Brinsley, John, on memorizing rules, 113, 117; pars-
ing, 120; study of Latin, 109.

Brosius, Rev. Francis, school in Boston, 149.
Brown, Goold, on grammar as an art, 107, 111, 114;
memorizing rules, 138-139; parsing, 121; text-
books, 84.

Brown University, See Rhode Island College.
Buchanan, James, on study of grammar, 114.
Byerley, Thomas, methods of teaching grammar,
129-130.

Carew, Richard, on teaching English, 59.

Charity schools, Great Britain and Ireland, curricu-
lum, 14.

Clajon, William, and instruction in English gram-
mar at Annapolis, Md., 30.

Colburn, Warren, series of readers, 140-141.
Colet, on study of Latin, 107-109, 111.
College of New Jersey. See Princeton College.
Colleges. American, early instruction in grammar,
36-42. See also Higher education.

Colonial schools, reading and writing stressed, 17-18.
Colonies, educational treatises, 55-56.

Columbia College, early instruction in grammar,37.
See also King's College.

Connecticut; legislation regarding grammar,' 74.
Constructive work, 149–153.

Coote, Edmund, vernacular textbook for "pettie"
schools, 12-13.

Curriculum, Franklin's academy, 45-46; influence,
adding grammar to, 43-69.

Dame schools, New England, 18-19.

Educational theories supporting grammar in
America up to 1775, 55-69.

Educational treatises in the colonies, 55-56.
England, character of vernacular instruction (1596-
1622), 12-15.

English grammar, before 1775, 21-33; before 1784,
33-36; before 1800, chronological catalogue, 155-
157; early appearance in America, 21-42; inten-
sive study, 6-8.

"English grammar school," earliest uses of the
name, 24-25,

English schools, significance of rise, 76-77.
English tongue, standardizing and preserving, 61-
66.

English vernacular, early instruction, 11-12.
False syntax, 122-124.

Formalism in grammar, protest, 143.

Fowle, William B., on influente of Webster and
Bingham, 79; study of English grammar, 131;
study of grammar, 147, 149.

Franklin, Benjamin, on instruction in English, 65;
influence of his school, 49-55; scheme for English
academy in Philadelphia, 49-55.

Franklin and Turnbull, comparison of English
programs, 158-159.

Georgia, instruction in grammar, 31-32.
Germantown Union School, Pa., instruction in
grammar, 28.

Gough, William, school in South Carolina con-
sidered doubtful, 31.

Grammar, definitions, 105-107. See also English
grammar.

Greenwood, James, on study of English grammar,
112.

Griffith, John, announcement of instruction in
English grammar, 25.

Harvard College, early instruction in grammar,
37-38.

High schools, status of grammar in 1867, 101.
Higher education for the masses in 1650 and in 1750,
66-67. See also Colleges.

Hoole, Charles, description of vernacular instruc-
tion at the end of the sixteenth century, 13-14.
Hughes, Hugh, methods of teaching grammar,
128-129.

Inductive approach, agents and agencies, 140-143.
Inductive movement, applied to grammar, chief
features, 144-153.

Instruction, absence of grammatical, in English, 24;
revolt against meaningless, 144-146; visual and
oral, 146-149.

Johnson, William, English grammar school, in
Charleston, S. C., 32, 64.

Jones, Hugh, first American author of a textbook
in English grammar, 33, 36-37.

King's College, first advertisement of English in-
struction, 64; instruction in grammar, 36-37. See
also Columbia College.

Kirkham, Samuel, popularity of textbooks, 134-
135; textbooks, 84, 87.

Lancastrian system, 114-115.

Latin, burden of learning, 56-58; revolt against,
headed by John Locke, 11.

Latin and rote periods, summary of methods,
130-131.

Latin grammar, methods of study in seventeenth
century, 107-111; traditional methods of teaching
transferred to English grammar, 103-131.

Latin methods, carried directly to English gram-
mar, 111-120.

Legislative recognition of grammar, 70–77.
List of authorities cited, 161–168.

Locke, John, and revolt against the Latin curricu-
lum, 11-12.

Lowth, Robert, on false syntax, 123; learning gram-
mar, 113-114.

Mann, Horace, and reform in study of grammar,
142-145, 147.

