As part of her recent sabbatical, the author proposed going to the University of Michigan Bentley Archives to do research on Fred Newton Scott, founder and chair of the Department of Rhetoric and teacher from 1889 to 1926 at the University of Michigan. Scott ran the only graduate program in rhetoric and composition in the country between those years, while also building an impressive professional speaking and publication record. Since Scott was the only person operating a graduate program in the United States in Rhetoric at this time, the author was particularly interested in what Scott's graduate courses had looked like. While most of the works are extensive in their discussions of Scott, the author had not found much discussion on Scott's classroom methods. In this article, the author explores Scott's program design and pedagogical practices. The author found that Scott developed a complex, comprehensive pedagogy based on his own complex, comprehensive view of rhetoric. Scott's teaching reflected his progressive stance on education and on composition and rhetoric. The author shares some lessons for current and future scholars and teachers in composition and rhetoric. (Contains 11 notes.)