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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 11
Date: 1869
Text: 8 OF ENGLISH GRAMMAR. Ruixr 4. <A noun or pronoun construed with a partici- ple is in the case bsolute. Word? “Man.” Relation? “Man’s’ horse.” Idea
Show more8 OF ENGLISH GRAMMAR. Ruixr 4. <A noun or pronoun construed with a partici- ple is in the case bsolute. Word? “Man.” Relation? “Man’s’ horse.” Idea? Quality. ®. (Parse same as Jan’, except—) Possessive case, possessing the noun. uty 5. The possessive case possesses the noun. Word? “ Man.” Relation? “Saw man.®’ Idea? Com- plement of action.’ G6. (Parse same as Jan’ except—) Oljectwve case, complement of action. Rutz 6. Transitive verbs require an object to complete the action. Word? “Man.” Relation? “To man.” Idea? Dérection. @. (Parse as “ Man,” except—) Objective case, governed by the preposition. Kutx 7. Prepositions govern the objective case. ‘Word? “He.” Relation ? “(John)* Ae’ is.” Idea? Matter 8. “ He” is a personal pronoun, standing for the noun “ John ;” third person ; singular number; masculine gen- ‘der; and nominative case to the verb “ és,” Kure. 8. Pronouns agree with the nouns for which they stand in gender, person and number. Word? “Js.” Relation? “John és.” Idea? rest.’ 9. y. “Is” is a verb of rest (or motion.) Lrregular, it does not form its past tense in ed. Intransitive, having no objective ease. Indicative mood, indicating positive motion or rest Present tense denoting present time. Lhird person, sirviular, to agree with its nomina- tive (“John.” Rute 9. A verb agroes with its nominative case in number and person. �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 7
Date: 1869
Text: Wan, 4. ORAL AND OBJECT TEACHING Rute 3.—Arrange the words in columns, and re-dupli- cate so as to give each word its natural relation, and prefix to
Show moreWan, 4. ORAL AND OBJECT TEACHING Rute 3.—Arrange the words in columns, and re-dupli- cate so as to give each word its natural relation, and prefix to each word the proper sign to indicate its dea and relation. Was Not!” heard, 12 == Ajja drum 1A—= DruM?,x was heard 2 X ae ‘Drum WAS HEARD!) y 11,Y— OK Was N’(or)!? heard (h) 12 Drum was ’or',@ note was 16,G=—= Ala note 1,A— FUN’RAL!,B note 1,B= NotE?,x(was heard)2,X— Note was, &c, As'6a we hur- ried, &c. 16,G== (John Moore) *His*,B corse 8,5, B== Hurried CoRsE® | = Hurried To'4,¢ ramparts 11 THE!A ramparts LAS To RAMPARTS’, E 7,E—= (Soldiers) ®Ws?,x hurried 82, X— (h) ‘‘ Nor” is a contraction of ‘“‘not” and ‘‘or’’—n(ot)or. We HURRIED", y corse 10, Y— se >—\_ >> Discharged Nor!? 12— Ala soldier 1,A—= SOLDIER*,X discharged 2,X— Soldier DISCHARGED’ y shot 10, Y= Be Soldier, *H1s°,B shot 8,5,B== FAREWELL',B shot 1,.B—= Discharged Sxuor® — Discharged O’eR" G grave 14,G—= THE!,A grave L A= O’er GRAVE’,E 7, E=— Discharged WHERE!2,K (in which) 12,E— Soldier, %OuR®,B hero 8,5,B=—= Buried HEROo® 6=—= (Soldiers) SWr?,x buried 8,2,X== We BurRieD!*,Y hero 10, Y= ‘WN (ot) is a negative adverb, *‘ denyiny that the subject is in the predicate,” and ‘or’ is a conjunction, con- necting two principal propositions, Rute 4.—Place the “Key to the Grammar of all Languages” so as to form an equation between the signs m the lesson and the key, ie., 12 — 12, 1,A — 1,A, &c., and you will experience no difficulty in classifying the words, or analyzing the sentences. CicrRo versus CArILINE. (Juousque tandem abutere, Catilina, patientia nostra ?—= (Juamdiu-etiam furor iste tuus nos eludet Quem ad finem sese effrenata jactabit audacia = = �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 8
Date: 1869
Text: re OF ENGLISH GRAMMAR. = Abutere QUOUSQUE 12,d 12,d = Abuse How Lone 12,d, 12‘d = Abutere TANDEM 12,d 12,4 = Abuse THEN 12,d, 12,d = (Tu) ABUTERE 10,y
Show morere OF ENGLISH GRAMMAR. = Abutere QUOUSQUE 12,d 12,d = Abuse How Lone 12,d, 12‘d = Abutere TANDEM 12,d 12,4 = Abuse THEN 12,d, 12,d = (Tu) ABUTERE 10,y patientia 10,y == Willyou ABUSE 10,y patience 10y = (O) CaTILINA 3 3 = (0) CaTELINE 3 3 == Abutere PATIENTIA 6 6== Abuse PaTIENCE 6 . = 7 NostRA ? 1,a patientia la = : OuR? },a patience la= Eludet QuampIu 12,d 12,d=—- Kvade How Lone 12,4 BBs Tu abutere ETIAM § furor nos 16 You will ALSO § fury will } 16 Patientia § 16,g ? eludet 5 abuse patience 16,¢ evade us g Furor 2,x eludet 2,x = Fury 2,x evade <== Iste la furor la= THIs 1,a fury 4.a=—= Tuus l,a furor l,a = Tuy l,a fury La = ie ee es 36 = Furor ELupEtT? 10,y nos 10,y = Fury WILL EvapE? 10,y us 10,y = QuEM J],a finem la = Wuat l,a end ia = Jactabit AD 14,¢ finem 14,g — Will carry To 14,¢ end 14,g —= o : Ad Finem 7 q To Enp 7 i= Se : SESE $6 = a : { Tsu 6.8 s=- HFFRENATA 1,b audacia 1b UNBRIDLED 1,b audacity 1,b = Audacia JACTABIT 10,y sese 10,y = Audacity WILL CARRY 10,y itself = AUDACIA? 2,x jacabit 2,x = AUDACITY ? 2,x will carry 2,x = ONE SENTENCE AND ONE PROPOSITION. Y ® SS walk slowly there. AND LE 2 3 Now two young boys RELATION AND PARSING OF WORDS. Walk Now 12.D = Two 1.A boys = Youne 1.B boys = Boys 2.X walk — Boys WALK 9.Y = Walk SLowLy 12.0 = Walk THERE 12.E = Norgt.—The Tables, like those in arithmetic, must be perfectly committed before the learner can use them, and this can be done by practising on these lessons; and by the time he has them committed, he will be able to apply them in practice in all cases. Remember that education means comparing with a known standard and forming cor- rect conclusions. �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 5
Date: 1869
Text: DEFINITION OF TERMS. ; Oxsects—Things obvious to the senses. | Impression—A picture of these objects on the bra.n. Ipras—The complements of an
