No information is given on the printing of this 1889 edition printed in London. Henry J. Barker was lecturer on English Language and Literature to Pupil Teachers under the London School Board. Barker's text examines the study of the English language as interpreted by young students. Some of the chapters were previously published in Longman's Magazine as "Studies of Elementary School Life." The chapters contain anecdotes and commentary on the student whose writing is featured in that chapter, a selection of writing by that student, and further commentary on the writing itself. The purpose of the text seems to be amusement for the reader, perhaps at the expense of the "specimens" in the text. The Schultz Archive includes the complete text (pages 86-87 are missing), and the scans are good quality, except some highlighter obscures text throughout.
1892 printing of the 1892 copyrighted text. The author is credited as the editor of The School Journal and Teachers' Institute and as the author of School Management. A brief teacher's manual that focuses on prompts and exercises for classroom instruction. Includes samples, explanations, structural guides, guiding questions, a list of subjects or themes, and suggestions for correcting compositions. The Schultz Archive's copy is roughly the complete text.
1827 printing of 1826 copyrighted text. The author is credited as an M. D. A text for teaching elementary students to create a habit of thinking and understanding what is read based on the Pestallozzi school. It begins with sensible objects and uses oral explanations. Additional influences credited are Murray's Spelling Book and Neef's Method of Teaching. These progressive lessons begins with the alphabet and single syllables and gradually advance in vocabulary with increasingly complex texts for reading. The Schultz Archive's copy is roughly the complete text.
1867 printing of the 1866 copyrighted text. The author (spelled "Hailman" here) is credited with a Master of Arts and is the Principal of the English and German Academy in Louisville, Kentucky. The introduction is by James N. McElligott, who is credited with a Doctor of Laws in English degree. McElligott's introductions explains that the text doesn't make the errors of some object-teaching that focuses on facts without order, but rather provides mental discipline through following the indications of nature and the laws of mind. In the author's words, the principal aim of school education is to teach students how to form ideas and how to express them. This theoretical treatise on education covers object lessons, development of the faculties, grammar, geometry, and natural history. The text includes illustrative examples. The Schultz Archive's copy is roughly the complete text.
1916 printing of 1902 copyrighted text. The author is credited as Principal of the High School Department of the Ethical Culture Schools, New York. An examination of the practices and assignments common in elementary and high school. According to Chubb, the purpose of the text is to provide instructors with some notion of what is being taught most commonly for the various levels of students and what the most common practices are. He indicates that his book does not advocate a specific pedagogical practice; rather, he hopes only to establish a greater continuity in English instruction throughout the educative process because a varied process can only prove detrimental to education on the whole. The book touches on reading and composition (both oral and written) from kindergarten up to high school. It addresses what sorts of literature should be assigned as reading as well as how grammar should be taught and the four kinds of writing: narrative, descriptive, exposition, and argumentative. The Schultz Archive includes the complete text, and the scans are good condition.