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.
1893 printing of 1893 copyrighted text. Raymond is credited with a L.H.D., as Professor of Oratory and Aesthetic Criticism in the College of New Jersey at Princeton, and as the author of several texts. Wheeler is credited with a Litt.D. and as University Fellow in English 1891-2, and in Oratory and Aesthetic Criticism 1892-3, in the College of New Jersey. A textbook designed to combine elocution and rhetoric, as these are often taught together. Preface argues that as elocution is simpler, it can used as an aid to understanding rhetoric. The introduction discusses "Elocution and Rhetoric Correlated." The section on style covers effects corresponding to those of elocutionary time, to those of elocutionary pitch, to those of elocutionary force, and to those of elocutionary quality. The section on theme cover the selection, limitation, a division of subjects, and the treatment of subjects as determined by their aims and readers. The Schultz Archive copy contains the preface, TOC, the introduction, and pages 166 – 203, (the theme section and the index).
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).
1811 printing of a new edition corrected and enlarged. The Universal Letter-Writer; Or, Whole Art of Polite Correspondence: A Great Variety of Plain, Easy, Entertaining and Familiar Original Letters Adapted to Every Age and Situation in Life, but More Particularly on Business, Education, and Love: Together with Various Forms and Petitions, Suitable to the different Wants and Exigencies of Life; Proper Methods of Addressing Superiors and Persons of All Ranks Both In Writing and Discourse; and Valuable Hints for Grammatical Correctness on All Occasions. To which is added a Modern Collection of Genteel Complimentary Cards. Likewise, Useful form in Law, such as Wills, Bonds, etc. To which is subjoined an index, To enable the reader immediately to find out any particular Letter of Article wanted. For the youthful and uniformed mind. The Schultz Archive copy contains the preface, introduction, the index, and a few pages from the main body of the text.
1862 copyrighted text. Lilienthal is credited as a doctor and Allyn is credited with a Master of Arts. The work is prepared by the order of the Cincinnati Public School Board. Things Taught is a "book of questions without direct answers" that "seeks to acquaint [students] with the world." Through object lessons, observation, and the creation of stories, students are presented a new means to observe the world around. The sections are development of ideas by observation, development of ideas by observation and reflection, stories to be written from memory, transformation of poetry into prose, stories to be made from elements and letters, description of natural bodies, themes for composition, business papers, advertisements, and invitations and certificates. The Schultz Archive's copy is roughly the complete text.
1872 copyrighted text. Published by the Journal of Education. The author is credited as Superintendent Public Schools, St. Louis. This text read at the National Teachers' Association, held at Cleveland, Aug. 19, 1870. Written in two chapters: Ch. I—Education in the Past; Ch. II—The Present and Future of Education. The text covers the history of printing, textbooks, circulation, and pedagogy. It includes sections on nature vs. human nature, the realm of mind, the function of education, Rousseau, Pestalozzi, oral vs. textbook instruction, and the spirit of the age. The Schultz Archive 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.
1911 printing. The author is credited with a Ph.D., as Professor in the History of Education at Teachers College in Columbia University, and as the author of other books on the history of education. The Schultz Archive's copy only includes two complete chapters. Chapter Ten: The Naturalistic Tendency in Education: Rousseau; Chapter Eleven: Psychological Tendency in Education. There is also a selection from Chapter Twelve: Sociological Tendency in Education.
1896 printing of 1896 copyrighted work. Part of the International Education Series. The author is credited with both a Ph.D. and an LL.D., as Professor of the Science and the Art of Teaching in the University of Michigan, and as the author of several books of diverse subject matter. W. T. Harris writes the editor's preface: A collection of thoughts on language, influences include Aristotle and Quintilian and Spencer and Lowell, covering its use, its growth, the study of its mechanics, its grammatical and logical structures, the order of mastering its use in speaking, reading, and writing. The discussion covers primary, grammar, high school, and college instruction. Chapters IV, V, and VI relay facts drawn from child study. Chapters VII, VIII, IX, X, and XIII discuss the higher function of literature. Chapter VIII discusses the use of paraphrasing to aid comprehension. The author's preface speaks back to the Harvard Committee's reports on students' writing skills. The Schultz Archive copy is roughly the complete text.
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.
1901 printing of the 1901 copyrighted text. Author is credited with a B.A. and as Professor of English in the Michigan State Normal College in Ypsilanti, Michigan. Argues for the importance of historical study for scholarship in the grammar of modern English. Based in the study of English grammars over a span of two hundred years. Recommends the work of O. F. Emerson, A. C. Champneys, and Lounsbury. Strives to move away from grammar instruction based on memorization to instruction based on induction. Includes "test questions" at the end of each lecture. The four lectures: History of English Grammar Teaching, Descriptive Grammar and Scientific Grammar, Purpose and Method, False Syntax. The Schultz Archive copy is roughly the complete text.
