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.
1894 copyrighted text. The author is credited as having a Ph.D. from Leipsic and as Professor of the English Language in Wesleyan University. The preface explains the book is the result of teaching composition in secondary schools and college and aims to give brief practical suggestions to young writers (and is not a guide to English criticism). It puts special emphasis on the choice and treatment of themes, and the author argues that the study of composition should be combined with the study of literature, as the best models of English prose provide a standard for students to measure their writing against. The book is in two sections: theory and practice. Theory chapters cover words, sententences, paragraphs, the theme, the plan, kinds of composition (description, narration, exposition, argument, persuasion), composition and revision, and style. Practice chapters cover words, sententences, paragraphs, the theme, the plan, kinds of composition (description, narration, exposition, argument, persuasion), studies in literature, and punctuation. Excerpts from celebrated writers are used as illustrative examples. The Schultz Archive's copy is roughly the complete text.
Fourth edition of the 1885 copyrighted text. The author is credited as having a Master of Arts degree and as Professor of Rhetoric and the English Lanugage in the University of Pennsylvania, member of MLA, and author of a book on English etymology. The preface from the third edition (1889) explains the added Analysis, which is meant to help map the contents and aid the student in studying. The preface to the original edition explains the author has tried to properly balance principles of the art of rhetoric with their practical application, as well as treat both style and invention. The book is focused on the study of prose, but illustrative examples from poets and novelists are occasionally used. The introduction explains rhetoric and composition, laws of rhetoric, and kinds of discourse. The book's first part, Style, covers grammatical purity, elements of style, and qualities of style (significance, naturalness, pathos, humor, satire, harmony, etc.). The second part, Invention, covers the theme and the discussion (modes of discussion, definition, division, comparison and contrast, excitation). The preface also credits the influence of Henry Day. The Schultz Archive's copy is not the complete text. It includes the Analysis and selections from the Introduction and parts one and two.
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
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.
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.
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.
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.
Third edition. 1873 printing. No copyright page. Reverend C. Mayo is credited as author of part one, "A Lecture of the Life of Pestalozzi." He is credited with a Doctor of Laws of English and as Fellow of St. John's College, Oxford. Elizabeth Mayo is credited as the author of part two, "Pestalozzi and His Principles," although she quotes extensively from a lecture by Rev. Dr. Mayo given in 1826. Robert Dunning is credited "with notes, original and selected" for both parts. He is also credited as Lecturer on School Management, Home and Colonial Training College. The Schultz Archive's copy only includes the title pages of parts one and two and pages 156 thru 239 of the text.
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.
1854 printing of the 1853 copyrighted text, a new revised and corrected edition.The author is credited as Reverend P. Bullions, Doctor of Divinity, and the author of the Series of Grammars, Greek, Latin, and English, on the Same Plan. The work is divided into orthography, etymology, syntax, and prosody. Definitions and rules are meant to committed to memory, some illustrations may be provided, questions follow to be answered by the students, then exercises in parsing are given. The book seeks to combine the principles of grammar with the principles of composition. Not for students older than twelve or fourteen. The Schultz Archive's copy is the complete text.
This new edition, revised, re-arranged, and improved was published in 1851 and copyrighted in 1851. The author is credited as Reverend P. Bullions, Doctor of Divinity, Late Professor of Languages in the Albany Academy, and the author of the Series of Grammars, Greek, Latin, and English, on the Same Plan. (Making the teaching of these grammars the same is part of Bullions' method.) Bullions claims that this work intends to do more than summarize the foundational work of Murray's grammar. The author also credits the influence of Lennie, Angus, Connel, Grant, Crombie, Hiley, and Beck. Grammar is both a science and an art, according to the author. He attempts to make the principles of English grammar accessible to young students through the use of definitions to be committed to memory and numerous examples, such as examples of false syntax for correction. The text is divided into orthography, etymology, syntax, and prosody. The art of composition is given a handful of pages in the prosody section. The Schultz Archive only includes a very brief excerpt of the title page, preface and table of contents. The scans are good quality, but there is some highlighter throughout that obscures some text.
