1857 printing of the 1857 copyrighted text. The author is credited as a Doctor of Laws in English (LL. D.). Despite the 1857 copyright notice, this work is identical to the 1835 edition also in the Schultz Archive: Lessons on Common Things: Their Origin, Nature, and Uses for Schools and Families. Illustrated with Fifty-Two Engravings on Wood.
Frost is credited as the editor. This is an American edition of the English book Lessons on Objects, published by teachers of the Pestalozzian school. In this edition hard and Latinized words have been replaced with common ones. Objects are broken down into parts and qualities. Certain lessons are written as dialogues between children and the teacher. The investigation of the objects at the center of these lessons increases in complexity as the lessons progress. Later lessons are written in full paragraphs or as a series of questions. Some of the objects or scenes are illustrated by the wood cut engravings. The book is sectioned into five series, the last two are further separated into subsections such as "on the senses" or "on the metals." The Schultz Archive's copy is roughly the complete text. Some of the pages are dark and may be difficult to read.
1835 printing (third edition) of the 1835 copyrighted text. Frost is credited as the editor. This is an American edition of the English book Lessons on Objects, published by teachers of the Pestalozzian school. In this edition hard and Latinized words have been replaced with common ones. Objects are broken down into parts and qualities. Certain lessons are written as dialogues between children and the teacher. The investigation of the objects at the center of these lessons increases in complexity as the lessons progress. Later lessons are written in full paragraphs or as a series of questions. Some of the objects or scenes are illustrated by the wood cut engravings. The book is sectioned into five series, the last two are further separated into subsections such as "on the senses" or "on the metals." The Schultz Archive's copy is roughly the complete text. Some of the pages are dark and may be difficult to read.
1839 printing, copyrighted 1839. The author has a Master of Arts degree and is credited at Professor of Belles Lettres in the High School of Philadelphia. Conceived as an alternative to texts which teach composition through an emphasis on words and phrases and neglect things, which form the substratum of thought. The text is a course of composition exercises on pictures and real objects. The work has three sections: Introductory Course of Easy Exercises, Structure of Sentences, and Figurative Language. The first section covers description of objects and scenes, subjects for description and narration, and narration of real and imaginary incidents. The second section covers parts of speech and exercises in composition focusing on qualities of style such as clearness, precision, strength, unity, and harmony. The book features many heavily detailed pictorial illustrations. The Schultz Archive copy is roughly the complete text.
1828 printing, the second edition, copyrighted 1827. Short book focusing on exercises etymological and syntactical parsing that grow in difficulty over each chapter. The work attempts to make the study of English grammar easier through classification of the forms of English construction. It is to be used after students have committed the rules of grammar to memory. There are forty lessons in all. Some use quotations by distinguished authors. The Schultz Archive's copy is roughly the complete text.
1839 printing, the second edition - stereotyped, copyrighted 1839. The author has a Master of Arts degree and is credited at Professor of Belles Lettres in the High School of Philadelphia. Conceived as an alternative to texts which teach composition through an emphasis on words and phrases and neglect things, which form the substratum of thought. The text is a course of composition exercises on pictures and real objects. The first edition of 3,000 copies sold out, prompting a second edition which included additions of pictures and a section on dialogue writing. The work has three sections: Introductory Course of Easy Exercises, Structure of Sentences, and Figurative Language. The first section covers description of objects and scenes, subjects for description and narration, and narration of real and imaginary incidents. The second section covers parts of speech and exercises in composition focusing on qualities of style such as clearness, precision, strength, unity, and harmony. The book features many heavily detailed pictorial illustrations. The Schultz Archive copy is roughly the complete text.
The printing is indeterminable from the copy. The text was copyrighted in 1828. The author is credited as the Principal of the Mayhew Grammar School in Boston.
The text simplifies the principles of grammar for younger pupils and asks them apply those principals in series of progressive exercises in parsing. Organized by the four divisions: orthography, etymology, syntax, and prosody. It also includes a series of exercises in false grammar at the end. The Schultz Archive copy is roughly the complete text, but the original was apparently water damaged, such that throughout the text the bottom corners are dark and may be difficult or impossible to read.
1842 printing of the 1842 copyrighted text. The author is credited with a Master of Arts degree and as Professor of Belles Lettres in the High School of Philadelphia. Seeks to address the insufficiency in teaching grammar through parsing alone. It maintains the common forms of classification, but treats orthography more fully than usual, shortens the section on construction, expands the rules of arrangement, and uses oral and written exercises. Derivation has been moved to the appendix. Although it maintains much of Lowth and Murray, the work credits the heavy influence of M'Culloch. The work includes pictorial illustrations, especially in the sections of writing exercises. The Schultz Archive's copy is roughly the complete text.
