1889 copyrighted text. The author is credited as Teacher of Rhetoric in the Richmond High Schools, Richmond, VA. A practical treatise on rhetoric for the lower grades of high school. Includes a discussion of simple, complex, and compound sentences, as students still need this review of grammar (in part because their grammar instruction has been analytical rather than synthetical). Lessons include a section of reproduction and a section of development. The Reproductions furnishes material for practice of the discussed principles. The Developments section is a more advanced step, giving play to the imagination by supplying the details of a connected story, while also serving as a test of style. Chapters cover kinds of sentences, paragraphing, variety of expression, style, figures of speech, special properties of style, paraphrasing, kinds of prose composition, prosody and versification, and poetry. The Schultz Archive copy includes the preface, TOC, a few scattered pages, and pages 309 – 335 on prose composition.
1894 printing of 1887 copyrighted text. The author is credited with an M.A. and as Professor of the Theory, History, and Practice of Education in the University of St. Andrews, Scotland. The preface states the text has material for four years of study and one year of training college for pupil-teachers. It also suggests its use in colleges, ladies' seminaries, high schools, academies, preparatory and normal schools. The text aims for simplicity and clearness. Part one's chapters cover orthography, etymology, words and their functions, syntax, analysis, word-building and derivation, word-branching, words derived from names of persons and places, words disguised in form, and words that have changed in meaning. Part two covers composition, punctuation, figures of speech, paraphrasing, prosody exercises and exam questions. The Schultz Archive copy contains the preface, TOC, and the section on composition from part two.
1922 copyrighted text. The author is credited as Formerly Supervisor of English in Charleston, West Virginia and Also Teacher of English in the Lincoln School of Teachers College. Preface states text regards language as a living, growing thing, and follows Dr. Charles Sears Baldwin that the teaching of composition should be promotive and not merely corrective. Aims to stimulate desire to speak and write, and uses children's actual realities and projects and group work. Uses terminology recommended by the Joint Committee on Grammatical Nomenclature (appointed by the NEA), the Modern Language Association of America, and the American Philological Association. Part one includes chapters on organizing a club, the study of pictures, how to become more rapid readers, reading for meaning, use of the dictionary, civic study for the club, outlining a subject for speaking or writing, and as well as chapters on grammar. Part two includes chapters on the paragraph, contributions to the school paper, the sentence, subject and predicate, making ourselves clear, making a booklet, letters and social notes, invitations, telling a story, expression of feeling, words without organic connection with the sentence, idioms, summary of punctuation, the use of capitals, business letters and forms, and more chapters on grammar. Includes examples from well known authors. The Schultz Archive copy includes the preface, TOC, and a selection of pages from throughout the text that relate to composition.
Preface dated 1878. Author is credited with a Master of Arts degree and as Professor of Logic, Rhetoric, and English at the University of Rochester. Based on the author's teaching experience, this work supplements students' education in general grammar with teaching of grammar more specific to the English language. It also covers style and figurative language. It is intended for high schools and academies (the author wants students to possess this knowledge before entering college). It also offers advice on how to teach and structure lessons and assignments. The Schultz Archive copy contains the preface and pages 100 – 112, which are from a chapter titled Praxis in Composition.
1907 copyrighted text. Author is credited with a PhD and as Assistant Professor of English in the University of Wisconsin. A practical manual for students of composition for reference in case of errors in themes and for independent reference by those who want information on good usage, grammar, spelling, punctuation, paragraphing, manuscript-arrangement, and letter-writing. Preface argues the text is purposefully dogmatic, as it is necessary for most students to observe rigidly and invariably rules to which masters of the art make exceptions. The author credits the influence of Professors Adams Sherman Hill, William Dwight Whitney, Alphonso G. Newcomer, John Duncan Quackenbos, Fred Newton Scott, and Joseph Villier Denney. Section one, the Composition of Discourse, includes: introductory on the standard of good usage, diction, the structure of sentences, and the structure of larger units of discourse. Section two, Putting Discourse on Paper, covers: spelling, legibility, arrangement of manuscript, alterations in manuscript, punctuation, syllabication, abbreviations, etc. Section three is Analytical Outlines; section four, Letter-Writing; section five, a Glossary of Miscellaneous faulty expressions. The appendices cover: exercises for breaking certain bad habits in writing and speaking, a grammatical vocabulary, and a list of words that are often mispronounced. The Schultz Archive is roughly the complete 239 page text.
1988 printing of 1877 text, new matter copyrighted 1988. Introduction discusses the publication history of the text, and explicates some of Whitney's insights and innovations. The intro compares Whitney's text to the writings of his contemporaries, such as E. A. F. Maetzner, Samuel Greene, John Ash, Thomas Harvey, and Alonzo Reed and Brainerd Kellogg. Whitney's preface states that the pursuit of correctness in writing should be a secondary or subordinate purpose, and is best sought indirectly. It advocates constant use and practice, under never-failing watch and correction. Schultz Archive copy includes Downey's introduction, the original preface, TOC, and the first 23 pages of the text.
1896 printing of 1889 copyrighted text. Author is credited with a Master of Arts, (of) Ohio State University, and as the author of several other texts on various subjects. A manual for school work that is a sequel to ordinary grammar textbooks and an introduction to rhetoric. For a composition course that develops critical literary taste, habits of systematic investigation, and the power of expressing a train of thought in appropriate language. Subjects are progressive in arrangement and exercises are graduated. The exercises cover kinds of discourse: descriptive, narrative, and discursive. Paraphrasing, reproduction from memory, classification of thoughts, topical analysis, summarizing, punctuation, letter writing, and versification are also covered. The author credits the influence of Meiklejohn, Dagleish, Armstrong, Hiley, Reid, Monfries, Murison, Brewer, Laurie, Isbister, Leitch, Bardeen, Southworth, and Goddard. The Schultz Archive copy is roughly the complete 204 page text.
1909 printing of text copyrighted in 1877, 1885, 1896, and 1909. Reed is credited with a Master of Arts and as Formerly Instructor in English Grammar in the Polytechnic Institute, Brooklyn. Kellogg is credited with a Doctor of Laws of English degree and as Formerly Dean of the Faculty and Professor of the English Language and Literature in the Polytechnic Institute, Brooklyn. Publishers' note attests to the widespread use and popularity of the text. The preface states the book traces the easy steps and natural development of the sentence, beginning with the leading facts and then descending to details. The preface also connects the study of the sentence to the laws of discourse, translation, discipline, paragraphs, and the text's use of diagrams. The Schultz Archive copy contains preface, authors' note to the edition of 1896, and pages 374 – 442, which cover lessons in composition and the index.
1864 printing of 1862 copyrighted text. Author is credited with a Master of Arts, as Principal of the Collegiate Schools, NY, and as the author of several other texts. A new and distinct system of grammar that combines practice with theory and example with precept to make the subject more interesting and teachable. The book contains fifty one short lessons, each followed by an exercise. Words are classified as parts of speech solely according to their use. A simple method of analyzing sentences is also presented as are sections on punctuation, rhetorical figures, and prosody. The Schultz Archive is roughly the complete 288 page text.
1830 printing of the second edition, improved. 1830 copyright. Includes several recommendations from teachers. The first lessons contain only definitions, rules, and examples, with the explanations to be provided by oral instruction. The teach the moods and tenses of verbs, the book uses diagrams, which have been tested in classrooms. External objects are also incorporated to aid students' processing, as is the principal of local association. The diagrams include pictorial illustrations
A grammar handbook that features diagrams and examples to focus on tenses. The Schultz Archive copy seems to be roughly the complete text, but there is no TOC.