Show moreDEFINITION OF TERMS. ; Oxsects—Things obvious to the senses. | Impression—A picture of these objects on the bra.n. Ipras—The complements of an impression, being the seven parts into which the impression is divided. Expresston—The act of pressing out these ideas in words. Worps—Articulate sounds, used as signs of ideas. Lrerrers—Marks, representing the sounds which the human voice is capable of making. Proposrrron—A judgment of the mind, expressed in words. All judgments must be either affirmative, xX IS n Wel or negative, x is NOT ee Casn— The relation which the noun has to other words. Parts or Speecu— The relation which words have to nouns X—Svussect—The thing we are talking about. W—Prepicate—W hat is said about the subject. Purtosopny or Laneuace—tThe relation existing between edeas and words. : There are ten different kinds of ideas, the expression of which constitutes language. Seven of these are primary, and three are relatwe. 7 Prrary meas can be expressed bya single word. They are : # Ipgas, guantity, quality, matter, motion, time, manner, place. Worps, Two young boys walk now slowly _ there. The Re.ativE EAs are incomplete when standing alone, serving only to connect two of the primary ideas, and are always used in dependent propositions and phrases. Direction, Comparison, Connection. — — from — to —; — — —er than — ; — — when — — —-. Before the above words can express any ideas, the elipses must be filled weth primary ideas. Entered according to Act of Congress, in the year 1869, by Sopomon BaRRetr, in the Clerk’s Office of the District Court of the U. S., for the Southern District of New York. �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 2
Date: 1869
Text: _ As this plan dramatizes the theory of grammar. re- ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will
Show more_ As this plan dramatizes the theory of grammar. re- ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will ask the following ques- tions : What is an object /—an impression ?—an expression /— an idea ?—a word ? &e. The class reading the responses in concert from page 2d, the teacher explaining the relation between words, ideas and objects. The class will now proceed to scan the Burial of Sir John Moore, analyze and parse the words in the title page, com- paring the sentence, proposition, and each idea and word _ in it, with its correspondent in the key, thus: TracHER— Now ?” Crass—‘ Walk now” equals (=) “moves slowly.” If “ slowly” is an adverb, modifying “ moves,” then “ now’ 18 an adverb modifying “ walk.” TRACHER— lwo ? Crass—“ Two boys” equals (=) ‘“ cold day.” If “ cold” is an adjective qualifying day, then “two” is an adjective qualifying boys, &e., going through with each word in the same manner. . They will now turn to page 6, and go over the dialogue, thus : Tea.— Word? Orass—‘ Now.” Tra.—Relation? Crass _“ Walk now.” Tea. Idea? Crass—‘7rme,—Now is an adverb of time, telling us when they walk,” etc., dis- posing of cach word in the same manner, going over it again and again, until the lesson is perfectly engraved on the memory. In the same manner go over the rest of the exercise from the 3d to the 15th page, the class reading in concert. By this process, commutting, reciting, applying, and understanding the definitions and rules of grammar are combined in the same operation, and the student is com- pelled to teach himself, saving half the labor and time to both teacher and student, usually spent in learning it in the old way. �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 9
Date: 1869
Text: EXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Wow.” Relation? “Walk now.” Jdea? Timea 12. d. “Now” is an adverb of time, telling us when they
Show moreEXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Wow.” Relation? “Walk now.” Jdea? Timea 12. d. “Now” is an adverb of time, telling us when they walk. Rure 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. Word? “Zwo. Relation? “Two! boys.” Idea? Quantity 4 I.a. “Zwo is an adjective of quantity, telling how many boys walk. Rote 1. Adjectives qualify nouns. Word? “ Young,” Relation? “ Young boys.” Idea? Quality.” 1. 6. “ Young” is an adjective of guality, telling what kind of boys walk. Roure 1. Adjectives qualify nouns. Word? “Boys,” Relation? “ Boys? walk.” Idea? Matter. 2,2. ‘ Boys” is a noun, or name. Common, a general name. Masculine gender, of the male race. Lhoird person, spoken of. Plural number, denoting more than one. Nominatwe case, placed before the verb. Roxie 2. The nominative case is the subject of the verb. Word?“ Walk.” Relation ? “ Boys walk.” Idea? Motion.¥ 9. y. “Walk” is a verb of motion (or rest.) fvegular, it forms its past tense in ed. Lntransitive, having no objective case. Indicative mood, indicating positive, motion or rest. Present tense, denoting present time. Lhird person, plural, to agree with its nomina- tive, (“* boys’). Rutz. 9. A verb agrees with its nominative case in number and person. Word? “Slowly.” Relation? “Walk slowly,"” Idea? Manner. �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 10
Date: 1869
Text: ORAL AND OBJECT TEACHING 4 12. c. “Slowly” is an adverb of manner, telling how they walk. Rure 12. Adverbs modify verbs, and compare adjec- tives and
Show moreORAL AND OBJECT TEACHING 4 12. c. “Slowly” is an adverb of manner, telling how they walk. Rure 12. Adverbs modify verbs, and compare adjec- tives and other abverbs. Word? * There.’ Relation? * Walk there.”” Idea? Place.’ 12. ¢. “There” is an adverb of place, telling where the boys walk. Rure 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. THE PARSING OF THE WORDS ON TABLE IV. Word? “ Cold.” Relation? “Cold* day.” Idea? Quality.» 1.2. “Cold” is an adjective of quality, telling the kind of day. Rutz 1. Adjectives qualify nouns. Word? “Man.” Relation? “dlan’ walks.” Idea? MMat- ter.* 2. «2. “Man” is a noun, or name, Common, a general name, Masculine genter, of the male race. Third person, spoken of. Singular number, denoting bwé one. Nominative case, placed before the verb. Rurr 2. The nominative case is the subject of the verb. Word? “Man.” Relation? “O,man 2” Idea? Matter. 3. (Parse same as above, except—) Second person, spoken o. Nominative case independent. Rute 3. All nouns, of the second person, are in the ease independent. Word? “Man.” Relation? “Man* being killed.” Idea? Matier* . 4, (Parse like ‘“ Man” above, except—) Nominative case absolute, before the participle. �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 6
Date: 1869
Text: MODEL EXERCISES ON THE KEY, Giving Full Directions for Analyzing and Parsing, applied to all Languages. | —— Rutr 1.—Divide the composition into
