1867 printing of the 1867 copyrighted work: a reconstruction of Elements of the Art of Rhetoric (1850). The author is credited as the author of books on logic, grammar, composition, and rhetorical praxis. The preface states Elements of the Art of Rhetoric was distinct for elevating invention to the first rank in rhetorical instruction, reduction of the principles of rhetoric to a more exact system, and the treatment of rhetoric as an art rather than a science. This text made changes to make stronger relations between rhetoric and logic and aesthetics, fuller develop the processes of explanation, and the more exact classification of style. A treatise and textbook on rhetoric, it is divided into two parts: invention and style. Invention is further divided into explanation, confirmation, excitation, and persuasion. Style is divided into absolute properties, subjective properties, and objective properties. Discourse is discussed as oratory, epistolary composition, poetry, representative discourse, judicial, deliberative and sacred. Exercises are used throughout. The Schultz Archive copy is roughly the complete text.
1850 printing of the 1850 copyrighted text. This text professes to elevate invention to the first rank in rhetorical instruction. It credits Whately as the only other recent author not to excluded invention, but states that he does so more narrowly than this work shall do. Secondly, it attempts to reduce of the principles of rhetoric to a more exact system,. The art of rhetoric is philosophically distinguishable from logic, grammar, aesthetics, poetry, and elocution, and it is not limited, as it is in Whately, to argumentation. Day argues that explanation and persuasion are large parts of rhetoric and distinguishable from argumentation. and the treatment of rhetoric as an art rather than a science. Thirdly, an emphasis on the practice of rhetoric as an art, and not merely a science, has resulted in the prescription of numerous exercises, and the inclusion of an appendix of themes for composition. The preface credits the influence of German writers Schott, Hoffmann, Richter, Eschenburg, Theremin, and Becker. The text it is divided into two parts: invention and style. Invention is further divided into explanation, confirmation, excitation, and persuasion. Style is divided into absolute properties, subjective properties, and objective properties. The Schultz Archive copy is roughly the complete text.
Ninth edition/printing (no year) of the 1867 copyrighted text. Day is credited as the author of Logic, Rhetoric, and Rhetorical Praxis. The book is based on Day's rhetoric that argues thought (and forms of thought) is the starting point for teaching rhetoric, composition, and grammar rather than style and form of language. Emphasis is put on teaching methods of thought and study with accompanying exercises. Definitions and principles are here given in their simplest forms. Introductory exercises cover parts of speech, such as sentences, clauses, and words. The next section, the Art of Composition, is divided into simple objects, principal elements fo the sentence, modifying elements, abnormal forms, construction, analysis, symbolism of thought, and explanation. Oral and written exercises are included throughout, including exercises in correction. The Schultz Archive's copy is roughly the complete text.
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.
1876 printing of the 1876 copyrighted text. Original edition copyrighted 1860. The text is based on the idea that thought is the foundation of discourse and comes before considerations of form or style. This text is for less advanced pupils than the author's Elements of the Art of Rhetoric, and as such, includes summary statements of its principles. The revised edition has added a praxis of choice of words and their use in sentence-construction (to address students' troubles with grammar). It has also been changed to coincide with changes to the author's rhetoric elaborated in his The Art of Discourse. Part One, Invention, includes chapters on narration, description, division, partition, and confirmation. Part Two, Style, includes chapters on oral, suggestive, grammatical, subjective, and objective properties. Exercises appear throughout. The appendix includes over five hundred themes. The Schultz Archive's copy is roughly the complete text.
1870 printing of the 1869 copyrighted text. The author is credited as Assistant Superintendent of Schools in Brooklyn, NY and has a Doctor of Laws in English (LL. D.). The prefaces says the work has three parts. The first part covers sentence structure with familiar examples and makes references to Bullions's grammar. The second part gives selections for analysis and parsing. The third part gives practical methods in composition (as opposed to "tiresome exercises" or the laws of rhetoric). The Schultz Archive's copy only contains part III: Composition, which contains: framing sentences, copying, dictations exercises, reproduction, impromptu composition, paraphrase, variety of expression, criticism, the essay, letter writing, style, choice of words (perspicuity, purity, propriety, and precision), structure of sentences, and figurative language.
