In this proposal for a National Service Learning Academy and complimentary Action Research Program, several curricula configurations are put forth. The first is a full-blown action research major that partially dictates the appropriate courses to take fulfilling the A&S core requirements and the majority of free electives. The second is a minor/certificate in action research. The third is an alternative set of core courses that would replace the credit hours traditionally reserved for the A&S core requirements, enabling any student to tack on the action research experience to their chosen major while still having credit hours available to pursue other minors, certificates, or electives. The fourth is an alternative core that is based more heavily on applied courses and knowledge.
1988 printing of 1877 text, new matter copyrighted 1988. Introduction discusses the publication history of the text, and explicates some of Whitney's insights and innovations. The intro compares Whitney's text to the writings of his contemporaries, such as E. A. F. Maetzner, Samuel Greene, John Ash, Thomas Harvey, and Alonzo Reed and Brainerd Kellogg. Whitney's preface states that the pursuit of correctness in writing should be a secondary or subordinate purpose, and is best sought indirectly. It advocates constant use and practice, under never-failing watch and correction. Schultz Archive copy includes Downey's introduction, the original preface, TOC, and the first 23 pages of the text.
1883 printing of 1883 copyrighted text. The author is credited as Teacher of Language and Literature in the Hoboken (N.J.) Academy. Text in response to criticism of language study in schools, and based on the idea that to obtain a practical knowledge of English one need only study the best, most idiomatic English writers, such as William Corbett. Text is an account of Corbett's life with one of his best productions, Corbett's English Grammar. The work aims to show what Corbett was as a man and a writer, to show how a writer acquired his power of expression. The Schultz Archive copy contains the editor's preface, the author's preface, a page of the TOC, and pages 218 – 223, on how Corbett taught grammar.
1889 copyrighted text. The author is credited as Teacher of Rhetoric in the Richmond High Schools, Richmond, VA. A practical treatise on rhetoric for the lower grades of high school. Includes a discussion of simple, complex, and compound sentences, as students still need this review of grammar (in part because their grammar instruction has been analytical rather than synthetical). Lessons include a section of reproduction and a section of development. The Reproductions furnishes material for practice of the discussed principles. The Developments section is a more advanced step, giving play to the imagination by supplying the details of a connected story, while also serving as a test of style. Chapters cover kinds of sentences, paragraphing, variety of expression, style, figures of speech, special properties of style, paraphrasing, kinds of prose composition, prosody and versification, and poetry. The Schultz Archive copy includes the preface, TOC, a few scattered pages, and pages 309 – 335 on prose composition.
1874 printing of 1874 copyrighted text. Author is credited with a Master of Arts and as the author of several language texts. A manual for school work for students ages 12 to 15 made with reference to the recent remodeling of language-training in the public schools. Students are given exercise in actual composition at the same time they taught the details of rhetorical theory, based on the idea that pupils must be taught how to write at all, before they can be shown how to write well. The text is divided into five parts. Part one covers the construction and combination of sentences. Part two: the variation of arrangement, structure, and phraseology. Part three: simple composition exercises, including descriptive and narrative subjects. Part four: Style, including word choice, construction, figures of language, and analysis of style. Part five: practical composition of themes and essays. The preface credits the influence of English Prose Composition by James Currie, Cornwall's Young Composer, Dalgleish's English Composition, and Armstrong's English Composition. The Schultz Archive copy includes the preface, TOC, introduction, all of part three, pages 82 – 87 of part four, and all of part five.
1894 printing of 1890 copyrighted text. Revised and enlarged edition. Author is credited with a B.A. and as editor of Goldsmith's "Deserted Village," Cowper's "Task," etc. Preface (dated 1891) states text addresses lack of texts that ably deal with the theoretical part of composition and offer a sufficient amount of practice. It proceeds on the simple method of laying down a few principles at a time and then illustrating them with a variety of exercises. Chapters cover: the sentence, punctuation, style (diction, formation of sentences, construction of paragraphs), variety of expression, figures of speech, qualities of style (perspicuity, picturesqueness, force, pathos, the ludicrous, the aesthetic), letters, the plan, kinds of discourse, versification, correcting compositions, and proof-reading and marking. The Schultz Archive copy is roughly the complete 338 page text.
