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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
Date: 1869, 1869

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, 1869
Text: 11;... . . 1:.1‘4 . 9 [Ar/1.2, 1231.... ...J I» it. ;. / ..

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, 1869
Text: 3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx
Show more3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx to each word the proper sign to indicate its idea and relation. Was Nor” heard, 12 == ALA drum 1,A=—— 'DRUM'2,X Was heard 2,X= ?Drum WAS HEARD“,Y 11,Y—_—_ W Was N’(or)1‘2 heard (h) 12: Drum was ’0R16,G note was . 16,6}= A1,A note 1, A: FUN’RAL1,B note 1,B= NOTE9,X(was heard)2,X_—= Note was, 860, A816,G we hur- ried, &c. l6,G= (John Moore) 8His5,B corse 8,5,B= Hurried CORSE6 : 6= Hurried T014,G ramparts 14,5}: THEIA ramparts 1,A———— To RAMPARTS7,E 7,14]: (Soldiers) 8WE9,X hurried 8,2,X= (h) “Nor” is a contraction of “not” and "'0r”——-n(ot)or. We HURRIED‘°,Y corse lO,Y= W Discharged N 0T12 12:: A1,A soldier 1,A=—_ S0LDIER9,X discharged 2,X= Soldier DISCHARGEDIOJ shot 10,Y=- mar—r Soldier, SHIS5,B shot 8,5,B= FAREWELL1,B shot 1,B= Discharged SHOT6 6= Discharged O’ER14,G grave l4,Gr—-= THE1,A grave 1,A= O’er GRAVE",E 7,13: Discharged WHERE19,E (in which) 12,E= Soldier, 8OUR5,B hero 8,5,B== Buried HERO6 6= (Soldiers) 8WE9,X buried 8,2,X= We BURIED10,Y hero 10,Y= ‘ N (0t)’ is a negative adverb, “ denying that the subject is in the predicate,” and ‘or’ is a conjunction, con- necting two principal propositions, RULE 4.——-Place the “Key to the Grammar of all Languages” so as to form an equation between the signs in the lesson and the key, i.e., 12 = 12, 1,A 2 1,A, &c., and you will experience no diﬂiculty in classifying the words, or analyzing the sentences. OICERO versus OngLINE. Quousque tandem abutere, Catilina, patientia nostra‘?==-= Quaindiuetiam furor iste tuus nos eludet Quem ad ﬁnem sese eﬁ'renata jactabit audacia 2:... 2......
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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. 13
Date: 1869, 1869
Text: 10 ORAL AND OBJECT TEACHING “repose,” and'sliowing the relation between motion and place. . . RULE 14. Prepositions, connecting ideas of manner,
Show more10 ORAL AND OBJECT TEACHING “repose,” and'sliowing the relation between motion and place. . . RULE 14. Prepositions, connecting ideas of manner, time and place to motion or rest, give their phrases an (Ml— rerlial relation to the preceding verb. lVord “Anal.” Relation? “ Two and15 three.” Connection.g Idea? y. “Arcl” is a conjunction, connecting the adjeC‘ tives “ tico ” and “ t/iree.” _ RULE 15. Conj unctions connect words of the same class. Word ? “Or.” Relation ? “ He may stay or16 he may go.” Idea? Connection.g l 6. y. “ Or” is a conjunction, connecting two propositions. RULE 16. Conjunctions connect propositions. WVord? “0.” Relation? “ None.” Ideas? X and y. 17. {e and y. “0” is ‘an interjection, being a virtual proposition (“0!”92, y: The manx is killed?) having no relation to any other word. RULE 17. The interjection is a virtual sentence or pro- position, and has no relation. Word? “May.” Relation? “ He may18 go.” ner and time.“ d 18. 0, cl. “May” is an auxiliary verb, expressing the manner and time (moool and tense) of the verb “yo,”1nak- ing it in the potential mood and present tense. RULE 18. Auxiliary verbs are used to form the moods and tenses of principal verbs. Word? “Extremely.” Relation? “Extremely” cold.” Idea? ' Comparison.f Idea ? man: 19. “Ewtremely ” is an advert, comparing the adjec- tive “ cold.” RULE 12. Adverbs qualify verbs, &c. Word? “ Very.” Relation? “ Very90 swiftly.” Idea? com" parison. '20. “Very ” is an advert, comparing the adverb “ swiftly.” I my;
