Perhaps the most difficult idea to convey to the general public (and to new teachers) is that in our schools, there is no such thing as "grammar." There is, in fact, no single "grammar" of English. There are grammars. Chapter One, although rather mechanically written, attempts to convey some of the complexity of these grammars so as to dispel the question "Should grammar be taught in our schools, or shouldn't it?" The general public believes that it should be taught and that it is being taught, but last semester I received phone calls from graduate students in education in two different states. Both students, having found my website, had the same request -- in their education courses they were given the assignment of researching whether or not grammar should be taught. (Interestingly, neither student was required to take a college course in grammar, a course which might have informed their opinions.)

     Unfortunately, even if they had had to take a course in grammar, it probably would not have been much help. (See: "The Crime: Our Failure to Teach Teachers How to Teach Grammar.") The numerous types of grammars of English have led to mass confusion about what grammar should be taught in K-12. Teaching Grammar as a Liberating Art is my attempt to suggest a sensible, systematic approach to the problem. Although the book is primarily aimed at teachers, it should be comprehensible to most readers. If the problem of teaching grammar in our schools is going to be solved, it will be solved by parents, businessmen, etc. who bring pressure on school systems and on state departments of education to address  the problem.

     In preparing this text for this on-line edition, it was tempting at times to make significant changes, but I opted not to do so. There is, therefore, no need for those people who read the book to reread it here. Except for dropping a word or two, and for changing some of my many colons to dashes (more readable on screen),  the only changes involve the addition of links to relevant supporting materials from my website.

     I want to thank Wanda Van Goor, from Saint George's Community College, for her helpful comments on the text, and also Audrey Cauldwell, from Alvernia College, for her review and suggestions in Syntax in the Schools. (Audrey noted that the Introduction to the text is too long. She is right, but following my decision not to change the original, I have left it as it was.) All remaining errors (and I am sure there are many) are my own fault.

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