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- Type:
- Dataset
- Description/Abstract:
- The NATO and the EU Peacebuilding Missions Dataset is created to use fuzzy seta Qualitative Comparative Analysis (fsQCA) analysis as a method of researching how NATO and the EU missions’ outcomes are influences by organizational assets and decision-making in both organizations. Outcome pertaining to these two sets of missions are intended to measure various aspects of organizational efficacy. There are two groups of variables – condition variables and outcome variables. In the next few sections, we will explain how these two groups of variables were generated, what existing sources and datasets were used and how mission indicators were generated. See attached research note for more detailed information. Condition Sets: Description By and large conditions sets that have been generated measure organizational assets for these NATO and EU missions, as well as patterns in their decision-making process. Two critical organizational assets used for both sets of missions are their annual operational budget and their annual deployed personnel. The dataset contains two control variables measuring operational legitimacy – number of contributing nations and number of UN resolutions passed in relevance to the situation in the area of deployment for the duration of the EU and NATO Mission. Operational Duration – duration of the operation (in months). For ongoing missions, we have used December 31, 2018 as the end date. All data reflect occurrences no later than December 31, 2018. Type of Operation – based on their mandate, operations are classified as civilian (coded as 0), military (coded as 1) and hybrid (i.e. with military and civilian components, coded as 0.5). Annual Operational Budget – total annual mission budget in USD. Sources include SIPRI yearbook and peace operations database. In cases of missing data from the SIPRI yearbook, mission factsheets and original data from the mission have been used. This latter technique applies for the following missions: AMUK, AVSEC, BAM1, BAM2, CAP1, CAP2, MAM1, NAVF1, NAVF2, TMC1, EUAMI. If data is reported in EUR, average exchange rate for the duration of the mission has been used to convert the cost. Data has been adjusted to reflect operational budget over a 12-month period. Average Annual Mission Personnel – it reflects the average total number of personnel/ staff supporting the NATO or EU peacebuilding mission per annum. Sources have been collected from SIPRI yearbook based on reportings for actual deployments on the ground. In cases when no data has been reported I the SIPRI yearbook/ peace operations dataset, mission factsheets and original data from the mission have been used. The data has been averaged and adjusted for a 12-month period. Days to Launch – describes the number of days needed from the time a decision has been made by the IO top decision-making body (the European Council and NAC) to launch the mission to the time that the mission is officially declared “operational.” If no declaration that the mission is “fully operational” exists, landmark indicators that the mission is fully operational include: ceremony on the ground marking the beginning of the mission, the appointment of mission commander or first recoded operational presence involving activity on the ground. Sources include official EU and NATO documents announcing the decision to create the peacebuilding operation as well as official documents, press releases and reports in reliable media outlets (including New Agencies) documenting an event that would indicate the mission is “fully operational.” Number of Contributing Nations –highest reported number of contributing nations for the duration of the NATO and the EU peacebuilding operation. UN Security Council Resolutions – total number of UN Security Council (UNSG) resolutions relevant for the area of conflict adopted for the duration of the NATO and the EU mission. In cases when UNSC resolutions are relevant for multiple NATO and EU peacebuilding missions those have been reported to all relevant missions. Outcome Sets: Description Outcome sets include various indicators created to measure operational efficacy. They include annual events contributing toward peace, conflict and the mission’s functioning, annual fatalities and annual deaths among mission personnel, as well as annual difference in fatalities. A more detailed description of these indicators is included below: Annual Peace Events – this is an annual indicator based on chronologically recorded events by the SIPRI yearbook that have contributed for the peace process in the conflict area where NATO and EU mission have been deployed. Examples of peace events include steps taken to contribute to the peace process (e.g. creation of buffer zone, cession of hostilities, meeting intended to cease fire or set up the peace process, political events related to or contributing toward the peace process and successful conclusion of a peace agreement. It may also include a decision of an international body (e.g. UN Security Council, UN General Assembly or UN Secretary General, as well as a decision made by the NATO and the EU D-M bodies that contributes toward the peace process in the areas where the mission operates. For ongoing missions is December 31, 2017 the last date when annual peace events are recoded. Annual Conflict Events -- this is an annual indicator based on chronologically recorded events by the SIPRI yearbook that