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AUGUSTA CHOATE, A. B., A. M.
Bryn Mawr, Pa.
GERTRUDE HARTMAN, A. B.
Press of James M. Armstrong, 718 Sånsom si:, Philadelphie, Pá.
THE NEW YORK
Copyright, 1908, 1909, 1912
Copies should be ordered from
This little handbook is an outgrowth of class-room needs, and has been tested by several years of class-room use. Its compilers, in teaching English grammar in the Baldwin School, being unable to find in any text-book sufficient illustrative matter to vitalize grammatical principles, were obliged to collect, classify and mimeograph supplementary exercises for their classes. An English grammar containing poor or scanty examples has little practical value except for reference. Definitions and all the other informational matter of grammar may be easily given by the teacher, and, for purposes merely of class-room recitation, easily acquired by the pupil; but the crucial point in the teaching of grammar lies in abundance of examples that will so illustrate and vitalize the principle that it will strike roots deep down into the pupil's own habits of speech. Out of needs and convictions such as these, these exercises gradually developed. After they had become somewhat crystallized by use, they were compiled and privately printed, and in that form were used and tested. Since then the book has been revised and reprinted four times.
A ruling conviction of the compilers of “Exercises for Parsing and Analysis” is that illustrative matter should be drawn from real literature; in this book, accordingly, the Bible, Shakespeare's works, Alice in Wonderland, Poor Richard's Almanac, Andersen's and Grimm's tales, for instance, are met with frequently. In this way the drudgery of parsing and analyzing becomes the means of recalling pleasantly a book friend already made, and of piquing curiosity as to some book not yet read.
The book is designed for pupils of several classes. For those entering the eighth or ninth year of the secondary school, with some good training in grammar immediately back of them, it affords matter for one or two years of study, presenting constructions and sentences more difficult than could have been grasped before. For pupils whose study of grammar has been neglected till they are of high school age, it serves to give rapidly and concisely and with concentration of time and effort, the foundation essential for intelligent work in rhetoric and composition. For students in their last year of preparation for the College Entrance Board and the Bryn Mawr examinations in English grammar, it serves admirably for review.
A. C. Bryn Mawr, 1916.