A couple of weeks ago I wrote about the worthwhile goal of
owning an example
imprint from specific, influential printers, such as the House of Elsevir.
This week’s book picks up that theme again, though in this case the book in
question is from the family of an important early publisher rather than
printer.
While Ben Franklin might be the more familiar name as a
major early American printer-publisher, the name of radical patriot and
newspaperman Isaiah
Thomas (1749-1831; shown above in a portrait owned by the American Antiquarian Society) is perhaps just as important though perhaps less well
known. Beside printing revolutionary newspapers – many of which were the first
of their kind in the colonies – Thomas also published books, perhaps most
importantly a series of children’s books by author John Newberry. In his time,
the Thomas empire produced more than 1,000 titles (far more than any of his
rivals, including Franklin) and was bolstered by many shrewd business moves,
including buying a book bindery in Worcester in 1782 and progressively opening
branches and partnerships in Boston, Newburyport, Springfield, Vermont, New Hampshire,
New York, and Baltimore. In addition to magazines, newspapers, almanacs, and
other ephemera, the books from Thomas’s sixteen presses included the first
American editions of major English novelists such as Laurence Sterne and Oliver
Goldsmith, the first American novel (The
Power of Sympathy, or, The Triumph of Nature, 1789, by William Hill Brown),
and the earliest American edition of Mother
Goose (1786). His decision to acquire the copyright to all of Noah
Webster’s spelling and grammar books, in 1789, proved a particularly shrewd
investment. After his development of the first truly successful interstate
publishing and retailing network in the history of America’s book trade,
Thomas, in his retirement after 1802, penned the monumental and still relevant History of Printing in America (in
which he provides the first comprehensive and authoritative description of the
people and firms at the heart of the country’s colonial and late 18th-century
through early 19th century book industry) and in 1812 founded the American Antiquarian Society in
Worcester, whose vast collection of pre-1876 American imprints (most donated by
Thomas) is rivaled only by the Library of Congress.
One of my goals has been to acquire a Thomas imprint – book,
pamphlet, or newspaper – in good condition. This week’s item comes close: like
the Elsevir I wrote of before, however, this item is from a later family member in the trade. Upon
his “retirement” from the trade in 1802, Thomas passed his business on to his
son, Isaiah Thomas, Junior (for simplicity, I will refer to Thomas, Junior as
Thomas from this point; if I refer to the father, I will use Thomas, Senior).
Like his father, Thomas rested a substantial portion of the firm’s income upon
that always reliable staple of the industry: textbooks.
This book is The Understanding
Reader: or, Knowledge Before Oratory, Being a New Selection of Lessons, Suited
to the Understanding and Capacities of Youth, and Designed for Their
Improvement. Its goal is to teach students about "Reading”, “The Definition
of Words”, and “Spelling, Particularly Compound and Derivative Words.”
The title-page promises that the book offers “A Method Wholly Different From
Any Thing of the Kind Ever Before Published.” It also offers an observation
attributed to Ben Franklin: “Our boys often read as parots [sic] speak, knowing
little or nothing of the meaning.” The book is by Daniel Adams
(1773-1864), a Leominster, Massachusetts-based academic and physician who eventually
moved to New Hampshire, where he became a state legislator in 1838. Adams’s
textbooks were popular and this was no exception, going through over two dozen
editions from various publishers between its first printing (by [Daniel] Adams
& Wilder for Adams, in 1804) and its last (by Hori Brown of Leicester, MA
in 1821); according to the lavishly descriptive copyright statement on the
verso of the title-page (typical for its day), the book was entered for
copyright in Massachusetts by the Commonwealth’s district clerk (and Salem
native) Nathaniel Goodale, on “the 27th day of September, in the
twenty eighth year of the independence of the United States of America” (that
is, Sept. 27, 1804; because Adams’s preface is dated “Leominster, Sept. 29,
1803” some descriptions of the book by dealers, Wikipedia, etc. misattribute
the copyright to that date – instead, oddly, it seems that nearly a full year
elapsed between Adams’s completion of the book and its appearance in print).
