1835 printing of the 1834 copyrighted text. The text uses pictorial illustrations to aid in the instruction of parts of speech. The text covers orthography, etymology and syntax. The syntax sections has examples to be parsed. The Schultz Archive's copy is roughly the complete text.
1831 printing of the 1831 copyrighted text of the Third Edition, Enlarged and Improved. This text is an abstract of a larger book. The directions for teachers says the book may be used with "children from five to eight or twelve years of age." The author states, in the preface, that as grammar is founded in custom, its best to teach students grammar by induction, allowing them to form rules based on their own knowledge of language. The first section of introductory exercises focuses on the senses as a source of knowledge. The second section is inductive exercises for different classes of words, such as nouns, articles, adjectives, and verbs, as well as different cases, such as nominative, possessive, imperative, intransitive, etc. A series of questions is used for each to help a student understand each classification. The final section is Orthography and Orthoepy. Periodically, the text has a section of recapitulation, wherein it asks a series of review questions. The Schultz Archive's copy is roughly the complete text.
1835 printing of the 1834 copyrighted text. The introduction explains the author has taught for ten years and sought to write a text for his own use that comported to his own methods of teaching grammar. He states his text recognizes most of the principles adopted by Murray, but differs in the mode and style of illustrating them. His style of language has been adapted to the juvenile mind and he uses a philosophical mode of parsing and correcting false syntax and orthography to exercise the understanding of the pupil. The text uses numerous questions in each section as a method of exercising students' understanding. The Schultz Archive's copy is roughly the complete text.
1842 printing of the 1842 copyrighted text. The author is credited with a Master of Arts degree and as Professor of Belles Lettres in the High School of Philadelphia. Seeks to address the insufficiency in teaching grammar through parsing alone. It maintains the common forms of classification, but treats orthography more fully than usual, shortens the section on construction, expands the rules of arrangement, and uses oral and written exercises. Derivation has been moved to the appendix. Although it maintains much of Lowth and Murray, the work credits the heavy influence of M'Culloch. The work includes pictorial illustrations, especially in the sections of writing exercises. The Schultz Archive's copy is roughly the complete text.
The printing is indeterminable from the copy. The text was copyrighted in 1828. The author is credited as the Principal of the Mayhew Grammar School in Boston.
The text simplifies the principles of grammar for younger pupils and asks them apply those principals in series of progressive exercises in parsing. Organized by the four divisions: orthography, etymology, syntax, and prosody. It also includes a series of exercises in false grammar at the end. The Schultz Archive copy is roughly the complete text, but the original was apparently water damaged, such that throughout the text the bottom corners are dark and may be difficult or impossible to read.
1845 printing (and second edition) of the 1844 copyrighted text. The author, Reverend Frazee, is credited as the Late Principal of Elizabeth Female Academy, Washington, Mississippi. The work is organized into orthography, etymology, syntax, and prosody. Etymology and syntax are arranged to be progressive and practical, the arrangement being founded on nature and therefore philosophical; definitions and rules are more accurate and precise; the mode of instruction is inductive, teaches the idea, illustrates it plainly, exercises the student upon it, and then requires the student to commit it to memory. The work credits the influence (in philosophical grammar) of Harris's Hermes, Monboddo, Cobbett's Grams. Lewis' An. Outlines, Tooke's Purley, De Sacy, Brewster, Crombie's Syntax, Webster's Grams. Latham's Grams. In practical grammar: Ben Jonson, Lowth, Andrew, Buchanan, Lennie, Stucliffe, Richard Hiley, Alexander, Comley, Chandler, Cardell, Cooper, Alger, Pond, Fowle, Frost, Green, Hull, Ingersol, Nutting, Parkhurst, Picket, Brace, Goodenow, Park and Fox, Pierce, Wright, Hazen, Cornell, Pue. The Schultz Archive's copy is roughly the complete text. 192 pages.
1866 printing of the 1866 copyrighted text. Fewsmith is credited with a Master of Arts and as Principal of an English and Classical School. Singer is credited as Principal of Zane Street Grammar School. The preface states there is an elementary introduction to this work being prepared. The work seeks to offer just the right amount of explanation to aid students in the understanding of its principles. It is for the classroom and personal study, following the usual division of the four parts of grammar: orthography, etymology, syntax, and prosody. Includes examples, models, and exercises (in parsing, false syntax, analysis). Credits the influence of Goold Brown. A grammar handbook structured around simple definitions. The Schultz Archive copy includes only up to page 40 (including the preface and ToC) of a text that is at least 228 pages.
1837 printing of the 1837 copyrighted text. Title page asserts this edition was abridged from a work preparing for publication. No information about the author is given. The preface explores many of what it argues are the faults with the rules of Murray's grammar, from which most contemporary grammar textbooks are derived. In its place, the author is working on a system of grammar termed the Architective, Constructive, or Structural System. It attempts to explain all the relations of words in the forms of speech, and its classifications are based on those relations. The preface says the work draws on, rebuts, or is in response to the works of Lowth, Cheever Felch, Rees, Cardell, Emerson and others.The Schultz Archive excerpt only includes preface and first few examples on nouns/verbs.
1846 fifth edition/printing of the 1843 copyrighted text. The author is credited as the author of District School Speaker. The text endeavors to find a more natural way of teaching grammar than to rely on the methods used for Latin and Greek. The text's first part is a plan for oral instruction. The second part covers the Eight Parts of Speech. The third part covers twelve rules of syntax, and contains lessons for parsing and the correction of false grammar. The Schultz Archive's copy only includes the preface.
1870 printing of the 1870 copyrighted text. The author is credited as the author of books on logic, discourse, composition, and literature. The book is based on Day's rhetoric that argues thought is the starting point for teaching rhetoric, composition, and grammar rather than style and form. The text is aimed at students of different levels, using various font sizes for each: the larger fonts for the young, smallest for older or more advanced. The introductory lessons cover parts of speech. These are followed by sections on concrete nouns (object lessons), attributes, distinctions of nouns, modifying elements, abnormal forms, construction, and explanation. Oral and written exercises are included throughout. The Schultz Archive's copy is roughly the complete text.