1851 printing of the 1851 copyrighted text. The author is credited as Reverend P. Bullions, Doctor of Divinity and the author of the Series of Grammars, Greek, Latin, and English, on the Same Plan. Bullions's Progressive Exercises text is intended to give students an opportunity to apply what they have learned in his Principles of English Grammar grammar handbook to distinguished literary works. The does, however, have directions for analysis and parsing on paged 5 thru 29.The short work includes selections of poetry and prose that the students are expected to analyze and parse in order to exercise the principles that they previously learned. As such, this text is a supplementary work that is not expected to stand alone. The Schultz Archive includes everything up to page 73, where the text abruptly ends. The scans are good quality, however.
This new and revised edition was printed in 1883 and is an abridged version of the Institutes of Grammar published the previous year (1882). It was originally revised by Goold Brown in 1855. Goold Brown is credited as the author of The Grammar of English Grammar. Henry Kiddle has a Master of Arts degree and is credited as the Late Superintendent of Common Schools in New York City. According to the title page, Kiddle's contribution "arranged to form a series of language lessons, with exercises in analysis, parsing, and construction." The book is section into orthography, etymology, syntax, and prosody. Exercises follow rules, Review questions end each chapter. The syntax chapter uses false syntax examples to be corrected. Prosody is divided into punctuation, utterance, composition and letter-writing/epistles. The Schultz Archive includes the complete text (pages 136-37 repeat). The scans are good quality.
Excerpts from the 1882 printing of the work, copyrighted 1882. Revised from Brown's 1856 revised text. Goold Brown is credited as the author of The Grammar of English Grammar. Henry Kiddle has a Master of Arts degree and is credited as the Late Superintendent of Common Schools in New York City. Brown's textbook is a thorough grammar handbook that is designed for use by anyone who needs instruction in English grammar. Brown works from the basis that language is the foundation of thought and that it should be taught as such. The authors thoughts on teaching and composition are laid out in the preface. The book is sectioned into orthography, etymology, syntax, and prosody. Exercises follow rules, review questions end each chapter. The orthography chapter also has exercises for writing at its end. The etymology and syntax chapters have exercises in analysis, parsing, and construction. Prosody is divided into punctuation, utterance, figures, versification, and exercises in scanning. Appendix one covers composition and letter-writing/epistles. Appendix two covers qualities of style: purity, propriety, precision, perspicuity, unity, and strength. Appendix three covers poetic diction. Appendix four has the answer key to examples of false syntax for correction. The Schultz Archive only includes excerpts, but does include the lengthy preface and contents in their entirety. The text is largely good quality, but some highlighter does obscure text and some pages are slightly cut off.
No information on the printing is provided. The copyright is 1827. The author is credited as the author of two other books on grammar. It is designed for the youngest learners or those who need an easy introduction before moving on to a "larger treatise," such as the author's The First Lines of English Grammar and The Institutes of English Grammar (both of which are also included in the Schultz Archive). Its method is a systematic mode of parsing and memorization, adapted to the monitorial method of instruction and any method where the book is the principal source of information. It covers orthography, etymology, and syntax. The parsing exercises are followed by question and answer dialogues, presumably to be memorized by the students. The Schultz Archive includes the complete text, and it is in good quality.
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.
No printing information is given. The copyright date is 1913. Thomas H. Briggs is Instructor of English in Teachers College at Columbia University. Isabel McKinney is Teach of English in the Eastern Illinois State Normal School. The book states it is designed to furnish material for a two year (high school) course, to be followed by "rhetoric of the conventional type" or "work on the collection and organization of material." It emphasizes good composition over the four types. The chapters are: sincerity, good form, definiteness, interest (including a section on writing various forms of letters/epistles), unity, variety, and coherence. The appendix has sections on symbols for grading/correcting, words often confused, parts of verbs misused, and misspelled words. It includes oral and written exercises for students. The Schultz Archive includes the complete text (albeit with pages 13-14 and 186-87 missing), and the text is in good condition.
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.