1848 printing of 1847 copyrighted text. The author is credited as a reverend with a Master of Arts degree; as Principal of the classical and Mathematical Institute, Newburgh; and as the author of Something for Every Body. Chapters: the artist; the science, or the end of teaching; the tools and instruments; arranging and managing the material; schools, in their kinds, sorts, and varieties; common schools; persons most suitable for teachers; to the young. The Schultz Archive copy contains the TOC, the first page of the preface, and the text of chapter 3: tools and instruments.
1902 printing of 1902 copyrighted text. As a companion piece to Lockwood and Emerson's Composition and Rhetoric, this brief manual aims at helping teachers with lessons through additional hints, student sample work, and references and supplementary drill. The sections are an introduction, a review of English grammar, retelling another person's thought, expression of the pupil's own thoughts, imagination in description and narration, essential qualities of the theme, the paragraph, the relation of the college requirements in English to the study of composition and rhetoric, and adaptation of this textbook to various courses of study. The Schultz Archive's copy of this supplementary text is roughly complete.
This first New York edition was printed in 1867 and copyrighted in 1866. Based on lectures given by the author at the Teachers' Institutes at the invitation of the Secretary of the Board of Education of Massachusetts in 1845 and 1846. The contents include many education topics from arithmetic to geography to music to discipline. The Schultz Archive's copy includes only three chapters: the uses and abuses of memory, English grammar, and composition. The author's lecture of grammar seems to draw mostly on the work of Murrary, Crombie, Wallis, and Priestley. The composition chapter is brief and mostly covers the teaching of punctuation.
1891 printing of 1891 copyrighted text. The author is credited with a Master of Arts and as Superintendent Public Schools, Providence, R.I. A collection of 343 lessons structured to develop language and grammar skills simultaneously for pupils of the higher grammar grades. Text considers the pupils needs first then that of the teacher followed, lastly, by the needs of the subject. Covers grammar as the science of the sentence and the elements of composition as the art of writing. The grammar part covers includes analysis and punctuation. The composition part covers the forms of epistolary, social, business, and parliamentary writing; it also provides for practice in writing through exercises in the selection and arrangement of words, in description, narration, reproduction, paraphrase, and essay-writing. The Schultz Archive copy is roughly the complete 299 page text.
1891 printing of the 1891 copyrighted text. The author is credited as the author of MacLeod Reproduction Stories, MacLeod Composition Outlines, Lessons on Common Minerals, etc. The book is meant for students and teachers and aims to give information about the familiar objects around us. Examples of objects covered by chapter are: cotton, flax, tea, bread grains, pepper, bricks, and tobacco. The margins contain questions to answer from the information given in the text. Examples of topics covered in the cotton chapter: Where found, appearance of plant, the cotton gin, manufacture of cotton, spool-thread, fabrics made of cotton. Each chapter ends with a blackboard outline and ideas for objects to aid in the lesson. The Schultz Archive's copy is roughly the complete text.
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.
No edition or printing information is available in this copy. Written by Reverend Charles Adams, Principal of Newbury Seminary, a high school and literary institution. This system of grammar was created by the author for use in his own classes. It is based on the work of Lindley Murray, whose works on English grammar were published in the last decade of the 18th century. The author has endeavored to improve upon its definitions where possible. It provides four divisions of grammar: Orthography, Etymology, Syntax and Prosody. Orthography covers the nature of letters and proper spelling. Etymology covers the classifications of words with accompanying examples. Rules of syntax are accompanied with correct and incorrect examples. Prosody has two parts: pronunciation, comprising accent, quantity, emphasis, pause, and tone, and the laws of versification, which is the arrangement of syllables. Laws of punctuation are included. The text ends with eleven chapters of example texts that serve as exercises in parsing.
The Schultz Archive includes the complete text with minimal disruptions in quality. There are very rare instances of highlighting which obscures the readability; however, the text is otherwise impeccable.
1892 printing of the 1891 copyrighted text. Based on experience teaching in the high school in Cleveland, Ohio. The preface explains the authors are concerned that students aren't taught how to go about writing assignments (especially those requiring research) and that they are made too self-conscious to write.The chapters cover narration, the use of words, description, common language errors, correspondence, combining narration and description (in poems, story writing, and nature writing), studying sentences and paragraphs, rhetorical figures, study of authors, qualities of style, historical writing, short stories for children, versification, Shakespeare, book reviews, persuasive discourse, and public speaking. 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.
1881 printing of 1881 copyrighted text. Author is credited as Lately Teach of Grammar in the Westfield, Mass. State Normal School. A text designed to improve upon existing grammars that over-complicated, inconsistent, and based on Greek/Latin grammar. The text features illustrative examples before introducing principles, a basis in the English language, a concise design over comprehensiveness. Heavy on definitions, few examples. The topics covered include a definition of grammar; propositions, parts; classes of words, general divisions; propositions, kinds; classes of words, separately studied. There is also a section of helps: hints, examples, illustrations, lists. The Schultz Archive copy is roughly the complete 141 page text.