The Thomas firm evidently obtained the copyright shortly after – perhaps almost
concurrent with – the appearance of the first Adams & Wilder edition. This
particular title is an excellent demonstration of the reach of the Thomas
empire, for most of his editions were printed in different cities and towns
around the country and for retail by different specific booksellers in those
cities and towns, but nearly all of them were published by Thomas and bear his family’s name. Like his father
before him, Thomas mastered the lucrative art of book wholesaling.
My copy is of the sixth edition of The Understanding Reader. It was published by Thomas – who
prominently points out in his imprint that he is the “Proprietor of the Copy
Right” – and “Sold Wholesale and Retail by him in Worcester, and by all
the principal Booksellers in the
United States.” It was printed by Ebenezer
Merriam (1777-1858) in Brookfield (today’s West Brookfield), Massachusetts;
the relationship between the Merriam firm, which specialized in textbooks, and
the Thomas family was a productive one, even after the Merriams left Brookfield
for Springfield in 1831. Eventually, in 1843, the Merriams would obtain from
the Thomas clan the copyright to one of their most successful titles, Webster’s Unabridged Dictionary, giving
rise to the title by which the book is more generally known today: The Merriam-Webster Dictionary.
The final page, T6v, presents one of those intriguing
publisher’s advertisements that reveals a bit about the book market at the time
of publication. The advertisement, headed “Valuable School Books”, notifies
readers that “[t]he following valuable School Books are published by ISAIAH
THOMAS, Jun. and are kept constantly for Sale at his respective Bookstores in
Boston and Worcester, Wholesale and Retail; also by said THOMAS and WHIPPLE,
Newburyport.” The titles listed are Scott’s
Lessons on Elocution, Murray’s
Abridgment of English Grammar, the third Worcester edition of Murray’s English Grammar (copied from
the sixteenth London edition; the blurb gives evidence of the pride Thomas took
in his work: “No pains nor expense have been spared in rendering the Third
Edition worthy of the liberal patronage which the former Editions have
received; and the Proprietor thinks he may justly pronounce this Edition
superior to any impression of the work in America; and he flatters himself,
that by its increasing demand, he shall be remunerated for the expense and
labor he has bestowed”), Parish’s
Compendious System of Universal Geography, and Perry’s Only Sure Guide to the English Tongue (“the proprietor
thinks no other recommendation can be necessary than only to mention that from
THIRD to FORTY THOUSAND of the Improved Edition of Perry’s Spelling Book sell yearly”). The ad ends with a note that, “The
Trade are informed that they can be supplied with any of the above in Sheets or
Bound, in large or small quantities, on as low Terms as any similar works are
sold for in the United States.”
As with most such textbooks, the aim of Adams’s book is to
expand and enrich the student’s command over vocabulary and spelling in
anticipation of his or her later lessons in rhetoric and oratory. The contents
comprise sample passages, organized by themes, in some instances being extracts
drawn from notable sources (from Milton to Franklin and the Bible to
Goldsmith); in the margin beside each passage, Adams has pulled out in italics
the key vocabulary word for the student to master. In an innovative use of
pointing, those words that the student is to learn to spell are marked with a
period and those that the student is to learn to define are marked with “a note
of interrogation” (i.e., a question mark). Glancing through the book, it’s
difficult to resist the temptation simply to read down the margin and imagine
the words there are some kind of surreal staccato dialogue out of a lost play
by Samuel Beckett.
Adams’s preface bears quoting at length in several places
because of the insight it affords into early American pedagogical theories about
how, and why, students learned to read and use language. First, after
explaining the punctuation system and how teachers can use it to drill students
who have practiced with the book, Adams explains the “advantages to be derived
from accustoming youth to give definitions of words”; the value of this, he
insists, goes beyond “simply that of becoming acquainted with the meaning of
them”:
1. Their minds will be excited to inquiry. In this way they will arrive to an understanding of many ideas of the Writer, which otherwise would have been wholly lost to them.
2. It will enlarge their acquaintance with language, not only by a knowledge of those particular words which they would define, but also by bringing many new words to their view.
