Search Constraints
Filtering by:
Collections
The Lucille M. Schultz 19th Century Composition Archive
Remove constraint Collections: The Lucille M. Schultz 19th Century Composition Archive
Subject
Composition textbook: primary
Remove constraint Subject: Composition textbook: primary
1 - 33 of 33
Number of results to display per page
Search Results
- Type:
- Document
- Description/Abstract:
- 1876 printing of the 1876 copyrighted text. The author is credited with a Doctor of Laws of English degree and as the author of other texts on composition and grammar. A collection of lessons that teaches the art of expression through oral and written inductive exercises rather than the old method of grammar teaching that relies on verbal parsing. Object-lessons are a substantial part of the text, and pictorial illustrations have been crafted to aid in the object-treatment of subjects. Ninety lessons appear in the text, covering subjects such as sentences, capital, periods; sentences expressing questions; letters and their sounds--syllables; use of possessive forms; comparatives and superlatives; the use of adverbs; analysis of sentences; punctuation; violations of unity; letter writing; exercise in criticising; oral discussion of subjects; and exercises in narration. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Quackenbos, George Payn, 1826-1881
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1876
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1851 printing of the 1851 copyrighted text. The author is credited with a Master of Arts and as Rector of the Henry-Street Grammar School in New York. The text was designed to fill a gap in composition textbooks for students ages 9 to 12. The first fifty pages use inductive lessons with exercises to familiarize students with the nature and use of the different parts of speech so they can recognize them and supply them when given incomplete sentences. Following this the text offers a more difficult treatise on grammar with different kinds of clauses and sentences, preparing the students for the rules of punctuation. Next are capitals and spelling. Then students are ready to express themselves in their own language, prompted with suggestive words to write sentences of every kind. Style is then taught with the properties of purity, propriety, precision, clearness, strength, harmony, and unity with examples for correction. Students are also taught different kinds of composition, such as letters, descriptions, narrations, biographical sketches, essays, and arguments, and three main figures of speech. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Quackenbos, George Payn, 1826-1881
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1851
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Text copyrighted 1882. The author is credited with a Master of Arts and as Superintendent of Schools in Aurora, IL. Based on years of classroom experience training children to talk, this text aims to guide the young learner in the correct use of language at the time when he is acquiring a vocabulary and forming habits of speech. The preface states that exercises such as sentence building, filling a blank, parsing, analysis, and correcting errors are not very helpful in correcting habits of speech. Corrects habits are obtained by the exercise of expression wholly one's own. This text aims to teach the form taught through those former means through the practice of original expression. Exercises are meant to be practiced orally before being written. Numerous pictorial illustrations appear throughout, and illustrative excerpts from well known writers of poetry and prose and used as well. The Schultz Archive's copy ends on page 239. It is unclear if this is the last page of the text.
- Creator/Author:
- Powell, W. B. (William Bramwell), 1836-1904
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1882
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- A handwritten note dates the printing to 1877. The text is copyrighted 1864. The author is credited with a Master of Arts and an M.D., as well as being the author of two books on grammar. The preface states the work is designed to concise and comprehensive, while also stating that the study of composition should begin at a very early age. The chapters cover spelling; capitals; punctuation; words and phrases; sentences; different kinds of composition (narration, description, letter-writing, and essays); figurative language; a review of capitals, punctuation, and style; and themes. Exercises involve fill in the blanks, correcting errors, classifying, adding punctuation, and answering review questions. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Pinneo, Timothy Stone, 1804-1893
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/22/2019
- Date Created:
- 1877
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1841 and 1842 copyrighted texts. The author is credited as "author of the prize essay on education, entitled 'The Teacher's Manual.'" A series of four books designed to connect pure feelings and correct moral ideas with intellectual instruction through narratives accompanied by questions for students. Many of the stories are given titles indicative of the moral theme explored, such as "Cruelty and Oppression" and "Envy, Hatred, and Malice." Pictorial illustrations also appear throughout. The Schultz Archive's copy includes selections from each of the four books, but none of the four is complete.
- Creator/Author:
- Palmer, Thomas H., 1782-1861
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1841
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1848 printing of the 1848 copyrighted text. The author is credited as Principal of the Epes Grammar School in Salem, MA. A composition manual with blank pages for students to transcribe and preserve their compositions for the purposes of improving their taste, gaining knowledge of themselves, improving their thinking and writing, and providing evidence of their improvement. The book also provides a condensed presentation of rules, abbreviation, and common signs used in writing and printing. It also includes the meaning of foreign words and phrases. The Schultz Archive's copy only includes pages on writing and sending letters, and advice on composing taken from Blair (clearness, unity, strength, and harmony), plus a list of subjects for composing.