1945 printing. Reprinted from the Bulletin of the New York Public Library of December, 1944 and January, 1945. A handbook on letter-writing that excludes examples of historical, literary, and specialized (such as business) correspondence in favor of a general letter-writer for the "average" person. Introduction covers the history of the letter-writer handbook, dating back 1568. It credits much of its history to Katherine Gee Hornbeak's The Complete Letter Writing in English, 1568 – 1800. The text features examples of letters on general and specific topics (ex: A Father to his Daughter, Refusing his Consent to an Early Marriage). It also includes a bibliography called Preliminary Check List of American Letter-Writers, 1698-1943. The Schultz Archive copy is roughly the complete 54 page text.
1907 copyrighted text. Author is credited with a PhD and as Assistant Professor of English in the University of Wisconsin. A practical manual for students of composition for reference in case of errors in themes and for independent reference by those who want information on good usage, grammar, spelling, punctuation, paragraphing, manuscript-arrangement, and letter-writing. Preface argues the text is purposefully dogmatic, as it is necessary for most students to observe rigidly and invariably rules to which masters of the art make exceptions. The author credits the influence of Professors Adams Sherman Hill, William Dwight Whitney, Alphonso G. Newcomer, John Duncan Quackenbos, Fred Newton Scott, and Joseph Villier Denney. Section one, the Composition of Discourse, includes: introductory on the standard of good usage, diction, the structure of sentences, and the structure of larger units of discourse. Section two, Putting Discourse on Paper, covers: spelling, legibility, arrangement of manuscript, alterations in manuscript, punctuation, syllabication, abbreviations, etc. Section three is Analytical Outlines; section four, Letter-Writing; section five, a Glossary of Miscellaneous faulty expressions. The appendices cover: exercises for breaking certain bad habits in writing and speaking, a grammatical vocabulary, and a list of words that are often mispronounced. The Schultz Archive is roughly the complete 239 page text.
Text copyrighted 1900 and 1910. Author is credited as Principal of the Tuskegee Institute, Tuskegee, Alabama. A text on the history of the education of black Americans that begins by relating the progress of black Americans with President McKinley's words on the evolution of the country. Sections cover development of popular education, education of negroes before 1860, public school education in the south after the war, ground work education in the south, bequests for southern education, present educational status. Includes 8 statistical tables. The Schultz Archive copy is roughly the complete 44 page text.
1899 copyrighted text. Title page states this Department of Education text is for the United States Commission to the Paris Exposition of 1900. The author is credited as President of Bryn Mawr College, Bryn Mawr, Pennsylvania. A study of higher education of women in the United States based on the past thirty years which finds that women's education is primarily to train mental faculties and only secondarily to provide professional or special education to equip women to be self-supporting. Includes sections on coeducation, independent colleges for women, professional education (including graduate instruction), occupations of college women, coeducation versus separate education, and curriculum. Graphs and tables are included to illustrate statistics. The Schultz Archive copy is roughly the complete 40 page text.
1900 printing of 1900 Canadian copyrighted text. The author is credited with a MA and a PhD. A school composition book that features verses for memorization and short themes that lead to a mix of lessons and exercises in discussing, correcting, and reproducing text. Sections cover kinds of narration (household tales, fables, biblical stories, classical myths, stories from ancient history, medieval stories, modern history stories, incidents); letter forms (business, social); description (plants, animals, buildings, landscapes, nature phenomena, persons, games); description and narration (the short story); exposition (how things are made, machines, definition of terms); and argument (pure argument, persuasion) Some pictorial illustrations included. The Schultz Archive is roughly the complete 222 page text.
