igan State, Nebraska, North Dakota, Northwestern, Ohio State, Ohio Wesleyan, Oregon, Purdue. Thus twenty-threetwelve plus eleven-agree on the use of a handbook. Knox and Chicago use only a rhetoric. Thus fourteen-twelve plus two-agree in the use of a rhetoric. The text at Knox is College Composition by Grose in which about seventy pages in the Appendix are given over to matters of grammar, punctuation, etc., in the usual handbook style. Chicago uses Writing by French. Beloit uses various types of outside selections including poetry and novel, but uses no formal rhetoric.

Three institutions (Indiana, Miami, and Tennessee) use exercise and drill sheets.

Among the handbooks, Woolley's New Handbook of Composition, The Century Handbook (collegiate), and Woods' Handbook of College English were each mentioned by several institutions. Grose's College Composition and Composition for College Students by Thomas, Manchester, and Scott were each named by several institutions as rhetorics used.

(Dr. Shipherd's study indicates that 56 per cent of the institutions answering his questionnaire use a rhetoric, and that 53 per cent use a handbook.)

13. Do you believe in the use of a book of selections as a model for style? As a stimulation for class discussion and theme writing? As a means of teaching appreciation of literature?

Amherst and Wooster did not answer. Twenty-two institutions use a book of selections. Ten have all three of the foregoing aims (models, stimulation, and literary appreciation) in mind: Akron, Coe, Illinois, Indiana, Michigan State, North Dakota, Ohio Wesleyan, Purdue, South Dakota, Wisconsin. (Thus only ten agree in the use of selections as a means of teaching literary appreciation.)

Eleven have only the first two aims (models and stimulation) in mind: Beloit, Knox, Miami, Michigan, Northwestern (use optional with instructor), Ohio State, Ohio University, Oregon, Pennsylvania State, Tennessee, Washington. (Thus twenty-one-ten plus eleven-agree on the double use of selections for models and stimulation.)

Iowa State places emphasis only on the use of selections as a stimulation to discussion and writing. (Thus twenty-nineteen plus one-agree on the use of selections as a stimulation to theme-writing.)

(Dr. Shipherd's study reports that practically 100 per cent of the institutions answering his questionnaire use specimens of literature as models.)

Chicago, Iowa, and Nebraska do not use a book of selections as a matter of department policy. Individual instructors occasionally use a book of selections, especially in advanced sections.

14. Do you emphasize the four forms of discourse?

Sixteen do emphasize at least one of the forms of discourse. (Exposition was most frequently named.) These institutions are: Akron, Beloit, Illinois, Indiana, Iowa, Knox, Michigan, North Dakota, Northwestern, Ohio University, Ohio Wesleyan, Pennsylvania State, South Dakota, Tennessee, Washington, Wisconsin. (Dr. Shipherd's study reports that 62 per cent use argument, that 15 per cent use exposition, that 8 per cent use narration, that 7 per cent do not use the classification, and that 28 per cent teach exposition, argument, description, and narration in "about the order named.")

15. Do you make any use of oral English training as a help in securing correct use of the language?

Ten apparently do, but several qualified an affirmative answer by such limitations as "a little," "briefly," "for one report," etc. It seems clear that not much is being done in regular English classes in this field. Typical answers were: "Handled by the Public Speaking department"; "A new type of instructor will have to be developed if the oral work is to be attended to properly." The following institutions do some work in oral English: Akron, Beloit, Coe, Illinois, Michigan, Nebraska, Ohio University, Ohio Wesleyan, Tennessee, Washington.

16. Do you favor class themes or themes prepared outside of class? How long themes do you require? How many themes per week?

Amherst, Iowa State, and Wooster did not answer. Seventeen favor both class and outside themes, apparently in a ratio of three or four to one in favor of themes prepared outside: Akron, Chicago, Coe, Illinois, Iowa, Miami, Michigan State, Michigan, Nebraska, North Dakota, Northwestern, Ohio Wesleyan, Pennsylvania State, Purdue, Tennessee, Washington, Wisconsin.