have increased the conflict and the conflict potential in the area where NATO and EU mission have been deployed. Instances include resumption of hostilities among warring parties, occurrence of attacks, clashes, eruption of violence, the killing of civilians, military and peacemaking personnel and other violence-related events that contribute toward instability in the mission’s area. For ongoing missions is December 31, 2017 the last date when annual conflict events are recoded. Annual Mission-related Events -- this is an annual indicator based on chronologically recorded events by the SIPRI yearbook that measures events related to functioning of the mission – the decision to launch, the actual launch, implementation, transfer of authority and/ or mandate, transformation and termination of the mission. It also includes events that reflect decisions made by the contributing nations or sponsoring IOs intended to impact mission’s performances (e.g. decisions related to funding, control and command, transformation of mission mandate and rules and other similar events). For ongoing missions is December 31, 2017 the last date when annual mission-related events are recoded. Average Annual Fatalities – this indicator reports how many average annual civilian deaths have been recorded for the duration of the mission. The data is drawn from the Armed Conflict Dataset (ACD) managed by the London-based International Institute for Strategic Studies ( https://acd.iiss.org/member/datatools.aspx). Average Annual Mission Casualties – average annual number of deaths among peacebuilding personnel as reported in SIPRI yearbook/ peace operations database for the duration of the mission. Authors have used discretion to determine the accuracy in cases when there is discrepancy of reported data. Fatalities Annual Difference – an indicator of differenced annual data of civilian casualties on the ground for the duration of the mission. The indicator is calculated as follows: Differenced Fatalities = Ʃ (CasualtiesY1-Y2 … Casualties Yn-Y(n-1))/ Duration of the mission (in years). It is intended to capture improvement of situation on the ground as a result of presence of the peacebuilding effort. Condition Sets: Calibration and Rationale Annual Operational Budget – mission budget reflects resources USD 5 million or less indicate fully out while USD 100 million or more would indicate fully in. A budget of USD 30 should be the watershed borderline of “nether in, not out.” [5-100 million] Average Annual Mission Personnel – this indicator draws distinction between larger well-resourced missions and smaller missions with limited assets. By and large, missions with 20 personnel or less are fully out, while those with 20,000 or more are fully in. The borderline (net hither in, not out) is 130 people. Days to Launch – the speed with which the decision is taken indicates how decision-making operated in the case of this mission. D-M that took 5 days or less should be fully out (in, change direction) while D-M 150 days or more should be fully in (out, change direction). 30 days (1 month) should be the neither in, nor out border. Number of Contributing Nations –control indicator that demotes how high number of contributing nations contribute toward greater legitimacy (30 or more countries marks fully in), while 5 or fewer nations marks fully out. The “nether fully in, nor fully out” is at 15 nations. UN Security Council Resolutions – total number of UNSC resolutions can vary, fully out is at 0 resolutions while fully in at 50 or more. Since moist of the missions are shorter, Nether fully in, not fully out would be at 8 UNSC resolutions. [Inductive] Operational Duration – 1 year (12 months) denotes fully out (i.e. short-term mission) while 10 year 120 months denotes fully in; nether in not out would be for missions lasting 5 years (60 months). In other words, a decade is too long, a year is to short, five years is in the middle. Outcome Variables: Calibration and Rationale Annual Peace Events – this variable measures the occurrence of peace-related events – 0 events per annum is fully out; 10 events per annum is fully in. 1 event is nether in not out. Annual Conflict Events -- this variable measures the occurrence of conflict-related events – 0 events per annum is fully out; 10 events per annum is fully in. 1 event is nether in not out. Annual Mission-related Events -- this variable measures the occurrence of peace-related events – 0 events per annum is fully out; 10 events per annum is fully in. 0.5 event is nether in not out. Average Annual Fatalities – this set measures average number of annual fatalities for the duration of the mission. Cases with 0 fatalities are fully out; cases with 10,000 fatalities are fully in. 1,000 fatalities represent “nether in, not out” value. Fatalities Annual Difference – this is an indicator that measures the average year-to-year difference in number of fatalities for the duration of the conflict. -50 casualties is fully out (i.e. average growth of casualties by 50 per annum) as this indicator reflects low mission efficacy. 500 is fully in. This number indicates high efficacy; it denotes an average annual decline of casualties by 500 people. If the average number of casualties remains unchanged, then 0 denotes nether in, nor out. Average Annual Mission Casualties – this indicator measures average number of annual casualties for the duration of the mission. 0 casualties is fully out; 500 casualties is fully in. 0.5 is nether in, nor out.
