1834 printing of the 1834 copyrighted text. The author is credited as Mrs. John Farrar and is the author of Congo In Search of His Master and The Children's Robinson Crusoe. The text seeks to address the difficulty children have in writing letters (epistles) and to offer an alternative to another popular text, Complete Letter-Writer, which the author finds filled with absurdities and faults. The text offers general directions, simple criticism, and good examples in the form of a narrative about a young letter writer of fourteen. The work covers many topics, such as punctuation, paragraphs, folding letters, sample topics, and invitations. The Schultz Archive's copy is roughly the complete text.
1835 printing of the 1834 copyrighted text. The introduction explains the author has taught for ten years and sought to write a text for his own use that comported to his own methods of teaching grammar. He states his text recognizes most of the principles adopted by Murray, but differs in the mode and style of illustrating them. His style of language has been adapted to the juvenile mind and he uses a philosophical mode of parsing and correcting false syntax and orthography to exercise the understanding of the pupil. The text uses numerous questions in each section as a method of exercising students' understanding. The Schultz Archive's copy is roughly the complete text.
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.
1853 printing of the 1853 copyrighted text. The author is a reverend and credited with a Master of Arts degree and as the author of two other books on grammar. The book aims to avoid the pitfalls of offering too little assistance to students or providing too much, while preparing them to undertake the discussion of a subject in a methodological and logical manner. Its first part covers sentence making with sections on the parts of a sentence, kinds of sentences, analysis of sentences, and the synthesis and composing of fables. The second part covers variety of expression, looking at arrangement, structure, word choice, synonyms, and colloquial and narrative forms. Part three covers description and figurative language and has sections on description, narrative, biography, history, epistolary, figures of speech, theme outlines, essay outlines, and declamation and oration. The fourth party covers punctuation and versification. 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.
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.
This talk was the third panelist in the Data Empowering Social Justice Session for the 4th Annual UC Data Day Conference hosted by UC Libraries.
Christopher J. Sullivan, School of Criminal Justice, University of Cincinnati
Talk Title: Working with Agency Data to Better Understand Racial Disparities: The Case of Disproportionate Minority Contact with the Juvenile Justice System
This presentation is based on a recently-concluded study that sought to better understand patterns of disproportionate minority contact (DMC) in Ohio’s juvenile justice system. The project required extensive assessment and integration of record data that varied in their structures, availability of key fields, and operational definitions, which were collected or extracted from dozens of local juvenile court and police agencies across the state. Currently lead federally-funded research studies on juvenile risk and needs assessment and important reforms in Ohio’s juvenile justice systems.
Along the Wall: Photographs at the Berlin Wall, 1989 is a documentary photographic narrative created by Richard Schade. The photographs were exhibited first in Gallery K in the Max Kade German Cultural Center from November 3 - 26, 2014, and then in the Clifton Cultural Arts Center from January 17 - February 28, 2015. This is the entry wall text that accompanied both exhibitions.
Paraprofessional education candidates (associate degree level) and pre-service teachers participated in Visible Thinking (Ritchart, Church & Morrison, 2011) activities during undergraduate coursework to understand, inform, and then reflect on current topics in education while forming professional identities. The Visible Thinking process and reflections will be shared relating to professional development and inquiry.