The thirteenth edition corrected and much improved, printed in 1823, copyrighted in 1821. No information on the author is given. The preface says the work has been abridged and arranged the definitions and rules (to be committed to memory) so as not to overburden the pupil. Repetition and parsing exercises are used to aid the teaching. Exercises in correcting false syntax are also used. The work is sectioned orthography, etymology, syntax, and prosody. Corrections for the false syntax exercises are included in the appendix. The Schultz Archive copy is roughly the complete text.
1852 printing of the 1852 copyrighted text. Reverend W. Colegrove is credited as principal of Burton Academy and member of the board of school examiners for Geauga County. A grammar handbook following six principles: 1) Brevity, conciseness, and accuracy; 2) Simplicity in classification; 3) Perspicuity in the arrangement and adaptedness to the purposes of class recitations; 4) Freedom from superfluities; 5) Comprehensiveness in the plan; 6) Originality in design and execution of the work. The introduction says that composition should be kept separate from the teaching of grammar. Analysis, or syntactical parsing, is viewed as helpful for mental discipline and has a prominent place in the work. Authors credited for influence are Webster, Mandeville, Green, Wells, Chapin, and Whateley. The work follows the orthography, etymology, syntax, and prosody divisions for its organization. The appendices includes short excerpts by respected authors for parsing exercises. The Schultz Archive copy is roughly the complete text.
No printing or copyright year are on this copy (the dedication is dated 1820), but a handwritten note dates it to 1901 (it was long out of print, according to the preface). No information on Cobbett is given, but in the incomplete editor's preface states that Cobbett was the first to demonstrate how to write for young people and in a manner that plain people can understand (in a conversational style). The editor goes on to say that grammar should not be taught out of books, but rather by the teacher himself. This book is meant for those who are learning without a teacher, or it is for children of at least twelve. The editor says Cobbett is addressing boys fourteen and fifteen years old. The text is a written as a series of letters (epistles) and covers orthography, etymology, syntax, and prosody. Including are examples of false grammar, errors, and nonsense. The six additional lessons for statesmen are dated 1822. The Schultz Archive copy is missing some pages at the beginning which cut into the preface, but otherwise the entire text is complete.
No printing date given. 1886 copyright. The author is credited as Reverend Charles Coppens, Society of Jesus, and author of The Art of Oratorical Composition. A textbook on rhetoric and poetry. Book I: Elements of Composition covers object-lessons, words, sentences, combination and punctuation of sentences. Book II covers ornamentation, such as tropes and figures. Book III covers style in literary composition. Book IV covers genres of prose: imitation, epistles, narration, description, essays, dialogues, novels, history. Book V covers versification. Book IV covers nature and varieties of poetry. Illustrative examples and exercises appear throughout. The Schultz Archive's copy only has the first 251 pages of the text, which covers Book I thru IV.
1859 printing of 1859 copyrighted work. The author is credited as Professor of English Literature in the University of Pennsylvania, Late Principal-Assistant Professor of "Ethics and English Studies" in the United States Military Academy at West Point. A textbook designed to be a complete overview of rhetoric, putting an emphasis the application of rhetorical philosophy to the practice of writing. The author credits the influence of Whately, Campbell, and Aristotle. The text discusses the history of rhetoric, Campbell's four divisions, the relations of rhetoric to aesthetics, division of poetry, oratorical discourses, other genres (history, biography, fiction, epistles), invention, argument, persuasion, arrangement, style, and qualities of style. The author uses illustrative examples from the bible and from modern English and American writers. The Schultz Archive's copy is the complete text.
No printing information given. 1901 copyright. Copeland is credited as Lecturer on English Literature and Rideout is credit as instructor in English. An impersonal overview of the freshmen composition course at Harvard, breaking down the semester chapter by chapter. It discusses how the courses are structured, how papers are graded, how feedback generally appears on these papers, and how students generally perform throughout the course. The book ends with a collection of sample essays. The Schultz Archive's copy is the entire text.
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.