1896 printing of 1889 copyrighted text. Author is credited with a Master of Arts, (of) Ohio State University, and as the author of several other texts on various subjects. A manual for school work that is a sequel to ordinary grammar textbooks and an introduction to rhetoric. For a composition course that develops critical literary taste, habits of systematic investigation, and the power of expressing a train of thought in appropriate language. Subjects are progressive in arrangement and exercises are graduated. The exercises cover kinds of discourse: descriptive, narrative, and discursive. Paraphrasing, reproduction from memory, classification of thoughts, topical analysis, summarizing, punctuation, letter writing, and versification are also covered. The author credits the influence of Meiklejohn, Dagleish, Armstrong, Hiley, Reid, Monfries, Murison, Brewer, Laurie, Isbister, Leitch, Bardeen, Southworth, and Goddard. The Schultz Archive copy is roughly the complete 204 page text.
1963 edition of text first published in 1891 as "Eight Lectures." A note by the author credits the influence of A. S. Hill, Professor Bain, Professor Genung, and Professor McElroy. It also states its new treatment is justified as none of the existing texts are quite simple enough for popular reading. The lectures cover: the elements and the qualities of style, words, sentences, paragraphs, whole compositions, clearness, force, elegance, and summary. The Schultz Archive copy is roughly the complete 316 page text.
1891 printing of 1891 copyrighted text. The author is credited with a Master of Arts and as Superintendent Public Schools, Providence, R.I. A collection of 343 lessons structured to develop language and grammar skills simultaneously for pupils of the higher grammar grades. Text considers the pupils needs first then that of the teacher followed, lastly, by the needs of the subject. Covers grammar as the science of the sentence and the elements of composition as the art of writing. The grammar part covers includes analysis and punctuation. The composition part covers the forms of epistolary, social, business, and parliamentary writing; it also provides for practice in writing through exercises in the selection and arrangement of words, in description, narration, reproduction, paraphrase, and essay-writing. The Schultz Archive copy is roughly the complete 299 page text.
1884 copyrighted text. A book on manners that strives to be familiar and conversational, with children doing a large part of the talking. Chapters cover manners: in general, at school, on the street, at home, toward the aged, at the table, in society, at church, at places of amusement, in stories and similar public places, in travelling (sic), and in borrowing. Each lesson includes an outline for teachers to write on the blackboard. The Schultz Archive copy contains most of the introduction, TOC, and a selection of pages, most of which are the outlines for the lessons. Some of the pages are difficult to read due to the quality of the copying.
1886 printing of 1886 copyrighted text. Author is credited with a Master of Arts and as Late Supervisor in the Boston Schools. An elementary grammar that assumes students have already received some instruction in composition in primary and grammar school. Includes study of parts of speech as well as arrangement, construction, inflection, and its substitutes. The illustration of principles precedes their technical naming; technical names not related to grammatical distinctions are excluded. The appendix covers idiomatic expressions and their history as well as difficult and doubtful constructions. Part one covers the sentence and some parts of speech; part two covers more parts of speech, moods, and tenses; part three covers syntax and punctuation; part four covers irregular parts of speech and more complex arrangements as well as methods of analysis. The Schultz Archive copy is roughly the complete 113 page text.
1914 printing of 1886 copyrighted text. Published by the American Schools for the Deaf, Hartford, Conn. Volume three in a series by the author. The text follows a plan that introduces one difficulty at a time and to teach much rather than many things. This collection of lessons featuring pictorial illustrations, story analysis, and sentence diagrams. Lessons include review questions. The Schultz Archive copy is roughly the complete 120 page text.
1889 copyrighted text. Strang is credited with a Bachelor of Arts degree. A collection of exercises based around vocabulary, language, and sentence structure. Exercises directions include: substitute words for phrases, change clauses, substitute equivalent expressions, expand simple sentences to complex, write compound and complex sentences, combine groups into sentences, break up sentences into groups, transpose into prose order, change from direct to indirect, paraphrase prose passages, and contract passages. The Schultz Archive is roughly the complete 90 page text.