Show moreMODEL EXERCISES ON THE KEY, Giving Full Directions for Analyzing and Parsing, applied to all Languages. | —— Rutr 1.—Divide the composition into sentences, by separating them from each other by a FuLL stop. (! Zor . ) EXAMPLE. Not a cram was heard, nor a fun’ral note, As his corse to the rampart we hurried. =, = Not a soldier discharged his farewell shot O’er the grave where our hero we Hared.. == Ruiz 2.—Divide each sentence into Propositions and Phrases, separating them from each other by commas and semicolons (,;), and affix to each its appropriate sign :— To the principal Proposition, * =; To the dependent I r »positions, | —, And to the dependent Phrase, t — , | A drum X | | was not heard, Y, | sr or Fe ee | A funeral note, X | | Beye SX, | a = | ag his corse, to the ramparts, , | | we X | hurried Y. I] = es He A soldier X | discharged Y not his farewell a = ) | shot, o’er the grave, { t == | t | where our hero we X -| . i = Seok buried Y, �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 4
Date: 1869
Text: ORAL AND OBJECT TEACHING OF ENGLISH GRAMMAR. oR pire eretty me " i U 1 N 5 u SQ = Sy = ee ~ = om Sr AO Nehaaliatis ae Havant AEN oe ae LUTTRy SO
Show moreORAL AND OBJECT TEACHING OF ENGLISH GRAMMAR. oR pire eretty me " i U 1 N 5 u SQ = Sy = ee ~ = om Sr AO Nehaaliatis ae Havant AEN oe ae LUTTRy SO we ty =e ey TAR we — cy — Sa 2 Va Gi 40 NOISSAudxJ III �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 3
Date: 1869
Text: Aa tas PG DA, 20 ¢ ARR 8 Has PAP HP say Fine, a o> �

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, back cover
Date: 1869
Text: ma As : : �

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools
Date: 1869
Text: MODEL LESSONS IN ORAL AND OBJECT TEACHING OF ENGLISH GRAMMAR, ADAPTED TO THE Key to the Gramma of all Languages, FOR THE USE OF SCHOOLS. BY SOLOMON
Show moreMODEL LESSONS IN ORAL AND OBJECT TEACHING OF ENGLISH GRAMMAR, ADAPTED TO THE Key to the Gramma of all Languages, FOR THE USE OF SCHOOLS. BY SOLOMON BARRET# NEW YORK: # McBripe & Marrart, Printers, No. 36 Deyegpreer. 1869. s ng to Act of Congress, in the year 1869, by SoLomon Barre -the District Court of the U. §., for the Southern District of � fo Ff INTRODUCTION. GRAMMAR is written on the face of nature. We are sur rounded by millions of worlds in rapid motion. Now, MATTER, with quantity and QUALITY, is nouns and pronouns. Adjectives. Inu MOTION or REST, with MANNER, TIME and PLACE, Verbs. Adverbs. And on this broad and natural foundation, as a base, the superstructure of grammar has been erected by all nations. The Romans and English have instituted a set of ques- tions for classifying all words. Lat. Quantum? Qualis Quis ? Quid ? Quando ? Quomodo ? Ubi? Eng. How many? What kind? Who did it? What is done? When? How? Where? Words. Two, Young Boys Walk Now, Slowly, There. spook ¢ Adi: Adj. Noun (nom.) Verb. Ady. Ady. Adv. _The above questions may be answered as well by de- pendent Phrases and Propositions, having a substantive, adjectwe or adverbial signification. Asa knowledge of the mode of using a useful tool of instrument, is indispensable to its utility, it is proper to give the following directions for using this work: ist. Suspend the large chart on the right hand side of the blackboard, and on, or near it. 9%d,. Furnish each student with a copy of the lessons on “ Oral and Ob- ject Teaching.” 3d, ‘‘ Now (let the) two young boys walk slowly there,” during the performance, in their proper per- sons, suiting the actions to the words. Let tlfe teacher explain that the human head is the only q apparatus tor “manufacturing” language. The brain is the “sensitive plate” on which all impressions are written by the organs of sense, and expressed by the organs of speech. Memory isthe retaining of these ideas; and think- ing, is recalling them to mind. These émpressions constitute the sw total of all knowl- edge.—Classifying these ideas is scvence—EXPRESSING THEM CORRECTLY Is GRAMMAR—expressing them gracefully is rhetoric—comparing them is reasoning or logic, and con- necting them, or constructing propositions and sentences, is composition. cach Pp inanimate pmb naaabsniio sean tin aac le Rthgnte Sie nd pee Bee �_ As this plan dramatizes the theory of grammar. re- ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will ask the following ques- tions : What is an object /—an impression ?—an expression /— an idea ?—a word ? &e. The class reading the responses in concert from page 2d, the teacher explaining the relation between words, ideas and objects. The class will now proceed to scan the Burial of Sir John Moore, analyze and parse the words in the title page, com- paring the sentence, proposition, and each idea and word _ in it, with its correspondent in the key, thus: TracHER— Now ?” Crass—‘ Walk now” equals (=) “moves slowly.” If “ slowly” is an adverb, modifying “ moves,” then “ now’ 18 an adverb modifying “ walk.” TRACHER— lwo ? Crass—“ Two boys” equals (=) ‘“ cold day.” If “ cold” is an adjective qualifying day, then “two” is an adjective qualifying boys, &e., going through with each word in the same manner. . They will now turn to page 6, and go over the dialogue, thus : Tea.— Word? Orass—‘ Now.” Tra.—Relation? Crass _“ Walk now.” Tea. Idea? Crass—‘7rme,—Now is an adverb of time, telling us when they walk,” etc., dis- posing of cach word in the same manner, going over it again and again, until the lesson is perfectly engraved on the memory. In the same manner go over the rest of the exercise from the 3d to the 15th page, the class reading in concert. By this process, commutting, reciting, applying, and understanding the definitions and rules of grammar are combined in the same operation, and the student is com- pelled to teach himself, saving half the labor and time to both teacher and student, usually spent in learning it in the old way. � Aa tas PG DA, 20 ¢ ARR 8 Has PAP HP say Fine, a o> �ORAL AND OBJECT TEACHING OF ENGLISH GRAMMAR. oR pire eretty me " i U 1 N 5 u SQ = Sy = ee ~ = om Sr AO Nehaaliatis ae Havant AEN oe ae LUTTRy SO we ty =e ey TAR we — cy — Sa 2 Va Gi 40 NOISSAudxJ III � DEFINITION OF TERMS. ; Oxsects—Things obvious to the senses. | Impression—A picture of these objects on the bra.n. Ipras—The complements of an impression, being the seven parts into which the impression is divided. Expresston—The act of pressing out these ideas in words. Worps—Articulate sounds, used as signs of ideas. Lrerrers—Marks, representing the sounds which the human voice is capable of making. Proposrrron—A judgment of the mind, expressed in words. All judgments must be either affirmative, xX IS n Wel or negative, x is NOT ee Casn— The relation which the noun has to other words. Parts or Speecu— The relation which words have to nouns X—Svussect—The thing we are talking about. W—Prepicate—W hat is said about the subject. Purtosopny or Laneuace—tThe relation existing between edeas and words. : There are ten different kinds of ideas, the expression of which constitutes language. Seven of these are primary, and three are relatwe. 