1864 printing of the 1864 copyrighted text. The preface states the methods of the text are the result of eight years of classroom experience and testing. The text is written as a teaching guide with advice on lessons and providing feedback to encourage composition in younger students. The text's method is to introduce composition through the presentation of various forms of writing rather than simplified rhetorical principles. These forms include letters (epistles), diary writing, news items, advertisements, and extempore writing. The Schultz Archive's copy is roughly the complete text.
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.
Revised edition, 1904 copyrighted text. The author is credited as Principal of the George G. Meade Grammar School. Preface begins by acknowledging that textbooks don't succeed in teaching grammar, providing students with examples of false syntax is unproductive, students learn language outside the classroom, so in the classroom they should be given correct forms of use. The work has 280 exercises using pictorial illustrations; questions; prompting statements, paragraphs to be summarized or paraphrased; words to be described, defined, rearranged, or used in sentences; fill in the blanks; and other prompts for writing and phrase combining. The book credits school periodicals as sources for its exercises, such as Canadian School Journal, the New England Journal of Education, and the School Journal Intelligence. A handbook that emphasizes a wide assortment of exercises for grammar practice.
1855 printing of the 1855 copyrighted text. Part of the publisher's National School Series. No information about the author is provided. Brookfield's text seeks to create a gradual curriculum of composition that begins with the cultivation of thought as well as the expression of thought. It argues style must grow with the student, rather than be something imitated from distinguished authors. It cultivates observation, uses subjects familiar to students, and offers outlines in the form of a series of questions. Other hints and suggestions are also provided. The first lesson is on composition in general, lesson two discusses description. Following these are subjects for description, beginning with objects in division one, moving to more complex objects and scenarios in division two, and then grander scenes in division three. The Schultz Archive includes the complete text; however, there are faded areas of text that make it difficult to read.
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.
1886 printing of the 1870 copyrighted text. The author is credited as a Doctor of Laws in English, and as Late Professor of Rhetoric and of the English Language and Literature in the College of New Jersey, as the former principal of the New Jersey State Normal School, and as the author of a series of textbooks. The author expresses the conviction that composition teaching should happen much earlier than the typical age of twelve to fourteen and requires regular practice. The book focuses on exercises; the author states practice should come before theory. The chapters cover simple words, derivative words, simple sentences, complex sentences, change of arrangement, change of structure, figurative expression (simile, metaphor, metonymy, etc.), style, letter writing, and an appendix on punctuation. The text contains examples and directions for exercises and compositions. The Schultz Archive copy is roughly the complete text.
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.
1853 printing of 1853 copyright text that has been revised and adapted for the use of schools in the United States. The is credited as Reverend Dr. Brewer of Trinity Hall, Cambridge University, and as the author of books on scientific knowledge and Roman history. A guide to English composition based on a vast number of themes referencing history and literature. It's first part contains themes missing either the moral inference or the conclusion. The second part contains themes missing the introduction and historical illustrations. The third part contains themes in which "every division is omitted except the six or eight reasons and the quotations." (The main claims and quotations are provided, and the student is expected to write them together.) The fourth part contains additional subjects for exercise in English, French, Italian, and Latin. There are 200 themes in all. The book is similar to Walker's The Tutor's Assistant. The book suggests methods of use for "the very young," those between eleven and thirteen, and older, advanced students. The Schultz Archive includes the complete text, and it is in fairly good shape. There are a few highlighter marks that obscure text throughout.
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.
No edition or printing information is included on this copy. No author is credited, although Whitney, Jocelyn, and Annin are credited as illustrators. It includes basic information on composing, including advice on penmanship, titling, margins, paragraphs, spelling, capital letters, punctuation, arranging sentences, style (purity, precision, clearness, strength, harmony, unity), and modes (debates, letters). The majority of the text is a collection of ornate illustrations for the purpose of aiding composition development. Each illustration is accompanied with advice on how to elaborate on subjects within the illustration.