- Creator/Author:
- Ivanov, Ivan
- Submitter:
- Ivan Ivanov
- Date Uploaded:
- 08/04/2019
- Date Modified:
- 11/04/2019
- Date Created:
- 2019-08-01
- License:
- Open Data Commons Public Domain Dedication and License (PDDL)
- Type:
- Document
- Description/Abstract:
- 1895 printing of the 1895 copyrighted text. Reed is credited with a Master of Arts degree. Kellogg is credited with a Doctor of Laws of English degree. Together they are credited as the authors of two other texts of English lessons. A complete, consecutive, and carefully graded series of inductive lessons in composition-writing, emphasizing habits of close, logical observation and the discipline of taste. Subjects covered include capitals, abbreviations, punctuation; noun and verb agreement; possessive and explanatory modifiers; the complex sentence; noun clause--construction; construction of pronouns; construction of gender-forms; qualities of style; versification; letter writing; and conjugation. The Schultz Archive's copy is roughly the complete text, but even numbered pages are cut off on the edge of one side, making some of them difficult to fully decipher. End of binding features excerpt from Word-Building with Roots, or Stems, and Prefixes and Suffixes.
- Creator/Author:
- Reed, Alonzo, -1899 and Kellogg, Brainerd
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1895
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1855 printing of the 1854 copyrighted text. The author is credited with a Master of Arts degree and as Associate Principal of the Collegiate School in New York, and as the author of First Lessons in Composition. Based on the same plan as the author's book for younger students, First Lessons in Composition, this text is meant for students in colleges and higher academies. The preface boasts its merits are its clearness and simplicity, its variety of subjects and their connections, and the practicality of its exercises. The sections cover the history of the English language; punctuation; rhetoric--with sections on taste, the imagination, the sublime, the beautiful, wit, humor, figurative language, varieties of style, and criticism; prose composition--with sections on invention, amplification, metaphorical language, climax and anithesis, paraphrasing, description, narration, letters, fiction, orations, etc; and poetical composition. Collection of rules and exercises, beginning with history of English language and punctuation until building up to poetry. It credits the influence of Blair, Burke, and Alison. Illustrative textual examples are used throughout. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Quackenbos, George Payn, 1826-1881
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1855
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1876 printing of the 1876 copyrighted text. The author is credited with a Doctor of Laws of English degree and as the author of other texts on composition and grammar. A collection of lessons that teaches the art of expression through oral and written inductive exercises rather than the old method of grammar teaching that relies on verbal parsing. Object-lessons are a substantial part of the text, and pictorial illustrations have been crafted to aid in the object-treatment of subjects. Ninety lessons appear in the text, covering subjects such as sentences, capital, periods; sentences expressing questions; letters and their sounds--syllables; use of possessive forms; comparatives and superlatives; the use of adverbs; analysis of sentences; punctuation; violations of unity; letter writing; exercise in criticising; oral discussion of subjects; and exercises in narration. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Quackenbos, George Payn, 1826-1881
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1876
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1851 printing of the 1851 copyrighted text. The author is credited with a Master of Arts and as Rector of the Henry-Street Grammar School in New York. The text was designed to fill a gap in composition textbooks for students ages 9 to 12. The first fifty pages use inductive lessons with exercises to familiarize students with the nature and use of the different parts of speech so they can recognize them and supply them when given incomplete sentences. Following this the text offers a more difficult treatise on grammar with different kinds of clauses and sentences, preparing the students for the rules of punctuation. Next are capitals and spelling. Then students are ready to express themselves in their own language, prompted with suggestive words to write sentences of every kind. Style is then taught with the properties of purity, propriety, precision, clearness, strength, harmony, and unity with examples for correction. Students are also taught different kinds of composition, such as letters, descriptions, narrations, biographical sketches, essays, and arguments, and three main figures of speech. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Quackenbos, George Payn, 1826-1881
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1851
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Text copyrighted 1882. The author is credited with a Master of Arts and as Superintendent of Schools in Aurora, IL. Based on years of classroom experience training children to talk, this text aims to guide the young learner in the correct use of language at the time when he is acquiring a vocabulary and forming habits of speech. The preface states that exercises such as sentence building, filling a blank, parsing, analysis, and correcting errors are not very helpful in correcting habits of speech. Corrects habits are obtained by the exercise of expression wholly one's own. This text aims to teach the form taught through those former means through the practice of original expression. Exercises are meant to be practiced orally before being written. Numerous pictorial illustrations appear throughout, and illustrative excerpts from well known writers of poetry and prose and used as well. The Schultz Archive's copy ends on page 239. It is unclear if this is the last page of the text.