7 Prrary meas can be expressed bya single word. They are : # Ipgas, guantity, quality, matter, motion, time, manner, place. Worps, Two young boys walk now slowly _ there. The Re.ativE EAs are incomplete when standing alone, serving only to connect two of the primary ideas, and are always used in dependent propositions and phrases. Direction, Comparison, Connection. — — from — to —; — — —er than — ; — — when — — —-. Before the above words can express any ideas, the elipses must be filled weth primary ideas. Entered according to Act of Congress, in the year 1869, by Sopomon BaRRetr, in the Clerk’s Office of the District Court of the U. S., for the Southern District of New York. � MODEL EXERCISES ON THE KEY, Giving Full Directions for Analyzing and Parsing, applied to all Languages. | —— Rutr 1.—Divide the composition into sentences, by separating them from each other by a FuLL stop. (! Zor . ) EXAMPLE. Not a cram was heard, nor a fun’ral note, As his corse to the rampart we hurried. =, = Not a soldier discharged his farewell shot O’er the grave where our hero we Hared.. == Ruiz 2.—Divide each sentence into Propositions and Phrases, separating them from each other by commas and semicolons (,;), and affix to each its appropriate sign :— To the principal Proposition, * =; To the dependent I r »positions, | —, And to the dependent Phrase, t — , | A drum X | | was not heard, Y, | sr or Fe ee | A funeral note, X | | Beye SX, | a = | ag his corse, to the ramparts, , | | we X | hurried Y. I] = es He A soldier X | discharged Y not his farewell a = ) | shot, o’er the grave, { t == | t | where our hero we X -| . i = Seok buried Y, � Wan, 4. ORAL AND OBJECT TEACHING Rute 3.—Arrange the words in columns, and re-dupli- cate so as to give each word its natural relation, and prefix to each word the proper sign to indicate its dea and relation. Was Not!” heard, 12 == Ajja drum 1A—= DruM?,x was heard 2 X ae ‘Drum WAS HEARD!) y 11,Y— OK Was N’(or)!? heard (h) 12 Drum was ’or',@ note was 16,G=—= Ala note 1,A— FUN’RAL!,B note 1,B= NotE?,x(was heard)2,X— Note was, &c, As'6a we hur- ried, &c. 16,G== (John Moore) *His*,B corse 8,5, B== Hurried CoRsE® | = Hurried To'4,¢ ramparts 11 THE!A ramparts LAS To RAMPARTS’, E 7,E—= (Soldiers) ®Ws?,x hurried 82, X— (h) ‘‘ Nor” is a contraction of ‘“‘not” and ‘‘or’’—n(ot)or. We HURRIED", y corse 10, Y— se >—\_ >> Discharged Nor!? 12— Ala soldier 1,A—= SOLDIER*,X discharged 2,X— Soldier DISCHARGED’ y shot 10, Y= Be Soldier, *H1s°,B shot 8,5,B== FAREWELL',B shot 1,.B—= Discharged Sxuor® — Discharged O’eR" G grave 14,G—= THE!,A grave L A= O’er GRAVE’,E 7, E=— Discharged WHERE!2,K (in which) 12,E— Soldier, %OuR®,B hero 8,5,B=—= Buried HEROo® 6=—= (Soldiers) SWr?,x buried 8,2,X== We BurRieD!*,Y hero 10, Y= ‘WN (ot) is a negative adverb, *‘ denyiny that the subject is in the predicate,” and ‘or’ is a conjunction, con- necting two principal propositions, Rute 4.—Place the “Key to the Grammar of all Languages” so as to form an equation between the signs m the lesson and the key, ie., 12 — 12, 1,A — 1,A, &c., and you will experience no difficulty in classifying the words, or analyzing the sentences. CicrRo versus CArILINE. (Juousque tandem abutere, Catilina, patientia nostra ?—= (Juamdiu-etiam furor iste tuus nos eludet Quem ad finem sese effrenata jactabit audacia = = � re OF ENGLISH GRAMMAR. = Abutere QUOUSQUE 12,d 12,d = Abuse How Lone 12,d, 12‘d = Abutere TANDEM 12,d 12,4 = Abuse THEN 12,d, 12,d = (Tu) ABUTERE 10,y patientia 10,y == Willyou ABUSE 10,y patience 10y = (O) CaTILINA 3 3 = (0) CaTELINE 3 3 == Abutere PATIENTIA 6 6== Abuse PaTIENCE 6 . = 7 NostRA ? 1,a patientia la = : OuR? },a patience la= Eludet QuampIu 12,d 12,d=—- Kvade How Lone 12,4 BBs Tu abutere ETIAM § furor nos 16 You will ALSO § fury will } 16 Patientia § 16,g ? eludet 5 abuse patience 16,¢ evade us g Furor 2,x eludet 2,x = Fury 2,x evade <== Iste la furor la= THIs 1,a fury 4.a=—= Tuus l,a furor l,a = Tuy l,a fury La = ie ee es 36 = Furor ELupEtT? 10,y nos 10,y = Fury WILL EvapE? 10,y us 10,y = QuEM J],a finem la = Wuat l,a end ia = Jactabit AD 14,¢ finem 14,g — Will carry To 14,¢ end 14,g —= o : Ad Finem 7 q To Enp 7 i= Se : SESE $6 = a : { Tsu 6.8 s=- HFFRENATA 1,b audacia 1b UNBRIDLED 1,b audacity 1,b = Audacia JACTABIT 10,y sese 10,y = Audacity WILL CARRY 10,y itself = AUDACIA? 2,x jacabit 2,x = AUDACITY ? 2,x will carry 2,x = ONE SENTENCE AND ONE PROPOSITION. Y ® SS walk slowly there. AND LE 2 3 Now two young boys RELATION AND PARSING OF WORDS. Walk Now 12.D = Two 1.A boys = Youne 1.B boys = Boys 2.X walk — Boys WALK 9.Y = Walk SLowLy 12.0 = Walk THERE 12.E = Norgt.—The Tables, like those in arithmetic, must be perfectly committed before the learner can use them, and this can be done by practising on these lessons; and by the time he has them committed, he will be able to apply them in practice in all cases. Remember that education means comparing with a known standard and forming cor- rect conclusions. � EXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Wow.” Relation? “Walk now.” Jdea? Timea 12. d. “Now” is an adverb of time, telling us when they walk. Rure 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. Word? “Zwo. Relation? “Two! boys.” Idea? Quantity 4 I.a. “Zwo is an adjective of quantity, telling how many boys walk. Rote 1. Adjectives qualify nouns. Word? “ Young,” Relation? “ Young boys.” Idea? Quality.” 1. 6. “ Young” is an adjective of guality, telling what kind of boys walk. Roure 1. Adjectives qualify nouns. Word? “Boys,” Relation? “ Boys? walk.” Idea? Matter. 2,2. ‘ Boys” is a noun, or name. Common, a general name. Masculine gender, of the male race. Lhoird person, spoken of. Plural number, denoting more than one. Nominatwe case, placed before the verb. Roxie 2. The nominative case is the subject of the verb. Word?“ Walk.” Relation ? “ Boys walk.” Idea? Motion.