Matches in Harvard for { ?s ?p This collection consists of two letters and seven faculty reports which document the teaching and classroom activities of Edward T. Channing as Boylston Professor of Rhetoric and Oratory and offer a glimpse into Channing's views regarding the instruction of rhetoric and oratory at Harvard University from 1825 to 1827. Letter from Edward T. Channing to unknown recipient, 1826 December 17. This letter appears to be a letter of recommendation for Horatio Alger (A.B. 1825). Channing writes that he considers Alger to be a "natural and agreeable speaker" and has "an easy and natural way of his own" in reading. Alger later graduated from the Harvard Divinity School in 1829 and served as a minister until 1874. Letter from Edward T. Channing to President John T. Kirkland, 1827 January 30. In this letter, Channing writes that he has examined William Nelson Wellford (A.B. 1828) and explains to President Kirkland that Wellford should spend additional time studying composition. Faculty reports written by Edward Tyrrel Channing, 1825 May 17 – 1827 September 27. In these reports to the President of Harvard College and the Board of Overseers, Channing comments on the poor public speaking skills of incoming freshmen and the need for additional declamation exercises and elocution instructors to meet the increasing number of students entering the fields of law, divinity, and public life. He also discusses his attempts to overcome lackluster recitation exercises by encouraging students to criticize, evaluate, and offer their own views about the speeches recited in class. These reports also include Channing's comments on the progress made by his students in the study of public speaking, the writing of themes and compositions, the correct use of spelling, the use of punctuation, and the recital of the written word. The reports also contain various statistics about Channing's classes such as the number of classes he taught, the number of students in each class, the number of students attending exercises and examinations, the average length of a lecture, and the number of exercises omitted or not completed by his students.. }
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- catalog abstract "This collection consists of two letters and seven faculty reports which document the teaching and classroom activities of Edward T. Channing as Boylston Professor of Rhetoric and Oratory and offer a glimpse into Channing's views regarding the instruction of rhetoric and oratory at Harvard University from 1825 to 1827. Letter from Edward T. Channing to unknown recipient, 1826 December 17. This letter appears to be a letter of recommendation for Horatio Alger (A.B. 1825). Channing writes that he considers Alger to be a "natural and agreeable speaker" and has "an easy and natural way of his own" in reading. Alger later graduated from the Harvard Divinity School in 1829 and served as a minister until 1874. Letter from Edward T. Channing to President John T. Kirkland, 1827 January 30. In this letter, Channing writes that he has examined William Nelson Wellford (A.B. 1828) and explains to President Kirkland that Wellford should spend additional time studying composition. Faculty reports written by Edward Tyrrel Channing, 1825 May 17 – 1827 September 27. In these reports to the President of Harvard College and the Board of Overseers, Channing comments on the poor public speaking skills of incoming freshmen and the need for additional declamation exercises and elocution instructors to meet the increasing number of students entering the fields of law, divinity, and public life. He also discusses his attempts to overcome lackluster recitation exercises by encouraging students to criticize, evaluate, and offer their own views about the speeches recited in class. These reports also include Channing's comments on the progress made by his students in the study of public speaking, the writing of themes and compositions, the correct use of spelling, the use of punctuation, and the recital of the written word. The reports also contain various statistics about Channing's classes such as the number of classes he taught, the number of students in each class, the number of students attending exercises and examinations, the average length of a lecture, and the number of exercises omitted or not completed by his students.".