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1890, Textbook of Newfoundland History for the Use of Schools and Academies by The Rev. M. Harvey, F

Lot Number:4383
Completed
Start Time:24/10/2025 9:30:00 PM
End Time:3/11/2025 11:46:57 PM
Bid Count:24
Winning Bidder:5245
Starting Bid:$0.01
Bid Increment:$1.00
Current Bid:$28.00
Bidding complete
Watching:7

1890, Textbook of Newfoundland History for the Use of Schools and Academies by The Rev. M. Harvey, F

📘 Bibliographic Information

  • Title: Text‑Book of Newfoundland History for the Use of Schools and Academies. 

  • Author: Moses Harvey (1820‑1901). 

  • There are multiple editions:

    • An 1885 edition: Boston: Doyle & Whittle. 

    • A 1890 edition: London; Glasgow: 1890, listed as “2nd ed., revised and enlarged” with 188 pages, map, 19 cm. Physical description (1890 edition): 188 pages; includes a map. 

  • Scope: A textbook history of Newfoundland (and implicitly Labrador) intended for schools/academies. 

🧭 Content & Use

  • The work was used as an educational textbook in Newfoundland schools for teaching the island’s history. 

  • It reflects how Newfoundland’s history was taught in the late nineteenth century, produced by a native Newfoundland author and educator.

  • The book is cited in studies of Newfoundland’s educational history as the seminal textbook of its era. 

✅ Significance

  • It is important as a primary source for historians of Newfoundland because it shows how local history was packaged and taught in colonial Newfoundland.

  • It also provides content about Newfoundland’s history, geography, resources, and development from the perspective of the late 19th century.

  • Its multiple editions (1885, 1890) show its adoption and use over time.

⚠️ Considerations / Notes

  • If you are using a bibliographic citation for the “1890” edition (as you asked), make sure to note that the publisher is London; Glasgow: W. Collins (or similar, depending on edition). For example, one catalogue lists: “London: W. Collins, 1890.” The textbook reflects the historiography and educational norms of its period (late‑19th century), which means it may have imperial, colonial or Eurocentric biases and may not address all perspectives (e.g., Indigenous histories) in the way modern scholarship might.

  • The author’s viewpoint and audience (schools/academies) shaped the content and tone—it is not purely a scholarly monograph but a pedagogical tool.

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