Fifteen Lessons On The Analogy Of And Syntax Of The English Language

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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.

Not only academic educationalists interested in the history of the curriculum, but teachers - from primary schools to University, will find this book of compelling interest.

Language Between Description and Prescription is an empirical, quantitative and qualitative study of nineteenth-century English grammar writing, and of nineteenth-century language change. Based on 258 grammar books from Britain and North America, the book investigates whether grammar writers of the time noticed the language changing around them, and how they reacted. In particular, Lieselotte Anderwald demonstrates that not all features undergoing change were noticed in the first place, those that were noticed were not necessarily criticized, and some recessive features were not upheld as correct. The features investigated come from the verb phrase and include in particular variable past tense forms, which -although noticed-often went uncommented, and where variation was acknowledged; the decline of the be-perfect, where the older form (the be-perfect) was criticized emphatically, and corrected; the rise of the progressive, which was embraced enthusiastically, and which was even upheld as a symbol of national superiority, at least in Britain; the rise of the progressive passive, which was one of the most violently hated constructions of the time, and the rise of the get-passive, which was only rarely commented on, and even more rarely in negative terms. Throughout the book, nineteenth-century grammarians are given a voice, and the discussions in grammar books of the time are portrayed. The book's quantitative approach makes it possible to examine majority and minority positions in the discourse community of nineteenth-century grammar writers, and the changes in accepted opinion over time. The terms of the debate are also investigated, and linked to the wider cultural climate of the time. Although grammar writing in the nineteenth century was very openly prescriptivist, the studies in this book show that many prescriptive dicta contained interesting grains of descriptive detail, and that eventually prescriptivism had only a small-scale, short-term effect on the actual language used.

The eighteenth century was a key period in the development of the English language, in which the modern standard emerged and many dictionaries and grammars first appeared. This book is divided into thematic sections which deal with issues central to English in the eighteenth century. These include linguistic ideology and the grammatical tradition, the contribution of women to the writing of grammars, the interactions of writers at this time and how politeness was encoded in language, including that on a regional level. The contributions also discuss how language was seen and discussed in public and how grammarians, lexicographers, journalists, pamphleteers and publishers judged on-going change. The novel insights offered in this book extend our knowledge of the English language at the onset of the modern period.