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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. 12
Date: 1869, 1869
Text: W, i .-y x -: m . r. w! ‘f q." , a - 36s,,” l" > I J, ,u” .‘,l' v" . ,. ,~' ,y . r. y m or ENGLISH GRAMMAR. \ 9 Word? “
Show moreW, i .-y x -: m . r. w! ‘f q." , a - 36s,,” l" > I J, ,u” .‘,l' v" . ,. ,~' ,y . r. y m or ENGLISH GRAMMAR. \ 9 Word? “ Conquered.” Relation? “Scott conquered10 Memco.” Idea? ﬂfotion.y 10. g. “Conquered ” is a verb of motion (or rest). Regular, it forms its past tense in ed. Transitive, governing the object, “Mewico.” Indicative mood, indicating positive motion. Past tense, representing past time. T/zird person, singular, to agree with its nomina- tive, (“ Scott”) RULE 9. A verb agrees With its nominative case in num- ber and person. Wbrd? “ IV as conquered.” Relation ? “ Mexico was con- guered.”11 Idea? ﬁlotionﬁ' 11. g. “ 'Was conquered ” is a verb of motion (or rest.) Regular, it forms its past tense in. ed. Passive, having a passive nominative. Indicative mood, indicating positive motion Past tense, representing the past time. T bird person, singular, to agree With its nomina- tive, (“Meccico.”) RULE 9. .Averb agrees, &c., (same as above. , \Vord ? “ Slowly.” Relation? “Moves slowly.”12 Idea? Manner.“ .12. c. “ Slowly” is an advert of manner, telling us how (it) moves. RULE 12. Adverbs qualify verbs, &c. W'ord? “ 0f.” ' Relation? “Book of‘3 Fate.” Idea? Con nection.g 13. g. “ 0f” is a preposition, connecting “Boole” and “Fate,” and showing the relation between matter and quality. RULE 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.” Idea? Connection.g 14. g. “O’er” is a preposition, connecting “smiles” and
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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, 1869
Text: MODEL EXERCISES ON THE KEY, Giving Full Directions for Analyzing and Parsing, applied to all Languages. - Mn RULE 1.~—Divide the composition into
Show moreMODEL EXERCISES ON THE KEY, Giving Full Directions for Analyzing and Parsing, applied to all Languages. - Mn RULE 1.~—Divide the composition into sentences, by separating them from each other by a FULL STOP. (3 Q or . ) EXAMPLE. Not a drum 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 buried. I I RULE 2.-———Divide each sentence into Propositions and Phrases, separating them from each other by commas and semicolons (, 5), and aﬁiX to each its appropriate sign :—~ To the principal Prrqmsition, * z: ; To the dependent r positions, i x: , And to the dependent Phraseﬁ 2, | A drum 1X \ l was not heard, 1 , | HI 3 or PM- 1 A funeral note, X l “ n’A “ Y, I I; _=__ l as his corse, to the ramparts, + i l we X ‘ hurried Y. II= I “ﬂ D = A soldier I discharged Y not his farewell II: = , shot, o’er the grave, i I : ’r where our hero we X a] o ‘_.,_.n,.l 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. 11
Date: 1869, 1869
Text: 8 OF ENGLISH GRAMMAR. RULE 4. A noun or pronoun construed with a partici- ple is in the case ..bsolute. Word? “Man.” Relation? Quality. '5.