¥ 9. y. “Walk” is a verb of motion (or rest.) fvegular, it forms its past tense in ed. Lntransitive, having no objective case. Indicative mood, indicating positive, motion or rest. Present tense, denoting present time. Lhird person, plural, to agree with its nomina- tive, (“* boys’). Rutz. 9. A verb agrees with its nominative case in number and person. Word? “Slowly.” Relation? “Walk slowly,"” Idea? Manner. � ORAL AND OBJECT TEACHING 4 12. c. “Slowly” is an adverb of manner, telling how they walk. Rure 12. Adverbs modify verbs, and compare adjec- tives and other abverbs. Word? * There.’ Relation? * Walk there.”” Idea? Place.’ 12. ¢. “There” is an adverb of place, telling where the boys walk. Rure 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. THE PARSING OF THE WORDS ON TABLE IV. Word? “ Cold.” Relation? “Cold* day.” Idea? Quality.» 1.2. “Cold” is an adjective of quality, telling the kind of day. Rutz 1. Adjectives qualify nouns. Word? “Man.” Relation? “dlan’ walks.” Idea? MMat- ter.* 2. «2. “Man” is a noun, or name, Common, a general name, Masculine genter, of the male race. Third person, spoken of. Singular number, denoting bwé one. Nominative case, placed before the verb. Rurr 2. The nominative case is the subject of the verb. Word? “Man.” Relation? “O,man 2” Idea? Matter. 3. (Parse same as above, except—) Second person, spoken o. Nominative case independent. Rute 3. All nouns, of the second person, are in the ease independent. Word? “Man.” Relation? “Man* being killed.” Idea? Matier* . 4, (Parse like ‘“ Man” above, except—) Nominative case absolute, before the participle. � 8 OF ENGLISH GRAMMAR. Ruixr 4. <A noun or pronoun construed with a partici- ple is in the case bsolute. Word? “Man.” Relation? “Man’s’ horse.” Idea? Quality. ®. (Parse same as Jan’, except—) Possessive case, possessing the noun. uty 5. The possessive case possesses the noun. Word? “ Man.” Relation? “Saw man.®’ Idea? Com- plement of action.’ G6. (Parse same as Jan’ except—) Oljectwve case, complement of action. Rutz 6. Transitive verbs require an object to complete the action. Word? “Man.” Relation? “To man.” Idea? Dérection. @. (Parse as “ Man,” except—) Objective case, governed by the preposition. Kutx 7. Prepositions govern the objective case. ‘Word? “He.” Relation ? “(John)* Ae’ is.” Idea? Matter 8. “ He” is a personal pronoun, standing for the noun “ John ;” third person ; singular number; masculine gen- ‘der; and nominative case to the verb “ és,” Kure. 8. Pronouns agree with the nouns for which they stand in gender, person and number. Word? “Js.” Relation? “John és.” Idea? rest.’ 9. y. “Is” is a verb of rest (or motion.) Lrregular, it does not form its past tense in ed. Intransitive, having no objective ease. Indicative mood, indicating positive motion or rest Present tense denoting present time. Lhird person, sirviular, to agree with its nomina- tive (“John.” Rute 9. A verb agroes with its nominative case in number and person. � = OF ENGLISH GRAMMAR. : 9 E Word? “ Conquered.” Relation? “Scott conquered” = Mexico.” Idea? Motion.’ 10. y. “Conquered” is a verb of motion (or rest). Regular, it forms its past tense in ed. Transitive, governing the object, ‘ dlexieo.” Indicative mood, indicating positive motion. Past tense, representing past time. Third person, singular, to agree with its nomina- tive, (“ Scott.”’) Rue 9. A verb agrees with its nominative case in num- ber and person. Word? “ Was conquered.” Relation? ‘‘ Mexico was con- guered.”" Idea? Motron.* Al. y. “Was conquered” is a verb of motion (or rest.) Regular, it forms its past tense in. ed. Passive, having a passive nominative. ~ Indicative mood, endicating positwe motion Past tense, representing the past time. Third person, singular, to agree with its nomina- tive, (“‘Meatco.’’) Rute 9. A verb agrees, &c., (same as above., Word? “Slowly.” Relation? “Moves slowly.” IRdea! Manner.’ 12. c. “ Slowly” is an adverb of manner, telling us how Gt) moves. Rue 12. Adverbs qualify verbs, &c. Word? “ Of.” Relation? “ Book ef” Fate.” Idea Con- nection.® 13.9. “Of” is a preposition, connecting “Book” and “Fate,” and showing the relation between matter and gqualoty. Retz 13. Prepositions, connecting ideas of matter and quality, give their phrases an adjective relation to the pre- ceding noun. : Word? “O’er.” Relation? ‘ Smiles o'er" repose.” Ideat | Connection. | 14, 9. “Or” isa preposition, connecting ™ smiles” and Aas A Mae agg, © ( SRN Yee ae hs � 10 ORAL AND OBJECT TEACHING “ repose,’ and showing the relation between motcon and place. | | Rute 14. Prepositions, connecting ideas of manner, tame and place to motion or rest, give their phrases an ad- Loe cols & verbral relation to the preceding verb. Word? “And.” Relation? “Two and*® three.” Idea? Connection .® Fe. g. “And” is a conjunction, connecting the adjec- tives “two” and “ three.” Rute 15. Conjunctions connect words of the same class. Word? “Or.” Relation ? “ He may stay ov he may go.” Idea? Connection.® 16. 9. “Or” isa conjunction, connecting two propositions. Rute 16. Conjunctions connect propositions. Word? “0.” Relation? “None.” Ideas? x and y. Iv. and y. “O” is an interjection, being a virtual proposition (“O!” #, y.— The man* is killed.*) having no relation to any other word. Kure 17. ‘The interjection is a virtual sentence or pro- position, and has no relation. Word? “May.” Relation? ‘“ He may® go.” Idea? man- ner and tome.” * ES. c,d. “May” is an auxiliary verb, expressing the manner and tume (mood and tense) of the verb “ go,” mak- ing it in the potential mood and present tense. Rute 18. Auxiliary verbs are used to form the moods and tenses of principal verbs. Word? “Extremely.” Relation? “Hixtremely” cold.” Idea? | Comparison. 19. f. “Extremely” is an adverb, comparing the adjec- tive “ cold,”’ Rurre 12. Adverbs qualify verbs, &e. Word? “Very.” Relation ? “ Very” swiftly.” Idea? com- parrson., 20. 7. “Very” is an adverb, comparing the adverb &¢ : 99 swiftly. ee RG) �OF ENGLISH GRAMMAR. 11 Rurr 12. <Adverbs-qualify verbs, &e. Word? “Almost.” Relation? ‘‘ Almost to.” Idea? Com- parison. zi. J. “Almost is an auxiliary preposition, modifying ** 10. Rute 21. The auxiliary preposition modifies the prepo- sition to which it is joined. Be Sea a. PARSING OF PROPOSITIONS AND PHRASES. SenrEeNcE—John walks in the fields when the weather is fair ee Proposition ? “John* walks.” (No relation.) “John walks” is a principal propostion, complete “without relation ” to any other word. Proposition? **‘ When-the weather-is-farr.” Relation? “Walks when-the-weather-isfair.” Ideat Trme.