No edition or printing information is given in the copy. The author has a Bachelor of Arts from Smith College. As indicated by the subtitle, the work is intended for secondary and college students. Includes topics historical, imaginative, argumentative and subsequent brief chapters on: plan, or analysis; elaboration of points; criticism of one's own work; form of finished composition; composition an essential factor in the study of rhetoric; and figures of speech. The work seems addressed more to the teacher of the students than the students themselves. It attempts to explain how to students should mentally approach the act of writing but its language suggests a teacher thinking about the student’s mental habits rather than the student working though his own thoughts.
Copyrighted 1877. The author is credited as Professor in the University of Lewisburg. Preface states the book is not an introduction but rather is for advanced class, and it provides a systematic presentation of the laws of discourse. Contrasts itself with one-sided textbooks by Whately, Blair, and Theremin. Author's rhetoric takes logic, aesthetics, and ethics and establishes them in the mind of another. Author regards invention as subject/discipline specific; thus, it cannot be reduced to rule. Disposition/arrangement are also topic specific or form specific or genre specific. Focuses on the laws of mind, the laws of idea, and the law of mental economy (from Spencer). Introduction compares language with other modes of expressions. Laws of mind deals with both the intellect and the feelings, as well as experience and affiliation. The laws of idea deal with objects, notions, time, character, and the modes of discourse. Laws of form deal with plain language, word choice, figurative language, and economy of the feelings. The Schultz Archive copy includes the preface, TOC and pages 74 – 139 of the text.
1874 printing of 1874 copyrighted text. Author is credited with a Master of Arts and as the author of several language texts. A manual for school work for students ages 12 to 15 made with reference to the recent remodeling of language-training in the public schools. Students are given exercise in actual composition at the same time they taught the details of rhetorical theory, based on the idea that pupils must be taught how to write at all, before they can be shown how to write well. The text is divided into five parts. Part one covers the construction and combination of sentences. Part two: the variation of arrangement, structure, and phraseology. Part three: simple composition exercises, including descriptive and narrative subjects. Part four: Style, including word choice, construction, figures of language, and analysis of style. Part five: practical composition of themes and essays. The preface credits the influence of English Prose Composition by James Currie, Cornwall's Young Composer, Dalgleish's English Composition, and Armstrong's English Composition. The Schultz Archive copy includes the preface, TOC, introduction, all of part three, pages 82 – 87 of part four, and all of part five.
1846 printing of first American edition based on the second London edition. This Introduction states that English composition has two distinct branches: grammar and the union of logic and rhetoric. Credits Lindley Murray for his treatment of grammar, but argues that Latin grammar doesn't fully translate to the features of English. States that the object of this text is the discipline necessary to acquire English composition. The first edition was divided into three parts. The first part is on perception of the subject (includes themes and definitions); the second on perception and judgment; the third on perception, judgment and argumentation. The second edition was amended with additional illustrative examples, a list of subjects, and a fourth part with rules on how to "ascertain and express the considerations from which his conclusion of judgment proceeded" (arguments produced by comparison and contrast). The book's illustrative examples include excerpts from well known authors. The introduction acknowledges the influence of Addison, Johnson, Blair, and Watts. The Schultz Archive 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.
1879 printing of 1879 copyrighted text. The author is credited with a Bachelor of Arts and as Instructor in the St. Louis Central High School. The text is designed to follow instruction in English grammar and analysis. Preface claims there is a danger in making students too critical, therefore leading them to despise their own powers of expression. The work only includes what has been deemed practical. Uses exercises in oral composition. Chapters include: sentences and their parts, rhetorical forms of sentences, words, diction, style, figurative language, meter, characteristics of poetry, metaphrasing, composition (including narration, description, history, biography), imaginative composition, argumentative composition, letter writing, versification, criticism, correction of compositions, and list of subject for composition. The Schultz Archive copy contains the preface, TOC, and the chapters from the second half of the book covering composition.
1869 printing of the 1869 copyrighted text. The author is credited as a Doctor of Divinity, a Doctor of the Laws of English, and the President of the University of Michigan. Based on the experiences of the author's teaching, this text in an orderly presentation of the theory of the science and art of rhetoric with illustrations and directions on how to profit from it. Includes examples for imitation and disapproval from modern and ancient, obscure and celebrated authors. Divided into five parts: words and the material of expression, figures of speech and thought, composition and style, invention, and elocution. Part one includes sections on how to acquire the knowledge of words and how to obtain a good vocabulary. Part two includes sections on dialogue, vision, and wit. Part three includes sections on taste and different genres (epistolary, historical, fiction). Part four includes sections on description, narration, abstract subjects, and discussions. Part five includes a section on the intellectual and moral elements of elocution. The Schultz Archive is roughly the complete text.