No printing information is given. The copyright year is 1856. The author has many years in the business of teaching, according to the preface. Language relates to human nature and grammar is the science of language, according to the author. Bradbury's grammar handbook works through lessons on English grammar from a very basic starting point. The chapters visible on the table of contents are the noun, the pronoun, the adjective, the verb, the adverb, and the preposition. For each grammar point the text makes it originates with a rule, principle or definition, which is to be committed to memory. These rules are followed by questions and examples to assist the student in application of the point. Finally, there are periodic reviews to refresh the students' memories about the various points that have been covered. The Schultz Archive only includes a very brief excerpt of the title page, contents, preface, section on nouns/pronouns and a single page on syntax. The scans are all readable, but the pages are cut maybe a third (maybe less) of the way from the bottom.
1871 printing of 1860 copyrighted text. The author has Master of Arts and is credited as the author of other books. Boyd explains that his composition textbook is a culling together of numerous preceding texts on the topic, specifically, recent English treatises by Williams, Smart, Neil, and Harrison, and the standard works of Blair, Campbell, and Jamieson. He has also consulted the grammars of Clark, Murray, Fowler, Bullions, Goold Brown, Spencer, Greene, Butler, Tower, Bailey, Covell, and Mulligan. He also credits Welche's Analysis of the English Sentence, Tower's Grammar of Composition, Quakenbos's First Lessons And Advanced Course, and Parker's Aids. He claims that his wealth of experience as a teacher on the subject has given him a deeper understanding of what is necessary in a composition textbook. This book works its way through the most minute aspects of composition (capitalization, parts of speech, punctuation, etc.) through to larger concerns (style, hyperbole, subject matter, etc.). For each section, there are detailed lessons and examples. The Schultz Archive includes the entire text; however, there are numerous pages that are repeated or missing. Also, highlighter obscures the readability of some text.
1844 printing of 1844 copyrighted text. The author has a Master of Arts degree and is principal of Black River L. and R. Institute. As indicated by the title, Boyd's compilation is a comprehensive examination of English composition as well as rhetoric, criticism, linguistic history and English literature. Each of the aforementioned sections is covered in great detail; for example, there are sections on spelling, composition style, kinds of composition, the origins of the English language and excerpts from American and British literature. Boyd's introduction indicates that his vast teaching experience has proven to him that there is not a comparable text that is so varied and comprehensive available to the typical English teacher and that such a text was necessary to avoid compiling numerous books for a single class. Some of works included in the compilation: Reid's Rudiments of English Composition, Connel's Catechism of Composition, Beattie's rhetoric, Blair's rhetoric, Montgomery's lectures on poetry and literature, Lacon, Dr. Spring's lectures, Dr. Cheever's lectures. Exercises are included throughout. The Schultz Archive includes the text in its entirety with only pages 242-43 missing. Otherwise, the text is in very good condition.
1895 printing of 1895 copyrighted text. The publisher preface informs the reader that the author is the chief-proofreader in one of the largest book publishers in New York. Bowden asserts in the preface to his grammar that his contribution to the realm of grammar handbooks will be one that avoids unnecessary material that detracts from the learning process and one that establishes a beneficial system of classification to lessen the need for rote memorization, both of which he argues are failings of the preceding grammar handbooks. The text covers etymology, syntax and prosody-punctuation, establishing classifications for each. Exercises follow the sections on syntax and punctuation. The Schultz Archive only includes an excerpt of the title page, contents, author's preface and publisher's preface. The scans are good quality, but some highlighter obscures text.
A copy of the second, corrected edition, dated 1885. The author is one of the ministers of the High Church and Professor of Rhetoric and Belles Lettres in the University of Edinburgh. A collection of lectures from twenty-four years of Blair's instruction. Blair claims that he has only published these lectures as a result of their circulation in uncertain forms without his consent. The lectures cover taste, genius, the sublime, beauty and other pleasures, the rise and progress of language, structure of language and the English tongue, perspicuity and precision, structure of sentences, harmony of structure, figurative language, and figures of speech.The Schultz Archive only includes a few excerpted lectures from the various volumes. The quality of the text in the collection is good.
