet while one is learning new ideas, and cons(>quently new words, through hearing and reading and thinking, one can accompany these basic means of increasing the vocabulary by various useful methods of direct study of words. It will soon be discovered, perhaps with surprise, that words in themselves are interesting. The dictionary will help to uncover fascinating histories of the words we use. For instance there is the word, }n'Ihj. Now this word came to us from the Anglo-Saxon where it had the form, snelig. It once meant blessed. How did a word meaning " blessed" takeon its present meaning of "foolish," "witless," "simple"? We know that primitive peoples regard the weak-minded as the especial wards of provideTice. This at once sug- gests tlie explanati(»n of the mystery. Countless other words have equally interesting histories. BETTER ENGLISH FOR BUSINESS STUDENT 79 See what the dictionary tells of the history of the follow- ing words : 1. silhouette bedlam curfew seance italics sophomore neat telegraph journal panic dandehon salary cambric senate soprano hiss lunatic circus cuckoo Theodore EXERCISE tantalize Find ten words which imitate sounds. Illustration 2. whiz. Present orally to the class all the information your dictionary gives concerning some interesting word. 3. Prove that all the words found in a dictionary cannot be properly used by a present day writer. 4. Define and illustrate the meaning of an obsolete word. 5. Read a chapter in the interesting book, "Words and their Ways in EngHsh Speech," by Greenough and Kittredge. An excellently practical method of increasing one's vocabu- lary is to find synonyms (words of like meaning) for words already known. Sometimes students who shuffle along in their speech with a meager vocabulary ask "What is the use of knowing several words that mean the same thing?" In any group of synonyms it is true there will be a certain com- mon ground; within this territory these synonjons may be used interchangeably; but there is also a certain Line of meaning where each differs from the others, though ever so slightly. Take the word "pure" and its thirty-seven synonyms : Absolute, chaste, classic, classical, clean, clear, continent, fair, genuine, guileless, guiltless, holy, immaculate, incorrupt, 80 PROJECT BOOK IN BUSINESS ENGLISH innocent, mere, perfect, real, sheer, sinless, spotless, stain- less, true, unadulterated, unblemished, undefiled, unmangled, unmixed, unpolluted, unspotted, unsullied, untainted, un- tarnished, upright, virtuous. I say, "That is pure nonsense; she is a pure soul; I have a pure product; I drink pure water; this is pure swindle; that is a pure democracy, etc.," using the same adjective to apply to a variet}^ of ideas. I might have given finer accuracy to my meaning had I said "That is sheer nonsense; she is an upright soul, etc. etc., finding from the above list of synonyms the exact shade of meaning required and thus avoiding the monotony of the same word for so many mean- ings. EXERCISE Use the adjectives given above in sentences. Care in the choice of our adjectives gives a fresh pleasing tone to our style that lifts it alx)ve the commonplace. Variety in speech is a delight and its accomplishment is a worthy object of painstaking endeavor. Too many people's style is spoiled by this monotony of diction. A word which is good in moderate u.«e l)ccomes a symbol of dullness when repeated lazily. "We were greatly surprised to sec so great a crowd of people a.«vsembled. cvitlently for some great occasion. On inquir>% we learned that a great man was to address the people on a subject of great interest. The great size of the field which sloped like an amphitheater enabled the great crowd to hear everj' word with great ease and all listened with great attention to the great thoughts presented." ^ A very lazy habit most of us have is that of using on all occasions a word like "good," a word from which we trust our hearers to pick out the sense we intend to convey. Such words, simple as they may .seem, are really the hardest words ' FiTnalfl's I'-xDri'ssivc Knclish." BETTER ENGLISH FOR BUSINESS STUDENT 81 to define. They are used too often because their meaning is very flexible and we are too lazy to be more ^xphcit. Such a word as "give," is often the easiest word to say when we may mean bestow, confer, deliver, furnish, grant, 'present, supply. The recent war contributed the very picturesque word camouflage which became the favorite word of so many people that it soon lost its charm. Every little while an admired author employs some word so aptly that it fixes itself in the public mind and after that everybody uses it until it loses its force. To use such a word after it has be- come trite makes your style of conversation and writing dull and flat. ''Beware your favorite word" might be a maxim worth remembering. EXERCISES 1. Add the following adjectives to your vocabulary and aim to use them with accuracy in place of some of the more hackneyed expressions you habitually use. fantastic ramshackle soUtary scintillating taut luxuriant perturbed petulant pallid pusillanimous crabbed fell Continue to add five adjectives a week to your vocabulary. A contest might be held at the end of four or five weeks to see what members of the class can use successfully the largest number of adjectives in a selected Ust. A sort of class party where conversation takes the place of regular class routine might give a better stimulus for the use of such words. 2. Rewrite the paragraph given on page 80 substituting some more specific word for each ''great." 3. Which of the following words do you abuse, thus spoiling their effective meaning? 82 PROJECT BOOK IN BUSINESS ENGLISH splendid regular fine horrid adorable wonderful clever interesting sweet awful perfect terrible Give five synonyms for each in five specific uses. EXERCISES IN THE USE OF A DICTIONARY OF SYNOXY^IS 1. Collect synonyms for each of the following words. speak building dull poor get strike selfish walk large rude ask free Note. — Roget's " Thesaurus " should be consulted in gathering these synonyms. 2. Distinguish between the meaning of the following: pupil, scholar, student. 3. Do the .same for the synonyms collected for Exercise I. 4. Without consulting a dictionary or dictionary of synonyms list all the .synonyms you can recall for any word given by another member of the cla.«;s. Then consult a dictionary' of synonyms and compare the two H.sts. 5. Arrange a contest for the cla.ss in synonym-getting. III. Better sentences Next to a meager vocabularj', the surest sign of a poor command over language is to be found in the sentence forms we employ. I am not thinking here .so much of gram- matical errors. Most of us can avoid the most glaring, at least, of those. I am thinking of the dull but correct fornr the stodgj% awkward, flat s<^ntencos which deprive the avera^< person's speech of grace, force, and life. Ix't us .see whether we cannot make a beginning in throwing out of our daily BETTER ENGLISH FOR BUSINESS STUDENT 83 speech these lock-step, ball-and-chain sentences. We can make this beginning only through conscious attention and effort. The majority of the sentences we utter are of this form: It was storming this morning, and I was late to school. Here is a compound sentence made up of two simple sentences : It was storming this morning (and) / was late to school. Now these ideas may be combined in various ways : 1. The storm made me late to school this morning. 2. As it was storming this morning, I was late to school. 3. I was late to school this morning because of the storm. 4. I was late to school this morning. The storm delayed me, etc. A large proportion of this type of compound sentence should be eHminated from our speech. A little ingenuity will enable one to escape this particular rut. The tongue should be trained to other sentence forms. EXERCISE Change each of the following sentences into as many new forms as possible. The wording may be altered if desirable, but the original sense of the sentence should be preserved as closely as possible. 1. I opened the door, and I saw a strange sight. 2. The man walked up to a woman, and then he made a low bow. 3. I have forgotten my pen, and I cannot copy this lesson. 4. Abraham Lincoln was a noble man, and all Americans love his memory. 5. The road was very rough, and so we were severely jolted. 6. The boys were badly frightened, and they soon left the place. 84 PROJECT BOOK IN BUSINESS ENGLISH 7. I delight in music, and I go to concerts often. 8. Henry looked up from his book and demanded the newcomer's name. 9. The party reached the lake at noon, and there they took the boat for the island. 10. The lesson was extremely long, and so I did not have time to study it all. We often run on and on with our sentences, sticking clause to clause with and's, bid's, and so's. If we listen to the sentences uttered in our hearing, we shall find this practice a common one. To aAoid such formless lumps of speech, we should train ourselves to bite off our sentences with a snap. It is a mistake to l)e afraid of short sentences. We should use them frequently. Moreover, we should form a speaking acquaintance with other connectives besides and, but, and so. We should learn to use such useful words as moreover, accord itujJy, hcnee, conseqiiently. nevertheless. EXERCISES 1. "\\ itii the aid of a dictionary' of synonyms make up a list of conjunctions which m;iy be used to liclp our ovenvorkcd and's and but's. 2. In a fairly long j)aragraph of good modern prose mark all the conjunctions and study their u.sc. 3. Improve the following. Change to two or more sen- tences, where it is impossible otherwise to give form to these shapeless lumps of speech. (a) As we were on our way home, we met Henry, and he proposed that we should go to a moving picture; and so we turned around and went l)ack to the Grand; but when we arrived there and tried to buy our tickets, we found that we did not have enough money, and .so to our confusic;!! we had to give back the ticket-s; and then after a laugh at the jos.siblj' be a demand for stenogra- phers at all times. 8. La.st sinnmer while employed by The Progressive Shoe Machinery Co., I shared the straps with a number of young women who were working for j'ou. They all seemed so energetic and hai)py that I ho|K'(l that I might Ix-come one of them at some later day. CORRESPONDENCE IN BUSINESS 117 9. The time comes in most of our lives to write and ask for jobs. This is the purpose of this letter of application. 10. Do you feel that you can use a young stenographer who is very ambitious and energetic? If so, I think that I am just the person you are looking for. Closing Sentences 1. Hoping that I may possibly be selected for an inter- view, I remain, — 2. If you can remember me when the time comes, I will be there with everything needed for the position — willingness, energy, and a good personahty to back me up. " 3. Please write me if this meets your approval. 4. If this interview will be granted, you can call Dial 23782 and inform me. 5. I would appreciate it very much if I could have an interview with you. 6. I hope that you will favor me with a reply in the near future. 7. I hope that you will grant me the privilege of an inter- view. Letters of Application to Write 1. Apply for the position referred to in the following ' advertisement : Wanted! A stenographer. One with common sense rather than experience. Tell all about yourself in first letter. Address, Mr. D. U. Harris, Pres., Midland National Bank, . City. 118 PROJECT BOOK IN BUSINESS ENGLISH 2. Apply for holiday work. 3. Cut out of the daily paper an advertisement that interests you. Answer it. 4. Answer the following advertisement : Can you fill this position? Large automobile concern wants stenographer who is above the ordi- naiy in intelligence and abilitj'' and who is quick and accurate. Only portion of day on stenographic work; remamder of the day spent in other interest- ing work. Hours good, working conditions pleas- ant. Give age, nationality, experience, if any, salaiy expected. Address, 4414 Journal. 5. Apply for a part time position, explaining that you wish to work your way through school. Looking for a Position — The Personal Interview "Looking for a job? Don't. Try ofl'ering one." This advice was given in The Ladies' Home Journal, September, 1917, to the many luckless ones who go job-hunting without a definite plan. Business waits for these who can prove, either bj- letter or interview, that their talents play into the purpose of the employer. "Is there any chance of getting a jol)?" timidly asks the average applicant. "What kindof a job?" "Anything at all." And another futile interview ends for the discouraged applicant as she iittei-s these tell-tale words. For "Anything at all" usually means "not much in particular." The story is told in the same article of a college girl who went to a publishing house in New York. When asked what kind of a job she wanted-, she said, "Anything at all, par- ticularly if it is literarj'. I know some French and I have had some literar}' training." Her vague reply brought the interview to an abrupt close. CORRESPONDENCE IN BUSINESS 119 After many more discouraging applications she decided that she would like to work for one publishing house in particular. She spent days studying its catalogues. She learned what the firm aimed to do and how best her talents supported that aim. She saw just where her little knowledge of French would qualify her to work as stenog- rapher in this department and how her literary training might help her to work up to that department. "They didn't give her a job; she took it." This definiteness should be the first aim of the interview. The appHcant must at all times assume the offensive with a thorough and confident knowledge of the services he has to sell if he would get the position he wants, and not merely fall into the first position that yawns for any person that happens along. It is futile to rely solely upon one's abihty to answer intelligently such questions as ''How old are you? What school are you a graduate of?" And yet how many students do more than answer yes or no; name this school or that firm, this reference or that telephone number. There is nothing positive in such simple answering. If any con- sideration is given such blank interviews at all, it is because there is a shortage of applicants and the position is either an inferior one or will be a temporary one. An employer usually starts asking questions not because he wishes to carry the burden of catechist, but because he hopes thus to start the applicant to talking about himself. The employer may talk about business or rehgion or pohtics in order to draw the applicant out. There are certain well-known facts that he wishes to estabhsh and while his methods of ascertaining them may vary, his aims are usually the same. Sooner or later, directly or indirectly, you must disclose to him: 1. Your willingness and eagerness to work. 2. Your knowledge or capacity to learn. 