Avail Yourself The Young Composers: Compositions Beginnings In Nineteenth-Century Schools Produced By Lucille M. Schultz Displayed As Copy

heavy in her interpretation via a Social Constructionist viewpoint the primary source material and general overview ofth century instruction in Composition was interesting and enjoyable.
In this book, Schultz makes a convincing argument that many of the trends in composition that ask students to explore their own experiences through writing actually began outside the university, specifically in primary and second schools in theth century.
In so doing, she complicates the "current traditional" vision ofth century composition that mostly relies on ivy league universities, Researchers will find her exploration of Pestalozzian theory particularly useful as she traces many of these ideas through composition books for "young composers" into many of the standard composition texts that were eventually used in the university.
Even though many texts were heavily influenced by belletristic rhetoric, a wellknown claim in

our field, there is a clear synthesis with Pestalozzian ideas that help identify writing as a tool for exploration.
This book will also provide composition researchers with many valuable primary sources, Lucille M. Schultz's The Young Composers: Composition's Beginnings in NineteenthCentury Schools is the first fulllength history of schoolbased writing instruction.
Schultz demonstrates that writing instruction in nineteenthcentury American schools is much more important in the overall history of writing instruction than we have previously assumed.






Drawing on primary materials that have not been considered in previous histories of writing instructionlittleknown textbooks and student writing that includes prizewinning essays, journal entries, letters, and articles written for school newspapersSchultz shows that in nineteenthcentury American schools, the voices of the British rhetoricians that dominated college writing instruction were attenuated by the voice of the Swiss education reformer Johann Heinrich Pestalozzi.
Partly through the influence of Pestalozzi's thought, writing instruction for children in schools became childcentered, not just a replica or imitation of writing instruction in the colleges.






It was also in these nineteenthcentury American schools that personal or experiencebased writing began and where the democratization of writing was institutionalized.
These schools prefigured some of our contemporary composition practices: free writing, peer editing, and the use of illustrations as writing prompts, It was in these schools, in fact, where composition instruction as we know it today began, Schultz argues,





This book features a chapter on the agency of textbook iconography, which includes illustrations from nineteenthcentury composition books as well as a cultural analysis of those illustrations.
Schultz also includes a lengthy bibliography of nineteenthcentury composition textbooks and student and school newspapers, .