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.
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.
1851 printing of the 1851 copyrighted text. 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. Bullions's Progressive Exercises text is intended to give students an opportunity to apply what they have learned in his Principles of English Grammar grammar handbook to distinguished literary works. The does, however, have directions for analysis and parsing on paged 5 thru 29.The short work includes selections of poetry and prose that the students are expected to analyze and parse in order to exercise the principles that they previously learned. As such, this text is a supplementary work that is not expected to stand alone. The Schultz Archive includes everything up to page 73, where the text abruptly ends. The scans are good quality, however.
This new edition, revised, re-arranged, and improved was published in 1851 and copyrighted in 1851. The author is credited as Reverend P. Bullions, Doctor of Divinity, Late Professor of Languages in the Albany Academy, and the author of the Series of Grammars, Greek, Latin, and English, on the Same Plan. (Making the teaching of these grammars the same is part of Bullions' method.) Bullions claims that this work intends to do more than summarize the foundational work of Murray's grammar. The author also credits the influence of Lennie, Angus, Connel, Grant, Crombie, Hiley, and Beck. Grammar is both a science and an art, according to the author. He attempts to make the principles of English grammar accessible to young students through the use of definitions to be committed to memory and numerous examples, such as examples of false syntax for correction. The text is divided into orthography, etymology, syntax, and prosody. The art of composition is given a handful of pages in the prosody section. The Schultz Archive only includes a very brief excerpt of the title page, preface and table of contents. The scans are good quality, but there is some highlighter throughout that obscures some 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.
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.
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.
1868 printing (40th edition, revised) of the 1864 copyrighted text. The author is credited as the Principal of Cortland Academy and author of three other books on grammar and the English language. Rather than begin with the usual brief section on orthography, the text's first part touches on words, phrases and sentences. Part two is etymology, part three is syntax, and part four is prosody. The author uses circular charts to aid students with learning grammar. Sentences are diagrammed to separate their elements. Examples, exercises and review questions are implemented throughout. There are many exercises in analysis. The Schultz Archive's copy only includes the first 67 pages of the text, which runs through all of part one and ends on the first page of part two.
1895 printing of the 1895 copyrighted text. Reed is credited with a Master of Arts degree. Kellogg is credited with a Doctor of Laws of English degree. Together they are credited as the authors of two other texts of English lessons. A complete, consecutive, and carefully graded series of inductive lessons in composition-writing, emphasizing habits of close, logical observation and the discipline of taste. Subjects covered include capitals, abbreviations, punctuation; noun and verb agreement; possessive and explanatory modifiers; the complex sentence; noun clause--construction; construction of pronouns; construction of gender-forms; qualities of style; versification; letter writing; and conjugation. The Schultz Archive's copy is roughly the complete text, but even numbered pages are cut off on the edge of one side, making some of them difficult to fully decipher. End of binding features excerpt from Word-Building with Roots, or Stems, and Prefixes and Suffixes.
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.