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This is to certify that the

thesis entitled

A Study of the Forensic
Activities at Michigan
State College from 1857-
1937.

presented by

Thomas Hughes

has been accepted towards fulfillment
of the requirements for

MA. degree in-Mh—

Eggs:

 

Major professor

Date July 29, 1952

 

3 1293 100

 

OCT 24 2004

 

232 48

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Ill all1l.'lllrlu(lllu .al I

A STUDY OF THE FORENSICACTIVITIES AT
MICHIGAN STATE COLLEGE FROM

1357-1937

themesjgggges

A THESIS

Submitted to the School of. Graduate Studies of Michigan
State College of Agriculture and Applied Science
in.partial fulfillment of the requirements

for the degree of
MASQER OF.ARIS

Department of Speech, Drmtice and Radio Education

1952

/o-—/§‘"E‘*>‘ "H

ACKNOWLEDGMENTS

The author wishes to express his sincere thanks to Dr. David
Potter who directed this study, and to Dr. Max Nelson and Dr. Donald
Hayvorth who served on the author's Comittee.

He is also indebted to Dr. Hadison Kuhn for his assistance in
supplying valuable historical data necessary to the completion of
the study.

Grateful acknowledgsent is also (he to Professor Joseph Manch-
hofer without those assistance this study would not have been
possible.

he writer also appreciates the cooperation of the Delta Tau

Delta Fraternity in making its early records available for study.

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l’[[[lllnll[['ll.[,[rll\1lllllltrllllrl Illaltlll1 ll

CHAPTER

I.

II.

III.

IV.

V.

VI.

TABLE OF CONTENTS

INTRODUCT ION O O O O O O O O O O O O O O O O O O O O O 0

THE DEVELOPMENT OF A SPEECH CURRICULUM AT MICHIGAN

COLLEGE

THE LITERARY SOCIETIES . . . . . . . . . . . . . .

AN EXAMINATION OF THE EXTRAPCURRICULAR ORATORI AT

MICHIGAN STATE COLLEGE . . . . . . . . . . . . .

AN EXAMINATION OF THE EXTRAPCURRICULAR DEBATE AT

MICHIGAN STATE COLLEGE . . . . . . . . . . . . .

CONCLUS I ON 0 O O O 0 O O O O O O O O O O 0 O

BIBLIOGRAPHY . . . . . . . . . . . . . .

”PENDICES O O O O O O O . O O O O O O O O O O I 0 O

A.
B.
C.
D.
E.
F.

G.

“Editorial appearing in the College Speculum."

"Constitution of the Michigan Oratorical
”Paul” . . . . . . . . . . . . . . . . .
'John.Huss" . . . . . . . . . . . . . .
"Martin Luther and the Diet of Worms" .
"The Never Justice" . . . . . . . . . .

'Debating'...............

STATE

League” . .

o 0 O O O 0

PAGE

. l

38

811
122
125
127
128
130
13h
1&1
1’48
15k
160

CHAPTER I
INTRODUCTION

Michigan State College was the first school in the nation to teach
agriculture as a science. It was also the first Land Grant College in
the United States. These factors contribute to making the college dis-
tinctive in the field of Agricultural Science. The agricultural and
scientific studies did not, however, preclude the cultural aspects of
a student's education, for from.the very first session of this agri-
cultural college forensic endeavors were included. As the college grew,
so did these forensic activities. It is the primary purpose of the fol-
lowing study to trace the growth and development of these forensic ac—
tivities from 1857-1937 as the college matured.and developed. To
achieve this end the study has been divided into six chapters. Chapter
one introduces the reader to the study and outlines its objectives,
materials and organization. Chapter two deals with the development of
a speech curriculum as it related to forensics. In so doing portions
of the history of the college have been included, to give the reader an
overall background of the pattern of development. Chapter three deals
with the Literary Societies in relation to their contribution to for-
ensic growth and maturity. Chapter four takes oratory and traces both
its curricular and extrapcurricular development. Chapter five does the
same with the debating activities of the college. Chapter six summar-
izes the study, and draws the conclusion that the author feels is Justi-

fled.

2

Separate chapters dealing with the Literary Societies and the Our-
riculum.have been included because each played a separate, significant
role in forensic development. In the chapter on debate and oratory
there is pictured a full development of each with the Societies and
Curriculum related in respect to their significance at different times.
The study concludes with the organization of the Department of Speech
in 1937. For after that year records of the forensic activities at
Michigan State College are readily available.

Forensics has been generally defined by the constitution of Pi
Kappa Delta, honorary debating fraternity, as original speaking. This
definition would include oratory, debate, extempore speaking, and dis-
cussion. The major portion of this study will deal with debate and
oratory primarily because extempore speaking developed in the later years
as an outgrowth.of oratory, and because discussion did not significantly
enter the picture until after 1937. The very early discussions are dealt
with at the conclusion of Chapter five as an outgrowth of the debating
activities at Michigan State College.

The reader will discover many gaps in the study, gaps that have
necessarily formed because material had either been destroyed or has not
as yet been unearthed. The author has called attention to these par.
ticular places with the hope that in future research these gaps may well
be filled. For most of the primary sources the author has gone to early
student publications and faculty reports. Among these are: the College
Speculum 1880-189”; the Michigan Agricultural College Record, 1896-1937;
the Annual Report gf_the Secretary g£_the State Boarg_g£_Agriculture for

tthState g£_Michigan, 1861-1930; the Wolverine, 1901-1937; the Holocad,

3
1909-1926; and the Michigan State News, 1926-1937. Other primary sources
have included the unpublished partial records of the Agricultural Lyceum,
the Cinncinatus Lyceum, 1858-1859 and the unpublished records of the
Delta Tau Delta Fraternity for the years 1878-1883. Further information
has been procurred through personal interviews with Dr. Madison Kuhn,
Michigan State College Historian, and Professor Joseph D. Menchhofer,
Assistant Professor of Speech. Recordings are available in the Audio-
Visual Laboratory of the Speech Department of the interview held with

Professor Menchhofer.

CHAPTER II
THE DEVELOPMENT OF A SPEECH CURRICULUM AT MICHIGAN STATE COLLEGE

The early settlers of Michigan came from New York, New England,
Pennsylvania and Ohio. They brought with them a strong belief in higher
education, and it was this belief that shaped the State University, and
brought forth such denominational schools gs Hope, Hillsdale, Albion,
and Olivet. It was also this belief that led to the demand for an Agri-
cultural College. '

Discussion in educational and agricultural papers and in addresses
at agricultural and educational associations had so paved the way that
the convention called in 1850 for the revision of the State Constitution,
contained a number of influential friends of an Agricultural College.
Among them were the Honorable Joseph R. Williams of St. Joseph, who
afterwards became the first president of the College and the Honorable
Hezekiah G. Wells of Kalamazoo, who afterwards was for eighteen years
president of the Board of Agriculture.1 '

In this convention on Monday, June 10, 1850, Samuel Clark.offered
the following resolution which was adopted: ”Resolved, That the Can-
mittee on Education be instructed to inquire into the expediency of

providing for the establishment of an Agricultural School and.model

farm.connected therewith."2 The following was adopted as a part of

 

1 Remrt 9;; the President, Michigan; Agricultural Collegg, 1890.9;
(1. Lansing: Robert Smith Printing Co., State Printers and Binders,
1891), pp. 1-17.

2 Ibid., p. 5.

the State Constitution. It is contained in Section 11, Article 13.
The legislature shall encourage the Promotion of intellectual
scientific and agricultural improvement, and shall, as soon as
practicable, provide for the establishment of an Agricultural
School.3
Following the adoption of the preceding article into the constitution,
the friends of the college continued their efforts to see the school
firmly established. Strong influences concentrated at the University
of Michigan were brought to bear to make the Agricultural School a
department of one of the other State schools, but these efforts failed.

Strong pressure groups were able to secure from the legislature of
1855, an act for the organization of the State Agricultural College,
which was approved February 12th of that year. By this act the President
and Executive Committee of the State Agricultural Society were authorized
to purchase a location for the College and farm within ten miles of
Lansing. The State Board of Education was instructed to erect buildings
and provide for the open of the school, and an appropriation was made to
begin the work.” .

The committee of the State Agricultural Society met in Lansing on
the 16th of June, 1855 to select the location. Plans were secured, con—
tracts let, and building operations begun. On May 13, 1857 the buildings
were formally dedicated. The first buildings consisted of a large brick
structure known in later years as College Hall, a small boarding hall

capable of housing about eighty students, and a small brick barn.5

 

3 Ibid., p. 6.
4 Ibide. P0 70

5 I. J. Baal, Histor QEDthe Michigan Agricultural College (Lansing:
Agricultural College, 1915;, pp. 1 - 10.

When the doors of Michigan Agricultural College opened in 1857,
—there actually was no established curriculum at M.A.C. From.the start,
with regard to teaching students, the college blazed a new road for it-
self. The Laws and Constitution of Michigan were very general in their
statement of the aims of the institution. The Constitution provided that:
”The Legislature shall...provide for the establishment of an agricultural
school...for instruction in agriculture and the natural sciences connected
therewith."6 The Laws of Michigan provide as follows:
This institution shall combine physical with intellectual education
and shall be a high seminary of learning in which the graduate of
the common school can cosmence, pursue, and finish-a course of study
terminating in thorough theoretical and practical instruction in
_ those sciences and arts which bear directly upon agriculture and
kindred industrial pursuits.
In his inaugural address, the Honorable Joseph R. Williams, the first
president of the college, further outlined the general policy of the
institution:
...to educate men in industrial pursuits in such a way as will fit
them to pursue those callings profitably and at the same time take
their place among the influential leaders in the affairs of the
county, the state and the nation.
An announcement concerning the Michigan Agricultural College was
issued December 10, 1856 by Ira Mayhew, Secretary of the State Board
of Education, under whose control the Agricultural College was placed:

Applicants for admission as pupils must have attained the age of
fourteen years, and must have acquired a good primary education.

 

6 Revised Constitution _1 gag State g£_Michigan, 1850, Article
XIII, Section 11.

 

7 3831, O e 2%" P. 1370

8 Ibid., p. 22.

Every student will be required to devote a portion of each day
to manual labor, for which he will be entitled to receive an equi-
table remuneration.

When the college opened, with only six professors, all strangers to each
other, and eighty boys fresh from the common school and of uneven educa_
tional standing, it is small wonder that no definite plan of studies
was formulated. The Catalogue of 1857 only included.a few general aims
of the curriculum.and.the entrance requirements.

Instruction in Science will be thorough and practical...

There will be ample instruction in the Natural Sciences...

Courses in Mathematics will be comprehensive...Instruction in
Ancient and.Modern Languages is not included as an object of the
institution...A thorough English education is deemed indispensible
including Rhetoric, History, Moral and Intellectual Philosophy,
Political Economy, the elements of the Constitutional Law, etc.

The terms prescribed to the first class of Students received were
that theyashould pass a good examination in the branches embraced
in a common school education, viz: Arithmetic, Geography, Grammar,
Reading, Spelling, and Penmanship.

Numerous applications for admission have been made from other
states. By reference to the law of organization, it will be
perceived that the privileges of the Institution are not extended
to citizens of other States.

The accomodations at present furnishef by the State are limited,
being for about eighty Students only. 0

Tuition was free, and that fact coupled with the low entrance require-
ments brought to the college many students who had been denied entrance

to other institutions.11 The framers of the course of study in English

 

9 Transactions g£_the State Agricultural_$ociety {gg_185z (Lansing:
J. 0. Holmes, Inc., 18575'f‘vcl. VIII, p. 285.

10 College Catalogge of Michigan Agricultural College (Lansing:
Agricultural College, 18577,- pp. 55.57.

11 Beal, o . 3;}... p. 201.

8
particularly were forced to take this fact into consideration. .Students
were also required to labor on the College farm for three hours a day.
They were paid a.maximum.rate of ten cents and a minimum rate of five

'12 Student la.

cents an hour according to "age, fidelity and capacity.
her was another consideration in the curriculum of the English and His—
tory Departments. Not so much outside work could be required as was
customary during this period.13
Finally in 1861, with the above factors taken into careful considp
oration, the faculty presented a definite program for the four year
course, and it was officially published in the College Catalogue of that
year. The first course of instruction was divided into a five year pro-
gram with two terms per year. The preparatory year included a study of
High Arithmetic, Physical and Mathematical Geography, and English Gram-
mar the first term, and Algebra, Natural Philosophy, and Rhetoric the
second term. Included in the Freshman's years work were courses in
Geometry, Meteorology, and History the first term, and Trigonometry and
Surveying, Elementary Chemistry, English Literature, and Bookkeeping
the second term. In the second year the student took.Botany, Mineralogy,
and Inductive Logic. The third year combined Drawing and Rural Engineer-
ing, Geology, Mental Philosophy, Astronomy, Zoology, and Moral Philosophy

into a year's program. In the Senior year the student was offered

Agricultural Chemistry, Entomology, Veterinary Medicine, Economy of

 

12 College Catalogge...1857, p. 5?.
A 13 Beal, gp. gi_t_., p. 121.

9
Domestic Animals, Agricultural and Geographical Botany, Technology, and
11;

Household Economy. The perscribed course of study included no elec-
tives, and a Bachelor of Science Degree was conferred at the completion
of the course work. The curriculum was conservative in structure re-
flecting both the times and the nature of the institution itself. The
student was closely governed in both his course work and his campus
life. The latter is indicated by the more specific rules laid down by
the Board of Education governing the student. These included chapel
exercises every morning, and religious services every Sunday. Students
were not allowed to "absent themselves from the vicinity, unless by
permission." There was also a rule concerning liquor on the premises
which specified, "No student may consume or have in his possession in.
toxicating beverages while on the campus of this institution.“ It was
further noted that "the use of tobacco will be discouraged."15

The four courses in Literature and Rhetoric first offered in 1858
were actually the foundation for future Departments of English, Modern
Languages and Speech. The first four courses were under the supervision
of Robert D. weeks, Professor of English Literature andFarmEconomy.16
It should be noted here that the Junior and Senior classes were not re—
quired to take courses in Retoric, but were required to present both.a

Junior and Senior Exhibition which included original declamations and

orations. In addition to this public performance, I'the members of the

 

In College Catalogge...l861, pp. Ni—h}.
15 11:14., 1857, p. 58.

16 Beal, 92. 933., p. 15.

10

Senior class delivered original declamations on the last Wednesday of
each month, and the members of the Junior Class on the second Wednesday
of each month."17 The first exhibition was presented on November 16,
1859, and included an elaborate program. An orchestra was brought from
Lansing, and also a quartette was on.hand. The program included five
essays and four orations. The essays included: ,"Chemistry in its
Practical Application”, "Stems of Trees", *Mathematics”, "Whiskey", and
“Iron”. The titles of the orations were: "Midas", "Sources of Error
in the Investigation of Truth“, "Anglo-Saxon Race”, and “Patriotism“.18

In the Preparatory and Sophomore courses similar work was done on
the c1assroom.1evel. Original declamations were an integral part of
Rhetoric courses from.the very first session. Also, included in the two
Rhetoric courses was a study of the style of great speakers, and argumen-
tative speeches, persuasive speeches, and speeches of conviction were
analyzed. Further work included an original declamation by the students
illustrating the various forms.19 Whately's text in Rhetoric was used
in both of the Rhetoric courses from 1857 until 1876. It was supple-
mented with other works from.time to time. Among these were Day's
Rhetorical gaggi§_in 1872 and 187”; Bain's Rhetoric in 1872; and Rep-
burn's Rhetoric in 1875. However, Whately was the basic text, and his
philosophy predominated during this period with the exception of his
attitude toward style. .

It would be well at this time to consider the'philosophy behind

Whately's Rhetoric since it played such an important part in the teaching

 

17 College Catalogge...1865, p. 2“.

18 Program of the Michigan Agricultural College Exhibition,
November 16, 1859.

19 Annual Report 9§_the Secretary 2; the State Board g§_gg:iculture
for the State g£_Michig§n (Lansing: W. S. George, leé3, p. 38.

ll
of rhetoric for the first twenty years of the college. Richard Whately's
Elements 9; Rhetoric was published in 1828 in England. The first
American edition was published in 1832 and a few years afterwards many
college catalogues indicated its adoption. Amherst used it from.1839-
18N5; Harvard from 1834—1850; Pennsylvania 183M_1850; Yale 18u1-1850.

By 1850, however, these eastern universities had dropped it from.their
curriculum.20 This in itself is an interesting fact for Michigan
Agricultural College did not begin to use Whately until seven years
after the above mentioned colleges in the east had abandoned it. It

was used by Michigan Agricultural College until 1876, and was still
'used as a supplementary text until 1901. “Whately gave special emphasis
to invention, and in this emphasis presented a faithful and able inter-
pretation of Aristotle.“ There was also strong emphasis on logical proof.
“Whately presented a strong protest against the popular elecutionary
movement, not because he considered delivery unimportant, but because
he felt that methods in vogue were more likely to do harm than good."

He offered in its place his own concept of the natural method of de-
livery.21 With the growth of the elocutionary movement in the middle
west, shich was late at the Agricultural College, Whately was not re—
placed, but_his chapter on style was merely omitted.22 This had been

the practice in the eastern universities many years earlier. The

 

20 warren Guthrie, ”The Development of Rhetorical Theory in America",
Speech Monographs. 15:65, 19U8.

21 Ibid., p. 65.

22 Annual_Report gf_the Secretary...1875, p. 30.

12
philosophy of Rhetoric as interpreted by Dr. George T. Fairchild, head
of the English Department at M.A.C. included "a study of conviction,
persuasion and systematic direction in the selection, arrangement, and
expression of matter relating to chosen topics."2
I In 1863 the faculty further standardized the amount of declamation
work to be done in the early Rhetoric courses. "Declamations will be
given every six weeks during the course, and Compositions (essays) every
two weeks.”2u Such an amount of work in addition to the regular course
requirements were felt by both student and teacher. The students were
the first to voice objections to the amount of outside work required,
but with the growth of the student body the faculty soon found that the

25

required outside work was over burdening them as well. The administra-

tion remained firm, however, in its belief that each graduating student
should be able to express himself and his ideas before a group of people.26
The spokesman was President T. C. Abbot, a scholar himself and a former
professor of English. His insistence did much to keep the declamations
and compositions a part of the English work until 1879.27

The college of the 1860's and 1870's was young, poor, and small,
The deficit was still a serious handicap, and the enrollment only totaled

one hundred and seventy-three men. It is possibly for this reason that

 

23 College Catalogge...1863, p. 27.
2h Ibid., 1863, p. 11.

25 Annua;.Rgport g§_the Secretary...1867, p. ”0.
26 Ibid., 1869, p. 22.

27 Real, 92. Eli" p. 67.

13
women were admitted to the Agricultural College in 1870. No course was
offered them other than.agricu1ture at that time, but President Abbot
‘urged the adoption of a course suited for the women.28

The advent of the female species on the college campus brought no
immediate changes in the English curriculum as might have been expected.
The Junior Exhibition of 1869 presented the first curricular debate
held at Michigan Agriculture College. Prior to this there had been de-
bates in the Literary Societies, but not as part of the College curric-
ulum.29 The author has found no mention of actual debate training within
the Rhetoric courses. The inclusion of a debate on the program of the
Junior Exhibition, however, testifies to the fact that there must have
been some formal training in debate within the framework of the Rhetoric
courses. The work previously mentioned with regard to argumentative
provided.a rich background for the early debaters. The subject discus-
sed.by the two teams composed of two members each was: ”Shall our
young men attend Agricultural rather than Commercial Colleges7'3o The
debate was not Judged, and although it was featured on the program.there
were several orations presented also.31 Although debates frequently

appeared in the exhibitions from.this point on, they were not an annual

feature. In 1870 the topic debated was: ”Should Women vote?”2 In

 

28 _I_b_i__d_., pp. 65-73.

29 Papers of the Excelsior Lyceum, 1858-59.

30 Proggam.g£_the {gnior Exhibition, M.A.C., 1869.
31 L22, 913.

32 Ibid., 1870.

1M

1872 two debates replaced the orations at the Exhibition; the subjects
were: "Shall we revive the death penalty?" and "Does natural selection
explain the existence of the species?"33 There is every indication
that these exhibitions were quite popular with the students and even
people from Lansing. Professor Fairchild remarked, in his annual re-
port, "The.Junior Exhibition was held on August 28th, when seventeen
orations each of six minutes length, were presented before a large and
apparently interested audience."31+
Also, considered a job for the Professor of English was the prep-
aration of the orators for the Commencement Exercises. This usually was
known as the Senior Exhibition. The most highly effective orators were
included in the Commencement activity. In 1870 ten orations were given
at the exercises in addition to a main speaker.35 In commenting on the
exercises in general Professor Fairchild said in his report to the
president, "The orations showed much care in composition and were well
delivered.”36 However, in later years critics of the period are in.
clined to agree that the composition was usually mudh better than the

delivery for at this time little emphasis was placed on presentation.37

 

33 Ibid., 1870.
34 Repgrt g§_the Secretary...1872, p. 12.

35 Commencement Proggam, M.A.C., 1870.

 

36 Repgrt g£_the Secretagy...1872, p. 10.

37 Howard Edwards, Michiggg Agricultural College Record, 7:1,
November 12, 1901.

15
The year 187R marked a change in the English-Speech curriculum.
The Preparatory course had been removed.a year earlier, and the time
consuming work involved with the preparation of declamation required al-
teration in the distribution of the courses. Under the altered system
the Freshmen were required two terms of Rhetoric, the Sophomores one
term of English Literature, the Juniors one-half term of Rhetoric, and
the Seniors thirteen weeks of Inductive Logic.38 In describing the
work of the Language and Literature section the College Catalogue states:
Instruction in this department is by means of textbooks, and lec-
tures. It embraces history of English Language, History of English
Literature; Rhetoric ~ argument, conviction, persuasion, fallacies
in reasoning, style, and systematic direction in the selection,
arrangement and expression of matter relating to chosen topics.
Again it should be pointed out that during this period more time was de—
voted to selection and arrangement of material than to presentation of
suchmaterial.no Also, included in.the readjustment of courses was the
requirement that each student present a composition or declamation every
other week throughout the course. On the second and last Wednesday of
each month members of the senior and junior classes were required to
deliver original declamations before the entire group of students.“1
The enlargement of the performance program required more time on

the part of the individual instructor than ever before, yet no new staff

members were forthcoming. Professor Fairchild pointed out that the

 

38 College Catalogge...1874, pp. 16-17.
39 Ibid., p. 2h.

40 Edwards, 92. git" p. 2.

41 College Cetalegge...187u, pp. 2u.25.

l6
rhetorical exercises of the two upper classes required the supervision
in preparation and delivery of one hundred.and fortyafour orations.
Fifteen of which.were given for Commencement and nineteen were given for
the Junior Exhibition. In his annual report to the president he re-
marks:
Most of the year, the Juniors have had class exercises once in two
weeks taken up with essays, select readings or declamations and
familiar lectures on oratory, gestures, and elocution in general.
The amount of time and care involved in these exercises is ap—
preciable by those only whose similar duties have taught them. Each
monthly oration has been carefully revised, and.then twice rehearsed
to me before final delivery. Only the interest anfiaadvancement of
the students is a real compensation for such work.
For public performances the professor required a written analysis of
each oration, and at least four rehearsals to proceed its delivery.“3
A complaint on the part of the instructor seems fully justified.

The reader will note that the work "elocution“ is used in the re—
port of the head of the Department of English. To the author's know-
ledge this is the first time that it was used in the reports of the
Department of English. News of the elocutionary movement had reached
the college, but the shift in emphasis at this time was negligible.

Although no change was forthcoming with regard to the exercises,
another curriculum.change was innaugurated only two years later. It
would be wise to point out at this time that not only the English De-
partment was undergoing a period of instability, but this same insta-

bility was reflected in the other departments of the college. Each

 

H2 Repgrt g£_the Secretary...l87h, p. 31.
43 Ibid., p. 31.

17
seemed to be groping for the ”correct“ curriculum to satisfy the needs
of its diversified student body. The three term system was started in
1876, and the Freshmen were required to take one term of composition.
The English Literature course was moved to the Senior year, and the
Sophomores were offered no course in English. The Juniors under the
new system.were given a full term of Rhetoric.hu As the exercises inp
creased in number along with the enrollment, they continued to pose a
problem.to the English Department. Professor Fairchild's annual report
complains that these exercises were being neglected. He mentions having
handled over two hundred.and forty orations for that year.u5

In 1880 Professor E. J. MacEwan became head of the English Depart-
ment, and Librarian. Professor MacEwan was a student of the Elocutionary
Movement, an author of three textbooks: Techniques g£.Dg§m§5 Essentials
g£_;rgumentation; and Essentials 2£.222.§£El?3h Sentence.)46 His new
ideas with regard to curriculum.once more altered the course structure
as well as the major textbooks The Freshmen were required to take two
terms of Rhetoric, the Sophomores a course in English.Language, and the
Juniors one term of Rhetoric and one term of Literature. No course in
English was offered to the Seniors.”7 Also, a Saturday laboratory for
the Freshmen was installed for elocutionary drill and declamation. Gen-

eral exercises in posture, gestures, and vocal culture were included

 

fi

College Catalogue...1876, p. 20.
45 Report gf_the Secretary...1877, p. 28.

46 Deal, 22, gi§,, p. N39.

1+7 College Catalogue...1881+, p. 32.

18
along with.the preparation of three declamations.“8 The above state-
ment would indicate that MacEwan leaned definitely toward the Elocu-
tionist's approach. However, for the major text in Rhetoric he chose
Henry Day‘s Rhetorical Praxis which emphasized naturalness of style.“9
This inconsistency is not explained, and to the author there seems to
be only one explanation; that being that MacEwan did not use Day's sec-
tion on Style. Day's overall philosophy can be summed up in the words
of Professor Guthrie:

...To Day, then, the essence of effective rhetoric is purposive
rhetoric--rhetoric directed at a specific end, and selecting its

' materials and manners to establish that end most efficiently. Per—
suasion in its broadest sense may still be the ultimate end of all
rhetorical works, but that broadest end of 'response' is shown to
be open to achievement in many ways: by explanation, by argmment,
by appeal to the passions, or by appeal to thgae impelling motives
which guide most men in their daily behavior.

Following the adoption of the new text, MacEwan laid down the principles
and purposes of the Rhetoric courses in two major points.

l)...to teach the fundamental principles of composition including
both form and matter, with special reference to the collection and
arrangement of details in description, narration and argument, so

as to be most effective.

2)...to cultivate in the student such control of himself and of his
mental resources that he may present to his class or a public sup
dience with suitable tone and action what he may have to say whether
memorized thought or extempore effort.51

It may be supposed that the text was only used to supplement MacEwan's

own lectures, and used only in parts.

