Copyrighted 1947. A Bulletin of the School of Education Indiana University, September and November 1946. A review on numerous grammar textbooks, examining both physical layout and education goals. Study aims to make a running account of the changes in grammar instruction through the years by selecting and analyzing representative texts for each five year period covering the prior 150 years. Includes chapters on purposes of the grammars analyzed, physical make-up of the books, introductory and supplementary content, subject-matter content, method, and summary. The Schultz Archive copy is roughly the complete 195 page text.
1869 printing of 1862 copyrighted text. Author is credited as Superintendent of Schools, Oswego, NY. Sixth Edition, Revised and Enlarged. Preface states text is a definite course of elementary instruction adapted to philosophic view of the "laws of childhood." Credits influence of Pestalozzi and is largely drawn (with permission) from the work of Elizabeth Mayo. Includes chapters on color, form, number, size, weight, and sound, as well as geography, lessons on the human body, lessons on animals, lessons on plants, moral instruction, and drawing. The Schultz Archive copy includes preface, TOC pages 13 – 25, 96 – 145, 226 – 239, 264 – 269, 316 – 365, 466 – 471.
1906 copyrighted text. Scott is credited as Professor of Rhetoric in the University of Michigan. Southworth is credited as Superintendent of Schools, Somerville, Mass. Intended for use with 3rd – 6th grades. A collection of lessons designed to create a liking for good literature by presenting worthy selections to be read, studied, copied, and learned, to help children talk and write about the things they see, and to make children more and more observing through the use of illustrations for descriptive and imaginative writing. Additionally, book one aims to make correct expression habitual, secure the use of correct written forms by giving models for imitation, and to acquaint students with the elementary principals of grammar. The Schultz Archive copy is roughly the complete 238 page text.
1897 printing of 1897 copyrighted text. Scott is credited as Junior Professor of Rhetoric in the University of Michigan. Denney is credited as Professor of Rhetoric and English Language in Ohio State University. According to the preface, the authors have been guided by three considerations: desire for a closer union of rhetoric and composition at the secondary level; desire for a greater use of the paragraph in secondary composition; and the idea of a growing, living and kinetic discourse. Chapters include: external form of the paragraph, paragraph-structure, what to say, how to say it, in what order to say it, how much to say, what not to say. Five appendices include: directions for preparing manuscript, marks used in correcting, material for analysis and reproduction, subjects for essay, and capitals and punctuation. The Schultz Archive copy is roughly the complete text.
1890 printing. The text is divided into Junior and Senior sections. The Junior section is further broken down into synthesis of simple sentences, practice in simple sentences, sentences, combined, punctuation, easy narrative, easy essays, letters, and grammar. The Senior section is broken down into on the choice of words, on the arrangement of words, grammar, the sentence, simile and metaphor, brevity, strength, miscellaneous sentences to be amended, miscellaneous subjects for composition, and notes for teachers. The book contains some 131 numbered exercises and 381 numbered rules or explanations of rules. The notes for teachers explains that composition naturally divides into three parts: elementary practice, instruction in correcting writing, and instruction in beautiful writing. The Schultz Archive copy is roughly the complete text.
1823 printing, 1918(?) copyright. A practical, elementary volume which conducts the pupil from principle to practice. Preface argues for the mental advantages of learning composition and emphasizes clearness, precision, energy, perspicuous and forcible expression, methodical arrangement, accuracy in thought and expression, and correctness. Part I (orthography, punctuation, and style) includes rules and definition briefly stated. Part II (analysis and criticism) focuses on seeing the application of rules in the writing of others. Part III moves from simple exercises in a variety of expression to unassisted composing of a whole piece. An appendix includes practical instructions on the formation and correction of style. Murray and Blair are credited as influences. The Schultz Archive copy is roughly the complete text.
1847 printing of the 1847 copyrighted work. Roux is credited as Professor of French Language and Literature in the Mount Pleasant Academy, and as the author of "The Zetetic Method, or Easiest Method of Learning French." The text does not aspire to rhetoric for mature minds, but is rather a "first book." The method is influenced by Aristotle who argues youth should be taught composition through rewriting fables in verse into prose. Cicero and Quintilian are also quoted on the value of given pupils the ideas and structure for them to modestly amplify or adorn. The exercises in the book are meant to be written ex tempore in class. The sections of the book are: imitation of fables (2), imitation of legends and poems, amplifications and letters, and arguments. The Schultz Archive is roughly the complete text and includes the first few pages of "New Zetetic Method for English and French Composition"
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.
1895 printing. Ricks is credited with a Bachelor of Science degree, as the Inspector of Schools to the School Board for London, and as the author of "Natural History Object Lessons". Introduction emphasizes the five sense as "doors and windows by which knowledge enters the mind" as well as muscular feeling. Object lessons are meant to cultivate the senses to train habits of attention, intelligent observation, and accurate comparison. Lessons build on one another and correspond to stages of development, and "words follow ideas." The text itself is divided into five stages. The first covers colors, shapes, tastes, and texture, size, and weight. The second covers color, form, tastes, "properties of bodies," and common objects. The third stages color, form, properties of bodies, common objects, and units of weight. The fourth covers color, form, properties of bodies, common objects, measure for dry goods, and manufactures. The fifth stages covers color, form, time, minerals, common metals, and textiles. The Schultz Archive copy is roughly the complete text.
1891 printing of 1891 copyrighted text. The author is credited with a Master of Arts and as the author of several texts. The preface (A Talk with Teachers) argues that language should be taught directly, systematically, and persistently to students in the primary grades and that a textbook is a necessary tool to supplement oral instruction. It argues against the teaching of spelling and punctuation, technical grammar, pictures for stories, and poetry. Furthermore, excellence in language is attained through observation and practice, the observing of models of writing and the composing of original compositions. It focuses on: the sentence and the paragraph, chief parts and their helpers, the thought and language of the exercises, common errors, letter-writing, and opportunities for work. The Schultz Archive copy is perhaps the complete text. It contains roughly the first 253 pages of the text.
