This second edition is dated 1829. The author is credited on the cover as a teacher. This texts uses a system of mnemonics to teach children the useful science of grammar. It has mothers and young instructresses in mind, who are untrained and therefore unlikely to teach it without a simple method. Chapters have a section to be read, a recapitulation lesson section to be memorized, and a practice section founded on scripture to provide moral instruction. The work also has wood-cut illustrations. The Schultz Archive's copy of this text is incomplete. It is missing numerous pages, but it does have a sample of pages from throughout the text. Attached is the text of a similar work of similar inspiration (it acknowledges sharing the same wood-cut illustrations), published in 1832 in New York: The Infant School Grammar Consisting of Elementary Lessons in the Analytical Method; illustrated by Sensible Objects and Actions.
Copyrighted 1894. The author is credited as having a Master of Arts and as Superintendent of Public Instruction, Brooklyn, NY. This text uses an inductive method and is designed in three parts for use over the course of three years of schooling, beginning as early as the third year of primary school. The first part contain exercises for constructing simple sentences. The second part requires students to construct sentence and to distinguish the sentence's parts. The third part begins generalization and continues analysis and synthesis of typical sentences with attention paid to irregular verbs. Exercises in composition with narratives and description are used in conjunction with the sentence and word forms. Models are provided for imitation. Exercises provide forms of sentences and the words to be employed. Some pictorial illustrations are included. Some poems are also included for appreciation. The author credits the influence of German language books by Baron, Junghann, and Schindler. The Schultz Archive's copy is roughly the complete text.
1854 printing of the 1853 copyrighted text, a new revised and corrected edition.The author is credited as Reverend P. Bullions, Doctor of Divinity, and the author of the Series of Grammars, Greek, Latin, and English, on the Same Plan. The work is divided into orthography, etymology, syntax, and prosody. Definitions and rules are meant to committed to memory, some illustrations may be provided, questions follow to be answered by the students, then exercises in parsing are given. The book seeks to combine the principles of grammar with the principles of composition. Not for students older than twelve or fourteen. The Schultz Archive's copy is the complete text.
No information on the printing is provided. The copyright is 1827. The author is credited as the author of two other books on grammar. It is designed for the youngest learners or those who need an easy introduction before moving on to a "larger treatise," such as the author's The First Lines of English Grammar and The Institutes of English Grammar (both of which are also included in the Schultz Archive). Its method is a systematic mode of parsing and memorization, adapted to the monitorial method of instruction and any method where the book is the principal source of information. It covers orthography, etymology, and syntax. The parsing exercises are followed by question and answer dialogues, presumably to be memorized by the students. The Schultz Archive includes the complete text, and it is in good quality.
No printing information is given. The copyright year is 1856. The author has many years in the business of teaching, according to the preface. Language relates to human nature and grammar is the science of language, according to the author. Bradbury's grammar handbook works through lessons on English grammar from a very basic starting point. The chapters visible on the table of contents are the noun, the pronoun, the adjective, the verb, the adverb, and the preposition. For each grammar point the text makes it originates with a rule, principle or definition, which is to be committed to memory. These rules are followed by questions and examples to assist the student in application of the point. Finally, there are periodic reviews to refresh the students' memories about the various points that have been covered. The Schultz Archive only includes a very brief excerpt of the title page, contents, preface, section on nouns/pronouns and a single page on syntax. The scans are all readable, but the pages are cut maybe a third (maybe less) of the way from the bottom.
1896 copyrighted text. Practical construction and logical arrangement of lessons designed to lead the pupil from perception to expression, illustration to definition, sentence-building to composition. It uses pictures, poems and unfinished stories for exercises as well as questions at the beginning of lessons. Progressive lessons on word forms and sentences structure are combined with exercises in narration and description. Good models are used to teach good style through imitation. The Schultz Archive's copy is roughly the complete text.
1889 copyrighted text. Drawn from the authors' classroom experiences as teachers, this practical and logical grammar through experience and observation rather than memorization. It features a system of grading as well as consideration of composition and letter-writing. For younger children. The Schultz Archive's copy is a brief excerpt including the introduction, the contents, pages 6 and 7, and pages 154 - 159.
1847 printings of the 1846 copyrighted texts. The author is credited as having a Master of Arts. The text includes exercises with pictorial illustrations accompanied by connected phrases to teach parts of speech, such as articles and nouns; article, adjective, and noun; and intransitive predication. No instructions are given for each exercise. The Schultz Archive's copy of these two texts appears to be complete, although no table of contents exists to verify.