No printing date given. Copyrighted 1871. The author is credited for authoring a number of other books on various subjects. Although the preface argues thought is the seed of composition, the writer must also first conquer/study spelling, grammar, punctuation, style, and clearness of expression before writing an acceptable composition. The two most important points in preparation are the proper formation of ideas and their correct arrangement. The book provides a long list of themes/topics for a composition, with each being broken into several sections for elaboration and discussion. Some themes/topics are given introductions and conclusions. Others contain probing questions, sample quotations for evidence, or claims for further exploration. A few are more complete, brief compositions for study and imitation. Topics/themes include politeness, umbrellas, letter on business, and the cowardice of crime. The Schultz Archive's copy is roughly the complete text, but many pages are blurred close to spine, making them either difficult or impossible to read in their entirety.
1890 printing of the 1886 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College. The book's preface emphasizes the practical, being those elements that may be applied to the construction of literature and can be taught. It must be taught as mechanism and through its effects in the concrete. The introduction further explains that rhetoric is adaptation, a science and an art, and that the text will deal with it in two main topics: style, which deals with the expression of discourse, and invention, which deals with the thought. The style section of the book has chapters on diction, figures of speech, and composition. The invention section has chapters on mental aptitudes and habits, general processes in the ordering of material, reproduction of the thought of others, invention deal with observed objects (description), invention dealing with events (narration), invention dealing with generalizations (exposition), invention dealing with truths (argumentation), and invention dealing with practical issues (persuasion). The introduction credits the influence of Campbell. The rules are accompanied with illustrative examples from notable writers. The Schultz Archive's copy is roughly the complete text. A few pages cut off the edges of the text.
1915 copyrighted text. Genung is credited as the author of Outlines of Rhetoric, etc. Hanson is credited as the author of Two Years' Course in English Composition. The preface boasts a motto of "a minimum of theory and a maximum of the kind of practice that brings good results." The book is organized into three parts: elementary work, on how to approach any subject; rhetorical effectiveness, on style, figures of speech, and sentence and paragraph structure; kinds of composition, on different kinds of correspondence, and the modes of narration, description, exposition, and with a considerable emphasis on argument. Models of good writing are meant to be approachable ideals, exercises are used throughout and based on the practices of known writers, and oral composition is given attention as a step in the composing process.The Schultz Archive's copy is incomplete: It contains up to page 40, and roughly 192 to 353, and appendix II, pages 360 - 365.
1894 printing of the 1893 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College and as the author of two other texts on rhetoric. The preface explains that the book is meant to provide the necessary rhetorical theory and to accompany every step with critical and constructive written exercises in a progressive and systematic order. The theory is given as a list of rules, each accompanied by a paragraph of explanation and illustrative examples (the rules are positive expressions of principle rather than a series of don'ts). The exercises are novel according to the author and are based in groups of rules rather than individual ones, and they include compositions (on familiar topics) to be rewritten and sentences to be amended in a creative, problem-solving manner rather than corrective. The appendix has a digest of rules and a glossary of words and forms. The book is organized into two parts. Part One is Mastery of Materials and includes chapters on choice of words, phraseology, and special objects in style. Part Two is Organization of Materials and includes chapters on the sentence, the paragraph, and the whole composition. The Schultz Archive copy is roughly the complete text.
No printing date given. Copyrighted 1888. The author is credited as Principal of the George S. Meade Grammar School Philadelphia. The book purports to train young students to use their own simply vocabulary to compose properly-expressed sentences, as well as oral and written stories and descriptions, while also gradually expanding their vocabularies. Questions accompany detailed pictorial illustrations or short textual examples, some of which are abridged versions of Aesop's fables, to encourage thought and prompt elaboration or storytelling. There are 82 lessons in all. The Schultz Archive 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.
1835 printing of the 1834 copyrighted text. The introduction explains the author has taught for ten years and sought to write a text for his own use that comported to his own methods of teaching grammar. He states his text recognizes most of the principles adopted by Murray, but differs in the mode and style of illustrating them. His style of language has been adapted to the juvenile mind and he uses a philosophical mode of parsing and correcting false syntax and orthography to exercise the understanding of the pupil. The text uses numerous questions in each section as a method of exercising students' understanding. The Schultz Archive's copy is roughly the complete text.
1888 printing of the 1887 copyrighted text. The author is credited as a member of the London School Board, and as a Ph.D. and as a Fellow of the Royal Society. A lecture on object teaching, covering its origins in the Pestalozzi school, its adoption, rejection, and re-adoption in English schools, and how to practice it in the classroom with specific lesson examples. Includes an appendix on a box of different tools and materials to be used with object teaching. The Schultz Archive seems to be the complete text of this issue of Teachers Manuals, No. 6.
