Grade 9 Business Lesson 165

Today I learned about Yellow Pages Ads, Part 5. Profit in ignorance

  1. Businessmen do not know that the YP ad no longer works well.
  2. They do not track responses.
  3. They do not know about direct-response advertising.
  4. They do not understand Google AdWords.
  5. Their marketing websites were designed by people with no marketing savvy.
  6. They are bored by marketing.
  7. They are confused by marketing.
  8. They refuse to learn marketing.
  9. They are falling behind those competitors who do understand these things.
  10. North’s program for marketing services
    1. Identify big spenders: latest YP book
    2. Identify marketing mistakes.
    3. Send a short email warning them.
    4. Send a URL that takes them to North’s free report.
    5. This offers a free manual on YP advertising.
    6. To get this, they must schedule a meeting with you.
    7. You hand him a printed manual.
    8. You can ask for a call-back session after he has read it.
    9. You introduce him to AdWords.
    10. You send an email with a link to your site on the benefits of AdWords.
    11. You offer a free trial: you create a website.
    12. Offer to begin a test of AdWords.
    13. He must track responses: present YP ads vs. AdWords.
    14. Goal: shift to AdWords from YP
    15. Price: 15% of gross paid in advertising.
    16. Cancel at any time.

What to conclude from this?

  1. Goal: get people to switch from YP to AdWords.
  2. Strategy: tell everything on what must be done.
  3. Be ready to provide marketing services.
  4. The lifetime value of the customer is high.

Grade 9 English Lesson 64

Today I learned about Washington, Part 14. Chapter 13: Two Thousand Miles for a Five-Minute Speech

  1. Night school, 1884: for the poverty-stricken
  2. 10-hour work day, 2 hours at night for school

    There could hardly be a more severe test of a student’s worth than this branch of the Institute’s work. It is largely because it furnishes such a good opportunity to test the backbone of a student that I place such high value upon our night-school. Any one who is willing to work ten hours a day at the brick-yard, or in the laundry, through one or two years, in order that he or she may have the privilege of studying academic branches for two hours in the evening, has enough bottom to warrant being further educated.

    After the student has left the night-school he enters the day-school, where he takes academic branches four days in a week, and works at his trade two days. Besides this he usually works at his trade during the three summer months. As a rule, after a student has succeeded in going through the night-school test, he finds a way to finish the regular course in industrial and academic training.

    No student, no matter how much money he may be able to command, is permitted to go through school without doing manual labour. In fact, the industrial work is now as popular as the academic branches. Some of the most successful men and women who have graduated from the institution obtained their start in the night-school.

    While a great deal of stress is laid upon the industrial side of the work at Tuskegee, we do not neglect or overlook in any degree the religious and spiritual side. The school is strictly undenominational, but it is thoroughly Christian, and the spiritual training of the students is not neglected. Our preaching service, prayer-meetings, Sunday-school, Christian Endeavour Society, Young Men’s Christian Association, and various missionary organizations, testify to this.

  3. Public speaking

    I have often been asked how I began the practice of public speaking. In answer I would say that I never planned to give any large part of my life to speaking in public. I have always had more of an ambition to do things than merely to talk about doing them.

    I determined never to say anything in a public address in the North that I would not be willing to say in the South. I early learned that it is a hard matter to convert an individual by abusing him, and that this is more often accomplished by giving credit for all the praiseworthy actions performed than by calling attention alone to all the evil done.

    In this address I said that the whole future of the Negro rested lar- gely upon the question as to whether or not he should make himself, through his skill, intelligence, and character, of such undeniable value to the community in which he lived that the community could not dispense with his presence. I said that any individual who learned to do something better than anybody else—learned to do a common thing in an uncommon manner—had solved his problem, regardless of the colour of his skin, and that in proportion as the Negro learned to produce what other people wanted and must have, in the same proportion would he be respected.