- Creator/Author:
- Northend, Charles, 1814-1895
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1848
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1939 printing of the 1838 copyrighted text. This later printing contains additional text and illustrations, despite the same copyright year as the prior edition. The author is credited as Principal of Green Street Seminary and the author of other books. A collection of composition exercises consisting of stories to be analyzed, descriptions, skeletons of letters, analysis of poetry and scripture, general subjects, discussions, poetical exercises, an epitome of rhetoric, an a list of subjects for compositions. The method proposed is in opposition to teaching children in language they do not understand. It emphasizes given children clear conceptions of things before providing them with those things' names. The text includes some pictorial illustrations. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Morley, Charles
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1839
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1838 printing of the 1838 copyrighted text. The author is credited as Principal of Green Street Seminary and the author of other books. A collection of composition exercises consisting of stories to be analyzed, descriptions, skeletons of letters, analysis of poetry and scripture, general subjects, discussions, poetical exercises, an epitome of rhetoric, an a list of subjects for compositions. The method proposed is in opposition to teaching children in language they do not understand. It emphasizes given children clear conceptions of things before providing them with those things' names. The text includes some pictorial illustrations. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Morley, Charles
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1838
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1894 copyrighted text. Metcalf is credited as Supervisor of Schools in Boston, MA. Bright is credited as Superintendent of Schools, Cook County, IL. A rearrangement of the authors text, Language Lessons, for a younger class of pupils. The preface argues students need opportunities for observation to awaken interest and stimulate thought. This text provides students with exercises giving students opportunity to speak and write. Poems are included to be read and committed to memory and occasionally to be studied. The text includes some illustrations to spur observation and thought. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Metcalf, Robert C. (Robert Comfort) and Bright, Orville T.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1894
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1833 printing. The author is not credited by name on the title page, but it does say "by the author of Lessons on Objects." The preface is signed by C. Mayo. A continuation of Lessons on Objects designed to teach students to observe natural features and command a small vocabulary of scientific terms. The few pages available demonstrate the question/answer technique of a Pestalozzian school and a couple includes examples of the text's illustrations, "ten plates, drawn from nature," advertised on the title page. The Schultz Archive's copy includes the preface, lessons one (on mollusca) and two pages of illustrations.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1833
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Twenty-second London edition printed 1876.The author is not credited on the title page. C. Mayo signs the preface of the original edition, in which he credits his sister for “the execution of the details” resulting in “the Exercises, now for the first time presented to the public.” A preface signed by Elizabeth Mayo was added to the fourteenth edition (1855). According to her preface: The first series exercises the perceptive faculties, arresting attention on qualities discoverable by the senses and furnishing a vocabulary to clothe the ideas. The second and third series exercise the perceptive powers in recalling the impressions made upon them by external objects when they are removed from observation. The fourth series exercises children in tracing resemblances and differences, in drawing comparisons and recognising analogies, thereby cultivating the power of arranging and classifying. In the fifth series reason and judgment are brought into activity by tracing the connection between cause and effect, between use and adaptation, and the power of expression is cultivated. Some changes and additions have been made to the objects in the lessons. The Schultz Archive's copy is roughly the complete text
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1876
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Sixth edition printed in 1837. The type of the ToC has been reset, but the content appears to be identical to the Schultz Archive's 1832 printing. The author is not credited on the title page. C. Mayo signs the preface, in which he credits his sister for “the execution of the details” resulting in “the Exercises, now for the first time presented to the public.” Grade school education through the Pestalozzian method of question/answer dialogue and expanded analysis on common objects. The works consists of five series of lessons of increasing difficulty. The objects in the first series are chosen for having a distinguishing quality and for each having some obvious connection to what has preceded them. Objects in the first series include leather, water, bread, whalebone, rice, and chalk. Items in the second series include a pen, a chair, and a key. Items in the third series include a quill, a piece of honey-comb, an oyster, and a needle. Items in the fourth series are in two categories: spices and liquids. Items in the fifth series include a mixture of previously covered objects and new ones as well as the categories of metals, earths, and the senses. The descriptions evolve from lists of parts and qualities to long paragraphs. The Schultz Archive's copy has only a few pages of the text.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1837
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1831 printing of the 1831 copyrighted text. The author(s) of the English edition are not credited. The editor, John Frost, is credited on the title page as having a Master of Arts degree. The text has been changed to replace "hard and Latinized words with common ones" and to recognize "the United States as one of the nations of the earth." From the description of the Schultz Archive's 1832 printing of the English edition: Grade school education through the Pestalozzian method of question/answer dialogue and expanded analysis on common objects. The works consists of five series of lessons of increasing difficulty. The objects in the first series are chosen for having a distinguishing quality and for each having some obvious connection to what has preceded them. Objects in the first series include leather, water, bread, whalebone, rice, and chalk. Items in the second series include a pen, a chair, and a key. Items in the third series include a quill, a piece of honey-comb, an oyster, and a needle. Items in the fourth series are in two categories: spices and liquids. Items in the fifth series include a mixture of previously covered objects and new ones as well as the categories of metals, earths, and the senses. The descriptions evolve from lists of parts and qualities to long paragraphs. The Schultz Archive's copy of this American edition is roughly the complete text.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865 and Frost, John, ed.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1831