1842 printing of the 1841 copyrighted text. The author is credited with a Master of Arts and as Teach of the High School in Cambridge, Mass. The preface explains the text is mostly influenced by Murray's Grammar. It uses a clear and systematic order of parsing and explains its principles in simple language to make them understood by students. The Schultz Archive's copy includes preface, first and final chapters.
1887 printing of the 1886 copyrighted text. The author is credited as the author of Arithmetic for Young Children. Willard Scott is the editor of this American edition. The introduction explains that this book contains exercises for children too young to read or write. The exercises involve examining objects to develop attention, memory, judgment, and invention. The book provides instructions for teachers on how to conduct conversations with children about the objects in the lessons. The book has three parts: exercises on familiar objects, practical exercises for the senses and hand, exercises for the body for young children. The exercises include questions to ask children and activities for them to perform (with detailed directions). The book also includes a few illustrations to guide students in their exercises. The Schultz Archive's copy is roughly the complete text.
1831 printing of the 1831 copyrighted text of the Third Edition, Enlarged and Improved. This text is an abstract of a larger book. The directions for teachers says the book may be used with "children from five to eight or twelve years of age." The author states, in the preface, that as grammar is founded in custom, its best to teach students grammar by induction, allowing them to form rules based on their own knowledge of language. The first section of introductory exercises focuses on the senses as a source of knowledge. The second section is inductive exercises for different classes of words, such as nouns, articles, adjectives, and verbs, as well as different cases, such as nominative, possessive, imperative, intransitive, etc. A series of questions is used for each to help a student understand each classification. The final section is Orthography and Orthoepy. Periodically, the text has a section of recapitulation, wherein it asks a series of review questions. The Schultz Archive's copy is roughly the complete text.
1835 printing of the 1834 copyrighted text. The text uses pictorial illustrations to aid in the instruction of parts of speech. The text covers orthography, etymology and syntax. The syntax sections has examples to be parsed. The Schultz Archive's copy is roughly the complete text.
1841 printing of the 1841 copyrighted text. The preface explains that too much emphasis has been given to teaching children facts and not enough to teaching morality. The stories in this collection are meant to teach children morals in simple enough language for them to understand. The collection contains 28 different stories with titles such as Carelessness, Anger, Candor, and the Fruits of Infidelity. Other stories have titles such as Snakes, More about Birds, and The Holiday. The text contains a few illustrations, but they are dark and details are difficult to make out. The Schultz Archive's copy is roughly the complete text.
A bubbly, friendly grammar handbook aimed at younger children. Example: "I see all my little students with smiling faces this morning, because they will soon know how to distinguish all the nine parts of speech.
1876 printing of the 1876 copyrighted text. A revised edition of the "popular" 1871 text. Preface explains it strives to teach children to use language, and is meant for nine, ten, and eleven-year-olds. The work is divided into two parts: part one for the year when students read the Third Book in a series of readers, part two for the succeeding year. Students are meant to write in response to the book's questions, the teacher is meant to correct these answers, and students are then to revise them. Illustrations are used to teach children through observation and to teach them facts of natural history. Part one is organized into chapters covering punctuation, words classed by use, errors, descriptions, comparisons, , objects, pictures, and genres (poetry, prose, letters, receipts, advertisements). Questions and sample teacher-students conversations are used throughout. The Schultz Archive's copy is roughly the complete text.
1871 printing of the 1871 copyrighted text. No information on the author is given, although the author is presumably one of the publishers. The preface explains that twelve-year-olds should be able to speak and write accurately, avoid vulgarisms, and detect errors. While most methods of teaching grammar incorrectly focus on memorization, this text is interested in teaching the practical use of language. This is done through observation (or perception) of correct models, imitation of those models, and finally construction of correct sentences. Observation of correct sentences is guided with questions. The text is organized into punctuation, objects, pictorial illustrations (pictures), brief narratives, poems to be rewritten into prose, letter writing, longer narratives, and activities of classifying words. The Schultz Archive 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.
1869 printing of the 1869 copyrighted text. The author is credited as a faculty member of the Packer Collegiate Institute in Brooklyn, NY. Striving for simplicity and practical instruction, this text approaches teaching composition through steps of preparation rather than asking students to immediately write compositions. The chapters cover oral composition, formation of sentences, incorrect composition, punctuation, preparing composition, copying compositions, poetry and prose, elements of correct composition, style, figures of speech, criticism, and newspapers and magazines. Lessons use models and exercises. The Schultz Archive's copy is roughly the complete text.
