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Title: Sermons in Latin : manuscript
Date: 1400
Notes: Manuscript volume of 87 sermons written on parchment; 30 lines to the page with occasional red or blue initials ; each page handnumbered in ms., Pricking holes visible. Ruling patterns visible., Some marginalia., Probably copied in England in the fifteenth century (dating based on use of pagination and heavy use of abbreviations)., "Dr Adam Clarke, who examined this manuscript, supposed it to have been written about the beginning of the 14th century. It consists of sermons, &e. &e., J. Everett, Manchester, Sept. 9th 1831"--notation, front flyleaf., Imperfect: beginning and end. Pages 307-8 wanting. Lower right edge of page 233-4 torn with loss of text. Page 182 blank., "Ipso expositis a nobis indigent expone sed admoniente cum sanctum gregorium"--first line of text, p. 49.

Title: Augustus W. Smith Papers, 1832-1859
Date: 1832

Title: Annual Report, 1838-39
Creator: Augustus W. Smith
Date: 1839

Title: Annual Report, 1839-40
Creator: Augustus W. Smith
Date: 1840

Title: Annual Report, 1845-46
Creator: Augustus W. Smith
Date: 1846

Title: Joseph Cummings Papers, 1851-1899
Creator: Cummings, Joseph, 1817-1890
Date: 1851
Notes: This collection is primarily comprised of Joseph Cummings' annual reports on Wesleyan University for the years 1857-1874, excepting the 1866-1867 school year. These reports contain censuses of Wesleyan's student body, including lists of students that have died or taken seriously ill during the school year. They also include Cummings' recommendation that women be admitted into Wesleyan and his suggestions for allocation of funds, most prominently with regards to building and maintaining a library. The collection also contains Cummings' correspondence, including with Julia Olin and W.O. Atwater (primarily regarding securing Atwater's employment), as well as Cummings' official acceptance of the position as president at Wesleyan University. Also included are several articles by Cummings, a petition against his resignation from the professorship, and his wife D.S. Cummings' correspondence. For more information, refer to the finding aid for the collection: http://wesleyan.edu/libr/schome/FAs/cu1000-89.xml.

Title: Annual Report, 1852-53
Creator: Augustus W. Smith
Date: 1853

Title: 1864 Olla Podrida
Date: 1864
Notes: This material may contain racist, sexist, homophobic, or other harmful and non-inclusive language or images. Such material represents ideas, norms, and values that are no longer (or never were) consistent with the ideas, norms, and values of Wesleyan University as a whole. Please contact wesscholar@wesleyan.edu with any questions or concerns.

Title: 1865 Olla Podrida
Date: 1865
Notes: This material may contain racist, sexist, homophobic, or other harmful and non-inclusive language or images. Such material represents ideas, norms, and values that are no longer (or never were) consistent with the ideas, norms, and values of Wesleyan University as a whole. Please contact wesscholar@wesleyan.edu with any questions or concerns.

Title: 1866 Olla Podrida
Date: 1866
Notes: This material may contain racist, sexist, homophobic, or other harmful and non-inclusive language or images. Such material represents ideas, norms, and values that are no longer (or never were) consistent with the ideas, norms, and values of Wesleyan University as a whole. Please contact wesscholar@wesleyan.edu with any questions or concerns.

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, back cover
Date: 1869
Text: am: ‘5‘ 3,.