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Third edition printed 1832. The author is not credited on the title page. C. Mayo signs the preface, in which he credits his sister for “the execution of the details” resulting in “the Exercises, now for the first time presented to the public.” Grade school education through the Pestalozzian method of question/answer dialogue and expanded analysis on common objects. The works consists of five series of lessons of increasing difficulty. The objects in the first series are chosen for having a distinguishing quality and for each having some obvious connection to what has preceded them. Objects in the first series include leather, water, bread, whalebone, rice, and chalk. Items in the second series include a pen, a chair, and a key. Items in the third series include a quill, a piece of honey-comb, an oyster, and a needle. Items in the fourth series are in two categories: spices and liquids. Items in the fifth series include a mixture of previously covered objects and new ones as well as the categories of metals, earths, and the senses. The descriptions evolve from lists of parts and qualities to long paragraphs. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Mayo, Elizabeth, 1793-1865
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1832
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- Copyrighted 1894. The author is credited as having a Master of Arts and as Superintendent of Public Instruction, Brooklyn, NY. This text uses an inductive method and is designed in three parts for use over the course of three years of schooling, beginning as early as the third year of primary school. The first part contain exercises for constructing simple sentences. The second part requires students to construct sentence and to distinguish the sentence's parts. The third part begins generalization and continues analysis and synthesis of typical sentences with attention paid to irregular verbs. Exercises in composition with narratives and description are used in conjunction with the sentence and word forms. Models are provided for imitation. Exercises provide forms of sentences and the words to be employed. Some pictorial illustrations are included. Some poems are also included for appreciation. The author credits the influence of German language books by Baron, Junghann, and Schindler. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Maxwell, William Henry, 1852-1920
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/21/2019
- Date Created:
- 1894
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1891 printing of the 1891 copyrighted text. The author is credited as the author of MacLeod Reproduction Stories, MacLeod Composition Outlines, Lessons on Common Minerals, etc. The book is meant for students and teachers and aims to give information about the familiar objects around us. Examples of objects covered by chapter are: cotton, flax, tea, bread grains, pepper, bricks, and tobacco. The margins contain questions to answer from the information given in the text. Examples of topics covered in the cotton chapter: Where found, appearance of plant, the cotton gin, manufacture of cotton, spool-thread, fabrics made of cotton. Each chapter ends with a blackboard outline and ideas for objects to aid in the lesson. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Litchfield, Norma MacLeod
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1891
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1862 copyrighted text. Lilienthal is credited as a doctor and Allyn is credited with a Master of Arts. The work is prepared by the order of the Cincinnati Public School Board. Things Taught is a "book of questions without direct answers" that "seeks to acquaint [students] with the world." Through object lessons, observation, and the creation of stories, students are presented a new means to observe the world around. The sections are development of ideas by observation, development of ideas by observation and reflection, stories to be written from memory, transformation of poetry into prose, stories to be made from elements and letters, description of natural bodies, themes for composition, business papers, advertisements, and invitations and certificates. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Lilienthal, M. E. (Max E.), 1815-1882 and Allyn, Robert
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1862
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1891 printing of the 1884 copyrighted text. The author is credited as Teacher in the Children's Aid Society Schools in New York City. Influenced by Froebel's education by occupations, emphasizing experience and action in place of books and abstract thinking, in the spirit of the New Education. The chapters cover arithmetic, weights and measures, form and geography, color and form, language, busy work, miscellaneous, and slate work. The exercises in these subjects use ordered directions or operations and lists of questions. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Johnson, Anna
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1891
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1892 printing of the 1892 copyrighted text. The author is credited as the editor of The School Journal and Teachers' Institute and as the author of School Management. A brief teacher's manual that focuses on prompts and exercises for classroom instruction. Includes samples, explanations, structural guides, guiding questions, a list of subjects or themes, and suggestions for correcting compositions. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Kellogg, Amos M. (Amos Markham), 1832-1914
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/20/2016
- Date Modified:
- 08/20/2019
- Date Created:
- 1892
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1896 copyrighted text. Practical construction and logical arrangement of lessons designed to lead the pupil from perception to expression, illustration to definition, sentence-building to composition. It uses pictures, poems and unfinished stories for exercises as well as questions at the beginning of lessons. Progressive lessons on word forms and sentences structure are combined with exercises in narration and description. Good models are used to teach good style through imitation. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Hawkins, Edward
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/23/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1896
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Hart, John S. (John Seely), 1810-1877
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1886
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Hadley, Hiram, 1833-1922
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1876
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Hadley, Hiram, 1833-1922
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/19/2016
- Date Modified:
- 08/19/2019
- Date Created:
- 1871
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Gideon, Edward
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/18/2016
- Date Modified:
- 07/02/2019
- Date Created:
- 1904
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Gideon, Edward
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/18/2016
- Date Modified:
- 06/12/2019
- Date Created:
- 1888
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- No printing year given. 1897 copyrighted text. The author is a Ph.D. and credited as President of Swarthmore College. Based on two leading ideas: progressive exercises in composition and an inductive approach to grammar. The work is divided into sentences exercises and composition exercises. The exercises are based on occupations, nature, history, and great literature. Pictorial illustrations are used to stimulate the imagination. Book I of the text is for third and fourth graders. Book II is for fifth and sixth graders. The author credits the influence of Baron, Junghann, and Schindler. The Schultz Archive's copy is roughly the complete text of Book I.