Maryland, instruction in grammar, 30, 53.
Massachusetts, education in Colonial period, 15-17;
instruction in grammar, 71-73; legislation regard-
ing grammar, 85-87; textbooks in grammar, 85-87.
May, Samuel J., on early use of blackboards, 149.
Memorization, rules, 113-116; devices to aid, 116-118.
Methods before 1850, gradual changes, 132–154.
Methods used in grammar schools, New York, 128-
130.

Michigan, instruction in grammar, 98-99.
Milton, John, on teaching English, 59.
Murray, Lindley, on false syntax, 124; memorizing
rules, 117; textbooks, 79-80, 83-84.

New England, early education, 15-17; legislation
regarding grammar, 70–73; rapid rise of grammar
after Revolution, 70-76; teaching grammar before
1775, 23-25.

New England Primer, first book printed, 19.
New Hampshire, instruction in grammar, 88, 97-98;
legislation regarding grammar, 74-75.
New Jersey, instruction in grammar, 26-28, 94-95.
New York, first legislation to definitely speak of
grammar, 73-74; grammar as part of curriculum
of academies, 82-85; instruction in grammar, 25-
26, 95-96; methods of teaching grammar, 128-130
textbooks in grammar, 83-85.

North Carolina, instruction in grammar, 90-92.
Ohio, instruction in grammar, 96-97, 88-90.
Oratory, instruction, 61-63, 65.

Parsing, 120-122. See also False syntax.
Pennsylvania, instruction in grammar, 29-30, 92–93;
Pestalozzianism, and Roswell C. Smith, 135-138;
criticisms by Goold Brown, 137-138.
"Pettie schools," vernacular textbook, 12-13.
Philadelphia Academy. See Academy and Charity
School of Philadelphia.

Princeton College, instruction in grammar, 38-39.
Priestly, Joseph, argument for simplicity in teach-
ing grammar, 119; false syntax, 124.
Purposes of the study, 5-6.

Queen's College, instruction in grammar, 40.
Rand, Asa, on memorizing rules, 114.

Rapid rise of English grammar after 1775, 70–102.
Ray, James, on study of grammar, 148.
Revolution, rapid rise of grammar after, 70.

Rhode Island College, instruction in grammar,
39-40.

Rate periods and Latin, summary of methods,
130-131.

Rules of grammar. See Memorization.
Rutgers College. See Queen's College.
Schoolmasters teaching English grammar before
1775, 21-33.

Schools and schoolmasters, teaching grammar be-
fore 1775, 21-33.

Seventeenth century, education in the classics, 11.
Sheridan, Thomas, on revival of the art of speaking,
etc., 61-63.

Simplifying terms, 118-119.

Smith, Provost, on English instruction, 65.
Smith, Roswell C., textbook, 84, 87, 135.
See also Pestalozzianism.

Somerset Academy, Maryland, 53.

South Carolina, first school teaching the mother
tongue "grammatically," 43.

Standardizing and preserving the English tongue,
61-66.

Status of grammar (1850-1870), 92-102.

Steele, Richard, on instruction in grammar, 58.
Textbooks, flood after 1784, 77-82; in Colonies,
68-69; nature of dominating (1823-1850), 134–140;
representative States (1800-1850), 82-92.

See also Bibliography.

Turnbull and Franklin, comparison of English
programs, 158-159.

University of North Carolina, early instruction in
grammar, 40-41.

University of the State of New York, regents' re-
port on English grammar, 73.

Vermont, instruction in grammar, 87-88; legislation
regarding grammar, 73.

Vernacular instruction, character in America (1620-
1720), 17-20; character in England, (1596-1622),
12-15; reasons for early emphasis in America,
15-17.

Vernacular school, first important, 8.

Virginia, instruction in grammar, 31-32.
Visual and oral instruction, 146-149.

Ward, Joseph, on absence of grammatical instruc-
tion in English, 24; value of English to masses, 59.
Ward, William, on memorizing rules, 115.
Wassamacaw, S. C., first school teaching mother
tongue "grammatically," 43.

Waterland, William, teacher of grammar in South
Carolina, 31.

Watson, William, on school in Charleston, S. C., 60.
Webster, Noah, rhetorical school in Hartford, Conn.,
77; textbooks, 77-78.

Wells, William H., on oral instruction in grammar,

147-148.

Woodbridge, William C., on study of grammar,

142-143.

O