 

48 Report o£_the Secretary...1883, p. 55.
49 Guthrie, op, oi£,, 16:103. 19u9.
50 Ibid., p. 111.

51 Report of'the Secretary...1886, p. 63.

19

At the same time that the shift of philosophy occurred within the
English Department, the student paper called to the reader's attention
the lack of elocutionary training at the Agricultural College. The
editor suggested an extensive program of declamations during the freshp
man year as a means "of strengthening the memory and in’giving them
graceful appearance while speaking." He further suggested a full course
in elocution be added to the college curriculum.52

During this period the English Department was in some way relieved
with regard to the Junior and Senior Exercises. With the establishment
of the Department of History and Political Economy in 1881, half of the
supervision of the preparation of speeches was placed in that department.53
The course work itself remained in the Department of English. This di-
vision posed an additional conflict in philosophy. In the annual Depart-
mental Report of 1883, Professor MacEwan pointed out that the history
department stressed ideas to the student and not delivery, while the
classes in Rhetoric placed the primary emphasis on delivery. The student,
to say the least, probably felt somewhat confused. Whether this was one
of the reasons leading to the persistent urging of a cut back in decla-
mation work by Professor MacEwan, the author cannot say. However, with
the change of presidents occuring in 1885 a change also occurred in the

amount of declamation work to be done. The reasons suggested by MacEwan

are quoted below:

 

52 G. C. Howe, Editor, The College Speculum 2:67, April 2, 1883.
See Appendix A for editorial in full.

53 Report o£_the Secretary...1883, p. 56.

20

The entire year the Seniors and Juniors met fortnightly for public

speaking. The preparation of students for these exercises, include

ing aid in choice of subject, analyzing, suggesting reading for

facts, arguments, and illustrations, and the three rehearsals for

the completed speech, involve more time and effort than the instruc-

tion of any class for the year.5

Under the new system.the Freshmen.had weekly exercises in Elocution
and presented two declamations for the first two terms. The third term
was devoted entirely to essays. The Sophomores spent the first two
terms writing essays and the last term only was spent in the preparation
of declamations. The Junior class wrote two essays the first term, gave
public orations the second, and presented two critical literary essays
the third. The Seniors had a choice of either two essays or two debates
the first term, two essays or two public orations the second term, and
the third tenm was devoted to the preparation of public orations.55 With
regard to choice, the debates were much more popular with the senior men
than were the‘essays.56

Professor MacEwan resigned in 1889 after a disagreement with the
'Board of Agriculture, and he was replaced by Dr. Howard Edwards.57 Dr.
Edwards was a southerner from.Virginia, and had received.his L.L.D, from
the University of Arkansas. His appointment brought an increased empha-

sis on Literature and a continuation of the battle to decrease the work

in declamations and orations. In 1891 he achieved part of his goal with

 

5“ £22: 212, -
56 Report o: the Secretary...1885, p. 61.

57 Ibid., 1889, p. #0.

21

a substantial cut in the oration work, and an increase in the required
courses in literature.58 Again in 189“ he suggested a decrease in the
work in oratory, and in 1895 the number of senior orators at Commence-
ment was reduced. This also marks the beginning of the decline of the
Junior and Senior Exhibitions.59

In 1896 the entire Commencement program was standardized with the
following results. During the spring term, the faculty selected the
speakers for Commencement Day. The main speaker was to be someone of
national reputation. Also to be included were two members of the sen-
ior class, one from the Agricultural course and the other from.the
Mechanical course. The students were to be chosen on the basis of
”proficiency along the lines of education emphasized by the work of
the respective courses.” Their ability to speak well was not to be
considered. It was the opinion of the faculty committee that they could
be trained after they were chosen. The two students were required to
prepare and read papers, not to exceed fifteen minutes in length
”treating some great agricultural or mechanical achievement of the
year, or commemorating the life and work of some man to whom.one or the
other of the departments owes much.” Also, included as a part of the
Commencement Week.ceremonies was a Joint celebration of the college
societies and fraternities. These exercises were to consist of orations,
declamations, and/or a debate. Any two of these features would be a

complete program, but all three could be included. The participants

 

58 Ibid., 1891, pp. M3.4e.

59 Edwards, op. o_i_t_'._., p. 2.

22

were selected by the societies with the approval of the faculty. The
best orator and debater were to receive gold.medals valued at twenty-
five dollars, and the best declaimer a silver medal valued at fifteen
dollars. Three Judges not connected with the college and selected by
the faculty were to determine the winners.60

The first Commencement Week celebration was a definite success.
There were two declamations entitled "The Boat Race" and "The Diver".
There were also three orations which were entitled.'0ur Politics",
"Abolition of war", and "Universal Brotherhood". There is no indica-
tion.how the competitors were selected. Also, there is no indication
how the debaters were selected. The question, however, was Resolved:
"That United States Senators should be elected by direct popular vote.’61
By way of criticism the Rooopo.offered the following observation.
"With one exception the contest was good. Four of the contestants had
to be prompted. This should not be. The sooner young men are made to

'62 There was no indication

depend on themselves the better for them.
of the winners.
The oration work in class continued in 1896, but was spread.out

over the entire year, and the emphasis was returned to thought and cam-

position without the stress on delivery.63 The Michigan Oratorical

 

60 Michigan Agricultural College Record (E. Lansing: Agricultural
College), 1:2, March 31, 1896.

 

b1 Lee. at.
62 Ibid., 1:1, August 18, 1896.

63 Report o§.the Secreta;y...l896, p. 2”.

23
Association provided the major outlet for the orators, and with the de-
cline of the literary societies as a literary instrument, the Depart-
ment of English assumed more and.more the obligation of training and
selecting the orators and the debaters as well.

During 1896—1900, progress was indeed opening new horizons for
both the college and the student body. Electric lights were installed
at the college and the street car line extended to the campus. Presi-
dent Snyder began his long term as president of the college. He was to
serve the institution from 1896-1916. The vacation period was changed
to the summer term and a complete course for women was added to the
curriculumfi’4 The background of the students was also rapidly broaden-
ing as the enrollment climbed. This fact is indicated by the following
chart:

Occupation of Father Male Female Total

Farmer 92 21 113
Civil Engineer
Minister
Lawyer
Merchant
Manufacturer
Insurance

Real Estate
Physician
Traveling man
Railroading
Laborer

Clerk
Deceased
Miscellaneous

H
OmmmUlO-F’ONFKO WWW

l-‘H

65

I I I I I I
toxotu I I I I nathrJrI I F‘
IHJBIH P‘RJ
\o <3Cflkfl<Tu¢1h<hkN<DkaHrJ

 

61+ Report gfie President. 1897, p. 1.

b5 312$. PP- k5.

24

With regard to proposed occupations there was a definite trend away

from.agricu1ture.

Proposed Occupation Male Female Total
Farming . 45 -- #5
Mechanical Engineering 53 -- 53
Teaching 1“ 18 32
Electrical Engineering u -- M
Physician M -— M
Law 2 -- 2 66
Not fully decided 70 36 106.

As the new century dawned the school was faced.with.many impending
changes due both to the rapid technological advancements and the increase
in the diversified enrollment. The Literary Societies were slowly be-
coming social institutions, and the literary activities formerly offered
now passed into the hands of the Department of English. Certainly this
change was not a rapid thing, and the result was not soon apparent.
However, the students were slowly being forced to turn for literary
activities to department sponsored programs. The Michigan Oratorical
Association was in the hands of the faculty of the Englich Department,
and with the organization of the Debate Club in 1901 debate became
departmentalized also.

By 1902 the speech curriculum within the Department of English had
been thoroughly established. Four leading courses were offered by the
college at this time. They were: Agriculture, Forestry, Mechanical

Engineering, and the Women's Course (as it was called).67 In the

 

66 Les- 2132.-

67 College Catalogoe...1902, p. 101+.

25
Agricultural four year program, maJors were required to take three terms
of voice Culture as a Freshman; three terms of Composition and.Rhetoric
as a Sophomore; one term.of Argumentation, one term of oration work,
one term of debating as a Junior; and two terms of Oratory as a Senior.
The Forestry majors were required the same amount of speech the first
two years. In their third year they were offered one term.of Logic and
Argumentation and two terms of voice Culture and Declamation. In the
fourth year they were not required to take any speech at all. The
Mechanical Engineering majors were required to take the least amount of

speech work. They only had to have two terms of Diction in their Soph-

omore year. The women received.the same courses as the Agriculture majors.68

Thus, in all four of the major courses, and in three especially, the imp
portance of speech training was realized.
The following chart indicates the number of students in speech

courses for the year 1904.

Course Fall Term. Winter Term Spring Term
Voice Culture 180 155 91
Rhetoric 110 89 82
Oratory and Debate 51 59 37
Logic and Argumentation 53 61 Not Given 69
Orations 68 18 Not Given

The objectives of the work in Rhetoric and voice Culture were made
plain by Dr. Edwards when he said:

(with regard to Rhetoric)...with each new literary form, one or
more models in that kind are presented for study and comparison,
and the effort is made to criticize the students work on fixed
principles deduced from the practice of the masters.

 

68 Ibid., pp. 105-106.

69 Report o£_ppo_Secreto£z...l90u, pp. 66-68.

26

The aim of the instruction in oral expression, or voice—culture,

is to train the student to thorough self—control, and natural,

effective enunciation, when facing an audience. The work begins

in the fall term.of the Freshman year with training in declamation

and ends in the Junior and Senior years with public orations.?0
It is unfortunate that no textbook is listed for this particular period.
The author was unable to secure a record of such. However, Dr. Edwards‘
overall philosophy stressed content more than.the style or the delivery.71
However, his philosophy differed sharply with that of E. S. King who
came to the college as an instructor in 1900. King felt that elocution
was being ignored, and immediately attempted, with the approval of the
head of the department, to restore the interest in elocution.72 Dr.
Edwards points out in his report to the president for 1901 that, ”Mr.
King has emphasized the elocutionary work of the Department with good
effect and has aroused considerable enthusiasm among the students for
that much needed kind of training."73 E. S. King further outlines his
philosophy of public speaking in an article in the Record of June, 1901.
Since King's philosophy was to be one of the dominant one for the next
thirty years it would be well to examine this article closely.

The subject of public speaking was introduced into the courses of
instruction given at this college only about two years ago. True,
certain principles relating to the science of vocal expression had
been taught year after year, but no attention had been given to the

art side of the subject prior to that time. As now presented the
subject is treated both as a science and as an art.

 

70 Ibid., p. 69.
71 Ibid., p. 67.
72 Ibid., 1901, p. 73.

73 Ibid., p. 7n.

37

Each year the demands made upon college young men and young wo-
men in matters pertaining to spoken English, especially with refer-
ence to those who to into public work, are becoming more stringent;
and college authorities generally have come to realize that there
is a difference between the ability one inherits for the expression
of one's thoughts and ideas, and the ability one is able to acquire
for their expression. Moreover, to accumulate knowledge under our
present system of education, is generally regarded as being very
much less difficult than it is to impart the knowledge after it has
been accumulated; hence, no doubt, the special attention which is
everywhere being given to the subject of public speaking.

...It ought to be plain from the foregoing remarks that the idea,
in teaching public speaking at M.A.C. is, above all things else,

to give the student something that will be of daily, practical use
to him, for that is the real idea. No attempt is made to turn out
orators; on the other hand an effort is made to produce, in the
first place, good thinkers; and such clear, practical thinkers
withal that they should be able to put their thoughts in good plain
Engli She 7

In the above statements Professor King indicates that he does not fol-
low with the elocutionary theory altogether, but would place more empha-
sis on ideas and content. The same year however, in commenting on the
Michigan Oratorical League he stresses the importance of delivery, and
the fact that voice training is being neglicted in the training of ora-
tors.75 King also stresses in the first article that the policy is not
to attempt to turn out orators, yet in following paragraphs he notes:
The work with the Juniors and the Seniors is gdven over to
Oratory, pure and simple. The principles and the exercises, chich
constituted the work of the previous two years, are now reviewed
and made use of constantly. But an effort is made, in the last
two years, to develop, as fully as possible, whatever of oratori-
cal ability that the students may have. To this end some of the
very best models of oratory are put before him, which.he in turn

commits thoroughly to memory. Then, as part of the regular class-
room work, the student gives his models, paragraph by paragraph,

 

714 s. s. King, 5.5.9,. Record, 6:6, June 18, 1901.

75 1121i. 7:1, October.8, 1901.

28
and a criticism of the work is made, in each case. At the end of
the term.he gives one of these models, complete, before the class,
which he is able to do with the utmost freedom.

...The main purpose of this classroom drill and practice upon the
score of models used, is not only to enable the student to acquire
pronunciation.and clear enunciation of English words; not only to
put him in possession of the principles of vocal expression, in
order not only to give him experience and skill in the art of public
speaking, but also to develop in him individuality and a genuine
manliness, without whigh the aims and objectives of an education
are largely defeated.7
To the author these paragraphs pose two contradictions. The first is
shown in the fact that every effort is made in the last two years to
train orators as much as is possible. The second is that the two upper
classes are not allowed to develop their own ideas and work out original
orations, but are forced to use models already selected by the instructor.
The year 1907 brought a new administration to the English Department
in the form of Dr. Thomas C. Blaisdell who took charge after the resigp
nation of Dr. Edwards to assume the Presidency of Rhode Island State
College. When Dr: Blaisdell took charge of the department there were
five full time staff members. These included.lisses Bertha Hellman,
Norma Gilchrist, and Bessie Paddock, Mr. George L. Stevens and Professor
E. S. King. Professor King was full time in speech with assistance as
was needed from the other English staff members. At this time there
was added to the curriculum a course in Argumentation which dealt with
the famous debates of "Lincoln, Douglas, Webster, Hayne, etc., induc-

tively and deductively considered.'77 This new course was an elective

 

76 King, op. oil” p. 6.

77 Wigwam-1906. p- 131.

29
for the women and the agriculture majors and required of the engineers.
Four new public speaking courses were added:

a. Articulation and Pronunciation - Phonetics, use of the diction-
ary and use of the voice.

b. Theory and Practice og'Conversational and Public Speaking_-
Drill in principles and extempore speaking.

c. Psychology o; Gestural Expression - Exercises based.upon stan.
dard orations, dramatic selections, common reading, etc.

 

 

d. Advanced Public Speaking - How to write and deliver effective
essays, orations, dissertations, etc. What to do when unexa
pectedly called upon to speak in pgblic. How to conduct public
meetings, Parliamentary practice.

The first three courses were required of all majors in,Agricu1ture and
the women's Course. The fourth was an elective open to anyone.79

In 1908 another responsibility was added to the already overburdened

Department of English. French and German were added to the curriculum.
and the department was renamed the English and Modern Language Depart-
ment.80 The staff was increased to twelve, but the time allotted to
the individual in the public speaking and English classes was definitely
reduced. Also, that year Dr. Blaisdell realized that the men being
trained in public speaking were actually receiving no practical exper-
ience before audiences other than the class. In his annual report he
suggested to the president that:
In the matter of public speaking we feel that our young men.are
deprived of both incentive and opportunity to an unfortunate de-

gree. would it not be possible for an arrangement to be made by
which students could make brief addresses before Farmer's Institutes,

 

78 Ibid., ppe 131-1320
79 me. 211.
80 Report o£.the Secretagy...1908, p. 100.

30

Granges, Farmer's Clubs, etc., making known to the agricultural in»
terests matters of moment in the development of the science of
agriculture, as well as matters of practical farm value along the
line of engineering science? It seems to me that some work of this
Ikind would be valuable both in giving the young men opportunity and
training and also in making known to the world something of the
real work of the college. Through the achievements of our students
we are known to the world almost exclusively by our athletic teams.
I would not for a moment decrease this avenue of interest, but I
believe some such additional avenue as I suggest would be of no lit-
tle value.81

Although the suggestion was considered, evidently no action worthy of
note was taken for the matter is not discussed again. However, the
report does emphasize the fact that Dr. Blaisdell was interested in the
practical side of public speaking, and anxious to give his students an
opportunity to speak before audiences outside of the classroom situation.
With.this idea in mind both Freshmen and Sophomore Oratory Contests were
innaugurated, in addition to the Peace Oratory Contest and the State
Oratory Contest. The State Board of Agriculture did agree to finance
the Freshmen and Sophomore Contests, and they became a regular part of
the curriculum for several years.82
Contest oratory, however, had seen better days, and with a change
in administration it was to disappear from the M.A.C. campus for a num-
ber of years. In 1913 following the resignation of Blaisdell, W. W.
Johnson became head of the department. The speech staff now had three

members: Assistant Professor King and Instructors C. R. Mitchell, de-

bate coach, and C. C. Armstrong. In outlining the work done by the

 

81 Ibid., 1909, p. 86.

82 Ibid., 1912, p. 93.

31
public speaking section of the English Department, Johnson said:

In public speaking we ignore the old style 'oration', and we
practically ignore all forms of the 'committed speech'. In the first
term we give the student work in the preparation of various'kinds
of speeches, but teach him that in the actual world he will rarely,
if ever, commit a speech to memory. We frequently require him.to
submit a careful plan and to confer with his instructor in regard
to this plan. Occasionally we require him to write out a speech,
but not to memorize it. The delivery which we encourage is natural
and individual - free from artifice, and growing on. of the student's
personality and the subject which he is discussing.

The informal public speech was being emphasized under the new ideas
brought by Professor Johnson. It is easy to see how these were in imp
mediate conflict with those schools that still taught the formal, elocup
tionary oratory. The second term in public speaking was devoted to
Argumentation, and additional courses were offered in parliamentary law,
in dramatics, and special training for students who planned to enter
extension work.8n The conflicts between the formal and the informal
type of speaking grew, and finally, in 1913, Johnson withdrew M.A.C.
from the Michigan Oratorical League, and the only oratorical contest
participated in by M.A.C. was the State Peace Oratorical Contest.85 In
his report of 1916 Johnson comments, "We have withdrawn from all so
called oratorical contests."gb

As the college continued to grow in size, the speech section of

the English Department followed a similar pattern. In 1922 six hundred

 

83 Ibid., 1915. p. 127.
8“ £22: slip
85 Ibid., p. 130.

86 Ibid., 1916, p. 179.

32
and ten students were enrolled in public speaking out of the two thou-
sand students in the college.87 The debate program.was enlarged, and
debate for women was inaugurated in 1923.88 During this period the
9 English staff Judged many debates and speech contests in surrounding
high schools. This did much to bring in talent for the debate teams.89
It was in 1923 also that the first suggestion was made to the president
that the Department of English and Modern Languages be separated from
the Speech division or vice versa. It was Professor Johnson's own
suggestion that the two be divided and that speech be made a separate
department.90 The suggestion was not to be considered seriously, how-
ever, for another fourteen years.

The years 1925-1930 brought.many changes to the college as a whole,
and several changes to the Department of English and Modern Languages.
In 1925 the state legislature formally changed the name of the college
from.Michigan Agricultural College to Michigan State College of Agri-
culture and Applied Science. This was a necessary step following the
addition of an Applied Science Division in 1921, and a Liberal Arts
Division in 1921}.91 President Butterfield in his Biennial Report to the
Board of Agriculture pointed with pride to the rapid changes and.advance~

ments that were occurring at the college. The president pointed to the

 

87 gy;g,, 1922, p. 127.
88 gggdg, 1923, p. 122.
89 p22, 9}},
90 £22. 913,

91 Repgrt g§_the President, 192%, p. 17.

33
new stadium.dedicated in 1929, the opening of the college hospital in
the same year, and the opening of the Union Memorial Building in 1925.

The more strictly educational concerns of the College, such as
attractive to its faculty scholars of the first rank, appointing,
for the first time, a dean of the College, and adding many improve-
ments to the teaching staff, represent some of the time and thought'
and energy expended. The quality of the men secured speaks for
itself. The strengthening of several departments, and work for
the degrees of Master of Arts and Doctor of Philosophy, and the
preparation of teachers in the Sciences and Arts, as well as in
Vbcational Agriculture and.Rome Economics have resulted.92

He noted with pride the new program of Continuing Education and the new
broadcasting station, WEAR, "Accessible to every fanmer in the State,“
and the total enrollment for the year 1926—27 of well over twenty-five
hundred.93
These changes certainly affected the English Department, and the
Speech Division especially. More students meant additional problems.
The training of teachers was in part the responsibility of the Speech
Division. All of these factors culminated in the complete reorganiza-
tion of the Division of Speech. The speech courses were divided under
a separate heading in the catalogue, and more courses were added. The
staff was increased by two when Mr. Howard W. Blake and Mr. Joseph D.
Menchhofer were added to the faculty. The end result of the course
additions was the speech curriculum of 1930.91+
203a Elementary Public_§peaking: An elementary course combining
theory and practice. It is designed for technical students
who pursue but one course in public speaking.

Prerequisite: English Composition.
Instructor: Mr. Menchhofer and Mr. Kochan.

 

92 Report g£_the President, 1927, p. 17.

93 Ibid., p. 9.

9h Report gf'the Secretary...l928, p. 68.

203d

2031::

215a

215b

215d

303s

303f

3036

3n

Parliamentary Law and Organization: Theory and practice of

parliamentary procedure. Each section is limited to twenty

students. ‘

Prerequisites: Fundamentals of Speech or Elementary Public
Speaking. *

.Instructor: Mr. King.

Debating: Intercollegiate debate training.
Prerequisites: Tryouts and selection by the debate coach.
Instructor: Mr. Menchhofer and Mr. Kochan.

Fundamentals 9£_Speech: Courses 215a and 215b form the basis
for all Liberal Arts work in Speech. In this course an in-
tensive study is made of the principles underlying voice and
body training. Special attention is given to the presentation
of speeches and to individual problems.

Prerequisites: English Composition.

Instructor: Mr. Menchhofer and Mr. Kochan.

Fundamentals 2: Speech:' A continuation of Course 215a.
Special-attention is given to speech composition and audience
analysis. 1

Advanced Public Speaking: .A course in speech psychology, ad—
vanced study of speech composition and platform techniques.
Prerequisites: 215a.

Advanced Dramatics: Limited to numbers of characters in the
play or plays given. Those chosen take part in dramatic pre-
sentation, receiving class and individual instruction, includp
ing practice in make-up. Classes give public presentation of
plays from time to time. The course may be taken more than
once for credit, but credits earned shall not exceed nine.
Prerequisite: 203a.

Instructor: Mr. King.

Practical_Public Speaking: A course designed for advanced
agricultural students who expect to engage in Smith-Hughes or
county agent work. Special emphasis is placed upon the prep-
aration of speeches suitable for farmer's organizations.
Prerequisite: 203a.

Instructor: Mr. Menchhofer.

Argumentation: An intensive study of the principles of argu-
mentation with practical work on the preparation of briefs and
argumentative addresses. Special emphasis is placed on prac—
tical logic and persuasion.

Prerequisite: 215a or 203a.

Instructor: Mr. Menchhofer.

35

303h Literary Interpretation: Oral presentation of literature
designed to develop ability in interpretation and appreciap
tion of literature.
,Prerequisite: 215a or 203a.
Instructor: Mr. King.

3033 Costume Design, Scenery? and Lighting: A study of the theory
of design, color, and light in their application to the stage;
and the making of plans and stage-sketches of exterior and
interior settings.

Instructor: Mr. King.

303n Dramatics: An elementary course in dramatics designed to de-
velop the student's dramatic ability and prepare him.to choose
cast, and present plays.
Prerequisite: 215a or 203a.
Instructor: Mr. King.

309a Public Speakigg: Same as Course 203a.
Prerequisite: English Composition.

n03k Play-Directing: Designed for students who intend to produce
plays. Under supervision the students are required to stage
a Play.
Prerequisite: Two terms of 303e.95
As the reader can see the speech curriculum of 1930 was the broadest and
most far reaching that had been developed to that point. A continued
expansion of the above program followed for the next seven years. The
staff continued to grow and in 1932 added Orman J. Drake and Cecil B.
Nickle to the staff.96 At that time there were over two hundred and
ninety students per term in the speech division. This number grew with-
in the next three years to embrace over three hundred and thirty per

term.97 In these later years the Department of English was referred to

as the Department of English and Speech, and the broadening of the

 

95 College Catalogge...l930, pp. 191-192.
96 Ibid., 1932, p. 128.

97 Ibid., 1935, p. an.

36
debate program continued. Oratory was brought back into the program,
and Michigan State rejoined the Michigan Oratorical League.98 The State
Extemporaneous Contest was founded by the Speech staff at Michigan State,
and the contests were held on the campus of the college annually. The
chapter of Pi Kappa Delta, honorary debate fraternity, which had been
adopted in 1921 was flourishing.99 In 1937 the administration approved
the formation of a Department of Speech, and in the college catalogue
of 1938-39 the Department of Speech published its first curriculum. Dr.
Donald Hayworth became the head of the newly formed Department of Speech
and Dramatics with Assistant Professors Menchhofer and Nickle, and In-
structors McMonagle, Thompson, Fischer, van Dusen and Buell. The curri—
culum included forty-one courses among which were courses in Public
Speaking, Conversational Speaking, Voice Training, Oral Argument, Inter-
collegiate Debate, Advanced Public Speaking, Parliamentary Procedure,
Diction, Speech Composition, Speeches of Courtesy, Speeches of Enter-
tainment and Inspiration, Forms of Public Address, Introduction to Drama,
Acting, Stage Scenery, Stage Lighting, Stage Make-Up, Play Direction and
History of the Theatre, Radio Speaking, Announcing, Radio Dramatics,
Introduction to Interpretation, Platform Interpretation, Advanced Inter.
pretation, Voice Science and Normal and Abnormal Speech Development.
Also, a clinic was open for the use of the students and the training of
teachers. Additional courses included Psychology of Speech, Teaching

of Speech, United States Dialects, Foreign Dialects, and seminars were

 

98 Ibid., 1937, p. 122.

99 me. 2.1.2.

37
offered in Rhetoric, Drama and Speech Correction.100 Certainly such a
program was a far "cry" from the one-half credit of Rhetoric offered in
1857. The speech curriculum had grown with the college, showing more
strength after each reversal, more intensity after each new hardship,
It had grown through many different educational philosophies and outlooks.
With its development it brought a growth in extra-curricular speech
activities, and provided a foundation for the further development of

Forensics.

 

100 Ibid., 1938, pp. 209-212.

CHAPTER III
THE LITERARY SOCIETIES

The organization of literary societies at the Agricultural College
came early in the school's history, and played a decisive part in the
Forensic activities for the first seventy-five years of the institution's
existence. This early development can be accounted for in several ways.
For one thing, the school was in an isolated area with no means of trans-
portation to Lansing, and thereby the recreational facilities were al-
most non~existent for the first few years. Another contributing factor
was that the curriculum offered no electives to the students, and his
literary desires were not provided for adequately. The records show
that the library in 1861 had one thousand two hundred volumes,1 "con—
sisting largely of reports of the U.S. Patent Office and the annals of
congress. There were also a few weekly newspapers, American.Aggicultur-
135, the Michigan Farmer, Harper's Weekly and others sent gratuitously
by the publishers."2 For both social and literary reasons then, stup
dents saw a need for the existence of societies. The first of these is

recorded as early as 1858, one year following the opening of the college.3

 

l W. J. Beal, Histog__ of the Michigan Agricultural Colle leeg (E. Lan-
sing: Agricultural College, 19157, p. 207.

2 Michigan State News (E. Lansing: State College), 19:1, September
29, 1926.

3 College Catalogue of the Michigan Agricultural College (E. Lana
sing: Agricultural College, 18585, p. 21.

39

The Excelsior Lyceum.was officially founded on May 11th, 1858 with
a membership of thirty-two persons.“ The total enrollment of the col-
lege at this time was around eighty. It would appear that over one-third
of the student body felt the need for an organization of their own in
order to pursue literary accomplishments. There is no record of their
constitution, but from the minutes for the year 1858-59, there is shown
that following a regular business meeting debating was the customary
program. The organization required dues in order to purchase its own
books for a personal library.5 Unfortunately there is no record of the
volumes contained in this library. In the president's address for 1859,
he gave evidence that the society was growing, and was on.a firm.founda-
tion. He also mentioned the opposition to the growth of literary
societies was strong. He did not however, indicate just what the oppo-
sition constituted.6

Also in 1859 the short-lived.Agricultura1 Lyceum was formed. Dur-
ing the few months of its existence, Joint meetings with the Excelsior
Lyceum were held with literary programs of debates, essays, and poems.
Music was also provided by the organizations, either from their own
group or, occasionally from Lansing. The Agricultural Lyceum.appears

to have dealt more with poetry and essays than did the Excelsior Lyceum.7

 

4 Real, g2. cit., p. 205.
5 Papers of the Agricultural and Excelsior Lyceum, 1858-59.

(3 L_g_g. cit.

