1851 printing of 1851 copyrighted text. Excerpt only includes preface. Text aims to imprint on the memory and understanding of the learner an image of the most prominent features of the etymological part. For the syntactical part, the preface states that rules and notes suffice for parsing sentences and phrases. Text states grammar consists of six parts: orthography, orthoepy, etymology, syntax, punctuation, an orthometry. The Schultz Archive copy contains only the preface and the first page of the text.
Text copyrighted 1905. Previously copyrighted in 1903. Morrow is credited with a Master of Science and as Superintendent of Schools, Allegheny, PA. McLean is credited with a M.A. and as Principal of Luckey Schools, Pittsburgh, PA. Blaisdell is credited with a Ph.D. and as Professor of English in the Fifth Avenue Normal High School, Pittsburgh, PA. Preface states text is for 3rd, 4th, and 5th graders. For each of these years the text is broken into 10 weeks of observation lessons, 10 weeks study of pictures, 10 weeks study of stories and poem, and five weeks study of notes and letters. Each week's work contains four daily exercises in composition (oral or written) and one in elementary grammar. The preface credits the influence of Dr. E. E. White and Prof. L. A. Sherman. Preface states that it is most effective to teach students to speak and write with freedom unencumbered by rules. The grammar lessons are divided by year: 1st year, mechanics of writing; 2nd year, the sentence; 3rd year, the parts of speech. Text contains pictorial illustrations. The Schultz Archive copy is roughly the complete text.
1836 printing of 1836 copyrighted text. Author is credited with a Bachelor of Arts degree and as author of Geographical Key. A grammar for children with an appendix of directions for composing (includes lists of subjects, general [abstract] subjects, and letters). Engravings (illustrations) are used to help teach parts of speech. The Schultz Archive copy is roughly the complete 86 page text.
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.
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.
1894 copyrighted text. Metcalf is credited as Supervisor of Schools in Boston, MA. Bright is credited as Superintendent of Schools, Cook County, IL. A rearrangement of the authors text, Language Lessons, for a younger class of pupils. The preface argues students need opportunities for observation to awaken interest and stimulate thought. This text provides students with exercises giving students opportunity to speak and write. Poems are included to be read and committed to memory and occasionally to be studied. The text includes some illustrations to spur observation and thought. The Schultz Archive's copy is roughly the complete text.
1894 copyrighted text. The author is credited as having a Ph.D. from Leipsic and as Professor of the English Language in Wesleyan University. The preface explains the book is the result of teaching composition in secondary schools and college and aims to give brief practical suggestions to young writers (and is not a guide to English criticism). It puts special emphasis on the choice and treatment of themes, and the author argues that the study of composition should be combined with the study of literature, as the best models of English prose provide a standard for students to measure their writing against. The book is in two sections: theory and practice. Theory chapters cover words, sententences, paragraphs, the theme, the plan, kinds of composition (description, narration, exposition, argument, persuasion), composition and revision, and style. Practice chapters cover words, sententences, paragraphs, the theme, the plan, kinds of composition (description, narration, exposition, argument, persuasion), studies in literature, and punctuation. Excerpts from celebrated writers are used as illustrative examples. The Schultz Archive's copy is roughly the complete text.