1869 copyrighted text. The author is credited as having a Master of Arts and as the author of "Practical Grammar of the English Language." A grammar textbook written for beginning and advanced students. Part one consists of model oral lessons, on subjects such as naming things, action-words, and word-picturing. Part two covers a more systematic arrangement of the classifications of grammar and includes questions and illustrative examples. Part three covers the properties and modifications of speech with models for parsing and analysis. Part two includes synthetic exercises, while part three has exercises in false syntax. Review questions are used. The Schultz Archive's copy is roughly the complete text.
Revised 1880 edition of the original 1869 copyrighted text. The author is credited as having a Master of Arts. A grammar textbook written for beginning and advanced students. Part one covers technical grammar, sentence-making, and composition. Part two covers properties and modifications of different parts of speech. Part three is punctuation. Exercises in false syntax, guiding questions for descriptions of pictorial illustrations, fill in the blanks for words and phrases, and parsing and analysis (with diagrams for mapping sentences). The Schultz Archive's copy is roughly the complete text.
1871 printing of the 1871 copyrighted text. No information on the author is given, although the author is presumably one of the publishers. The preface explains that twelve-year-olds should be able to speak and write accurately, avoid vulgarisms, and detect errors. While most methods of teaching grammar incorrectly focus on memorization, this text is interested in teaching the practical use of language. This is done through observation (or perception) of correct models, imitation of those models, and finally construction of correct sentences. Observation of correct sentences is guided with questions. The text is organized into punctuation, objects, pictorial illustrations (pictures), brief narratives, poems to be rewritten into prose, letter writing, longer narratives, and activities of classifying words. The Schultz Archive copy is roughly the complete text.
1876 printing of the 1876 copyrighted text. A revised edition of the "popular" 1871 text. Preface explains it strives to teach children to use language, and is meant for nine, ten, and eleven-year-olds. The work is divided into two parts: part one for the year when students read the Third Book in a series of readers, part two for the succeeding year. Students are meant to write in response to the book's questions, the teacher is meant to correct these answers, and students are then to revise them. Illustrations are used to teach children through observation and to teach them facts of natural history. Part one is organized into chapters covering punctuation, words classed by use, errors, descriptions, comparisons, , objects, pictures, and genres (poetry, prose, letters, receipts, advertisements). Questions and sample teacher-students conversations are used throughout. The Schultz Archive's copy is roughly the complete text.
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.
1828 printing, the second edition, copyrighted 1827. Short book focusing on exercises etymological and syntactical parsing that grow in difficulty over each chapter. The work attempts to make the study of English grammar easier through classification of the forms of English construction. It is to be used after students have committed the rules of grammar to memory. There are forty lessons in all. Some use quotations by distinguished authors. The Schultz Archive's copy is roughly the complete text.
No printing year given. 1897 copyrighted text. The author is a Ph.D. and credited as President of Swarthmore College. Based on two leading ideas: progressive exercises in composition and an inductive approach to grammar. The work is divided into sentences exercises and composition exercises. The exercises are based on occupations, nature, history, and great literature. Pictorial illustrations are used to stimulate the imagination. Book I of the text is for third and fourth graders. Book II is for fifth and sixth graders. The author credits the influence of Baron, Junghann, and Schindler. The Schultz Archive's copy is roughly the complete text of Book I.
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.
1847 printing. No copyright date provided. The author is credited as Editor of the United States Gazette. A grammar handbook for those who feel "the need of simple and familiar explanations and illustrations, and oft-repeated rules." Chandler claims that this textbook is intended to present grammar instruction in a more interesting manner than it is usually presented. He claims that his text accomplishes this goal through the use of familiar language, numerous examples and illustrations, and through exercises in parsing. Chandler does not intend for this textbook to replace the grammar instructor, but that the book should be used as an effective supplement to in-class instruction. The Schultz Archive only includes a brief excerpt of the cover page, preface and the first 11 pages of content. The scans are good quality, but there are a few markings that obscure the text.
1842 printing. No copyright date given. No information on the authors is provided. The authors' text begins with a brief discussion of the inefficacy of the previous method of instructing grammar and composition, which included a heavy emphasis on rule memorization and the reading--and subsequent copying of--classic texts. The authors, instead, advocate a more "natural" approach to the acquisition of grammar and composition: practice, object use and familiarity. The authors propose students should be given the chance to copy short pieces by good authors to learn neatness and exactness. They then work with writing about familiar objects, exchanging their work and correcting each other's errors, discussing their work as a class, then having their instructor provide feedback for correction. The authors suggest beginning with concrete objects that are near the students and progressing through to more complex abstract ideas and series of objects in order to assist in the acquisition of composition abilities. The Schultz Archive includes the complete text (although it is a fairly short text), and the quality of the scans is fairly good; however, there are a few places where markings on the text are somewhat distracting.
