In the second year the composition and the reading which have been begun in the first year may be continued in about the same proportion, that is, about one-half of the five periods a week may be devoted to each. The work should be largely a development and expansion of that of the first year. In the study of the rhetorical principles the consideration of sentence construction should be continued, and the principle of emphasis and its application should be studied. The several types of sentences, such as long, short, loose, periodic, and balanced, and their uses should receive considerable attention, and the importance of variety in sentence structure may be emphasized. In the discussion of paragraph structure more study may be given to the details of its construction by developing the importance of the principles of emphasis, as well as by considering again the principles of unity and coherence. The methods of developing the paragraph topic will naturally form a part of the work of paragraph construction, particularly in the second semester, when the principles of exposition are studied. The application of the same principles of unity, emphasis, and coherence to the whole theme, where it consists of a number of paragraphs, may also be developed, for in the second year it is desirable to have the students write longer themes, as well as the short ones. The forms of discourse, narration and description, studied in the first year, will also be developed and expanded during the second year, and more emphasis can be placed upon the several forms of description. From description the pupil can be led by gradual steps to the study of exposition, and this subject may be developed as fully as the maturity of the pupils will permit. It is also possible in some schools to undertake the elementary forms of argumentation toward the end of the second year, particularly if there is considerable interest and activity in the school debating society, but it is not desirable to undertake much of this work with immature pupils. The reading of the second year will also furnish material for a study of words and figures of speech. In the analysis and writing of description it is natural to note the effects of different kinds of words, and to discriminate between the general, colorless term and the specific, picture-making expression. In description, likewise, the effectiveness of contrast, or of a comparison in the form of a simile or metaphor may be pointed out. In exposition emphasis must be given to the importance of using the exact term to make clear the idea, and to the dependence of clearness upon this accurate choice and use of words. The use of comparisons, contrast, and other figures of speech, may also be studied in relation to exposition.