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 8
Date: 1869
Text: r J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y
Show morer J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y patientia 10,y :: Willyou ABUSE 10,y patience lO,y : (O) CATILINA 3 3 = (O) CATELINE 3 3 z Abutere PATIENTIA 6 6 2 Abuse PATIENCE 6 5 :- r NOSTRA? l,a patientia 1,a 2 _ OUR ? 13a patience l,a = Eludet QUAMDIU 12,d 12,d = Evade How LONG l2,d 12'd 2: Tu abutere } ETIAM l furor nos 16 You will ALSO fury will 16 Patlentia 16,g } cludet i ’g abuse patience i 16,g i evade us i g FUROR 2,): eludet 2,): = FURY 2,x evade 2 X = ISTE I,a furor l,a = THIS ],a fury 4,a = TUUS l,a furor l,a == THY l,a fury 1,a === assesses ( =—~ terrains =—- Furor ELUDET? 10,y nos 10,y = Fury WILL EVADE? lO,y us 10,y 2 QUEM ],a ﬁnem l,a 2 WHAT l,a end l,a = Jactabit AD 14,g ﬁnem l4,g = Will carry To 14,g end 14,g 1: Ad FINEM 7 7 To END 7 7 =2 $13212: g } SESE 8,6 = 82:3;ch g }ITSELF 6,8 =. EFFRENATA l,b audacia l)b UNBRIDLED 1,b audacity 1,b = Audacia J ACTABIT 10,y sese lO,y 2 Audacity WILL CARRY 10,y itself == AUDACIA? 2,): jacabit 2,): = AUDACITY? 2,X will carry 2,}: :2 ONE SENTENCE AND ONE PROPOSITION. X Y . . -~ Now two young boys walk slowly there. AND II = RELATION AND PARSING OF ‘WORDS. Walk Now 12.D 2 Two LA boys 2 YOUNG l.B boys =— BOYS 2.X walk 2 Boys WALK 9.Y :2 Walk SLOWLY 12.0 2 Walk THERE l2.E = NOTE.——The Tables, like those in arithmetic, must be perfectly committed before the learner can use them, and this can be done by practising on these lessons; and by the time he has them committed, he will be able to apply them in practice in all cases. Remember that education means comparing with a known standard and forming cor- rect conclusions.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 2
Date: 1869
Text: ,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will
Show more,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will ask the following ques— tions : What is an object ?——an impression ?—-an expression @— an 1dea?——a word 3 &c. The class reading the responses in concert from page 2d, the teacher explaining the relation between words, ideas and obJects. The class will now proceed to scan the Burial of Sir John Moore, analyze and parse the words in the title page, com— paring the sentence, propos1tion, and each idea and word < in it, with its correspondent in the key, thus : TEACHER—-—“ Now Z” CLAss——“Walk now” equals “moves slowly.” If “slowly” is an adverb, modifying “ moves,” then “now” is an adverb modifying “walk.” TE ACHER———T\vo ? CLASS—“Two boys” equals “ cold day.” If “ cold” is an adjective qualifying day, then “two” is an adjective qualifying boys, &c., going through with each word in the same manner. - They will now turn to page 6, and go over the dialogue, thus : Tram—Word? CLAss——“.Now.” Tina—Relation? OLAss ———-“ Walls now.” TEA. Idea 2 CLAss~——“Time,——Now is an adverb of time, telling us when they walk,” etc., dis— posing of each word in the same manner, going over it again and again, until the lesson is perfectly engmaoed on the memory. In the same manner go over the rest of the exercise from the 3d to the 15th page, the class reading in concert. By this process, committing, meeiting, applying, and understanding the deﬁnitions and rules of grammar are cOmbined in the same operation, and the student is com- pelled to teach himself, saving half the labor and time to both teacher and student, usually spent in learning it in the old way.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 7
Date: 1869
Text: 3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx
Show more3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx to each word the proper sign to indicate its idea and relation. Was Nor” heard, 12 == ALA drum 1,A=—— 'DRUM'2,X Was heard 2,X= ?Drum WAS HEARD“,Y 11,Y—_—_ W Was N’(or)1‘2 heard (h) 12: Drum was ’0R16,G note was . 16,6}= A1,A note 1, A: FUN’RAL1,B note 1,B= NOTE9,X(was heard)2,X_—= Note was, 860, A816,G we hur- ried, &c. l6,G= (John Moore) 8His5,B corse 8,5,B= Hurried CORSE6 : 6= Hurried T014,G ramparts 14,5}: THEIA ramparts 1,A———— To RAMPARTS7,E 7,14]: (Soldiers) 8WE9,X hurried 8,2,X= (h) “Nor” is a contraction of “not” and "'0r”——-n(ot)or. We HURRIED‘°,Y corse lO,Y= W Discharged N 0T12 12:: A1,A soldier 1,A=—_ S0LDIER9,X discharged 2,X= Soldier DISCHARGEDIOJ shot 10,Y=- mar—r Soldier, SHIS5,B shot 8,5,B= FAREWELL1,B shot 1,B= Discharged SHOT6 6= Discharged O’ER14,G grave l4,Gr—-= THE1,A grave 1,A= O’er GRAVE",E 7,13: Discharged WHERE19,E (in which) 12,E= Soldier, 8OUR5,B hero 8,5,B== Buried HERO6 6= (Soldiers) 8WE9,X buried 8,2,X= We BURIED10,Y hero 10,Y= ‘ N (0t)’ is a negative adverb, “ denying that the subject is in the predicate,” and ‘or’ is a conjunction, con- necting two principal propositions, RULE 4.——-Place the “Key to the Grammar of all Languages” so as to form an equation between the signs in the lesson and the key, i.e., 12 = 12, 1,A 2 1,A, &c., and you will experience no diﬂiculty in classifying the words, or analyzing the sentences. OICERO versus OngLINE. Quousque tandem abutere, Catilina, patientia nostra‘?==-= Quaindiuetiam furor iste tuus nos eludet Quem ad ﬁnem sese eﬁ'renata jactabit audacia 2:... 2......
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 5
Date: 1869
Text: DEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an
Show moreDEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an impression, being the seven parts into which the impreSSIOn 1S dIVIded. EXPRESSION—The act of pressing out these ideas in words. ‘WORDs———Articulate sounds, used as signs of ideas. LETTERS—Marks, representing the sounds which the , human voice is capable of making. PROPOSITIONw—A judgment of the mind, expressed in words. All judgments must be either afﬁrmative, X IS ":Y.’ 01‘ negatiVea X IS NOT INY: EASE-- The relation, which the noun has to other words. PARTS on SPEECH—T he relation which words have to nouns _fX——SUBJEoT———The thing we are talking about. 'Y-m-PREDICATEwWhat is said about the subject. PHILoSOPHY on LANGUAGEwThe relation existing between ideas and words. There are ten different kinds of ideas, the expression of which constitutes language. Seven of these are primary, and three are relative. ‘ PRIMARY IDEAS can be expressed by a single word. They are : r IDEAS, quantity, quality, matter, motion, time, manner, place. WORDS, Two young boys walk now slowly there. The RELATIVE IDEAS are incomplete when standing alone, servmg only to connect two of the primary ideas, and are always used in dependent propositions and phrases. Direction, Comparison, Connection. -——-from-—-to——-; ——-—--—erthan—-—; ——--when———-—. Before the above words can express any ideas, the elipses must be ﬁlled with primary ideas. Entered according to Act of Congress, in the year 1869, by SOLOMON Burma-r, in the Clerk’sOﬂice of the District Court of the U. S., for the Southern District 0 f N ew York.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 15
Date: 1869
Text: ORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 .