7 Loc. ci .

ho

Through the year 1858-59 a meeting was held weekly by the Excelsior
Lyceum and at each meeting a debate was presented. The organization of
the debates was more along the line of the Parliamentary type. The reg-
ular disputants were appointed a week in advance, usually two or three
to a side. Constructive arguments were first presented by both sides
and then any speaker from the floor could address the house on the ques-
tion. A time limit was probably set on participation from the floor,
but there is not a definite statement recorded as to how long these link
its were. ‘After discussion from the floor, the regular disputants
closed the debate. Then the president summed up the arguments of both
sides, and rendered a decision. This decision was either approved or
disapproved by the House.8 The author found no recorded critera by which
the debates were Judged.

Many diversified subjects were discussed by the debaters, and it
is interesting to note that few of them concerned agricultural topics,
yet all of the participants were students of agricultural science and
at-that time were from agricultural environments. Some of the questions
for the years 1858-59 are listed below in order to give the reader an
idea of the scope of the subjects:

Resolved: That Morse deserves more praise for inventing the tele-
graph than Fulton for inventing the Steam.Engine.

That it would be better for the Mexican people to be
annexed to the United States than to remain in their
present condition.

That the world is not regrading in morals.

That increased facilities of intercourse with Europe
would be beneficial to the United States.

 

8 Loc. cit.

L11

That Napoleon the third was Justifiable in the course
he pursued to secure the throne of France.

That the press ought to be without legal restriction.
That it is expedient to form colonies of convicts.
That capital punishment ought to be abolished.

That the extension of slavery is a hinderance to the
settlement of our western territories.

That no restriction should be placed upon the perfect
freedom of the people.

That Free trade is the true policy of this nation.

That persuasion is better than force.

That a Republican form of government is not so well adapted
to secure the peace and prosperity of a country as a

constitutional monarchy.

That the pen is mightier than the sword.

That a man is justified in disobeying a law of his
country which he feels to be morally wrong.

The topics discussed dealt with both philosophical problems and problems
of national and international importance. Many of the questions dealt
with problems facing the United States at that time. Material for these
subjects more than likely was at a premium, for the library, as previously
mentioned, contained few newspapers and periodicals. The mail was de-
livered from Lansing only once a week. However, the debates were popular

and regular weekly attendance was strong.10

 

9 Loc. git,

10 £9.2- 2.1.8.

1+2

In 1859 the Agricultural Lyceum disbanded and was reorganized as
the Cincinnatus Legislative Lyceum. This organization was composed of
two houses, a senate and house of representatives which met at the
same time in different rooms. The author found no constitution for
this organization and no statement of objectives, but the programs
consisted primarily of Parliamentary debating, and Legislative practices,
which included committee work and framing of bills. It was the custom,
within this organization, for all members, except the judges who were
chosen from among the members, to take part in the discussions. Two
leaders, or "chief disputants," as they were termed, were appointed
each week by the society president, Who indicated which side of the
question each was to uphold. These leaders then proceeded to choose
up sides from among the membership until each member had been assigned
a place on one of the two "teams". The subjects for debate were also
chosen a week in advance by a majority of the members.11 This society
continued to function actively through 1862, when the catalogue mentions
another society called the Sons of Demeter, whose exercises seemed to
consist primarily of discussions (debates), essays, and lectures. There
is no record to show the formation date of the Sons of Demeter, and no
expiration date for the Excelsior Lyecum. Though the records are not
definite, there is an indication that the society merged with the Cincin-

natus Legislative Lyceum.around 18b0.12

 

11 Ian. sit.-

12 Beal, pp. gi_t_., p. 205.

L*3

The following year, 1863, the catalogue refers to the society in
the singular. Again there is the indication that a merger occurred be-
tween the two existing societies. From.l866-1907 the catalogue is very
indefinite in its reference to the societies. The following statement
is all that is given.

The students have organized several literary societies in the in-

stitution. The exercises consist principally of discussions (de-

bates), essays and lectures.13
The names of the societies are not given. However, in 1873 the Philo-
mathesian Society was established, but when it became inactive is not

apparent.1u

Also, the Excelsior Lyceum re-emerged in 1876, as a
Freshmen society, but unfortunately was short lived.15 President
Abbot reported in 1877 that "the literary societies are kept up with
increasing interest."16

It is hard to indicate what factors caused the instability of the
different societies. The lack of faculty supervision might account for
it, or the fact that the organizations could not survive the long vaca.
tion. The enthusiasm was extremely high at times, but probably lacked
leadership at other times. Nevertheless, the very existence, and con—

tinued reappearance of these societies seems to show that the student

body had a strong desire for forensic activities that the curriculum

 

13 College Catalogue...1862, p. 13.

11+ Deal, 91. 911., p. 205.

15 pop, git. .

16 Annual.Report of the Secretary gf_the State Board gf_Agriculture

for the State gf_Michig§; (Lansing: W. S. George and 00., State Printers,
1860;, p. 31.

 

 

 

 

 

nu

did not offer. It is also interesting to note that musical entertainp
ment was usually incorporated along with the literary efforts.

Another type of Literary organization in the early 1870's was the
secret National Greek Letter Society. The first at M.A.C. was the Iota
Chapter of Delta Tau Delta, a national fraternity for men, established
on the campus in 1872. The second was the Beta Chapter of the Phi Delta
Theta Fraternity in 1873.17 The basic difference between the two types,
local and national, was that the nationals had secret ceremonies incor—
porated into their programs. The general purpose of the organizations
were similar in nature. President Abbot reported the objectives as
follows:

...to build up a refined social character, and irreproachable honesty

:ngigh member as well as thorough discipline in writing and speaks

The early records of Phi Delta Theta have been destroyed, but an
indication of the efforts made by Delta Tau Delta are found in the pro-
grams of that fraternity. Early meetings consisted both of literary
and social efforts. Secret Greek ceremonies were included in the pro-
grams, as well as taffy pulls and group singing. warm sugar was a
refreshment served often at these meetings.19 0n the literary side of
the activities, there were the usual debates on questions of national

and international importance. Similar programs were presented for the

 

l7 Beal, 22, gi33, p. 211.

18 Repgrt 9_f_'_ t_h_e_ Secretary...1877, p. 21+.

19 The College Speculum (E. Lansing: Agricultural College, 1881),
1:1, August 1, 1881.

1’5
members every week through the 1870's. However, in the early 1880's
a change took place in the nature of the programs presented by the
Delta Tau Delta.Fraternity. The debates were shortened to two men af-
fairs, one man on the negative and one on the affirmative. The emphasis
was placed more heavily on essays and orations. Significant in this
development is that about the same time more individual recognition was
being given the organizations that had their speakers on the program.at
Commencement. Further incentive was supplied to the fraternities to
put forth their best orators, and the weekly meetings provided an ex-
cellent opportunity to train future Commencement orators, and Essayists.2O
A typical program included:

Society Song
Original Rhyme at Roll Call

_Music by Orchestra

Should We Organize an Athletic Club? Oration
A Sensational School of Philosophy Essay
Can.the Farmer Become a Politician? Oration
Song
The Character of Brutus Oration
The North Pole Essay
Guitar Duet
21

Debate - Resolved: That a man should marry early in life.
Also, at this time a change came about in the nature of the topics

debated by the groups. More stress was placed on local topics of direct

20 Papers of the Delta Tau Delta Fraternity, 1880-1882.

21 Loc. gig,

M6
concern to the students themselves. Some of the topics discussed for

the year 1882 are listed below.

Resolved: That the long vacation should come in summer instead of
winter.

That the farmer should favor free trade.

That the Agriculture College Student should not teach
school winters.

That the modern dance is a vice.

That city life is preferable to country life.

That preiminence comes by inspiration.

That prostitution is a greater evil than is intemperance.

That there should not be a military department established
at this college.

That we should have co-education at M.A.C.22
The above mentioned resolutions evidently were quite popular with the
members of the fraternity for they are repeated quite regularly in the
program planning. Both Phi Delta Theta and Delta Tau Delta continued
actively participating in the literary exercises until the 1890's. In
1891, owing to "the poor choice of new members," Delta Tau Delta was dis-
continued,23 and in 1898 Phi Delta Theta was also discontinued, owing

to the judgement of the grand chapter that no chapter should be connected

2h

with a college not giving a classical education. Greek letter fratern-

ities were not to return to the campus until around 1920, and at that

 

23’ 149.9.- £112:
23 Beal, 92. 213., p. 215.

2“ £0.2- ali-

lW

time they returned purely as social institutions.

The years 1876-1900 might well be named the period of the Societies.
They were the only social organizations. The departmental clubs were
late in coming to the campus, and did not play a significant role in
campus activities until after the turn of the century. Also, the admin-
istration encouraged the growth of Literary Societies. The first of
these to achieve recognition was the Union Literary Society formed in
1876.25 This society was to dominate the picture from hence forth
through to the decline of society importance, as the leader and engineer
in literary developments and accomplishments at M.A.C. It was formed
by the members of the classes of 187b, 1877, and 1878. For some years
this organization held their meetings in classroom A in College Hall.
They then secured the rooms under the west ward of Wells Hall until
1890 when their own building was dedicated. The society met every Sat-
urday night for a literary program including a debate and/or oration
and essays. Musical entertainment was also featured, and occasionally
a dance or a social followed the literary endeavors.26

The Union Literary Society set the pace for the following societies.
They, in part, dictated the objectives and even the constitutions of
the organizations that were to follow them. The Eclectic Society was
the first of these, and it was founded in 1877. According to the con-

stitution the purpose of the organization was the "perfection of literary

 

25 Report g;_t£. Secretary...1876, pp. 78-79.

26 n.1,g, Record (E. Lansing: Agricultural College), lzu, June
16, 1896.

MS

culture in its members; musical and social development are not to be
lost sight of."27

Shortly following the organization of this, the fourth society on
the campus, the organizations were allowed special living accomodations
in the dormitories. Each society was allowed to maintain its own set
of rooms in a wing of the dormitory. A.program of Society self-manage-
ment was established, but the steward of the dormitory retained the
final authority. The development of this system did much to encourage
students to Join the societies, and also to promote the establishment
of more organizations.28 However, the four existing societies were
jealous of their autonomy, and were not willing to share it with a new
society. Therefore, other societies were not encouraged by the exist-
ing organizations.

In the month of July, 1882 the first Joint meeting of the four
societies was held in the rooms of the Union Literary Society. Each
society brought its own orchestra, and each orchestra played several
selections at the beginning of the program. The literary exercises con.
sisted of an essay by a member of the Eclectics, a poem by a member of
the Phis (as they were called), a story by a member of the Deltas.
After the exercises the "literary weights forgot their dignity in a
general dance in the armory. This meeting was the first of its kind
ever held at the college. It was a decided success, and reflects much

credit upon its originators. May there be more to follow."29 The above

 

727 Ibid., 1:3, June 30, 1896.
28 Deal, 92. cit., p. 216.

29 The College Speculum, 2:11, August 1, 1882.

L*9
commendation from the Speculum was evidently heeded for many similar
literary and social gatherings were featured as the years passed.

During this particular period the debate activities appear to have
declined somewhat on the part of the local societies with the national
fraternities doing most of the debating as has been shown previously.
This is not to indicate that debate was dropped from the programs a1-
together, but that the emphasis was shifted more in the direction of
oratory. To emphasize this particular point, it is worthy of mention
that several students attempted the formation of a debating society in
the early 1880's, and it was in existence for a short time, but the
pressure from the existing societies and lack of support from the mem—
bers soon brought the organization to an end.30 Net only does this
lindicate that such a shift of strength was in evidence, but also shows
the power of theexisting societies in maintaining their earlier menp
tioned dominance. Along with growth of oratory, the essay, declamation
and poem were intregal parts of the society program. Each society
elected specific members as its essayist, poet, reader, and orator.
These particularly were responsible individually for their particular
office and its development. Original work in essays and poetry was
encouraged, and along with the orations were sharply criticized by the
members of the groups.

In 188% the four societies took another step to further their in-
tellectual accomplishments. Through careful combination and coopera-

tion of the societies a lecture association was formed. The executive

 

3o Beal, 22. 2:13., p. 206.

.50

committee consisted of four members, one elected from each society.
It was their duty to secure a number of prominent and able speakers,
each term, who would lecture upon subjects of science, literature,
history, and other topics of interest to the students. The net pro-
seeds were to be divided equally among the societies while each pledged
itself to stand one—fourth of any losses incurred. "This enterprise
is a noble one, and one which we have long felt the need of, and should
receive the hearty support of every student, that its success may be
assured and its permanency establis'hed'.‘31 This was the comment of the
student paper following the establishment of the lecture bureau. The
bureau was successful in bringing speakers from Lansing, Inn Arbor,
neighboring colleges, and from the surrounding area. There is no in.
dication that this was faculty sponsored, but there are mentions of
recommendations made by the English Department with regard to the
speakers selected.32 This organization continued to function for seva
eral years. Finally as the societies tended to lean more toward the
social than toward the literary, the bureau was placed in the hands of
a faculty dominated board with student representation.

As the college continued to grow, the increased enrollment brought
a demand for new literary societies. No longer could the existing or-
ganizations find valid reasons for objecting to the formation of new
groups and it was under such circumstances that in 1885 the Olympic

Society was organized followed in 1888 by the Hesperian Society.

 

51 Thg.College Speculum, 2:11, August 1, 1882.

32 Report g£_the Secretagy, 1885, p. 111.

51

The Olympic Society was located on the fourth floor of Williams
Hall, and its purpose as expressed in the constitution was "to improve
the intellectual, moral, and social qualities of its members."33 It
also met on Saturday evenings, and its program consisted of "debates,
speechmaking, essays, current events and declamations; together with
vocal and instrumental music."3u The Olympic Society was patterned
after the existing organizations. It differed from the others in its
use of Robert's Bplpp_g£_gpdpp_as a guide for the parliamentary bus—
iness session following the literary exercises.35 It was not long after
that Robert's 3plp§_were adopted for use by the other societies.

The Hesperians followed the usual pattern laid down by the Union
Literary Society, and they studied noted writers, as well as the usual
declamations, essays, debates, and orations.36

With over four hundred students on the campus, and only six soci-
eties the participation was noticeably limited. Most of the societies
limited their membership to thirty-five, and some of them had even less.
Therefore, only about half of the student body was being given a chance
to participate. The descrimination against new societies was so strong
that the college newspaper began an editorial campaign for a new society.

In Nbvember of 1888, Ray 5. Baker, Student Editor of the Speculum, wrote:

 

33 p.54. Record...1:1+, June 16, 1896.

 

31* Ilea- all-
35 922.- 21.2.-
36 Loc. cit.

I
I

52
We need another society. A large portion of our students are non
society men, and hence miss the valuable training which can be de-
rived only from that kind of work...There is plenty of ability out-
side of the societies, but they are now so overflowing that they
can take none of it...It seems to be the general opinion that were
such a society founded it would receive the cordial welcome of the
older societies.

The editor was evidently somewhat too optimistic for though there
were several endeavors to organize new societies all seemed to fail
mysteriously. Although the editor of the society dominated paper does
not directly state, he does infer that once a statement of intent was
filed by the charter members of the new society, those members were asked
to join the old societies. Consequently the new organization died.38

The societies continued to exercise pressure similar to this for
the next four years. However, the number of women on the campus had
been increasing each year, and in 1891 they organized a society of their
own, the Feronians. The men's societies could do little here in the way
of objections, but they refused to recognize the existence of the new
women's society until two years later.39

The Feronians had many of the same literary objectives in their
constitution, but their emphasis lay heavily on essays, declamations,
and poems with oratory and debate coming 1ast.u0 The women did at-

tend the debates of the other societies, but were for some years hes-

itant to venture on a debating program of their own. The women met

 

37 The College Speculum, 8:58, November, 10, 1888.

38 Ibid., 6:3, October 1, 1886. The editor and staff of the
Speculum were all society men, and elected by the societies.

39 p.139. Record, l:1+, June 16, 1896.

’40 I493. cit.

53
mostly in the rooms of the other societies for several years on Friday
afternoons. Upon completion of the Women's Building, they were assigned .
rooms for their permanent use.

The opening finally being made through pressures from the news-
paper, administration, and the student body, the old forces yeilded and
new societies were formed. The Columbians organized in 1892, and in
1898 the Themians, another woman's group also was organized. The Colump
bians met in the basement of Well's Hall for a few years, but were fin-
ally given the rooms formally occupied by Delta Tau Delta. Both the
Themians and the Columbians adOpted similar constitutions to the ex-
isting societies. Still the growth of new organizations was slow,
for to combat the new influx of societies, the old guard altered its
rules to allow more members in its organization. Phi Delta Theta had
lost its national charter and wishing to maintain itself as a society
reorganized in 1898 as a local organization under the name of the Phi
Delta Society.u3

As previously mentioned oratory appeared to be replacing debate as
the major activity of the societies in the 1880's. The organization of
the Michigan Agricultural Oratorical Association by the societies was
further evidence of the gains being made by oratory.

Throughout the later part of the 1880's and the 1890's the arguments

for both sides were tossed back and forth via student publications.

 

41 £22.. Cite
42 Deal, pp, 935,, pp. 207-209.

43 Ibid., p. 211.

514
Both camps appeared strong. Evidence of the controversy is found most
concretely in an article in the Speculum by E. A. Burnett, of the
Eclectic Society, entitled "The Advantage of Debate in a Literary Soci-
ety.‘ Since it summarizes the attitudes of many of the students, parts
of it are quoted.below.

...Varied as are the forms of literary work in a society, each
having its proper instructive program, we cannot consider each
of equal value. For the greatest individual improvement we look
to the debate. It cultivates all of the mental faculties. It
trains the observing, the discriminating, the constructing, and
the reasoning powers: bringing them into action so as to develop
them most symmetrically.

The practice of debate encourages and develops self-confidence
...The continued practice of speaking before an audience enables
one to concentrate his thoughts and to present them in a systematic
manner...No discipline or education gives a broader or more correct
idea of any subject...As a constant use of any faculty stimulates
its growth, so through practice are the powers of perception and
discrimination developed and matured. By practice one learns to
see and meet various tricks so common in debate, and to detect the
schemes of oratory intended to entrap and to convince the unwary
listener. Through the study and concentrated action of the mind
and one idea, or one series of ideas, collecting in one point the
rays of thought as they search and penetrate each arguments, care-
fully reasoning out and weighing each conclusion, man's judgment
as made more reliable and his reasoning powers are strengmhened and
brought under control.

The process of debate is an intelligent contest for superiority.
The arguments presented by the opponents are placed side by side
for comparison, and the effort required in preparing and present-
ing the discussion, the natural strife for leadership, cultivates
and strengthens thought. Mind copes with mind, and each is bene-
fited. Equals in age or in ability, people seldom meet in debate,
but each is able to teach the other.“

The champions of oratory also presented winning arguments, and they

had a growing organization, the Michigan Agricultural College Oratorical

 

4h The College Speculum, 6:1-3, October 1, 1886.

55
Association, to support their contention. The debaters attempted to
organize a society purely for the purpose of debating in 1899, but it
turned out to be another literary society devoting its primary interests
ot oratory. This was the Adelphic Society formed on February 11, 1899.45
The dissention within the societies led to the formation of a separate
organization known as the Debating Club and open to all students. With
the advent of this organization in 1901, debating for the most part was
removed from the societies and transferred to this club. The Debating

“6 ‘It had many

Club was non—society and met on a different evening.
society members and fostered inter-society debating which is discussed
at length in Chapter V of this study.

With the turn of the century new societies sprang into being with
great rapidity. Among these the most prominant ones were: the Soror
ian, 1902; the Eunomian, 1903; the Era Alphian, 1904; the Aurorean, 1905;
the Forensic Society, 1907; the Dorian, 1908; the Ionian, 1909; the
Athenaeum, 1909; the Phylean, 1910; the Sesame, 1911 and the Trimoira,
1913.“7 Many of these new societies did not participate in the Orator.
ical League at all. Others confined their literary activities to decla-
mations and poetry. Still others only made a pretense of any literary
activities at all. For the most part these organizations by 1920 were

purely social in nature although their constitutions mentioned literary

activities. Even the older societies were finding it difficult to

 

1+5 B550. Record, “:1, February 21, 1899.
46 Ibid., lazu, December 13, lgou.

47 The figlverine (E. Lansing: Agriculture College, 1915), pp. 117-

 

1h}.

56
to maintain membership with literary endeavors as the major attraction.

The era itself contributed a great deal to the decline of literary
accomplishments within the organizations. The nation was in the throes
of the roaring twenties. Moreover, the invention and development of
the automobile made travel easier and recreational facilities more read-
ily obtainable. No longer was the Agricultural College isolated from
the entertainment offered in Lansing, and in the surrounding areas. On
campus visiting lecturers, dramatic productions, and departmental clubs
provided further entertainment. All of these factors contributed to the
decline and fall of the literary society.

By 1922 the women's Societies had joined with National Social Soror-
ities or had become local Social Sororities.“8 In 1930 the Men's Soci—
eties all changed their names officially to Fraternities,1+9 and in 1934
the Union Literary Society, the first to come and the last to go, faded
from the scene.50 By this time the literary activities of the societies
had been either taken over by the Debating Club or incorporated into the
extra—curricular activities of the English Department.

The literary societies served both the student and the school. To
the student especially in the early years they provided an outlet for
literary endeavors, as well as an opportunity for the development of the

"social graces." To the school the societies provided a proving ground

 

48 Ibid., 1920, pp. 118-135.
’49 1219'. 1930s P0 2180

50 'Ibid., 193M, pp. 193-19u.

57
for debate, oratory, parliamentary procedure and public speaking, and

polished the student's command of language. Perhaps even more important

to the student and to the school, they provided the groundwork for the

present day forensic activities.

CHAPTER IV

AN EXAMINATION OF THE EXTRA-CURRICULAR ORATORY AT

MICHIGAN AGRICULTURAL COLLEGE

Oratory at Michigan Agricultural College has played a dominant role
in the development of Forensic activities. It was the first of these
activities to emerge in the classroom, and followed close on the heels
of debate in the early literary societies. For a number of years, or-
atory played the most significant part in the literary societies, and
toward the turn of the century a definite war was waged between debate
and oratory for supremacy. Finally oratory was destined to disappear
from the scene for a number of years following the turn of the century,
not to re-emerge as an extra—curricular activity until as late as 1928.
At that time it was once more to share the scene with debate, if not as
an equal at least as a strong contender. In the course of this chapter
the author will attempt to trace the different developments in extra-
curricular oratory with an overlapping into the curricular work done in
that field. In order to present the overall picture of the development
of oratory, it would be well to review the earlier curricular activities
mentioned in detail in Chapter II of this study.

The Juniors and Seniors were required to present exhibitions which
consisted of original declamations and orations. The first of these
was presented in 1859 and included four original orations. Commence-

ment orators were selected and trained by the English Department as

59
well.1 Of this early curricular work in oratory very little informa-
tion has been found by the author. It is recorded, however, that the
major emphasis was placed on composition and content rather than on
delivery.2 This one sided emphasis was to continue until 1901, when
Professor E. S. King in reviewing the history of curricular oratory
at M.L.C. pointed out:

Too little attention is undoubtedly given to the matter of corres-
pondence between thought on one hand and the expression of thought
on the other hand. This will appear self-evident when it is pointed
out that.not one man in fifty has anything like an adequate vocal
appreciation of his own thoughts and sentiments although he may be
abundantly able to set them down on paper.
Professor King was to stress in his work with orators more delivery than
content.
During this early period, 1859-1887, the literary societies were
also to have a part in contributing to the work done in oratory. It
is true that the first societies of the 1860's did not lean in the di-
rection of oratory, but with the advent of the National Greek Societies,
there was a definite place found within their programs for the oration.“
The typical program of the Delta Tau Delta Society in the late 1870's
usually included at least two orations and often times more. Some of

these included titles sudh as the following: "Should the Insane be Pun.

ished?", "Joan of Arc", "Gentlemen Farmers", "The Model Student",

 

1 See Chapter II, pp. 12—13.
2 agg. cit.

3 Michigan Agricultural College Record (E. Lansing: Agricultural
College), 7:1, May 27, 1901

M Minutes and Programs of Delta Tau Delta, 1879-1883.

60

"washington: A Man of the People", and "Wounded."5 However, it was
not long after the organization of strong local societies that oratory
was included in their weekly agendas also. The Union Literary Society
formed in 1876 included orations in a statement of their purposes in
their constitution.6 The Eclectic Society, 1877 and the Olympic Society,
1888 followed suit.7 In fact there is a noted decline in debating in
these societies with preference being given to oratory.8

In the Fall of 1887 the Union Literary, Eclectic and Olympic Soci-
eties combined their efforts in the field of oratory to form the Michigan
Agricultural College Oratorical Association which was to have partial
control of the oratorical events for the next twenty years.9 This as-
sociation was organized with its primary objective to prepare for an
inter-collegiate oratorical association of the state which was then in
the process of being formed. The second objective of the Association
was to sponsor a local oratory contest for the member societies. The
exact date of the founding of the Association was not recorded, nor was
the first contest.lo Dr. Deal states, however, that the first contest

was held in the year of formation, 1887.11 The printed program of the

 

5 Loc. cit.

6 W. J. Beal, History 2: the Michigan Agricultural College (E.
Lansing: Agricultural College, 1915), p. 209.

7 £9.2- EE-

8 See Chapter III, pp. 52-55.
9 ’Beal, 92. 9111., p. 209.

10 1492. 31¢.

11 Isaa- 2.1.1;-

bl
Association in 1900 mentions that the program of that year was the
eleventh which would have made the first local contest held in 1889.12
Finding no record in the Speculum of a contest in 1887 or 1888, the
author assumes therefore, that the first local oratory contest was held
in the spring of 1889.

The first objective of the Association was not so quickly or so
easily accomplished, for the Michigan Oratorical League was not formed
until 1898.13

However, the local association applied itself diligently to bring
about the state league. In 1887 a plan was presented to combine the
field-day activities with the Oratory contest. With regard to this idea
the Speculum comments, "Though no satisfactory reason was set forth, the

"1M

idea seems to have been unfavorable entertained. Dr. Beal comments

that such an idea was "considered impractical."15 He does not further
explain his statement. Nevertheless the society dominated Speculum
continued to apply its editorial efforts in behalf of the proposed
League. In one issue the editor, a member of the Eclectic Society wrote:

The matter of a State Inter-Collegiate Oratorical Association has
often been discussed by the Speculum. A year ago it was talked of
in connection with an athletic association. The latter has materb
ialized and the colleges of Michigan are no longer behind the times,
but have a good organization for field sports. Why then should
Michigan be behind her sister states in organizing for oratorical
contests? The Agricultural College has always been much in favor

 

12 Programs g£_the Michigan Agricultural College Oratorical Asso-
ciation, 1899-1909.

13 g,g,g, Record, 5:2-3, April 10, 1900.

1h The College Speculum (E. Lansing: Agricultural College, 1881),
9:71, November 10, 1889.