This excerpt of the third American edition (with additions and improvements) was published in 1819. The preface states its from the eight British edition. The author, Reverend David Blair, is credited for authoring several other books on grammar and juvenile letters. Blair's work, which only briefly discusses grammar from a broad, and colonial historical perspective, seeks to advance a scientific understanding of many subjects, including the English language. It is Blair's assertion that language instruction should build on and be part of a holistic education that enables the students to better understand all educational subjects. The Universal Preceptor includes chapters on various subjects, including the arts, mathematics, the sciences, government, agriculture, etc. The Schultz Archive only includes a brief excerpt (focusing on geography and grammar), and the scans are not very good quality (but they are legible).
This is an excerpt of the 1868 printing of the 1867 copyrighted text. The author has a Master of Arts and is the superintendent of the Bingham School. The work professes to innovation in response to the study of philology of the period; it discusses grammar as a science with laws. It professes an interest in plain English to foreign words. Its definitions are identical to those in Latin grammar. Credits the influence of Mulligan, Latham, Richardson, Goold Brown, and Butler. Its etymology and syntax are derived from German grammars of Latin and Greek. Rules and their explanations are followed by the copious parsing exercises. Excerpt includes preface, ToC, and chapters on orthography and nouns.
This third edition is dated 1805. The author is credited with a Master of Arts and as the author of three other books. Bingham's book is based on the notion that children love to receive letters and cherish the ability to respond on their own. The intent of the book is to assist students in learning to write, specifically letters, by making writing a pleasurable experience. The book consists of many example letters that children may write or receive. The Schultz Archive includes the complete text of the third edition (pages 20-21 are repeated), and a single page (page 60) is difficult to read. Otherwise, the text is in good condition.
The printing of the second thousand of the text, dated 1862. The copyright was registered in 1859. William S. Barton is credited as the author of other grammar books and has a Master of Arts degree. Building on the author's previous work Intermediate Grammar, the work is meant for high school students and high school teachers, but also for college work and general reference. It draws specifically on english philology. The preface gives credit to Wallis, Harris, Lowth, Greenwood (as older grammarians) and Murray, Crombie, Latham, Webster, Brown (as modern), and Bopp, Becker, Kuhner and Andrews and Stoddard for contributions to the philosophy and method of language. The Schultz Archive's excerpt only covers roughly the first 59 pages, including preface, basic orthography, and nouns. It does, however, also include two appendixes and the index, which lays out the contents of this 373 page text. The scans are very good quality.
1856 printing of this work copyrighted in 1856. The author is credited as having a Master of Arts degree. A sequel to Barton's New System of English Grammar, Practical Exercises is directed toward primary school students for the acquisition of English grammar. The book founds itself upon imitation and exercises in order to progress students from basic understanding of grammar to its more substantial application in composition scenarios and the critical study of English Literature. It also includes review questions. The contents covers punctuation, sentence structure, style (purity, propriety, precision), structure and style, figurative language, and modes of composition (narratives, descriptions, epistles, essay, arguments). The appendixes includes information on writing for publication and proofreading. The Schultz Archive includes the entire text, and it is in good condition (the cover page is somewhat sideways).
No information is given on the printing of this 1889 edition printed in London. Henry J. Barker was lecturer on English Language and Literature to Pupil Teachers under the London School Board. Barker's text examines the study of the English language as interpreted by young students. Some of the chapters were previously published in Longman's Magazine as "Studies of Elementary School Life." The chapters contain anecdotes and commentary on the student whose writing is featured in that chapter, a selection of writing by that student, and further commentary on the writing itself. The purpose of the text seems to be amusement for the reader, perhaps at the expense of the "specimens" in the text. The Schultz Archive includes the complete text (pages 86-87 are missing), and the scans are good quality, except some highlighter obscures text throughout.