1868 printing (40th edition, revised) of the 1864 copyrighted text. The author is credited as the Principal of Cortland Academy and author of three other books on grammar and the English language. Rather than begin with the usual brief section on orthography, the text's first part touches on words, phrases and sentences. Part two is etymology, part three is syntax, and part four is prosody. The author uses circular charts to aid students with learning grammar. Sentences are diagrammed to separate their elements. Examples, exercises and review questions are implemented throughout. There are many exercises in analysis. The Schultz Archive's copy only includes the first 67 pages of the text, which runs through all of part one and ends on the first page of part two.
1916 printing of 1902 copyrighted text. The author is credited as Principal of the High School Department of the Ethical Culture Schools, New York. An examination of the practices and assignments common in elementary and high school. According to Chubb, the purpose of the text is to provide instructors with some notion of what is being taught most commonly for the various levels of students and what the most common practices are. He indicates that his book does not advocate a specific pedagogical practice; rather, he hopes only to establish a greater continuity in English instruction throughout the educative process because a varied process can only prove detrimental to education on the whole. The book touches on reading and composition (both oral and written) from kindergarten up to high school. It addresses what sorts of literature should be assigned as reading as well as how grammar should be taught and the four kinds of writing: narrative, descriptive, exposition, and argumentative. The Schultz Archive includes the complete text, and the scans are good condition.
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.
No printing information given. Copyrighted 1857. No information on the author is provided. As the lengthy title suggests, Chesterfield's text is directed at any student who wants or needs to learn how to compose an effective letter. The author claims that the book may prove useful for students young and old, as well as for students who wish to learn to write polite letters for society or business letters for monetary purposes. No matter the student or cause, Chesterfield claims that all people may benefit from an increased knowledge of how to write letters. The text offers instruction on all aspects of letters, including grammar, style, arrangement, concluding, and more. Examples of different genres of letter are provided, such as business or love letters. The Schultz Archive includes the complete letter-writing section (with the exception of pages 50-51 and 58-59), but the text seems to continue beyond the letter-writing portion. Some highlighter obscures text throughout, but the quality is good nonetheless.
1847 printing. No copyright date provided. The author is credited as Editor of the United States Gazette. A grammar handbook for those who feel "the need of simple and familiar explanations and illustrations, and oft-repeated rules." Chandler claims that this textbook is intended to present grammar instruction in a more interesting manner than it is usually presented. He claims that his text accomplishes this goal through the use of familiar language, numerous examples and illustrations, and through exercises in parsing. Chandler does not intend for this textbook to replace the grammar instructor, but that the book should be used as an effective supplement to in-class instruction. The Schultz Archive only includes a brief excerpt of the cover page, preface and the first 11 pages of content. The scans are good quality, but there are a few markings that obscure the text.
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.
1897 printing (the sixth edition, revised and enlarged) of the 1891 copyrighted text. The author is credited as Professor of Rhetoric and English Composition in Columbia College (University?); formerly Associate Professor of English in the Massachusetts Institute of Technology. Carpenter claims that the exigency of his text is the fact that most students learn more easily from the comments the instructor makes because her/his examples are familiar to the student and s/he uses literature that is more relevant to the students than what is usually found in texts. Each section contains a fairly detailed exercise that includes explanations, examples and systematic exercises for the students. The exercises often emphasize correcting errors. The chapters cover words, sentences, paragraphs, whole compositions, qualities of style (clearness, force, elegance). Barrett Wendell is credited as a primary influence. Wendell, McElroy, A. S. Hill, David Salmon, and Genung are referenced. The Schultz Archive only includes brief excerpts, but they are good quality.
1902 printing of the 1900 copyrighted work. The first high school course was initially published separately in 1899. The author is credited as Professor of Rhetoric and English Composition in Columbia University. This text by Carpenter builds on his previous Exercises in Rhetoric and English Composition that was published roughly 10 years prior. Based on the conclusions of the committees of ten and fifteen, the author is working from the conclusions that students in high school should received the same rhetorical training as those in college; that training should be at least two years; the first course should focus on words and the structure of sentences and paragraphs, and the second should focus on the main principles of exposition, narration, description, and (perhaps) argument; that students have abundant practice in applying principles; that correctness, clearness, directness, and simplicity of style should be emphasized. The author credits Barrett Wendell and F. N. Scott as influences. Exercises are provided throughout.The appendix also includes suggestions for "home reading" and "words frequently misused." The Schultz Archive includes the complete text (although it is missing pages 246-53), and it is good quality.