15 Beal, 92, 933,, p. 209.

62

of such an association by forming an oratorical association of its
own which is flourishing. Is this matter to become a dead letter?
Several years ago some of our Michigan colleges had an oratorical
association, in which Kalamazoo College took.the prizes, but after
a few contests it died out and has never been revived. (M.A.C. was
not a member.) Even the Territory of Dakota, small in her number
of colleges, has a thriving oratigical association. must Michigan
colleges be behind all the rest?
Similar attacks against the lethargy of Michigan colleges followed year
after year. Numerous plans were offered by the local association, but
evidently were rejected by the administration or other officials. Hows
ever, the local association flourished. In 1890 the Hesperian Society
was admitted followed in 1895 by the Columbians, and in 1898 by the
Feronians.l7 The local contests usually had a large attendance, and
the societies eagerly vied for the first and second place gold medals.18
The contest of 1896 is representative of the typical contest. Dr. P.
J. Boone of Ypsilanti, Professor R. C. Ford of Albion, and Professor
T. C. Trueblood of Ann Arbor were the judges of composition. The gen-
tlemen were not present at the contest, but the orations were mailed to
them well in advance, so that ratings could be received in time to an-
nounce awards the night of the contest. A.minister and two supreme
court judges were present at the contest to judge with regard to delivery;
Both composition and delivery received equal ratings, and the highest

number of points after adding both criteria decided the winner. Five

orations were entered, and first place went to "South and the Negro" and

 

16 The College Speculum, 8:10, August 10, 1888.
17 Deal, 9p. cit., p. 209.

18 g,g,p, Record, 1:1, December 8, 1896.

63
second place was awarded to "Individualism in Society."19 At this par-
ticular contest there arose a difficulty in deciding the winner. Under
the system of scoring used by thesnciety it was possible for an orator
with high marks in delivery and low marks in composition to win first
place or vice versa. Although many alterations were suggested by staff
members and the newspaper, the situation was not resolved.20 Later
when the Oratorical League of the State was formed the same difficulty
was encountered. It was not resolved until the authorities agreed on
using the same judges for both composition and delivery.21 That
remedied the situation.

Finally in June of 1897, Professor Ingraham of Michigan Normal
College and Professor Webb of Albion College issued an invitation to
the schools of Michigan to meet for the purpose of drawing up a detailed

22 The con—

constitution for the proposed State Oratorical Association.
vention was held at Hillsdale with Professor webb of Albion; President
Mosher, Professor Gurney and Mr. McLaughlin of Hillsdale; Professor
Nykerk of Hope; Professor Williams of Kalamazoo; Professor Edwards of

Michigan Agricultural College; Professor Ingraham of Midhigan Nbrmal;

and Mr. W. N. Swift of Olivet in attendance.23 The organization drew

 

19 Eggnigfi,
20 The College Speculum, 9:71—72, November 10, 1889.
21 11.939 Record, 11:2, May 29, 1896.

22 gpgg., 5:2-3, April 10, 1900.

23 Loc. cit.

61+

up an official constitution and named their organization the Michigan
Oratorical League. Seven schools were admitted as members, and provis-
ion adopted that other schools might enter with a two-thirds vote of
the membership. The object of the organization as stated in the Con—
stitution "shall be to elevate the standard of oratory by holding an-
nual contests." The contests were to be held at member schools rotat—
ing from year to year, and the judges were to be six in number. Three
were to consider the written oration concerning themselves with con-
struction and composition. The other three judges were to hear the
orations and judge on delivery. The oration was not to exceed eighteen
hundred words in length, and twenty-five printed copies had to be sent
to the secretary of the League. These copies were to be distributed

I

to member schools and the judges. Seven copies went to member schools,

214

three to judges and two were kept on file. That accounts for twelve
of the copies, but there is no explanation about what happened to the
other thirteen.

The selection of the participant for the state contest remained
in the hands of the local institution. At Michigan Agricultural College,
the selection of the local orator was first placed in the hands of the
English Department. A plan was devised by Dr. Edwards whereby all stup
dents were eligible to try out during Chapel, one orator each morning

during the winter term. Then by popular student vote three would be

elected, and then the English Department would pick the best one.25

 

2N Loc. cit. See Appendix B for detailed Michigan Oratorical League

Constitution.

25 Ibid., 3:1, October 19, 1897.

65

This scheme guaranteed that all the students would hear the orations
since all students were required to attend the Chapel Exercises. How.
ever, when the preliminary contest was scheduled to be held, only the
orators who had participated in the Inter-Society Association's contest
reported. Therefore, it was quickly decided that the annual contest of
the Michigan Agricultural College Oratorical Association would serve as
the testing ground, and the winner of that would be the college delegate
to the state contest.26

The first contest of the Michigan Oratorical League was held at

Hillsdale College on May 6th of 1898. Seven orators participated before

a small audience, and music was presented between orations by the Hills-

dale College Glee Club.27 The following orations were presented.
Hillsdale College The Fall of Mahomet
Hope College China and the Powers
Kalamazoo College America's Contribution to Civilization
Michigan Agricultural College Self and Other Men
Michigan Normal College Declaration of Independence
Olivet College The Rationale of Refonn 28
Albion College John Jay - A Political Hero.

Albion College won first place, and it is to be noted at this time that
orations dealing with famous figures of history were particular favorites
with the judges until at least 191M. In future contests this is par-I
ticularly noticeable, and rapidly the majority of the orations leaned

in that direction. In this first contest Michigan Agricultural College

was ranked very low in both composition and delivery.29

 

26 Ibid., 3:1, February 15, 1898.
27 Ibid., 3:1, May 10, 1898.

28 Loc. cit. Frank V. warren represented the Michigan Agricultural
College.

29 Loc. cit.

66

The organization of the Michigan Oratorical League had immediate
effects at M.A.C. Dr. Edwards remarked: "The Michigan Oratorical
League has provided an excellent stimulus for the societies. A.marked
improvement has been noted in the oratory work done within the indi-
vidual societies."30 Also, the Lecture Bureau realized the importance
of the Oratorical League, and scheduled a speaker on "The Evolution of
Oratory" for the week preceeding the local oratory contest. Thomas L.
Bradford discussed his subject before a large and enthusiastic audience.31
In a report of the event the Record stated:

...he commended the tendency away from mere voice culture and super-

ficial accomplishments and toward the psychological development.
The function of oratory he said is to convey truth, beauty and good-
ness to the hearers. Culture should be such that the mind and body
will readily respond to the soul's impulse.32
The following week the Tenth Annual Oratorical Contest was held with the
five member societies participating. The orations included: "Evils of
Imperialism", "Universal Disarmament", "A Municipal Problem", "Destiny
of a Nation", "Need of the Hour".33 "A.Municipa1 Problem" won first
place and in the spring represented M.A.C. at the second annual league

contest held at Hope College.3n

 

30 Annual Report g£_the Secretary 2; the State Board g£_Agricul-
ture for the State g£_Michigan (Lansing: W. S. George and Co., State
Printers, 1880), p. 213.

31 hi._A._C_. Record, LH1, February 1’4, 1899.

32 Loc. cit.

33 Ibid., #:1, February 21, 1899.

3” Ibid., 9:1, May 9, 1899. F. R. Crone represented the M.A.C.
at the League contest.

67
The Record published following the contest gave no indication of the
winners, but an editorial in the same issue reveals that M.A.C. did

not place in the winners circle.

We must simply gird up our loins, and with steadfast resolutions
begin work for the next contest, undismayed by the fact that the
trend of our college work is not toward philosophizing. We are men
of action, and we train ourselves, even in our talk, toward that
which is plain, direct, possibly even blunt; our ideal in thought
and expression is the luminous, not the dazzling. And yet our hour
will come some day, nor will we need to give up our ideal; it needs
only patience and persistence, and a more earnest pursuit of that
ideal, and the sgger judgment concerning effective speech must fin-
ally be with us. '

The following year however M.A.C. still did not place and top honors
went to Kalamazoo College with "Patriotism's Messiah"; Michigan Nermal
with "Martin Luther"; and Olivet College with "Hero of Hungary."36

The reader will note that all three of these orations dealt with famous
men and their deeds.

In 1901 the oratory training was to be given to Professor E. S. King,
who, the reader will recall used an elocutionary approach in his teach—
ing. In commenting on the local oratory contest, the Record remarks
that "the orations throughout, both in thought and delivery, showed a
marked advance over much that has preceded, and for this much credit
is due Mr. E. S. King."37 The two winners had orations entitled "Paul"

.35

and "Joan of Arc. Following an interview with Professor King the

 

35 £22: 212:
36 Ibid., 5:1, May 8, 1900.
37 Ibid., 6:2, February 26, 1901.

38 mg. as.

Record commented more fully on the contest.

In choosing a subject for such an occasion it should never be
forgotten that an oration must allow larger opportunity for dignity
of phrase and imagery and must always appeal to the will of the
hearers through great cogency of reaSoning and power of emotion.

It must never degenerate into a mere characterization or a biography,
and while preserving a lofty range of thought and expression must
never become an hysterical straining after effect.

In regard to delivery two criticisms might be offered. Our boys
should strive after a greater volume of voice. No matter what the
tone or pitch of the voice there should be sufficient volume to fill
the audience room. It might be well to try speaking against the
beating of a snare drum or other opposing noises, so as to get the
proper propulsive force and volume of sound. This does not mean
that the speaker is to strain and rant. On the contrary, the less
apparent the effort the better; but it does mean such actual work
that the muscles of the lungs will recognize the strain by a feel-
ing of weariness. The natural conversational inflections and ac—
cents should not be overaccentuated so as to attract attention to
themselves. Especially is this true of the eggrp, quick rise and
fall on some word near the end of the clause.

The above article gives an excellent indication just What the pri-
mary concerns were in training an orator in the early years of the new
century. Certainly this training may have had some effect for in the
1901 State event, M.A.C. won third place with the oration entitled
"Paul".)4O This was the first time that the college had placed in the
winners bracket, and the enthusiasm ran high throughout the student
body. In commenting on the contest Professor King wrote:

...And no doubt one of the very best things that can be said about
the contest, is, that judging it as a whole the work done this year

was superior to that done a year ago. The participants in this
year's contest were, for the most part, not only happier in the

 

39 L912 sit-

MO Ibid., 7:1, May 27, 1901. George D. White represented M.A.C.
at the Michigan Oratorical League. See Appendix C.

69
choice of subject than were they of other years, but also somewhat
more painstaking in the treatment of the subject chosen. Besides,
the delivery was uniformly better in the contest of the present
year than it has been heretofore.“l

However, King went on to criticize the fact that often speakers who
had little or no oratorical ability were sent to participate in the
contest. He found fault in the manner in which the orators were cho-
sen, and suggested that often speakers were chosen for their popularity
or influence among the student body. He said:
The choice should be made absolutely upon oratorical qualifica-
tions. It is futile to undertake to develop a man or woman into
an orator, who is devoid of any natural oratorical ability. We
had speakers in our recent contest who could not acquire any ade-
quate notion of oratory in a lifetime. 2
In closing his article, King suggested that a preliminary contest be
held with the League divided into sections, and each school sending
their best two orators to participate. The preliminary contest would
be devoted to constructive criticism and work toward the development of
overall standards in oratory)"3 The author has found no record whether
or not the idea was placed formally before the League. However, no
affirmative action was taken on the suggestion.
For the next three years the Agricultural College continued to
participate actively in the State Oratorical League. During that time
its record somewhat improved. During the period from l900-190U M.A.C.

won the highest rank and one second rank, on thought and composition.

 

1+1 Ibid., 7:1, May 27, 1901.
“2 £22: 211-

“3 Les: sis:

70
Once the orator tied with Olivet for second place in the final series.
The two remaining years the college ranked in third place. The lowest
rank in the four year period was fifth. The average ranking for the
four years showed Olivet first and.M.A.C. second in the series of nine
colleges.uh Such a detailed account was published in the Rppppd due to
a confusing report published by H. R. Pattengill, editor of the Lansing
Moderator-Times. In his review of the Michigan Normal - M.A.C. debate
Pattengill had made a series of errors with regard to the relative rank»
ings of the two teams over a period of years. Dr. Edwards was incensed
at the account and a letter to Pattengil and to the Record giving a de—
tailed account of M.A.C.'s debate and oratory prowess appeared in the
Record. Dr. Edwards further discussed the serious handicaps that faced
both the orators and debaters in inter—collegiate contests. He dealt

“5

at length with the "Subconscious prejudice of judges," with regard to

the Agricultural College. To reflect the opinion of the chief adminis-
trator in the Department of English, sections of his letter are quoted
below:

All of this, too, [the past accomplishments of the M.A.C. ora-
tor§7 hasbeen achieved in the face of an inherent prejudice. It
will be noticed that our best grades have been obtained on thought
and composition where the name of the college does not appear on
the manuscript, and the paper is identified by its title alone.

The presumption in the minds of the judges (subconsciously, of course)
has uniformly been against the Agricultural College. To put it in
other words, wherever there has been room for doubt, the benefit of
that doubt has gone to our rivals... Said recently, the president of

 

Eu Ibid., 9:2:‘iey 10, 1909. See Appendices D and E.

“5 I_.o_c_:_. cit.

71
one of our most flourishing state colleges, after walking through
our twenty-thousand volume library: '2.y, what do you do with books?
I did not know that an Agricultural College had any use for books?'
...With the foregoing showing [fl1A.C.'s past accomplishments in
oratory], why should a Judge think it inherently impossible that
the grasp of thought, the intensity of passion, the fertility and
aptness of expression and the dignity and power of delivery at—
tained by an Agricultural School student should rival those of
students of other colleges; or why should he fear that public opin_
ion would condemn him if fig should not always give to our rivals
the benefit of the doubt?

This article is important because it reflects the attitude of the head
of the English Department. Soon after its publication Dr. Edwards began
to press the Oratorical League for a reorganization of the judging rules.
In April of 1906 the Oratorical League held a special meeting in
Lansing regarding the judging rules. Representatives from Adrian,
Albion, Hillsdale, Hope, Kalamazoo, M.A.C. and Olivet were present.147
It was suggested by Dr. Edwards that for future contests the Nbrthern
Oratorical League's Judging standards be adopted. This suggestion evi—
dently met with favorable regard for the changes were made at that meet-
ing. The number of judges was reduced to five, and they were required
to be present at the contest. The copies of the orations were submitted
to the judges two weeks in advance of the contest, but markings with re—
gard to composition and thought were not to be made until the night of
the contest.“8 Evidently this clause was inserted to assure direct

correlation between highest marks in thought and composition and delivery.

\

 

_h6v Loc. cit.
“7 £19: 11:2. May 29, 1906.

#8 Loc. cit.

72
The score cards were marked once on thought and composition and once on
delivery, both on the basis of a hundred per cent. The Judges were
also asked to keep a summary of criticism for each orator which was to
be handed to the secretary at the conclusion of the contest in addition
to the rankings. Also, included in the instructions to the Judges was
the statement that"Eesitation in delivery should seriously reduce the
grading of a contestant, and.a complete failure of memory should debar
the contestant from.competition."a9 Memorization was still considered
an invaluable criteria for Judging an orator. Eurther changes included
a recomendation that a standing list of Judges be agreed upon by the
members of the League from which the Fresident of the League could draw
without further authoritytsg Hitherto, the President after selecting
the Judges had to have the written approval of each member school before
each Judge was acceptable. The conference included a list of distinguished
men whom.eaeh member schooluconsidered acceptable. Among these were
included lawyers from.Chicago, Detroit, and Ann Arbor; supreme court
Justices of the State of Michigan; and faculty members of the university
of Michigan. In making additional suggestions, the conference recom-
mended that only the top three winners be reported to the local papers.51
l’rior. to this time, a full chart use been published with a ranking for
each speaker from.each school. Evidently the schools at the bottom of

the scale did not appreciate the publication of their inadequacies. The

 

‘h9 Loc. cit.

50 L00. Cite

 

51 me.- as

73'
conference reconnendations were approved by all the members of the
League, and adopted into the procedure.

_ The next two years saw a growth in oratorical activities at the
college. Freshmenand Sophomore Oratory Contests were added under the
direct supervision of the Department of English.52 The Peace Oratory
Contest was also innaugurated. It consisted of a local contest to pick
the best orator on a topic chosen by the State Peace Oratorical Board.
Then the winner of the local contest participated in the State contest
held in Detroit. The winner of the State contest entered in regional
eliminationsfl3 Unfortunately Michigan Agricultural College did not
survive the State contest at any time during this period. Further can.
tralisation of the oratorical activities within the English Department
occurred at this time. The Societies thathad originally been in
charge of arrangements for the local contest had become more dependent
on the faculty to lake the formal arrangements. Finally in 1908 the
English Department took over the direct supervision of the local activ.
ities.5n'

Additional expansion of the state activities included the sending
of a woman orator to the League contest in 1909:35 Since the innaugur-

ation of the League, a Woman's Oratory Division had been held, but prior

 

55 See Chapter II, pp. 30-31.

53 T__h__e._Holocad (E. Lansing: Agricultural College), 2:23, May 12,
1910.

5k Heart 9; the Secretegz...l908, p. 132.
55 1h; Holocad, 1:7-8, March 10. 1909-

71+
to this time M.A.C. had not participated.56 Hiss Shirley Gardiner rep-
resented the college at Kalamazoo with an oration entitled "A Champion
of the American Idea," dealing with "The powerful and irresistible
forces that are sweeping us as a people onward and.upward to a better
life."57 In further comments the Holocad said, ”M.A.C. certainly has
reason to be proud of her representatives at the State Oratorical con-
test. They represent the best, not only of her literary work, but of
her college life as well."58 The orators that year did not place in the
upper brackets.

Following the State contest there was talk within the societies of
completly abandoning oratory as a competitive part of their. program, and
disbanding the Oratorical Association-a59 By this thus less than half
of the societies were members of the Association, and.more than half
of the member societies were not participating in the contest.‘ Further,
the seeming inability of the local orators to bring home the victory
laurels left the Association without much enthusiasm toward the end of
the 1908 school year.60 One society voiced the opinion that an Agricu1-'

tural College should not try to keep pace with the ”classical colleges."61

 

56 p22, Egg,
57 119.2- si-
58 Lss:.£ii:
59 Holocad, 1:1. May 12, 1909.
so Egg, gig.

61 1.22. 9.1.1-

75
In responseto this pronounced attitude the Holocad published a series
of editorials during the. last of the spring term dealing with the pros-
pects of M.A.C. with regard to oratory. One was entitled “Can Is Win
In Oratory?" It concluded:

But H.A.C. can succeed. We have not heitherto succeeded because
we hve taken a false attitude. Men have casually said: 'We can't!’
They have said: 'It isn't our line“ They even said, 'It'e a shape
to be beaten, but we don't care!' That attitude will fail anywhere.
Our success will depend upon our attitude. We can succeed, if as
men as an institution, we will 2.1 _th_e_ price. That price lies in
careful planning, in study persistence, through struggle in the
faithful patient expenditure of good red blood on gas part of the
strong men who call this college their Alma Mater.

In the following Fall the articles continued in a similar vein, but
evidently with little effect. For prior to the local contest of 1910,
the English Department redo it quite plain that unless more interest
was forthcoming the Oratorical Association would be disbanded and M.A.C.
would withdraw from all oratorical contests. It further suggested that
the college withdraw its invitation to be host to the League for that
spring, unless the local contest showed signs of improved interest and
participation.63 In January of 1910 the local contest was held with

5n

less than six orators participating. In announcing the forthcoming

event the Record ends a valiant plea for support for the contest.
On Friday night, the annual oratorical association contest, of

the college takes place. Although unfortunate, in a way, in not
Inving a large number of contestants entered, yet we think that no

 

62 Les sit.
63 £430. Record, 1M1, January 19, 1910.

bu I_.g_c_. cit.

the

76

better program has ever been gotten up, for the contest. It contains
some of our most representative students and promises to be unus-
ually close and interesting.

We should entertain the State Oratorical League at the contest
to be held at M.A.0. this spring, and so would like to see suffic-
ient interest manifested to warrant our going ahead with the prep-
arations for that contest. If we have liberal support in the local
contest, showing to us that the student body is with us in our ef-
forts to place fl.l.0. at the head of our Michigan colleges in
oratory as well as in football, debate, etc., then we know that we
shall not fail in the larger undertaking of making perparations
for the larger contest. '

In numbers there is inspiration, and we hope that the students,
faculty, and friends will take this opportunity to hear a good
entertainment, not only to show appreciation to the orators for
their work in getting up the program, but also to have it a finan.
cial success and a fixed social event of the college year.

Either the interest and support of the student body increased or
lnglish Department was already committed, for the League Contest
held at the Agricultural College. Seven.hundred visitors came to
campus from.the eight member schools to support their orators. ror

first time the pavillion of the Agricultural Building was used as

an auditorium for the ladies' contest in the afternoon and the men's

contest in the evening. The pavillion was decorated in green and white

bunting with pennants from the different schoolef’6 live girls entered

orations, and they included:

The Freedom of the Individual Ypsilanti

Light of the Orient Albion
Joshua R. Giddings Alma

Our Part in World Peace Hillsdale 67
Americanism Kalamazoo

 

65 Jae.- 2.1.3:

66 Holocad, 2:6, March 10, 1910.
67 13.9.- 9.11-

77
Hillsdale won first place and Kalamazoo won second.68 ILA. 0. did not
enter a woman orator. In the evening nearly seventeen hundred people
gathered for the men's contest, "and there was no doubt about their
calling. One might have imagined they were all orators."69 Nine ora-

tions were given and they included:

The Hewer Justice Michigan Agricultural College
Our National Mission Michigan Normal

Our Heritage from Slavery Olivet

Worldwide Peace Adrian

The New Ideal Albion

Beacon Light of lien Alma

Evolution of Higher Patriotism Hillsdale

Columbia Triumphant Hope 70

The Sovereignty of Law Kalamazoo

In this contest Albion won first and Hillsdale won second.71 From.a11
reports the entire affair was a huge success, and Il.A.C. was congratu-
lated highly for its part as host.

Although the State Contest provedsuccessful with 11.1.0. as host
it did not end the problems of the college with regard to oratory. It
did, however, quiet the dissenters for a year‘s span, and in the contest
of 1911 11.1.0. placed second to Albion in the State finals.72 It would
appear that the college student body had renewed its old interest in

oratory, yet in the local contest of 1912 only three men entered and

 

68 LOOe Cite
69 119.9: 21.-

70 Loc. g__§_. K. D. Van Iagener represented M.A.C. in the League
contest. Se Appendix 1'.

71 1.9.9.- 911.

72 Ibid., 3:9, Marsh 13, 1911.

78
no women.73 This factor coupled.with the sparse attendance caused the
following editorial to appear in.the Holocad.under the banner ”Is Ora-

tory Dead?”

Seriously, we are wondering whether or not it means anything
to the faculty and fifteen hundred students of this institution
to know that the twenty-fourth annual Oratorical Contest was sup-
ported by about five percent of their number. Does it mean any-
thing that when the representative who is to represent this col-
lege in the state contest was being chosen there were two dances,
and that several literary societies held their usual meetings.

This condition can be accredited to several causes. First, the
date of the contest was not fixed until two weeks previous. Sec-
ond, this contest is no longer under the auspices of the literary
societies. Third, oratory is dead.at M.A.0....If oratory is dead,
let's give it a decent burial. If something is wrong with the
system.o§uconducting these contests, then let's investigate that
“d act.

One week later an answer to the editorial written by a student was pub-
lished on the front page of the Holocad.

The editorial columns of the Holocad heartily preached the funp
eral sermon; the department concerned was instrumental in adminis-
tering the burial ritual, and it was left for us the students to
'mutter in.unison our mourning cry: 'Hiss Oratory of M.A.C. has
quietly passed away.' Shall we sanction this decision from slum-
berland? Emphatically no! Let us show once and forever that we,
students, have among us individuals of a.higher caliber than the
average box car comedy and Bijou.bunch. Individuals, though few
in number, yet strong in spirit to perpetuate the forensic art at
this institution.75

The following month the M.A.C. orator at the State contest ranked sixth

out of eight contestants!76

 

73 933., M11, February 3, 1912.
71+ mg, hzb, February 13, 1912.
75 9351., 11:1. February 20, 1912.
76 _I_1_1_i_d_., 14:15. March so, 1912.

79

The final death blow to oratory was struck with the resignation of
Dr. Dlaisdell and the entrance of ltl. Johnson as English Department
‘Head. .As was discussed in Chapter II, Johnson's attitude with regard
to oratory was diametrically opposed to the practicing philosophy of
other schools in the League.77 Therefore, this fact coupled with the
overall lack of interest on the part of the student body and the lit-
erary societies caused.u.A.C. to officially withdraw from.the Michigan
Oratorical League in the spring of 1913.78 By 1916 14.1.0. had with-
drawn from the State Peace Oratorical Contest as well,79 and.this marked
the beginning of an eleven year period in which M.A.C. did not partici-
pate in any inter-collegiate oratorical contests, and.a11 of the for-
ensic emphasis was placed on debate. Oratory work within the classroom
continued however, stressing extempore and natural delivery, with very
few written speeches, and no manorized ones.80

Pi Kappa Delta probably had.a great deal to do with.bringing oratory
back to the campus of Michigan State College as an important forensic
activity, X.S.C. Joined the honorary forensic fraternity in 1921. Ora-

-tory was included as a contest in the national convention of 192 51 and

 

77 See Chapter II, p. 31.

78 College Catalogue (E. Lansing: Agricultural College, 1857-1937),
191“, p' 52'

79 See Chapter II, p. 31.

80 m 9; the Secretan...l9l5, p. 127.

81 I. B. Nichols, l'A.Historical Sketch of Inter-Collegiate Debat-
ing: II,” Qggrterlz Journal g£_Speech, 22:601. December, 1936.

80
the Provinces swiftly incorporated it into their provincial tournaments.
Michigan State College was the host to the Provincial Tournament in 1927,
and both Coach Blake and Wise felt that the host school should have par-
ticipants in all the events.82 Therefore a local contest was announced
to find the championship orator on the H.S.C. campus. A.first prise of
thirty dollars was offered along with a second prize of fifteen dollars.
The oration was not to exceed two thousand words and could deal with
any subject the crater might choose. Blake cemented that ”the oration
will be Judged on both content and delivery, and the winner will compete
against other Pi Kappa Delta orators during the district convention."83
He also mentioned the possibilities of the reestablishment of the‘uich-
igan State College Oratorical Association.8n This however, did not
develop. Only a few orators turned out for the local contest, and
evidently the idea was considered a failure for it was not continued.
Michigan State College did enter an orator in the men's division of the
district contest which was won by Hope College.85 The following year
the college continued in its efforts to firmly reestablish oratory on
the campus. An orator was sent to the National Pi Kappa Delta convention

86

in 1928, and in 1929 U.S.C. was readmitted to the Michigan Oratorical

 

82 Michigan State News (E. Lansing: State College), 19:1, March
11, 1927.

83 £99.. 21!..-
8“ Lego 21.2..
85 Ibid., 10:1, April 8, 1927.

86 Ibid., 20:1, April 10, 1928.

81
League and participated in the state contest.87 Also, changes had oc-
curred in the Michigan Oratorical League during the absence of M.S.C.
under the new system.there was a district contest held first, and the
three winners advanced into the state contest. Included in M.S.C.'s
district were Alma, Calvin, Central, Hope and Kalamazoo.88

In 1930 State entered a national oratorical contest on the consti-
tution. Winners from.the local contest advanced into a State con-
test, then into a regional and finally a national with five thousand
dollars in prizes as the ultimate goal.89 Orators frmm the State Col-
lege, however, did not place in the first contest.