1898 copyrighted text. The second of a two-book course for students in seventh and eighth grade—see first part: Primary Grammar and Composition. The preface states the book aims to be concise, using brief and clear definitions, and to use ample illustrations of its principles from works by masters of English. Exercises are used for practice in parsing or for discussion. Part one is devoted to the treatment of the sentence as a whole; part two develops matters of etymology, as well as phrases and clauses; part three covers syntax as well as capitalization, punctuation, and rhetorical figures; part four cover prosody and kinds of composition. The Schultz Archive copy contains the preface, TOC, pages 260 – 301 (covering kinds of composition and the style and art of composition), and the topic index. The copies are of varying quality, some of which are difficult to read.
1864 printing of 1864 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 grammar handbook that explains rules through question/answer format. The same system from the author's larger grammar but for young beginners. The text aims to awaken students' interest, teach them to think, enable them to understand as they learn, lead them through natural steps, and give practical application to every abstract principle. The Schultz Archive copy is roughly the complete 120 page text.
1835 printing of the second edition of the 1834 copyrighted text. Parker is credited with a Master of Arts, as the Principal of the Franklin Grammar school, and as author of Progressive Exercises in English Composition. Fox is credited with a Master of Arts and as Principal of the Boylston Grammar School. The preface states the text is based on the authors' experience as teachers and purposely uses repetitions and a colloquial style to speak its audience. The "usual arrangement" is not followed. Instead, the pupil is first taught to analyze words and phrases, and etymology and syntax are reserved for after the pupil is familiar with the simpler parts of a sentence. The parsing exercises are designed to give students practice in supplying the ellipses in sentences. The Schultz Archive copy is roughly the complete 96 page 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.
1896 printing of 1896 copyrighted text. Author is credited as Teacher of English in Pratt Institute, Brooklyn, NY. The book is a collection of speeches presented at the Brooklyn Teachers' Association on the subject of elementary composition. Chapter 1, A Word to the Reader, states the author believes composition may include speaking as well as writing and work by a community as well as work by individuals. It also voices concern about composition teaching that invents a barrier of formulas and conventionality. Chapters cover letter-writing, story-telling, word-collecting, descriptions, the simile and personification, elaboration of sentences into paragraphs, outlining compositions, criticism and other various topics. The Schultz Archive copy is roughly the complete 114 page text.
1906 printing of 1905 copyrighted text. The author is credited with a Bachelor of Arts, Pratt Institute, Brooklyn, and as the author of a book on elementary composition and a language speller. Author's note states the book is based on material from the author's years of teaching. It's distinctive approach includes: gradual increase in skill, establishment of good habits, repeated applications, careful grouping of subjects, a standpoint of a fellow-worker, encouraging self-reliance, and opportunities to complete pieces of literature. Also includes five sections of "Answers to Pupils' Inquiries." Chapters cover qualities of style, punctuation, points of view, kinds of sentences, figures of speech, descriptive writing, metaphorical stories, narration, poetry, exposition, argumentation, and the structuring of compositions. Includes an appendix on English and Library Work. The Schultz Archive copy includes the author's note, TOC, the first page of the introduction, and pages 54 – 67, 94 – 99, 138 – 175, 214 – 259.
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.
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.
This new edition, revised, re-arranged, and improved was printed 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.
Printing date obscured. The author is credited as Inspector of Schools. Preface states practice of analyzing/parsing sentences teaches students to decompose sentences, but not to compose, which involves arranging words, phrases, and clauses in their most effective setting. This work teaches analysis for the purpose of synthesis. It also covers equivalent modes of expression, synthesizing examples by well known writers, and the correcting of errors. The parts of the book are: the simple sentences, the complex sentence of two clauses, the compound sentence, and the complex sentence of more than two clauses. The author credits Bain, A. F. Murison, and Dr. Hodgson as influences. The Schultz Archive copy contains only the preface and TOC.
"A new and improved Edition" of the 1831 work. Advertisement dates it to May, 1840. The author is credited as author of the Analytical Dictionary. Chapters: Of Composition and its divisions into Grammatical and Rhetorical—Distinction between Syntax and Construction—on Accent and Emphasis; Of Punctuation; Of the Construction, or Arrangement, of Sentences; Construction of Sentences continued—Comparison with the Arrangement of other languages; Of Metaphors.—Symbols; Of Figurative language generally.—Different species of Tropes; Figures of Thought; Figures of Thought continued; Of Prosopopecia, or Personification—Genders of Nouns; Of Style; Of Prosody; Of Rhyme and Alliteration; Of the different species of Verse; Of Lyric Poetry; Of Pastoral Poetry; Of the higher species of Poetry; Higher species of Poetry continued. Chapter one begins with three objects of language: to communicate impression, to recall others' knowledge, and to excite sensations in others. Schultz Archive's copy only contain the pages of chapter one and ink has transferred between adjacent pages, making some sections difficult to read.