    In my early life I used to cherish a feeling of ill will toward any one who spoke in bitter terms against the Negro, or who advocated measures that tended to oppress the black man or take from him opportunities for growth in the most complete manner. Now, whenever I hear any one advocating measures that are meant to curtail the development of another, I pity the individual who would do this. I know that the one who makes this mistake does so because of his own lack of opportunity for the highest kind of growth.

  4. He had faith in progress.

    I pity him because I know that he is trying to stop the progress of the world, and because I know that in time the development and the ceaseless advance of humanity will make him ashamed of his weak and narrow position. One might as well try to stop the progress of a mighty railroad train by throwing his body across the track, as to try to stop the growth of the world in the direction of giving mankind more intelligence, more culture, more skill, more liberty, and in the direction of extending more sympathy and more brotherly kindness.

  5. 1893 meeting: Christian Workers, Atlanta
    1. Train from Boston: 30 minutes to spare
    2. Five-minute speech to 2,000 whites
  6. Heavy demand to speak

    Most of the addresses in the North were made for the direct purpose of getting funds with which to support the school. Those delivered before the coloured people had for their main object the impressing upon them the importance of industrial and technical education in addition to academic and religious training.

  7. International Exposition, Atlanta: 1895
    1. He helped raise funds for it.
    2. He was asked to speak.

      I knew, too, that this was the first time in the entire history of the Negro that a member of my race had been asked to speak from the same platform with white Southern men and women on any important National occasion. I was asked now to speak to an audience composed of the wealth and culture of the white South, the representatives of my former masters. I knew, too, that while the greater part of my audience would be composed of Southern people, yet there would be present a large number of Northern whites, as well as a great many men and women of my own race.

      I was also painfully conscious of the fact that, while I must be true to my own race in my utterances, I had it in my power to make such an ill-timed address as would result in preventing any similar invitation being extended to a black man again for years to come. I was equally determined to be true to the North, as well as to the best element of the white South, in what I had to say.

      On the morning of September 17, together with Mrs. Washington and my three children, I started for Atlanta. I felt a good deal as I suppose a man feels when he is on his way to the gallows. In passing through the town of Tuskegee I met a white farmer who lived some distance out in the country. In a jesting manner this man said: “Washington, you have spoken before the Northern white people, the Negroes in the South, and to us country white people in the South; but Atlanta, to-morrow, you will have before you the Northern whites, the Southern whites, and the Negroes all together. I am afraid that you have got yourself in a tight place.” This farmer diagnosed the situation correctly, but his frank words did not add anything to my comfort.

      Atlanta was literally packed, at the time, with people from all parts of the country, and with representatives of foreign governments, as well as with military and civic organizations. The afternoon papers had forecasts of the next day’s proceedings in flaring headlines. All this tended to add to my burden. I did not sleep much that night. The next morning, before day, I went carefully over what I planned to say. I also kneeled down and asked God’s blessing upon my effort. Right here, perhaps, I ought to add that I make it a rule never to go before an audience, on any occasion, without asking the blessing of God upon what I want to say.

      I always make it a rule to make especial preparation for each separate address. No two audiences are exactly alike. It is my aim to reach and talk to the heart of each individual audience, taking it into my confidence very much as I would a person. When I am speaking to an audience, I care little for how what I am saying is going to sound in the newspapers, or to another audience, or to an individual. At the time, the audience before me absorbs all my sympathy, thought, and energy.

      The room was very large, and well suited to public speaking. When I entered the room, there were vigorous cheers from the coloured portion of the audience, and faint cheers from some of the white people. I had been told, while I had been in Atlanta, that while many white people were going to be present to hear me speak, simply out of curiosity, and that others who would be present would be in full sympathy with me, there was a still larger element of the audience which would consist of those who were going to be present for the purpose of hearing me make a fool of myself, or, at least, of hearing me say some foolish thing so that they could say to the officials who had invited me to speak, “I told you so!”

What to conclude from this?