By 1931 oratory was once again a full fledged forensic activity.
M.S.C. was participating in the Michigan Oratorical League, the State
Peace Oratory Contest, and the oratory contest sponsored by Pi Kappa
Delta.

Oratory was not to suplant debate, but from then on was to remain
always in the shadow of debate, as a secondary activity, and to share
this place with a newer contest. This contest had been dubbed Iinformal
oratory” by Dr. Johnson in 1913, and was to be known in the 1920's as
Extempore speaking. Certainly by either name this type of speaking was
not new to the speech classroom. It was, however, new to the contest

field. Pi Kappa Delta made it an official contest on their national

87 Ibid., 52:1, December 3, 1929.

m

88 Ibid., 29:3, October 13, 1931.

-

89 Ibid., 22:1, Pebraaq 18, 1931.

82
program in 1923,90 and a section was included in the Provencial held on
this campus in 1927.91 It was still at that time considered by mu,
including Omnd Drake of the speech staff at M.S.C., as a more informal
type of oratory. Drake is given full credit for bringing Extemporaneous
Speaking as a contest to the state of Michigan. The Michim §_t_e_._t_e_ l_l_e_w_;s_,
and the College Catalogs refer to Extempore speaking as "very new and
only introduced here at State two years ago, by Ormand Drake.“92 It was
accepted as a State contest in 1929, and Drake remained chairman of the
event until he left the college in 1935.93 The contest was conducted
along the following lines.

Two subjects were announced well in advance of the contest. The
entries prepared on those two subjects and then shortly before the con-
test drew from a hat two topics dealing with one of the subjects they
had prepared on. The contestant could pick either topic, and deliver
a seven minute speech on that topic. The contest was divided into a men's
and women's division. The cont est won immediate popularity within the
state.9u Therefore, the return of oratory to the campus of M.S.C. was
overshadowed by the development of this new contest which was known as

extempore speaking.

 

9O Nichols, pp._g_i_t_., p. 601.

91 Michigan State News, 19:1, April 15, 1927.
92 £933., 211:1, December 1+, 1931.

93 _I_1_a_1_c.1_., 28:1, October 25, 1935.

9“ Lee- 233.-

33

Oratory was found early at the Michigan Agricultural College both
in curricular and extra-curricular work. It flourished for some years
waging a successful battle for supremacy over debate. The early 1900's
showed a decline of interest on the part of the students, and a conflict
of philosophy on the administrative level. These two factors contributed
to the disappearance of oratorical activities from the campus for eleven
years. In 1927 two types of oratory were in evidence at M.S.C. The
first was the old style oration, and the second was known as Extempore

‘speaking. Both continued to flourish through 1937.

\

CHAPTER V

AN EXAMINATION OF EXTRA-CURRICULAB DEBATE AI MICHIGAN

AGRI CULTURAL COLLEGE

Extra—curricular debate was an early development on the campus of
the Michigan Agricultural College. Like oratory, it suffered several
set backs in its development. At one time it waged an unsuccessful war
for superiority with oratory, and at another time it was to decline in
popularity due to a lack of student and faculty interest. However, un-
like oratory, debate existed in one form or another from 1858 to 1937,
and long before 1937 it had become the leading forensic endeavor on cam-
pus. In this chapter the author will attempt to trace the development
of extra-curricular debate at Michigan Agricultural College. Certain
overlappings into curricular debate will necessarily occur due to the
fact that the two were so very closely tied together. In order to gain
an overall picture it would be wise to review some of the early debating
activities within the curricular program as well as the Literary Societies.

The first Literary Society at Michigan Agricultural College, the
Excelsior Lyceum, officially introduced debate to the campus.1 Follow-
ing its business meeting the customary program included debating as the
min activity. With the establishment of other societies debating ac-
tivities within the different organizations grew. The subjects discussed

were varied and timely.2 The debating done within the societies consisted

 

1 See Chapter III, pp. 39-41.

2 Lugosi}.-

35
of two types. In one type two or three members were assigned to one
side of a question while an equal number took the opposite side. Two
constructive speeches were presented by each side, and each side was
allowed at least two rebuttals. The time limits for both constructive
and rebuttal speeches varied with the time allowed for the program.

The second type of debating was called parliamentary debating or legis-
lative debating. In this the entire gathering was divided into two sides,
and every person had an opportunity to speak following the main argument
by the regularly appointed debaters. Time limits were set with due re—
gard to the length of the planned program. In the first type the presi-
dent of the House eat as judge as well as the entire membership. A
decision by the president could be overruled by the membership. In the
second type a panel of judges appointed by the president from the ma-
bership rendered the decision.3

Curricular debate came to M.A. C. in 1869 when it appeared on the
Junior Exhibition of that year. The first team was composed of two mem-
bers on each side, and they debated the question: “Shall our young men
attend Agricultural rather than Commercial Collegesi'u From then on de-
bates were often included in the exercises of the Juniors and Seniors.
When the programs for the Comencement exercises were standardised in
1896, debate was included as an activity for these programs along with

5

oratory and declamations.

 

3 Ibide. Do Me

it w o_i; _t_h_e_ Michign flimItural College Exhibition, Novem-
ber 16, 1869.

5 $5.9. Record (E. Lansing: Agricultural College), 1:2, March
31, 1896.

86
Iith the advent of the secret National Greek Societies on the cam-
pus, debate was pushed forward more rapidly. Local topics were debated
often, and also topics of personal interest to the members.6
The last of the 1880's brought an increased interest in oratory
and a decline of interest in debate, within the societies. Debate did
not disappear from the regular programs altogether, but there was a
definite emphasis in the direction of oratory.7 However, debating was
to be strongly revived both on the student and faculty levels during
the last of the 1890's. In 1898 Professor 1. B. Noble of the English
faculty wrote a lengthy article. for the Record in which he gave a brief
history of inter-collegiate debating, and pointed to the formation of
inter.collegiate contests between Hichigan State Normal and Albion.8
He further emphasised the importance of debate to the college student.
Its give and take, its thrust and parry, make it more exhili-
rating to the participants and more interesting to an audience
than the oratorical contest, and that has endured for my years.
But a much stronger claim to a continued existence is in its dis-
ciplinary value. As compared with the oration, it requires a
fresher, more vital, more practical subject. The real oration,
it is true, deals only with vital topics; but the average contest
orations shun such a topic, lest perchance some Judge should hold
an opposite opinion. But debate cannot flourish on dead questions:
it not have something fresh and living, somthing practical.9

Professor Noble continued to compare the oration in relation to debate,

 

See Chapter III, p. l+6.

Ibid., u9-5o.
A. B. Noble, £439. Record, 2:5, March 16, 1897.

\DWNO‘

Log. cit. See Appendix G for complete article by Professor Noble.

87
and predicted that such contests were on the move toward great popular-
ity. The societies at this time, however, had a great deal of dissen-
tion within their ranks. Half of the membership wanted to keep debate
within the society activities, but make oratory the leading activity.
The other half felt that debating should be withdrawn from the society
activities directly and that a new club be formed with debating as its
major purpose.10 Practical reasons for such a club were clearly stated
by a student, 8. B. Hartman, in an article published in the M. He
pointed to the fact that the average society program could not possibly
providefor more than two or three debates per term and still fulfill
its other objectives. - Furthermore, only the best debaters had an op-
portunity to participate.11 Other objections to society debating in-
eluded:

...(the) tendency for society debates to become'deficient in char-
acter, or quality. They are often hurridily prepared, perhaps

upon short notice, the writer excusing his slothfulness with, 'It's
only for our fellows.‘ This 'at Home' feeling, while it may be a
benefit to the timid, is often the hobby-horse of insufficient prep-
aration and careless delivery.

Furthermore, the inspiration of a mixed audience is wanting, the
judges my be prejudiced, and the intelligent ervision and crit.
icism of a superior nature is noticeably absent.

is a solution the. author of the article urged the formation of an inter-

society debating club.

In the Pall of 1901, .under the auspices of both the faculty and the

 

10 . . .-Record, 7:1-2, November 12. 1901.
11 1:22.- as.-

12 11319, p. 1.

88

societies, a new organization was formed,13 and society and non-society

students alike were urged to join.

The Debating Club, as the new organization was called, actually had
several purposes. The first was to strengthen debating activities at
the college. The second was to form an inter-society debating league,
and the third was to encourage non-society students to participate in
literary activities.1u Dr. Baal records that the first meeting of the
new club found "College Hall too small for the crowd. '15 The Record
published a series of articles shortly following the forumtion' of the
Debating Club which dealt with drawbacks to successful debating at
ll.A.C. Among the drawbacks the author, I. I Wonders, pointed out that
lack of time to prepare was one of the most serious. He said:

...Not lack of time in which to cozsmit his speech to memory or

lack of time to attend the meetings but lack of time to gather

facts to be used as arguments. At M.A. C. time is in the greatest

demand. The student has few idle moments. His class work occupies,
on an average, eight hours a day. During the evening he has his
lessons for the following day to prepare. Besides httending classes
and getting his lessons he is geaerally a member of two or three
clubs and one or two societies.1

'onders further mentioned the limited knowledge on the part of the aver-

age student, and the inadequacies of the library.” In the following

 

13 I. J’. Beal, History 9}; _t_h_e_ Michi an Agicultural Collgge (E.
Lansing: Agricultural College, 1915 , p. 207.

1" 11.9.2. 9.1.3.-
15 £9.- 2.1.3.»
16 3,59. Record, 7:1-2, November 12, 1901.

17 Log. cit.

89
article he suggested ways to make debating more popular through better
organisation within the Debate Club and advance notice of all the I
topics which were to be discussed during the year.18

The Debating Club was to achieve most of its objectives immediately.
The year of its formation debating activities were increased and many
non-society students were brought into the club.19 Also, that first
year the Michigan Norml College at Ypsilanti, Michigan issued a chal.
lenge to the Debating Club for an exchange of debates between the two
schools}.0 The club felt, however, that a program of inter-society de-
bating should be first begun before inter-collegiate activities were
attempted. The club continued to meet once a week for the school year
with a debate at each meeting. At each meeting plans were further dis-
cussed for inter-society debating in the Fall of 1902. Some of the
questions debated at these first meetings included:

Resolved: That Darwin did gore than Agassiz for the promotion of
natural science. 1

That the luxurious prodigality of the rich in their pri-
vate life is advantageous to society.

That a preparagory year should be added to the Agricul-
tural course.2

 

18 £9.2- 2.1.2.
19 Ibid.,. 7:1, Novmnber 26, 1901.
20 Ibid., 7:}, November 19, 1901.

Ibid., 7:3, January 7,,1902.
22 Ibid., 7:1, January 1‘4, 1902.

B

23 Ibid., 7:1, January 21, 1902.

90

That the Nicara ian route is the more suitable for an
Isthmian canal. ‘4

That2151.A. C. should take part in inter-collegiate debat-
ing.

That the jury system has outlived its usefullness.26
It is interesting to note that in debating the question regarding the
participation of ILA. C. in inter-collegiate debating the negative won
' all four times that the question was presented. The author has not
been able to derive the criteria upon which a decision was based. Nor
was any information available as to who did the judging. Following I
the establishment of inter-society debating in 1902 a faculty member or
a professional man from Lansing was brought in to judge the debate and
also present a criticism.27 [omen were not as yet participating in the
club, but the Record does, comment that ”several of the young ladies at-
tended, and added interest to the session by their presence."28
The year 1902 marked the establishment of two important events in
the history of debate at NJ. C. In the 'inter of 1902 an organised
program of inter-society debating was started, and in the Spring of 1902
the first inter-collegiate debate was held between M.A.C. and Michigan

Normal. Plans had been underway for a year to begin the inter-society

 

21: 333., 7:3, January 28, 1902.
25 I_bi_d_., 7:2, February 11, 1902.
26 my, 7:1, February 18, 1902.
27 £353., 7:1, April 20, 1902.

28 zip-gs 9—5..

91
competition, but it was not until January of 1902 that the club could
agree on the rules for the proposed competition. Finally the fellows
ing set of rules was adopted:

In the previous years there has been considerable difficulty in
determining the correct standards for judges of debates to use in
determining excellence in debating. The rules given below and adop-
ted this year for inter-society debating are meant to clear up this
difficulty. The position of a judge of debate is not enviable to
say the least. It often happens that the decisions made by the
judges of inter-collegiate debate seam utterly wrong to the audience
and the dissatisfaction has much justification.

Article I
Each debater shall be allowed an opening speech of ten minutes
and a rebuttal speech of five minutes. An affirmative debater shall
make the first of the opening speeches, and.the sides shall then
spent alternately through the opening speeches. The last opening
speech of the negative shall be followed by the first negative
speech in rebuttal.

Article II
For each debate one judge shall be appointed by each society
or team interested, and one by the inter-society debating commit-
tee. Before appointment, each proposed judge shall be announced to
the societies interested for acceptance or rejection.

Article III
Each judge shall decide in his own mind as to what constitutes
good debating, and shall present his ballot in an envelope to the
usher; the umher shall then take the ballots to the chairman‘who
shall with the help of the ushers, reckon up the result and announce
it to the audience.

‘ Article IV

Each judge chall write on his card which side of the question in
his opinion.wins. He shall also place opposite each debater's name
a grade showing the relative degree of success with which the in-
dividual debater irrespective of sides has acquitted himself as a
debater.

The debaters shall then be ranked one, two, three, etc., by the
chairman and.ushers, the debater having the highest grade being
ranked one, the next highest two, etc. The total number of ranks
shall be added and the debater whose grand total is lowest shall
be declared first, the next second, etc. In case of a tie that
debater of the two tied who had the highest total percentage shall
be declared first of the two. The first three debaters thus deter—
mined shall constitute the winning team.for the next debate.

92
Article V _
In the following debate the side taken by the winni team shall
be, if possible, the losing one in the previous debate.

If the author of these rules hoped to establish a criteria for judg-
ing debate they certainly failed. The above articles merely set down
the rules for inter-.society debating, and did not deal specifically with
judges standards as was implied. For several years editorials had been
written complaining of the fact that the members of the societies were
placing more emphasis on individual society work than joint efforts.
Therefore, the article was interjected into the Rules that split the
tens following each debate. The two debaters receiving the highest
rank in one contest composed the team for the next. Therefore, when
of different societies served on teams together. In that way competition
of individuals was emphasised and not competition of the individual soci-
eties. The winners of these inter-society debates were to compose the
team for inter—collegiate debates with Ypsilanti.”

As plans were made for the spring debate with Michigan Normal, the
faculty felt that the students should not be responsible for all the
arrangements, and so the English Department was placed in charge.” From
that time forward a staff masher of that department not only took charge
of the inter-collegiate contests, but supervised the entire debate pro-

gram as well. The comnents of the Record would indicate that the students

 

29 IbidT, 8:14, December 16, 1902.
30 Leena;
31 Ibid., 7:1, April 20, 1902.

93
were in favor of such a move because it guaranteed a faculty member at
all meetings to serve as critic}2 ‘

On April 23, 1902 at 8:00 p. m. the first inter-collegiate debate
for 14.1.0. was held with President Snyder presiding. The question debated
was “Hesolved: That it should be the policy of our government to hold
the Phillippines as a permanent part of the territory of the United
States." Admission was charged at twenty-five cents per person, and the
Hall was packed with visitors and students of M.A.C. il.A.G. defended
the negatirs and lost a three to nothing decision.33

In the late spring following the debate Dr. Edwards organised a
debating class. The members received no academic credit, but the class

was filled to capacity.“

Around the same time a course in argumenta-
tion was officially added to the curriculum of the English Department.”

Not discouraged by the initial defeat, the debaters at H.A.O. con-
tinued to work for the following year's contest. In the spring of 1903
the three men team from 11.1.. c. visited Michigan Normal for a return
match. This time M.A. G. ahd the affirmtive on the question ”Resolved:
That government ownership and operation of the railroads is desirable
in the United States." The Agricultural College lost this time by a

split decision, two to one.36

 

32 1&9. g.__i_t_.

33 $43., 7:1, April 29, 1902.
3“ Ellie. 7:1. lay 13, 1902.
35 See Chapter II, pp. ekéfi.

36 195.2. gcord, 8:1, March 10, 1903.

9M

In 1904 M.A.O. won its first inter-collegiate debate, a unanimous

decision on the question "Resolved: That the limitations placed on the

suffrage in the State of Mississippi, by the promolgated law in 1890,
and in effect January 1, 1892 are legally and morally justified."37

The winning of this debate was a much discussed event on the col.-
lege campus. The local paper presented it as a sign of future forensic
triumphs for the Agricultural College.38 In recording the debate H. R.
Pattengill, editor of the Lansing Moderator-11159;, mds a mistake with
regard to the record of the college in the past contests. This error
prompted a letter from Dr. Edwards of the English Department who was in
charge of debate during this period. In hisxlstter Dr. Edwards force-
fully reviewed the record of M.A.C. in both debate and oratory showing
that the Agricultural College had accomplished a great deal in debate
activities. He said:

...In the last issue of your paper, in a note concerning the M.A.O.-
Normal debate, you stated erroneously that the Normal had won in the
three preceeding contests. As a matter of fact there have been only
three contests between the two colleges. In the first, the Normal
won by a unanimous decision, of the judges. In the second the con-
test was very close indeed, and the judges' decision was two-one in
their 'favor. Men like Professor Barbour of that school told me they
would not have been at all surprised had the decision come to us.
In the third and last contest the decision was unanimously in our
favor. To put it tersely, in the three contests nine judges' ..votes
have been cast. 01’ the nine the Nomi has received five and the
mac. four. I ..think you will agree with me this puts a very dif.
ferent face on the matter of relative standing of the two colleges
in debate. Hey I ask that you will mke adequate correction in
your next issue?

 

1

37 Ibid.

33

 

9:1, April 25, 1901*.
t.

.
Ge 01

'5‘

 

95

This probably seems, and possible, is, a small matter, and yet
from our point of view it is not at all a small matter. Two phases
of education are here involved. The one is old and deeply rooted,
in the affections of the people. The other, the newer has had man
prejudices to overcome, and is still on trial. While then, we
recognise that each form of education has its especial adaptation
all incidental evidence tending to show the effectiveness of our
form as regards general culture, intelligent interest in the common
welfare, and moral development, 'are especially precious. Such evi-
dence is in part found in the record of this college in those inter-
collegiate oratorical and debating contests.39

Quite definitely debate had taken hold at the college both on the
student and faculty levels. In his annual report to the president for
that year, Dr. Edwards pointed out the educational values of the inter-
collegiate debating.

In w opinion such facts (the winning of the Normal debate) are
strong and convincing evidence, not merely of the efficient work of
the English Department, but more especially of the .value of the
training given by our system of education, enabling the student to
acquit himself as a man, not only in the matter of earning a livli-
hood, but also in all the relation of life. Here, in the realm
distinctly appropriated by the literary college we find him facing
his competitors as an equal among equals; and with the equipment
that the Agricultural Collage gives, winning from them not only
respect but also victory.

The work of the Debating Club continued to expand and include new
members. In planning its program for 1905, the club set down a basic
policy to follow in its meetings.

The policy of the club throughout the year will be to bring into
the debates the discussion of serious and important public questions
of a nature that will require some previous study on the part of

the speakers, thus prfisenting to all the members new ideas and
valuable informtion. 1

 

‘”"39 Ibid., 9i§T7May 10, 190a.

40 M Report 9}; the Secretary _o_f_ _t_h9_ State Board o_i; griculture
mm State gflichiggg (Lansing: W. S. George, 190‘”, p. 69.

ul Ibid., 11:2, October 3. 1905.

96
New questions were debated at each meeting, and all members were given
a chance to both participate in the debates and in the question period
which followed. In January of each year several questions were submit-
ted to Ypsilanti for the annual contest. Following the selection of
the topic, preliminary contests were held to determine the team. In
1905 the question was ”Resolved: That Labor Unions are beneficial to
the interests of the United States.“ Mud. C. lost to the Michigan Nor-
mal that year,“2 but was victorious the following two years.“3 For
the 1906 contest the Michigan Normal chartered a train to come to East
Lansing. They brought with them five hundred students for the debate,
and a large audience watched the two teams argue the question ”Resolved:
That Railroad rates in the United States should be fixed by a national
comissiond'uu
In the Fall of 1907 something new was introduced into the opening
meeting of the Debating Club. Two faculty members were brought together
to debate the question "Resolved: That the Russian people are not fit
for a constitutional government."u5 The members thoroughly enjoyed the

presentation of Ithe heated arguments by the two faculty members.“6

 

1&2 Ibid., 10:1, January 3, 1905.

. 1&3 The lolverine (E. Lansing: Agricultural College, 1907).
pp. 101-102.

uh. yp;,gp ggcord, 11:3, May 22, 1906.
45 Ibid., 13:1, October 15, 190:.
‘46 Imago

97

The annual contest was planned again for the spring of 1908, and
in it 11.1.0. once more emerged victorious. In the seven contests that
had been held 16.1.0. had won three and lost four.” In the spring of
1909 the students promised to even the score, but an unexpected develop-
ment almost stopped the inter-collegiate activity that had gined so
much popularity. The faculty of the English Edpartment, (who had taken
over the supervision of collegiate debate stated that it “could no

"8 They did however,

longer assume the responsibility for the project.“
plan to continue supervision of the Debating Club. No reason was given
for this sudden decision, but the students rallied together and voted
to continue the project without the assistance of the English Department.
The 3.9.9233 cemented:
...The Tpsi-H.l.0. debate is quite an undertaking, but if there is
enough spirit and enthusiasm among the students to come out for the
preliminary debates, there is not any reason why they cannot be
Just as good, and a teafigpicked Just as victorious as any other
year has ever produced.
Evidently this proved true for 11.1.0. was successful in defeating Mich-
igan Normal in the annual fracas.5° The faculty did not completely
abandon the project for it still ranained in close contact with the
Debating Club, and instructors from various departments were often on
hand to give talks on the questions. One interesting announcement of

hi gag-13:1. May 26, 1908.

'8 Ibid., 114:2, October 20, 1908.

“9 L_o__c_. 9_i_t_.

50 {1231101on (E. Lansing: Agricultural College), 1:15., May 25,
1909.

%

an instructor's planned appearance was made in the m.
Instructor Leffler has read everything in the college library

and the state library for the debate with Ipsi, and he has consented

to give a talk and answer questions.51 .
In 1908 a standardized debating ballot was presented to the Debating
Club by the Michigan Normal for its approval. 11.1.0. sanctioned the
new form that for the first time set up a definite standard for the
Judges to use in rendering a decision, and it was put into practice
for the contest of 1909. On this ballot team work counted for twenty
per cent, rebuttal for thirty per cent, personality for ten per cent,
individual constructive argument for thirty per cent, and delivery for
ten per oent.52 lith this new ballot in use 34.1.0. emerged victorious
for the third consecutive year in the contestfi3 In His annual re-
port the head of the English Department‘mentioned that although the an-
nual contest was under the management of the debate society the English

511

During this period at 11.1.0. nearly all of the students partici-

Department had contributed much to its successful conclusion.

pated in debating in one capacity or another. The majority of course,
served as spectators at the annual contests, but a representative from
every division of the college actually took part in the debating. The

preliminary contests were lengthy affairs for the number of students

 

51 11.1. 0. Record, 14:2, December 8, 1902.

 

52 Ibid., we. December 15, 1908.
53 gtholocad, 1:15, May 25. 1909-

5“ Heart 2.;- £2.6— SecrOtagzeeelgog. pe 86e

99
desiring to participate was great. In 1908 the three men team was com.-
posed entirely of Agricultural students,” but in 1909 -one member was
from Agriculture, and another from Engineering, and the third from the
Forestry division.56

As the societies declined in literary importance a rivalry among
departments started to grow. The students from each department wanted
to see members of their division represented on the debating team. The
competition for a place on the team proved keen during this period.

1nother outgrowth during this early part of the 1900's was the
emergence of the debate coach. True, prior to this time the head of
the English Department had supervised the activities of the Debating
Society, but this was strictly a voluntary affair. The Debating Class
that had been organised was also outside the requirments of his teach-
ing load. However, in 1909 a man was placed in charge of debate as
part of his regular teaching load, and at 11.1.0. he actually became
known as the debate coach. The first man to serve officially in this
capacity was Mr. 1. 3. Fish.” Professor 3. R. Nichols in his discus-
sion of inter-collegiate debating points out that the years 1900 to 1912
saw the coming of the coach into the debate field.58 11.1.0. was not far

behind other lehools in following this trend.

 

55 Ibid., 1908, p. 32.
56 Ibid., 1909, p. 86.
57 19.9.?! 21.9

58 B. R. Nichols, "1 Historical Sketch of Inter-collegiate Debat-
ing: 11", garterlz Journal 91 Speech, 229593-5911, December, 1936.

100
I Nichols further points out that with the coming of the debate
coach there was an improvement in the overall debate preparation.59
This held, true at 11.1. C. for Fish emphasized the careful preparation
of materials and the importance of research. He did, however, insist
on the careful memorization of the constructive speeches far in advance
of the debate."0 1s Nichols notes the constructive speeches were oftai
so completely unrelated that no actual debate existed. He further com-
ments that the rebuttals in some cases were prepared in advance.61
Fish did remedy the situation at 11.1. C. with regard to prepared rebut-
tale and allowed .them to be extempore. He did however continue for
several years to require prepared and memorized constructive speeches.62
The years 1910 to 1911 brought several additions in debating ac-
tivities to the campus of the Agricultural College. In the Fall of
1910 the Debating Club voted to present a pin or eneignia to the memba's
of the final debate team as a reward. to their endeavore.63 The follow.
ing year a separate eneignia was designed for all the members of the
organisation.“ 11.6. the Debate Club added parliamentary drills and

mock trials to their programs in addition to the regular debates.”

 

53 'I_p_c_. 93;.

60 m g_f_ the Secreggz...l910, p. 102.
61 Nichole, 92. 311., pp. 593—5911.

62 3.9.3.11 9_f_ the Secretary...1912, p. 96.
63 gig; Holocad, 3:11, October 10, 1910.

an The Iolverine, 1911, p. 1014.

65 _T_h__e_Holocad, 3:11“, January 30, 1911.

101
furthermore, special efforts were made on the part of the executive
council to bring the ladies to the meetings as listeners. According
to the newspaper this was to inspire the members to greater efforts.66

Another innovation in early 1911 was the presentation of a full
faculty debate under the sponsorship of the Debating Club. True,
faculty members had participated in debates before the club, but these
had proved to be informal affairs. Now the club planned a full dress
affair not only to inspire interest in debate on the part of the etup
dent body, but also to provide funds for the treasury of the organise-
tion. 1t this time the Reciprocity question was one of the most dis-
cussed problems of the day. Therefore, the club chose the question
”Resolved: That the Reciprocity 1greement between Canada and the United
States should be adopted by Congress.“ Defending the affirmative side
were Professors I. O. Hadrick and E. H. Ryder of the History and.Econ~
omics Department, and Professor s. H. French of the 1gricultural Eda.
cation Divisible Supporting’the negative side of the question were
President J. L. Snyddr, Dean R. S. Swain, and the Secretary of the State
Board of 1gricu1ture, ‘m M. Brown. The meeting hall was packed with
students and townspeople alike. The governor of the state presided.as
chairman, and at the conclusion of the debate the audience was supposed
to render a decision. ‘However, the governor decided evidently on his
own that the audience should not vote, and dismissed the group after

calling the debate a definite tie.b7 The idea was a success, and

 

66 110.9.- 21;.

67 Ibid., 3:809, February 20, 1911.

102

attempts were made to repeat the affair in 1912, but the participants
were not eager to comply, and the matter was dropped.