- Creator/Author:
- Powell, W. B. (William Bramwell), 1836-1904
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1882
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- A handwritten note dates the printing to 1877. The text is copyrighted 1864. The author is credited with a Master of Arts and an M.D., as well as being the author of two books on grammar. The preface states the work is designed to concise and comprehensive, while also stating that the study of composition should begin at a very early age. The chapters cover spelling; capitals; punctuation; words and phrases; sentences; different kinds of composition (narration, description, letter-writing, and essays); figurative language; a review of capitals, punctuation, and style; and themes. Exercises involve fill in the blanks, correcting errors, classifying, adding punctuation, and answering review questions. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Pinneo, Timothy Stone, 1804-1893
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1877
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Third edition. 1873 printing. No copyright page. Reverend C. Mayo is credited as author of part one, "A Lecture of the Life of Pestalozzi." He is credited with a Doctor of Laws of English and as Fellow of St. John's College, Oxford. Elizabeth Mayo is credited as the author of part two, "Pestalozzi and His Principles," although she quotes extensively from a lecture by Rev. Dr. Mayo given in 1826. Robert Dunning is credited "with notes, original and selected" for both parts. He is also credited as Lecturer on School Management, Home and Colonial Training College. The Schultz Archive's copy only includes the title pages of parts one and two and pages 156 thru 239 of the text.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865 and Mayo, Charles, 1792-1846
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1873
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1844 printing of the 1844 copyrighted text. The title page says the book is designed as a sequel to Progressive Exercises in English Composition. As with its predecessor, this text seeks to address two primary obstacles for student writers: obtaining ideas and expressing ideas. The author's approach to obtaining ideas is based on what he terms the principle of association. The exercises herein are not presented as a progressive course, but rather are meant to be selected by teachers as they deem useful. The material varies from sample sentences for punctuation practice, to models of the various kinds of compositions, to long lists of subjects for different kinds of compositions. There are seventy-five lessons in all. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Parker, Richard Green, 1798-1869
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1844
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Text copyrighted 1897 and 1898. The author is credited as Professor of English at the Massachusetts Institute of Technology. The book is dedicated to Barrett Wendell. This textbook was designed for the first term of freshman composition at MIT, which is designed around weekly theme writing with instructor feedback. The sections of the book are: The Whole Composition (subject and title, unity, coherence, emphasis), The Paragraph (unity, coherence, emphasis), The Sentence (unity, coherence, emphasis), and Words (general and specific, conclusions). The first three sections each have a summary section at their ends. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Pearson, Henry Greenleaf, 1870-1939
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1897
- License:
- Public Domain Mark 1.0
11. The Moral Instructor: or Culture of the Heart, Affections, and Intellect, While Learning to Read
- Type:
- Document
- Description/Abstract:
- 1841 and 1842 copyrighted texts. The author is credited as "author of the prize essay on education, entitled 'The Teacher's Manual.'" A series of four books designed to connect pure feelings and correct moral ideas with intellectual instruction through narratives accompanied by questions for students. Many of the stories are given titles indicative of the moral theme explored, such as "Cruelty and Oppression" and "Envy, Hatred, and Malice." Pictorial illustrations also appear throughout. The Schultz Archive's copy includes selections from each of the four books, but none of the four is complete.
- Creator/Author:
- Palmer, Thomas H., 1782-1861
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1841
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1848 printing of the 1848 copyrighted text. The author is credited as Principal of the Epes Grammar School in Salem, MA. A composition manual with blank pages for students to transcribe and preserve their compositions for the purposes of improving their taste, gaining knowledge of themselves, improving their thinking and writing, and providing evidence of their improvement. The book also provides a condensed presentation of rules, abbreviation, and common signs used in writing and printing. It also includes the meaning of foreign words and phrases. The Schultz Archive's copy only includes pages on writing and sending letters, and advice on composing taken from Blair (clearness, unity, strength, and harmony), plus a list of subjects for composing.