3. Your initiative and activity. 4. Your ambition to improve and rise. 5. Your disposition under disagreeable conditions. 120 PROJECT BOOK IN BUSINESS ENGLISH 6. Your stability. 7. Your past experience and your ability to profit by it. 8. Your likes and dislikes and their significance. 9. Your personal power and magnetism. He is interested in the facts of your Life only as they give him knowledge of these quahties or variations of them. To be content, then, with a bare rehearsal of your education and your experience is to miss the opportunities that your interview affords. EXERCISES 1. Read Blackford and Newcomb's "The Job, the Man, the Boss." Note the principles of character analy- sis and try to practise them in a small way upon your friends. 2. Apply in person, in a staged interview which your teacher will arrange, for a position that you would like to fill and that 3'our actual quafifications would justify you in applj'^ing for. Let your aim be to impress the teacher or any one else whom the teacher may get to assist her, with your pci-sonal attrac- tions as well as your record in school so that she may the better assist you, by a more favorable recommendation, in getting an actual position after graduation. 3. In an arranged inteniew make an easy, natural, pleasing entrance, not too deferential, nor yet too bold. Let the interview go no farther than the introduction of yourself and the statement of your mission. Make your whole manner speak; your carriage, gestures, tone, expression. 4. Accept a refusal of a position so gracefully that the employer is moved to reconsider in your favor. 5. Overcome by winning arginnent some prejudice of the employer, your lack of experience, for example. CORRESPONDENCE IN BUSINESS 121 6. In a way that you decide will be in your favor, meet an employer's hobbies : "I insist upon my employees being on the minute"; "I insist upon complete accuracy"; "Are you willing to work overtime?" "Are you willing to begin at the bottom?" Main- tain your own self-respect at the same time that you seek to impress the employer. Decide first in your mind what attitude a self-respecting person maintains. 7. Refuse in a dignified manner an offer which you think you are justified in refusing from the point of view that you are entitled to a better offer. 8. Answer an advertisement over the telephone. Re- member that in this case the voice, the expression, and the thought conveyed have to do double work for you. Cut out an actual advertisement from the paper to reply to. 9. A man once started his letter of application, "I was fired from my last job." Perhaps he figured that his reader would be so startled by this confession that he would read the rest of the letter, and perhaps the man also counted upon making an im- pression through his recklessness. At any rate he had a reason. Without being freakish, aim to secure attention in a letter or an interview in some such novel manner. Have a reason behind your opening based upon some analysis of human nature and the situation you are attempting to handle. Note. — The interviews might he in the nature of an ama- teur clinic. The class should make comments and suggestions and the interviews should he repeated until those taking part have acquired enough skill to make the interviews seem worth while. The first attempts will often tend toward silliness, giggling, and self-consciousness; hut once the first embarrassment has worn off, students will carry through the scenes with excellent spirit. 122 PROJECT BOOK IN BUSINESS ENGLISH Merely the aims to he pursued in the interviews have been Students and teacher may supply the situations. The Personal Letter The Personal Touch "Consideration of the daily mail, frequently burdened as it is with business circulars, 'follow-up' letters and smart devices that in time tend to defeat themselves, has sug- gested a limitation of the volume of 'business correspon- dence.' Comfortable offices, numerous stenographers, du- plicating machines and other devices tempt the soHcitor of business by letter and circular to prohxity and useless ex- penditure. The machinery is so easy to work that the temp- tation is strong to overwork it. The returns are not in proportion to the expenditure. "One sometimes regrets that the personal letter writing of other days has gone out of vogue antl has been succeeded by a hard, unattractive and machine-made writing. To these old personal letters we owe much delightful literature and bits of knowledge that have proved to be of historical im- portance, while many a shaft of Ught has been thrown on what would otherwise be obscure. "The collected lettei-s of Dr. Johnson, of Horace Walpole, of Edward Fitzgerald, and of Emerson and Carlyle make delightful Ijooks to turn to in hours of leisure and many a reader finds distraction for a moment of sorrow or disappoint- ment in finding that other and more noteworthy persons have been in the same predicament. "Conser\'ation in the matter of poi-sonal letter writing will be urged by no one. The more frequent u.se of a vehicle so ea.sy and pleasant as the friendly jx^n seems, in fact; most desirable. There is a stor}' of a newspaixM- which had a valued correspondent who, after writing his 'article,' sat down and told the editor in a personal letter, cri.sp, sparkling and to the point, what CORRESPONDENCE IN BUSINESS 123 he had been writing about. The editor threw away the article and printed the letter. The writer of the letter had for the moment forgotten to be stilted and professional; hence he produced something really valuable and worth reading." — The Minneapolis Tribune, January 1, 1918. Theme Topics on Letter Writing (To be assigned for investigation) 1. The lost art of letter writing. 2. Letter writing of the 18th century. 3. Famous letters. 4. The new impetus given letter writing by the war. 5. Letters of: Robert Louis Stevenson. Charles Lamb. Letters to write 1. A letter to the class after vacation. 2. A letter to an acquaintance you made on a railroad train. 3. A letter introducing one friend to another friend. 4. A letter home. CHAPTER VI ADVERTISING AND SALESMANSHIP A variety of new talents has been brought into business through the rapid extension of advertising into new phases and activities. Bill boards, once dubbed a menace by such art critics as G. Lowes Dickenson, are now exhibiting the pictures of IVIaxfield Parrish, George Montgomery Flagg, and other recognized artists. Art has invaded business through advertising. Business men who once scorned a liberal education are brushing up on tiicir Shakespeare, searching the dictionaries of synonyms, twisting their smatterings of P'rench and Latin into advertising names, and re-reading Scott and Plutarch for new advertising suggestions. The American Telephone and Telegraph Company uses the hero of Scott's "Lady of the Lake" in its advertisement, "The Instant Summons." Roderick Dhu used to summon his Highland warrioi-s by whistling. The advertisement compares this whistled sum- mons to the electric summons of to-day bj^ which the com- mander and chief of our :u-iny may ab ner or evening? You'll find any number of becoming ones at each price. Rich of fabric and tone, sumptuous iit fur adornment, or brilliant in touches of metal- lic cloths are the lovely new Dinner Hats shown at Donaldson's ! And equally charming, the youthful Hats for the Danse, with their bewitchino; lace or maline brims, their crowns and bandings of metallk cloths;, their artistic ad'^rnment. 140 PROJECT BOOK IX BUSINESS ENGLISH RICH NEW SILKS All inspiration for desi-piicrs are these, new silks now beiag offered in this sale. No.velty weaves and artistic colonugs jilay a most prominent paM. From the glitjtering lengths of fancy silks, to the soft chiffon velvets, the lovalv print- ed georgette crepes, fhe gleaming satins and tailored w ool poplins, herfe'is com- plete index to Fashion's Silks for Winter. -~~~— " THE very latest dress hats— those de- signed for afternoon and restaurant wear are small and medium sized — a wel- come innovation for the woman who dances —and are i nterpreted by filmy maline, and the finest of metalliclaces and cloth of gold. A maline brim that r ojls sweepinglv from the face is attached to its satin crown under the gayest of orange bows, $25. Taupe Maline and Qold lac£_l]^^ve conspired to^ produce a fctchinqTurban thnt reveals one's coiirure ■ pen cell v." A wonderful French blua rose is set at a daring angle, $27.50. A group of fur and rnetallic cloth hats is also shown. Those include the becoming saucer brim, tarn and turban shapes that are wind-de- fving and ever so youthful in appearance. Prices range upwards from $25. THE HAT SHOP— SECOND FLOOR QUESTIONS 1. Analyze the clTcctivcness of the uiKlerlincd words. Pick out tho.«o words that: (a) sup;gcst vivid pictures (6) make a figure of speech (c) stir the senses. ADVERTISING AND SALESMANSHIP 141 2. In No. 3 what does "provocative" mean as used here? Is it a good word to use? 3. What verbs in these advertisements are descriptive? 4. How would you characterize the choice of words in No. 4? EXERCISES 1. Visit a fabric department in any drygoods store and then think up a sentence to be used for advertising purposes describing vividly the beauty and worth of velvets, chiffons, satins etc. Use figures of speech where possible. Make your verbs as well as your adjectives and adverbs assist you in describing. 2. Cut out of newspapers, advertisements that illustrate effective choice of words. Note the diction of the Diamond Crystal Salt advertisements on pages 142 and 143. 3. Write descriptive sentences advertising any of the following kinds of merchandise. In each case appeal to the imagination. Emphasize significant details concerning the article, the convenience, comfort, luxury, beauty, etc. Be concrete. (a) tools (/) stationery (6) house paint {g) toys (c) fresh vegetables Qi) camping outfits {d) furniture {i) sporting goods (e) hats {j) home baking Note. — Choose any single article under the class named. Every now and then there appears at appropriate times of the season, or at times propitious for the business of the concern, special advertising of some single article. The following headhne illustrates this idea. ''SLIPPERS" For All the Family 142 PROJECT BOOK IN BUSINESS ENGLISH White as the fleecy crest of clouds by moonlight Pure as the distant air they drift ih. Feathery fine in tex' ture. That is Diamond Crystal Shaker Salt. Always flows freely. Imparts a rare dehcacy to all food flavors. Sanitary package; easily opened cap. AsJ^ for Diamond Crystal Shaker San iHmnat bMklM. "Om H.xind aad 0» !.'•» (or S«U.' o* n g m l DIAMOND CtYSTAL SALT CO. SAINT CLAlit. MICHIGAN S»« 1W7. Mtktr% ^ DIAMOND CRYSTAL ri(TLKL.-^cjrE URTlUN IN AUVEUTISINU ADVERTISING AND SALESMANSHIP 143 / - White as fresh-fallen snow. Finer than the tiniest flakes. Pure as country aJx. Free-flowing and deli' cate in flavor. That is Diamond Crystal Shaker Salt. The appetite's whet at mealtime. Sanitary package; easily opened cap. Request — Diamond Crystal Shaker Salt Interesting booklet "One Hundred and One Uses for Salt." on request blAMOND CRYSTAL SALT CO.. SAINT CLAIR. MICHIGAN Since iaS7. Makers of -jUSaetmatia^Saar PICTURESQUE DICTION IN ADVERTISING 144 PROJECT BOOK IN BUSINESS ENGLISH This advertisement of slippers was effective for the very reason of its unity. Slippers for every member of the family were described in detail. The writer of the advertisement wrote a veritable little essay on "The Comfort of Shppers." EXERCISES 1 . Taking this idea, write a Christmas advertisement for the sHpper department of some shoe store. Perhaps a visit to a shoe store will remind you of the vari- eties of shppers there are for men, women, and chil- dren. Describe each one making special appeal to those who would be interested. 