No information on the printing or edition is given. The copyright is 1884. No information on the author is given. The book emphasizes adaptation as the fundamental law of rhetoric and the effects produced "at the time and under the circumstances." Conversation and letter writing are to be used to develop in the student rhetoric's important laws. Personal experience is seen as the basis for students learning narration and description. Illustrations are used throughout, particularly anecdotes and quotations from leading authors. The author specifically acknowledges _The Art of Extempore Speech_ by M. Bautain and _The Art of Reading_ by M. Legouve as influences. The sections are Sentence Making, Conversation, Letter-Writing, the Essay, the Oration, and Poetry. The chapter on conversation focuses on sociability, beginning with a chapter on "Good Breeding." The chapter on the essay is quite alliterative, its chapters: preparation, invention, style, purity, propriety, precision, perspictuity, power, perfection, and (most interestingly) preparation for the press. The Schultz Archive includes a large portion of the text; however, it is missing part I and pages 152-69, 256-303, and 504-end (Part V on oration and Part VI Poetry). The scans are good quality, but there is some highlighter that obscures text throughout.
This is an 1894 printing of this work. Its copyright was registered in 1884.T. Whiting Bancroft was Professor of Rhetoric and English Literature in Brown University. Bancroft's composition text seeks to add a focus on rhetoric, modes and types of composition. Bancroft intends for his text to be used in conjunction with existing composition textbooks. The treatment of argumentative composition intends to show relation between deductive and inductive thought. It is divided into two sections: kinds of composition and practice in composition. Kinds of composition are broken into three parts: Explanatory, argumentative, and persuasive composition. The section on practice of composition is primarily concerned with themes. It provides examples of themes and outlines of essays that explore these themes. In the last part of the practice of composition on the relation of reading to composition, the author has credited the influence of librarians. The Schultz Archive includes the complete text; however, some of the pages are missing and have blank scans in their places. The quality of the text is high.
No information on edition or printing is given on the copy. The author, Charles Sears Baldwin, is a Ph.D. and an instructor in rhetoric in Yale University. This manual for first term college students is divided into three parts: the composition as a whole, the paragraph, and the sentence. Intended to prepare and supplement writing knowledge before more special courses, Baldwin's college composition text is intended only to provide students with a structural system for composition. Baldwin advocates not writing strictly by rules; rather, he suggests a basic understanding of the principles of composition. In the introduction he states there are four kinds of writing: description, narration, persuasion, and exposition. This book focuses on applying its principles exclusively to exposition. It further advocates that its rules of construction be applied in the process of revision. It uses familiar terms such as unity, coherence, clearness, and emphasis. The Schultz Archive includes the text in its entirety, and the quality of the text is high.
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.
1890 printing (83rd 1000) of the 1884 copyrighted text. The author is credited as Teacher of English Language and Literature in Ann Arbor High School. Chittenden's text seeks to provide young high school students with a primer of knowledge for the study of rhetoric. The author claims that the intention is to use as little theory as possible to teach the beginnings of correct writing. She details a fairly precise method that begins with the principles of English grammar and works through examples of literature, style, expression, letter-writing and more. Exercises in reproduction are designed to have students put good writing examples in their own words. Exercises in development provide students with detail, which they must then weave into a composition. Exercises in summary teach student to condense. Exercises in paraphrase teach students to rephrase with style. The Schultz Archive includes the complete text, except pages 122-23, and the scans are in good condition.
1899 printing of the 1899 copyrighted work. Both authors are credited as Instructors in English at Vassar College. Buck has a Ph.D. from Michigan. Woodbridge has a Ph.D. from Yale. The preface emphasizes that students need a sense of a real audience for their writing as well as a subject they're interested in. The prefaces says the work includes few explicit directions on sentences and paragraphs. It offers Scott and Denney's Composition-Rhetoric as a guide for those. The work is organized in four chapters: the basis of exposition, the process of description, description in its relation to exposition, and definition in its relation to exposition. The text itself is quite discursive, providing lengthy discussions of the writing processes with analyzed examples. The lessons posit different subjects, writing situations, or audiences, while also usually asking students to observe and comment upon examples by distinguished authors that treat similar situations, subjects, audience, etc. The Schultz Archive's copy is the complete text.
A manual of school work for fostering "a fair mastery of good English, the development of a critical literary taste, habits of systematic investigation, and the power of expressing a train of though in appropriate language." Chapters begin with principles of expression before punctuation and grammar.