- Creator/Author:
- Northend, Charles, 1814-1895
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1848
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1894 printing of the 1893 copyrighted text. It is apparently identical to the Schultz Archive's 1893 printing, with the exception of a few pages of advertisements at the end. The author is credited as Assistant Professor of English in the Leland Stanford Junior University. Designed to be a supplement to a more technical grammatical and rhetorical treatise, this text shows students how to find material and work that material into good, interesting compositions. Seventy-three exercises deal with particular kinds of composition, specimen subjects and themes are given with observations and suggestions for treatment, and models of various kinds of composition are provided (but these models are of student work or writing of a similar level of accomplishment). The work is divided into two parts. Part one, Composition Based on Experience and Observation, has sections on finding material, narration, description, and narration and description combined. Part two, Composition Based on Reading and Thought has sections on principles of composition, exposition, argumentation, persuasion, and miscellaneous forms (such as news, book reviews, letter, dialogue, as humor). John Genung's Rhetoric is listed as an influence. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Newcomer, Alphonso G. (Alphonso Gerald), 1864-1913
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1894
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1893 printing of the 1893 copyrighted text. The author is credited as Assistant Professor of English in the Leland Stanford Junior University. Designed to be a supplement to a more technical grammatical and rhetorical treatise, this text shows students how to find material and work that material into good, interesting compositions. Seventy-three exercises deal with particular kinds of composition, specimen subjects and themes are given with observations and suggestions for treatment, and models of various kinds of composition are provided (but these models are of student work or writing of a similar level of accomplishment). The work is divided into two parts. Part one, Composition Based on Experience and Observation, has sections on finding material, narration, description, and narration and description combined. Part two, Composition Based on Reading and Thought has sections on principles of composition, exposition, argumentation, persuasion, and miscellaneous forms (such as news, book reviews, letter, dialogue, as humor). John Genung's Rhetoric is listed as an influence. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Newcomer, Alphonso G. (Alphonso Gerald), 1864-1913
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1893
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1939 printing of the 1838 copyrighted text. This later printing contains additional text and illustrations, despite the same copyright year as the prior edition. The author is credited as Principal of Green Street Seminary and the author of other books. A collection of composition exercises consisting of stories to be analyzed, descriptions, skeletons of letters, analysis of poetry and scripture, general subjects, discussions, poetical exercises, an epitome of rhetoric, an a list of subjects for compositions. The method proposed is in opposition to teaching children in language they do not understand. It emphasizes given children clear conceptions of things before providing them with those things' names. The text includes some pictorial illustrations. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Morley, Charles
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1839
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1838 printing of the 1838 copyrighted text. The author is credited as Principal of Green Street Seminary and the author of other books. A collection of composition exercises consisting of stories to be analyzed, descriptions, skeletons of letters, analysis of poetry and scripture, general subjects, discussions, poetical exercises, an epitome of rhetoric, an a list of subjects for compositions. The method proposed is in opposition to teaching children in language they do not understand. It emphasizes given children clear conceptions of things before providing them with those things' names. The text includes some pictorial illustrations. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Morley, Charles
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1838
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1911 printing. The author is credited with a Ph.D., as Professor in the History of Education at Teachers College in Columbia University, and as the author of other books on the history of education. The Schultz Archive's copy only includes two complete chapters. Chapter Ten: The Naturalistic Tendency in Education: Rousseau; Chapter Eleven: Psychological Tendency in Education. There is also a selection from Chapter Twelve: Sociological Tendency in Education.
- Creator/Author:
- Monroe, Paul, 1869-1947
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1911
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1894 copyrighted text. Metcalf is credited as Supervisor of Schools in Boston, MA. Bright is credited as Superintendent of Schools, Cook County, IL. A rearrangement of the authors text, Language Lessons, for a younger class of pupils. The preface argues students need opportunities for observation to awaken interest and stimulate thought. This text provides students with exercises giving students opportunity to speak and write. Poems are included to be read and committed to memory and occasionally to be studied. The text includes some illustrations to spur observation and thought. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Metcalf, Robert C. (Robert Comfort) and Bright, Orville T.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1894
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Fourth edition of the 1885 copyrighted text. The author is credited as having a Master of Arts degree and as Professor of Rhetoric and the English Lanugage in the University of Pennsylvania, member of MLA, and author of a book on English etymology. The preface from the third edition (1889) explains the added Analysis, which is meant to help map the contents and aid the student in studying. The preface to the original edition explains the author has tried to properly balance principles of the art of rhetoric with their practical application, as well as treat both style and invention. The book is focused on the study of prose, but illustrative examples from poets and novelists are occasionally used. The introduction explains rhetoric and composition, laws of rhetoric, and kinds of discourse. The book's first part, Style, covers grammatical purity, elements of style, and qualities of style (significance, naturalness, pathos, humor, satire, harmony, etc.). The second part, Invention, covers the theme and the discussion (modes of discussion, definition, division, comparison and contrast, excitation). The preface also credits the influence of Henry Day. The Schultz Archive's copy is not the complete text. It includes the Analysis and selections from the Introduction and parts one and two.