2. Try a similar method of advertising: (a) Rubbers for the whole family. (6) Flowers for all occasions. (c) Bedding for all the family. (d) Candy for gifts. (e) Stationery for all occasions. Note. — Create an atmosphere which is appropriate. Look for sirnilar advcrtisijig in ncu'spapcrs ; imitate but do not copy. Be concrete. Winning by story The following advert isoment occurred in the Literary Digest of DocoinlxT 1, 1017. Ls the title alhuing? Ls the opening narrative interesting? Is the end of the advertisement effective? Imitate this method of advertising in any of the assign- ments that follow. A Suggestion to Congress We were sitting in the smoking compartment of a Pull- man, iiitcheil to a broken-down engine that was jerking its ADVERTISING AND SALESMANSHIP 145 way along the uneven tracks that paralleled the St. Croix River. I had just been up the Grand Lake Streams for a few weeks' fishing, and as the engine labored along I half closed my eyes and dreamily played a monster trout on a gossamer line. Just as I was about to land my catch, the chap opposite me remarked, in the same matter of fact tone in which he might have said good evening, "How can they do it for sixty cents?" He seemed perfectly sane, so my first impulse to plead an engagement developed into the conventional "I beg your pardon?" He continued: "When those first two books came — just think — a 350 page copy of ' Thus Spake Zarathustra ' — I had tried for months to get that last work of kultur, and a volume of the finest col- lection of 13 de Maupassant stories I have ever seen. Un- abridged, good paper, fine, large print, I felt I had cheated the pubhshers." He paused for breath, and before he could resume, I had opened my bag and fished out two charming Ump croftleather volumes, "The Way of All Flesh" and "The Mayor of Casterbridge," with Joyce Kilmer's intro- duction. I knew by this time that he was talking of the Modern Library. Just then the crazy engine grunted and pulled up at Ma- chias, where Preston told some lumberjacks the yarn about Isaac Newton cutting a big hole and a small hole in the side of his barn, so that both his big cat and her kittens could get through. We could still hear their appreciative guffaws as I started to tell Preston a lot about the Modern Library that he didn't know. He let his pipe go out several times when I told him that Clifford Smyth, Hterary editor of the New York Times, said: "If real merit in typography, binding, convenience, and — best of all — subject matter, counts for anything, these books are certainly deserving of a fine measure of success. They fill a need that is not quite covered, so far as I have observed, by any other publication in the field just now." I waxed eloquent and explained that many people thought the fine introductions, by such 146 PROJECT BOOK IN BUSINESS ENGLISH men as Padraic Colum, Alexander Harvey, Lafcadio Hearn, etc., were alone worth the sixty cents. I explained that the Modern Library included books that had never been pub- hshed in this country before, such as "Married" and "A Miracle of St. Antony"; that it bought from other publishers the right to reprint such worth while books of contempo- raneous interest as Wells' "War in the Air," Chesterton's "The Man Who Was Thursday," Schnitzler's play, etc. "Best Sellers don't mean entree to the Modern Library," I said, "though the 'Best Russian Stories,' 'Way of All Flesh,' 'Dorian Gray' and several others have been reprinted several times in this series." "Do you reahze," said Preston, "that those fellows are doing something big? Only one or two foreign publishers have attempted anything as fine as that Modern Library." "That's just what Mencken of the Smart Set, Kerfoot of Life, and all the other critics are saying," I answered. "Clarence Day says, in this month's Metropolitan: 'They are not only books you ought to have, but l)ooks you want to have.' People are learning that these books, by the greatest thinkers and writei-s of our time, are more delightful and engrossing reading than the junk they ordi- narily read. There isn't a book in the Modern Library that a man with any pretension to culture and ecUication would not l)e interested in. In fact, the Neiv York Mail si\'u\ that in these tiine.s jioopie are sick of clieap stuff and that there is no book in the Modern Library that a civiHzed man would not be proud to have in his hbrary. Then, too, that limj) croftleather binding, with gold monogram and stamp- ing, is one of the most artistic bindings I have ever seen. The books are ideal for Christmas gifts. I am advising all my friends to send their orders at once." "Great heavens, man," Preston exclaimed, "I'm a Modern Library fan myself, but they ought to have you on the payroll." "Well to tell you tlie truth, they iiave," I replied, with ADVERTISING AND SALESMANSHIP 147 somewhat of a sheepish grin. "In fact, I'm one of the publishers of it. I wouldn't have started talking about it if you hadn't wound me up, so you'll have to excuse me, and — " "Excuse you, nothing! There ought to be an act of Congress obliging everyone to read the Modern Library. And I'll call it square if you give me one of your new lists and have breakfast at the Parker House with me in the morning." (The Kst was appended in the original adver- tisement.) EXERCISES Imitate this method of advertising in your choice of the following: (a) Advertising Night School. (6) A course in MiUinery. (c) A recipe book. (d) An electric apparatus. The following opening sentences might offer helpful sug- gestions. For (a) . — Yesterday she was one of New York's thousands of working girls caught in the daily grind of a monotonous job. To-day she is an independent business woman, happy and prosperous. For (6) . — Mary put on her worn velvet toque with a jerk, made a sour face at her image in the glass and went off to work, with a groan. "I don't see why I can't look like other folks," she muttered to herself. For (c) . — A bit of blue gingham lay prostrate on the davenport. A strong odor of burnt sugar filled the room. For (d). — "Blue Monday's here again," sighed Mrs. Andrews, "Just look at that basket of clothes." Fables in Advertising The merit of a product may be advertised by fable. The following fable entitled "Values," by Walt Mason, appeared in the trade magazine, The Forge, February, 1919. 148 PROJECT BOOK IN BUSINESS ENGLISH Values Old Hiram Hucksmith makes and sells green wagons with red wheels; and merry as a string of bells in his old age he feels. For over all the countr\'side his wagons have their fame, and Hiram sees, with wholesome pride, the prestige of his name. He alwaj's tells his men: "Bj^ jings, my output must be good! Don't ever use dishonest things — no worm}' steel or wood ; use notliing but the choicest oak, use sih-er mounted tacks, and every hub and every spoke must be as sound as wax. I want the men who buy my carts to ad^•ertise them well; I do not wish to break the hearts of folks to whom I sell." The farmers bought those wagons green, with wheels of spark- ling red, and worked them up and down, I ween, and of them often said: "You cannot bust or wear them out, and if you'd break their holt, you'd have to have a waterspout or full-sized thunderbolt. The way they hang together's strange, they ought to break but won't; most earthly tilings decay or change, but these blamed wagons don't." Old Hiram's heart with rapture thrilled, to hear that sort of stuff; he worked and worked but couldn't build his wagons fast enough. And now he lives on I'>asy Street, most honored of all men who toddle doA\ii our ^^llage street, and then back up again. Old Jabez Jenkings long has made blue wagons with pink spokes, and once he had a goodly trade among the fanner folks. With pride his bo.som did not swell; he knew not to aspire; to get up wagons that would .sell — that was his one desire. And so he made his wheels of pine, where rosewood should have been, and counted on the painting fine, to hide the faults within. And often when this .sad old top wjus toiling in his shed, a cus- tomer would seek his shop and deftly punch his head. Wherever Jenkings' wagons went, di.sii.st<^r with them flew; the tires came off, the axles bent, the kingbolts liroke in two. You'd see the fanners standing guard above their ruined loads, and stringing language by the yard that fairly scorched the roads. This Jenkings now is old and worn; his business is decayed; and he can only sit and mourn o'er dizzy breaks he made. Old Hiram's plan should suit all men who climb Trade's rugged hill. Give value for the shining coin you put into your till. — Walt Masou. The Forge Magazine, February, 1919. ADVERTISING AND SALESMANSHIP 149 EXERCISE Imitate this method of advertising in an original fable on any of the following articles : (a) Two kinds of baking powder. (6) Two kinds of soap. (c) Any other products you think of. Dramatic Advertising Choose one of the following suggestions and write a one act play which might be used to introduce to the pubhc the method or article named. 1. Jane goes to the attic to get her mother's wedding dress that she is to wear at her own wedding. The dress smells so strongly of moth balls that she hangs it out to air. The dress is blown from the line by sudden wind and falls into a puddle. It is apparently ruined for the approaching occasion. Advertise a dry cleaning method. Make particular use of details. 2. Miss Brown wastes precious time trying to figure correctly. Her employer one day calls for a state- ment which is not ready. He has just expressed indignation, as a salesman of the Dalton Adding machine enters. Advertise the Adding machine. 3. Take a simple plot to advertise some well-known articles or devices and work it into an animated cartoon advertisement to be used on the movie screen. 4. Using cut-out pictures of well-known advertisements for illustrations, write a simple play on the title, ''It Pays to Advertise." Model your play after the play by that title already written. The following playlet written by a senior illustrates what students can do. Perhaps you have a dramatic class 150 PROJECT BOOK IN BUSINESS ENGLISH in your school that will present one of your best plays before the school. This one was produced by such a class. Note the different ways in which Nervine is suggested throughout the play. Criticize the play in any way that will assist you to construct better plots and effect cleverer advertising. SHE FORGOT; THEREBY HANGS A TALE A One-Act Play Advertising Dr. Miles' Nervine Cast Mrs. Smith. Mrs. Browx, a neighbor. The Reverend Mr. Jones. A Druggist, the villain. Directions for St.\ge Scene I. In front of the curtain. Scene IT. Living-room in the Smith home. One half of the room is in order and the other half is in great cotifusion. A lohite chalk line separates the two parts. At one side of the room standi a ladder against the wall near a picture. Ckaning apparatus, dmt cloths, etc. On the top of the ladder is a bottle of Xervitie. Mrs. Smith No. I lies sleeping on a couch. A second Mrs. Smith does the acting in the scene while .Mrs. Smith Xo. I continues to sleep. Scene I (Enter Mrs. Smith and .\frs. Brown from oppn.tite sides of the stage. They meet in center and converse. Both have numerous packages.) Mrs. Smith. How-do-you-do, Mrs. Brown. How are j'ou and the family? Mrs. Brown. Very well, thank you. And you? Mrs. Smith. I'm just worn to a frazzle, honestly, Mrs. lirown. I'm house cleaning and what do you think? Reverend Jones called to-tlay and a.sked me to make a chicken pie for the church sui)per next Friday. I was right in the midst of cleaning when lie came. I had a towel around my head and I looked just dreadful. I don't ADVERTISING AND SALESMANSHIP 151 know what I'll do. The butcher didn't think he would have a chicken when I stopped there just now (sighs wearihj). How do you get along with your sugar allowance? I'm having just an awful time, I declare to goodness I am. I have got my last two pounds for the month and here it is only the twentieth. I suppose if I get an extra two pounds the Red Cross will get after me. Oh, dear, it's enough to drive a person insane. I worry so much that I can't sleep. And if I do, I have the most terrible dreams. Mrs. Brown. Why Mrs. Smith! What makes you worry so? You need a tonic of some kind to steady your nerves. Why don't you try a bottje of Dr. Miles' Nervine. I have tried it and have been greatly helped by it. I use it whenever I get upset or when- ever I lose sleep. Take a dose to-night and you'll rest as you have never rested before {starts to go) . And it's a sure cure for nightmare. Mrs. Smith (turning around as she walks away). I'll try a bottle. It's just what I seem to need. Now the next thing is to remember to take it. I'm so absent minded. Come to see me some time, Mrs. Brown. Good-by. Scene II (Mrs. Smith No. 2 enters living-room wearing an afternoon dress and carrying a knitting bag. She draws a dust cloth out, also a bottle of furniture polish and starts to dust the furniture. She attempts to get to the dirty side of the room but cannot get across the white line. Something seems to hold her back every time she attempts it.) Mrs. Smith to herself. Oh, dear. I can't seem to get this clean- ing done. (She attempts to cross the line, gets dizzy when her foot touches the line, wrings her hands.) I wonder why I can't get across into that dirt. What shall I do? What if some one should come? (A knock is heard. She goes to the door and lets in the preacher. He walks into the room crosses the line with perfect ease, and sits down on the dirty side of the room, much to the apparent dismay of Mrs. Smith.) Rev. Jones. I see that you are very busy. I suppose you have heard of our annual chicken-pie supper. I came to ask you if you would donate a bottle of Nervine for the supper. Will you? Mrs. Smith. Oh, Reverend Jones, I don't think I can get Nervine. The butcher wasn't sure he would have any when I asked to-day, but I will try to get a pie made for the supper. 152 PROJECT BOOK IN BUSINESS ENGLISH Rev. Jones. Thank you, J\lrs. Smith, I know we can depend upon 3^ou. (He takes his hat from a round on the ladder and leaves the room backward. Mrs. Smith puts the cleaning articles into her knitting bag pids on a pair of rubbers and leaves the room.) (Reenter Mrs. Smith, with a bottle of Nervine which she hides under a chair.) Mrs. Smith. At last I have it. I've been to every butcher in town but they were all sold out. Now for the pie. (Just as she is about to leave for the kitchen, a large policeman with a red cross on his arm enters. Mrs. Smith glances nervously at the Nervine under the table.) PoLiCE.\i.