Customer Reviews

The Young Composers: Composition's Beginnings in Nineteenth-Century Schools (Studies in Writing and Rhetoric)

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The author serves us well by clarifying the idea of democratization of writing instruction, which began in the nineteenth century schools. It is the method of asking students to write about their own experiences, rather than following the works of great writers. As a result of her work the question can now be raised about which method makes for a better education. The author includes some interesting student essays, for example one from 1846 about the moral dangers of reading novels.

As an editor who has been assocaited with newspapers and magazines for a number of years, I am interested in all aspects of writing, but Ms. Schultz's book, The Young Composers, is the first time I've had a clear picture of how writing instruction evolved along with our educational system in the last century. Although I am sure Ms. Schultz's primary audience are her colleagues who teach English throughout the country, The Young Composers presents a fascinating story in an engaging way that will interest anyone who loves putting words together. It is, in short, a fine piece of writing itself and well worth a read.

Although meticulously researched, this book is delightful to read, accessible, clear, and often amusing. It provides a new view of the development of contemporary ideas in the teaching of writing, helping us to understand the background of many debates still raging, for example, the role of personal experience in the development of student writers. Most interesting for the contemporary elementary or high school teacher is the revelation that so much that we consider innovative in writing instruction began in the schools not in the colleges. The book serves, then, as a useful corrective to the often elitist view of knowledge always being constructed in the university and sifting down to the lower division schools. The examples of 19th century writings and texts are fun to read, and the effect of the whole work is to help us understand what was originally at stake in the move to situate authority and meaning in the lives and experiences of student writers.