Show more8 OF ENGLISH GRAMMAR. RULE 4. A noun or pronoun construed with a partici- ple is in the case ..bsolute. Word? “Man.” Relation? Quality. '5. (Parse same as Mang, except—) Possessive case, possessing the noun. RULE 5. i Word ? “Man’s5 Idea ? horse.” The possessive case possesses the noun. “Man.” Relation? “Saw man.” Idea? Com- plement of action.6 6. (Parse same as jlfan2 except—) Objective case, complement of action. RULE 6. Transitive verbs require an object to complete the action. 'Word? “Man.” Relation “ To man.” Idea? Direction. 7. (Parse as “ Man,” except—) Objective case, governed by the preposition. RULE 7. Prepositions govern the objective case. .Word? “He.” Relation? “(.Iohn)8 be2 is.” Idea? Illatter.x 8. “ He” is a personal pronoun, standing for the noun ”“ John ,” third person; singular number ; masculine gen- rider; and nominatlve case to the verb “ is.” RULE. 8. Pronouns agree with the nouns for which they stand in gender, person and number. Word ? “1s.” Relation ? “John is. ” Idea? rest.y 9. 3/. “Is” is a verb of rest (or motion.) Irregular, it does not form its past tense in col. [ntransitive, having no objective case. Indicative mood, indicating positive motion or rest Present tense denoting present time. - Tbicm p(7‘80’lt, si'tntlar, to agree with its nomina- tii e (“Jo/m.” RULE 9. A verb agrees 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. 16
Date: 1869, 1869
Text: OF ENGLISH GRAMMAR. ' 13 “ THAT-ALL-VEGETABLES-ARE-COMBUSTABLEx ” IS TRUE’ . The above proposition performs the ofﬁce of a noun in the nominative
Show moreOF ENGLISH GRAMMAR. ' 13 “ THAT-ALL-VEGETABLES-ARE-COMBUSTABLEx ” IS TRUE’ . The above proposition performs the ofﬁce of a noun in the nominative case. : HEx SAIDy “ THAT-JOHN-HAD-GONE—To-NEW—YORK.” This proposition supplies the place of a noun in the ob- jective case—complement of action. “ To-BE-Goonx ” is “ To-BE-HAPPYY.” WMv~—-wqr— ’- No'rE.——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 z—Mar , bring me the book! PARSING. Word? “Mary.” Relation? “0! 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 to. Singular number, it denotes but one. lVominative case independent. RULE 3d. Word? “Bring.” Relation? “(Thou) bring10 book.” Idea? Motion.y 10. y. Bring is a verb of motion (or rest) . Irregular, it does not form its past tense in ed. Transitive, governing the object (600.76.) Imperative mood, used for commanding, &c. Present tense, representing present time. Second person, singular, to agree With thou. RULE 9th. ,_ Word? “Me.” Relation? “ (GTeacher,) Me8——-(to) me.” Idea? Place.8 8. 7. “Me” is a personal pronoun, of the ﬁrst person. singular number, standing for the speaker, and 1p) the objective case governed by the preposmon to.
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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. 1
Date: 1869, 1869
Text: 2’ 26-,” < f j . ., . .. g . lh ’lRODUCTION. GRAMMAR is written on the face of nature. We are sur rounded by millions of worlds in rapid motion.
Show more2’ 26-,” < f j . ., . .. g . lh ’lRODUCTION. 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. In MO I‘ION 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. Quando? Quomodo? Ubi? Lat. Quantum? Qualis uis? Quid ? Eng. How many? What kind? Who did it? What is done? When ? How? Where? Words. Two, Young Boys Walk Now, Slowly, There. fjggghf Adj. Adj. Noun (nom.) Verb. Adv. Adv. Adv. .The above questions may be answered as well by de- pendent Phrases and Propositions, having. a substantive, adjective or adreroial signification. As a knowledge of the mode of using a useful tool or instrument, is indispensable to its utility, it is proper to give the following directions for using this work: 1st. Suspend the large chart on the right hand side of the blackboard, and on, or near it. 2d. Furnish each student with a copy of the lessons on “Oral and Ob— ject Teaching.” 8d, “ Now (let the) two young boys walk slowly there,” during the performance, in their preper per- sons, suiting the actions to the words. Let tli‘e teacher explain that the human head is the only. q apparatus for “manufacturing” language. The brain is the “ sensitive plate” on which all impressions are written by the organs of sense, and ewpressecl by the organs of speech. Memory is the retaining of these ideas; and think-r ing, is recalling them to mind. These inwressions constitute the sum total of all knowl- edge—Classifying these ideas is science—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. ___MAMH.—~-w_ w. . .. g _, . . . ... . .-. ..._........-0 Juan’— w-f‘u4-NJ . 4
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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, back cover
Date: 1869, 1869
Text: am: ‘5‘ 3,.