Show moreORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 . ,ilmwlzmﬁw Us: 6@ a PE: ’98: 350% .5 1:33:23 C3 Iliad: 2:95 3:95 1:95: :3 38 1.13.3 3:8 338 .1135: KENS 1132 £32 IIIEEE E o r , , Jﬂiz. .2?” EH 8 {LEE éwﬁdmﬁqoo Adouoﬁaoo .Awﬁdﬁpqoo .830388 was 253 gov 083 umwa .Sv 2:3 uwsm gov 983 gamma .SV .3ng 63ng ,3sz 6%ng 353m Serum uwwm . amen $8.5m gamma .mmmmfw ho wmemB £03.89 353% L 6.355% .oZﬁnuqH J m 88.8% “nah N 638mg 35m m .9395 s A" 533 m .NSESQAN .oﬁmmam 9 6:8me .3 § 503.89 umomoam mu. d>$§oQEH 633335 0 ﬁnng r . .azmmmmm #594055 .m>§~mz<mazH .3830 _ .oﬁmwwmmom d 3 .anOwﬂw a. m 63Hqu m , 5396 m . gopsoz £§B§§~§N m m 38 w W .Bgouwm m. 23.3%ng .mﬁnzigoz . . .sswauﬁm u 533 m .mzibogﬁ .wmmmrP Q24 mZDOZ wZHmm<m mom Hammad“ .wﬁ . in: aliens a 98 .5on III! 6me £33: ,awsoﬁ n: S3 98 “ $2 émﬁsﬂqu 08$ .Sv $335 E395 gSQSmiw :8 mgpwmﬁ 225,80 :8 .«393 Qt?» and 358.85 23 we wsﬁaﬁoﬁﬁa a8 oawowﬁam ESE vaﬁazm: gov SEan 68% @E 652588 .SV 33689:; 68% :aqoﬁc -noo 6050.35 .54 o>$omsﬁsm 63:4 AoEWmmog gov #wﬁqgom 68% Awmtﬁooc .5”. 355.3qu . mQOOS a 633 M. 33 : 352% W4 BNVNOxl F 2%; 383 u 0 Ragga : 0.9V m .ngd :mwom :
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 9
Date: 1869
Text: EXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken
Show moreEXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. Word? “Two. Relation? “Two1 boys.” Idea? Quantitya l. a. “Two is an adjective of quantity, telling now many boys walk. RULE 1. Adjectives qualify nouns. Word? “Young,” Relation? “ Y owng1 boys.” Idea? Qaality.b l. 6. “Young” is an adjective of quality, telling what kind of boys walk. RULE 1. Adjectives qualify nouns. Word? “Boys,” Relation? “ Boys-9 walk.” Idea? ill/liter.r 2, a. “ Boys ” is a noun, or name. Common, a general name. Masculine gender, of the male race. Tnirol person, spoken of. Plural number, denoting more than one. Noniinalive case, placed before the verb. RULE 2. The nominative case is the subject of the verb. Word? “ Walk.” Relation ? “ Boys walleg” Idea? JIotionf 9. y. “ lValle ’ is a [verb of motion (or rest.) Regular, it forms its past tense in eel. Intraneitioe, having no objective case. [ndieatire mood, indicating positive, motion or rest. Present tense, denoting present time. Third person, plural, to agree with its nomina~~ tive, (“ bog/8”). RULE. 9. A verb agrees with its nominative case in number and person. "Word ? “Slowly.” Relation? “ W’alk SZOQUZQ ,1?” Idea? Manner.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 19
Date: 1869
Text: 1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those
Show more1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those in the e . 'll‘rhe learner must repeat these exercises until they are printed on MS brain, (so that the printed exercises can be dispensed with,) without regard to the length of time re- quired to commit them; for unless this be effected, no at» tempt can be successful. INDUCTION signiﬁes leading into knowledge, and this A can ' be effected only by a constant repetition of the exercises. Reasoning, (or comparing,) is the only Key, which, ﬁtting all the wards in the lock, opens the door of the Temple of Science, no matter on what subject the reasoning may be employed. ‘ - ' The use of mathematical signs for the solution of gram- matical problems will be found of the highest value in these exercises, as they will enable the scholar to prove his ana- lysis and parsing to be correct, and render all disputes impossible. S. BARRETT. No. 8 COLLEGE PLACE, N. Y., ' JUNE, 1869 ' + . OPINIONS OF THE PRESS. We are well pleased with another part Of his plan of instruction—he not only conveys a knowledge of the principles of the language, but endeavors also to convey some idea of its beauty and harmony. The English is really an elegant and harmonious tongue; but by an entire neglect of its prosody and poetry, it is, in the mouths of the great mass of the population, a rough uncouth jarg0n.-—-—HAMDEN,SIDNEY COLLEGE. This work comes to us recommended by the highest authorities in litera- ture on this continent as the simplest, and consequently the best system of Grammar ever published. He has brought together their correSpondencies with marvellous ingenuity, and has constructed a plan which is the Key to the Grammar of all Languages. We are happy to learn that Mr. Barrett is meeting with that favorable reception to which his meritorious labors original ideas and method of instruction eminently entitle him.——MONTREAL HERALD.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 10