Six favor only themes prepared outside: Beloit, Indiana, Knox, Ohio University, Oregon, South Dakota. (Thus twenty-three-seventeen plus six-agree that themes prepared outside are necessary.)

Ohio State says: "We favor themes written, or at least begun, in class." (Thus eighteen-seventeen plus one-agree on the value of class themes.)

Almost unanimously all institutions reported an average of one theme per week. The length of these papers was variously specified as "three or four pages" or "300-400 words." Tennessee and Washington expect about 700 words per week. Chicago has two themes a week prepared outside: one of 1,000 words and one of 500-600 words. Longer themes are assigned "occasionally." These longer themes are from 1,500 to 2,500 words in length and fall due "once a month," "three per semester," or in a larger number of institutions "one each semester." Amherst requires no long themes. North Dakota and Coe ask for three long papers per semester. Ohio Wesleyan specifies "one to three long themes per semester," and Iowa calls for a "longer theme" once each month. In general the program agreed upon by the large majority is as follows: a theme of about 300-500 words (three or four pages) each week, with one long paper of 1,500-2,500 words due each semester. (Dr. Shipherd reports an average assignment of 1.7 themes per week, an average length of 4+ pages, and an average of two longer themes per semester.)

17. Do you employ other methods, aids, or devices which give good results in the teaching of Freshman English which have not been mentioned above?

CONFERENCES

Individual conferences were stressed by several institutions as a valuable aid in teaching English.

Professor Gates included in his questionnaire this question: Do you require instructors in composition to hold conferences with their students? The answer as reported by Professor Gates in his mimeographed bulletin on "College English Composition" reads as follows: "Forty [out of sixty-five] require conferences. Twenty-two do not require, in about half of which conferences are held. Two did not answer the question. The time required varies from one to twelve hours a week, the average being six. A number of colleges work on the theory that the number of conference hours should equal the hours spent in the classroom, and that therefore the classroom work should be materially lessened, some advocating nine and nine, a total of eighteen hours a week in class and conference."

Dr. Shipherd also reports on this question: 82 per cent require conferences of all students; 8 per cent of poor students only; 10 per cent do not require conferences.

OUTSIDE READING

In addition to conferences, some institutions favor an extensive outside reading requirement (not a book of selected essays for class use). Nebraska, Ohio Wesleyan, and Wooster indicate their belief in this method. (Dr. Shipherd reports that 25 per cent require a "small amount" of outside reading in literature, and that 55 per cent require 1,000 pages or more per semester of such outside reading.)

PUBLICATION OF A MANUAL

Several institutions publish a manual of assignments, a list of minimum essentials, and other aids to both students and teachers.

NEW PLANS AND EXPERIMENTS

Four rather unique innovations in the managment of Freshman English were reported. They may be only briefly sketched here:

I. Coe publishes each year in December, March, and May a collection of Freshman themes in both prose and verse. The publication is called The Freshman Folio. It contains eight to twelve pages. At Ohio State a somewhat similar plan is followed: "Most sections produce a magazine in manuscript."

II. Michigan is considering a change in the management of her whole Freshman English course. An excerpt from the letter of Dr. Oscar J. Campbell, of the department of English, University of Michigan, suggests what is under consideration:

"The whole subject of Freshman Composition [at Michigan] is under rigorous examination. Our president and a large number of the faculty believe that writing should be taught in connection with some other subject. For the average student, they say, a course in composition is an effort to learn to write in a vacuum. We are therefore considering the possibility of increasing the number of instructors in courses open to Freshmen, and having all papers written in subjects such as history, geology, etc., carefully marked for their composition. If that should be done, we should have to reorganize our course in Freshman English until it resembles more nearly the one given at Yale." [NOTE: At Michigan the departments of rhetoric or composition and English literature are separate.]

III. Purdue does not give composition during the second semester of the Freshman year. The second semester of required composition is taken during the second semester of the Sophomore year. Courses in speech, literature survey, essay, and drama are open to Freshmen during the interim between the first semester of the Freshman year and the second semester of the Sophomore year. Oregon defers the whole composition course to the Sophomore or even to the Junior year. A letter from Professor W. W. Snyder, of the department of English, University of Oregon, explains the plan: