1855 printing of 1846 copyrighted text. Preface states that while philosophers have studied the senses, few know about the organization of the human voice. Lessons for Dictation and Grammatical Analysis are interesting reading lessons. Exercises in the elements of pronunciation and subject for composition give the orthography of over 10,000 of the most important words in the English language. The Analysis and Classification of the Alphabet has been newly arranged according to the organic construction of the English language. The whole book is intended to be written and studied by the pupil after the dictation and oral explanation by the teacher. The Schultz Archive copy contains the preface, the index, and pages 48 – 49.
1805 printing of third edition improved. Author is credited as the author of English Grammar, Adapted to the Different Classes of Learners. The contents of the text, except the exercises, were all published in the author's English Spelling Book. The introduction states this book is calculated to assist mother's instruction of their young children. The exercises are called the child's parsing. The Schultz Archive copy is roughly the complete 51 page text.
1899 printing of 1896 copyrighted text. The author is credited as Formerly Teacher of Composition in the State Normal School, Albany, NY. A grammar and composition text. It aims to provide practical training for students whose education ends with common or grammar school, as well as those who go on for further study. Each lesson aims to be a language lesson. Encourages students to cultivate their powers of observation. Connects language to the expression of thought. Selections from the best writers are used to encourage a taste for good literature, to awaken a love of nature, or to deepen a moral impression. Lessons lay out tasks for completion. Incorrect forms for correction are not used. The text also covers letter writing and business forms. Includes pictorial illustrations. The Schultz Archive copy is roughly the complete text, excepting the index.
1866 printing of the 1866 copyrighted text. The author is credited as Principal of the Ringgold Grammar School, Philadelphia, and as author of A Grammar of the English Language. A condensed version of the author's larger Grammar for use as a textbook in schools. This text omits orthoepy, orthography, punctuation, and prosody. Large type and numbered paragraphs indicate what is to be memorized and recited. Accompanying the rules and definitions are examples, explanations, and exercises. The Schultz Archive copy is roughly the complete text.
1835 printing of the second edition of the 1834 copyrighted text. Parker is credited with a Master of Arts, as the Principal of the Franklin Grammar school, and as author of Progressive Exercises in English Composition. Fox is credited with a Master of Arts and as Principal of the Boylston Grammar School. The preface states the text is based on the authors' experience as teachers and purposely uses repetitions and a colloquial style to speak its audience. The "usual arrangement" is not followed. Instead, the pupil is first taught to analyze words and phrases, and etymology and syntax are reserved for after the pupil is familiar with the simpler parts of a sentence. The parsing exercises are designed to give students practice in supplying the ellipses in sentences. The Schultz Archive copy is roughly the complete 96 page text.
Text copyrighted 1905. Previously copyrighted in 1903. Morrow is credited with a Master of Science and as Superintendent of Schools, Allegheny, PA. McLean is credited with a M.A. and as Principal of Luckey Schools, Pittsburgh, PA. Blaisdell is credited with a Ph.D. and as Professor of English in the Fifth Avenue Normal High School, Pittsburgh, PA. Preface states text is for 3rd, 4th, and 5th graders. For each of these years the text is broken into 10 weeks of observation lessons, 10 weeks study of pictures, 10 weeks study of stories and poem, and five weeks study of notes and letters. Each week's work contains four daily exercises in composition (oral or written) and one in elementary grammar. The preface credits the influence of Dr. E. E. White and Prof. L. A. Sherman. Preface states that it is most effective to teach students to speak and write with freedom unencumbered by rules. The grammar lessons are divided by year: 1st year, mechanics of writing; 2nd year, the sentence; 3rd year, the parts of speech. Text contains pictorial illustrations. The Schultz Archive copy is roughly the complete text.
1836 printing of 1836 copyrighted text. Author is credited with a Bachelor of Arts degree and as author of Geographical Key. A grammar for children with an appendix of directions for composing (includes lists of subjects, general [abstract] subjects, and letters). Engravings (illustrations) are used to help teach parts of speech. The Schultz Archive copy is roughly the complete 86 page text.
1891 printing of 1891 copyrighted text. The author is credited with a Master of Arts and as Superintendent Public Schools, Providence, R.I. A collection of 343 lessons structured to develop language and grammar skills simultaneously for pupils of the higher grammar grades. Text considers the pupils needs first then that of the teacher followed, lastly, by the needs of the subject. Covers grammar as the science of the sentence and the elements of composition as the art of writing. The grammar part covers includes analysis and punctuation. The composition part covers the forms of epistolary, social, business, and parliamentary writing; it also provides for practice in writing through exercises in the selection and arrangement of words, in description, narration, reproduction, paraphrase, and essay-writing. The Schultz Archive copy is roughly the complete 299 page text.
1856 printing of 1856 copyrighted text. The author is credited as of Mr. and Mrs. Smith's Female Seminary, St. Louis, MO. Preface states children should begin study of composition as soon as they can write, spell, and define. This study aims to teach the proper application of words together with spelling, including the use of pauses in certain situations. The second part introduces the most common parts of speech with some of their modifications and variations. The author wishes to teach learners to think and to advance in the art of writing their own language quickly and correctly through forming good habits. The lessons mostly consist of lists of words with corresponding fill-in- the-blank sentences as well as fill-in- the-blank sentences without the lists of words. The Schultz Archive copy is roughly the complete 131 page text.
1906 copyrighted text. Scott is credited as Professor of Rhetoric in the University of Michigan. Southworth is credited as Superintendent of Schools, Somerville, Mass. Intended for use with 3rd – 6th grades. A collection of lessons designed to create a liking for good literature by presenting worthy selections to be read, studied, copied, and learned, to help children talk and write about the things they see, and to make children more and more observing through the use of illustrations for descriptive and imaginative writing. Additionally, book one aims to make correct expression habitual, secure the use of correct written forms by giving models for imitation, and to acquaint students with the elementary principals of grammar. The Schultz Archive copy is roughly the complete 238 page text.