DEPAKTMENT REPORTS. 161 



French. 'IMiey had already gone over the forms of words, and the term was 

 spent in the study of syntax, witli drill in writing and speaking. Front the 

 beginning every new word was to be so thoroughly learned, that wlienover seen 

 or heard it should suggest, not its English equivalent, but the object, act, 

 quality, or relation for which it stood. The vocabularies for the exercises 

 in the textbook were used in daily conversations in the class; and it was 

 evident that this oral drill inspired enthusiasm, made written work less 

 irksome, and contributed greatly to the progress of the class. Of the fifty- 

 two members of the class, six left before the end of the term, and one failed 

 on examination. During this term the Freshmen were committed to Mi'. W. 

 W. llemington, in both Ehetoric and Rhetoricals. The class numbers seventy, 

 and was taught in two divisions. A number of essays was required as a part 

 of the work in Rhetoric; and each student declaimed three times before the 

 class, on Saturday mornings, in the chapel. 



I gave instruction.to fifty-two Sophomores, thirty-three Juniors, and thirty- 

 three Seniors in Rhetoricals during this term, each class meeting once a week, 

 in two divisions. The Sophomores declaimed and read essays alternate weeks, 

 each student having four exercises. The Juniors and Seniors read essays on 

 assigned subjects every week. A part of these essays were subjected to my 

 criticism before being presented to the class, and a part were criticised when 

 read, in presence of the class, and the manuscript was corrected by me after- 

 wards. Each student presented two exercises. 



During the spring term of 1881 I carried forward the Sophomores in 

 French. Sauveur's " Crmseries aveo Mes Bleves" was used as a reading book. 

 Many of LaFontaine's fables were coihmittL'd to memory and recited. These, 

 with the reading exercises, were used as a basis for conversation, which formed 

 a large part of the class drill. The class had fifty members and was taught 

 in two divisions. I also had thirty-two Juniors in one division in A. S. Hill's 

 Ehetoric. Besides doing tlie prescribed textbook work each student prepared 

 three or more essays, applying the principles of argumentative composition. 



The o-eneral rhetorical exercises were widelv distributed this term. Dr. 

 Beal took one division of Freshmen, and Mr. Holdsworth the other. Mr. L. 

 G. Carpenter had the Sophomores, and Prof. Harrower the Seniors. 



During the summer term of 1881 I gave instruction to thirty-two Juniors in 

 English Literature. Shaw's text-book, embracing a concise history of literature 

 in England from its beginning to authors still living, biographical notices of 

 leading authors, and critical remarks upon tlieir works, was carefully gone 

 over; anu tliis study was supplemented by a critical examination of selections 

 found in "Chamber's Cyclopedia of English Literature." In connection 

 with daily recitations, each student prepared and read before the class three 

 carefully written critical essays. I also had charge of the Senior Rhetoricals, 

 which were the same as last term; Prof. Harrower taking the Freshmen and 

 Sophomores. 



In the autumn of 1881, I, for the first time, took the Freshmen in Rhetoric. 

 The class, together witli special students, made two-divisions of thirty-one and 

 thirty-six respectively. Tiie course of eleven weeks embraced in D. J. Hill's 

 Ehetoric the subjects of invention, style, punctuation, and the different forms 

 of composition, with frequent exercises in analysis of subjects and essay writ- 

 ing. Before being read in class all essays were submitted to me for correction, 

 criticism, and suggestion as to accuracy, neatness, and method in expression. 



The class met every Saturday morning in the chapel for declamations, 



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