1896 printing of 1896 copyrighted text. Author is credited as Teacher of English in Pratt Institute, Brooklyn, NY. The book is a collection of speeches presented at the Brooklyn Teachers' Association on the subject of elementary composition. Chapter 1, A Word to the Reader, states the author believes composition may include speaking as well as writing and work by a community as well as work by individuals. It also voices concern about composition teaching that invents a barrier of formulas and conventionality. Chapters cover letter-writing, story-telling, word-collecting, descriptions, the simile and personification, elaboration of sentences into paragraphs, outlining compositions, criticism and other various topics. The Schultz Archive copy is roughly the complete 114 page text.
1906 printing of 1905 copyrighted text. The author is credited with a Bachelor of Arts, Pratt Institute, Brooklyn, and as the author of a book on elementary composition and a language speller. Author's note states the book is based on material from the author's years of teaching. It's distinctive approach includes: gradual increase in skill, establishment of good habits, repeated applications, careful grouping of subjects, a standpoint of a fellow-worker, encouraging self-reliance, and opportunities to complete pieces of literature. Also includes five sections of "Answers to Pupils' Inquiries." Chapters cover qualities of style, punctuation, points of view, kinds of sentences, figures of speech, descriptive writing, metaphorical stories, narration, poetry, exposition, argumentation, and the structuring of compositions. Includes an appendix on English and Library Work. The Schultz Archive copy includes the author's note, TOC, the first page of the introduction, and pages 54 – 67, 94 – 99, 138 – 175, 214 – 259.
1856 printing of 1856 copyrighted text. The author is credited as of Mr. and Mrs. Smith's Female Seminary, St. Louis, MO. Preface states children should begin study of composition as soon as they can write, spell, and define. This study aims to teach the proper application of words together with spelling, including the use of pauses in certain situations. The second part introduces the most common parts of speech with some of their modifications and variations. The author wishes to teach learners to think and to advance in the art of writing their own language quickly and correctly through forming good habits. The lessons mostly consist of lists of words with corresponding fill-in- the-blank sentences as well as fill-in- the-blank sentences without the lists of words. The Schultz Archive copy is roughly the complete 131 page text.
1900 copyrighted text. Smith is credited with a Bachelor of Philosophy degree and as Professor of English, Tabor College. Thomas is credited with a Bachelor of Arts from Harvard and as Master of English, Boston English High School. Preface states the teaching of rhetoric in schools has tied rhetoric to composition. The authors believe in the inductive method and that instruction should be made as definite as possible in matters involving such subtleties of psychology and taste. Literary judgment should be the end for which rhetoric is studied. The text, designed to cover a course of two years, strives for a wise choice of material, a sound arrangement, a proper proportion of parts, simple language, and concise, clear-cut definitions, enforced by copious illustrations and exercises. The work starts with the whole composition rather than beginning with words, ideas being the first consideration. The authors credit the influence of Professor L. A. Sherman of the University of Nebraska, Professor Sophie C. Hart of Wellesley, and Mr. Thomas Hall of Harvard. Part 1 is Composition, with chapters on the theme, the paragraph, the sentence and words. Part 2 is the Laws of Good Use, with chapters on usage, purity and barbarisms, propriety and improprieties, solecisms, the forms of discourse, the qualities of good style and clearness, emphasis, and elegance. Appendices cover punctuation, letter-writing, examples of defective composition, and additional exercises. The Schultz Archive Copy is roughly the complete 312 page text.
The goal of the book "is that of giving training in accuracy of thought, nicety of taste, and finer command of the wizard words that touch imagination." Broken down into various sections of theme and style.
1832 printing of 1832 copyrighted text. Possibly an American edition of an Irish text. Preface (dated 1831) states the author believes a book of this grade is still needed and the text is based on the author's experience as a teacher. The text contains simple and interesting lessons consisting of short and easy words. The 70 lessons are all narratives and poems with numbered paragraphs. Many include a moral lessons, sometimes presented with questions. There are some pictorial illustrations as well. Author credits the influence of the Juvenile Miscellany. The Schultz Archive is roughly the complete 83 page text.