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. 17
Date: 1869, 1869
Text: 14 ORAL AND OBJECT TEACHING RULE 7. Word? “ T/te.” Relation? “ T/ze1 Book.” Idea? (None) 1. “ The” is a deﬁnite article (or adjective) and be- longs
Show more14 ORAL AND OBJECT TEACHING RULE 7. Word? “ T/te.” Relation? “ T/ze1 Book.” Idea? (None) 1. “ The” is a deﬁnite article (or adjective) and be- longs to 600k. RULE 1. Adjectives (or articles) qualify nouns. Word? “Book.” Relation “Bring 120076 /6” Idea? 007n- plement of an Action 6. Parse like “ Man‘ﬁ” except— Neater gender, it denotes neither race, &c. SENTENCE : ———-~A1 book? lies9 on” the1 table". . — Word? “A.” Relation? “A‘ book.” Idea? Quantity. 1. “A” is an indeﬁnite article (or adjective) and be- longs to 600k. RULE 1. As above. Norm—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 udgment of the mind, that the “Subject is in the predicate.” SENTENCE—-Will your friend come to-morrow ?——=No.=III= “N0” is an abbreviated universal negative principal prOp- osition, being equal to “(John will) No(t return to-morrow.)” ¥AJA rYV‘ EXERCISES IN PROSODYuPARSING AND ANALYZING. BURIAL OF SIR JOHN MOORE. Not a drum | was heard I nor a fun’ | rail note i As his cOrse I to the ram | parts we him I riéd, Not :1 s61 | diér discharged | his fare- I Well shot O’er the grave | Where our he I r6 We bar | iéd. N6 use | léss cofl fin enclosed | his breast, | Nor in sheet I nor in shrOud | Wé bound | him; But he lay I like a War rior ta I king his rest, With his mar I tizil cloak I around | him. Irvom'f “(f
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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. 14
Date: 1869, 1869
Text: or ENGLISH GRAMMAR. 11. RULE 12. Adverbsqualify verbs, &c. Word? “Almost.” Relation? “Almost to.” Idea? 00m- pamlwn.f f. “Almost is an anailicwy
Show moreor ENGLISH GRAMMAR. 11. RULE 12. Adverbsqualify verbs, &c. Word? “Almost.” Relation? “Almost to.” Idea? 00m- pamlwn.f f. “Almost is an anailicwy prepositimi, modifying “ t0. RULE 21. The auxiliary preposition modiﬁes the prepo- sition to which it is joined. ._'4~.-....-_m--m., PARSING 0E PROPOSITIONS AND PHRASES. SENTENCE—John walks in the ﬁelds when the weather is fair is m Proposition ? “JO/Lnx walks?” (No relation.) “Jo/tn walks ” is a principal propestion, complete “without relation ” to any other word. Proposition? “ lV/ten-tlie weather-isfair.” Relation? “Walks wlzen-tlte—weat/Lenisfain” Idea? Time.d "t :- “ IV/wntlae-weat/zer-isfair" is a dependent proposition and complement of time to “ walks.” Phrase? “In the ﬁelds.” Relation? “ Walks in tile ﬁelds.” Idea? place.° i w “ [n-tlteﬁelds ” 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. SENTENoEw“ He is a man of sense.” Phrase? “Of sense.” Relation? “Man of sense.” Idea? Quality.b ' "' “0f sense is a dependent phrase, and complement of quality to man—(sensible man”) SENTENCE :———The house, which was banned, is rebuilt. Proposition? “ IV/Lie/t was banned.” telation? “House w/Lie/i was burned.” Idea? Quality.b r: “ l’V/Lie/L—was—bwrned ” is a dependent proposition, and complement of quality to “ house.” RULE 22. All dependent propositions and phrases are? complements of quality to the noun 3 or of '77’2d7l7267‘, time and place to the verb.
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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, 1869
Text: ORAL AND OBJECT TEACHING 7 12. 0. “Slowly” is an adverb of manner, telling how they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and
Show moreORAL AND OBJECT TEACHING 7 12. 0. “Slowly” is an adverb of manner, telling how they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other abverbs. Word? “ Tia/ere.” Relation? “Walk themed?” Idea? Place.e 12. e. “T/zere” is an adverb of place, telling where the boys walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. THE PARSING OF THE \VORI)S ON TABLE IV. Word? “ Cold.” Relation? “Uold‘day.” Idea? Quality.b l. 6. “Cold” is an adjective of Quality, telling the kind of day. RULE 1. Adjectives qualify nouns. Word? “1mm.” Relation? “Man? walks.” Idea? Mat ter.‘ 2. a. “Man ” is a noun, or name, Common, a general name, Masonlme gen ale/r, of the male race. Third person, spoken of. Sengnlar number, denoting out one. .ZVomznatwe case, placed before the verb. RULE 2. The nominative case is the subject of the verb. Word? “Man.” Relation? “0, man .’3” Idea? Matter. 3. (Parse same as above, except—-—) Second person, spoken to. Nominat/ioe case independent. RULE 8. All nouns, of the second person, are in the case independent. Word? “Man.” {elation ? “1}[an4 being killed.” Idea? Matter." , 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. 15
Date: 1869, 1869
Text: ORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 .