3. It will help them to a readiness and facility of expressing their ideas. There is nothing in which frequent use and practice do more for a man, than in this one thing. If a man has never been accustomed to express himself on any subject or thing, he will be much put to it and appear exceeding awkward at first, however well he may understand the subject on which he would speak.
4. It will inspire them with a confidence in themselves, and in their own understandings, which will go further and be of more use to them on any public or private occasion than whole months or even years declamation on the stage.
The ideas Adams presents hint at dual nature of early
American teaching: it was both rooted in the classical and often mechanical
systems of the European Renaissance (memorization, oration, etc.) and also
pushing towards the more open-ended and progressive systems of the American
Enlightenment and soon-to-develop education reform movement (provocations to
inquiry and exploration, the inspiring of confidence, training in the tools in
addition to the content of learning, etc.).
At the same time, however, Adams – like most compilers of
textbooks for children in the period – understood that the kinds of material he
set before students, the ideas
presented in the extracts, would also be of paramount importance in shaping
their young minds and instilling in them “proper” thoughts and conduct.
Finally, at the end of each chapter, Adams provides a set of questions about
the content of the section and encourages teachers to pose such questions to students
in order to ensure that on top of mastering the language they are also grasping
the ideas presented to them (which span natural history, geography, literature,
biblical narrative, and morality).
The paper is a typical early-19th century cheap
wove stock often seen in textbooks of the period; they measure 11cm x 17cm. The
binding is an unremarkable, thick tanned pigskin – a hide that, given its
extreme durability, was a frequent choice for binders of early textbooks – cut
very unevenly and glued inexpertly onto the boards (probably done by an amateur
or owner rather than Thomas’s bindery; as indicated by the ad quoted above,
Thomas, like other publishers, often sold his textbooks unbound and the buyer
would be responsible for binding or paying for binding). There’s no printing on
the binding, but it does look like a faint handwriting is on the back board; it
is now, however, illegible. The book is 228 pages and may be described
collationally as 2o in 6s: [#] A6-T6 [π]: $1 and 3 [as miniscule
with “2”]. There are no catchwords and no errors in either pagination or
running titles, which are identical throughout the book (except for the
preliminaries, which were printed on sheet A) and suggest the use of a skeleton
forme. There are a few obvious compositional errors – such as setting “thier”
instead of “their” – and, judging from frequent blotting, the inking was
evidently done quickly and with little regard for precision. In general, the
book is in fair condition with some chipping on the binding and some tears to
pages and water stains throughout the block with no loss of text and no loose
pages.
Aside from a pen squiggle on p. 185 (Q3r) there are no
marginal markings. A previous owner has inserted three slips of paper, but
these seem to be meant simply to mark the book’s only three (unattributed)
illustrative plates (a reindeer on p.39; a camel on p. 124; and an elephant on
p. 177). There is, however, some owner’s provenance on the front flyleaf. On
the recto of the leaf a cursive, early ninteenth-century hand has written
“Caroline P. Goodnow’s” and, beneath that in a lighter ink, “Caroline P.
Goodnows | Book Febry 24th 1816”. The only precise match
that I can find for this name in any historical records is a Caroline P. Goodnow
who married Captain Lucius Brigham in Princeton, Massachusetts, in October
1832. One genealogy website guesses that her death date was around 1848, but in
the New England Historic-Genealogical Society’s 1860 Genealogies of the Families and Descendants of the Early Settlers of
Watertown, Massachusetts she is described as still alive in October 1852
when her grandmother died at her house in Lexington at the impressive age of
104. Given the marriage date, it seems probable that this is the same person that
owned my book; as a young girl in the early 1810s, Goodnow purchased Adams’s Understanding Reader, possibly for
school purposes. It’s always exciting to
obtain a book bearing woman’s ownership provenance from an age when literacy
education for women was still struggling to gain a foothold. The fact
that Caroline Goodnow owned Adams’s book stands as a reminder that Adams’s own
casual assumption that his reader would be “a man” (see his goal #3, quoted above)
was, by the early 1800s, an already outdated social convention.