Copyrighted 1947. A Bulletin of the School of Education Indiana University, September and November 1946. A review on numerous grammar textbooks, examining both physical layout and education goals. Study aims to make a running account of the changes in grammar instruction through the years by selecting and analyzing representative texts for each five year period covering the prior 150 years. Includes chapters on purposes of the grammars analyzed, physical make-up of the books, introductory and supplementary content, subject-matter content, method, and summary. The Schultz Archive copy is roughly the complete 195 page text.
1869 printing of 1862 copyrighted text. Author is credited as Superintendent of Schools, Oswego, NY. Sixth Edition, Revised and Enlarged. Preface states text is a definite course of elementary instruction adapted to philosophic view of the "laws of childhood." Credits influence of Pestalozzi and is largely drawn (with permission) from the work of Elizabeth Mayo. Includes chapters on color, form, number, size, weight, and sound, as well as geography, lessons on the human body, lessons on animals, lessons on plants, moral instruction, and drawing. The Schultz Archive copy includes preface, TOC pages 13 – 25, 96 – 145, 226 – 239, 264 – 269, 316 – 365, 466 – 471.
1863 printing of 1863 copyrighted text. Author is credited as Superintendent of Public Schools, Oswego, NY, and as author of several texts. An American edition of a text that was in its 14th edition in London in 1855. The first three steps are designed for the first three years of school, the fourth and fifth steps are for students 10 to 14 years old. The object of the lessons is to cultivate the senses, awaken and quicken observation, and to teach the use of the full range of senses. Includes preface by Elizabeth Mayo. Contents is divided into sections based on complexity of object, including sections on metals, natural history, vegetables, textiles, minerals, and manufactured articles. It also includes a list of vocabulary. The Schultz Archive copy is roughly the complete 407 page text.
1906 copyrighted text. Scott is credited as Professor of Rhetoric in the University of Michigan. Southworth is credited as Superintendent of Schools, Somerville, Mass. Intended for use with 3rd – 6th grades. A collection of lessons designed to create a liking for good literature by presenting worthy selections to be read, studied, copied, and learned, to help children talk and write about the things they see, and to make children more and more observing through the use of illustrations for descriptive and imaginative writing. Additionally, book one aims to make correct expression habitual, secure the use of correct written forms by giving models for imitation, and to acquaint students with the elementary principals of grammar. The Schultz Archive copy is roughly the complete 238 page text.
1891 printing of 1891 copyrighted text. The author is credited with a Master of Arts and as the author of several texts. The preface (A Talk with Teachers) argues that language should be taught directly, systematically, and persistently to students in the primary grades and that a textbook is a necessary tool to supplement oral instruction. It argues against the teaching of spelling and punctuation, technical grammar, pictures for stories, and poetry. Furthermore, excellence in language is attained through observation and practice, the observing of models of writing and the composing of original compositions. It focuses on: the sentence and the paragraph, chief parts and their helpers, the thought and language of the exercises, common errors, letter-writing, and opportunities for work. The Schultz Archive copy is perhaps the complete text. It contains roughly the first 253 pages of the text.
1909 printing of text copyrighted in 1877, 1885, 1896, and 1909. Reed is credited with a Master of Arts and as Formerly Instructor in English Grammar in the Polytechnic Institute, Brooklyn. Kellogg is credited with a Doctor of Laws of English degree and as Formerly Dean of the Faculty and Professor of the English Language and Literature in the Polytechnic Institute, Brooklyn. Publishers' note attests to the widespread use and popularity of the text. The preface states the book traces the easy steps and natural development of the sentence, beginning with the leading facts and then descending to details. The preface also connects the study of the sentence to the laws of discourse, translation, discipline, paragraphs, and the text's use of diagrams. The Schultz Archive copy contains preface, authors' note to the edition of 1896, and pages 374 – 442, which cover lessons in composition and the index.