\N. Mrs. Smith, I am from the Red Cross. You have overdrawn your sugar allowance. Give me that Nervine or go to jail. (Folds his arms and glares at her.) ' Mrs. S.mith (pleadingly). Oh don't take it. I have been all over town for it. I need it for the chicken pie. Please leave it. PoLiCEM.w. Give me that Nervine! This is the twentieth of the month and you can't have any more Nervine. Mrs. Smith (giving him the Nervine which she du.'its before handing it to him). But I still have ten more days to go. Wliat shall I do for the church supper (exit policeman). (Mrs. Smith wipes the tears from her eyes. Enter a druggist ivith a bottle of Nervine in his hand.) Drugcjist. Rcvereiui Jones said you needed a chicken for the church supper and that you thought your butcher wouldn't have one so he sent me here to give you this. (He puts it upon the top of the ladder.) Climl) up there and say a poem for me and you may have it. Mh.s. Smith (nervously rlindnng (he ladder). If Nervine is such a splendid nerve tonic I should think you would have to keep it on the lower shelves. Think of making your customers climl> after their own j)urchases. (She clings desperately to the ladder as she recites.) I'pstairs, downstairs, in my ladies' chamber. There I met a lame man who wouldn't say his prayers I took him i)y the left leg And threw him down the stairs. ADVERTISING AND SALESMANSHIP 153 (She takes the bottle and climbs carefully down.) Thank you a hun- dred times. Druggist, airily. Oh, don't mention it. (As Mrs. Smith alights she stops and holds the bottle to the light. She discovers it empty.) Mrs. Smith. My Heavens! It is empty! (She falls in a faint at the edge of the stage, out of view. The other Mrs. Smith wakes with a start and rubs her head.) Oh, what an awful dream! And to think it could have been prevented if I had only taken Dr. Miles' Nervine. (She goes to the telephone and telephones the Drug Store.) Hello. Crane's Drug Store? (Curtain.) The Advertising Letter in School Advertising The letter is a convenient means of reaching the individual in your school. The following letters were written by stu- dents to advertise two school affairs. They were distrib- uted to 1200 students upon their entrance into the school auditorium. The methods are the common eccentric ones of to-day, feature methods of gaining attention. Are these methods effective in high school advertising, do you think? Do they reach the student pubHc better than more serious advertising would? What school performances can your class advertise similarly by letter? Blank High School April 21, 1919 Hello, Central! Give me Hysterics, or, a-- No! No! ! I mean give me Blank High Alumni. I quite forgot I wasn't Cluney, the absent- minded bridegroom. It's the bride's mother who has hysterics. The thief stole the bride's pigeon-blood ruby ring. I'm all upset. But they'll have hysterics when they see-- Hello! Central? Don't give me the 154 PROJECT BOOK IN BUSINESS ENGLISH busy signal. Hello! Blank High Alumni? The June Class '19 will present the comedy "Stop Thief!" on Thursday and Friday, May 8th and 9th at 8:15 P.M. Tickets? Yes, now at Blank High School or at the Cable Piano Co.; all seats reserved. How much? 50^/ and 35j/. Sure, it's good! Well, so long, Advertising Manager. Ma deah Peculiah: See you later. Blank High School. May 14, 1919 Honey, dey's gonna be big doins down heah Friday night, the 23d. De ode' night after school when I was fixin de roof ma' foot slip and I was fallin to n: : death. "Lawd, Lawd," I cried, "save me." An de Lawd done save dis nigga's hide, for jes' den I caught on a nail. An as I was a swinging on dat nail I saw dem Minstrel folkes a practicin' der show. Dose ole Dixie melodies were nuff to make mah ha't go flittah, fluttah an I mos' spun off dat spike. Yes suh, it sho ' made me homesick to heah dem niggahs strumming on de banjos, an a croonin' out dem coon lullabys. And say da, Peculiah, you should a hea'd dose nigga's swappin nonsense ya'ns as dey sat fishin' from off de stage. You come wid me to dat Minstrel Show an you sho' will pass away. Ah reckon you' 11 laugh dat ole black face ob yourn clean off. ADVERTISING AND SALESMANSHIP 155 And oh, Peculiah, while dat dar wind was a spinnin' me aroun' like a Dutch windmill, I listened to de mos' lot ob scandal a nigga eber told. Jes you meet me out in de alley by de gahbage can, an I'll whispa yo ' an ea' full. Doz yo ' all remembah de niggah po'tah what shuffled his feet in de audito'um? Oh Lawd. but Chuck can do som jiggin'! ^s de nail kep ' a rippin' thru ma trousas I prayed de good Lawd to let me down easy like on my feet so's I could live to take mah honey to dat dar real show. I'll whistle as I go by to-night, honey, an don yo^ dare say no to dis heah niggah. You's inte'nally, Rastus . P. S. I mos'fo'got. Tickets ah on sale Priday ob dis week, so's yo ' 11 hab to choose now between dis ole Rastus and dat useless niggah I'se seen hangin' ovah yo ' back fence. The Advertising Letter Applied to Outside Reading The following letters were written by students as adver- tising letters urging their classmates to read the book which they had read for outside reading. Criticize each on the following matters: 1. Its ability to secure and hold attention. 2. Its power of inducing you to read the book. 3. Its apphcation of business principles. Choose one of the books in the bibliography given in the last chapter of this text and imitate this method of adver- tising a good book for reading. 156 PROJECT BOOK IN BUSINESS ENGLISH I Feloruary 7, 1919 Dear Ruth: "Know what you are taking." Get "How to Write an Advertisement" by S. Ronald Hall, and you will. There are three reasons why you will like it. 1. It has large, clear print. Does 200 pages of this type appeal to you? "PUT YOUR PERSONALITY INTO THE ADVER- TISEMENT." See how much easier it is to read? Now you- understand why I chose Mr. Hall's "book. 2. It is well illustrated: The Best Way to The Best Keep Flies Out Way to Keep Plies Out. Have you ever tried to combine words so that they will catch the eye and convey the meaning quickly? " See how much easier it is to get the meaning from the phrasing in the first spacing than it is in the second one. 3. It is full of new ideas. Supposing you had to write an adver- tisement for a wire fence so that farmers would want to buy it. Can you think of shorter words with more force than these, "horse high, pig tight, bull strong"? Did you know that the human eye can see more horizontally than vertically? That is the reason all important words in an advertisement should be written in two lines. Do you know the three big essentials for a good advertisement? Read "How To Write an Advertisement" if you want to find out. Your friend. ADVERTISING AND SALESMANSHIP 157 II -Fe^. 6, 1919. Dear Students : You all enjoy going to see a motion picture. Have you ever thought how very much like a motion picture our lihrary is? We are continually adding new books to the old collections-. The library books are being transferred to other libraries all the time . Students, you know as a rule, we never venture near our library, unless we are assigned a special topic or a book to read. I don't think we realize how much we are missing. We think of the library as a room with an endless number of books which some time or other we may have to read for English. Just the other day we were assigned a book to read and I hurried to the library as most of us do, found the book I wanted, and hurried out again. The book I happened to choose was "Advertising by Moving Pictures." I took the book because of the title. It seemed to be the most interesting one on the shelf. Listen to what the book has to say for itself. "1 was taken from the Central Library and placed on a shelf of your Library. I can tell you many clever ways business men have to advertise goods. I can also tell you something about how your favorite Stars are being used for advertising purposes and how much it costs to advertise by pic- tures. I can tell you this in such an 158 PROJECT BOOK IN BUSINESS ENGLISH interesting way you will read me right through without missing one word. I am soon going back to my- own library so hurry- up and read me . ' ' Yours very truly, III February 10, 1919 Dear Students: Did you or any member of your family ever use sapolio in the kitchen? You per- haps never thought that at least $1,000 a day is spent in advertising that small cake. Now don't laugh. It's true. Mr. Morgan discovered the sapolio form.ation by acci- dent. His physician gave him the name and then he launched into an advertising cam- paign which resulted in a neat fortune. Now how about shaving? Did you ever use a "Star Razor"? Mr. Kampfe cut nearly a million dollars out of the world's pocket with its keen edge and it is by no means dull yet. This was only accomplished through the medium of advertising. If you asked these people if advertising paid they would give you an answer similar to that Mr. William G. Bell of Boston, Mass., gave: "We answer 'Yes' to the question 'Does your advertising pay?' And will keep on advertising While we have a word to say." I am not advertising sapolio or "Star Razors"; but aren't you a little interested in these stories? There are dozens of cases similar to these, all told in story form in a book on "Fortunes Made in Advertising." It's just full of ideas that were turned into cash. ADVERTISING AND SALESMANSHIP 159 The world is asking for ideas. Why not go to the lihrary some vacant period and get a glimpse into the "Fortunes Made in Advertising." Perhaps you, too, may stum- ble over a neat fortune. Yours truly. Personal Advertising 1. Give a four minute advertising speech announcing the opening of Football season, Baseball games, Tennis Tournament, or any other school activity which needs the support of the school. 2. Make a soliciting address for subscriptions to school annual or school paper. 3. Advertise in a personal announcement card your ser- vices as stenographer or musician about the school. Advertising Specialties Collect for imitative use any special advertising devices that you can, for example, bookmarks, leaflets, clever letters and so forth. The following suggestions will assist you. What is the value of such specialties? Could your school in any of its activities imitate the bookmark, the leaflet, in its advertising? Who'll Give a Book to the Soldiers g Sailors? One I'll give, ==^=^== Twa I'll give, Three I give, I say. Four I give with all my heart. Five I'll give today. At least one Book from every boy or girl. BRING IT TO SCHOOL THIS WEEK 160 PROJECT BOOK IN BUSINESS ENGLISH Salesmanship The salesman is an everyday person whom we all know well. We have all been tricked by the clever salesman, bored by the dull salesman, and compelled by the honest salesman. In a layman's way, we have all analyzed the principles of salesmanship; there are few who could not in some sort of fashion tell what he thinks good or bad sales- manship is. There is no inherent difference between the principles of advertising and salesmanship. What has already been said of advertising applies in varjang ways to salesmanship. One can best get at these simple facts about salesmanship by sorting his own observations. What I have observed about Salesmen Wi'itc yoin- pci-sonal impressions on any of the following topics the teacher may assign: 1. The cleverest salesman I over met. 2. A neat entrance by a salesman. 3. An abrupt exit that created suspicion. 4. A graceful "get-a-way." 5. A human sort of salesman. 6. The memorized speech. 7. Tricks I have seen through. 8. Enthusiasm that was contiipioun. 9. Pests of the Public (the sort of salesman who is a pul)lic nuisance). 10. Salesmen who iK'lieve in themselves. 11. The handicaps of house-to-house soliciting. 12. The discourtesy of tlie public seen by a salesman. 13. Clever sentences that gained attention. 14. The sort of clerks I like. 15. "Selling" oneself every day. 16. Salesmanship depends on the little courtesies. 17. Taking rebuffs gracefully. ADVERTISING AND SALESMANSHIP 161 19. "Selling" your recitations to the teacher. Do you apply salesmanship? 20. Selhng your services to your employer. 21. Salesmanship for those who don't sell. 22. Salesmanship, an oversupplied field. 23. Salesmanship, an opportunity! 24. Quahfications for salesmen. 25. Opportunites for men in selling things. 26. Experiences I have had in selhng. Practice in Oral Salesmanship 1. Demonstrate, as if for sale, some comphcated article, a Kodak, for example. Aim to be clear. 2. Auction to the class some small article, a second hand fountain pen or knife. Aim to be lively, humorous, enthusiastic. Appeal to the sporting instinct of the students. 3. Sell tickets to any school function. 4. In conjunction with another pupil, try to sell to the class some article, a different brand of which the second pupil is also trying to sell. Try to persuade the class to believe in the superior merits of your brand. 5. Pretend to sell the book that you have just finished reading for outside reading. Suggestions 1. Remember that in all the assignments you are a sales- man whether you actually exchange an article for money or not. In No. 1 you are "selling" your demonstration; you aim to convince. In 2 and 3 you may actually sell the article. In 4 you are selhng your conviction, or perhaps the article. And in 5 you are "selling" your recommendation of the book. 2. Think up some good method of beginning your reci- tation. Try leaving the room and reentering, as 162 PROJECT BOOK IN BUSINESS ENGLISH for the first time. Such an introduction may make your sale seem more of an actual encounter and less of a stiff recitation. 3. Don't cling to the front seat. Tear yourself away from all the furniture in the room and give yourself a chance to be self-reliant. 4. Forget that you are in a class room. Imagine you are on a front porch, at a back door, in an office, anywhere that you might be were you actually selling the article you have chosen. If necessary, write on the board before you start a few "stage directions" for the benefit of the class. And let the atmosphere thus miaginatively created, affect your talk. 5. Call the class by some name. Either address individ- uals by their name or, if you are treating the class as an individual, give it some name. 6. Don't "tackle" your customei-s. Don't crash into the minds of the class unexpectedly; approach them from their own point of view. Talk mth them, not at them. Refer to something that has just happened in the class; get them to converse with you. Dont' start right in selling. 7. Don't imitate the ".<;alcsman" that has just preceded you. 8. Tr>' to recall clever methods of salesman you have known. 9. Sell to groups of students, or to indivi(hials if you think the cla.ss as a whole is not a good customer. Soil to the boys, to the girls, to Miss Jones or to members of some club etc. 10. Finish your recitation; don't just stop speaking with a grunt of cmbarnussment. Know what you aim to accomplish. Is it to convince, to get promises, to sell? Have a definite purpose and bring it to a neat conclusion before you think of sitting down. CHAPTER VII THE BUSINESS STUDENT'S READING One has only to look into the biographies of some of our great men to be convinced of the tremendous influence of books. Yet often busy business men are heard to say, "I haven't time to read." In all truth, however, an ambi- tious man in competition with the educated man hasn't time ''not to read." More and more the average man has to reckon with the man who takes time to read as he takes time to exercise. '•'Men in every practical department of life," said Presi- dent Hadley of Yale University, "men in commerce, trans- portation, manufacturing, have told me that what they wanted was men who have the selective power of using books efficiently." It is this power of knowing and using books that is so important to acquire. EXERCISES 1. Look up in the biographies of such men as Gladstone, Lincoln, FrankHn, Roosevelt, what these men tell of the influence of books on their lives. 