Text copyrighted 1897 and 1898. The author is credited as Professor of English at the Massachusetts Institute of Technology. The book is dedicated to Barrett Wendell. This textbook was designed for the first term of freshman composition at MIT, which is designed around weekly theme writing with instructor feedback. The sections of the book are: The Whole Composition (subject and title, unity, coherence, emphasis), The Paragraph (unity, coherence, emphasis), The Sentence (unity, coherence, emphasis), and Words (general and specific, conclusions). The first three sections each have a summary section at their ends. The Schultz Archive's copy is roughly the complete text.
1859 printing. The author is credited as a doctor of divinity and as Professor of Belles Lettres and Political Economy in the College of New Jersey. A printed but unpublished textbook for use by the author's own pupils. Based on classroom experience using Whately's Rhetoric. Aims to provide mental discipline through recitations. While it is meant to serve in place of Whately's text, it is meant to be used with Theremin's text. Part one covers rhetorical process, classification of arguments, and arrangement of arguments. Part two covers persuasion. Part three covers constructive rhetoric: discourse and style. Part four covers elocution. The Schultz Archive copy only includes the preface and TOC.
1852 printing of 1852 copyrighted text. The author is credited as a reverend. Part of the R. E. Peterson's Cheap Educational Series. An introduction to grammar for young children that uses induction and systematic progression. Rules and definitions are inductions from given examples. Exercises follow each lesson. Part one is on parts of speech. Part two covers particulars of parts of speech. Part three covers the most important rules of syntax. Parsing exercises are used at the end of each part. There is also a list of questions for each part. The Schultz Archive copy is roughly the complete 67 page text.
1897 copyrighted text. The preface states the work was written to be concise, using simple, untechnical language, for the purpose of practical teaching. Fill-in-the-blank exercises are used, as well as simple exercises in composition. The subjects of the exercises relate to the students' studies. The book includes selections from the writings of Holmes, Longfellow, Franklin, Warner, Scudder, Burroughs, Frank Dempster Sherman, Alice Cary, Stevenson, and Tarbell. The chapters cover the sentence, parts of speech (in several different sections), inflection, elements of the sentence, and classification of the sentence (which includes parts on letter writing). The Schultz Archive copy contains the preface, TOC, and a selection of pages containing the composition exercises.
No printing or edition information is provided on this copy. Rufus W. Bailey has a Master of Arts degree, but his status as a reverend is omitted on this text. He was a teacher for over thirty years. The prefaces states this book is for mothers, fathers, elder brothers and sisters, and female teachers employed in primary and public schools. A grammar handbook for younger students that features various modes of examples such as lists or mock conversations. It argues that children learn nouns first, then verbs, and then the combining of these two in sentences. Part one teachers sentence structure and parts of speech; part two, etymology; part three, syntax; part four, rules of punctuation, orthography, and a dictionary of english grammar. It does not use exercises of correcting false grammar, as the author believes those are unhelpful. The Schultz Archive's copy is the complete text.
No edition or printing information is given on this copy. The author alludes to the fact that he is a teacher in the preface where he addresses the audience as his “fellow teachers.” Badgley's work is a grammar textbook for school children that emphasizes object teaching and working with the familiar in order to promote a better understanding of the English language. Badgely states the instruction is drawn from nature and uses the inductive and synthetic method. It moves from facts and things to general truths and from arranging words into sentences to analysis. “Ideas and thoughts precede expression.” The sections are grammar and the parts of speech; classification and variation of nouns and pronouns, adjectives and adverbs; analysis of sentences and syntactical parsing; and syntax (a list of rules and exercises of violation of these rules).The book provides exercises in the form of staged conversations in order to better relate to the students. The Schultz Archive includes the complete text in very good condition.
1856 printing of 1856 copyrighted text. Author is credited as the author of the English Speller. A catechistic grammar text designed to teach both meaning and application. Includes numbered questions with answers and unnumbered questions without answers. It also contains a section on punctuation, and the most important notes from Murray's Syntax with lessons in parsing and false syntax to be corrected. The Schultz Archive copy is roughly the complete 108 page text.
This 60th edition is a 1862 printing of the 1834? (date unreadable) copyrighted text. The author is credited as Professor of Rhetoric in Bowdoin College.
The author states that while instruction should be provided through familiar talking lectures, a textbook should contain a mere outline--some general principles plainly stated and well illustrated. The author provides five objectives: some acquaintance with the philosophy of rhetoric, cultivation of taste and the exercise of the imagination, skill in the use of language, skill in literary criticism, and the formation of a good style. The chapters are: on thought as the foundation of good writing, on taste, on literary taste, on skill in the use of language (verbal criticism, composition of sentences), and on style. These chapters are followed by a sections of exercises that correspond to each chapter. After the exercises the author provides a historical dissertation on English style. The Schultz Archive's copy is roughly the complete text.