For several years there had been talk of increasing the scope of
inter-collegiate debating at the college. Finally in 1911 a debate
exchange was arranged with Alma College. The first of this series was
held in the spring of 1911 onthe question "Resolved: That the Federal
Government should retain ownership and control of all coal lands now
in its possession or hereafter acquired.”68 11.1.6. defeated 1lma on
this question, but lost to Michigan Normal later in the spring.” The
following year a Triangular League was formed with N.1.C., Michigan
Normal, and fines the participants. This plan of debating was, ac-
cording to Dr. Nichols, evolved in 1906 by Chicago, Northwestern, and
Michigan universities.7o It required each college to put two teams
into competition, one on each side of the question. The debates were
. held on the same evenings at the different colleges. The first year
M.1.C. sent a negative team to 11m: 11m sent a negative team to
Michigan Normal; and Hichigan Normal sent a negative team to 11.1. C. 1
winner of the Triangular League was announced only if one school won I
both its affirmative and negative debates."1 The formation of two
teams of the Agricultural College caused considerable debate. The

arguments were sumed up in an article in the Wolverine.

 

68 m 2_f_ the Secreted...1911, pp. 100-101.
69 I_.9_<_:_. git.

7o Nichols, pp. pg” pp. 592-593.

71 mHolocad, 3:1, May 11, 1911.

103

Last year when the second team was formed and the debate with
11m arranged, the question of its advisability was regarded with
considerable skepticism. The principal objection which was of-
fered, was of course, that we did not have sufficient material
here from which to develop two teams with a caliber capable of
running any chance of winning, against such colleges as Alma and
Ypsi. The results proved the error of this idea, and this year's
work started out with no such handicaps]2

Already evident in this article was the anphasis on winning, an em-
phasis which was to accompany the growth of debating. In the first
Triangular League contest Alma won‘both of her debates, and 11.1.0.
won over Michigan Normal.73

Since 1903 the participation of the Societies in the preliminary
debates had been rapidly diminishing. More and more of the debaters
were non-society members. In the Fall of 1912 only one-third of the
societies sent representatives to the planning session of the Debat—
ing Club. Dr. Johnson, head of the English Department, was anxious to
encourage society debating, and he suggested a separate contest for the
inter-society debaters. 1 question was proposed, and plan was made.7h
Bach interested society was to organise one debating team. This team
would meet another society, and the winner would advance to meet the
winner of another series. From this elimination contest one team would
emerge the winner. Still interest lagged, and it was not until Dr.
Johnson offered to donate a loving cup as a rotating trophy if the
majority of the societies would participate that the interest was some-

what increased. For the next three years this program of inter-society

 

72 The Wolverine, 1912, p. 133.
73 Heart 9; the Secretary...l912, p. 90.
7’4 TheHolocag, 522, November 18, 1912.

10h

deleting was carried on.75 However, after the first year, the interest
declined, and finally in the third year the program merely died when
none of the societies furnished a debating team for the competition.
lhile society debating was dying, inter-collegiate debating, orig-
inating in the Debate Club, continued to grow and prosper. Preliminary
plans were laid in 1913 for a Triangular League composed of 11.1. 0.,
Iowa State College and the University of Minnesota.76 The first contest
was scheduled to take place in the spring of 191“ with the three affirm-
ative teams remaining at home while the three negative teams traveled
to the different member schools.
Within the Debating Club, in preparation for the increased activi-
. ties a new system of team selection was innaugurated which was to remain
in existence through 1937. This new system worked on a basis of tryouts.
lach interested member prepared a seven minute constructive speech on.
the chosen question, and then gave a three minute rebuttal speech to
the previous speaker's constructive." By this method the coach selected
what he believed to be the eight best debaters, and used them for the
teams. Three masbers were chosen for the affirmtive teamand three for
the negative than with an alternate on each side. The eight debaters
selected by this method in 1913 prepared for the Triangular debate with
“Alla and Michigan Normal. In outlining the objectives of the club, the

president said:

 

75 11141.. 5:}. November 25, 1912.

76 Hemrt of the Secretary...l9l3, p. 1311.
77 an; Holocad, 5:11, February 3, 1913.

105

...to place this college in the highest position that any college
can obtain in the line of debating. If more active and enthus-
iastic cooperation of students of this college could be had there
is no doubt that the laurels now so strongly striven for by us,
would easily be oure.78

It is true that at this time the number of participants in the Debating
Club had declined somewhat, but still over twenty men tried out for the
team in 1913, and in the following years the numbers remained between
twenty-five and thirty-five. Excitement was great in the spring of 1913
for the faculty authorized the continuation of the Ypsi-llma-MJ. C.
Triangular Debate, and further granted permission for the establishment
of the M.A.C.-Iowa State-University of Minnesota Triangular League for
191“.79 Further gold medals were to be presented to each member of
the team as a recognition of his efforts. The faculty specified however,
that these activities would be under the direct supervision of the
English Department. H. P. Henry was hired as debate coach.80 In com.-
menting on these recognitions the Record pointed out:
The fact that 35.1.0. received challenges for debates with such

institutions as Minnesota and Iowa is a very pleasing compliment

to our record as a college and as a producer of worthy debate teams.

Although heretofore debating has not been officially recognized by

the faculty and the debaters have been little honored, it is evident

that the knowledge of their work has traveled far and produced some

little impression among the larger colleges...d watch word is in
order. 'Trim Minnesota and Iowa or bust.‘

 

78 Ibid., 5:7, l‘ebruary 23+, 1913.
79 Ibid., 5:6, may 26, 1913.
80 gilolverine, 191“, p. 138.

81 The Holocad, 5:6, May 26, 1913.

106
The proposed out of state contest aroused considerable interest,
and Dr. Johnson in his annual report to the president commented:

...While in the past the success of our debating teams has been
fairly good, the great majority of our most promising speakers have
failed to work for a place on the teams, and the general student
interest in these intellectual contests in the past year has been
bery small. Other land-grant colleges, the most progressive in
the United States, have developed debating to a high degree of ex-
cellence. They are suing it to interest students in studying care-
fully important questions of the day and to train them in vigorous
practical power to write and to speak. Such men are needed not
only in our general national life, but to carry forward the very
principles for which the land-grant colleges stand...nl of these
considerations should help mterially to arouse our students to the
fact that debating is not a mere departmental latter, but an im-
portant activity of the college as a whole. Already. any students
who showed no interest in this years' debate have said ghat they
will work to win a place on one of our tristate teams.8

The Fall of 1913 brought sixty members to the first meetings of the
I Debating Club,‘fi1e tryouts were scheduled, and plans were made for the
selection .of sixteen men to participate in the two League debates that
were being planned. Within the club a new topic was debated each week,
and attendance continued strong. For the first time the members of the
Short Course class participated in the Debate Club, and a debate was
presented by Short Course men on "Resolved: That it is a poor business
policy for the general farmer to grow fruit trees."83 Although the
Short Coursemen did not participate in inter-collegiate debating, places
on the program were given them within the Debate Club. is big plans
were being nude for the Tri-State debate the University of Minnesota

sent word that she must withdraw from the competition. Although it was

 

82 Heart 9_f_ gig Secretary...1913, pp. 92-93.
83 _T_h_e_Holocad, 6:7, rebruary 16, 1911*.

107
too late to continue the Tri-State affair with another school dual de-
bates were held with Iowa State and Purdue University on the questions
“Resolved: That the state should establish a schedule of minimum sages
for unskilled labor, constitutionally conceded,"and "Resolved: That
the states should enact laws for the Compulsory insurance of working.
men against injury and death in the course of employment, constitution-
ally conceded.‘ In the debate with Iowa State, 11.1.0. lost both debates,
but with Purdue the Agricultural College wone one and lost onus“

In 1915 the Tri-State Triangular League was officially formed with
1.1.1.0., Iowa State College, and Purdue University as the active members.
In the first contest 11.1.0. won one and lost one of their debates, but
the audience was large, and the whole affair was considered a success.85
C. 3. Mitchell had taken charge of the debating the year before, and
proved very popular with the debate squad. In comenting on the year's
activity he said: 6 "The growth of interest in this wholesome, thoroughly
instructive college activity is one of the most encouraging signs of the
times.'86 The Triangular League with Alma and Michigan Normal was evi-
dently dropped.at this time since there is no further mention of its
existence from this time forward.

The Tri-State League became the most important debating activity

for the next 'few years. The questions devated from 1915 to 1918 included:

 

811 Report 93: _t_h_e_ Secretan...1915, p. 130.
85 Th; Wolverine, 1915, p. 202.

86 Heart 21; the Secretgz...1915, p. 129.

108

Resolved: That the Federal Govermnent should augnent the Navy more
rapidly than at .present.87

That there be vested in the Federal Government the en-
clusive right to manufacture and sell arms and munitions
of war.88

That the Government should provide by federal enactment
for the compulsory arbitration of all labor disputes
involving public utilities.59

That the Federal Government should take imediate steps
to acquire and operate the coal mines as a permanent

policy.90

In 1915 and 1916 M.A.C. lost all their debates, but in 1917 and
1918 the Agricultural College won the Triangular League.91 In 1917 a
program of exchange debates for Freshmen was innaugurated with Hills-
dale, Albion, and Kalamazoo participating.92 In 1919 both the Tri-State
League and the freshman debate progam was cancelled due to the war.93

During this period to further mks. debating a student activity, the
faculty authorized the appointment of a debate manager. This manager
was selected by the Debating Club, and he had charge of finance, accom.
odations, and travel for the team 'in the field." Only a senior was
eligible for the appointment, but a Junior was appointed as his assist-

ant, so that he might have a year to train before assuming full

 

87 The Wolverine, 1915, p. 202.

88 _I_b_i_d_., 1916, p. 201$.

89 T___h_e; Holocad, 9:1, April 19, 1917.

90 The Tolverine, 1918, p. 266.

91 m 91 the Secretggz...1918, p. 110.
92 1h; Wolverine, 1917, p. 251+.

93 m g; the Secretarz...19l9, p. 121.

109
responsibilitiesflu In 1920 debating activities were reopened on the
inter-collegiate level. M.A.C. won all of her debates, and in his re-
port to the president C. 3. Mitchell pointed out:

It is a high honor to the men named above to have represented
their alma mater in debate. It has been may experience, not only
at M.A. C., but in the two other institutions in which I have taught,
that students who represent their college in debate will later be
foundito be among the most able and most influential of its grad-
uates. Many a student has said that in preparing for an interb
collegiate debate he has received training in investigation, in
analysis, and in vigorous thinking which has meant more to him
than any other regular course which he has taken during his col-
lege career. He receives, likewise, the discipline which comes
from actual oral presentation of his argument before Judges and
in the presence of wary and skillful opponents. Such disciplgge
is frequently found to be invaluable as preparation for life.

Mitchell had large plans for the debate program, and in that same
year he breadenedithe activities to include debate with Michigan Normal
and Kalamasoo'.96 There was some discussion in the school paper whether
or not additional competition should be engaged.

The Aggie debaters have everything to lose and so it is a ques-
tion whether or not we should attempt to schedule debates with
Albion and Michigan and take a greater chance of losing or not.
Every progressive Aggie undoubtedly feels that we are good enough
to attempt such tasks and would be h§?rtily in favor of schedul-
ing debates with these larger teams.

However, Mitchell was a diligent worker, and plans were laid for this
additional enlargment of the program. In paying a tribute to his work

the Holocad said of Coach Mitchell:

 

974 Q; Holocad, 12:1, November 18, 1919.
95 Heart 9_f_ t_h_e_ Secretm...l920, p. 97.
96 mfiolocad, 12:1, March 9, 1920.

97 1129.. 215..

110

Kr. Mitchell certainly deserves a great deal of credit for his
work. He probably is and has been throughout the winter, one of

the hardest worked men in the college. Besides meeting each team

several times a week in sessions that usually lasted until mid-

night, he has taken up the rural sociology work which claims the

remainder of the time, besides his classes.98
hitchell did not, however, remain for another year at M.A.C. He was.
replaced by P. R. Dress, and for the first time in four years the de-
baters lost both of their debates in the Tri-State contest on the ques-
tion "Resolved: That the United States should adopt the cabinet par.
liamentary system of government."99 Although this tee a blow to MA. 0.,
and the forensic activities were placed on page four of the paper in-
stead of the customry front page, the year brought two new innovations
to debating activities. First, M.A.C. was granted a chapter of Pi
Kappa Delta, national honorary debate fraternity, and second, M.A.C.
participated in their first non—decision inter-collegiate debate, with
the Utah Agricultural College.

Pi Kappa Delta was the third forensic honorary to be formed it; the
United States, and according to Professor lichols came about in answer
to a demand for an honor organization for small colleges. It was organ-
ized in 1912 under the direction of John A. Shields of Ottawa University,
Edgar A. Vaughn of Kansas State College, and Professor E. R. Nichols,
then of Rippon College. The first national convention was held in 1916,

and contests were incorporated into the convention programs in 1918.100

 

98 Ibid., 12:1,— March 2, 1920.
99 Remrt 93’. the Secretafl...l921, pp. 121-122.
100 I. R. Nichols, 22. 9__i_t_., pp. 599-602.

_ lll

M.A.C. participated for the first time in a national convention in 1928.101
Although the charter was-granted M.A.C. in 1921-1922, it was 1927 before
the college actively participated in the contests of the organisation.
The author can find no reason to explain this delay on the part of M.A.C.

Early in Winter term of 1921, an.announcement was received from.the
Utah Agricultural College requesting an opportunity to debate M.A.C.
while in the Middle West. This debate was to be at no expense to M.A.C.
for the Utah.College was traveling on.an appropriation from their college.‘
M.A.C. readily accepted, and began to prepare a two man team on the sub-
Ject “Resolved: That the United States should adopt the cabinet Parliap
mentary system of government.'102 M.A.C. had never participated before
in an inter-collegiate debate with only a two man team, and this was not
the only new addition to be included. The Utah.team also introduced to
the college the idea of a non-decision debate with the audience given
an opportunity to-ask.questions of the debaters regarding the subject
following the debate. Also, the audience was allowed to designate the
individual speaker from.which.he desired.an answer. This type of de-
bating was already in practice at the University of Wisconsin, Illinois,
Chicago, Iowa, Minnesota, and Northwestern‘Univereity.103

In commenting on this new type of debating Coach.3rees said:

Although their idea is new it is consistent with the highest
type of debating. I an thoroughly convinced that the plan is right,

 

101 Michigan State new. (E. Lansing: State College), 20:1, April
10, 1928.

102 ggg_solgcaa, 13:5, April 19, 1921.
103 Ibid., 13:1, April 12, 1921.

112

and if the audience will do their part and make their questions
fast and snappy there is no reason ahy this should not be one of
the best debates ever heard here.10
The debate with the Utah Aggies was evidently a definite success, for
the crowd was large, and the Holocad consented:

The student body is practically unanimously pleased with it as
evidenced by the splendid attention and response to the call for
questions at the end of the debate. Enough questions werg asked
to keep the speakers busy for two hours answering them.)-0

The appearance of the Utah Aggies did more than introduce a new form of
debate. It also inspired the M.A.C. debaters to plan on a debating trip
to the west. The money for such a tour could not be found in an appro-
priation, so in the early fall of 1921 the Dramatics Club agreed to
share the profits of its fall production with the Debating Club.106 The
new coach Mr. A. Milne found this agreeable, and upon writing to the
several colleges involved, found that many of them were willing to pay
as much as fifty dollars plus food and accomodations for M.A.C. to come
to their school.107 Therefore, a complete two week tour was arlanged
for April. In the meantime, the Tri-State affair was to continue, and
M.A.C. was host to Colorado State College on their tour of the Middle

108

West. In the debate with Colorado the one mn Judge was used for

the first time on the M.A.C. campus in inter-collegiate competition.109

 

iGE' ngg,, 13:1, April 19, 1921.
105 :gpggp, 13:1, Aprii 29, 1921.
106 gpigp, luai, November 18, 1921.
107 gpig,, iu:1, February 3, 1922.

108 Ibid., 1h:1, April 7, 1922.

 

109 £93: 225.-

113

This was done according to Coach Milne because the three men panels so
often disagreed with each other, and he felt it better to "have one
capable Judge, known to be honest and unbiased.'110 In this debate
M.A.C. lost to Colorado, but with the prospects of a spectacular trip,
the spirits of the debaters were not dampened.

Since the trip of 1921 was the first of its kind at Michigan Agri-
cultural College, the author feels that the account of that trip should
be quoted extensively.

At 6:30 Wednesday morning a tired, sleepy, hungry quintette of
travelers alighted in Lansing from the Chicago train and leaned
against a friendly mailbox to wait for a College car. One came
along in the course of the usual, and the wayfarers wearily climbed
aboard. One of the sailors of the good ship Holocad hailed them
but found them totally unable to talk and it was only after they
had put in two days and a night of alternate sleeping and eating
that he was able to extract an account of their wanderings.

Coach Milne with the negative debate team left Lansing Wednee-
day morning April 5, on a train made up of two box cars and a coach
bound for Kalamazoo. 0n arriving they were taken to the home of
one of the English Professors where they had supper in company with
the coach of the opposing tea-.111

After defeating Kalamazoo, the debaters took a train for Illinois. Mon-
_ mouth College was the next stop for a non-decision forum debate. In a
report by the Monmouth College paper:
Both teams were very well developed and well balanced, and the
constructive speeches were good. The debate as a whole, while there
was no decision as to the winner, was a very successful one, and it

is more than probably that the 'open forum - no decision' plan will
be adopted more extensively hereafter.112

 

110 L_o_c_. 2.1.2.-
-111 Ibid., luzl, April 28, 1922.
112 L_Qge Cite

11h
Ales, Iowa was the next stop, and according to the report of the team:

The weakest team of the tour was met at Ames, and a remarkable
lack of courtesy in the matter of meeting trains, lodging and en-
tertainment was a feature of the visit. The decision is still in
the air, but a report is expected soon.11

Ihile in Ames they were involved in a sand storm and a cyclone. Follow-
ing this they went sightseeing along the Platte River, and defeated
Colorado A. a. M. after visiting the Anaconda Copper Mine and Estes National
Park, they were defeated by Montana lesleyan. Although they received

no decision at Drookings, South Dakota, they were defeated by Gustavus—l.
Adolphus because ”one Judge had never heard a debate." Their last debate
was a non-decision one at Farr College in North Dakota.11M

The next morning they started home via St. Paul and Chicago,
arriving tired but triumphant. Every debate where a single expert
Judge was used was won by the Aggies...The name of M.A.C. has
spread through the West once lose, and Coach Milne and his men are
respected and honored wherever they have been.11

In his annual report to the president, Dr. Johnson praised the ef-
forts of the debating teams highly. He consented:

It would be hard to exaggerate the solid benefit which our boys
derived from this trip. ' To meet, night after night, often after
tiresome and tedious travel, strong, spirited, and well-coached
opponents and to discuss with each other and with their coach new
phases of the debate question and of the tactics of presentation
brought out in hotly contested debate -- these are utters of great
moment in the making of a debater and in the moulding of character
as well. Of the debates in which a decision was rendered our team
won twice as many debates as it lost...0ur boys acquitted themselves
as debaters and as men. They won gallantly and lost gallantly.

 

113 as. 2.1.2.
111‘ L_o_g-e 31 e

115 ms.

0
..A.
I"
e

115

They left on the minds of those who heard them a most favorable im-
pression of our forensic actig’ities, our debaters, and the institu-
tion which sent them forth.11 _

Further Dr. Johnson pointed out with pleasure the financial support that
the Board of Agriculture had given to forensic activities. Instead of
dividing the blanket tax as the English Department had requested, the
Board Decided to give an annual grant of funds to the English Department

117 This grant was placed in charge of the

for Forensic activities.
debate coach who used it as he saw fit. He could draw checks on it as
he desired, and the Board only required an accounting at the end of the
year. The appropriation was quite generous, and in 1933, after a suc-
cessful year of debating, a thousand dollars was still left in the fund.118
With that a Forensic Loan Fund was established which is still in exist-
ence today.119
The school year 1922-1923 brought a women's debating squad to the
campus of the Agricultural College. For years, women had been attending
the meetings of the Debate Club, and they had attempted debate in the
declining days of the Literary Societies, but now Mr. Milne organised
the women for inter-collegiate forensic work.120 In the spring they en-
gaged in two debates with Wester Michigan College, winning one and losing

one.121 Also, M.A.C. had an additional honor awarded them for the

 

116 mg 1113 Secret__a_rz...1922, pp. 128-129.

117 _I_1_l_i_d_., p. 129. A

118 Personal Interview with Professor Joseph D. Menchhofer.
119 BE- git.

120 1h; Wolverine, 1923, p. 330.

121 1192.. all:

116

second time in 1923. 11.1. lilson publishing company again chose M.A. C.
to appear in their Debater's Ln__1_1u_al_, which compiled representative de-
bates from schools throughout the country}22 In addition to this the
Agricultural College won the Tri~8tate contest, and took an" extensive
tour through Visconsin, Illinois, Indiana, Ohio, Massachusettes, and
Maine the 11.1. C. team participated in a "twenty-four hour" debate, on
the subject ”Resolved: That invasion of the Ruhr is Justifieble."
leither team knew what the question was to be until twenty-four hours
before the debate. "The college library was kept open all night and the
men labored and dug for material most of the twenty-four hours."123

The following year's activities were indeed as varied and exten-
sive as the year before. D. .l. Ickerman was'hired as debate coach,
and the men nude a trip to the test Coast debating teams in California
and Washington. On this trip they debated the advisibility of the
United States Joining the World Court. Going to the Coast they lost
all of their debates, but coming back the teams reorganized their cases
and won all of the debatesJ-Z"

In 1925-1926 a portion of the student activity fee was set aside
to finance the debating activities, and the money was handled in the

same nnner as previously.125 More and more the debaters were encouraged

 

122 mfiolocad, 15:1, rebruary 27, 1923. Note: The first ap-
pearance was in 1922, but it was given very little publicity.

123 Ibid., 15:1, May 1, 1923.
12“ Report 0_{ the Sgcretarz...1921&, p. 125.
125 _T_h;e Holocad, 18:1, September‘JS, 1925.

117

to employ the extempore style of speaking in their delivery. To fur-
ther this end the coach encourage the teams to use the open forum
parliamentary type of debate. In this type of debate a member of the
M.A.C. team was teamed with a debater from another school, and they
had only a short time to organize material and prepare a line of strat-
egy. Following the debate, the teams were questioned by the audience.
The lack of time in preparation and the audience questioning gave am-
ple practice in extempore delivery}?6

In 1925 the first International Debate for 11.8.0. was scheduled.
Cambridge University sent a team to tour the mid-west, and they were
heartily welcomed at the Agricultural College. The debate was held
in Lansing at the Central Methodist Temple House, and the auditorium
was filled to capacity. The Englishmen requested fifteen-minutes for
constructive speeches with one rebuttal on each side for seven minutes.
The question was ”Resolved: That Danocracy is a failure. "127 Dr. I
Edwin 1. Bishop was chairman and in introducing the speakers from
England he said:

Three hundred years ago England quarreled with America and re;
ceived a warm welcome. One hundred and fifty years ago in the
Revolutionary Var, England quarreled again and again received a
warm welcome. Now one hundred and fifty years more have passed

and America's welcome tonight is Just as warm and hearty as it
always was.12

 

126 Heart 2; the Secretgz...1925, pp. 111-112.
127 _T_1_1_e_ Holocad 18:1, November 13, 1925.

 

128 Log. cit.

118

The Englishmen were very amusing, and the audience seemed to enjoy
their informal style of delivery. Although they had requested an au-
dience decision, the chairman dismissed the crowd without polling them.129

The debate activities continued for the next few years under the
direction of 3.11. Blake and 11.11. Vise. Wise was replaced by J. D.
Menchhofer in 1928. The men and women had separate coaches, and their
programs were arranged separately. In 1927 U.S.C. participated in its
first inter-collegiate debating tournament at the Pi Kappa Delta Proven—
cial Tournament held in East Lansing.130 After that the college con-
tinued to participate in both the Provincial and National tournaments,
but these were the only debate tournaments in which the school was en-
gaged. Other activities included a continuation of the Tri-State de-
bates, with Marquette replacing Iowa State; an annual tour for the men
and the women; and debates with schools within the state of Michigan,
and with visiting colleges from other parts of the country.131 The
questions debated for the years 1926 to 1931 included:

Resolved: mat the Volstead Act should b2 amended to permit the
sale of light wine and beer.]'3

That the United States Government should cease to pro-
tect with armed forces private investments in foreign
countries.133

 

129 p29, 213,

130 13439, 19:1. April 15, 1927.

131 filolverine, 1926, p. 3514.

132 Michig §_t_a_ge_ £915, 19:1, November 19, 1926.

133 Ibid., 20:1, Nevember h, 1927.

119

That the United States should cease to intervene byfiraed
force in the government of Latin American nations.

That the policy of public ownership and development of
hydro—electric power rigours” is beneficial to the people
of the United States.1

That Congress enact legislagion providing for central.
ised control of industry.13

hat the property tax in Michigan for state and local
revenues be substantially replaced by other forms of
revenue.137 ‘

During this period Professor llenchhofer scheduled many of the de-
bates before farm organisations while Professor Blake scheduled the
women to debate before high schools and women's clubs. In outlining
his policy with regard to varsity debate Professor Menchhofer said:

The aim of Varsity Debate is to like debating an educational
activity rather than a latter. of winning decisions and to learn
the principles of argumentation in order to present a subject be-
ing discussed before the general public.”8

In the early 1930's all of the debates with the exception of then
held at Pi Kappa Delta meetings were non—decision. However, when the
first Michigan Debate League Tournament was held Michigan State did send

representatives.139

 

13); Ibid., 20:1, January 17, 1928

135 113; Wolverine, 1929, p. 338.

136 Michigg .S_t_2_t_e_ 1L!!- 24zl, November 10, 1931.
137 93;" 23:1. October 7, 1930.

138 _T_h_e_ Wolverine, 1932, pp. 212-213.

139 Michigg §_t_g._t_2_ 15.911: 211:1, Nov'ember 10, 1931.

1 120

In 1931 Ormand J. Drake came to State as women's debate coach,
and soon organised the Extempore Speaking contest, which the reader
will remember was discussed as an outgrowth of oratory.“O In 19314
the "shift of opinion“ ballot made its appearance at Michigan State.
With the use of this ballot the audience was given an opportunity to
express its opinion before the debate started, by. indicating whether it
believed in the affirmtive or negative of the proposition, or whether
they were undecided. Then after the argument had been concluded, the
people were asked to indicate whether they had changed their respective
minds any.1u1 In cementing on the effectiveness of this typeoof I
Judging, Professor Menchhofer said:

In most cases, there was decided shift in one direction or the
other, indicating either that the people had been greatly influenced
or that they had forgotten how they had voted in the first placlene
or that they liked the looks of one team better than the other.

In 1937 the activities of the debating squad were numerous. They
included a trip to the Provincial or National Pi Kappa Delta Conventions;
debates before various civic and agricultural groups, both with schools
from Iichigan and other states: participatian in the Michigan Debate
League; and radio debates every Monday afternoon over “ARI“3 Tryouts

were still held for positions on the team, and the respective coaches

 

1110 lee Chapter IV, pp. 81-82.
1’41 gag Wolverine, 19311, p. 192.
1112 1:93. 51;.

11+; mg, 1935, pp. 1114-116.