- Creator/Author:
- McElroy, John George Repplier, 1842-1890
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1885
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1894 copyrighted text. The author is credited as having a Ph.D. from Leipsic and as Professor of the English Language in Wesleyan University. The preface explains the book is the result of teaching composition in secondary schools and college and aims to give brief practical suggestions to young writers (and is not a guide to English criticism). It puts special emphasis on the choice and treatment of themes, and the author argues that the study of composition should be combined with the study of literature, as the best models of English prose provide a standard for students to measure their writing against. The book is in two sections: theory and practice. Theory chapters cover words, sententences, paragraphs, the theme, the plan, kinds of composition (description, narration, exposition, argument, persuasion), composition and revision, and style. Practice chapters cover words, sententences, paragraphs, the theme, the plan, kinds of composition (description, narration, exposition, argument, persuasion), studies in literature, and punctuation. Excerpts from celebrated writers are used as illustrative examples. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Mead, William Edward, 1860-1949
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1894
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1833 printing. The author is not credited by name on the title page, but it does say "by the author of Lessons on Objects." The preface is signed by C. Mayo. A continuation of Lessons on Objects designed to teach students to observe natural features and command a small vocabulary of scientific terms. The few pages available demonstrate the question/answer technique of a Pestalozzian school and a couple includes examples of the text's illustrations, "ten plates, drawn from nature," advertised on the title page. The Schultz Archive's copy includes the preface, lessons one (on mollusca) and two pages of illustrations.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1833
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Twenty-second London edition printed 1876.The author is not credited on the title page. C. Mayo signs the preface of the original edition, in which he credits his sister for “the execution of the details” resulting in “the Exercises, now for the first time presented to the public.” A preface signed by Elizabeth Mayo was added to the fourteenth edition (1855). According to her preface: The first series exercises the perceptive faculties, arresting attention on qualities discoverable by the senses and furnishing a vocabulary to clothe the ideas. The second and third series exercise the perceptive powers in recalling the impressions made upon them by external objects when they are removed from observation. The fourth series exercises children in tracing resemblances and differences, in drawing comparisons and recognising analogies, thereby cultivating the power of arranging and classifying. In the fifth series reason and judgment are brought into activity by tracing the connection between cause and effect, between use and adaptation, and the power of expression is cultivated. Some changes and additions have been made to the objects in the lessons. The Schultz Archive's copy is roughly the complete text
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1876
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Sixth edition printed in 1837. The type of the ToC has been reset, but the content appears to be identical to the Schultz Archive's 1832 printing. The author is not credited on the title page. C. Mayo signs the preface, in which he credits his sister for “the execution of the details” resulting in “the Exercises, now for the first time presented to the public.” Grade school education through the Pestalozzian method of question/answer dialogue and expanded analysis on common objects. The works consists of five series of lessons of increasing difficulty. The objects in the first series are chosen for having a distinguishing quality and for each having some obvious connection to what has preceded them. Objects in the first series include leather, water, bread, whalebone, rice, and chalk. Items in the second series include a pen, a chair, and a key. Items in the third series include a quill, a piece of honey-comb, an oyster, and a needle. Items in the fourth series are in two categories: spices and liquids. Items in the fifth series include a mixture of previously covered objects and new ones as well as the categories of metals, earths, and the senses. The descriptions evolve from lists of parts and qualities to long paragraphs. The Schultz Archive's copy has only a few pages of the text.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1837
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1831 printing of the 1831 copyrighted text. The author(s) of the English edition are not credited. The editor, John Frost, is credited on the title page as having a Master of Arts degree. The text has been changed to replace "hard and Latinized words with common ones" and to recognize "the United States as one of the nations of the earth." From the description of the Schultz Archive's 1832 printing of the English edition: Grade school education through the Pestalozzian method of question/answer dialogue and expanded analysis on common objects. The works consists of five series of lessons of increasing difficulty. The objects in the first series are chosen for having a distinguishing quality and for each having some obvious connection to what has preceded them. Objects in the first series include leather, water, bread, whalebone, rice, and chalk. Items in the second series include a pen, a chair, and a key. Items in the third series include a quill, a piece of honey-comb, an oyster, and a needle. Items in the fourth series are in two categories: spices and liquids. Items in the fifth series include a mixture of previously covered objects and new ones as well as the categories of metals, earths, and the senses. The descriptions evolve from lists of parts and qualities to long paragraphs. The Schultz Archive's copy of this American edition is roughly the complete text.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865 and Frost, John, ed.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1831