2. Read ''Self Investment" by O. S. Harden, Chapters 9-12 on the importance of reading. 3. Read Maxwell's "If I were Twenty-one Again" and report to the class what he thinks about reading. 4. In an oral theme expand the ideas suggested in the following quotations : "Read and heed. Learn to harness other people's ideas along with your own. Real power is attained by combining forces." — The Poster, December, 1918. 163 164 PROJECT BOOK IN BUSINESS ENGLISH "Some people spend so vast an amount of energy on choosing books that thej^ have none left to read them. To read a second- rate book well is better than to read a first-rate book badly." — Arnold Bennett. " It is well to read two books simultaneously — to read a bit of one and then a bit of the other. A varied diet is not only more amusing; it is healthier." — Arnold Bennett. "Read! Learn to think with-and-against-the deep thinkers of the world!" — Maxwell, "If I were 21." Theme Topics (Written or oral; suggestions offered may be enlarged or condensed at teacher's discretion.) 1. Reading on the street car. 2. The best time of the day to read. 3. Reading in bed. 4. The kind of books I most enjoy. 5. Enjoying i)ooks I do not hke. 6. Continued stories, my pet abomination, or, Waiting for the next installment. 7. It is never too late to read. 8. Books I recommend. 9. Book Reviews I have read. 10. Books I have read more than once. 11. Authors I have come to know. 12. Books I would like to own. 13. Books that have influenced me. 14. Magazines every one should know. 15. Criticize the following list of magazines compiled from students' own statements regarding the periodicals they habitually read: Note. — Stars indicate decided popularity. 1. The American Magazine* 2. The Lfutics' Home Journal. 3. The Pictorial Review. THE BUSINESS STUDENT'S READING 165 4. The Photoplay Magazine.*** 5. The Red Book* 6. The Literary Digest. 7. Scribne)-'s Magazine. 8. Popular Mechanics. 9. The Outlook. What other magazines ought the average student to know? 16. Moulders of public opinion to-day; modern authors who represent a nation, a state, a city, a party etc. 17. The systematic reader versus the passionate browser. 18. A "culture list" of books; What books do you con- sider every one should know? Consult such Hsts in the Library as: "Hundred Best Books in the World," "Ten Great Novels," etc. How do you measure up to the standard of reading set? See Hamilton Wright Mabie's List; President Elliott's list (of Harvard) may be found in Marden's "Self- Investment." 19. Making the most of the public library : (a) Classified lists to be found at the Library. Collect such leaflets as "Books of Modern Verse," or "Books for the Housewife" and many others to be found at any large library. (b) Tracing a topic in the reference room. (c) Exploring the technical room. Interest for the lay mind. (d) Using the reading room to while away odd moments. 20. Reading over one's head. It doesn't hurt to tackle a book that is too deep for you. 21. Types who haunt the library. 22. Characterization of the woman at the reference desk. 23. A grown-up in the children's room. 24. Paging at a public library. Personal experience of any who have done it during the summer vacation. 166 PROJECT BOOK IN BUSINESS ENGLISH Assume a Positive Point of View toward the Following Assertions : 1. You are never "too busy" to read. 2. Reading is a habit that should be cultivated young; otherwise you may pass the age and be too old to learn. 3. Movies may take the place of general reading? 4. Business students do not need to read much. 5. Business men haven't time to read; they do, instead. 6. Broad general reading helps one as a: salesman stenographer companion home-maker student 7. The more j'ou read, the more 3'ou succeed. 8. Tell me what j'ou read and I will tell you what you arc. 9. Reading makes the good conversationalist. 10. "I am too active to sit still and read." EXERCISES 1. Plan a "Read More" propaganda campaign in your class or in your school according to the following suggestions: (a) Think up appropriate slogans for your library bulletin boards. (/)) Invent a special column for your school paper to be u.'^od for this purpose during the campaign and write the necessary articles, (c) From some of the books you have read and those your teacher recommends, take an interesting incident, conversation, saying, etc., and create a mystery poster, the purpose being to arouse interest in the reachng of the book. THE BUSINESS STUDENT'S READING 167 (d) Devise a contest of some sort for the stimulation of reading. (e) By clever advertising, revive or awaken more interest in any of the prescribed list of books in your school's English classes. (/) Make the library a popular place through advertising. 2. In the front of your text or note book, paste a form like the following. With the aid of class discussion and your teacher's suggestion estimate what credit students should receive for a good record in outside reading. Should out- side reading be voluntary or compulsory? Read! Read Read! "Six hours each week of reading may mean the difference "between a $20,000-a-year execu- tive and a $25-a-month clerk. w E NEWSPAPER BOOKS PERIODICALS E Minutes per day _Min. Per Day Titles and Authors Min. : K s 1st page E d Other Pages B. p. Per Day: :Titles I ♦ 168 PROJECT BOOK IN BUSINESS ENGLISH II III IV Total In Hours My signature attests to accuracy of the above report. Signature Note: < ' Editorial Page. Back Page Do You Keep up with the Newest Books? Iiitrlligciit lliiiik(>is of t()-(l:iy wlio arc interested in modern tliought as it comes from the press, watch the magazines and newspapers for the fii'st pubhc comments on the latest books. Publishei*s send to all magazines which include such comments within their pages free copies of their recent books as ad- vance advertisements and solicit comments and opinions THE BUSINESS STUDENT'S READING 169 as a further means of advertising the book for sale. The author, moreover, gets his first hints as to the reception his book will receive at the hands of the public through these columns. Young readers will do well to frequent the back pages of magazines and the editorial columns of the daily newspapers and glean bits of information about new books. It is not to be expected that one will always care to read the book thus announced, but it is wise to be well informed about books as it is to be informed about current events. An educated person ought to know not only what is happen- ing in the world, but quite as much what others think about these happenings. It is through this contact with others' opinions that our own are formed. The following review is a typical book review and may serve as a suggestive form for students in their "book re- views." Analyze it by considering the following: 1. What is significant about the opening paragraph? 2. How much space proportionately is given to relating the story? 3. How much to critical opinion? 4. Is this proportion reversed in any other reviews you can find in magazines? The Kaiser as His Dentist knew Him Davis, Arthur N. The Kaiser as I know Him. 8vo, pp. x-301. New York: Harper & Brothers. $2. Postage, 18 cents. "No man is a hero to his valet," says the proverb. Certainly the Kaiser is no hero to his dentist. Dr. Davis settled in the practice of his profession in Berlin in 1903, first as assistant to Dr. Sylvester, and after January 10, 1905, independently. From early in 1904 the Kaiser was his patient, and, after proving the doctor's discretion, talked with him freely. So that if the con- versations are here reported correctly (and there is no reason to question that), they afford a view of the Kaiser's personality based on fourteen years of intimate intercourse. 170 PROJECT BOOK IN BUSINESS ENGLISH The first two chapters deal with the last two years, including Dr. Davis's escape (it almost amounted to that) in January, 1918. The first contains the Kaiser's pronouncement: "Davis, America must be punished for her actions!" Her actions, of course, in furnishing munitions to the Allies! But when reminded that Germany sold arms to Russia, the Kaiser replied: "When we helped Russia against Japan, we were helping a white against the yellow race. Don't ever forget that." America, he said, was "acting from purely mercenary motives" in supplying munitions. Dr. Davis regards the Kaiser as ha\-ing a sort of dual personahty. He found him trustful in his conversation even beyond the bounds of discretion, decidedly appreciative of humor, and himself often witty, usually courteous and affable, generally quite his own master, brave under adversity, magnetic, a man of talent and charm. On the other hand, Wilhelm is imperious, grandiose, self- opinionated, and certain of the infaUibility of his judgment, by turns generous and niggardly, ever posing until he has become "the world's most finished actor." A lurid light is cast on the Kaiser's ideas of international ethics in that he "couldn't understand why (when Great Britain was at war) the United States did not seize both Canada and Mexico" — "utilizing," the Kai.ser said, "the opportunity to serve and to make their own country great." What an idea of greatness! For reasons like these the Kaiser was "disgusted with the whole Anglo- Saxon race." That inhuman conduct of war is traceable directly to the Kaiser is shown by the latter's statement that he had sent a protest against tlie use of dumdum bullets by Belgians and French. Almost the same day President Poincare forwarded a similar protest against the Germans. The German use of gas was justified by a similar precaution. The Kaiser remarked, apro- pos of submarine warfare: "International law! There is no such thing as international law any n»ore." The blind side of the Kai.ser wa.s revealed in his assertion that English conscription was foolish bccau.se the war would be over l)efore the conscripts could l)e trained. And as to America — "How fooHsh for America to have come into the war. . . . Now America will have to pay all the costs of the war! . . . America must pay the bills." The Kai.ser condemned the American press, but admired Mr. Hearst. "Mr. Hearst is the only one . . . who THE BUSINESS STUDENT'S READING 171 has revealed the real conditions and told the truth about them. " As to others: "Not all your Senators are against us. Senator Stone, for instance, is taking a very strong neutral stand, and it is a pity there are not more like him." Dr. Davis's reminiscences cover the Kaiser's family and en- tourage. The Kaiser's "Colonel House" was the Prince of Pless. On the day when England declared war, the Prince declared, "The war will be over by Christmas," and five months later said, "Well, not this Christmas, but next"; at the end of 1915 he con- cluded, "I don't think the — thing will ever end!" Once more, February 2, 1917, he declared: "Our unrestricted submarine war- fare has just started, and we're going to bring England to her knees within three months." And again, "America won't fight ... in Europe." Yet he spurned the complaints that we furnished munitions: "In the last twenty years we have supphed more munitions to warring nations than any other four countries in the world put together." Dr. Davis speaks of the Kaiserin; the Crown Prince and Crown Princess; Princes Adalbert, August Wilhelm, and Joachim (of whose flesh "wound" he makes quite a little fun); and of the German people. Of the latter he saj^s, apropos of the Lusitania sinking: "I have failed to find a single German who did not en- thuse over that dastardly crime." He continues: "The activity of the ZeppeUns in their raids on open towns evoked similar demonstrations . ' ' Dr. Davis's book is most informing, and contains on the whole a moderately told tale, with only here and there a touch of con- tempt and scorn and but httle bitterness. — From The Literary Digest, December, 1918 EXERCISE Imitate the following extract using books you yourself know and can recommend. Note particularly the comments made about the books by the "bookstore lady." Pretend you are selling books. You may imagine your own scene. Do this after you have read some of the books from the suggested bibliograph. 