1893 printing of 1893 copyrighted text. Raymond is credited with a L.H.D., as Professor of Oratory and Aesthetic Criticism in the College of New Jersey at Princeton, and as the author of several texts. Wheeler is credited with a Litt.D. and as University Fellow in English 1891-2, and in Oratory and Aesthetic Criticism 1892-3, in the College of New Jersey. A textbook designed to combine elocution and rhetoric, as these are often taught together. Preface argues that as elocution is simpler, it can used as an aid to understanding rhetoric. The introduction discusses "Elocution and Rhetoric Correlated." The section on style covers effects corresponding to those of elocutionary time, to those of elocutionary pitch, to those of elocutionary force, and to those of elocutionary quality. The section on theme cover the selection, limitation, a division of subjects, and the treatment of subjects as determined by their aims and readers. The Schultz Archive copy contains the preface, TOC, the introduction, and pages 166 – 203, (the theme section and the index).
1887 copyrighted text. Author is credited with a Master of Arts, a PhD, as Ex-President of Delaware College, and as the author of several educational texts. The preface states to be a treatise on rhetoric and composition that is practical and teachable. It identifies two objectives: teaching ease, grace, fluency and correctness; enabling discernment and appreciation of literary works. Lessons are followed by copious exercises. These exercises include criticism of faulty expressions and construction of sentences, figures, etc. The section headings are: capital letters, punctuation, letter-writing, rhetoric (broken into style, sentences, paragraphing, figurative language, variety of expression, special properties of style and varieties of style), composition (broken into invention, parts of composition, prose composition, poetry, and versification), and rhetoric and literature. The Schultz Archive copy includes the preface, TOC, and pages 54 – 93, and 258 - 285. Some pages are difficult to read due to quality of the copying.
Text copyrighted in 1880 and 1894. Author credited with a Master of Arts, a Ph.D, as the President of Delaware College, Newark, Delaware, and as the author of several texts. Preface states the text uses an inductive process, teaching first the idea, then the name, and lastly the definition, followed by its application. Only the simplest and most necessary principles are discussed and illustrated. Includes the author's system of diagramming, or written analysis. Preface are recommends object lessons combined with systematic culture in language. The text also contain pictorial illustrations. The Schultz Archive includes roughly the first 83 pages.
1864 printing of 1864 copyrighted text. Author is credited with a Master of Arts, as Principal of the Collegiate Schools, NY, and as the author of several other texts. A grammar handbook that explains rules through question/answer format. The same system from the author's larger grammar but for young beginners. The text aims to awaken students' interest, teach them to think, enable them to understand as they learn, lead them through natural steps, and give practical application to every abstract principle. The Schultz Archive copy is roughly the complete 120 page text.
1864 printing of 1862 copyrighted text. Author is credited with a Master of Arts, as Principal of the Collegiate Schools, NY, and as the author of several other texts. A new and distinct system of grammar that combines practice with theory and example with precept to make the subject more interesting and teachable. The book contains fifty one short lessons, each followed by an exercise. Words are classified as parts of speech solely according to their use. A simple method of analyzing sentences is also presented as are sections on punctuation, rhetorical figures, and prosody. The Schultz Archive is roughly the complete 288 page text.
1856 printing of 1856 copyrighted text. Author is credited as the author of the English Speller. A catechistic grammar text designed to teach both meaning and application. Includes numbered questions with answers and unnumbered questions without answers. It also contains a section on punctuation, and the most important notes from Murray's Syntax with lessons in parsing and false syntax to be corrected. The Schultz Archive copy is roughly the complete 108 page text.
1838 printing of 1838 copyrighted text. This text on composition is for those who have already gained a knowledge of English grammar, particularly those in academies and elementary schools. Text states composition is rarely taught and teachers themselves are not required to compose well. It also claims students are often given subjects to write on which they know nothing about and that they think they must strive for originality. Real occasions of life after school or subjects drawn from the students' studies should be used. It is recommended that students be assigned a composition every week to be corrected by the teacher. Written as a catechism. Covers history of writing, beauty, taste, kinds of style (perspicuity, unity, harmony, strength, etc.) figurative language, and kinds of composition (letters, essays, orations, poetry, etc.). The Schultz Archive copy is roughly the complete 129 page text.
