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.
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.
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.
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 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.
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.
This "New and Improved Edition" was published in 1894 and copyrighted in 1892. The author is credited as Professor of Language and Literature in the Brooklyn Polytechnic Institute and as the author of several other books. The text claims it is responding to teachers' need for work for pupils to do in illustration of what they have learned. The first section on invention covers sentence structure, forming paragraphs, analysis of subjects, and preparation of frameworks. The second section on qualities of style discusses perspicuity, imagery, energy, wit, pathos, and elegance. The third section on productions breaks up prose into oral (conversation, debates, sermons, etc.) and written (biographies, histories, fiction, letters, etc.). It also discusses poetry by focusing on mission, style, form, and kinds (satiric, epic, dramatic, etc.). Exercises include specific directions for altering or analyzing examples. Excerpts from the work of well known authors are used throughout. The Schultz Archive's copy is roughly the complete text.