172 PROJECT BOOK IN BUSINESS ENGLISH THE WOMAN FROM OUT-OF-TOWN BUYS BOOKS B}' Hazel Dej'o Batchelor {Pictorial Review for April, 1919) "Anj'thing good to read?" asked the woman from out-of-town of the bookstore lady who was arranging her books in orderly rows on the shelves. "It all depends upon what j'-ou Uke," returned the bookstore lady, looking up interestedly. She was alwaj^s interested in a possi- ble buyer. She Uked to place her wares intelhgently; in short, she loved her books, and she loved selMng them. "This time it really doesn't matter so much what I like," laughed the woman from out-of-town. "I'm selecting for other people. Here's the first on my hst, my son, Bob. He Hkes detective stories." The bookstore lady smiled and took a book down from the shelf. " Here's something good," she vouchsafed, " ' The Room with the Tassels,' by Carolyn Wells (Doran). I'll guarantee that he won't skip a page." "Well worked out, is it?" "Excellently, and not too improbable. People like facts these days." "All right, I'll take that. Now what have you for my husband? He likes to pick up something not too heavy just before he goes to bed at night." The bookstore lady promptly handed her another volume. "'The Prestons,' by Mary Heaton Vorse (Boni & Liveright)," read the woman from out-of-town. "That sounds like a book about an ordinary American family." "That's just what it is," approved the bookstore lady, "and it deals with the little cvcry-day happenings that are interesting to ever}' one. Just the book to pick up in an idle moment. You'll want that in your bookcase. You don't happen to want a book for j-our daughter, too, do you?" "Yes, she comes next," said the woman from out-of-town, consulting her list. "How about 'The Close Up,' by Margaret Turnbull? (Har- per's.) It's a story of a girl who unexpectedly became a moving- picture star. The book gives an excellent idea of life in the studio. Ever>' one is reading it." THE BUSINESS STUDENT'S READING 173 "I don't see how you knew she loved the 'movies!'" laughed the woman from out-of-town. "She's seventeen." And as though that explained it all, both women laughed together. "Well, the war is over," remarked the bookstore lady. "Yes, are you still selling war books? I wanted a good one for a friend whose son is still in France, something with a human appeal. "'Home Fires in France' (Henry Holt)," suggested the book- store lady. "It's by Dorothy Canfield. Short stories, you know, and every one true. I've read them all two or three times, and I always recommend the book." The woman from out-of-town glanced through the pages hur- riedly, and then placed it with the others. "You've been such a help," she said gratefully. "That isn't all, is it?" asked the bookstore lady. "Not quite, I want one for my sister. She's in business." "Business women always want to read about how other girls made good," said the bookstore lady sagely. "Here's 'A Chance to Live,' by Zoe Beckley (MacMillan). It's a tale about a little slum girl who fought out her own destiny. Do you think your sister would like that?" The woman from out-of-town nodded. "You might take two for your sister," suggested the bookstore lady. "Here's a new book that will appeal to every one in the family excepting the children. It is called 'A Man and a Woman,' and is by Dale Drummond (Britton)." "It sounds interesting," commented the woman from out-of-town. "It's more than that; it should be on every book-shelf because of the lesson it teaches. If I were ever inchned to be jealous I don't think I ever could be again after reading that book." "All right, I'll take it, and how about the children? Something for them will just round the morning out splendidly. What's this?" (Fingering the books on the shelf.) "0, 'The Boy Scouts' Year Book' (Appleton); that ought to be just the thing." "That book is filled with all kinds of material besides reading, you know," commented the bookstore lady. "Children are all crazy about it. And here's another that I wish you'd take for them, 'The Brownies and Prince Florinel,' by Palmer Cox (Cen- tury). It is full of dehcious nonsense." 174 PROJECT BOOK IN BUSINESS ENGLISH "All right," said the woman from out-of-town, "and that's aU," she finished, folding up the piece of paper. "Haven't you forgotten something?" "No." "Something for j'ourself?" "0, 1 can read all these, j^ou see. I don't need a book for myself alone." "Yes, but why not buy one specially for your own taste." The woman from out-of-town hesitated. "You haven't 'Out of the Silences," by Mary Waller (Little, Brown), have you?" she asked. " I love her books. They have so much to them. Some one told me that this one was especially good, that it traced the character of a boy to manhood." The bookstore lady took down a thick volume arid placed it on the pile of others. "You'll like that," she said quietly, "it's just the kind of a book for a real mother." Suggested Classified Bibliography for Special Reading FOR the Business Student Note. — Books of general reading should not he neglected. 1 . Good Books for a Salesman. Atkinson, W. W.. Psycliology of Salcsman.ship HoLLiNGSwoRTH, H. L., Advertising and Selling; Vocational Psycholog>' Hr)RNER, W. M., Training for a Life Insurance Agent Marden, 0. S., Exceptional I^mployee; Selling Things MuNSTERDERc, HuGO, P.sychologv and Industrial Efficiency ScoTT, W. D., Increa-siiig Human I'>fficiency; Influencing Men in Business; Theory of Advertising; Psycholog.v of Advertising Seashore, C. E., P.sychology in Daily Life Vardaman, B. R., Ma.ster Salesman Whii'pi.e, i\. M., Manual of Mental and Physical Tests 2. Books on Advertising. E. E. Calkins, The Business of Advertising Calkins & Holden, Modern Advertising Hollingsworth, H. L., Advertising and Selling THE BUSINESS STUDENT'S READING 175 Cherington, p. T., Advertising as a Business Force Dench, E. a., Advertising by Moving Picture Hall, S. Roland, How to Write an Advertisement French, George, How to Advertise Lewis, E. S., How Fortunes are made in Advertising Mahin, John Lee, Advertising and Selling Scott, W. D., Theory of Advertising; Psychology of Adver- tising 3. Books on Busiaess Psychology and Character. Barrett, C. R., Getting a Good Job. Blackford, K. M. H., Analyzing Character; The Job, the Man, the Boss. Cody, Sherwin, How to Deal with Human Nature in Busi- ness. Dartnell, George, Fifteen Practical Tests used in Select- ing Salesmen. Deland, L. F., Imagination in Business. Eastman, G. R., Psychology for Business Efficiency. Fowler, N. C, Beginning right; Getting a Start; How to Get and Keep a Job; How to Get your Pay Raised — Un- derlying Principles which Lead to Promotion. GowiN, E. B., Executive and His Control of Men. Haddock, F. C, Culture of Courage; Power of Will. Hemingway, A. T., How to Make Good. HoLLiNGSWORTH, H. L., Vocational Psychology; its prob- lem and Methods. Kemble, W. p., Choosing Employees by Test. Lawrence, E. G., How to Improve the Memory. Lewis, E. S., Getting the Most out of Business. Marden, O. S., Everybody Ahead ; The Exceptional Employee; Making Life a Masterpiece; Progressive Business Man; Victorious Attitude Maxwell, W. N., If I were twenty-one Monroe, A. S., Making of a Business Woman MuNSTERBERG, HuGO, Busiuess Psychology; Psychology and Industrial Efficiency Page, E. D., Trade Morals, Their Origin, Growth and Province 176 PROJECT BOOK IN BUSINESS ENGLISH Pierce, Frederick, Human Side of Business Phillips, A. E., Effective Speaking PuRiNTON, E. E., Efficient Living; Petain, the Prepared Sadler, W. S., Worry and Nervousness ScirvN'AB, C. M., Succeeding yviih What 5'ou Have Scott, W. D., Influencing JMen in Business Shaw, A. W. Co., Personahtj^ in Business: How to Give Personality to Business: Personalities that have Won Success Stockw^ell, H. G., Essential Elements of Business Character Thomas, K. J., Personal Power Whipple, G. M., Manual of INIental and Physical Tests Woodbridge, W. W., That Something WooLEY, E. M., Junior Partner 4. The Romance of Industry. Lane, Mrs. Martha Allen Luther, Industries of To-day Gibson, Chas. R., Romance of Modern Manufacturing Cochrane, Robert, Romance of Industry and Invention Chamberlain, J. F., How Wc arc Fed. How We are Clothed 5. Inspirational Books. Marden, 0. S., The Optimistic Life. Every man a King Seashore, C. E., Psychology in Daily Life Jordan, W. G., Kingship of Self-control Roosevelt, Theodore, A Square Deal Black, Hugh, Work 6. Efficiency Books. GiLU H. L. II., Ildicieiit Life Benxeit, Arnold, How to live on 24 Hours a Day. Mental Efficiency. The Human Machine Marden, O. S., Keeping Fit Whipple, G. M., How to Study 7. Vocational Biography. Appel, J. H., My Own Story Bolton, Mrs. Sarah, Famous Leaders AmongMen. Fam- ous Leaders Among Women. Famous Types of Woman- THE BUSINESS STUDENT'S READING 177 hood. Lives of Girls who Became Famous. Successful Women CoE, Fannie, Heroes of Everyday Life Habberton, John, Poor Boy's Chances Hale, E. E., Lights of Two Centuries. Stories of In- vention Houghton, W. R., Kings of Fortune Jefferson, Jos., Autobiogi-aphy Keller, Helen, Story of My Life Mabie, Hamilton Wright, Men Who Have Risen Morris, Charles, Heroes of Progress in America MowRY, W. A. and A. M., American Heroes and Heroism NicoLAY, John G., Abraham Lincohi Parton, James, Captains of Industry Pollard, Eliza F., Florence Nightingale Richards, L. E., Florence Nightingale Riis, Jacob, Making of an American Stoddard, W. 0., Men of Business Stanley, H. M., Autobiography Tarbell, Ida, He Knew Lincoln Washington, B. T., Up From Slavery Whitlock, Brand, Abraham Lincoln Choosing a Vocation. Alden, cm.. Women's Ways of Earning Money AsHMORE, Ruth, Business Girl in Every Phase of Her Life Bostwick, a. E., American Public Library Calkins and Holden, Modern Advertising Drysdale, William, Helps for Ambitious Girls Moody, W. D., Men Who Sell Things HuLiNG, C. A., Letters of a Business Woman to Her Niece Laselle, M. a., Vocations for Girls Lewis, E. S., How Fortunes are Made in Advertising Lyon, E. F., The Successful Young Woman Marden, 0. S., Choosing a Career Fowler, N. C, Starting in Life Hancock, H. I., Life at West Point Whitelaw, Reid, Careers for Common Men Rollins, F. W., What Can a Young Man Do? 178 PROJECT BOOK IN BUSINESS ENGLISH RiCHAEDSON, Anna S., The Girl Who Earns Her Own Living Stoddard, W. 0., What ShaU I do? Weaver, E. W., Profitable Vocations for Girls. Parson, Frank, Choosing a Vocation Weeks, A. D., The People's School 9. Social Ethics. LiNDSEY, Ben., The Beast Simons, A. W., Social Forces in American History Riis, Jacob, How the Other Half Lives. Battle with the Slums Tarbell, Ida., Modern Business Weyl, W. E., The New Democracy Croly, H. D., The Promise of American Life Wells, H. G., New Worlds for Old Addams, Jane, Twenty Years at Hull House Barton, Clara, Story of the Red Cross Steiner, E. a., On the Trail of the Immigrant. Introduc- ing the American Spirit Van Dyke, Henry, Spirit of America Roosevelt, Theodore, A Square Deal. American Ideals Wellman, F. L., a Day in Court Brewer, D. J., American Citizenship Betts, Lilll\n, Leaven in a Great City Beveridge, a. J., Work and Habits Devun, T. C, Municipal Reform in U. S. Dunn, A. W., Commvniity and the Citizen Bryce, James, Hindrances to Good Citizenship Abbott, Lyman, Spirit of Democracy Hadlev, a. T., Standards of Public Morality Jordan, David Starr, Nation's Need of Men Shaw, Albert, Outlook for the Average Business Man Strong, Josiah, Challenge of the City Shaler, N. 8., The Citizen Howe, Frederick, Hope of Democracy Addams, Jane, The Spirit of Youth in the City Streets TAhT, William H., Civic Duty WiLco.x, Delos F., The American City THE BUSINESS STUDENT'S READING 179 Cleveland, Grovee, Good Citizenship Robinson, H. P., Twentieth Century American Zeublin, Chas., American Municipal Progress Books for Stenographers {From list published hy Minneapolis Public Library, January, 1918) Hamburgh, W. C, Talks on Business Correspondence Bell, D. M., & Wasson, D. A., Typewriting by the Touch Method BoTTOME, W. B., The Stenographic Expert Cahill, M. F., Office Practice Cody, Sherwin, How to be a Private Secretary Cutler, I. M. & SoRelle, R. P., Rational Typewriting Eberhart, C. p.. Course in Practical Business Writing Frank, C. L., Stenographer and Typist Fritz, R. L., & Eldridge, E. H., Expert Typewriting HoTCHKiss, G. B., & Dres, C. a.. Business EngUsh Hudders, E. R., Indexing and Filing Kilduff, E. J., Private Secretary Mason, W. L., How to Become a Law Stenographer Mills, E. C, Business Penmanship Owen, M. B., Secret of Typewriting Speed Parsons, C. C, Office Organization and Management Remington Typewriter Co., How to become a Successful Stenog- rapher ScHULZE, J. W., American Office SoRelle, R. P., Office Training for Stenographers Spencer, E. L., Efficient Secretary System Co., How to Manage an Office Van Benthuysen, S. D., Sentence Method of Touch Typewriting Watson, E. M. P., Handbook for Typists, Stenographers, and Literary Workers •Business Fiction Beckley, Zoe, a Chance to Live Barton, Bruce, Making of George Groton Ferber, Edna, Fannie Herself. Dawn O'Hara. Emma McChes- ney and Co. Bartlett, F. 0., WaU Street Gu-1 180 PROJECT BOOK IN BUSINESS ENGLISH Nyburg, S. L., The Conquest Rowland, H. C, Filling His O^n Shoes WooLLEY, Edw. Mott, Addison Broadstreet, Master Merchant Ford, Sewell, Torch}', Private Secretar}^ Glass, Montague, Potash and Perhnutter Johnson, 0. M., ISIaking ]\Ioney Kelland, C. B., Sudden Jim Lewis, S., Job Birmingham, G. H., Gossamer Ch.\se, D., Flood Tide Dodge, H. I., Skinner's Big Idea. Skinner's Dress Suit. NoRRis, C. G, Salt Tarkington, Booth, Turmoil Cooke, M. B., The Threshold Webster, H. K., American Familj' O'Hen-ry, The Four Million. The Voice of the City NoRRis, Frank, The Pit. A Dealer in Wheat Poole, Ernest, The Harbor SiNCL.\iR, Upton, King Coal White, Wm. A., A Certain Rich Man. In the Heart of a Fool Lorimer, George Horace, Letters of a Self-Made Merchant to His Sou APPENDIX A The Fonn of the Business Letter The form of the business letter can no longer be presented in arbitrary fashion. So many forms are in use by business men of judgment and standing that it is impossible to select a model to be used as an absolute standard. There is coming to be as much freedom in deciding upon the form of a letter as upon the style of writing. In the advertising form letter we find a variety of original spacings. Sometimes we find the date written vertically, sometimes horizontally with a space between each letter of the word or between each figure. Sometimes the first line of each paragraph is "pulled out" rather than indented. In a long letter single spacing between fines of the para- graph and double spacing between paragraphs produces a pleasing appearance. The size and shape of the paper, the artistic arrangement of a small message in a large space, — these are details which the modern business man does not ignore. However, a few general suggestions will set forth the prin- ciples of form most in use. The diagram which follows on the next page illustrates the most prevalent arrangement of parts. There are two new tendencies in modern letter forms. Formerly all letters were arranged in "slanting" style. (See illustration No. 1, page 182.) A more recent style is known as the "block" style. (See also, page 182.) It seems safe to say that this form which is perhaps neater to the eye and more practical for the typist, will soon be the preferred style. A less prevalent innovation is the manner of punctuating the heading and introduction of the letter. A conservative business man still sees that his heading and introductions 181 182 PROJECT BOOK IN BUSINESS ENGLISH are punctuated according to the old rules of punctuation. But the modern tendency to eliminate all punctuation at the ends of lines seems to be gaining. (Heading — 2 ins. below top) (Introduction) (1 in.) (2 ins.) (SaluUtion) (1 in.) (1 in.) (Complimentary close) (Signature) Note. — 1 Neither hendinq twr fii(jnature run into the T7mrgin. 