University of Wisconsin Bureau of Educational Research Bulletin, Number 14, August 1933. The author is credited as Assistant Professor in the Teaching of English, University of Wisconsin. A similar work to Sterling A. Leonard's The Doctrine of Correctness in English Usage, 1700-1800 but for the 20th century. The chapters include: general introduction, theories of correctness in the nineteenth century, current theories of correctness, prescriptive grammar, prescriptive syntax, prescriptive usage, and recommendations for the writing of textbooks in English. The study purports to show the confusion between grammar purists and grammar liberalists and the unfortunate influence this confusion has had on the teaching of English. It also seeks to trace the origin and development of traditional rules and statements regarding usage and to show that these contrast with the facts of past and present usage. The study analyzes 16 textbooks in grammar and composition. The Schultz Archive copy is roughly the complete 172 page text.
1818 printing of 1819(?) copyrighted text. Author is credited as President of Teachers' Society in the City and County of New York and as author of the Juvenile Expositor. Advertisement states this is a revised edition designed for intermediate grades. Preface states the book is meant to fill the gap in curriculum between spelling books and collections of great authors. It is designed to teach understanding of words rather than require memorization. Poetry is used. Seems to cover the four parts of grammar: orthography, etymology, syntax, and prosody. Schultz Archive copy only includes preface, the brief orthography section, and the first page of etymology.
1843 printing of 1843 copyrighted text. The preface boasts of a new theory (a system) of English grammar. It argues that language is inseparably connected with the intelligence and welfare of individuals and that the English language is ascendant. The preface presents 24 examples of sentences rendered according to the author's grammar and those same sentences constructed according to the old theories to demonstrate the failings of the old. The text includes a mix of definitions and thorough lectures with a few exercises. The Schultz Archive copy includes the preface, address to the teacher and sections on grammar and entomology, roughly the first 49 pages.
1866 printing of the 1866 copyrighted text. The author is credited as Principal of the Ringgold Grammar School, Philadelphia, and as author of A Grammar of the English Language. A condensed version of the author's larger Grammar for use as a textbook in schools. This text omits orthoepy, orthography, punctuation, and prosody. Large type and numbered paragraphs indicate what is to be memorized and recited. Accompanying the rules and definitions are examples, explanations, and exercises. The Schultz Archive copy is roughly the complete text.
1835 printing of the second edition of the 1834 copyrighted text. Parker is credited with a Master of Arts, as the Principal of the Franklin Grammar school, and as author of Progressive Exercises in English Composition. Fox is credited with a Master of Arts and as Principal of the Boylston Grammar School. The preface states the text is based on the authors' experience as teachers and purposely uses repetitions and a colloquial style to speak its audience. The "usual arrangement" is not followed. Instead, the pupil is first taught to analyze words and phrases, and etymology and syntax are reserved for after the pupil is familiar with the simpler parts of a sentence. The parsing exercises are designed to give students practice in supplying the ellipses in sentences. The Schultz Archive copy is roughly the complete 96 page text.
Paine's only surviving son, Robert Troup Paine, committed suicide in 1851 while at Harvard. Paine and his wife compiled Memoir of Robert Troup Paine, a volume of more than ninety-one of the compositions, theme papers, and letters that his son had written during his schooling, and presented the printed volume, bound in embossed leather, to Harvard - Dictionary of Early American Philosophers. Ed. John R. Shook. This entry in the Schultz Archive is roughly the final third of the memoir pages 335 – 524, plus two brief notes: At a Special Meeting of the Presidential and Fellows of Harvard College in Boston, January 21, 1854; At the Annual Meeting of the Board of Overseers of Harvard College, in the Senate Chamber, Boston, January 26, 1854.
