(Excerpt from The Doctrine of Correctness in English Usage...)
Excerpt from The Doctrine of Correctness in English Usage, 1700-1800 Chapter III. The appeal to authority, whether that of the writer or of another theorist whose ipse d'ixit was assumed to have sway. This extremely common mode of judgment was used by most of the writers here discussed, from Swift to Webster, and of course is still employed. Chapter IV. The appeal to norms of universal grammar to which individual problems of usage could be referred for settlement, developed by Bishop Lowth, Anselm Bayly, and James Harris chiefly. As the only grammars studied to any extent in the eighteenth century were those of the classical languages, this meant in practice an appeal to supposed parallels in Latin, and more rarely in Greek. Occasional resort was had to French, and still less often to the anglo-saxon and the other even less comprehended Germanic languages. Chapter V. The appeal to reason and analogy in the language itself. This led to proposing (l) parallels and (2) differentiae in form as altogether essential in deciding problems of inflection and syntax in English. As these two principles were often contrary in application, this is a most involved story of contradictions and mutual recriminations in which all the grammarians took part. Chapter VI. Appeals to considerations of logic in dealing with problems of syntax and word order. Chapter VII. Similar application of logic to nice discrimina tions of the meanings of words. Chapter VIII. Appeal to the etymology or the earlier mean ings of words to determine what their present use should be, and to language history for justification of opinions as to structure. Dr. Johnson, Horne Tooke, George Campbell, and Noah Webster are interesting figures here. In the prevailing state of ignorance of both etymology and the history of languages, this principle naturally introduced further confusion. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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(Excerpt from English Composition as a Social Problem Eng...)
Excerpt from English Composition as a Social Problem English composition has been one of the least interesting subjects taught in the schools. The ordinary student has found the task of linguis tic expression a dull exercise. Largely because he was provided with no initial enthusiasm for composing, speaking and writing in the class room have been formal matters unrelated to his personal need to express or communicate his feelings and ideas. The pupil has been forced to observe the rules and niceties of the English language without ever being aware in any vital way of their uses to him. The result is that ex pression through language has been the most formal and artificial of all the school studies. In spite of years of training, our students fail to become easy, clear, and forceful writers. We are told that the Americans who can speak and write with efi'ective fluency have learned the art outside of classrooms. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Sterling Andrus Leonard was born in National City, California, the only child of Cyreno N. , a dentist, and Eva (Andrus) Leonard, both of colonial New England stock. At his father's death his mother became a teacher in the public schools of Indianola, Iowa. The relations between mother and son were particularly close, especially through their interest in great literature, from which they read aloud to each other.
He attended school and college (Simpson) in Indianola, Iowa. He received the degree of A. B. at the University of Michigan in 1908; that of M. A. in 1909 and that of Ph. D. at Columbia in 1928.
While studying, Leonard worked as an assistant in the English Department of the University of Michigan. He had been experimenting pedagogically in the Milwaukee Normal School, in the Horace Mann School of New York, and, as exchange teacher, 1911-1912, in the Gymnasium at Danzig, Germany, thus preparing himself for leadership in the National Council of the Teachers of English, of which he was president in 1926. In 1920 he was appointed an assistant professor of English at the University of Wisconsin. At his untimely death he had already achieved much, while promising much more, by writing, by lecturing, and by training secondary-school teachers at his university.
He was the author of English Composition as a Social Problem (1917); Essential Principles of Teaching Reading and Literature (1922); General Language (1925); and The Doctrine of Correctness in English Usage, 1700-1800 (1928); and the editor of Poems of the War and the Peace (1920); Melville's Typee (1920); Atlantic Book of Modern Plays (1922); and, with W. W. Theisen, of a graded series of literature readers, lively and fresh in substance.
In an age of muddling transitions, ingenious fads, and noisy charlatanry in secondary education, Leonard was peculiarly serviceable by his sound scholarship, by his clear realization of life as changing in form and method while unchanging in essential values, by his scientific sense of observed and tested facts, by his resourceful and untiring energy, and by the fearless integrity of a cultured, witty, kindly, just, and lovable gentleman. He revealed the same balanced, alert, and genial radicalism in his active interest in social, economic, ethical, and political problems of the day. A lover of good music and an excellent amateur with both violin and viola, he was for years an outstanding member of the Madison Civic Orchestra. He could swing a tennis racket. He loved to look at sunsets from a hill, to paddle a canoe through a forest stream, or to tack in the breezes of Lake Mendota. He did not play golf and belonged to no country club. He was of medium height, ruddy and round-faced with expression playing back and forth between quizzical and grave, wiry in frame, impetuous in gait, gesture, and speech, and fond of an evening of playful intellectual give-and-take with one or two or three friends on diverse themes, both within and outside his professional interests.
He died, sinking numb with cold and exhaustion, in the late afternoon waters of Mendota, after clinging for an hour and a half to his over-turned sailing canoe, jesting to his companion, while the University crew rowed by with its launch in the sunny distance and the University life-saving station towered empty in plain sight across the waves a mile to the south.
(Excerpt from English Composition as a Social Problem Eng...)
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(Excerpt from The Doctrine of Correctness in English Usage...)
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book
Member of the Madison Civic Orchestra
In 1913 Leonard had married Minnetta F. Sammis of Terre Haute, Indiana, a graduate of Teachers College, Columbia, who shared his educational ideals; and intimate association with their one child unquestionably stimulated his already shrewd and humane insight into the growth of mind and character and the objectives and methods of training them.