2. There is a margin at the holtom. The Heading (including name, a(ldres.s, business of writer and date). 1. Slanting style (letter is from private individual): Note punctuation. APPENDIX A 183 ,4521 Bloom Street, , Omaha, Nebraska, yJanuary 4, 1920. 2. Block Style: punctuation omitted at ends of lines; this form is preferred and used by many leading business houses. New York Hotel Broadway and 44th Street New York City December 1, 1919 Note. — In this form, punctuation is used only ajter ab- breviations and between items on the same line as in above example, between name of city and name of month and between day of month and year. The same heading might also be written thus: New York Hotel Broadway and 44th St. New York City Dec. 1, 1919 3. Letter head. Only the date has to be typewritten in. Kendall-Bangs (INCORPORATED) GRAIN COMMISSION Minneapolis, Minn. (Date) Mr. John Jones, 43 West 22nd Street, Milwaukee, Wisconsin. Dear Sir; (etc.) 184 PROJECT BOOK IN BUSINESS ENGLISH 4. If heading is long make it compact by single spacing; thus No. 1 is better than No. 2. No. 1 The American Red Cross, Minneapolis Chapter, 601 LaSalle Bldg. , Minneapolis, Minn. December 5, 1919 No. 2 The American Red Cross, Minneapolis Chapter, 601 LaSalle Bldg. , Minneapolis, Minn. December 5, 1919 Note. — It is becoming customary to omit the penod after the year. 5. Do not separate number of house and street b}' comma: 415 Sixth Street; not, 415, Sixth Street. 6. Do not begin the (l:i(o to the loft of the middle of the pages, as: (wrong) March 4, 1020 (heading) (right) March 4, 1920 APPENDIX A 185 7. The date line must clear the right edge of the paper by one half to three quarters of an inch. 8. Omit d, rd, st, th, etc., after day of month. Figures alone are sufficient. January 5 is preferred to January 5th. 9. Is^, 2nd, 15th etc., when used to designate streets do not need periods after them. 10. In social notes or friendly letters the date may come at the end at the left margin below the signature. As : Dear Alice Sincerely yours, (signature) (Date) 11. Avoid, 9/22/'07 etc. Say rather, September 22, 1907. The Introduction (including the name, title, place of business or residence of person to whom letter is written) : 1. Slanting style: (a) The Oceon Accident and Guarantee Corp. 59 Johns Street, New York City. Gentlemen: better than 186 PROJECT BOOK IN BUSINESS ENGLISH (&) The Oceon Accident and Guarantee Corp. 59 Johns Street, New York City, N. Y. Gentlemen: 2. Block style without punctuation, where special atten- tion of an individual is called: («) Mitchell Woodhury Company 560 Atlantic Avenue Boston, Massachusetts Gentlemen: (Attention of Mr. Merrill) or Mitchell Woodbury Co. 560 Atlantic Ave. Boston, Mass. Mr. E. W. Merrill, Manager Dear Sir: Note. — 7"/?^ first form is to he preferred. Note the dif- ference ill punctuatioti due to abbreviations in No. 2. Busi- ness is coming more and more to write out words in full. 3. Spacing of ii long introduction. The Mechanics and Metals National Bank, New York City. Gentlemen: APPENDIX A 187 4. Introduction with Title Mr. Henry K. Drake, President, Washington Bank, Dayton, Ohio. Dear Sir: 5. In a social letter, the address may be written at the end, thus: 4215 Sixth St. , W. , St. Paul, Minnesota, December 20, 1919 Dear Miss Thomas, 3842 Kimhark Ave . , Chicago, 111. Sincerely yours, (Signature) Salutations The salutation is the formal address. It should be followed by a colon (a comma in an informal letter) and should be flush with the margin. Usage has established the following common forms for the business letter: 1. Dear Sir: (common salutation for one man). 2. My dear Sir: (more informal than Dear Sir). 3. Dear Mr. Brown: (used where there is personal ac- quaintance) . 4. My dear Mr. Brown : (less formal than No. 3). 5. Dear Madam : (to either married or unmarried woman) . 6. Dear Miss Brown or My dear Miss Brown, (same as Nos. 3 and 4). 188 PROJECT BOOK IN BUSINESS ENGLISH 7. Dear Sirs: ) i , ,■ c a „ „ ,, I common salutation for a firm. 8. Gentlemen : ) Note that the "dear" when preceded by "My" is not capitahzed, and that "Sir" is. The body of the letter The following illustrations of popular arrangement wiU suggest a basis for artistic spacing: 1. Short letter on full page. APPENDIX A 189 2. Short letter on half sheet of paper. better than 190 PROJECT BOOK IN BUSINESS ENGLISH 3. Long letter single spaced, double spaced between para- graphs : ################ 1rir1rjr1ririr1r1rir APPENDIX A 191 4. Special form, iBrst line of paragraphs extended rather than indented: ################ ########## The Complimentary Close 1. Yours truly (not Yours Truly) is the most common. Proper for any business letter. 2. Truly yours, Yours very truly, Very truly yours are common variations of No. 1. 3. Sincerely yours, Cordially yours, imply some friend- Hness in relations of correspondents. 4. Respectfully yours. Yours respectfully, are often used to indicate respect for a person in higher authority. It is not necessary, however, to thus indicate your position. 192 PROJECT BOOK IN BUSINESS ENGLISH The Signature The use of the typewritten signature is of doubtful value. Some business houses typewrite the name of the firm in the signature and sign the initials or name of the writer, directly below. But since the signature of a letter to a degree meas- ures the care and sincerity with which the letter is written, one does well to make it appear genuine. Women sign their own names, not the names of their husbands, as: 1. Mary A. Jones (Miss) or (Miss) Mary A. Jones. 2. Mary A. Jones (Mrs. E. W.) or Mary A. Jones (Mrs. E. W. Jones). The envelope Slanting Style Attention, Mr. Block Style APPENDIX B GRAMMATICAL HELPS The Sentence 1. Some elements of the sentence : (a) The phrase: a group of related words, without a subject or predicate. on the table (a prepositional phrase) going to the table (a participial phrase) to be happy (infinitive phrase) (6) The clause: a group of related words containing a subject and predicate. The man had no enemies (principal clause). When the boy ran (subordinate clause). 2. Kinds of sentences: (a) The simple sentence: consists of one clause. On the morning of the picnic William was out of bed early. (6) Simple sentences with compound parts. (1) Compound subject: The man and boy laughed. (2) Compound predicate: The boy laughed and shouted. (3) Compound subject and compound predicate: The man and boy laughed and shouted, (c) The compound sentence: contains two or more principal clauses. (1) The boy laughed, but the girl cried. (2) The boy laughed, the man looked startled, and the girl began to cry. 193 194 PROJECT BOOK IN BUSINESS ENGLISH (3) When the boy laughed, the man looked startled; but the girl began to smile brightly. (4) When the boy laughed, the man looked startled; but the girl, who had previously appeared nervous, now began to smile brightly. (d) The complex sentence: consists of one principal clause and one or more subordinate clauses. (1) The man who was with me is my father. {Who was with me is an adjectival clause.) (2) The boy found his book where he had left it. {Where he had left it is an adverbial clause.) (3) That he should laugh seemed impoHte. {That he should laufjh is a subordinate clause used as subject.) (4) The pupil proved that he knew his lesson. {That he knew his lesson is a subordinate clause used as object.) 3. Common errors: If a person knows these elementary facts alx)ut the structure of a sentence, he should be able to avoid the following common errors. (a) Running together two or more sentences: Examples: I am going across the street, I'll be back in ten minutes. The boll rang, we loft the building. (6) Writing a phrase or subordinate clause as if it were a complete sentence. Examples: The window was opened. Making the room very cold. The pictures were very interesting. Especially when they showed the troops in action. APPENDIX B 195 4. Most of us abuse the compound sentence, and do not employ often enough the useful complex type. We should avoid with especial care the following faulty forms of compound sentences. (a) The relation of ideas not exactly expressed: Bad: Yesterday I was going home from school, and I lost my fountain pen. Better: Yesterday, while I was going home from school, I lost my fountain pen. (6) Rambling compound sentences: Bad: We entered the main office of the foundry, and we met the manager, and he called a guide to show us through the plant. Better: When we entered the main office of the foundry, the manager called a guide to show us through the plant. Better: In the main office of the foundry we met the manager. He called a guide to show us through the plant. Phrases incorrectly used 5. (a) Being deaf, the approaching car was not heard by the old man. Looking out of the window, the fire seemed near at hand. A participle should not begin a clause or sentence, unless it logically modifies the subject of the clause or sentence. Corrected: Being deaf, the old man could not hear the approaching car. Looking out of the window, I thought the fire seemed near at hand. (b) The crowd grew impatient, caused by the delay. 196 PROJECT BOOK IN BUSINESS ENGLISH (The sentence contains no word which the phrase can logi- cally modify.) Corrected: The crowd manifested the impatience caused by the delay. Pronouns 1. The word to which a personal or relative pronoun refers should always be definitely expressed. Bad: (a) John told his father he would be interested in the book. (6) John chewed gum, which annoyed his father. (c) John asked where his father was. I could not answer that. (d) In many schools they have good gymnasiums. (e) It tells about Indians in Cooper's "Deer- slayer. Corrected: (a) John said to his father, "I shall be interested in the book." (6) John's gum-chewing annoyed his father. (c) John asked where his father was. I could not answer that question. (d) In many schools there are good gymnasiums, or Many schools have good gymnasiums. (e) Cooper's "Deerslayer" tells about Indians. 2. Number: The pronoun agrees in number with its antecedent. Note. — The following indefinite pronouns are singular: each, either, neither, another, much, one, everij one, some one, aught, naught, anybody, everybody, nobody, anything. These are plural: several, some, many, others, both, few. These are sometimes singular: sometimes plural: more, most, all, any, such. APPENDIX B 197 Right: Each boy must have his book. Every one must have his book. Everybody had his book. Neither of the boys had his book. Nobody in the crowd had protected himself. 3. Case: Sometimes we find ourselves confused as to the case of a pronoun. The following examples illus- trate the most common sources of confusion: (a) Nominative case. Subject of elhptical clause: John was as tired as I (not me). Compound subject: Father and I will go. Subject of a relative clause: The judge re- fused to pardon the prisoner who, he had every reason to believe, was guilty of the crime. Predicate substantive: It is I; Is it we that you fear? Appositive: The guests, John and I, were given presents. (6) Objective case. Subject of infinitive: The letter declared him to be happy. Predicate substantive : My father thought the culprit to be me. Object of the verb : Whom do you see? Object of the verb: John is the boy whom we see. Object of preposition : Give the book to John and me. Object of preposition: There is no one here except John and me. Appositive: Our host gave presents to the guests, John and me. 198 PROJECT BOOK IN BUSINESS ENGLISH Adjectives and Adverbs 1. After such verbs as look, feel, sound, taste, smell, seem, appear, stand, hold, etc., it is sometimes difficult to determine whether to use an adjective,. or adverb. If the word following the verb describes the subject, it should be an adjective; if it describes the verb, it should be an adverb. Right: He looks sad (i.e. looks to be a sad man). He feels gentle. The music sounds loud (i.e. is loud music). The apple tastes sour. The rose smells siceet. The men seem happy. The man appears good (i.e. appears to be a good man). He stands firm. She holds it steady (i.e. holds it so that it is steady) . Right: He looks about sadly. He feels the smooth surface gently. The music sounds loudly through the room. He tastes the sour apple slouiy. The rose sweetly perfumes the air. The actor played his part happily. The man appoai-s icell on the stage. He stands firmly on his feet. She holds it steadily (i.e. in a steady manner). Notice that in the first group the verb usually can be changed to some form of to be. He is sad, etc. In the second group the verbs indicate a manner of action. 2. Notice the following cases. Good and well. Good is an adjective. Well is both an adjective and an adverb. APPENDIX B 199 Examples: Lincoln was a good man (adjective). John is not well to-day (adjective). John did his work well (adverb). Real and very. Real is an adjective; very is ordinarily an adverb. Examples : I am very glad to see you. He is a real man. Look up in the dictionary the meaning of real, and really. "Real glad to see you" is ungrammatical; "really glad to see you" does not mean very glad to see you. Some and somewhat. Wrong: John is some better. Right: John is somewhat better. Kind of and sort of should not be used as adverbs. Wrong: It is kind of close in this room. Right: It is rather (somewhat) close in this room. 3. Illogical comparison. Wrong: John has a higher grade than any pupil. Right: John has a higher grade than any other pupil. Wrong: John has the highest grade of any pupil. Right: John has the highest grade of all pupils. Verbs 1. In order to use tense forms correctly, a person must know the principal parts of all the verbs he uses. The dictionary should be consulted when doubt arises. The following list gives the principal parts of most of the verbs which cause trouble. In the case of these so-called irregular verbs, there is no royal road to mastery. The principal parts must be memorized so perfectly that the wrong form can- not arise. 