  1. Night-school education: mostly manual labor
  2. Same view of of public speaking: doing
  3. Positive verbal sanctions: say nice things
  4. Focus on character, productivity
  5. Create demand for services
  6. 1893 Speech: 5 minutes
  7. Train ride from Boston to Atlanta
  8. 1895 Speech: first for a black
  9. He had fears about giving it.
  10. Rule: speak to the audience only

Grade 9 Business Lesson 164

Today I learned about Yellow Pages Ads, Part 4. Ad size

  1.  Irrelevant if no one sees it.
  2. It cannot compete with a Web landing page.

Separate phone numbers

  1. This is mandatory for tracking.
  2. Small businesses do not do this.
  3. The goal is to get contact information.
  4. Call: this is the action step.
  5. Separate scripts for each number.

Response/follow-up plan

  1. Get the name.
  2. Send out information.
  3. Keep sending out information.
  4. Most businesses do not do this.
  5. Your goal is to get hired to design this.

Using a data base

  1. Few small businessmen do this.
  2. You should learn how to do this.

Become an independent specialist in direct-response marketing.

  1. Few people do this.
  2. Local businesses do not know about this.
  3. This is a barrier to entry.

Develop a market-driven website.

  1. Sell the businessmen on this idea.
  2. Create a site that you control.

Negotiate a discount for the small business.

What to conclude from this?

  1. Use the free manual to show the businessman what is he missing.
  2. If he does not want to do this, he may hire you to do it for him.
  3. Master the skills you need.

Grade 9 English Lesson 63

Today I learned about Washington, Part 13. Chapter 12: Raising Money

  1. Dormitory for girls: $10,000
  2. Invitation from Armstrong: fund-raising

    Of course I accepted General Armstrong’s invitation, and went to Hampton immediately. On arriving there I found that the General had decided to take a quartette of singers through the North, and hold meetings for a month in important cities, at which meetings he and I were to speak. Imagine my surprise when the General told me, further, that these meetings were to be held, not in the interests of Hampton, but in the interests of Tuskegee, and that the Hampton Institute was to be responsible for all the expenses.

    Although he never told me so in so many words, I found that General Armstrong took this method of introducing me to the people of the North, as well as for the sake of securing some immediate funds to be used in the erection of Alabama Hall. A weak and narrow man would have reasoned that all the money which came to Tuskegee in this way would be just so much taken from the Hampton Institute; but none of these selfish or short-sighted feelings ever entered the breast of General Armstrong. He was too big to be little, too good to be mean.

    After that kindly introduction I began going North alone to secure funds. During the last fifteen years I have been compelled to spend a large proportion of my time away from the school, in an effort to secure money to provide for the growing needs of the institution. In my efforts to get funds I have had some experiences that may be of interest to my readers.

    Time and time again I have been asked, by people who are trying to secure money for philanthropic purposes, what rule or rules I followed to secure the interest and help of people who were able to contribute money to worthy objects. As far as the science of what is called begging can be reduced to rules, I would say that I have had but two rules.

    First, always to do my whole duty regarding making our work known to individuals and organizations; and, second, not to worry about the results. This second rule has been the hardest for me to live up to. When bills are on the eve of falling due, with not a dollar in hand with which to meet them, it is pretty difficult to learn not to worry, although I think I am learning more and more each year that all worry simply consumes, and to no purpose, just so much physical and mental strength that might otherwise be given to effective work.

    In order to be successful in any kind of undertaking, I think the main thing is for one to grow to the point where he completely forgets himself; that is, to lose himself in a great cause. In proportion as one loses himself in the way, in the same degree does he get the highest happiness out of his work.

    Although it has been my privilege to be the medium through which a good many hundred thousand dollars have been received for the work at Tuskegee, I have always avoided what the world calls “begging.” I often tell people that I have never “begged” any money, and that I am not a “beggar.” My experience and observation have convinced me that persistent asking outright for money from the rich does not, as a rule, secure help.

