Piers the Plowman and Its Sequence, Contributed to the Cambridge History of English Literature
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A Manual for Writers: Covering the Needs of Authors for Information On Rules of Writing and Practices in Printing
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Lessons in the Speaking and Writing of English: Composition and Grammar
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English Prose and Poetry (1137-1892): Selected and Annotated by John Matthews Manly .... 1916
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Reprint. Studies and Notes in Philology and Literature, Vol. II. Observation on the Language of Chaucer's Legend of Good Women
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Specimens of the pre-Shakesperean drama. With an introd., notes, and a glossary Volume 2
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John Matthews Manly was born on September 2, 1865 in Sumter County, Alabama, and was the oldest of nine children (three of them boys) of the Rev. Charles and Mary Esther Hellen (Matthews) Manly. He came of a distinguished southern family. His grandfather, the Rev. Basil Manly, 1798-1869, served as president of the University of Alabama. His father was a Baptist minister and president of Furman University, Greenville, S. C. One brother, Charles Matthews Manly, became a noted mechanical engineer and inventor, the other, Basil, a well-known economist. John Manly received his early education at public and private schools, including the Staunton (Va. ) Military Academy and the Greenville Military Institute.
Education
In 1883 he took a master's degree at Furman University, and after a few years of teaching mathematics he entered Harvard, where he received his Ph. D. in philology in 1890. Of his Harvard professors he later felt that he had learned most about the nature of language from the Romance philologist Edward Stevens Sheldon.
Career
Appointed associate professor of English at Brown University, he advanced to professor in 1891. In 1898 he left Brown to become the first head of the department of English at the University of Chicago, where he remained until his retirement in 1933.
One summer he took with him on his vacation the edition of the latter which contained the three variant texts, not in parallel columns but in separate volumes. Reading the texts individually, he was struck by the great diversities among them; further noticing two obvious incoherencies in the "A" text, he concluded that an inner sheet in a quire had been lost in the parent of all extant manuscripts. Since the loss was not remedied in the "B" or "C" texts, it followed that they could not be the work of the author of "A. " He published a brief article to that effect, which attracted unusual attention and aroused much controversy. Manly subsequently contributed a chapter on Piers to the Cambridge History of English Literature. To Chaucerian studies Manly made three chief contributions. First, in his Some New Light on Chaucer (1926) he showed reason to conclude that in his "Prolog" to The Canterbury Tales Chaucer attributed to his characters traits derived from observation of individuals with whom he was associated. Secondly, in a textbook edition of some of the tales (1928) he published the most important body of explanatory and interpretative notes which had been produced since Skeat's edition. Finally, with the assistance of his colleague Edith Rickert, he produced The Text of the Canterbury Tales, a critical study based on examination of every line in every manuscript (some eighty in all) of that work. All the readings were registered and closely studied; eventually, with the thousands of variants in mind, Manly was able to establish the lines of descent from a copy (or at times copies) of Chaucer's original and from them to reconstruct that copy, which is as close as the extant evidence permits us to get to the poet's own original. The eight volumes in which the results of this long study were published give the critical text, discussion of the methods used in the recension, descriptions of all manuscripts, analyses of their interrelations, chapters on subjects of incidental interest, and the whole corpus of variants. Some fourteen years in preparation, the work appeared in 1940, only a few months before Manly's death. Manly held that it is the duty of a scholar to do what he can to improve education all the way from primary grades to graduate school. To this end he collaborated in the preparation of many textbooks for the grades, for college, and for business, generally providing the ideas while his collaborators provided the detailed labor.
His most notable books of his character, however English Poetry (1907) and English Prose (1909) were largely his own. The first one-volume anthologies arranged historically, their value for teaching was quickly recognized since they made it possible for students to study literature itself instead of books about it.
Manly was commissioned a captain and given the task of organizing such a section. He did so successfully, though perhaps he made the most unmilitary figure that ever wore a uniform. He was honorably discharged with the rank of major in 1919. He died on April 2, 1940 in Tucson, Arizona, of a heart attack and was buried in the family burying ground in Greenville, South Carolina.
Though his anthologies prove Manly's sure taste, his chief intellectual interest was in problems. He liked to discuss with others whose fields were different from his own their problems and often made fruitful suggestions for their solution. For many years he was accustomed to examine the ciphers offered to prove that Shakespeare's works were written by someone else not that he had any doubt of Shakespeare's authorship but that he enjoyed their intellectual challenge. Seemingly a waste of time, Manly's interest found valuable application in World War I when the War Department needed a section for the solution of intercepted cipher and code messages.
Personality
As a scholar, Manly had a seminal mind, bringing forth many ideas which he himself lacked the leisure to develop but which were worked out by others. His own chief studies were devoted to Chaucer and to Piers the Plowman.
Simple and direct in manner and attitude, Manly had nothing of the aesthete or stuffed shirt about him. Though he used to grumble that teaching interfered with his research, he was never happier than when teaching students who seemed to him promising; and he spared no effort in furthering their training and their careers after they had left the university. In his relations with students and colleagues he had the quality of stimulating them to achievement beyond their ordinary abilities. That quality, together with his practice of giving the members of his staff a free hand to do anything that seemed to them desirable, accounts in large part for his success as head of his department.