The second edition, printed 1859, copyrighted 1858. The work begins with twenty pages of certificates: words of praise from various people. A grammar handbook aimed at a wide audience of readers who wish to become "grammarians." Based on Lindley Murray's Grammar and the work of Samuel Kirkham, the author seeks to establish a more effective and systematic method of teaching students to parse and correct. For each grammatical principle Caldwell offers a number of questions and answers to elucidate the system of grammar. Students are expected to memorize the answers (the rules). Examples of false orthography, false syntax, and false punctuation are used to teach correcting. The Schultz Archive only includes a brief excerpt, but the scans are good quality. However, some highlighter obscures text throughout.
1873 printing of the 1873 copyrighted text. The author is credited as having a Master of Arts degree, as Principal of the Ralston School in Pittsburgh, and as the author of two other books on grammar. Burtt's Primary Grammar is intended to be a supplemental work for his text Practical Grammar. Primary Grammar, Burtt professes, will simply and practically present the basics of English grammar by providing definitions, exercises, examples, models and questions to assist in the application of parsing and other grammatical concerns. The text advocates students be required to recite answers in complete sentences. The work has three sections: introduction, parts of speech, and analysis of sentences. The analysis of sentences section has false syntax for correcting and examples for parsing and analysis. The Schultz Archive includes up to page 49, where it abruptly ends, and the scans are all good quality.
1870 printing of the 1870 copyrighted text, a revised edition of the Common School Grammar, and Introductory to the Practical Grammar.The author is credited as Peter Bullions, Doctor of Divinity, and the author of the Series of English, Latin, and Greek Grammars, and Latin and Greek Readers. Bullions's School Grammar is designed to have a high level of practicality for the students who use the text. In the preface, the author identifies the primary audience for this text to be young students who do not have time to devote to more detailed grammar handbooks. The text is organized into orthography, etymology, syntax, and prosody (prosody is very brief). Emphasis is put on comprehension and application. Within each lesson, explanations are followed with illustrations, then observations, questions, and exercises in application. The teacher is instructed to supplement the text as necessary with any information that s/he does not find in this book. The Schultz Archive includes a mostly complete text with a number of issues. The scans are mostly legible, but there are a number of pages that are repeated, missing, out of order or upside down.
No information on edition or printing is on this copy. The title state the author is an instructor.
Balch's primary school grammar handbook wishes to change the manner in which grammar is taught to schoolchildren. Instead of expecting them to memorize and apply myriad rules in which they are not interested, Balch believes children's natural interest should be fostered by the usage of familiar things to teach. The Schultz Archive only includes a very brief excerpt of the cover page and preface. The quality is poor, but everything is legible.
No printing or edition information is provided on this copy. Rufus W. Bailey has a Master of Arts degree, but his status as a reverend is omitted on this text. He was a teacher for over thirty years. The prefaces states this book is for mothers, fathers, elder brothers and sisters, and female teachers employed in primary and public schools. A grammar handbook for younger students that features various modes of examples such as lists or mock conversations. It argues that children learn nouns first, then verbs, and then the combining of these two in sentences. Part one teachers sentence structure and parts of speech; part two, etymology; part three, syntax; part four, rules of punctuation, orthography, and a dictionary of english grammar. It does not use exercises of correcting false grammar, as the author believes those are unhelpful. The Schultz Archive's copy is the complete text.
No edition or printing information is given on this copy. The author alludes to the fact that he is a teacher in the preface where he addresses the audience as his “fellow teachers.” Badgley's work is a grammar textbook for school children that emphasizes object teaching and working with the familiar in order to promote a better understanding of the English language. Badgely states the instruction is drawn from nature and uses the inductive and synthetic method. It moves from facts and things to general truths and from arranging words into sentences to analysis. “Ideas and thoughts precede expression.” The sections are grammar and the parts of speech; classification and variation of nouns and pronouns, adjectives and adverbs; analysis of sentences and syntactical parsing; and syntax (a list of rules and exercises of violation of these rules).The book provides exercises in the form of staged conversations in order to better relate to the students. The Schultz Archive includes the complete text in very good condition.