Excerpt from Key and Manual for Hoenshel's Complete GrammarMY aim has been to make this book more than a key. I have not only analyzed or diagrammed the difficult sentences, explained the close constructions, and corrected the examples of false syntax, but I have inserted many hints for teachers. These hints are not collected in one place, but they are scattered here and there through the book Wherever they seem to be suggested by the topic under consideration.About the PublisherForgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.comThis book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Teachers Manual for Hoenshel's Two-Book Course in Grammar Probably no subject of the school curriculum has received more attention during the past two decades than the study of English. It has been discussed in all its phases from the primary school to the senior year of the great university, but it still lacks much of being settled. Close observers are still complaining that the results obtained are not commensurate with the time devoted to the subject. The English used by the average college student is still held up for ridicule by the press and the platform. A short glance backwards may not be out of place. Twenty-five years ago but little instruction in English was given to pupils in the common schools until they had reached the age of twelve or fifteen, at which time they began the study of technical grammar. Pupils were expected to commit all the definitions, rules, exceptions to the rules, and exceptions to the exceptions, but they were expected to write nothing at all, or, at most, but very little. It was generally believed that a pupil would use correct English when he could correct the examples of "false syntax," and could analyze and parse Pope's "Essay on Man," Milton's "Paradise Lost," or Pollok's "Course of Time." It is not necessary to say that this general belief did not prove true. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

In the 19th century, education became accessible to much wider circles of society in a great number and variety of schools and the teaching of grammar came to be obligatory from 1870/72 with the advent of general education. Whereas these general trends of the 19th century are well-known to scholars working in different disciplines of social history, and the history of education in particular, it is still true that major sections of the evidence are largely uncollected. This is especially so for school books: there is virtually a gap between the 18th century and the present grammatical tradition. This bibliography lists some 1930 works on English grammar published in the 19th century, mainly in Britain and the US, half of which are accompanied by short descriptions of their physical make-up, content and affiliation.