* t = ‘* When-the-weather-is-fair” is a dependent proposition and complement of tyme to “ walks.” Phrase? “Jn the fields.” Relation? ‘‘ Walks tn the fields.” Idea? place.° {= “ In-the-fields” is a dependent phrase, and complement of place to ** walks.” Thus :— Matter, motion, time, place. John walks, when-the-weather-is-fair, in-the- fields. Srenrence—‘ He is a man of sense.” Phrase? “Of sense.” Jelation? “ Man of sense.” Idea? Quality.” =e “OF sense is a dependent phrase, and complement of quality to man—(senszble man.”’) SENTENCE :—The house, which was burned, is rebuilt. Proposition? “ Which was burned.” Relation? ‘ House which was burned.” [deat Quality.’ ‘“ Which-was-burned”’ is a dependent proposition, and complement of quality to “ house.” Ruiz 22. <All dependent propositions and phrases are complements of quality to the noun ; or of manner, tume and place to the verb. � ORAL AND OBJECT TEACHING 12 SAY TILA (10) ‘“-——9ABYy [[BYS —OABY [ITA (10) ‘———OABy [TVs ("peje Tduroo SUIT} 91NjNy JO) ‘98UaL, q09J1eg dinjny Apynbury = *pe—sut "pe f OABY OL *__T1TM. (10 4 cee pey ‘pe f DART ——— dal plnoys 10 —————pynoys (10) ———9ABy plnom plnom —— SAY Bd (10) ———9ABy plnos plnoo ‘——9aBy ABA ——oaey USI A TAd (10 ‘ ) f ee pey po —oary (‘Surnutyu09 (‘peyatdur0o ‘(Sumurnuos ‘(poqozduroo SUL} O1NYNJ 10) ely ysvd 10) out} ysed Jo) OWT} JUVsSeId JO) “‘OSUaT ‘OSUAT, “Osu, ‘OSU, ein qOojlog Iseq qSseg yoojleg IWeSseIg SAIUHA AO SHUSNAL ‘qoojJa0d oinynyy Hj ‘oinjny ‘OATIIUYUT el $e qoojiod ysvg | ‘aarjounf{qng @ ( ‘aurHy, ae aeea Ss “ZUPI0T ‘SAISSBG ~~ puoog : | ‘yoojiod Juesoig &| ‘oatyesodmy "IQUISUDA, J, S “18htT bi ‘LNESHUg “HAILVOIGN]) «‘‘HALLISNVULLN] ‘satoolaQ ‘aATSSOSSOg te a ‘aynjosq vy oH ( IvenIg cy ‘CulH I, © ‘OININ ‘quapuedapuy he 5 (10) te *puoragy a IULUIMAa ‘HALLVNIWON " F ( eoynbuayy = ‘QSIT iT & ( ‘ANITOOSVIT ‘SGHaHA INV SNOON ONISUVd WOd ATAVAL ‘BUI RT of (10) “nox——— ‘om ‘ssorun ‘Ysnoy} ‘Jy ued (10) r AUW (‘SsuInUuryu0d @UlT} JO) ‘SUA quesolg “MDINBaLAd (10) AVINDAY ‘NOWHWOD (10) sadoud (‘q19A puy SATjOe[pe oq} jo sutjedinaied 10) o[dinaeg ‘P0Oyy (peqiuaijan 10) dAT}IUYUT ‘poopy (Sut -PUVULUIOD 10) VAT]VIOd UIT ‘poopwy (yeuorjrtp -uo9 peutofqns IO) satjounfqne “poo” (9[qIssod 10) [eIyU910g ‘POoW (SULIB[Dep IO! dAL}BOIPUT “SCOON f ‘(27907 SJ} ay7) . aypegs S) PINO, , (7) L «MIVA ,, (Slog) is ©) . dow ,. JO) = "(YJOM) | SAO ,, � OF ENGLISH GRAMMAR. : 13 *¢ ‘THAT-ALL-VEGETABLES-ARE-COMBUSTABLE*” IS TRUE’. The above proposition performs the office of a noun in the nominative case. \ Hx* sap’ “ THat-J onN-HAD-GonrE-TOo-N Ew-Y ORK.” This proposition supplies the place of a noun in the ob- jective case—complement of action. ‘* 'To-BE-Goop*”’ is “‘ TO-BE-HAPPY’.” creer ce gmem tne nme Notr.—Propositions commencing with the conjunction ‘ that,” and the infinitive mood, supply the place of nouns, either in the nominative or objective. EXERCISES IN PARSING. SENTENCE :—Mary, bring me the book! PARSING. Word? “Mary.” Relation? “O! Mary.* Idea? : Matte 3. “ Mary” is a noun, the name of a person. Proper, an appropriated name. Feminine gender, of the female race. Second person, spoken fo. Singular number, it denotes but one. Nominatwe case independent. Rote 3d. Word? “ Bring.” Relation ? “(Thou) bring" book.” Idea? Motion. 10.4. Bring is a verb of motion (or rest) Lrregular, it does not form its past tense in ed. Lransitwe, governing the object (d00k.) Imperative mood, used for commanding, &e. Present tense, representing present time. Second person, singular, to agree with wmouw. Roe 9th. Word? “Me.” Relation? ‘(*Teacher,) dLe’—(to) me.” Idea? Place.’ 8.7. ‘ Me’ is a personal pronoun, of the first person, singular number, standing for the speaker, and in the objective case governed by the preposition * Zo. � 14 ORAL AND OBJECT TEACHING Rute 7. Word? “ The.” Relation? “ The' Book.” Idea? (Wone.) 1. “The” is a definite article (or adjective) and be- longs to book. Ruse 1. Adjectives (or articles) qualify nouns. Word ? “ Look.” Relation “ Bring book /*’ Idea? Com- plement of an Action G. Parse like “ Man’,” except— Neuter gender, it denotes neither race, &e. SENTENCE : —A’ book? lies’ on" the! table’. = Word? “A.” Relation? “A' book.” Idea? Quantity. 1. “A” is an indefinite article (or adjective) and be- longs to book. Ruue 1. As above. Notrr.—The words ‘‘a@”’ and ‘the’ will have the same relation, and express the same ideas, whether we call them adjectives or articles. SENTENCE— Will the sun rise? —. Yes. .— II. — “Yes” is a declarative sentence, and a universal affirm- ative proposition, expressing a judgment of the mind, that the “Subject is in the predicate.” SENTENCE-- Will your friend come to-morrow ?—No.—II— “Vo” isan abbreviated universal negative principal prop- osition, being equal to “(John will) no(t return to-morrow.)” > —4 ~at + <= EXERCISES IN PROSODY—PARSING AND ANALYZING. BURIAL OF SIR JOHN MOORE. Not 4 driim | was heard | nér 4 fin’ | ral note | As his corse | t6 thé ram | parts wé har | riéd, Not 4 86] | diér discharged | his fare- | wéll shot O’er thé grave | whére otir hé | ré wé bar | i&d. N6 ise | léss cdf | fin énclésed | his bréast, | Nor in shéet | nor in shroud | wé boiind | him; But hé lay | like & war { ridr ta | king his rést, With his mar | tial cloak | troiind | him. re me fo co we � OF ENGLISH GRAMMAR. 15 Féw | and short | wére thé pray’rs | wé said, And wé spoke | not 4 word | Of sor | row, Bit wé stead | fastly gazed | Sn thé face | Of thé dead, And wé bit | térly thought | of thé mor | row. Wé thought | 4s wé hal | low’d his nar | rdw béd, And sméoth’d | déwn his lone- | ly pil- | low, That thé foe | would bé ri- | Oting 6- | vér his head, And wé | far 4-way | on thé bil | low. Light | ly théy’ll talk | of thé spir | it that’s gone, And 6’er | his cold ash | és tpbraid | him, Bit noth | ng hé’ll wréck | if théy lét | him sléep on, In thé grave | whére a Brit | On has laid | him. Bit half | 6f Sur heav- | y task | wads done, Whén thé clock | tolled thé hour | for rétir- | ing, And wé heard | thé dis | tant ran | -ddm gin, That thé foe | was sul | lénly fir- | ing. Slow | ly and sad | ly wé laid | him down, Frém thé field of his fame | frésh and go- | ry; Wé carved | not 4 line, | wé raised | not a stone, Bit wé left | him 4-lone, | with his glo | ry. Now!? came? still! evening? on ;!2 and!* twilight’ gray? Had!’ in'4 her® sober! livery? all! things® clad.¥° Silence? accompanied.” For!