1971 reprinting of the 1905 text. The New Harmony Movement was a social experiment based on collective cooperation founded in Indiana in 1824. The Schultz Archive's copy features an informative historical introduction and chapter XX: The Educational Experiment, as well as the appendix.
1827 printing of 1826 copyrighted text. The author is credited as an M.D. and as author of Outlines in Botany and as Principal of Cincinnati Female Academy. A grammar written for children's capacities that doesn't rely on memorization and parsing. The text maintains the definitions of Murray, but precedes each with a lesson written as a dialogue to prepare students for the definition. Follows Pestalozzi's method of object teaching where expression follows the ideas. Schultz Archive copy includes preface and a few pages on orthography and composition.
1862 copyrighted text. Lilienthal is credited as a doctor and Allyn is credited with a Master of Arts. The work is prepared by the order of the Cincinnati Public School Board. Things Taught is a "book of questions without direct answers" that "seeks to acquaint [students] with the world." Through object lessons, observation, and the creation of stories, students are presented a new means to observe the world around. The sections are development of ideas by observation, development of ideas by observation and reflection, stories to be written from memory, transformation of poetry into prose, stories to be made from elements and letters, description of natural bodies, themes for composition, business papers, advertisements, and invitations and certificates. The Schultz Archive's copy is roughly the complete text.
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.
1809 printing. The author is credited with a Master of Arts degree and as Principal of Baltimore College. This text is written in a question and answer form for the benefit of both students and instructors. Rhetoric is defined to be the quintessence of all that is excellent in Belle Lettre and classical and literary composition. The topics covered include taste, criticism, genius, sublimity, beauty, novelty, imitation, style, sentence structure, harmony, figurative language, kinds of poetry, characters of prose, classical argument, and Stirling's definitions of tropes and figures of rhetoric. The Schultz Archive's copy is roughly the complete text.
A guidebook in rhetoric presented entirely in Question/Answer format. Written by the principal of Baltimore College who was unhappy with other available manuals.
1809 printing. The author is credited with a Master of Arts degree and as Principal of Baltimore College. This text is written in a question and answer form for the benefit of both students and instructors. Rhetoric is defined to be the quintessence of all that is excellent in Belle Lettres and classical and literary composition. The topics covered include taste, criticism, genius, sublimity, beauty, novelty, imitation, style, sentence structure, harmony, figurative language, kinds of poetry, characters of prose, classical argument, and Stirling's definitions of tropes and figures of rhetoric. The Schultz Archive's copy is roughly the complete text.
A guidebook in rhetoric presented entirely in Question/Answer format. Written by the principal of Baltimore College who was unhappy with other available manuals.