Paine's only surviving son, Robert Troup Paine, committed suicide in 1851 while at Harvard. Paine and his wife compiled Memoir of Robert Troup Paine, a volume of more than ninety-one of the compositions, theme papers, and letters that his son had written during his schooling, and presented the printed volume, bound in embossed leather, to Harvard - Dictionary of Early American Philosophers. Ed. John R. Shook. This entry in the Schultz Archive is roughly the second third of the memoir, pages 165 – 333. The Schultz Archive contains the rest of the text in separate entries.
Dated 1852. Paine's only surviving son, Robert Troup Paine, committed suicide in 1851 while at Harvard. Paine and his wife compiled Memoir of Robert Troup Paine, a volume of more than ninety-one of the compositions, theme papers, and letters that his son had written during his schooling, and presented the printed volume, bound in embossed leather, to Harvard - Dictionary of Early American Philosophers. Ed. John R. Shook. This entry in the Schultz Archive is roughly the first third of the memoir, up to page 164. The Schultz Archive contains the rest of the text in separate entries.
1855 printing of 1846 copyrighted text. Preface states that while philosophers have studied the senses, few know about the organization of the human voice. Lessons for Dictation and Grammatical Analysis are interesting reading lessons. Exercises in the elements of pronunciation and subject for composition give the orthography of over 10,000 of the most important words in the English language. The Analysis and Classification of the Alphabet has been newly arranged according to the organic construction of the English language. The whole book is intended to be written and studied by the pupil after the dictation and oral explanation by the teacher. The Schultz Archive copy contains the preface, the index, and pages 48 – 49.
1888 copyrighted text. The author is credited as the author of Good Manners. Preface states that letter writing has been declared a lost art and that this text contains models of letters for every occasion that would demand correspondence. Contents includes letters on broken business engagement, declining to recommend, inquiring about a house to rent, excusing a pupil's absence, request for loan of money, recommending a governess, from lady to clergyman asking reference, form of a will, courtship and marriage, friendship, condolence, requesting favors, regrets and apology, etc. The book also contains a short section on the art of letter writing and a list of rules. The Schultz Archive copy contains the preface, TOC, the first few pages on the art of letter writing and the rules, and a selection of pages related to correspondence concerning children.
1805 printing of third edition improved. Author is credited as the author of English Grammar, Adapted to the Different Classes of Learners. The contents of the text, except the exercises, were all published in the author's English Spelling Book. The introduction states this book is calculated to assist mother's instruction of their young children. The exercises are called the child's parsing. The Schultz Archive copy is roughly the complete 51 page text.
1851 printing of 1851 copyrighted text. Excerpt only includes preface. Text aims to imprint on the memory and understanding of the learner an image of the most prominent features of the etymological part. For the syntactical part, the preface states that rules and notes suffice for parsing sentences and phrases. Text states grammar consists of six parts: orthography, orthoepy, etymology, syntax, punctuation, an orthometry. The Schultz Archive copy contains only the preface and the first page of the text.
Text copyrighted 1905. Previously copyrighted in 1903. Morrow is credited with a Master of Science and as Superintendent of Schools, Allegheny, PA. McLean is credited with a M.A. and as Principal of Luckey Schools, Pittsburgh, PA. Blaisdell is credited with a Ph.D. and as Professor of English in the Fifth Avenue Normal High School, Pittsburgh, PA. Preface states text is for 3rd, 4th, and 5th graders. For each of these years the text is broken into 10 weeks of observation lessons, 10 weeks study of pictures, 10 weeks study of stories and poem, and five weeks study of notes and letters. Each week's work contains four daily exercises in composition (oral or written) and one in elementary grammar. The preface credits the influence of Dr. E. E. White and Prof. L. A. Sherman. Preface states that it is most effective to teach students to speak and write with freedom unencumbered by rules. The grammar lessons are divided by year: 1st year, mechanics of writing; 2nd year, the sentence; 3rd year, the parts of speech. Text contains pictorial illustrations. The Schultz Archive copy is roughly the complete text.