Show moreORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 . ,ilmwlzmﬁw Us: 6@ a PE: ’98: 350% .5 1:33:23 C3 Iliad: 2:95 3:95 1:95: :3 38 1.13.3 3:8 338 .1135: KENS 1132 £32 IIIEEE E o r , , Jﬂiz. .2?” EH 8 {LEE éwﬁdmﬁqoo Adouoﬁaoo .Awﬁdﬁpqoo .830388 was 253 gov 083 umwa .Sv 2:3 uwsm gov 983 gamma .SV .3ng 63ng ,3sz 6%ng 353m Serum uwwm . amen $8.5m gamma .mmmmfw ho wmemB £03.89 353% L 6.355% .oZﬁnuqH J m 88.8% “nah N 638mg 35m m .9395 s A" 533 m .NSESQAN .oﬁmmam 9 6:8me .3 § 503.89 umomoam mu. d>$§oQEH 633335 0 ﬁnng r . .azmmmmm #594055 .m>§~mz<mazH .3830 _ .oﬁmwwmmom d 3 .anOwﬂw a. m 63Hqu m , 5396 m . gopsoz £§B§§~§N m m 38 w W .Bgouwm m. 23.3%ng .mﬁnzigoz . . .sswauﬁm u 533 m .mzibogﬁ .wmmmrP Q24 mZDOZ wZHmm<m mom Hammad“ .wﬁ . in: aliens a 98 .5on III! 6me £33: ,awsoﬁ n: S3 98 “ $2 émﬁsﬂqu 08$ .Sv $335 E395 gSQSmiw :8 mgpwmﬁ 225,80 :8 .«393 Qt?» and 358.85 23 we wsﬁaﬁoﬁﬁa a8 oawowﬁam ESE vaﬁazm: gov SEan 68% @E 652588 .SV 33689:; 68% :aqoﬁc -noo 6050.35 .54 o>$omsﬁsm 63:4 AoEWmmog gov #wﬁqgom 68% Awmtﬁooc .5”. 355.3qu . mQOOS a 633 M. 33 : 352% W4 BNVNOxl F 2%; 383 u 0 Ragga : 0.9V m .ngd :mwom :
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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, 1869
Text: A ewe—- 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 ewe—- 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 in the annals of literature.-—CINCINNATI ENQUIRER, A NEW SYSTEM OF GRAMMAR This volume makes the nearest approach to 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 grammar that is based 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. He is 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 _a eminently satisfactory—NEW YORK SUNDAY TIMES. 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 accomplishment—NEW YORK TYPOGRAPHIO MESSENGER. ‘ -C 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 framewoi-k 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 the1r members to each other. Deﬁnitions and rules come afterward. This is the Way that children learn to talk, and is the natural method of learningthe grammar of a language. The committing to memory of rules and deﬁnitions:
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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. 18
Date: 1869, 1869
Text: OF ENGLISH GRAMMAR. 15 Few I and short I Were the praylrs I We said, And We spoke I not a word I of sor | row, But We stead I fastly gazed I on the
Show moreOF ENGLISH GRAMMAR. 15 Few I and short I Were the praylrs I We said, And We spoke I not a word I of sor | row, But We stead I fastly gazed I on the face ofthé dead, And We bit I térly thOught I ot'the mor I row. we thought I as We hal I low’d his nar I row bed, And smooth’d I down his lone~ I ly pil- I 16W, That the fee I would be ri- I oting 6- I Ver his head, And We I far {1-Way I on the bil I 16W. Light I 1y they’ll talk I of the spir I it that’s gOne, And o’er I his cCld ash I es upbraid I him, But with l ing he’ll wreck I if they let I him Sleep On, In the grave I where 21 Brit I on has laid I him. But halfI of our heav- I y task I was dOne, When the cléck I tolled the hour I for retir- I ing, And We heard I the dis I tant ran I -dom gun, That the fee I was sﬁl I lenly fir- I ing. Slow I ly and sad I ly we laid I him down, From the field 51“ his fame I fresh and go- I ry; Wé carved I not a line, I We raised | not a stone, But We left I him a-IOne, I with his glo I ry. N 0W12 came9 still1 evening2 on #9 and16 twiligth gray1 Had18 in14 her5 sober1 livery7 all1 things6 clad.10 SilenceQ accompanied.10 For16 beast2 and15 bird—— They? to14 8their5 grassy1 couch,7 these1 13014 their5 nests7 ‘Were‘8 sunk.6 All1 but16 the1 wakeful1 nightingale,2 She2 all-night-long19 8her5 amorCuSI descant5 sung 1° SilenceQ was pleased.11 Now19 glowed9 the1 ﬁrmamentﬁ With” living1 sapphires.7 Hesperus3 Swat? led1° Thel starry1 hosts rode9 brightest.1 A Q TO THE LEARNER. SCIENCE Is 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 prInCI- ples by applying them in practice.
