ENGLISH LANGUAGE AND LITERATURE. 51 



analyziBg sentences, the class was drilled in diagraming sentences according 

 to the plan laid down by Eeed and Kellogg. 



The freshman class of this term numbered 100, and was divided into three 

 sections. Each section coming before me daily for three months. These 

 students also received from me semi-weekly instruction in elocution or voice 

 culture, and each one was required to recite two declamations before the pupils 

 of his section. The selections were confined to choice prose compositions by 

 classical English and American writers. In this connection I wish to empha- 

 size the suggestion made by Prof. MacEwan in his report of last year, that a 

 permanent instructor be secured to take charge of the elocutionary work. 

 The subject is an important one, and there is plenty of work fully to employ 

 one person's time. 



SPRING TERM — RHETORIC AKD ELOCUTION. 



My work during the spring term was with the sophomore class in rhetoric. 

 The text-book used was A. S. Hill's Principles of Ehetoric. The aim in 

 this study is to give the pupil power to express thought with clearness and 

 force, to enable him to collect and arrange material in narratives, descrip- 

 tions, and arguments. Besides a careful study of the text, each pupil was 

 required to write a descriptive essay, a narrative essay, and an argumentative 

 speech. 



There were in this class 87 students, divided into two sections. The 

 written work required amounted to nearly 2,000 pages of manuscript, and in 

 the correction of this I was assisted by Prof. MacEwan. 



The freshmen also met me semi-weekly in elocution and voice culture. 

 Each one gave two declamations. More attention was given to proper ges- 

 tures than in the preceding term. 



SUMMER TERM — ELEMENTARY RHETORIC. 



The freshman class again came under my charge ; this time to pursue the 

 study of rhetoric, with D. J. Hill's Elements of Rhetoric as a text-book. 

 Drill on the fundamental principles of rhetoric, actual practice each day in 

 spelling, pronouncing, and analyzing words, careful preparation of papers in 

 frequent written reviews, constituted the class-room work of the term. 

 Each pupil, moreover, wrote and handed in the following: (1) A letter 

 applying for a position; (2) a descriptive essay on a topic assigned; (3) a 

 descriptive essay on a topic selected by the pupil; (4) a reproductive 

 narrative basad on Paul Revere's Ride. 



There were in the class 90 students, divided into two sections. The man- 

 uscript work examined amounted to 2,160 pages. 



The work of the year has gone along very pleasantly. The pupils of all 

 classes have entered into the work with enthusiasm and with an apparent 

 determination to succeed. 



Kespectfully submitted, 



H. R. PATTENGILL, 

 Assistant Professor of English Language and Literature. 



Agricultural College, November 1, 1887. 