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Third edition printed 1832. The author is not credited on the title page. C. Mayo signs the preface, in which he credits his sister for “the execution of the details” resulting in “the Exercises, now for the first time presented to the public.” Grade school education through the Pestalozzian method of question/answer dialogue and expanded analysis on common objects. The works consists of five series of lessons of increasing difficulty. The objects in the first series are chosen for having a distinguishing quality and for each having some obvious connection to what has preceded them. Objects in the first series include leather, water, bread, whalebone, rice, and chalk. Items in the second series include a pen, a chair, and a key. Items in the third series include a quill, a piece of honey-comb, an oyster, and a needle. Items in the fourth series are in two categories: spices and liquids. Items in the fifth series include a mixture of previously covered objects and new ones as well as the categories of metals, earths, and the senses. The descriptions evolve from lists of parts and qualities to long paragraphs. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1832
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Copyrighted 1894. The author is credited as having a Master of Arts and as Superintendent of Public Instruction, Brooklyn, NY. This text uses an inductive method and is designed in three parts for use over the course of three years of schooling, beginning as early as the third year of primary school. The first part contain exercises for constructing simple sentences. The second part requires students to construct sentence and to distinguish the sentence's parts. The third part begins generalization and continues analysis and synthesis of typical sentences with attention paid to irregular verbs. Exercises in composition with narratives and description are used in conjunction with the sentence and word forms. Models are provided for imitation. Exercises provide forms of sentences and the words to be employed. Some pictorial illustrations are included. Some poems are also included for appreciation. The author credits the influence of German language books by Baron, Junghann, and Schindler. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Maxwell, William Henry, 1852-1920
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1894
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1853 printing of 1853 copyrighted text. The author is a reverend and credited as Principal of the Oakland Female Seminary. The preface explains the author's interest in female education and his belief that rather than too much education spoiling women, it makes them more loving and a more positive (and religious) influence on the family. These letters have been adapted from their original form as lectures to students. They include topics such as study, conversation, religion, manners, dancing, temperance, marriage, duties to parents, spoiled girls, and teaching. There is also an appendix on female education. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Mathews, J. M'D (Joseph M'Dowell), 1804-1879
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1853
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1891 printing of the 1891 copyrighted text. The author is credited as the author of MacLeod Reproduction Stories, MacLeod Composition Outlines, Lessons on Common Minerals, etc. The book is meant for students and teachers and aims to give information about the familiar objects around us. Examples of objects covered by chapter are: cotton, flax, tea, bread grains, pepper, bricks, and tobacco. The margins contain questions to answer from the information given in the text. Examples of topics covered in the cotton chapter: Where found, appearance of plant, the cotton gin, manufacture of cotton, spool-thread, fabrics made of cotton. Each chapter ends with a blackboard outline and ideas for objects to aid in the lesson. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Litchfield, Norma MacLeod
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1891
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- This 60th edition is a 1862 printing of the 1834? (date unreadable) copyrighted text. The author is credited as Professor of Rhetoric in Bowdoin College. The author states that while instruction should be provided through familiar talking lectures, a textbook should contain a mere outline--some general principles plainly stated and well illustrated. The author provides five objectives: some acquaintance with the philosophy of rhetoric, cultivation of taste and the exercise of the imagination, skill in the use of language, skill in literary criticism, and the formation of a good style. The chapters are: on thought as the foundation of good writing, on taste, on literary taste, on skill in the use of language (verbal criticism, composition of sentences), and on style. These chapters are followed by a sections of exercises that correspond to each chapter. After the exercises the author provides a historical dissertation on English style. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Newman, Samuel P. (Samuel Phillips), 1797-1842
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1862
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Lockwood, Sarah E. Husted
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1890
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Lockwood, George B. (George Browning), 1872-1932
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1971
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1902 printing of 1902 copyrighted text. As a companion piece to Lockwood and Emerson's Composition and Rhetoric, this brief manual aims at helping teachers with lessons through additional hints, student sample work, and references and supplementary drill. The sections are an introduction, a review of English grammar, retelling another person's thought, expression of the pupil's own thoughts, imagination in description and narration, essential qualities of the theme, the paragraph, the relation of the college requirements in English to the study of composition and rhetoric, and adaptation of this textbook to various courses of study. The Schultz Archive's copy of this supplementary text is roughly complete.