200 PROJECT BOOK IN BUSINESS ENGLISH Present Past Past Participle awake awoke awaked bid bade bidden bid (to offer) bid bid blow blew blown burst burst burst choose chose chosen dive dived dived do did done drink drank drunk drive drove driven eat ate eaten flee fled fled flow flowed flowed fly flew flown freeze froze frozen go went gone hang (execute) hanged hanged hang hung hung lay laid laid lie lay lain loose loosed loosed lose lost lost prove proved proved ring rang rung rise rose risen see saw seen set set set sit sat sat sink sank sunk sow sowed sown swing swung swung take took taken threw throw thrown wake waked waked wear wore worn APPENDIX B 201 2. Shall and Will. (a) Simple expectation on the part of the speaker is expressed thus : I shall (should) we shall (should) thou wilt (wouldst) you will (would) he will (would) they will (would) Wrong: I think I will be able to go. Right: I think I shall be able to go. Right: I think he will be able to go. (6) Determination, desire, or promise on the part of the speaker is expressed thus : I will (would) we will (would) thou shalt (shouldst) you shall (should) he shall (should) they shall (should) Right: I will go. Right: I will see that they shall go. (c) In contingent subordinate clauses use shall and should for all persons. Right: If they should go, I should be pleased. Right: If John should do that he would do wrong. (d) In a question: For the first person always use shall or should. Note. — In repeating a question to the speaker this rule does not hold. Example: "Will I be happy? Yes, of course." For the second and third persons use the form which will be used in the reply. Expectation: Shall you win, do you think? Intention : Will you take the lead? 202 PROJECT BOOK IN BUSINESS ENGLISH 3. An infinitive should be in the present tense unless it marks time prior to that of the governing verb. Wrong: It was not necessary for you to have spoken. Right: It was not necessary for you to speak. Wrong: I expected to have written. Right: I expected to write. APPENDIX C A DIGEST OF PUNCTUATION The period (.) is used : 1. After a complete sentence (excepting exclamatory and interrogative sentences) . The man walked down the street. (Declarative sen- tence.) Do as I tell you. (Imperative sentence.) 2. After abbreviations, as: etc., i.e., Mrs., Dr., Pres. The question mark (?) Use the question mark after: 1. A direct question. What is your name? 2. A doubtful fact. In 852 B.C. {f) the king died. The exclamation mark (!) The exclamation mark is used after exclamatory words and phrases and sentences expressing strong emotion. What a beautiful lake! Stop! You are hurting me. The Comma (,) 1. To set off a noun of address: Well, Mary, how are you? 203 204 PROJECT BOOK IN BUSINESS ENGLISH 2. To set off nouns and phrases in apposition : The next visitor, my aunt, stayed over an hour, "We next went to New York, the largest city in the country. Exception to the above rule : Henry the Third. In this case the Third is a part of the regular title. In all similar cases the commas are omitted. 3. To set off absolute phrases: My work all done, I set about to enjoy the rest of the day. 4. To set off a parenthetical phrase, or word: (a) We will never, / dare say, invite him again. (6) The party, however, was a great success. Note. — In case the parenthetical expression is a whole sentence use parentheses () or else the dash ( — ). The story I am going to tell — no doubt you have heard it before — is about the war. 5. To separate geographical names; Kansas City, Missouri. 6. To separate coordinate clauses connected by and, but, for, etc., when clearness demands it. (a) She wore a little brown turban trimmed with fur, and a veil that partially concealed the merry eyes l^ehind it. Note. — -4 comma is necessary after "fur" in order that it may not read "trimmed mth fur and a veil." (b) He cried a.s loudly as he could, for his mother used to relent at the sound of his sobs. Note. — Without the comma it wmdd read, "cried as loudly as he could for his mother." APPENDIX C 205 7. To set off clauses that precede the principal clause of the sentence : ' Right: When it snows very much, I wear my boots. I weal' my boots when it snows very much, 8. To set off non restrictive clauses or phrases: Arbutus Valley, which was some two miles further on, was the goal we had set for our hike. 9. To separate two adjectives that modify the same noun provided they are coordinate in thought. (a) A kind old man. (6) A charming, gracious hostess. Note. — In (a), "kind" modifies "old man." 10. In a series a, b, c,. d, etc., a comma should precede the conjunction: There were bachelors, spinsters, married men, and widowers. Note. — Without the conima after "men" it would seem that "married men and u/idowers" were in a special grouping by themselves. 11. To separate the^^he said" etc;, from the rest of a direct quotation. ' > "Come here," he said sharply. Common Misuses of the Comma 1. Over-punctuation: Poor: In the house, I found, a visitor. 2. Before that, how, etc. Poor: They told us, how we would be disappointed. They warned us, that we would be disappointed. 3. Except between clauses that are veryshort and have nO commas within themselves, a comma cannot be used when the coordinate conjunction is omitted 206 PROJECT BOOK IN BUSINESS ENGLISH Right: The boys laughed, the girls giggled, and the Uttle babies cried in fright. Wrong: The whole house seemed gloomy, I was not at all sure I was going to enjoy Hving in the room assigned to me, it was so dark and severely fur- nished. The Semicolon (;) A semicolon is used : 1. Between the principal clauses of a compound sentence when the conjunctions are omitted : Th£ fruit of ignorance is folly; its taste is bitter in the mouth. 2. Between the principal clauses of a compound sentence when these are pointed with commas: When the day dawned, we set forth on our way re- joicing; but, hardly had we entered the forest, when trouble overtook us anew. 3. Between a series of long phrases or clauses: (a) / have sought happiness in the field and in the study; at home and abroad; in action and in contemplation; in empty solitude and in the crowded city; in the halls of princes and in the huls Of peasants. (6) He assured me that he did not intend to press the mutter; that he had no further interest in its outcome; that he would not interfere with my efforts, and that, indeed, he would be happy to see me succeed. The Colon (:) A colon is used : 1. Before a list of items which is formally announced: He was renowned for the following attributes: his strength, his courage, his ferocious temper, and his indomitable will. APPENDIX C 207 2. Before a long quotation : Benjamin Franklin has said: "(long quotation)." Parentheses Marks ( ) 1. To inclose figures or letters employed to mark divi- sions, as (a) (b) etc. 2. To inclose matter which does not strictly belong to the sentence : / will set their alarm clock {assuming that they have such a thing in the house) and meet you promptly at six o'clock. Brackets [ ] As a rule the words in brackets belong to an editor or to a reporter. In newspaper columns we might find, for example, some interpolation by the editor set off in brackets. . . . [Loud hurrahs from the gallery] . . . Apostrophe ( ' ) The apostrophe is used : 1. To indicate the possessive case, John's hat (singular) and the boys' hats (plural). 2. To indicate the plural of letters and figures : mind your p's and q's. 3. To show the omission of letters : What's in a name? The Hyphen (-) No rules can be given for knowing when a compound word should be separated by a hyphen; one must learn what is correct in individual cases. The dictionary will settle all doubts. Quotation Marks ( " " ) Are used: 1. To inclose direct quotations: (a) Right: "Will you go with me?" the man asked. 208 PROJECT BOOK IN BUSINESS ENGLISH (6) Right: We all know the words of Lincoln, "You cannot fool all the people all the time." (c) Right: "I am wiUing," he said slowly, "to under- take the leadei*ship." V 2. Minor uses of quotation marks : (a) To inclose titles : Scott's "Ivanhoe." Rembrandt's "The Man with the Glove." Note. — hi printed titles italics are usually used in place of quotation marks. (b) To indicate questionable forms of expressions: The class expected a "quizz." (c) To indicate words or phrases used merely as a word or phrase: The word "and" is a conjunction. Note. — In printed matter italics are frequently used for this purpose. The Dash ( — ) Use the dash : 1. To mark a sudden change in thought. / want to help you — surely you will not object. 2. For particular emphasi.s: / am sick — yes, sick unto death. 3. As a suljstitute for parentheses marks: / was silent — you may find it difficult to believe, but it is true — through the whole interview. 4. To set off a series of appositives: He had three dogs — o setter, on aircdale, and a Boston terrier. APPENDIX C 209 5. Before the summarizing statement of a long sentence: That the country might he wisely governed, that its ideals should be high, that its engagements should be kept vnth honor, that its citizens should be loyal — these were the things for which he prayed. INDEX PAGE Accuracy in business and the classroom 13 Adjectives 198 Adverbs 198 Advertising appeals to our instincts 128 Advertising, books on (bibliography) 174 and salesmanship 124 dramatic 149 fables in 147 facts about 135 importance of words in 137 letter in school advertising 153 letter applied to outside reading 155 personal 159 psychology of 126 repetition in 127 specialties 15^ Advertisement, an original (illustration) 38 Analogy, reasoning by 61 Apostrophe, use of : 207 Application, letters of, to write 117 Authority (in debate) 58 Authorship, honesty of 44 Book review 169 Books, do you keep up with the newest? 168 Brackets, use of 207 Brief, the 62 Business idioms 90 Business man: what would he expect of a student of business? ... 14 Business of going to school . . \ 1 Business of learning to write 14 Circumstantial evidence 58 Classroom, a place of business 15 211 212 INDEX Code, business, for the classroom 6 Coinage of words 130 Comma, use of 203 Comma, misuses of 205 Complimentary close in business letter 191 Correspondence in business 90 Correspondence of high school student 109 Credit and wages 4 Creed, The Salesman's 10 Criticisms: can you make definite ones ? 49 Dash, use of 208 Diamond egg carrier (illustration) ..... . '. 132 Diamond Crj-stal Salt (advertisement) . . .'."! ."'. . '.'. 142, 143 Employees, students and 3 Employers, teachers and 2 EngUsh: better EngUsh for the business student 69 English: outUne for self-help for better English 73 Envelope of business letter 192 Error slip (diagram) 18 Error sheet (diagram) IS Errors, common; "They look like trifles, but. — " . . 86 Evidence, circumstantial 58 Evidence, kinds of 56 E.\clamation marks, use of 203 Facts and inferences .55 Facts: using observed facts as basis for imagination 29 Fiction, business • 179 Form of business letter . 181 (Jrammatical helps 103 CSraph of term's work (diagram ) .19 Heading of business letter • 182 "Hoard about the house" (quotation) . .72 •'Here is u real mystery" (quotation) .67 "His Ma.ster's \'<)ico" (illu.stration) l-i4 Honesty of authorship 44 "Hours of work " (quotation) *. 66 Hj-phcn. u.so of 207 Idioms, bu.sincss 90 INDEX 213 "if" (quotation) 9 Imagination, basis of 26 Imagination, chance to exercise 30 Imagination in business 20 Imagination redeems routine 24 Imitation 43 Individuality in business 41 Inferences, facts and 55 Instincts: advertising appeals to our instincts 128 "Interiors" (illustration) 131 Introduction of business letter 185 Judgments, forming independent 49 Learning to write, business of 14 Letter, business: block style 183, 186 body of 188 complimentary close 191 envelope 192 form 181, 182 heading .: 182 introduction 185 salutation ' .'. 187 signature 192 Letter writing, originaUty in 96 Letter of apphcation 114 Letters of application to write .;.... 117 Letters to write for practice 110 Logical inference 59 "Looking for a position" (quotation) 118 Making others see what you see 33 Management, problems in business 17 Observation, basis of imagination 26 Opening sentences of letter of application 116 Originality in business 37 Originality in letter writing 96 Outside reading, advertising letter applied to 155 Outside reading, form for record of 167 Parenthesis marks, use of 207 Parliamentary law, discussion according to 63 214 INDEX Period, use of 203 Personal advertising 159 Personal interview ■ 118 Personal letter 122 Phrases, incorrectly used 195 Position, looking for a 118 Positive attitude of mind 46 "Power-controlled Power" (illustration) 125 Power of words to suggest thoughts 77 Power to convince 51 Practice in oral salesmanship 161 Practice, letters to write for 110 "Prometheus" (illustration) 22 Pronouns 196 Pronunciation 74 Proof 54 Propaganda, "Read More" 166 Psychology: books on business psychology (bibliography) 175 Psychology of advertising 126 Public, teaching the student 136 Punctuation, digest of 203 Question mark, use of 203 Quotation marks, use of 207 Reading, the business student's 163 Reading, outside; form for record of 167 " Read More " campaign 166 Reasoning by analogy 61 References, magazine 39 Repetition in advertising 127 " Resolved " (quotation) 12 Routine, imagination redeems 24 Salesmen, good books for (bibliography) 174 Salesmen, what I have observed about 160 Salesman's Creed, The 10 Salesmanship 160 Salesmanship, practice in oral 161 Salutation in business letter 187 School, business of going to 1 Seeing what the other fellow sees 31 Semicolon, use of 206 INDEX 215 Sentence, structure of 193 Sentences, better 82 Sentences, closing, in letters of application 117 Sentences, opening, in letters of application 116 Shall and will 201 "She Forgot" (one-act advertising play) 150 Signature in business letter 192 Slogan, the 132 Stenographers, good books for (bibliography) 179 Story, use of, in advertising; " Winning by story" 144 Students and employees 3 Teachers and employers 2 Teaching the student public 136 Tense, exercises in 89 "Time to Retire" (illustration) 133 Understanding the issue (in debate) 53 Verbs 199 Vocabulary, increasing one's 77, 78, 79, 80, 81 Wages, credits and 4 "Woman out of town buys books" (quotation) 172 Words, coinage of 130 Words, importance of, in advertising 137