121
selected as many squad.members as he felt were needed.1uu Toward the
end of 1937 discussion was beginning to enter the debate picture. Often
before audiences a ten minute speech would be given on each side of a
question, and then the audience would ask questions. Sometimes only
one side of a question was presented or an impartial speech, and the
audience was asked.to question the group.1H5 These early beginnings in
discussion were to grow in.1ater years to make discussion another of the
major forensic activities.

Debate at Michigan State College started.but a year later than
oratory, and for many years the two developed side by side. For a time,
1887 to 1901, oratory overshadowed debate, but by 1902 debate had re-
placed oratory as the major forensic activity of the college. Begun as‘
a highly competitive activity where winning was the end result, debate
experienced a reversal in philosophy in the 1930‘s with little emphasis
on winning. Similarly, it passed through a period.of.memorised.and
written speeches and.emerged in.the 1920's with an extempore type of
delivery. In 1937 there was no doubt about the position of curricular
and extra-curricular debate. It was the major forensic activity at

Michigan State College.

 

1E“ Ibid., p. 11k.

195 2212:. 1937. PP- 90-93.

CHAPTER VI
CONCLUS ION

Although in 1857 the primary purpose of the newly formed Michigan
Agricultural College was to teach agricultural science, from the first
year forensics were a part of both the curriuclar and extra-curriuclar
activities of the college. Forensics from 1857-1937 were primarily
concentrated in two activities. These were debate and oratory. Both
served as the major activities of the Literary Societies and the extra.-
curricular work of the English Department. The first debating at the
college was found in the programs of the Literary Society in 1858, and
it became a curricular activity in 1869 when included on the program of
the Junior Exhibition. Oratory originated on the campus through the
first curriculum of 1857, and the Literary Societies adopted it as an
activity in 1876.

Debate remained one of the featured activities of the Literary
Societies until 1901 when the Debating Club was organised and under
faculty supervision conducted the extra-curricular debates of the col-
1ege. From the turn of the century debate grew in size and popularity
on the campus. The activities increased from inter-society debates
to an inter-collegiate debate with Michigan Normal in 1902. The next
step was the formation of a Tri-State Debating League in 1915. Exten-
sive debating trips to the East and West became an annual part of the

debating program in 1922.

123

From.1901 to 1930 the emphasis in debate was on winning, but in
1930 a shift of emphasis pointed the activity more in the direction of
educating audiences on a particular topic, with a non-decision debate.
However, the college continued to participate in the decision debate.
contests sponsored by Pi Kappa Delta, honorary national debate fraternp .
ity, and the Michigan Debate League.

Although oratory originated in the curriculum, the Literary Soci-
eties were quick to incorporate it into their respective programs. It
was through the efforts of the societies that the Michigan.Agricu1tural
College Oratorical Association was formed to sponsor local inter-soci-
ety oratory in 1887. Also, the societies urged the formation of the
Michigan Oratorical League which began to function in 1898. With the
decline of interest on the part of the societies from 1906 to 1912 the
activities once more returned to the faculty for supervision. However,
the faculty was not able to maintain the lagging interest. This fact
coupled with a change of philosophy by the English Department was re-v
sponsible for an abandonment of the oratorical contest for eleven years
beginning in 1913. When oratory returned to the campus, it returned as
a secondary activity to debate, and shared its place with extempore
speaking. But along with debate, oratory continued to flourish through
1937. '

As the extra-curricular activities developed so did a speech cur-
riculum. The interest in oratory and debate on the part of the student
body and the faculty necessitated the development and enlargement of a
speech program within the curriculum. This began with an offering of
only half credit in rhetoric in 1857 and grew by 1937 to a full Speech

Department offering forty-one courses.

12h

The forensic activities at Michigan Agricultural College grew’with
the college. At first they provided the students with the only enter-
tainment available. Later the reputation of the college was spread
through the activities of its debaters and orators, throughout the state
and from coast to coast, and the student's competitive urge was satis-
fied in ways other than athletics. Placing high in the winner's bracket
was very important to the students in forensics. Students wanted to win
more debates and oratorical contests, and this desire coupled with, fac-
ulty cooperation helped to develop a speech curriculum.

Thus, by 1937 Michigan State College had a full-fledged and an ex-

tensive extra-curricular program in Forensics.

BIBLIOGRAPHY

the State of Michigg. Lansing: Michigan State Board of Agri-
culture, “1852-1938.

Beal, I. J., History o__f t___he Michigan Agricultural Collegg. East
Lansing: Agricultural College, 1915. 519 pp.

Guthrie, Warren, “The Development of Rhetorical Theory In America,“
fleech Monographsg 15:61-71,19N8.

Holocagi, The. East Lansing: Agricultural College, 1909-1925.

Michng icultural Collgge Record. East Lansing: Agricultural
College, 189 1937.

Michiggg State College Annual Catu flogge, East Lansing: Michigan
State College, 1857-1937.

Michigan; State News. East Lansing: State College, 19263-1937.

Nichols, E. 3., "A Historical Sketch of Inter-Collegiate Debating: H,"
Mrterlz Journal 9}: Speech, 22:591-602, December, 1936.

Papers of the Delta Tau Delta Fraternity, 1879—1883, (Unpublished
papers located at the Delta Tau Delta Fraternity, East Lansing,
Michigan).

Papers of the Excelsior and Agricultural Lyceums, 1858-1859. (Unpublished
papers located at the office of the College Historian, Michigan
State College, East Lansing, Michigan).

Personal Interview with Professor Joseph D. Menchhofsr. (Recorded and

located the records at the Audio-Visual Laboratory, Michigan State
College, East Lansing, Michigan).

Progams of gig Michigg Agricultural College Exhibition, East Lansing:
Agricultural College, 1859-1869.

Program s9__f the Michigg Aggicultural College Oratori Association,
East“ Lansing: Agricultural College, 1899-190 .

Repgrt 23E _t_l_l_e_ President, East Lansing: Agricultural College, 1891-1937.

The. Speculum, East Lansing: Agricultural College, 1881-1895.

126

Transactions gf'thg_8tate Agriculture Society for 185i. Lansing: J.
C. Holmes, Inc., 1857.

 

The wolverine. East Lansing: Agricultural College, 1901-1938.

APPENDICES

APPENDIX A
Editorial appearing in the College Spggglggb vol. II, No. 3 (April
2, 1883), pp. 6—7.

That natural power of speech which enables one to freely and dis-
tinctly utter his thoughts is surely a beneficent gift. But, to the
majority, this is an acquirement rather than an inheritance. Many per.
sons are capable of thinking profoundly and of reasoning logically, yet
lack the power of presenting those ideas in an intelligible manner.
Look through this college and see if it is not true of its students.
Are they as proficient public speakers as they ought to be or might
reasonably expect to be with an average amount of training?, The espec—
ial provence of this college is to teach the scientific studies and
their applications, yet in addition to this it proposes to teach.the
student those branches which cultivate his taste and enable him to give
expression to his knowledge and opinions. The present course in.Enga
lish composition is a good one. The required critical essays give an
insight to the peculiarities of the different authors besides making
one acquainted with English literature, but that part of the rhetorical
work chich is intended to aid in giving expression to thoughts is not
thorough enough. The freshman's declamations do not receive the proper
amount of preparation, which is due to lack of interest, in turn due
to his not knowing the importance of this kind of instruction. This
need of better training is seen daily in the classroom.where the student
either follows the text or blunders in the recitation. It would not be

so with an increased vocabulary of words so that their language might

129
be energetic, for one may write ever so well, yet, if in the delivery,
his time is given to position and gesture he will fail in expression.
During the first year a large amount of this time set aside for rhetor-
icals should be given to declamation with the idea in view of strength.—

ening the memory and in giving them this graceful appearance vdlile speak-

.

ing.

The argument that farmers do not require this kind of education is
as false on the face of it as it is contemptible to advance it. It is
important that the coming farmer should be edncated and that, too, over
a large range of topics, but it is equally important that he should be
able to import those principles as effectually as possible. No other
class of people are in such want of it, and to meet this almost uni-
versal need 1h; Speculum proposes that a thorough course of elocution

be added to the college curriculum.

APPENDIX B

Constitution of the Michigan Oratorical League published in the Mich-
igagDAggicultural College Record Vol. V, No. 30, April 10,1900, pp. 2—3.

Section 1.

Section 1e

Section 2.

Section 3.

Section R.

Section 1.

Section 1.

Article I Name

This organisation chall be known as the Michigan Oratorical
League. The membership shall consist of the following col-
leges: Albion College, Hillsdale College, Hope College,
Michigan Normal College, Kalamazoo College, Michigan.Agri-
cultural College, and Olivet College. Other colleges may

be admitted by two thirds vote cast at any annual convention.

Article II Object

The object of this league shall be to elevate the standard
of oratory by holding annual contests.

Only bona fide students of the several colleges carrying at
least two-thirds of the regular amount of work at the time
of the league contest and not having received any academic
degree, shall be admitted as competitors.

The annual contests of the league shall be held.the first
Friday of May of each year, at the colleges in the followb
ing order: Albion, Hillsdale, Hope, Kalamazoo, Agricultural
College, Normal, Olivet.

Orators shall appear on the program.in rotation; the orator
representing the institution where the contest is held ap-
peering first.

Article III Officers

The officers of this league shall consist of a president,
secretary, treasurer, and a vice president frcm each col-
lege not represented by another officer. These officers
shall constitute the executive committee of the league.
The offices of this league shall be held by rotation, and
the treasurer shall be chosen from.the college where the
league contest shall be held.

Article IV Duties of Officers

It shall be the duty of the president to preside at all meet-
ings and he shall call a special session at the written re-
quest of not less than four colleges, giving at least thirty
days notice of such meetings to each college. It shall fur.
ther be his duty, three months before the annual contest, to
nominate Judges for said contest and to submit their names

to each college of the league.

Section 2.

Section 3 e

Section R.

Section 5e

Section 1.

Section 2.

Section 3.,

Section u.

Section 1.

131

The secretary shall perform the duties usual to that office

and such other duties as the league shall require.

The treasurer shall'keep the accounts of the league, pay

all bills audited and allowed by the executive committee,

and dispose of all funds subject to the order of the league.

He shall be required to deposit with the president a bond

of three hundred (300) dollars.

The duties of the executive committee shall be as follows:

(1) To audit the accounts of the treasurer.

(2) To make all necessary arrangements for the contests, and
transact other business not herein provided for.

The secretary of the league, at least three weeks before the

contest shall forward a copy of each oration to each of the

judges on thought and composition. These judges shall read

and grade such orations and shall send their respective

markings, sealed to the secretary of the League who shall

preserve them.thus sealed until the conclusion of the coup

test. But neither the author of any oration nor the insti-

tution represented shall be known to the judge.

Article V Judges

No resident of the city in which any college is located, no
relative of any contestant, no alumnus of any college par-
ticipating, no person who holds or has held any official
connection with any of the contesting colleges, shall sit

as judge in a contest.

Any judge shall be removed upon the protest of any college
within fifteen days after the list of nominations is received.
Such protest shall be made in writing.

The judges selected shall be six, three of whom.shall judge
the orations on thought and composition; the other judges
shall attend.the contest and judge on delivery. One alter.
nate shall be selected, who shall act as judge provided any
regular judge fails to appear. The grades shall be made
without consultation on.the scale of 100.

At the close of the contest the president and secretary shall
take the grades 901? all the judges for each contestant. The
orations chall be ranked 1, 2, 3, etc., the orator having

the highest grade shall be ranked one, the orator with.next
highest two, etc. If, however, any oration shall receive

a majority of first ranks, it shall be declared first, in-
respective of its total rank; and the remaining orations
shall be ranked second, third, etc., according to their grand
totals, as heretofore provided for.

Article VI Contestants and Orations

In the contests of this league no oration shall contain.more
than 1800 words, and it shall be the duty of the secretary

Section 2.

Section 3.

Section u.

Section 5.

Section 1.

Section 2.

Section 3e

Section 1.

Section lo

132

to construe this article strictly and to return any oration
exceeding the above limit to the secretary of the college
from.which such oration was sent.

Any outline, synopsis, or explanation attached to an era-
tion shall be considered and counted as a part thereof.

The several contestants shall send twenty-five printed
copids of their oration to the secretary so that they shall
reach him at least four weeks before the contest. One copy
shall be kept on file by the secretary; one copy shall be
sent to each of the judges on thought and composition as
directed in Article IV, Section 5, of this constitution.

The remaining copies shall at the same time be distributed
by the secretary of the league so that each college of the
league may receive a copy of all the league orations.

The orations for the league shall be printed by the colleges
of which their authors are representatives, according to
the following uniform.standards: They shall be set in bre-
vier type, the body of each page being four (h) inches wide
and six inches long, with a margin of 1 1/2 inches in width.
Fifteen copies shall contain the name and college of the
author, and ten copies shall appear without the name or col-
lege of the author.

Twenty-four (2n) pound folio writing paper shall be used in
printing the orations.

Article VII The Annual Convention,

The annual convention shall meet at 1:00 in the afternoon
of the day on which the contest is held, d.sha11 meet from
thee to time till its business shall be co plated.

Each college of the league shall be entitled to one vote in
the annual convention.

No delegate shall be entitled to a seat in the convention
whose credentials shall not have been signed by the presi-
dent of his college.

Article 7111

Any college in.this league failing to take part in any an-
nual contest without furnishing a satisfactory excuse shall
be excluded from the league.

Article Ix

The names of the orators engaged in the contest and copies
of their oration, also the names and markings of the judges
shall be kept on record by the secretary.

S.ct10n 1e

Section 2.

Section 3.

Section N.

Section 5.

Section 1.

Section 2.
Section 3.

Art1c19 1e

AftiCl. 2e

133
Article.x Expenses

The league shall pay all necessary expenses connected with
the contest, and all necessary expenses of judges, the pres-
ident and secretary, and the vice—president when acting as
president.

Such an admittance fee to the Oratorical contest shall be
charged as the treasurer of the league shall deem proper.

As a testimonial of success in contests of this league there
shall be awarded to the person receiving first honors a
gold.medal of such value as the executive committee shall
determine.

The college there the contest is held shall be responsible
for twenty-five per cent of any net loss in conducting the
contest, and shall be allowed twenty-five per cent of the
net profits resulting from the contest. If there are not
enough funds in the treasury of the assocition to pay the
remaining seventy-five per cent of the loss above mentioned,
the other colleges shall be assessed equally a sum suffic-
ient to meet the deficit.

All arrangements for contests of the league shall be left

to the college there the contest is held.

Article XI

This constitution may be amended.at any annual meeting of
the league by a two-thirds vote.

The parliamentary authority shall be Robert's Rules of Order.
This constitution shall go«into effect as soon as it shall
have been ratified by five of the colleges named.

By-Laws

The executive committee shall have power to levy a tax upon
each college to meet a temporary deficit; such tax shall

not exceed ten (10) dollars.

The archives for the permanent preservation of the constitup
tion, by-laws, books, papers, etc. of the Hichigan Orator-
ical League shall be at Michigan Agricultural College and
under the supervision of the professor of English at the
Michigan Agricultural College.

APPENDIX C

Oration delivered by George D. White to the Michigan Agricultural Col-
lege Oratorical Association in 1901. Also, this oration won third place
at the Michigan Oratorical League's Contest in the spring of that same
year.

“PAUL"

The morn of the first century dawned on a critical period in the
world's history. The Greek had taught man to think and to reason, and
his mission fulfilled, had disappeared from the scene of adtion. The
Roman had become master of the hem world. From Rome emanated all law.
The government was an absolute despotism. Labor was servile and degraded.
Society was given over to superstition, licentiousness, and self-indul-
gence. Without any public education, pure religion, or union of family
ties; corrupted by the impurity of the stage; and hardened by the omel-
ties of the arena; the world presented a picture unparalleled for moral
degradation and abject misery. This was the condition of that ancient
world; the period in history that witnessed the birth of one of the
world's distinguished sons, hul of Tarsus.

The man to whom we would look as a fit instrument to redeem society
from its fallen condition, and to lead it from that darkness which shades
and mstifies the visions of men, would be one of Herculean mould. But
Saul was mean in stature; a Jew, the object of scorn to the Gentiles; a
Christian Jew, detested by the Jews themselves.

why was this seemingly insignigicant man presented to the people

of that age? Because, they needed the lesson, that not by bodily force

135
nor by human law, could man be raised to a higher plane of living, but
only through a loving obedience of the laws of Him who rules the des-
tinies of men. Already, the world had for its model of human character
the founder of christianity, Christ, the Nazarine. Christ, however,
was not as other men are. He was, from the beginning, perfect. It
was, therefore, left‘for christianity to show what it could make of
imperfect humanity. This was the mission of Saul. But the Nazarine
left as his representatives, the original apostles, and they were ex-
amples of imperfect human nature. Were it not for the great christian
movement, begun by the Master, these unlettered fishermen would have
lived almost unknown and died in the obscurity of their homes in Galilee.
But, the name of Saul of Tarsus would have lived on in some character,
had christianity never come into existence. In christianity, he found
the opportunity of showing to the world his strength of character,
power of reason, and intensity of action in all their beauty and true
value as forces acting on the lives of men.

Saul of Tarsus, God's great missionary, a man who devoted his whole
life to the pursuit of truth, if for a time erroneous convitions plunged
him into sin, how grandly, by what'a life of noble heroism and self-
sacrifice did he atone for that sin.

0n the way to Damascus, Saul, the hater and persecutor of christian-
ity, the destroyer of christian homes, is suddenly transformed into Paul,
the apostle of God. So Saul enters Damascusybut not as the proud Thar-
isee riding through its streets with the pomp of an inquisitor. Led by
the hand, a weary, helpless traveller; blind, bewildered, with waning

strength, the purpose and plan of his life shattered by one blow, he is

136
guided to the house of Judas. Here he receives his sight; his mission
is announced; he goes forth again to work for the cause of his Maker,
but goes with a changed purpose. Recognising in the cross of the Nas-
arine, the symbol of redemption for Gentile as well as for Jew, he lights
the beacon fires of the gospel throughout the known world, and, finally
planting that redeeming cross deep in European soil, paves the way for
the westward.march of christian civilisation.

Prior to Paul's time, thought and religion had but slight connection.
To the Hebrew, life was a theatre of action. To reason he attached lit.
tle importance. The Greek cared little for righteousness in life; thought
and reason were his clothing. Paul came and translated new life into
terms of Greek thought. He taught men to harmonize their life with their
thinking.

Paul's epistles, written when in the midst of outward activities,
are among the mighty intellectual influences of the world. In his writ-
ings, Paul rises to a greater height than any other evangelist. Some
may have approached.him in certain respects: Livingston in his attempt
to conquer the heathen world; St. Bernard in his impressive preaching;
Ihitefield in his fervent love for human douls; but, few of these have
added a single new idea to the world's supply of knowldege. Paul not
only surpassed them in their own special lines, but gave to mankind, a
new world of thought. From Paul's letters have been chosen.the watch-
words of progress in.nearly every reform.christianity has experienced.

It was Paul's words, spoken by the mighty voice of Luther, that awoke
Europe from her slumber of centuries and caused her to pass onward, from

generation to generation, the flaming torch of truth. Again, was Soul's

137
message proclaimed when the Wesleys rekindled the almost extinguished
fire of christianity in old England. Later on it was Paul's words used
by the prophets, Horace Bushnell, and Henry Ward Beecher, that imbued
in the hearts of the American people a desire for a religion free from
formalin and empirical rule.

Great in thought, Paul was great in his influence over men; Jew,
Greek and Roman, rabbi, magistrate and philosOpher. A prisoner on a
ship, which was rolled and tossed by the tempestuous sea, Paul wielded
such a mighty influence over the crew that he became practically their
captain. In prison at Philippi, with doors burst open the keepers
stunned; Paul persuaded the prisoners to remain in their cells. Before
Agrippa, over him pending the sentence of death, Paul pleaded his cause
so effectively that the great king was forced to answer him, ”Almost
thou persuadest me to be a chri stian.“

But, great as Paul was, his was not the greatness of the Master;
nor should we compare him with the Nazarine. Christ was the fountain
of life; Paul the channel which carried the life-giving fluid to the
furthermost portions of the earth. Paul's greatest quality was his
untiring activity. Associated with this activity was his burning en-
thusiasm and intense energy, his conquering spirit and missionary
heroism, which urged him forward to the fulfillment of his life's work,
victoriously meeting all difficulties, cheerfully bearing all sufferings
however hard they bore down on his weakened frame. Did ever a man live
as this man? Men there have been, who gave their lives, their all, for
freedom's cause, and for the cause of fallen humanity; but they become

insignificant, mere drops in the stream of history, when we compare

138
what they suffered and what they accomplished with the sufferings borne
and works achieved by Paul.

Did Paul suffer? Before answering, let us look on him as he Jour-
neys over the burning plains and freezing mountain passes of Asia Minor,
enduring the drenching rain, the glaring heat, the severe bodily fatigue,
the storms of blinding dust. See him stoned at Lystra, dragged out of
the city and left by the wayside, bleeding, mngled, all but dead. See
him among the Athenians, considered unworthy of persecution, and regrded
with cold disdain. See him standing with bare and bending back receiv-
ing, five times, that often fatal, "forty stripes save one.“ Behold
him as he visits Jerusalem for the last time, his own people in his
home land, and is thrust mangled from her gates.

Did he meet with disappointments? IIl'he history of his life affords
the answer. Consider his disappointments in his own people, in the in.-
stability of the pagans, in the churches he had established. Consider
his disappointments in his own spiritual hopes, the establishment of a
kingdom of God on earth.

But with all these sufferings, with all these disappointments, there
are still the persecutions of his last days in imperial Rome. He had
looked eagerly forward to the day of his admittacne to Rome, there to
remove the veil, which had for centuries shrouded her in hellish night.
He enters Rome, and, by the same road, along which scores of Roman gen—
erals had passed in triumph to its capital, seated on chariots of victory, -
and greeted by the plaudits of a rejoicing people. But no chariot of
victory carries Paul; he treads the hardened road with sore and bleeding

feet. No plaudits greet him; a few humbel friends form all his escort.

139
With body weak and worn, locks of silver gray, and.face furrowed with
lines of care and age, he is led to the prison; there to lie for two
long, dreary years. He is tried and acquitted but the end is not yet!
Again is Paul seized and cast into a gloomy dungeon. There, as the
gates are clanged after him, he sits down alone - a doomed.man. One
by one his friends desert him.until only the true and faithful Luke
remains. He is brought to trial before the tyrant, Hero, and even
Luke forsakes him. No witness testifies in his favor; no counsel
pleads his cause; "He treads.the wine-press alone.“

Paul before Nero! What a contrast! The one, all powerful appar—
ently invincible; and the other the picture of weakness, but a weakness
that shook the world! One, an emperor, clothed in purple, sitting in
the chair of honor, with power of life and death; the other, a hated,
despised, fettered, and ragged Jew! But the end! The all powerful Nero
is forced to fly from his palace to save his miserable life; his last
hope gone, a slave assists him to thrust a dagger in.his won throat.
Paul is cendemned and led through the city gates to execution. But down
through the centuries, for all time, will ring that cry of triumph, '1
have fought a good fight, I have finished my course, I have kept the
faith.“ Who that locked on the execution of that poor, outcast Jew
would have dreamed.that his apparent failure could finally accomplish
such grand results? Not even Paul understood.his infinite success. No
thought entered.his mind.that, nineteen centuries later, his life would
be the inspiration of a Livingston, a Carey, or a Butler. Paul is not

dead. He lives today with a life a thousand times more full than that

lho
which throbbed in his breast while on earth. In ten thousand churches
every Sabbath, and in a thousand times ten thousand.homes every day,
his lips still teach the glorious gospel of truth. Wherever there are
human souls, searching for the priceless treasures of true manhood and
womanhood, or climbing the difficult heights of self-denial; there is
welcomed the man whose life was so pure, whose devotion to Christ was
so entire, whose pursuit of a single purpose was so unceasing - Paul,

the apostle to the Gentiles.

APPENDIX D

Oration delivered by Miss Clare Dean of the Themian Society to the
Michigan Agricultural College Oratorical Association in the spring of
1902, winning second place.

“JOHN HUSS'

In the dark hours before the dawn of day, let us enter the Bohasian
chapel of Bethlehem - and keep the long night watch with a righteous
soul, that, strong in the consciousness of godliness, is wrestling at
the altar in behalf of a fallen Pwople, and aginst the beliefs and morals.
in which he has lived and been educated and which enwrap the world.

The red glow of the eastern sun bursts from the grey clouds of early
morning and throws its beams over sleeping Europe. Gradually they creep
up and break through the rainbow-windows of the chapel, revealing at the
altar, the kneeling figure of "A small, pale man of mean attire,“ in
agonizing, but silent prayer. With difficulty the sunbeams make him un-
derstand that the world is arousing and that it is time for action. With
bowed head and clasped hands, John Huss slowly rises and passes like a
ghost down the aisle, out into the world, and we, one by one, with rev...
erent faces, follow.

We found him here, bowed before the problems of the state and church
of Bohemia. Being at the head of the theological University of Prague
and pastor of a church, how could he destroy the hatred of the Germans
for his Bohemian fellow-creatures? How could the corruption of state

and church be wiped out?

1142

Independent study of the needs of his flock brought John.Huss in
contact with the religious writings of Wycliffe, who had spent the last
years of his life trying to cleanse the church. At first, ignoring
them, then investigating deeper and deeper, he found such truths of
pure life that he placed.them before his people. In church and.out—of-
door talks multitudes crowd eagerly about him to hear the new doctrine
which cries out against the corruption of the world.

Is this heresy, which must be avenged.by fire? It this the crime
of crimes, to urge men to cease looking for signs of Christ's presence
and seek him in his enduring word? Is it any wonder that the clergy
looked on his teachings with disfavor, that they appealed to Rome to ex-
communicate him and to put the interdict on all places which should
harbor him? was there not need then for a prayer so long, so absorbing
that morning came before its close?

Powerless we watch the clergy carry volume after volume of lycliffe's
books to the public bonfire, they hiss and crack for tenegence. Would
not this dampen the fever of John Buss? With a louder cry against in.
Justice and corruption, he leads on in the race, beckoning his adherents
to follow. They start, they falter, they halt, they turn back, and he
is alone. Alone, against the wrath of Rome; alone, against the fear of
his disciples. Again they excommunicate him, and, this time, summon him
to the council of Constance, which is being called to allay the trouble
of Christendom.

The longbwishedpfor opportunity has come, to appear before his ac-
cusers and prove that their charges of heresy are false, and that he is

struggling only to cleanse the church. Here, too, could.he not publicly

1&3
confess his loyalty to Christ? 'And was there not a personal imperial
guarantee of safety from.Emperor Sigismund himself? But for that pro-
phetic mind, which interpreted the burning of wycliffe's books as a
fore warning of the result of his mission, this would have been an
hour of triumph. That picture - the terrible, destruction wrought hy
those leaping, hissing, circling tongues of fire holding for a moment.
those pages - the secret of his courage, in.their firey embrace, than
relaxing to seize others, while those already charred fall back to.
earth divided into ashes and smoke.

Sad with the gloom of a fearful mission to be fulfilled,he with his
companions, passed from.Prague, leaving its vine-covered walls, its shade,
its mourners, for there were not a few who wept.

They neared ancient Constance, whose beauty was reflected in the
clear, crystal lake at the foot of the mountain. Suddenly the little
band of travelers scattered right and left! A whirr, and.mounted.messen-
gers sped past. The Emperor's badge fluttered in the breeze behind them.
At the gate the crowd constantly increased. .