The second edition, printed 1859, copyrighted 1858. The work begins with twenty pages of certificates: words of praise from various people. A grammar handbook aimed at a wide audience of readers who wish to become "grammarians." Based on Lindley Murray's Grammar and the work of Samuel Kirkham, the author seeks to establish a more effective and systematic method of teaching students to parse and correct. For each grammatical principle Caldwell offers a number of questions and answers to elucidate the system of grammar. Students are expected to memorize the answers (the rules). Examples of false orthography, false syntax, and false punctuation are used to teach correcting. The Schultz Archive only includes a brief excerpt, but the scans are good quality. However, some highlighter obscures text throughout.
1877 printing of 1877 copyrighted text. The author is credited as the author of Primary Object-Lessons. A guide based on the notion that student knowledge is experienced, not memorized and recited. Each chapter focuses on an object or location that relates to real life experience. Calkins's Manual for Teachers is intended as a supplement for another textbook based on object teaching. The purpose of this supplemental text is to inform teachers of the best ways to teach using the text. The text accomplishes this by suggesting a variety of lessons for each grade level of primary school. The actual text seeks to teach young students practically by teaching them the systematic examination of real objects. Examples from trades and occupations are used to create a desire in students to learns about these occupations and how each contributes to the common welfare. It uses The Schultz Archive includes the complete text, and it is good quality. However, the bottoms of each page seem to be cut off.
1900 printing of the 1899 copyrighted text. William B. Cairns is credited as having a Ph.D. and as Instructor in English in the University of Wisconsin. A thorough guide that divides its focus on style and invention. Cairns's text seeks to teach rhetoric in a familiar way without introducing new terms or definitions. He argues principles are dependent on usage and that style and invention should be treated together. Style and invention have independent sections, but each contain cross references to the other. Long illustrative texts are used rather than scattered short ones and appear at the end of chapters. Part one, style, has two chapters: Language determined by usage, and language adapted to the Needs of the reader. The first covers spelling, grammar, and word usage. Chapter two covers qualities of style (clearness, force, ease, unity) and a section of qualities expressed in full sentences. Part 2, invention, has chapters on narration, description, exposition, argumentation, and persuasion. The prefaces credits Genung and A. S. Hill as influences.The Schultz Archive includes the complete text, and the scans are fairly good quality.
Robert Ross brings to light ninety-eight foundational texts of Khoesan political thought and highlights the voices of the Khoesan people and their inspiring history of resistance in the face of colonial oppression.
In this paper, I study how general technology users perceive the dark web. In this study,
I conducted research on what these users know about dark web technologies, activities,
content, and how their perceptions changed after a first-hand experience on dark web
marketplaces and sites. I aimed to tackle myths and misconceptions that users had about the
dark web and present new data in order to educate and bring awareness to the dark web to
those who may never have the opportunity or reason to come upon this information on their
own. It is my hope that the findings of this paper and the experiences of the participants will
foster the spread of knowledge and awareness to both the threats and benefits that the dark
web contributes to society.
This document is a supplement to the University of Cincinnati's Power Session workshop presented at Data Day 2019 by Richard Johansen and Mark Chalmers. The goal of this document is to reproduce the step-by-step instructions of the Power Session which demonstrated how to create interactive maps of social vulnerability at the county level. Familiarity with GitHub, R and RStudio environments are highly recommended, but not required to follow this tutorial. For a more in-depth explanation as to how the data was retrieved, cleaned, and manipulated, please refer to the full R script called Mapping_Social_Vulnerability.R located in the Scripts folder of the GitHub repository.
With the several changes happening every day in societies and in thoughts say knowledge challenges are increasing day by day which is to be faced by business as well as other organizations. To tackle these challenges many tactics are implemented and are in process to further improve. Handling of these challenges requires a system under which one can work and let adaptation to the changes can be done smoothly. Today majority of business organizations have a knowledge management program in one or another form. Indian business organizations are also feeling the need for new business paradigms. Knowledge management is a systematic process for creating, acquiring, synthesizing, learning, sharing and using knowledge and experience to achieve organizational goals. This paper “Handling Knowledge in Indian Information Technology (IT) Organizations” underscores Knowledge Management practices in business organizations at main cities in India. Papers site an overview of the techniques and also include future improvements that can be done to ameliorate the efficiency of Knowledge Management System.