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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, 1869
Text: r J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y
Show morer J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y patientia 10,y :: Willyou ABUSE 10,y patience lO,y : (O) CATILINA 3 3 = (O) CATELINE 3 3 z Abutere PATIENTIA 6 6 2 Abuse PATIENCE 6 5 :- r NOSTRA? l,a patientia 1,a 2 _ OUR ? 13a patience l,a = Eludet QUAMDIU 12,d 12,d = Evade How LONG l2,d 12'd 2: Tu abutere } ETIAM l furor nos 16 You will ALSO fury will 16 Patlentia 16,g } cludet i ’g abuse patience i 16,g i evade us i g FUROR 2,): eludet 2,): = FURY 2,x evade 2 X = ISTE I,a furor l,a = THIS ],a fury 4,a = TUUS l,a furor l,a == THY l,a fury 1,a === assesses ( =—~ terrains =—- Furor ELUDET? 10,y nos 10,y = Fury WILL EVADE? lO,y us 10,y 2 QUEM ],a ﬁnem l,a 2 WHAT l,a end l,a = Jactabit AD 14,g ﬁnem l4,g = Will carry To 14,g end 14,g 1: Ad FINEM 7 7 To END 7 7 =2 $13212: g } SESE 8,6 = 82:3;ch g }ITSELF 6,8 =. EFFRENATA l,b audacia l)b UNBRIDLED 1,b audacity 1,b = Audacia J ACTABIT 10,y sese lO,y 2 Audacity WILL CARRY 10,y itself == AUDACIA? 2,): jacabit 2,): = AUDACITY? 2,X will carry 2,}: :2 ONE SENTENCE AND ONE PROPOSITION. X Y . . -~ Now two young boys walk slowly there. AND II = RELATION AND PARSING OF ‘WORDS. Walk Now 12.D 2 Two LA boys 2 YOUNG l.B boys =— BOYS 2.X walk 2 Boys WALK 9.Y :2 Walk SLOWLY 12.0 2 Walk THERE l2.E = NOTE.——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. 19
Date: 1869, 1869
Text: 1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those
Show more1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those in the e . 'll‘rhe learner must repeat these exercises until they are printed on MS brain, (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. INDUCTION signiﬁes leading into knowledge, and this A 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. ‘ - ' The use of mathematical signs for the solution of gram- 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. BARRETT. 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 jarg0n.-—-—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.
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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, 1869

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, 1869
Text: EXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken
Show moreEXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. Word? “Two. Relation? “Two1 boys.” Idea? Quantitya l. a. “Two is an adjective of quantity, telling now many boys walk. RULE 1. Adjectives qualify nouns. Word? “Young,” Relation? “ Y owng1 boys.” Idea? Qaality.b l. 6. “Young” is an adjective of quality, telling what kind of boys walk. RULE 1. Adjectives qualify nouns. Word? “Boys,” Relation? “ Boys-9 walk.” Idea? ill/liter.r 2, a. “ Boys ” is a noun, or name. Common, a general name. Masculine gender, of the male race. Tnirol person, spoken of. Plural number, denoting more than one. Noniinalive case, placed before the verb. RULE 2. The nominative case is the subject of the verb. Word? “ Walk.” Relation ? “ Boys walleg” Idea? JIotionf 9. y. “ lValle ’ is a [verb of motion (or rest.) Regular, it forms its past tense in eel. Intraneitioe, having no objective case. [ndieatire mood, indicating positive, motion or rest. Present tense, denoting present time. Third person, plural, to agree with its nomina~~ tive, (“ bog/8”). RULE. 9. A verb agrees with its nominative case in number and person. "Word ? “Slowly.” Relation? “ W’alk SZOQUZQ ,1?” Idea? Manner.
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