1890 printing of the 1888 copyrighted text. The author is credited as Teacher of English in the Hillhouse High School, New Haven, Connecticut. This text asks how teachers should make use of the now cheaply available copies of quality literature in their classrooms. The chapters cover: History of the English Language, the Anglo-Saxon Element, the Classical Element, Figures of Speech, Common Errors, Diction, Sentences, Punctuation and Capitals, Letter-Writing, Composition, and Biographical Sketches. Exercises and illustrative examples are used in the available chapters. The book credits the influence of Guest's Lectures on the History of England; Angus' The Handbook of the English Tongue; Swinton's New Word-Analysis; the rhetorics of D. J. Hill, A. S. Hill, Hart, and DeMille; Errors in the Use of English by Hodgson; Mistakes in Writing English by Bigelow; Wilson's Treatise on Punctuation; and Whitney's Language and the Study of Language. The Schultz Archive's copy only includes later chapters on letter-writing and composition of various modes.
1900 copyrighted text. The preface argues that the teaching of rhetoric that focuses on statements of definitions and principals which students are expected to memorize is ineffective. Instead, this text proposes an inductive approach in which the teaching of rhetoric is paired with the teaching of literature. The divisions of the book are qualities of style (clearness, force, elegance), forms of style (verse, prose), and methods of treatment (description, narration, exposition, argumentation, persuasion). Exercises and illustrative examples are included throughout. The Schultz Archive's copy is missing pages 2 - 139 and perhaps some pages of the appendix.
1899 printing of the 1897 copyrighted text. The author is credited as a Ph.D. and as Associate Professor of English in Lewis Institute and in the University of Chicago. The preface argues that teaching composition needs more utilization of literature and and more appeal to social interests, more inductions and generalizations by the student himself, and more time for practice and criticism. The subjects of the chapters include reading aloud and spelling, punctuation, dividing a paragraph into sentences, organizing the theme, word choice, mastery of a writing vocabulary, letter-writing, reproduction, abstract, summary, abridgment, narration and description, and exposition and argument. Writing exercises and illustrative examples are used throughout. The Schultz Archive's copy is roughly the complete text.
1902 printing of the 1902 copyrighted text. The author is credited as a Ph.D. and as Associate Professor of English in Lewis Institute and as the author of additional books. This revised and rearranged version of an earlier text is best adapted for the first two years of high school. The six chapters are composition in general, punctuation and sentence-structure, correctness in the sentence, description, narration, exposition and argument. The first chapter drills the student in reproduction, summary, and letter writing. The second chapter asks students to learn by hearty forty typical sentences with their punctuation. The third chapter covers practical grammar and idiom. The last three chapters are the second year, dealing with types of discourse; principles of unity, sequence, and contrast; the description chapter uses pictures; and spelling. Exercises are used throughout. The Schultz Archive's copy is roughly the complete text.
1853 printing of the 1853 copyrighted text. The author is a reverend and credited with a Master of Arts degree and as the author of two other books on grammar. The book aims to avoid the pitfalls of offering too little assistance to students or providing too much, while preparing them to undertake the discussion of a subject in a methodological and logical manner. Its first part covers sentence making with sections on the parts of a sentence, kinds of sentences, analysis of sentences, and the synthesis and composing of fables. The second part covers variety of expression, looking at arrangement, structure, word choice, synonyms, and colloquial and narrative forms. Part three covers description and figurative language and has sections on description, narrative, biography, history, epistolary, figures of speech, theme outlines, essay outlines, and declamation and oration. The fourth party covers punctuation and versification. The Schultz Archive's copy is roughly the complete text.
1869 printing of the 1869 copyrighted text. The author is credited with a Master of Arts degree and as the author of several titles on grammar. The preface claims that the teaching of language has been primarily focused on grammar and analysis rather than on expression. It attempts to weave the teaching of grammar with rhetoric and composition with a progressive series of exercises designed to develop skill in the use of words, in the construction of sentences, and in the finding of thoughts. It uses good models (in particular, excerpts from celebrated writers) rather than examples of errors. It covers style, descriptions, narration, exposition, persuasion, and varieties of compositions. The Schultz Archive's copy is roughly the complete text.
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.
1892 printing of the 1891 copyrighted text. Based on experience teaching in the high school in Cleveland, Ohio. The preface explains the authors are concerned that students aren't taught how to go about writing assignments (especially those requiring research) and that they are made too self-conscious to write.The chapters cover narration, the use of words, description, common language errors, correspondence, combining narration and description (in poems, story writing, and nature writing), studying sentences and paragraphs, rhetorical figures, study of authors, qualities of style, historical writing, short stories for children, versification, Shakespeare, book reviews, persuasive discourse, and public speaking. The Schultz Archive's copy is roughly the complete text.
1902 copyrighted text. Kavana is credited as Teacher of English in the Medill High School in Chicago. Beatty is credited as Instructor in English in the University of Wisconsin, Madison. Designed as a three year course for high school students, this text emphasizes technique and the studio method, using literature as the subject matter to avoid teaching rhetoric and composition as abstract science or mechanical detail. The first year is narration and description separately and then combined. The second year is exposition with narration and description with an emphasis on the book review, historical and biographical essays, and the nature sketch. The third year is argumentation and persuasion as found in debate, oration, and drama. It includes exercises in punctuation, word choice, and sentence structure. Themes are drawn from life and students are encouraged to choose their own subjects. Pictorial illustrations are included. The Schultz Archive's copy is roughly the complete text.
1826 printing of the fourth edition. Introduction dated 1818. The author is credited with a Doctor of Laws of English degree. A rhetoric encouraging simplicity over deceitful ornamentation, the taming of youthful feeling, and the improvement of taste. It has seven sections. The first treats the origin an structure of language and its relation to the operation of the mental faculties. The second treats the principles of general grammar, as classified by philosophical grammarians, focusing on purity. The third part focuses on sentence structure, and the qualities of unity and strength, referencing Campbell and Blair. The fourth part is on rhetorical figures and uses illustrative examples. The fifth section is on taste, referencing Blair, Lord Kames, and Alison. The sixth part is on characters of style, such as diffuse, concise, dry, plain, neat, elegant, affected, vehement, etc., as well genres such as historical writing, memoirs, philosophical, dialogue, "epistolatory." The seventh section is on poetry. The rules of the text number over 600. The Schultz Archive's copy is roughly the complete text, although some of the copied pages are a little difficult to read.