® beast? and!5 bird— They? to! 8their® grassy! couch,’ these! to’ their? nests’ Were!’ sunk.¢ All! but!® the! wakeful! nightingale,” She? all-nght-long!? Sher’ amorous: descant® sung '° Silence? was pleased.!! Now!? glowed? the’ firmament? With" living' sapphires.’ Hesperus? that? led” The! starry, hoste rode® brightest.! _ & TO THE LEARNER. SorENCE Ig KNOWLEDGE CLASSIFIED, so as to be easily ac- quired, and readily applied in practice. . The Key to the Grammar of all Languages contains a complete classification of all the principles of grammar ; and these Lessons enable the student to acquire the princt- ples by applying them in practice. � 16 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal (—) te one of those in the ey. The learner must repeat these exercises until they are printed on his bra, (so that the printed exercises can be dispensed with,) without regard to the length of time re- quired to commit them ; for unless this be effected, no at- tempt can be successful. Inpuction signifies leading into knowledge, and this can be effected only by a constant repetition of the exercises. Reasoning, (or comparing,) is the only Key, which, fitting all the wards in the lock, opens the door of the Temple of Science, no matter on what subject the reasoning may be employed. 2 ! _ The use of mathematical signs for the solution of oram- matical problems will be found of the highest value in these exercises, as they will enable the scholar to prove his ana- lysis and parsing to be correct, and render all disputes impossible. S. Barrerr. No. 8 COLLEGE PLace, N. Y., — JUNE, 1869 : > . OPINIONS OF THE PRESS. We are well pleased with another part of his plan of instruction—he not only conveys a knowledge of the principles of the language, but endeavors also to convey some idea of its beauty and harmony. The English is really an elegant and harmonious tongue; but by an entire neglect of its prosody and poetry, it is, in the mouths of the great mass of the population, a rough uncouth jargon. HAMDEN SIDNEY COLLEGE. This work comes to us recommended by the highest authorities in litera- ture on this continent as the simplest, and consequently the best system of Grammar ever published. He has brought together their correspondencies with marvellous ingenuity, and has constructed a plan which is the Key to the Grammar of all Languages. We are happy to learn that Mr. Barrett is meeting with that favorable reception to which his meritorious labors original ideas and method of instruction eminently entitle him.—MoNTREAL HERALD. �a pei OPINONS OF THE PRESS— Continued. The author of this work, having spent a long and laborious life in lingual and philological studies, has at length removed the veil which has so long obscured the philology of the Greek and Roman rhetoricians, and has intro- duced a new system, which, for facility of acquisition and utility in practice, stands unrivalled io the annals of literature.— CINCINNATI ENQUIRER. A NEW SYSTEM OF GRAMMAR This volume makes the nearest approach te a common sense view of the principles of grammar we have ever met with, and is consequently applica- ble to all other regular languages as well as English. He has prepared in this work a scheme of gtammar that is besed upon the only principle that will ever make the science intelligible to the general mind, and the only principle that is constant, consistent, and alike in all languages, It was a unique idea on the part of Mr. Barrett to apply algebraic equa- tions to the resolution of grammatical problems, as it fortifies beyond assault the proofs of his accuracy in laying down the principles which constitute his system, and justifies the revolution he has attempted in the domains of grammar. It may awaken thoughtful people, at any rate, to a fuller con- sciousness of the necessity that exists for an improved method of getting at the grammatical structure of our language, and that must inevitably lead to the adoption of Mr. Barrett’s principles. Heis a gentleman who has labored for nearly half a century in this field of learning. His researches have been profound, and his acumen is great, hence the result of his labors is 2 eminently satisfactory —NEw York SunpAY TIMEs. é AN ASSISTANT TO THE EDITOR. From an hour’s careful examination of its method of instruction, we have acquired a clearer idea of the rules of Grammar, and their practical applica- tion, than we ever had from any other treatise of a similar nature. The manner of imparting a knowledge of this necessary qualification is by a system of object teaching—the most satisfactory and complete style of in- struction—rendering the mastery of the usually intricate and abstruse rules a matter of the greatest clearness and ease of accom plishment.—Nrw YORK TypogRaPHic MESSENGER. : * BARRETT’S PRINCIPLES OF GRAMMAR. The work is very elaborate, and evidently thorough; while the method of teaching, though at first appearing to be very complicated, is really Simple, and Speedi'y indoctrinates the pupil into the framework of language itself. Barrett’s Grammar, like most good instructors, sets the student at once at parsing or analyzing sentences and learning the relations of their Members to each other. Definitions and rules come afterward. This is the way that children learn to talk, and is the natural method of learning the grammar of alanguage. The committing to memory of rules and definitions � before an intelligent idea is obtained of their use and application, is but the acquiring of a knowledge of grammar in the hardest and most unfavor- abie manner. Beyond this, all that need be said is, that a pupil instructed on Mr. Bar- rett’s plan will always be a thorough grammarian.