the man reports your absence, you b This test has the disadvantage of sences. C-Strangely enough, of course, those men who have the reputation of not taking attendance always have their classes full. V. Then there is that classification which divides professors into those who quiz alphabetically and those who skip. A-The first named sort are very well liked but the second are rather disconcerting. I-It is so much pleasanter if you know when you are going to be called upon. 2-There is then some incentive to study up for that recitation that you expect, while if you are liable to be called upon any time you are inclined to let preparation go and take your chances. VI. There is the classification of professors into those who believe in exams. and those who do not. This is an interesting classification, because those who do not believe in giving final examinations are apt either to give very easy ones or not to look at the papers. B-Those who believe in exams. are most likely to give "stiff" exams. VII. And so it goes. A-There are those who stay away from class once in a while and those who never give a "bolt." B-There are "easy" and "stiff" professors. VIII. But there is one classification never possible at Michigan. A-That is a division into good and bad pro fessors. B-Why not? Because they are all good. I-These peculiarities are not faults; they are merely idiosyncrasies which are of especial interest to the student. CONCLUSION Because our faculty is the best faculty that ever graced a campus I wish to propose that we drink a toast to "Our Faculty." III. ANALYSIS OF SPEECHES As a second step in training in analyzing and briefing, the student of speech-making should analyze and brief speeches and other compositions. This should be practiced both in the classroom and out until he has developed a high degree of efficiency. The method to be followed is simple. Method With a knowledge of the general structure of a well-organized speech in mind and with a speech in hand, the student is ready to practice analyzing and briefing. Before he starts to read for the first time, it is well to write at the top of a sheet of paper the name of the author, the occasion, and in the upper right hand corner of the page the name of the one who makes the brief, the date, and the page. Then the word introduction just inside the margin at the upper left hand side. As he reads he should try to discover the extent of the introduction and its principal steps. When these have been recorded, the label discussion should be placed at the left hand side of the page, and the larger portions of the main thought of the speech should be discovered and recorded. Then the conclusion with its most essential parts should be recorded. In this way a rough form of the structure of the speech is made. The student is now ready to reread, reorganize the thought, and record it in more perfect form. For this purpose he needs to have some system of indentation and notation that will show the arrangement and relative importance of the thought details. In such a system the narrowest margin is used for the most important statement and the widest margin for the least important. All coordinate statements have the same margin and the same kind of notation. Many systems of notation have been suggested, but that used in the following form has the advantages of being perfectly elastic and of employing common symbols which are easily remembered. CONCLUSION I. (etc.) This form of the brief has already been indicated in the speech-plans of Patrick Henry's speech on page 262 and Lincoln's Gettysburg Speech on page 271. The margins should be clear cut, and everything under each symbol should be kept to the right of that symbol. Headings should be short complete statements containing but one thought to be developed, and the main headings should be made inclusive enough so that their number is small. The student will soon discover that these main headings are not always stated by the speaker. The brief should be more than a list of the topics discussed; it should be such that the reader knows not only what was talked about, but what was actually said. By examining a good brief the reader should have a clear idea of the thought that was presented in the speech. Let the student make a careful brief for each of the following extracts, and for such other compositions as his own desire or that of the teacher may direct. Extracts for Analysis and Briefing I The Advantages of Living in America wealth.) I have never met a European of the upper or middle classes who did not express astonishment when told that America was a more agreeable place than Europe to live in. "For working men," he would answer, |