    I have usually proceeded on the principle that persons who possess sense enough to earn money have sense enough to know how to give it away, and that the mere making known of the facts regarding Tuskegee, and especially the facts regarding the work of the graduates, has been more effective than outright begging. I think that the presentation of facts, on a high, dignified plane, is all the begging that most rich people care for.

    In the early years of the Tuskegee school I walked the streets or travelled country roads in the North for days and days without receiving a dollar. Often as it happened, when during the week I had been disappointed in not getting a cent from the very individuals from whom I most expected help, and when I was almost broken down and discouraged, that generous help has come from some one who I had had little idea would give at all.

  3. 2 miles + 3 hours +2 years = $10,000

    I can hardly imagine any occurrence which could have given me more genuine satisfaction than the receipt of this draft. It was by far the largest single donation which up to that time the school had ever received. It came at a time when an unusually long period had passed since we had received any money. We were in great distress because of lack of funds, and the nervous strain was tremendous.

    In our case I felt a double responsibility, and this made the anxiety all the more intense. If the institution had been officered by white persons, and had failed, it would have injured the cause of Negro education; but I knew that the failure of our institution, officered by Negroes, would not only mean the loss of a school, but would cause people, in a large degree, to lose faith in the ability of the entire race. The receipt of this draft for ten thousand dollars, under all these circum- stances, partially lifted a burden that had been pressing down upon me for days.

    From the beginning of our work to the present I have always had the feeling, and lose no opportunity to impress our teachers with the same idea, that the school will always be supported in proportion as the inside of the institution is kept clean and pure and wholesome.

    The first time I ever saw the late Collis P. Huntington, the great railroad man, he gave me two dollars for our school. The last time I saw him, which was a few months before he died, he gave me fifty thousand dollars toward our endowment fund. Between these two gifts there were others of generous proportions which came every year from both Mr. and Mrs. Huntington.
    Some people may say that it was Tuskegee’s good luck that brought to us this gift of fifty thousand dollars. No, it was not luck. It was hard work. Nothing ever comes to me, that is worth having, except as the result of hard work.

    When Mr. Huntington gave me the first two dollars, I did not blame him for not giving me more, but made up my mind that I was going to convince him by tangible results that we were worthy of larger gifts. For a dozen years I made a strong effort to convince Mr. Huntington of the value of our work. I noted that just in proportion as the usefulness of the school grew, his donations increased.

  4. Rev. Donald’s sermon in the rain

    It was not very long before the rain ceased and Dr. Donald finished his sermon; and an excellent sermon it was, too, in spite of the weather. After he had gone to his room, and had gotten the wet threads of his clothes dry, Dr. Donald ventured the remark that a large chapel at Tuskegee would not be out of place. The next day a letter came from two ladies who were then travelling in Italy, saying that they had decided to give us the money for such a chapel as we needed.

    I have spoken of several large gifts to the school; but by far the greater proportion of the money that has built up the institution has come in the form of small donations from persons of moderate means. It is upon these small gifts, which carry with them the interest of hundreds of donors, that any philanthropic work must depend largely for its support.

What to conclude from this?

  1. Gen. Armstrong gave him a boost: fundraising in the North.
  2. Get the message out.
  3. Don’t worry when bills come due.
  4. Don’t beg. . . Show the facts.
  5. Be patient; money will come.
  6. Work, not luck, brings success.
  7. Miracles happened: checks arrive.
  8. Small donations made the difference.

Grade 9 Business Lesson 163

Today I learned about Yellow Pages Ads, Part 3. Test your ad before you run it.

  1. The #1 goal is to show how crucial testing is.
  2. The #2 goal is to persuade him to test all ads.
  3. The #3 goal is to persuade him to drop YP.
  4. The #4 goal is to persuade him to hire you to design a testing program.

Your ad prepares your customer to take more steps.

  1. The #1 goal is to persuade him that he needs a systematic program: multiple steps.
  2. The #2 goal is to convince him to hire you to set up a program.

11 common mistakes

  1. The #1 goal is to persuade him that he has made many mistakes.
  2. The #2 goal it to persuade him to scrap his YP ad.
  3. The #3 goal is to persuade him to hire you to oversee his advertising.

How to use the Yellow Pages strategically

  1. The #1 goal is to persuade him that his present YP campaign is poor.
  2. The #2 goal is to persuade him to spend the YP money on AdWords.

What to conclude from this?

  1. Your sales strategy is based mainly on fear.
  2. The secondary goal is to persuade him that you can use the YP money profitably.
  3. He can test this if he implements sales tracking.
  4. He may hire you to re-vamp his marketing.

Grade 9 Drawing Assignment #6

Today I will show you my sixth project. Here it is. p11206701.jpgYeah for this project I got a guy named Igor Stravinsky to sit down on this lovely wooden chair. Unfortunately he died in 1971. Okay, for real now this is a portrait of Stravinsky by Pablo Picasso. I simply copied it, with a twist. You see, I didn’t copy it right side up. The picture in the book is upside down and so I drew it upside down. I drew it like this.p1120670-e1527311711445.jpgDrawing it upside-down makes it so that it’s harder to tell what you’re drawing. Which is actually what you want. By doing that you are going in to, as I put it “Right Brain Mode” which let’s be honest basically make it easier to draw things. So yeah.







*pant, pant* *exhale* I wrote the whole post and then half of it disappeared, and yes I tried that back arrow thingy. By half I mean 3/4 of my post, gone. I wrote the whole thing and it left me with everything above the second picture. A whole 6-8 line paragraph gone. I just gotta vent. There was good jokes and everything…

Whatever just scroll up, forget about this, you probably somebody to feel back for. Just look at the drawing again or like the post…

Grade 9 English Lesson 62

Today I learned about Washington, Part 12. Chapter 11: Making Their Beds Before They Could Lie on Them

  1. The influence of Gen. Armstrong’s model

    It is now long ago that I learned this lesson from General Arm- strong, and resolved that I would permit no man, no matter what his colour might be, to narrow and degrade my soul by making me hate him. With God’s help, I believe that I have completely rid myself of any ill feeling toward the Southern white man for any wrong that he may have inflicted upon my race. I am made to feel just as happy now when I am rendering service to Southern white men as when the service is rendered to a member of my own race. I pity from the bottom of my heart any individual who is so unfortunate as to get into the habit of holding race prejudice.

    The more I consider the subject, the more strongly I am convinced that the most harmful effect of the practice to which the people in certain sections of the South have felt themselves compelled to resort, in order to get rid of the force of the Negroes’ ballot, is not wholly in the wrong done to the Negro, but in the permanent injury to the morals of the white man. The wrong to the Negro is temporary, but to the morals of the white man the injury is permanent.

    I have noted time and time again that when an individual perjures himself in order to break the force of the black man’s ballot, he soon learns to practise dis- honesty in other relations of life, not only where the Negro is concerned, but equally so where a white man is concerned. The white man who begins by cheating a Negro usually ends by cheating a white man. The white man who begins to break the law by lynching a Negro soon yields to the temptation to lynch a white man. All this, it seems to me, makes it important that the whole Nation lend a hand in trying to lift the burden of ignorance from the South.

  2. Renting cabins for sleeping quarters

    These cabins were in a dilapidated condition, and during the winter months the students who occupied them necessarily suffered from the cold. We charge the students eight dollars a month—all they were able to pay—for their board. This included, besides board, room, fuel, and washing. We also gave the students credit on their board bills for all the work which they did for the school which was of any value to the institution. The cost of tuition, which was fifty dollars a year for each student, we had to secure then, as now, wherever we could.

    This small charge in cash gave us no capital with which to start a boarding department. The weather during the second winter of our work was very cold. We were not able to provide enough bed-clothes to keep the students warm. In fact, for some time we were not able to provide, except in a few cases, bedsteads and mattresses of any kind. During the coldest nights I was so troubled about the discomfort of the students that I could not sleep myself. I recall that on several occasions I went in the middle of the night to the shanties occupied by the young men, for the purpose of confronting them. Often I found some of them sitting huddled around a fire, with the one blanket which we had been able to provide wrapped around them, trying in this way to keep warm.

    During the whole night some of them did not attempt to lie down. One morning, when the night previous had been unusually cold, I asked those of the students in the chapel who thought that they had been frostbitten during the night to raise their hands. Three hands went up. Notwithstanding these experiences, there was almost no complaining on the part of the students. They knew that we were doing the best that we could for them. They were happy in the privilege of being permitted to enjoy any kind of opportunity that would enable them to improve their condition. They were constantly asking what they might do to lighten the burdens of the teachers.

  3. Reputation

    Not very long ago I was making a journey between Dallas (Texas) and Houston. In some way it became known in advance that I was on the train. At nearly every station at which the train stopped, numbers of white people, including in most cases of the officials of the town, came aboard and introduced themselves and thanked me heartily for the work that I was trying to do for the South.

  4. Making due: mattresses

    In the early days we had very few students who had been used to handling carpenters’ tools, and the bedsteads made by the students then were very rough and very weak. Not unfrequently when I went into the students’ rooms in the morning I would find at least two bedsteads lying about on the floor. The problem of providing mattresses was a difficult one to solve. We finally mastered this, however, by getting some cheap cloth and sewing pieces of this together as to make large bags. These bags we filled with the pine straw—or, as it is sometimes called, pine needles—which we secured from the forests near by.

    As a rule, the furniture in the students’ rooms during the early days of the school consisted of a bed, some stools, and sometimes a rough table made by the students. The plan of having the students make the furniture is still followed, but the number of pieces in a room has been increased, and the workmanship has so improved that little fault can be found with the articles now. One thing that I have always insisted upon at Tuskegee is that everywhere there should be absolute cleanliness. Over and over again the students were reminded in those first years—and are reminded now—that people would excuse us for our poverty, for our lack of comforts and conveniences, but that they would not excuse us for dirt.

    Another thing that has been insisted upon at the school is the use of the tooth-brush. “The gospel of the tooth-brush,” as General Arm- strong used to call it, is part of our creed at Tuskegee. No student is permitted to retain who does not keep and use a tooth-brush. Several times, in recent years, students have come to us who brought with them almost no other article except a tooth-brush. They had heard from the lips of other students about our insisting upon the use of this, make a good impression, they brought at least a tooth-brush with them.

    It has been interesting to note the effect that the use of the tooth- brush has had in bringing about a higher degree of civilization among the students. With few exceptions, I have noticed that, if we can get a student to the point where, when the first or second tooth-brush disappears, he of his own motion buys another, I have not been disappointed in the future of that individual. Absolute cleanliness of the body has been insisted upon from the first. The students have been taught to bathe as regularly as to take their meals.

    Most of the students came from plantation districts, and often we had to teach them how to sleep at night; that is, whether between the two sheets—after we got to the point where we could provide them two sheets—or under both of them. Naturally I found it difficult to teach them to sleep between two sheets when we were able to supply but one. The importance of the use of the night-gown received the same attention.

    For a long time one of the most difficult tasks was to teach the students that all the buttons were to be kept on their clothes, and that there must be no torn places or grease-spots. This lesson, I am pleased to be able to say, has been so thoroughly learned and so faithfully handed down from year to year by one set of students to another that often at the present time, when the students march out of the chapel in the evening and their dress is inspected, as it is every night, not one button is found to be missing.

What to conclude from this?

  1. He said that he bore no racial animosity.
  2. He said that racist hostility to black was temporary.
  3. He described the poverty of the facilities: cabins, cold, mattresses.
  4. He said he was given respect by whites.
  5. He had students do the construction.
  6. He emphasized cleanliness.