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.
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.
1894 copyrighted text. Metcalf is credited as Supervisor of Schools in Boston, MA. Bright is credited as Superintendent of Schools, Cook County, IL. A rearrangement of the authors text, Language Lessons, for a younger class of pupils. The preface argues students need opportunities for observation to awaken interest and stimulate thought. This text provides students with exercises giving students opportunity to speak and write. Poems are included to be read and committed to memory and occasionally to be studied. The text includes some illustrations to spur observation and thought. The Schultz Archive's copy is roughly the complete text.