Date: 1869
Text: ORAL AND OBJECT TEACHING 7 12. 0. “Slowly” is an adverb of manner, telling how they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and
Show moreORAL AND OBJECT TEACHING 7 12. 0. “Slowly” is an adverb of manner, telling how they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other abverbs. Word? “ Tia/ere.” Relation? “Walk themed?” Idea? Place.e 12. e. “T/zere” is an adverb of place, telling where the boys walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. THE PARSING OF THE \VORI)S ON TABLE IV. Word? “ Cold.” Relation? “Uold‘day.” Idea? Quality.b l. 6. “Cold” is an adjective of Quality, telling the kind of day. RULE 1. Adjectives qualify nouns. Word? “1mm.” Relation? “Man? walks.” Idea? Mat ter.‘ 2. a. “Man ” is a noun, or name, Common, a general name, Masonlme gen ale/r, of the male race. Third person, spoken of. Sengnlar number, denoting out one. .ZVomznatwe case, placed before the verb. RULE 2. The nominative case is the subject of the verb. Word? “Man.” Relation? “0, man .’3” Idea? Matter. 3. (Parse same as above, except—-—) Second person, spoken to. Nominat/ioe case independent. RULE 8. All nouns, of the second person, are in the case independent. Word? “Man.” {elation ? “1}[an4 being killed.” Idea? Matter." , 4. (Parse like “ Man” above, except--—) Nominative case absolute, before the participle.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 12
Date: 1869
Text: W, i .-y x -: m . r. w! ‘f q." , a - 36s,,” l" > I J, ,u” .‘,l' v" . ,. ,~' ,y . r. y m or ENGLISH GRAMMAR. \ 9 Word? “
Show moreW, i .-y x -: m . r. w! ‘f q." , a - 36s,,” l" > I J, ,u” .‘,l' v" . ,. ,~' ,y . r. y m or ENGLISH GRAMMAR. \ 9 Word? “ Conquered.” Relation? “Scott conquered10 Memco.” Idea? ﬂfotion.y 10. g. “Conquered ” is a verb of motion (or rest). Regular, it forms its past tense in ed. Transitive, governing the object, “Mewico.” Indicative mood, indicating positive motion. Past tense, representing past time. T/zird person, singular, to agree with its nomina- tive, (“ Scott”) RULE 9. A verb agrees With its nominative case in num- ber and person. Wbrd? “ IV as conquered.” Relation ? “ Mexico was con- guered.”11 Idea? ﬁlotionﬁ' 11. g. “ 'Was conquered ” is a verb of motion (or rest.) Regular, it forms its past tense in. ed. Passive, having a passive nominative. Indicative mood, indicating positive motion Past tense, representing the past time. T bird person, singular, to agree With its nomina- tive, (“Meccico.”) RULE 9. .Averb agrees, &c., (same as above. , \Vord ? “ Slowly.” Relation? “Moves slowly.”12 Idea? Manner.“ .12. c. “ Slowly” is an advert of manner, telling us how (it) moves. RULE 12. Adverbs qualify verbs, &c. W'ord? “ 0f.” ' Relation? “Book of‘3 Fate.” Idea? Con nection.g 13. g. “ 0f” is a preposition, connecting “Boole” and “Fate,” and showing the relation between matter and quality. RULE 13. Prepositions, connecting ideas of matter and quality, give their phrases an adjective relation to the pre- ceding noun. Word? “ O’er.” Relation? “Smiles o’er“ repose.” Idea? Connection.g 14. g. “O’er” is a preposition, connecting “smiles” and
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