1844 printing of the 1844 copyrighted text. The title page says the book is designed as a sequel to Progressive Exercises in English Composition. As with its predecessor, this text seeks to address two primary obstacles for student writers: obtaining ideas and expressing ideas. The author's approach to obtaining ideas is based on what he terms the principle of association. The exercises herein are not presented as a progressive course, but rather are meant to be selected by teachers as they deem useful. The material varies from sample sentences for punctuation practice, to models of the various kinds of compositions, to long lists of subjects for different kinds of compositions. There are seventy-five lessons in all. The Schultz Archive's copy is roughly the complete 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.
1841 and 1842 copyrighted texts. The author is credited as "author of the prize essay on education, entitled 'The Teacher's Manual.'" A series of four books designed to connect pure feelings and correct moral ideas with intellectual instruction through narratives accompanied by questions for students. Many of the stories are given titles indicative of the moral theme explored, such as "Cruelty and Oppression" and "Envy, Hatred, and Malice." Pictorial illustrations also appear throughout. The Schultz Archive's copy includes selections from each of the four books, but none of the four is complete.
Paine's only surviving son, Robert Troup Paine, committed suicide in 1851 while at Harvard. Paine and his wife compiled Memoir of Robert Troup Paine, a volume of more than ninety-one of the compositions, theme papers, and letters that his son had written during his schooling, and presented the printed volume, bound in embossed leather, to Harvard - Dictionary of Early American Philosophers. Ed. John R. Shook. This entry in the Schultz Archive is roughly the final third of the memoir pages 335 – 524, plus two brief notes: At a Special Meeting of the Presidential and Fellows of Harvard College in Boston, January 21, 1854; At the Annual Meeting of the Board of Overseers of Harvard College, in the Senate Chamber, Boston, January 26, 1854.
Paine's only surviving son, Robert Troup Paine, committed suicide in 1851 while at Harvard. Paine and his wife compiled Memoir of Robert Troup Paine, a volume of more than ninety-one of the compositions, theme papers, and letters that his son had written during his schooling, and presented the printed volume, bound in embossed leather, to Harvard - Dictionary of Early American Philosophers. Ed. John R. Shook. This entry in the Schultz Archive is roughly the second third of the memoir, pages 165 – 333. The Schultz Archive contains the rest of the text in separate entries.
Dated 1852. Paine's only surviving son, Robert Troup Paine, committed suicide in 1851 while at Harvard. Paine and his wife compiled Memoir of Robert Troup Paine, a volume of more than ninety-one of the compositions, theme papers, and letters that his son had written during his schooling, and presented the printed volume, bound in embossed leather, to Harvard - Dictionary of Early American Philosophers. Ed. John R. Shook. This entry in the Schultz Archive is roughly the first third of the memoir, up to page 164. The Schultz Archive contains the rest of the text in separate entries.
A raw dataset produced using the clot on a suture experimental set up in the Holland lab (previously published in Bader 2015 & other articles). Data gathered and further analyzed using MATLAB 2012b.
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.
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.
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.