From its founding, the University of Cincinnati was strongly connected to its birth city. Stradling’s comprehensive history, the first written in over fifty years, examines UC's complex history tied to Cincinnati and looks to the future as the university continues as a pioneer in higher education
This set of PDF documents represent a series of forms used by the Post Bronze Age team at Troy during the years 1989-1996. This set contains only the forms used for post-excavation analysis of the small finds.
From the Temple of Zeus to the Hyperloop: University of Cincinnati Stories celebrates the bicentennial anniversary of the University of Cincinnati with over thirty-five personal stories that highlight the university's transformative and inspiring history.
One half of the field notebook for Team B for the Durrës Regional Archaeological Project (DRAP). Data from this field notebook were entered into the project database. This records the condition of the tracts walked including environmental data, as well as sketches describing the tract and artifact counts.
Institute of Modern Russian Culture Newsletters 1979-2018. The newsletter is distributed biannually and provides information and events connected to the IMRC. The newsletter contains lists of books, journals, and catalogs related to the art and culture of Russia. It also lists events and exhibitions that took place during the year.
One half of the field notebook for Team A for the Durrës Regional Archaeological Project (DRAP). Data from this field notebook were entered into the project database. This records the condition of the tracts walked including environmental data, as well as sketches describing the tract and artifact counts.
Fungi in the genus Pneumocystis are the cause of a potentially life threatening
pneumonia, Pneumocystis pneumonia (PCP). The understanding of the lifecycle, metabolism, and drug development has been hindered due to a lack of a long term in vitro culture system. Unlike most other fungi, members of the genus Pneumocystis do not appear to synthesize the major fungal sterol, ergosterol. However, genome scans and in vitro assays suggest the presence of functional genes involved in a sterol pathway. One of the goals of this work was to characterize the P. carinii sterol enzyme, lanosterol synthase (Erg7p), an essential enzyme of the sterol pathway. The activity of P. carinii Erg7p was assessed by heterologous expression of P. carinii Erg7p in a Saccharomyces cerevisiae Erg7p null mutant. Growth rates and lanosterol production were similar between S. cerevisiae expressing the P. carinii enzyme and S. cerevisiae expressing its own Erg7p under the same conditions, indicating that not only does P. carinii produce a functional Erg7p, but also that the enzyme functionally complements the S. cerevisiae enzyme. Western blotting and fluorescent localization studies revealed that P. carinii Erg7p localizes to lipid particles in S. cerevisiae as does S. cerevisiae Erg7p. A novel finding of these studies, was that P. carinii contains lipid particles, and that P. carinii Erg7p localizes to lipid particles in P. carinii. These studies indicate that P. carinii Erg7p functions similar to the S. cerevisiae enzyme, and may perform a similar function in P. carinii.
Biochemical analyses of sterols within the membranes of P. carinii have shown that it utilizes cholesterol rather than ergosterol as its bulk sterol. However, P. carinii does not appear to synthesize cholesterol from a de novo pathway, but rather scavenges
exogenous sterols from its mammalian host. S. cerevisiae is induced to undergo sterol
scavenging under anaerobic conditions. Consequently, another goal of this work was to provide information on the effect of O2 on sterol biosynthesis and sterol scavenging by P. carinii. ATP measurements revealed that the viability of P. carinii is severely decreased when maintained under hypoxic conditions, and this decrease correlated with an increase in drug susceptibility. We show that uptake of exogenous cholesterol by P. carinii occurred under normal O2 tensions, indicating that sterol scavenging is not limited to anaerobic conditions. Microarray analysis indicated that hypoxic maintenance of P. carinii resulted in decreased transcription of several genes involved in sterol and lipid biosynthesis suggesting that while hypoxic conditions down-regulated genes involved in sterol biosynthesis, down-regulation of sterol biosynthesis is not a requirement for sterol scavenging in P. carinii. The ability of P. carinii to scavenge exogenous sterols under normal O2 tensions at which the sterol pathway is unaffected provides evidence that sterol scavenging may be the primary means that P. carinii utilizes to obtain its sterols.
