162 STATE BOARD OF AGRICULTURE. 



besides short exercises for drill in vocal ciilturo, expression, position, and 

 gesture. Each student presented two well-studied declamations. Tho 

 Senior?, at my suggestion, continued the study of English Literature, present- 

 ing in class Wednesday mornings essays on masterpieces previously assigned 

 for critical study and review. The Sophomores and Juniors had weekly 

 rhetorical exercises this term with Prof, flarrower. 



In addition to the regular work with thirty Juniors in A. S. Hill's Rhetoric, 

 and this work did not differ materially from tho coi'responding work of the 

 previous year, I had, in the spring of 18S:i, the Sophomores in Higher English. 

 After the first month tho class, numbering forty-one, was divided. Prof, 

 narrower taking one division. Swinton's "Forty Masterpieces of English 

 Literature" was used as a text-book. Class-room diill comprised cultivating a 

 proper expression when reading aloud ; mastery of the thought in the selec- 

 tion, considering, first, general meaning, then meaning of details and indi- 

 vidnal words, allusions to antiquity, tradition, geography, and history; gram- 

 matical constructions and rhetorical excellencies and defects, and classification 

 of the production. The work was varied by familiar lectures on the authors 

 read, and supplemented by critical essays embodying the results of the study. 

 Choice selections were also committed to memory and declaimed before the 

 class. I also had charge of the Seniors' weekly rhetorical exercises, which 

 were like those of the last term, except that American authors were studied 

 instead of English authors. Prof. Harrower had charge of the rhetorical 

 exercises of Freshmen and Juniors. The English Literature work with the 

 Juniors during the sutnmer of 1883 was practically the same as in 1881, The 

 class had thirty members, none of who'm drojiped out or failed on examina- 

 tion. This term I met twenty-eight Seniors weekly for essays on practical 

 subjects. Each student presented two essays; and many of theni were excel- 

 lent discussions of matters connected with the practical workings of the 

 various industrial departments. 



In addition to the work devoted to rhetorical exercises already mentioned, I 

 have had charge of all public orations. Each Senior and each junior delivers, 

 during the year, in chapel, two public orations. This makes aboutone hundred 

 and twenty-five exercises every year. For each exercise, the student usually 

 requires aid in selecting a subject, in analyzing it, and in collecting facts, 

 arguments, and illustrations. Criticism of the completed orations is accom- 

 panied with personal explanation of changes, suggestions as to correctness of 

 thought and accuracy of statement. I have regularly given about five hours 

 a week to this work and to rehearsals, preparatory to final delivery in public. 

 During the summer terms, while the Seniors have been preparing for gradua- 

 tion and all tiio classes for class-day exercises, this kind of work has some- 

 times become very wearing; but since the regular work of my department has 

 been shared with Prof. Harrower I can do it C[uite comfortably. 



A voluntary class of Juniors has met with me regularly on Thursday even- 

 ings during the entire year, for reading Shakespeare's plays. Li 1881 we read 

 "As You Like It," "The Tempest," and ''Hamlet."" In 1882 \ro read 

 ''Macbeth," " Merchant of Venice," and "Hamlet." In 1881, I gave two 

 of the regular Wednesday afternoon lectures: one on Longfellow and one on 

 Lowell. In 1883 I gave one on Bryant. Of the winter Institute work I have 

 done my part; lecturing at Bangor and Battle Creek in 1881, and in 1883 

 taking charge of the organization of the Greenville Institute, and lecturing 

 there, at Berlin, and at Oassopolis. Improvements in my department of 