—NEW YORK EVENING Post. —— Office of Joun F. Henry, (Successor to DEMAS BARNES & Co.) Soli el drehoust sdhoF Henry’: | hs) # Unrte AMed | . = | bs “Brite States edicine dfacchouse a CH, ‘> J el ie > 3 S COLLEGE PLACE, BROA DW AY Bet. Park Place & Murray Street, C PARK SS. NEW YORK. The above Map of a section of the City of New York shows the location of the U. 8. Medicine Warehouse of JoHn F. HENRY, which is known as the largest establishment of the kind in the world, in which are kept all the valuable medicines of both American and Kuropean production. At this place, WHICH IS NOT A BOOK STORE, we have established the Depot for BARRETT’S GRAMMARS. We have done this in order to con- trol our own publications, and furnish the books to teachers and others direct from the press, at the lowest possible price it can be afforded. The Series consist of—BARRETT ON THE LANGUAGES—ENGLISH, LATIN, GREEK, GERMAN, SPANISH AND FRENCH—including a POLYGLOT ARRANGE- MENT OF PART OF THE GOSPEL OF St, MATTHEW, and a DICTIONARY OF MopDERN LANGUAGES, for the use of Editors, Clergymen, Lawyers, Physi- cians, Druggists, Teachers and private learners, pp. 750. Price, $3 A GRAMMAR OF THE ENGLISH LANGUAGE, for the use of Schools, pp. 249. In boards, 75 cents. s A KEY TO THE GRAMMAR OF ALL LANGUAGES, being a Chart 36 x 64 inches; on muslin, $1 50, or on paper, $1. ORAL AND Opsect LESSONS IN ENGLISH GRAMMAR, being a Pamphlet. Price 15 cents. A CARD, WITH A KY TO THE GRAMMAR OF ALL LANGUAGES, 10 cents. A large discount from these prices for quantities of one dozen or more of each of the above. Orders respectfu'ly solicited. B. 8: BARRETT, AGENT, No. 8 College Place, New Y ’ � � ma As : : �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 20
Date: 1869
Text: a pei OPINONS OF THE PRESS— Continued. The author of this work, having spent a long and laborious life in lingual and philological studies, has at
Show morea pei OPINONS OF THE PRESS— Continued. The author of this work, having spent a long and laborious life in lingual and philological studies, has at length removed the veil which has so long obscured the philology of the Greek and Roman rhetoricians, and has intro- duced a new system, which, for facility of acquisition and utility in practice, stands unrivalled io the annals of literature.— CINCINNATI ENQUIRER. A NEW SYSTEM OF GRAMMAR This volume makes the nearest approach te a common sense view of the principles of grammar we have ever met with, and is consequently applica- ble to all other regular languages as well as English. He has prepared in this work a scheme of gtammar that is besed upon the only principle that will ever make the science intelligible to the general mind, and the only principle that is constant, consistent, and alike in all languages, It was a unique idea on the part of Mr. Barrett to apply algebraic equa- tions to the resolution of grammatical problems, as it fortifies beyond assault the proofs of his accuracy in laying down the principles which constitute his system, and justifies the revolution he has attempted in the domains of grammar. It may awaken thoughtful people, at any rate, to a fuller con- sciousness of the necessity that exists for an improved method of getting at the grammatical structure of our language, and that must inevitably lead to the adoption of Mr. Barrett’s principles. Heis a gentleman who has labored for nearly half a century in this field of learning. His researches have been profound, and his acumen is great, hence the result of his labors is 2 eminently satisfactory —NEw York SunpAY TIMEs. é AN ASSISTANT TO THE EDITOR. From an hour’s careful examination of its method of instruction, we have acquired a clearer idea of the rules of Grammar, and their practical applica- tion, than we ever had from any other treatise of a similar nature. The manner of imparting a knowledge of this necessary qualification is by a system of object teaching—the most satisfactory and complete style of in- struction—rendering the mastery of the usually intricate and abstruse rules a matter of the greatest clearness and ease of accom plishment.—Nrw YORK TypogRaPHic MESSENGER. : * BARRETT’S PRINCIPLES OF GRAMMAR. The work is very elaborate, and evidently thorough; while the method of teaching, though at first appearing to be very complicated, is really Simple, and Speedi'y indoctrinates the pupil into the framework of language itself. Barrett’s Grammar, like most good instructors, sets the student at once at parsing or analyzing sentences and learning the relations of their Members to each other. Definitions and rules come afterward. This is the way that children learn to talk, and is the natural method of learning the grammar of alanguage. The committing to memory of rules and definitions �
Show less

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 21
Date: 1869
Text: before an intelligent idea is obtained of their use and application, is but the acquiring of a knowledge of grammar in the hardest and most unfavor-
Show morebefore an intelligent idea is obtained of their use and application, is but the acquiring of a knowledge of grammar in the hardest and most unfavor- abie manner. Beyond this, all that need be said is, that a pupil instructed on Mr. Bar- rett’s plan will always be a thorough grammarian.—NEW YORK EVENING Post. —— Office of Joun F. Henry, (Successor to DEMAS BARNES & Co.) Soli el drehoust sdhoF Henry’: | hs) # Unrte AMed | . = | bs “Brite States edicine dfacchouse a CH, ‘> J el ie > 3 S COLLEGE PLACE, BROA DW AY Bet. Park Place & Murray Street, C PARK SS. NEW YORK. The above Map of a section of the City of New York shows the location of the U. 8. Medicine Warehouse of JoHn F. HENRY, which is known as the largest establishment of the kind in the world, in which are kept all the valuable medicines of both American and Kuropean production. At this place, WHICH IS NOT A BOOK STORE, we have established the Depot for BARRETT’S GRAMMARS. We have done this in order to con- trol our own publications, and furnish the books to teachers and others direct from the press, at the lowest possible price it can be afforded. The Series consist of—BARRETT ON THE LANGUAGES—ENGLISH, LATIN, GREEK, GERMAN, SPANISH AND FRENCH—including a POLYGLOT ARRANGE- MENT OF PART OF THE GOSPEL OF St, MATTHEW, and a DICTIONARY OF MopDERN LANGUAGES, for the use of Editors, Clergymen, Lawyers, Physi- cians, Druggists, Teachers and private learners, pp. 750. Price, $3 A GRAMMAR OF THE ENGLISH LANGUAGE, for the use of Schools, pp. 249. In boards, 75 cents. s A KEY TO THE GRAMMAR OF ALL LANGUAGES, being a Chart 36 x 64 inches; on muslin, $1 50, or on paper, $1. ORAL AND Opsect LESSONS IN ENGLISH GRAMMAR, being a Pamphlet. Price 15 cents. A CARD, WITH A KY TO THE GRAMMAR OF ALL LANGUAGES, 10 cents. A large discount from these prices for quantities of one dozen or more of each of the above. Orders respectfu'ly solicited. B. 8: BARRETT, AGENT, No. 8 College Place, New Y ’ �
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 22
Date: 1869
Text: �