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School grammar books for the teaching of Spanish language have been a secondary object of study until recently, since historiographical researches have always tended to focus on more theoretical texts. Similarly, conjunctions have never drawn much attention either. Considered as accessory elements of speech --"azesoria", in words of Correas ([1625] 1954)--, their analysis was relegated to a second place or just omitted in most of the studies about authors or systems of parts of speech. However, in the last few decades, more studies about school grammar books, on the one hand, and conjunctions, on the other, have been published, helping to shed some light on the development of the history of the grammatical ideas. This paper describes the way conjunctions have been addressed in Spanish school grammar books. The chosen period, between 1780 and 1830, coincides with the birth and consolidation of this textual genre (García Folgado 2013), as well as with the configuration of the two main descriptive frameworks within which the grammatization of conjunctions has taken place (Martín Gallego 2018). Our approach, ultimately, aims at answering two questions: (i) till what extent and how the description of the conjunction reflects the characterization of school grammar; and, (ii) by what means did school grammar books contributed to grammatize conjunctions. [ABSTRACT FROM AUTHOR]

In this paper, we propose the relevance of tracing the collections of documents in teacher training centres, the so-called Escuelas Normales (Normal Schools), and their importance for reconstructing the history of grammar teaching in general, and, in particular, the history of school grammar. In order to do this, we approached a specific type of document: the so-called "Development" or "Answers" to the syllabi of the Spanish language subject, and we also analyse one text addressed to the Escuelas Normales of Valencia, produced by the 'normal school' teacher Cervera y Royo in his 1898 syllabus. [ABSTRACT FROM AUTHOR]