1887 printing of 1886 copyrighted text. The author is credited with an M.A. and as Professor of Rhetoric in the College of Liberal Arts, Syracuse University. Texts strives to give rhetorical a more practical character, as training has been "impractical and fruitless." Prefaces discusses the perceived failure of education in composition and textbooks' focus on a labyrinth of abstractions, such as invention, taste, deduction, simplicity, partial exposition, feeling, perfection, the sublime, the picturesque, etc. Instead, the author emphasizes imitation and observation as the natural teachers, and that rhetorical training must be largely negative (focusing on detecting errors and revision). The text includes examples of undergraduate essays for criticism and correction. The parts: the form, the style, the thought, and versification. Chapters still use common abstractions and modes of discourse. Schultz Archive copy contains preface, suggestions to teachers, TOC, and pages 240 – 299, covering chapters from part III (the thought) on selection of a subject, the outline, description, narration, exposition, and persuasion.
1887 copyrighted text. Author is credited with a Master of Arts, a PhD, as Ex-President of Delaware College, and as the author of several educational texts. The preface states to be a treatise on rhetoric and composition that is practical and teachable. It identifies two objectives: teaching ease, grace, fluency and correctness; enabling discernment and appreciation of literary works. Lessons are followed by copious exercises. These exercises include criticism of faulty expressions and construction of sentences, figures, etc. The section headings are: capital letters, punctuation, letter-writing, rhetoric (broken into style, sentences, paragraphing, figurative language, variety of expression, special properties of style and varieties of style), composition (broken into invention, parts of composition, prose composition, poetry, and versification), and rhetoric and literature. The Schultz Archive copy includes the preface, TOC, and pages 54 – 93, and 258 - 285. Some pages are difficult to read due to quality of the copying.
1894 printing of 1887 copyrighted text. The author is credited as Late Teacher of Composition in the State Normal School, Albany, NY. A grammar and composition text. It aims to provide practical training for students whose education ends with common or grammar school, as well as those who go on for further study. Each lesson aims to be a language lesson. Encourages students to cultivate their powers of observation. Connects language to the expression of thought. Selections from the best writers are used to encourage a taste for good literature, to awaken a love of nature, or to deepen a moral impression. Lessons lay out tasks for completion. Incorrect forms for correction are not used. The text also covers letter writing and business forms. Includes pictorial illustrations. The lessons are a mix of grammar, punctuation, and composition. The Schultz Archive copy is roughly the complete text.
1899 printing of 1896 copyrighted text. The author is credited as Formerly Teacher of Composition in the State Normal School, Albany, NY. A grammar and composition text. It aims to provide practical training for students whose education ends with common or grammar school, as well as those who go on for further study. Each lesson aims to be a language lesson. Encourages students to cultivate their powers of observation. Connects language to the expression of thought. Selections from the best writers are used to encourage a taste for good literature, to awaken a love of nature, or to deepen a moral impression. Lessons lay out tasks for completion. Incorrect forms for correction are not used. The text also covers letter writing and business forms. Includes pictorial illustrations. The Schultz Archive copy is roughly the complete text, excepting the index.
Copyrighted 1893. The author is credited as Principal of Grammar School No. 3, Brooklyn, NY. The book is meant to cover the last two years of the primary course. Lessons are headed as "Things to Notice" and "Things to Do," while reviews are headed as "Things to Remember." It recommends that the teacher help students correct their writing while they are working on it, as opposed to making corrections after it has been written. Includes illustrations that serve as the subject matter of compositions. Includes lessons on stories for reproduction, supplying suitable words, letter writing, the parts of a statement, joining sentences, reproduction and quotation marks, words used to qualify, and composition exercises. The Schultz Archive copy contains various pages up to page 139. There is no TOC.
1884 printing of 1883 copyrighted text. The text aims to combine theory with practice in a complete grammar of the English language. Students are first given a system of syntactical rules to discriminate between grammatical and ungrammatical writing, and then students are give exercises in construction and analysis. The author credits the influence of Quackenbos's English Grammar and Brown's Grammar of English Grammars. Each lesson contains some mix of definitions, principles, rules, lists, remarks, and directions (exercises). The Schultz Archive copy is roughly the complete 109 page 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.
1854 printing of 1853 copyrighted text (A new edition revised and corrected). The author is credited as a Doctor of Divinity and as the author of the series of grammars, English, Latin, and Greek, on the same plan. Designed as a small work on Grammar, suited for children younger than the usual age for grammar instruction (up to twelve or fourteen). Four sections: orthography, etymology, syntax and prosody. Each lesson has the following order: definitions and rules to be memorized (in large type), subordinate matter to be studied (in small type), a series of questions on the preceding, and practical exercises. Principles of grammar are connected to principles in composition in each lesson. Some illustrations appear in the etymology section. Very similar to Bullions's School Grammar, although it contains roughly thirty fewer pages than that later text. Schultz Archive copy is roughly the complete text.
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.