One half of the field notebook for Team A for the Durrës Regional Archaeological Project (DRAP). Data from this field notebook were entered into the project database. This records the condition of the tracts walked including environmental data, as well as sketches describing the tract and artifact counts.
This document details our process for creating a service catalog for UC Libraries Research and Data Services and our efforts towards offering data science services. In this document, we identify our gaps in knowledge and expertise while making recommendations for filling these gaps.
Master of Fine Arts Class of 2012
University of Cincinnati
College of Design, Architecture, Art, and Planning
Featuring the work of: Saurabh Anand • Jio Bae • Dustin Boise • Zachary Copfer Dan Dean • Erica Esham • Julia Feld • Cynthia Gregory Johnathan McLemore • James Schenck • Nick Scrimenti Randall Slocum • Michael Smith • Leah Stahl •Tilley Stone Alex Walp • Jennifer Wenke
Additional contributions by Mary Hancock, Chris Reeves, and Ashton Tucker, organized in collaboration with graduating MFA students, written as a supplementary project by Art History MA students enrolled in the art history Aesthetics and Art Criticism graduate seminar, Fall 2011.
1873 printing of the 1873 copyrighted text. The author is credited as having a Master of Arts degree, as Principal of the Ralston School in Pittsburgh, and as the author of two other books on grammar. Burtt's Primary Grammar is intended to be a supplemental work for his text Practical Grammar. Primary Grammar, Burtt professes, will simply and practically present the basics of English grammar by providing definitions, exercises, examples, models and questions to assist in the application of parsing and other grammatical concerns. The text advocates students be required to recite answers in complete sentences. The work has three sections: introduction, parts of speech, and analysis of sentences. The analysis of sentences section has false syntax for correcting and examples for parsing and analysis. The Schultz Archive includes up to page 49, where it abruptly ends, and the scans are all good quality.
No printing date given. Copyrighted in 1859. The author is credited as having Master of Arts degree. Burtt professes that his grammar will be practical and clear for high school and college students who need to learn the basic principles of English grammar. The text begins with basic orthography and etymology and progress through syntax, among other principles, to arrive at the application of English grammar principles to prosody. Burtt's text offers numerous examples for students that he claims will make learning the principles of English grammar simple for any student. Questions and exercises are used throughout, including exercising in parsing. The syntax section has examples of false syntax to be corrected and samples for syntax analysis. The Schultz Archive includes the complete text (although the cover page repeats and page 65 is partly blanked out). Aside from the previously mentioned issues, the text is in good condition.
1865 printing of the copyrighted 1865 text. The author is credited as the author of two other works on teaching. A guide on how to teach developing children with the "things around them." A presentation on the abilities and strengths of youth that might otherwise be ignored. The author of this text advocates education through the observation of familiar objects. His claim is that young children would learn all things more effectively if they were to learn by doing as opposed to learning through rote memorization and drilling of mechanics. It advocates for parents taking up the roll of aiding in children's intellectual development. The text offers a variety of potential learning experiences with familiar objects such as grocery shelves or animals and advances on to adult subject such as newspaper reform and partisan calumnies. The Schultz Archive includes the complete text (except pages 132-33, which are missing). The text is legible, but some of the scans are low quality, which makes them difficult to read.
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.
1870 printing of the 1870 copyrighted text, a revised edition of the Common School Grammar, and Introductory to the Practical Grammar.The author is credited as Peter Bullions, Doctor of Divinity, and the author of the Series of English, Latin, and Greek Grammars, and Latin and Greek Readers. Bullions's School Grammar is designed to have a high level of practicality for the students who use the text. In the preface, the author identifies the primary audience for this text to be young students who do not have time to devote to more detailed grammar handbooks. The text is organized into orthography, etymology, syntax, and prosody (prosody is very brief). Emphasis is put on comprehension and application. Within each lesson, explanations are followed with illustrations, then observations, questions, and exercises in application. The teacher is instructed to supplement the text as necessary with any information that s/he does not find in this book. The Schultz Archive includes a mostly complete text with a number of issues. The scans are mostly legible, but there are a number of pages that are repeated, missing, out of order or upside down.