- Creator/Author:
- De Garmo, Charles, 1849-1934
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/18/2016
- Date Modified:
- 06/11/2019
- Date Created:
- 1897
- License:
- Public Domain Mark 1.0
27. Composition Writing: A Practical Guide, Containing Model Lessons and Hints to Teachers and Pupils
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Davis, W. W.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/18/2016
- Date Modified:
- 06/11/2019
- Date Created:
- 1864
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1870 printing of the 1870 copyrighted text. The author is credited as the author of books on logic, discourse, composition, and literature. The book is based on Day's rhetoric that argues thought is the starting point for teaching rhetoric, composition, and grammar rather than style and form. The text is aimed at students of different levels, using various font sizes for each: the larger fonts for the young, smallest for older or more advanced. The introductory lessons cover parts of speech. These are followed by sections on concrete nouns (object lessons), attributes, distinctions of nouns, modifying elements, abnormal forms, construction, and explanation. Oral and written exercises are included throughout. The Schultz Archive's copy is roughly the complete text.
- Creator/Author:
- Day, Henry Noble, 1808-1890
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/18/2016
- Date Modified:
- 06/11/2019
- Date Created:
- 1870
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1899 printing of 1899 copyrighted text. The author is credited as the author of Beginners' Readers I, II, III and Vivid Scenes in American History. The text is a teacher's manual to accompany Letters From Queer Folk, a composition book aimed at enhancing student learning by drafting correspondence with imagined people. The text covers various genres of writing such as business, social, telegrams, advertisements, receipts. It addresses particular skills such as paragraphing, vocabulary, punctuation, and arrangement. The Schultz Archive copy is the entire text.
- Creator/Author:
- Cleveland, Helen, M.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/18/2016
- Date Modified:
- 06/07/2019
- Date Created:
- 1899
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 1842 printing. No copyright date given. No information on the authors is provided. The authors' text begins with a brief discussion of the inefficacy of the previous method of instructing grammar and composition, which included a heavy emphasis on rule memorization and the reading--and subsequent copying of--classic texts. The authors, instead, advocate a more "natural" approach to the acquisition of grammar and composition: practice, object use and familiarity. The authors propose students should be given the chance to copy short pieces by good authors to learn neatness and exactness. They then work with writing about familiar objects, exchanging their work and correcting each other's errors, discussing their work as a class, then having their instructor provide feedback for correction. The authors suggest beginning with concrete objects that are near the students and progressing through to more complex abstract ideas and series of objects in order to assist in the acquisition of composition abilities. The Schultz Archive includes the complete text (although it is a fairly short text), and the quality of the scans is fairly good; however, there are a few places where markings on the text are somewhat distracting.
- Creator/Author:
- Chambers, William, 1800-1883 and Chambers, Robert
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/18/2016
- Date Modified:
- 06/07/2019
- Date Created:
- 1842
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Brookfield, F.
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/04/2016
- Date Modified:
- 06/05/2019
- Date Created:
- 1855
- License:
- Public Domain Mark 1.0
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Brewer, Ebenezer Cobham, 1810-1897
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/04/2016
- Date Modified:
- 06/05/2019
- Date Created:
- 1853
- License:
- Public Domain Mark 1.0
33. The Illustrated Composition Book: Containing Directions, Subjects, and Blank Leaves for Composition
- Type:
- Document
- Description/Abstract:
- 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.
- Creator/Author:
- Anonymous
- Submitter:
- Russel Durst
- Date Uploaded:
- 05/04/2016
- Date Modified:
- 06/03/2019
- Date Created:
- 1854
- License:
- Public Domain Mark 1.0