1838 printing of the 1838 copyrighted text. The author is credited as Principal of Green Street Seminary and the author of other books. A collection of composition exercises consisting of stories to be analyzed, descriptions, skeletons of letters, analysis of poetry and scripture, general subjects, discussions, poetical exercises, an epitome of rhetoric, an a list of subjects for compositions. The method proposed is in opposition to teaching children in language they do not understand. It emphasizes given children clear conceptions of things before providing them with those things' names. The text includes some pictorial illustrations. The Schultz Archive's copy is roughly the complete text.
1939 printing of the 1838 copyrighted text. This later printing contains additional text and illustrations, despite the same copyright year as the prior edition. The author is credited as Principal of Green Street Seminary and the author of other books. A collection of composition exercises consisting of stories to be analyzed, descriptions, skeletons of letters, analysis of poetry and scripture, general subjects, discussions, poetical exercises, an epitome of rhetoric, an a list of subjects for compositions. The method proposed is in opposition to teaching children in language they do not understand. It emphasizes given children clear conceptions of things before providing them with those things' names. The text includes some pictorial illustrations. The Schultz Archive's copy is roughly the complete text.
1842 printing of the 1842 copyrighted text. The author is credited with a Master of Arts degree and as Professor of Belles Lettres in the High School of Philadelphia. Seeks to address the insufficiency in teaching grammar through parsing alone. It maintains the common forms of classification, but treats orthography more fully than usual, shortens the section on construction, expands the rules of arrangement, and uses oral and written exercises. Derivation has been moved to the appendix. Although it maintains much of Lowth and Murray, the work credits the heavy influence of M'Culloch. The work includes pictorial illustrations, especially in the sections of writing exercises. The Schultz Archive's copy is roughly the complete 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.
1842 printing of 1842 copyrighted text. Author is credited with a Master of Arts degree and as the author of The Symbolic Spelling-Book, The Speller and Define, and The Panorama of Professions and Trades, or Popular Technology. Text aims to improve upon instruction in English grammar through exhibiting the construction of language in a distinct and systematic manner with practical exercises. The author uses five categories of verbal forms and five categories of phrases for his system (although the chapters are typical parts of speech). Exercises include parsing and imitation, and the work boasts to provide students with knowledge of 6,000 – 8,000 words. Special attention has been given to the conjunction and gerundive. The work has excluded exercises in false syntax, as well as the prosody. The Schultz Archive is roughly the first fifty-five pages of the at least 240 page 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.
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).
1889 copyrighted text. Strang is credited with a Bachelor of Arts degree. A collection of exercises based around vocabulary, language, and sentence structure. Exercises directions include: substitute words for phrases, change clauses, substitute equivalent expressions, expand simple sentences to complex, write compound and complex sentences, combine groups into sentences, break up sentences into groups, transpose into prose order, change from direct to indirect, paraphrase prose passages, and contract passages. The Schultz Archive is roughly the complete 90 page text.
1890 printing of the 1886 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College. The book's preface emphasizes the practical, being those elements that may be applied to the construction of literature and can be taught. It must be taught as mechanism and through its effects in the concrete. The introduction further explains that rhetoric is adaptation, a science and an art, and that the text will deal with it in two main topics: style, which deals with the expression of discourse, and invention, which deals with the thought. The style section of the book has chapters on diction, figures of speech, and composition. The invention section has chapters on mental aptitudes and habits, general processes in the ordering of material, reproduction of the thought of others, invention deal with observed objects (description), invention dealing with events (narration), invention dealing with generalizations (exposition), invention dealing with truths (argumentation), and invention dealing with practical issues (persuasion). The introduction credits the influence of Campbell. The rules are accompanied with illustrative examples from notable writers. The Schultz Archive's copy is roughly the complete text. A few pages cut off the edges of the text.
1894 printing of the 1893 copyrighted text. It is apparently identical to the Schultz Archive's 1893 printing, with the exception of a few pages of advertisements at the end. The author is credited as Assistant Professor of English in the Leland Stanford Junior University. Designed to be a supplement to a more technical grammatical and rhetorical treatise, this text shows students how to find material and work that material into good, interesting compositions. Seventy-three exercises deal with particular kinds of composition, specimen subjects and themes are given with observations and suggestions for treatment, and models of various kinds of composition are provided (but these models are of student work or writing of a similar level of accomplishment). The work is divided into two parts. Part one, Composition Based on Experience and Observation, has sections on finding material, narration, description, and narration and description combined. Part two, Composition Based on Reading and Thought has sections on principles of composition, exposition, argumentation, persuasion, and miscellaneous forms (such as news, book reviews, letter, dialogue, as humor). John Genung's Rhetoric is listed as an influence. The Schultz Archive's copy is roughly the complete text.