Oh, it was grand! This the first universal council,of the Latinised
world seemed not like a Christian council, but a European Congress. People
from all classes and all stations in life constantly arrived, bringing
with them all the pomp and brilliancy they could gather together.

But was it alone the glitter and show that attracted? No. Among
the earliest to arrive was a small band of men, dusty and weary from.a
long Journey on foot. They picked their way among the trains and spec-

tators, Jostling no one and indifferent to the scenes about them. The

1m»
hushed whispers of the crowd told us that the man in the lead was the
heretic, who was causing the disturbance in Bohemia.

No sooner had he come within the pope's Jurisdiction, than the
imperial authority was disregarded and John Russ was cast into prison.
After a few words of wrath that his commandshad been disregarded, and
his promise broken, the Emperor was persuaded that Hues should remain
a prisoner. Chained hand and foot, he remained for one long year, pin-
ing in the foul air of a dongeon. What hope remained? Only the council.
Guards led the pale staggering man from his cell to the Cathedral. At
the portico they were comanded to halt until the opening mass was said.
The ponderous doors were swung wide open, a flood of sunlight poured
from the windows and dome, disclosing a sight so grand, so sublime that
they bowed themselves in accordance with the scene. Like the sigh of
the wind through barren trees, like one great swath of golden grain be-
fore the reaper's sickle, that vast assemblage fell. upon their knees.
Then all was silent. From the high altar, far away, amidst a golden
halo of reflected light, rose the murmuring chant, a prayer for the
Christian church, for the Empire and the council. Would not such an
assembly be Just?

At its close the finger of scorn was pointed at the kneeling heretic.
In his fervent prayer he had not heard the assembly rise. With one wild
cry that majestic throng turned into a roaring, seething mob. They
dragged him, in his chains, before the altar. As the upraised hand of
the finperor commanded silence, the crowd fell back. The arch bishop
read the charges of heresy, as shown from the prisoner's writings. Should

he recant, denounce Wycliffe, and preach no more, he might return to his

145
home; but should.he continue in his obstinacy, the council was bound by
a sacred duty to the church to punish him by fire. Calmdy,and humbly
came the answer - "Every statement which can be proved false by cita-
tions from.the scriptures, I will Joyfully recent." At this there rose
such.a clamor from the mob that nothing could calm them. At each at-
tempt to deny the false charges and to explain his doctrine, the shouts
rose louder and louder. At last the mob thrust him out as they had
dragged.him.in, and threw'him.again into the dungeon, bolting the doors
behind him.

Another trial was given him. Again the charges were read. Fired
with wrath, Emperor Sigismund advanced, and, in an agitated voice, said -
"Whoever will be so obstinate in his malice is not worthy of safe-conduct,
and any single charge, even, which you have not denied, is sufficient
cause for a sentence of death.“ A thousand fold.harder to bear was the
verdict coming from the one in whom he had placed his earthly trust.

A partial eclipse of the sun foreboded the results of the close of
the day. In the full dress of a priest, with the sacrament cup in his
hand, they took him to the high altar.

Would John Hues recent or must he die for his convictions? Could
not the prayers of the Bohemians return their countryman? Would not the
prisoner‘s loyalty to his Master in such temptations save him? Too late.
The church had taught the world that the mortal crime of heresy must be
avenged by fire.

'Kneel and recieve sentence. On this day, June seventh, fourteen

hundred fifteen, John Hues will be burned at the stake."

we

The cup is snatched from his hand. "Accursed Judas, We take am
this cup in which the blood of Christ is offered for the redemption of
souls.“ '

'I trust I shall drink it this day in the kingdom of Heaven.“

With a curse on each the priestly garments were torn from his body.
Was that a blush on the Enperor's averted face, when he delivered the
doomed heretic to the executioners?

Farewell to the grand old Cathedral within whose walls justice was
thought to be done to all Christendom. How the little beidges trembled
beneath our weight! Out into a meadow we passed. Many hands laid the
platform, drove the stake and brought the wood which an old womn piled
about the prisoner. All is ready. Once, only once, with swimming eyes
a priest urged him to recent. "Lord Jesus, have mercy on me. Into thy
hands I commend my spirit. I die for thy gospel. Willingly I sign In
testimony with my blood.“ And the multitude cried - "What has the saint
done that he should come to this?“

The executioner applied the torch from below. The firey smoke crept
upward. Oh!, let us take one more look into his face before it is too
late. Let us behold how a martyr can die.

"With looks commercing with the skies
Thy rapt soul sitting in thine eyes
There, held in holy passion still
Forget thyself to marble, till
With sad, leaden, downward cast

Thou fix them on the earth as fast.”

11!?

One dream - his childhood home among the grand old border mountains.
Mother, Father, the youthful thoughts of a useful life the lonely Bohem-
ian flock; and now one short prayer - “Father, forgive them. Lord
Jesus, have mercy. Lord Jesus, have -." Oh! look no more!

Is it a blast from the mountain that chills our very bones, and
seems to freeze our blood? 0h, be quick! Gather up those ashes! Hurl
them into the Lake, and away!

Where a more faithful son of God, where a nobler soul, where a
truer martyr, where a more convincing sign of Christ's presence in his
enduring word? But for him who would have carried the torch of light,

which kindled the flame of love and Justice, from Wycliffe to Luther?

APPENDIX E

Oration delivered by Miss Bessie Berrics to the Michigan Agricultural
College 0ratorical Association in the spring of 1901*, winning third
place.

"Martin Luther at the Diet of Worms“

For hundred of years, yes, as long as men have existed, they have
entertained some ideas of religion; and Just so long have these varying
conceptions of religion set enmity between man and nan, between tribe
and tribe, between nation and nation. At‘times so great has become the
divergence of opinion and so positive the confidence of each antagonist
in his own infallibility, that, as a result the most atrocious crimes
of which men have ever been guilty have been committed, and comitted in
the name of religion. I

But there have been other times when it seemed possible by some con-

ciliation to avert the fierce conflicts with their reckless bloodshed.
At such times the ablest men of the country have come together to decide
what might be done to right the wrongs and to satisfy the people. Such
were the conditions that existed throughout Rome and Germany in 1520 and
1521.

The mny abuses of the church had grown so general and so oppressive
that they were fast becoming unbearable. There had been put into the
hands of certain officials at this time the authority to sell indulgencies,
by the power of which men believed themselves to be absolved from their
sins, provided they were sufficiently repentant and forsook their evil

ways. The true meaning and power of the indulgences were little understood

11.9
by the lower classes, who could not even read them,‘ but they soon were
led to believe that the mysterious paper removed the terrors of Hell,
as a punishment for foul deeds past or prospective, Just so soon as
their money clinked in the greasy wallet of the pardoner fresh from
Rome. In the time of a moral decline, however, the use of this money
for private interests became a great temptation.

This, however, was only one of the many forms of abuse so preva-
lent at the time, and the people were becoming aroused to the fact that
something could and must be done. I They were slowly becoming aware that
their money, obtained by the severest struggle and most painful toil,
was serving merely to furnish luxury and ease for those in whom they had
placed the utmost confidence. What could they do-a people untaught in
the wiles and crafts of deception, ignorant of those arts and‘devices so
cunningly and proficiently practiced by the priesthood? lhence would
come a champion who would espouse their cause, a leader who would arouse
their energy and direct their efforts? Could they look to those in
authority to right their wrongs, to bring to Justice those who had so
misused the trust placed in them? Alas! no. These were the very men
who strove by wrong doing. Could, they then rely upon their own strength
and wisdom to bring them safely through?

At last a solution presented itself. Our from their own ranks there
arose a young man, up to this time little known and little appreciated,
a pious, consecrated mu, interested alone in his tireless efforts to
better the condition of his people; a man of the strongest moral convic-

tions, to take his stand firmly and to publicly denounce the imorality

150
which he saw only too clearly; a man simple in his habits of life, gen.
tle in manner, but of mudh indomitable will power and unconquerable de-
termination that the Pope felt his power and trembled before it. Such
was the man, Martin Luther. -

He alone seemed to realise the great need of someone to take the
lead and challenge the misuse of papal authority. He saw perfectly
where the stand must be taken and that it must be taken at once. Force
he would not use, but one weapon.Martin Luther possessed against which
even the Pope was powerless. His mighty pen portrayed the existing
conditions so powerfully yet so simply that the most ignorant could not
but understand and feel the compelling force of what he said.

Soon the Pope was aroused and he resolved that Luther should go I!)
further, and that as a warning to others, he should be punished for what
he had done. But by this time Luther's ninety-five theses had been read
everywhere throughout the country. The excitement was becoming intense.
Never before in the history of man.had anyone dared to arise and.assert
his convictions as contrary to the edicts of the Pope. This was exactly
what Martin Luther had done, he had publicly declared the whole system
of indulgenoes, of which the Pope was head, to be in no particular in
harmony with the Gospel of Christ. Could the Pope sit calmly by and.al-
low this common peasant to thus defy his authority! No, he would.bumble
him.to the very dust and show him.in whom.authority was vested.

Luther was therefore summoned to appear before the Diet of worms.
He was promised that he should.be safely conducted to the city, and in

spite of advice and entreaty from his friends he fearlessly set out on

151
his Journey. Never was prince or king more royally received by the peo-
ple than was this humble peasant. The streets were crowded with eager
faces waiting to catch but a glimpse of the man as he passed through
the town. worn and exhausted after his long Journey, he at last appeared
beofre the Diet. Every eye was fixed upon him as he entered the room.
Fearless he certainly was, and positive that he was in the right, but
his eye instinctively turned in search of some sympathetic face. The
demand that he "consent to retract certain of his doctrines“ was put
before him. Conscious that was on trial before men.whose lightest word
was law, realising that punishment awaited him should he refuse to comp
ply with the demand, and remembering the family that he had left at home,
whose every thought was a prayer for his safe return, he curbed.his imp
petuous spirit, and with cautious deliberation consonant with the momen—
tous crisis he requested twenty-four hours for further consideration.

0n the following day Luther went again before the Diet. Slowly
and with a calmness born of perfect assurance, assurance that he was
guided by divine power, he walked alone down the aisle, through the as-
sembled throng. The silence was deathlike, men quivering with expecta-
tion sat breathlessly awaiting the reply which would.mean to them a
happier and truer condition for the future, or, if he failed to stand
firm to his conviction, a condition.more miserable than they had yet
known because more hopeless. Again the question was propounded “would
he consent to retract certain of the doctrines which he had set forth?"
Thoughtfully and carefully Luther framed his answer, acknowledging that
perhaps his words had.been.harsh in those writings wherein he had.attacked

the papacy, but maintaining that when that body openly violated the

152
teachings of the Gospel and.misrepresented its doctrines to the people
he must protest against it though he defy both Pope and King. "If the
Scriptures," he said, ”convict me not it is not in the power of Pope
or councils to do so. I have no guide but the Bible, the Herd of God,
I cannot and will not retract because that would oppose my conscience.
Such is my profession, expect no other." The trial was over and Luther
had remained invincible, unconquerable. He no longer stood alone; the
throbbing heart of all Germany was ready and anxious to support him.

What was to be the effect on Germany, on the world? There had
been a time when men were ruled entirely by the power of the sword,
they knew of no other way whereby they might be ruled, or government
maintained. The world of books was closed to them; the papacy knew well
what it would mean should the masses of the German people learn to read
and understand eien the writings of that tile. But at last there had
come one man brave enough to defy the papacy and by his own writings
show the people that there was something better in store for them if
they would but take it. He had succeeded in arousing, and at last in
thoroughly wakening them, and now in the first part of the sixteenth
century, on the dark horizon gleaned one star of hope, the conscious-
ness of ignorance. Bitterly did the papacy oppose the steady course of
that star as it slowly but surely rose and shed its radiance over the
world. With fierce tenacity it clung to its power and authority, and
wildly hurled its anathemas vainly trying to stop the oncoming tide of
awakening civilizations. Meanwhile the printing press had been intro-
duced and men read what they- chose, thought for themselves, formed new

opinions and determined for themselves, what was right or wrong. A

153
worldwide reformation had heen set in motion; men everywhere grasped
eagerly for truth and whatever appeared as a means to the one great
end of higher and more intelligent living, of broader and truer civi-
lization. is well try to stop the onward rush of a mighty tide as try
to check or stay the course of this new thirst for learning, discovery,
and research in its mission of enlightenment.

A hopeless consternation was upon the papacy as it viewed its help-
less position while men rushed on not even seeing the hand thrust in
'their path to stay them; for ahead of them was liberty, knowledge, and
a happiness hitherto unknown. Pointing to that goal, exhorting, encour-
aging, still fighting their fight against all the powers of evil, and
moving ever forward to higher effort was Martin Luther.' Others were
ready to follow, but who else would have dared to come out before the
world alone, unsupported, repulsed and thwarted at every step, and with
never flogging determination bring Justice to her own throne.

Germany and the world had, through his labors, come to a higher
standard of living and thinking. Men were no longer inanimate beings,
tools in the hands of those who could use them. They had been filled
and thrilled with pulsing, throbbing life, newly awakened energy, noble
ambition for themselves and their country. Stimulated every step by
the greater activities of their leader and guide. ta common peasant
they called hhm, but where in the history of man can be pointed out mind
more uncommon, character more noble than that of Martin Luther. All
honor then to him who braved defeat and the scorn of his fellows for the
principle he loved, and who dared to decide for the right for the sake

or right alone.

APPENDIX 1'

Oration delivered by K. B. Van Wagenen to the Michigan Agricultural
College Oratorical Association in the spring of 1910, winning first
place. Later in the year delivered at the annual contest of the Mich—
igan Oratorical League.

”The Newer Justice"

hiring the last two decades more deaths have occurred from murder
alone that resulted from four years of Civil War. Emerging from one of
local concern the problem of crime becomes one of national importance,
and its solution bears a tremendous weight upon the progress of civili-
sation. Crime is a relic of barbarism; and it exists because it is met
with another relic of barbarian—the prison. For Just as hate begets
gate, love begets love; and tonight I wish to present a principle by
which, at its very fountain head, civilisation begets civilization.

Along the river front of one of our typical American cities, a not-
ley collection of boys once banded themselves together. They called
themselves a ”gang;" the police called them a desperate band of criminals.
One night their leader was captured, and to secure a confession the po-
lice, as was their custom with boys, beat him cruelly. Failing, they
strapped him to the hard bench of a prison cell. Sullen, bitter hatred
glared from the young eyes, but back of them one terrible thought was
borno-revenge against that system which had brought about this punish-
ment; the cold, heartless, bluecoated, ironhanded law. Amid the Jeers
of the police force, and even with misgivings in his own heart, a famous

Judge of the Juvenile Court steps in. In this man, the lonely, belligerent

, 155
soul found a friend, a friend who could understand and care. It seemed
incredible at first, but slowly confidence was won, and under the sooth-
ing, inspiring influence of plain.human kindness, the childish instinct
of confession crept up and swept away all other emotions, and the kindly
Judge heard a tearful record of doings such as the police had never im-
agined.

How striking the contrast between the two methods; that of the po-
lice and prison regime founded on fear and brutality; that of the Juvenile
Court founded on kindness and confidence. The Old and the New in con-
flict. Civilisation and barbarian; the Christian principle of ”an eye
for an eye and tooth for a tooth“ brought directly face to face. The
one the boy's natural friend, and the other his natural enemy; the one
cooperates, the other antagonizes. The new regime brought not punich-
ment, but probation; with probation, came penitence, and instead of
further depredations this intrepid young leader brought his companions
into the court room, everyone of the wrong doers. The result was com--
plete eradication of trouble along the river front; and the members of
the gang became defenders of the court. The seeds of potential social
anarchy had somehow been transformed into useful, industrious citizens.
lhy this marvelous difference? Simply because brutal enforcement of a
law apparently with.no other obJect than revenge, out of the very nature
of things, excites antagonism and leads to inevitable failure. [hereas,
from the operation of the same fundamental principle of human nature,
kindly enforcement of the same law, in a spirit of Justice, demands re-
spect and stimulates co-operation. Barbarian brings forth barbarism;

civilization produces civilisation.

156

The line of cleavage between these two systems strikes deep into
the bedrock of our social organization. Consider what constitutes a
criminal. I. he an individual predestined to a life of crime and good
for nothing else? Or is he not simply a victim of a society, itself
not yet entirely civilized? It is true that there are some whose her-
edity and constitution.make them criminals, but by far the large number
are helpless victims of conditions over which, not they-but society--
has control. Some petty act in early life landed them in Jail and the
deplorable circumstances and mismanagement of these institutions influ»
enced them not toward reform, but impelled them, forced them,--at times
even against their own wills-~into more expert criminality. Statistics
show us that from sixty to seventy out of every one hundred released
prisoners follow lives of crhme. Think of it. Will more laws change
this? Will a more efficient police force prevent this? Can laws or
police, or any arbitrary, superficial meansa-any method.however powerful
and farreaching, which does not reach down into the heart and soul of
the child, begin to penetrate to the deep substrata of such conditions?

The magnitude and seriousness of this question is seldom realised.
It is an established fact, that over half the inmates of our prisons and
reformatories--that over “0,000 prisoners, are under tyenty five years
of age. A noted English investigator has gone so far as to declare that
less than two per cent of London criminals had formed the habits which
led.them into crime after their twentieth year. But does this mean that
children have greater criminal tendencies? Is it not rather but the

natural, inevitable expression of that primitive savagery so characteristic

157

of energetic children? In the words of Judge Lindsey: "children are
neither good nor bad, moral mr immoral, but either weak or strong.
They are little savages, living in a civilization which has not yet.
civilised then.“ They are waiting to be led- Their activity is but an
expression of their blind struggle toward the light; they are as clay
for the hand of the Great Potter. To influence these plastic characters
toward evil, deception, lawlessness, means to create hardened individuals
with vice predominant. Treating them as criminals makes them criminals.
There is no escape. Nowhere is it truer that "the child is father to
the man" than in the prisons. In the case of children, prisons are noth-
ing but training schools for crime, for instead of emerging reformed,
the child is merely molded into a more intelligent savage, transformed
from an energetic, but perverted child, into a keen, black—hearted crim-
inal, bent on revenge, with respect neither for himself nor for others,
and with a profound disrespect,--a bitter antagonism-for that Law which,
from his point of view, stands back of all this suffering and degradation.

The solution of this problem calls for great and radical changes in
our Judicial system. To this end, the Juvenile Court has been established,
a court based on the assumption that the child has committed not a crime,
but a mistake; and that he therefore deserves not punishment, but cor.
rection. The working principle is in all cases, to appeal to his sense
of honor, and consequently develop his self-respect; to give him another
chance if possible: and by any means to keep‘him from the contaminating
influence of prison life. In this court, the law operates upon the child
in such a manner that all the old antagonism is swept away as naturally,

as inevitably, as the mists disperse before the morning sun; and out of

,158
the crude but promising material of the street, are made not criminals
but men. Law defenders and not law breakers are constructed from this,
the material for future citizenship. And in this way is crime reduced.
If criminals are the result, in most cases, of causes which are of our
own making; if it is seen that by trial a new method.proves these causes
not only harmful but unnecessary, the logical solution for this vital
national problem seems to be at hand. The Juvenile Court may be only
a temporary institution, later to give way to something larger, better,
more fundamental. But when.the nation realizes the principle which
this court enforces-—that youthful lawbreakers are not crhminals, but
are perfectly normal, and exceedingly enterprising young citizens; and
when our courts become so organised that individuals will be treated
as such; then indeed will a newer, truer, Justice be established in Amer-
icaé‘

The problem of the alarming increase in crime demands a solution.
Tonight, while I am speaking, twentyaeight murders are being consummated.
Beofe this week is finished, two hundred lives will have been sacrificed
in the United States to this cause alone. The wholesale violation of
law is a depressing fact, but it is a fact. What are we to do with it,
is the question we are compelled to face and answer. Is our method to
be punishment? Does experience indicate that this way succeeds; that
released prisoners make good citizens? Or is our method to be refonlib
tion? As compared to the brutal procedure of the old criminal court,
the inspiring methods and gratifying results of the Juvenile Court pro-
claim the dawn of a new era in Jurisprudence. The one great need of all

our courts is not more force, but more humanity. The principles which

159
underlie the Juvenile Court apply with equal force in every other court,
and they must be made the dynamics which move the wheels of Justice in
whatever court applied. Reformation, or punishment? Shall we degrade
ourselves to the brutal spirit of revenge, or shall we employ the God—
given power of building character? Let us not confuse the issue; it
is not a question of leniency; it is not a question of protecting mere
property; but it is a question which lies at the very foundation of the
truest Christianity; it is the principle which at its very fountain.
head begets Civilization; it is that which by means of love, pours forth

into our world, instead of crude, prison-cramped victims, reformed,

transformed.men.

APPENDIX 0

An article entitled "Debating" by Professor A. B. Noble of the English
Department published in the 11.59. Bacord, Vol. II, No. 11, March 16,

1897, p. 5.

The debate Saturday evening between chosen members of the Hesper-
ian Society and the Union Literary Society indicates a growing interest
in debating as a feature of society work. It is only within recent
times that the College societies have recognized debating as worthy
of a place on the formal weekly program, and I doubt if its place is
yet as secure as that of the oration and the essay, its most worthy
competitots. But that it has been rapidly advancing in favor is shown
conclusively by this Joint debate, constituting, as it did, an entire
evening's program for two societies.

Elsewhere, also, there has been a similar growth of interest, or
more strictly speaking, a revival of interest. An excellent article in
the January 1933.! on intercollegiate debating, traces this revival of
debating in the leading colleges and universities of our country, from
the Yale—Harvard contest of 1892, down to the present time. The writer
of the article, Mr. R. C. Ringwalt was a member of the Harvard team in
the contest with Tale in 1895, and now completing his second year as
assistant in rhetoric in charge of debating in Columbia University. His
experience, therefore, enables him to write understandingly, and his
description of the methods of preparation, the choosing of contestants,
the diligent search for everything that bears on the subJect, the brief,

or outline, the dividing of the work among the members of a given team,

161
the practice debates, and.then the final contest with the excitement
and rivalry necessarily accompanying such an event; this description is
one well calculated to arouse the enthusiasm.of every college student
who has enough life and vigor to enJoy a contest. And now that debat-
ing is established as a form.of intercollegiate contest, we may expect
it to grow in power and influence. The Sunday Free Press of a weekzago
reported the arrangement for such a contest between the State Normal
School and Albion College. Bow soon.may we expect it to strike nearer
home?

But how long is this interest in debating likely to continue? Will
it sonn fade away, or will it endure? The only safe answer is, wait and
see. But, considering its new function as a form of inter-collegiate
contest, there seems good reason to believe that it will not soon dis-
appear. Its give and take, its thrust and parry, make it more exhiler-
ating to the participants and more interesting to an.audience than the
oratorical contest, and that has endured for many years. But a much
stronger claim to a continued existence is in its disciplinary value.

As compared with the oration, it requires a fresher, more vital, more
practical subJect. The real oration, it is true, deals only with vital
topics; but the average contest oration shuns such a topic, lest per-
chance some Judge should.hold an opposite opinion. But debate cannot
fluourish on dead questions; it must have something fresh and living,
something practical.

Moreover, the thought basis of the debate is better than that of
the contest oration. 'The wouldibe-orator sees no skilled opponent watch-

ful to detect the slightest misstatement, quick to expose any and every

162
fallacy, no matter how plausible, and alert to turn aside every argu—
ment that does not drive straight home. The oratorical contestant is
apt to care little how weak the thought, for if hecan dress it up so
as to make it “sound well”, he stands a good show of winning the prise.
Not so the debater. His speech must not only ”sound well", it must
also be logical and consistent, and true; at least, it is hazardous for
it to be otherwise. The debater must not consider himself above the use
of evidence fairly. If there is an exceptional case, more striking, or
thrilling, or dramatic than other cases belonging in the same class,
this exceptional case is to the orator more valuable than all the others
put together; to the debater it is worthless, for the rules or general
principle is determined by the cases that are not exceptional. In brief,
the debater must seek to base his conclusions on facts that are unques-
tioned and on arguments so logically constructed that they cannot be
shaken. If he does not, it is the business of his opponent to expose
every fallacy, to lay bare every weakness.

‘ In the method of presentation, also, the debate offords a better
discipline than.the oration. The orator does his work in the quiet of
his study, with nothing to distract his attention. In choosing words,
in constructing sentences, in marshalling his thought he has time for
deliberation. If all is not arranged to his satisfaction at the first
sitting, he is at libdrty to lay it aside and come back to it fresh the
next day or the next weeks The debater, on the other hand, must learn
to test and.analyse arguments on the spur of the moment, to decide at
once what is to be done and to do it, to coin his thought into words and

cast the words into sentences while standing before his audience, and

163
all the while to keep clearly in mind the course of his arguments and
an estimte of the amount of time he can afford to give to each point.
An afterthought as to a better word, a more-telling sentence, a more
effective arrangement of thought, is without value. He must cultivate
readiness. He must think on the sport and speak immediately. ,

Practice such as this is valuable not only as discipline, but also
as direct training for the practical duties, or at least opportunities,
of life, especially the life of an educated man. Every comunity, be
it large or small, is constantly confronted with problems pressing for
solution. The riglt solution is based upon facts, and the method of
reaching that solution is, first, to find out the real facts, and sec-
ondly to draw correct inferences from them. This is no easy problem,
and many there are that fail. He who reasons on practical problems must
learn to look beneath apparent resemblances, to search for fundamental
principles, to guard against fallacies, and to test patiently and care.
fully every step in the course of reasoning. Moreover, he must learn
to think at once and to speak at one. He must be ready when the occasion
arises, must "strike while the iron is hot.“ Men-need practice in deal-
ing with such problems, and I for one know no better training for the
forcible discussion of the practical problems of life than long continued,
faithful practice in debating.

To be sure these real problems are not always dealt with in formal
debate. Many a time the work is done by informl discussions in the
field or shop or street; sometimes the discussion goes into the papers,
and sometimes upon the platform. But however wherever one, the mu trained

in debating has an advantage, and the community soon learns of his power,

16h

and pays him for it, too, by advancing'him to a higher rank in its es-
timation. Indeed, if we are unwilling to be set down as nonentities,
we must show the conmunity that we have opinions, and we can set them
forth and defend them, and that is virtually debating. Moreover, ’if
our defense or our opinions is'weak, we get little credit for them,
however, good they may be. The real debaters in a comunity are, after.
all, few in number, and the comunity knows who they are. Fortunate
is that community whose leaders are trained to careful, logical reasoning.
Debating, rightly conducted, is a search for the truth, an attempt
to reach just conclusions; and upon the finding of truth, and the reach-
ing of Just conclusions, depends the welfare of each and all; or, in
other words, the progress of the world. This view, it is true, comes
only when we look at debating as conducted ideally. It is well, perhaps,
to admit that it is not always 'a disinterested search for truth; that
the rivalry of the contest frequently brings forth trickery and deceit
and cunning. Grant it all. But if the debate has been ably conducted
on both sides, after it is over every unprejudiced man, whether debater
or listener, ought to be able to approximate somewhat more nearly the
real truth of the matter. Of course, if, in extreme cases, all or the
majority have not caught a clearer glimpse of the truth, some at least
'may be expected to have done so, and that is a gain. The main argmnent
for freedom of speech and of the press is that this freedom helps to
bring out the truth. If, that, it is well to have freedom of discussion,
let college students train themselves to be skillful in debate. It will
give them a better standing in their comnity, and at/ the same time will

help somewhat in reaching right conclusions.

(

165
Debaters, we welcome you. Do your very best. The task you at-

tempt is great, but great also is the reward.

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