- Creator/Author:
- Lockwood, Sarah E. Husted
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1902
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Lilienthal, M. E. (Max E.), 1815-1882 and Allyn, Robert
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1862
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Lewis, Edwin Herbert, 1866-1938
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1902
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Lewis, Edwin Herbert, 1866-1938
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1899
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Lewis, Frances W.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1900
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Knox, Samuel, 1755 or 1756-1832
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1809
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Knighton, Frederick, 1812-1888
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1853
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Keeler, Harriet L. (Harriet Louise), 1846-1921
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1892
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Kerl, Simon
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1869
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- This "New and Improved Edition" was published in 1894 and copyrighted in 1892. The author is credited as Professor of Language and Literature in the Brooklyn Polytechnic Institute and as the author of several other books. The text claims it is responding to teachers' need for work for pupils to do in illustration of what they have learned. The first section on invention covers sentence structure, forming paragraphs, analysis of subjects, and preparation of frameworks. The second section on qualities of style discusses perspicuity, imagery, energy, wit, pathos, and elegance. The third section on productions breaks up prose into oral (conversation, debates, sermons, etc.) and written (biographies, histories, fiction, letters, etc.). It also discusses poetry by focusing on mission, style, form, and kinds (satiric, epic, dramatic, etc.). Exercises include specific directions for altering or analyzing examples. Excerpts from the work of well known authors are used throughout. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Kellogg, Brainerd
- Submitter:
- Russel Durst
- Date Uploaded:
- 06/10/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1894
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1891 printing of the 1884 copyrighted text. The author is credited as Teacher in the Children's Aid Society Schools in New York City. Influenced by Froebel's education by occupations, emphasizing experience and action in place of books and abstract thinking, in the spirit of the New Education. The chapters cover arithmetic, weights and measures, form and geography, color and form, language, busy work, miscellaneous, and slate work. The exercises in these subjects use ordered directions or operations and lists of questions. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Johnson, Anna
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1891
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Kellogg, Amos M. (Amos Markham), 1832-1914
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1892
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Keagy, John M. (John Miller), 1795-1837
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1827
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Beatty, Arthur and Kavana, Rose M. (Rose Mary,), 1867-
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1902
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Jamieson, Alexander
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1826
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1896 copyrighted text. Practical construction and logical arrangement of lessons designed to lead the pupil from perception to expression, illustration to definition, sentence-building to composition. It uses pictures, poems and unfinished stories for exercises as well as questions at the beginning of lessons. Progressive lessons on word forms and sentences structure are combined with exercises in narration and description. Good models are used to teach good style through imitation. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Hawkins, Edward
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1896
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1889 copyrighted text. Drawn from the authors' classroom experiences as teachers, this practical and logical grammar through experience and observation rather than memorization. It features a system of grading as well as consideration of composition and letter-writing. For younger children. The Schultz Archive's copy is a brief excerpt including the introduction, the contents, pages 6 and 7, and pages 154 - 159.
- Creator/Author:
- Mugan, M. D. and Hootman, A. M.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1891
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- New edition copyrighted 1884 of the 1878 copyrighted text. The author is credited with a Doctor of Laws of English, as the President of the University of Lewisburg, and as author of The Science of Rhetoric. A compendium of rules for guidance in the art of writing. The prefaces argues that learners should first be assisted in finding a subject of thought, and then be shown how to accumlate, arrange, and express the ideas connected with the theme. Chapter one, Invention, contains sections on choice of subject, accumulation of materials, and arrangement of materials. Chapter two, Style, contains sections on diction (purity propriety, precision), sentences (concord, clearness, unity, energy, harmony), paragraphs, figures, and variation of expression. Chapter three, Punctuation and Capitals, covers grammatical points, rhetorical points, printer's marks, capital letters, and the correction of proofs. Chapter four, Criticism, covers taste and pleasure of taste. Chapter five, Special Forms of Composition, covers descriptions, narratives, letters, orations, and poems. The exercises includes sections for the first three chapters. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Hill, David Jayne, 1850-1932
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1878
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1880 printing of the 1878 copyrighted text. The author is credited as the Boylston Professor of Rhetoric and Oratory in Harvard College. This treatise defines rhetoric as the art of efficient communication by language, communication implying both a speaker or writer and the audience. Part one, Composition in General, discusses and illustrates the general principles of written or spoken discourse. Its sections are: grammatical purity (including good use, barbarisms, solecisms, and improprieties), choice and use of words (including clearness, force, elegance, number of words, and arrangement of words). Part two, Kinds of Composition, covers principles of narrative and argumentative composition. The appendix cover rules of punctuation. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Hill, Adams Sherman, 1833-1910
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1880
- License:
- Public Domain Mark 1.0