1893 printing of the 1893 copyrighted text. The author is credited as Assistant Professor of English in the Leland Stanford Junior University. Designed to be a supplement to a more technical grammatical and rhetorical treatise, this text shows students how to find material and work that material into good, interesting compositions. Seventy-three exercises deal with particular kinds of composition, specimen subjects and themes are given with observations and suggestions for treatment, and models of various kinds of composition are provided (but these models are of student work or writing of a similar level of accomplishment). The work is divided into two parts. Part one, Composition Based on Experience and Observation, has sections on finding material, narration, description, and narration and description combined. Part two, Composition Based on Reading and Thought has sections on principles of composition, exposition, argumentation, persuasion, and miscellaneous forms (such as news, book reviews, letter, dialogue, as humor). John Genung's Rhetoric is listed as an influence. The Schultz Archive's copy is roughly the complete text.
1869 printing of the 1869 copyrighted text. The author is credited as a faculty member of the Packer Collegiate Institute in Brooklyn, NY. Striving for simplicity and practical instruction, this text approaches teaching composition through steps of preparation rather than asking students to immediately write compositions. The chapters cover oral composition, formation of sentences, incorrect composition, punctuation, preparing composition, copying compositions, poetry and prose, elements of correct composition, style, figures of speech, criticism, and newspapers and magazines. Lessons use models and exercises. The Schultz Archive's copy is roughly the complete text.
A handwritten note dates the printing to 1877. The text is copyrighted 1864. The author is credited with a Master of Arts and an M.D., as well as being the author of two books on grammar. The preface states the work is designed to concise and comprehensive, while also stating that the study of composition should begin at a very early age. The chapters cover spelling; capitals; punctuation; words and phrases; sentences; different kinds of composition (narration, description, letter-writing, and essays); figurative language; a review of capitals, punctuation, and style; and themes. Exercises involve fill in the blanks, correcting errors, classifying, adding punctuation, and answering review questions. The Schultz Archive's copy is roughly the complete text.
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.
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.
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.
1894 printing of the 1893 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College and as the author of two other texts on rhetoric. The preface explains that the book is meant to provide the necessary rhetorical theory and to accompany every step with critical and constructive written exercises in a progressive and systematic order. The theory is given as a list of rules, each accompanied by a paragraph of explanation and illustrative examples (the rules are positive expressions of principle rather than a series of don'ts). The exercises are novel according to the author and are based in groups of rules rather than individual ones, and they include compositions (on familiar topics) to be rewritten and sentences to be amended in a creative, problem-solving manner rather than corrective. The appendix has a digest of rules and a glossary of words and forms. The book is organized into two parts. Part One is Mastery of Materials and includes chapters on choice of words, phraseology, and special objects in style. Part Two is Organization of Materials and includes chapters on the sentence, the paragraph, and the whole composition. The Schultz Archive copy is roughly the complete text.
1854 copyrighted text. Author is credited with an M.A. and as the author of The Poets and Poetry of the Ancient Greeks. Preface credits influence of Longinus and Quintilian by way of Blair. Covers principles of taste and origin of language up to the epic and dramatic forms. Makes a (new?) distinction between rhetoric and belles-lettres. The first chapter on language covers: origin and progress of language, origin and progress of writing, structure of language (in two parts). Chapter two (style) covers: perspicuity and precision and structure of sentences (in three parts). Chapter three (figurative language) covers: origin and nature of figurative language, metaphor, hyperbole, comparison—antithesis—interrogation—etc., and general character of style. Chapter four (components of a regular discourse) covers: introduction—division—narration, argument—pathos—peroration, pronunciation and delivery. Chapter five is beauty and sublimity. Chapter six eloquence. Chapter seven different kinds of public speaking. Chapter eight poetry. Schultz Archive copy contains preface, TOC, the first chapter on taste, and the section on historical, epistolary, and fictitious writing from chapter seven.
1915 copyrighted text. Genung is credited as the author of Outlines of Rhetoric, etc. Hanson is credited as the author of Two Years' Course in English Composition. The preface boasts a motto of "a minimum of theory and a maximum of the kind of practice that brings good results." The book is organized into three parts: elementary work, on how to approach any subject; rhetorical effectiveness, on style, figures of speech, and sentence and paragraph structure; kinds of composition, on different kinds of correspondence, and the modes of narration, description, exposition, and with a considerable emphasis on argument. Models of good writing are meant to be approachable ideals, exercises are used throughout and based on the practices of known writers, and oral composition is given attention as a step in the composing process.The Schultz Archive's copy is incomplete: It contains up to page 40, and roughly 192 to 353, and appendix II, pages 360 - 365.
1867 printing of the 1866 copyrighted text. The author (spelled "Hailman" here) is credited with a Master of Arts and is the Principal of the English and German Academy in Louisville, Kentucky. The introduction is by James N. McElligott, who is credited with a Doctor of Laws in English degree. McElligott's introductions explains that the text doesn't make the errors of some object-teaching that focuses on facts without order, but rather provides mental discipline through following the indications of nature and the laws of mind. In the author's words, the principal aim of school education is to teach students how to form ideas and how to express them. This theoretical treatise on education covers object lessons, development of the faculties, grammar, geometry, and natural history. The text includes illustrative examples. The Schultz Archive's copy is roughly the complete text.