1891 printing to the 1891 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. A composition textbook designed for use by students with examples for practice. Part one (style) chapters cover punctuation, diction, purity, propriety, precision, kinds of sentences, rules for construction of sentences, figures of speech, special properties (sublimity, beauty, wit, humor), versification, poetry, prose (letters, diaries, news, editorials, history, etc.). Part two (invention) covers objects, transactions, abstract subjects, imaginary subjects, personal narratives, and descriptions. A chapter on proof-reading includes system of notation for correcting student writing. In addition to exercises, includes illustrative examples from celebrated writers. The Schultz Archive 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.
Revised 1880 edition of the original 1869 copyrighted text. The author is credited as having a Master of Arts. A grammar textbook written for beginning and advanced students. Part one covers technical grammar, sentence-making, and composition. Part two covers properties and modifications of different parts of speech. Part three is punctuation. Exercises in false syntax, guiding questions for descriptions of pictorial illustrations, fill in the blanks for words and phrases, and parsing and analysis (with diagrams for mapping sentences). The Schultz Archive's copy is roughly the complete text.
1869 copyrighted text. The author is credited as having a Master of Arts and as the author of "Practical Grammar of the English Language." A grammar textbook written for beginning and advanced students. Part one consists of model oral lessons, on subjects such as naming things, action-words, and word-picturing. Part two covers a more systematic arrangement of the classifications of grammar and includes questions and illustrative examples. Part three covers the properties and modifications of speech with models for parsing and analysis. Part two includes synthetic exercises, while part three has exercises in false syntax. Review questions are used. The Schultz Archive's copy is roughly the complete text.
1869 printing of the 1869 copyrighted text. The author is credited as a Doctor of Divinity, a Doctor of the Laws of English, and the President of the University of Michigan. Based on the experiences of the author's teaching, this text in an orderly presentation of the theory of the science and art of rhetoric with illustrations and directions on how to profit from it. Includes examples for imitation and disapproval from modern and ancient, obscure and celebrated authors. Divided into five parts: words and the material of expression, figures of speech and thought, composition and style, invention, and elocution. Part one includes sections on how to acquire the knowledge of words and how to obtain a good vocabulary. Part two includes sections on dialogue, vision, and wit. Part three includes sections on taste and different genres (epistolary, historical, fiction). Part four includes sections on description, narration, abstract subjects, and discussions. Part five includes a section on the intellectual and moral elements of elocution. The Schultz Archive is roughly the complete text.
1847 printings of the 1846 copyrighted texts. The author is credited as having a Master of Arts. The text includes exercises with pictorial illustrations accompanied by connected phrases to teach parts of speech, such as articles and nouns; article, adjective, and noun; and intransitive predication. No instructions are given for each exercise. The Schultz Archive's copy of these two texts appears to be complete, although no table of contents exists to verify.
1875 copyrighted text. The author is credited as Professor in Davidson College. In this rhetoric principles and rules are stated briefly and any overlap with other subjects, such as psychology, logic, and aesthetics, is avoided. The introduction covers definition, aim and method of study, distribution, of rhetoric. Part one covers the processes of discourse: subject of a discourse, invention, disposition, amplification. Part two covers style: qualities of prose style, choice of words, figures of speech, the sentence, the paragraph, division of style (higher, lower, middle). Part three covers the elementary forms of discourse: description, narration, exposition, argument. Part four covers principal forms of prose: dialogue and epistolary, didactic prose, historical prose, oratorical prose. The author credits the influence of Lectures on the English Language by Hon. Geo. P. Marsh, Theories of Style by J. K. F. Rinne, German Style by Karl Becker, and Homletics by Vinet. The Schultz Archive copy cuts off on page 231, missing pages 232 through at least 279 (according to the ToC).
1899 printing of the 1899 copyrighted text. Herrick is credited as Assistant Professor of English in the University of Chicago. Damon is credited as Instructor in English in the University of Chicago. Preface argues students should first be encouraged to write freely and taught habits of thought and invention before subjecting them to criticism. Part one is meant for a first year course with this approach in mind. Parts two thru four are intended for a second year course to systematically drill the students in the principles of rhetoric. Part five may be included in the second year or later. The chapters in part one, preliminary work: composition--oral and written, what to write about, development of subjects, dividing subjects into paragraphs, building sentences, a review of punctuation, how to increase vocabulary, letters. Part two, usage: good use defined, standards of good use, barbarisms, improprieties, idiom and translation, grammar--good use in the sentence. Part three, diction: wordiness, right choice of words. Part four, rhetorical laws of the sentence and paragraph: clearness in sentences--unity, clearness in sentences--coherence, force in sentences, single paragraphs. Part five, whole composition: structure, summaries, original composition--literary laws, descriptive and narrative writing, expository and argumentative writing. The authors include a section of examples of "bad English" to teach correct usage, although they acknowledge this is controversial and suggest it may be omitted. The Schultz Archive's copy is roughly the complete text.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.