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Otlhut .|,.,iA rfy t.L vi ,s; OFT hiU.-. J,ir7 L,v.- AN MAXWELLS ENGLISH SERIES. I. Primary Lessons in Language and Composition. For Use in Primary Classes. II. Introductory Lessons in English Grammar. For Use in Lower Grammar Classes. III- Advanced Lessons in English Grammar. For Use inH igher Grammar Classes. {I npreparation,) Copyright, 1888, by A. SB arnes Co. (Typographical errors above are due to OCR software and don't occur in the book.) About the Publisher Forgotten Books is a publisher of historical writings, such as: Philosophy, Classics, Science, Religion, History, Folklore and Mythology. Forgotten Books' Classic Reprint Series utilizes the latest technology to regenerate facsimiles of historically important writings. Careful attention has been made to accurately preserve the original format of each page whilst digitally enhancing the aged text. Read books online for free at www.forgottenbooks.org
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(Excerpt from The Manual Training Schedule: Suggested Exer...)
Excerpt from The Manual Training Schedule: Suggested Exercises in Drawing Constructive Work and Design for All Grades in the Public Schools of the Boroughs of Manhattan and the Bronx, New York City Aim to secure large drawings, centrally placed. Emphasize proper pencil holding and free arm movement. 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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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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(Excerpt from Speaking and Writing: Book Two (for Use in F...)
Excerpt from Speaking and Writing: Book Two (for Use in Fourth Year Classes) Each of the three books of this series provides instruction in oral and written language for one year. The first book is intended for use in third year classes, the second in fourth year classes, and the third in fifth year classes. 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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William Henry Maxwell was the son of John and Maria (Jackson) Maxwell and a descendant of John Knox, the great Scotch reformer. The second of three children, he was born on March 5, 1852 at Brigh Manse, Stewartstown, County Tyrone, Ireland.
His father, a Presbyterian clergyman of more than parochial reputation, tutored him in the classics after the local national schools had grounded him in the common branches. Later the Rev. George MacCloskie taught him mathematics and modern languages, ultimately sending him to the Royal Academical Institution at Belfast. Thence he proceeded to Queen's College, Galway, where he took his bachelor's and master's degrees with honors (1872 and 1874), especially distinguishing himself in metaphysics and English and classical literature. His last two years he supported himself by teaching, being concurrently sub-master in the Royal Academical Institution and lecturer in the Ladies Collegiate Institute.
Originally he planned to read law, but when he failed by a single vote of the secretaryship of the "Liberal Association" with its annual stipend and when no further financial assistance from his family was in sight, he decided to seek his fortune in the United States. Arriving in America (1874) armed only with a letter to President McCosh of Princeton, Maxwell found entrance into the public schools barred because he lacked the patronage of a ward boss. This initial discouragement and a letter of introduction to Whitelaw Reid led him to try journalism. Work as reporter for the New York Tribune and the New York Herald and as associate editor of the Metropolitan Weekly was followed by five years spent as managing editor of the Brooklyn Times. From this vantage-point he returned to his interest in education with a series of powerful articles on the needs and future development of the public-school system. He succeeded in gaining an appointment as teacher and lecturer in the evening schools of Brooklyn; in 1882 was appointed associate superintendent of schools; and in 1887, superintendent. To this office he was thrice reelected. When the greater city of New York was chartered, Manhattan desired Andrew S. Draper for the new joint superintendency of schools, while Brooklyn demanded Maxwell. On Draper's recommendation Maxwell was chosen (1898). Here in three stormy terms he achieved his greatest successes. Once on motion of the opposition his salary was raised. When his health failed in 1917 the city charter was amended so that he could retire as superintendent emeritus with full pay. Few professional educators have been so frequently criticized or so consistently vindicated as was Maxwell.
Maxwell was a Superintendent of Brooklyn schools where he made a large lasting impact. He definitely left a marker on New York society. On his death the Educational Review, of which he was a founder and editor, rated him, together with William T. Harris and Andrew S. Draper, as among the three greatest American educators since the time of Horace Mann.
(Excerpt from The Manual Training Schedule: Suggested Exer...)
(Excerpt from Speaking and Writing: Book Two (for Use in F...)
( This work has been selected by scholars as being cultur...)
( This work has been selected by scholars as being cultur...)
(Otlhut .|,.,iA rfy t.L vi ,s; OFT hiU.-. J,ir7 L,v.- AN M...)
Maxwell contended for vocational education and the enrichment of the elementary-school curriculum in social content, but insisted always upon a curriculum hacked and hewed down to fundamentals.
Maxwell aided in the diversification of the educational ladder to permit of kindergartens, summer, and continuation schools, and schools for the atypical. He helped to organize the public high-school system and even conducted some early experiments in intermediate schools. Overcrowding of school buildings with consequent part-time attendance presented a problem which he never quite solved. Playgrounds, free meals and eyeglasses for poor children were all part of his program. To gain all these he had to spend the public's money generously. Fought by the board of estimate and apportionment, he became an advocate of financial independence for city boards of education. He placed the city's teaching personnel on a high plane by securing the passage of a law requiring high and normal school preparation for all teachers of the city's schools. The achievement in which he took the greatest personal pride, however, was his placing the appointment and promotion of teachers on a merit basis, beyond the reach of politicians. His leadership, later demanded in regional, state, and national educational associations, was finally crowned with the presidency of the National Education Association in 1905. An anniversary collection of excerpts from his more important educational pronouncements was published in 1912 under the title, A Quarter Century of Public School Development. Although he was not the equal of Harris as an educational philosopher, he was unsurpassed in the skill with which he managed lay boards and politicians. Though both his lay and professional enemies charged him with autocratic tactics, the courage and fierceness with which he fought for his high standards was an inspiration to those despairing of efficient public service in American democracy. Over six feet in height and of vigorous frame, he made an impressive appearance.
In 1877 he married Marie A. Folk. A son and a daughter were born to them.
