We learned subject/predicate and occasionally labeled parts of speech, but that was it (graduated 2005). I don’t ever recall being taught sentence diagramming or really much formal grammar at all. Most of what I know about English grammar, I learned in foreign language classes and made the connection myself (“oh, THAT’s what a direct vs. indirect object is!”). My technique on standardized tests such as the SAT II Writing was to say all the multiple-choice options to myself under my breath and pick which one just sounded right. It usually worked.
Ditto.
We used the Reed Kellogg System (though I didn’t know it had a name until now). I loved sentence diagramming, and was very good at it.
Was taught it, hated it, never found it useful. I also considered it at the time to be bad teaching; there were quite a few kids in the class who could barely read at all, and they are teaching sentence diagrams?
I learned the Reed-Kellogg method, starting in elementary school and continuing through junior high and high school. It was the only thing I liked about English class - the rest of it was deadly boring.
This was '60s in California.
Learned it and loved it. In fact, I thought about becoming an English teacher because I loved it so much. High school in the 70s.
I was taught sentence diagramming in sixth grade. It was never mentioned again, and no practical purpose was readily apparent, so I never did it again, and so forgot how to. Based on what it looks like, it was probably Reed-Kellog.
Reed-Kellogg, but like most other respondents, I didn’t know the name at the time. I loved it. It made sentence structure so logical and beautiful.
We did Reed-Kellogg. I ended up becoming an English major in college, but sentence diagramming never did a damned thing for me. Still seems pretty pointless to me.
I never did any of that. I learned english grammar in french class.
Pretty much my experience (I was in HS in 1950-54). Later, reading linguistics books such as Chomsky’s Syntactic Structures, I learned what the Wiki article called Dependency diagrams (and I called–for obvious reasons–coat-hanger diagrams). Chomsky also used an equivalent system of labeled bracketing, illustrated by [_S[_N John][_V sleeps]] as a terminally simple example. The _ S etc. are subscripts. When I taught mathematical linguistics, I always used coat-hanger diagrams. I never heard of the system referred to in the OP.
I knew that graphical sentence diagramming exists because Laura does it in the Little House books. We never did it in public school.
I learned to diagram sentences as a graduate student in linguistics taking Syntax 1. We learned a dozen different approaches, some involving trees and some involving arrows.
Is there anyone who had actually heard the name Reed-Kellogg before? I hadn’t prior to starting this thread.
I learned diagramming in 8th grade and it looks like it was either the Reed-Kellogg method or one very close, but I don’t remember ever hearing that name before.
Are you me? 
This is pretty much it, right down to the Catholic school, 1981 grad thing.
Didn’t answer the poll because I would have learned it in sixth grade had we moved/changed schools one year earlier, or in seventh grade had I stayed in my previous school one year longer. I sorta kinda learned the basics on my own, simply because my seventh grade teacher was adamant that of course we knew how, because we’d been taught the previous year! If I’d been taught, it would have been Reed-Kellogg or very similar. I graduated in 1987, so this would have been 1980-ish.
I had a diagram of the longest English sentence from “Cities of the plain” (I think that was the name) on my wall in high school. It was my dads and is still my only exposure to diagraming sentences.
We were never taught it, but I recall it was in the book, and looked like the Reed-Kellogg system. I think we were the first year they weren’t teaching it to. I secretly believe that they dropped it because teachers and English-major types found it hard, but that engineering/math types would find it easy and logical. I think I would have enjoyed it in middle or high school, more than most English topics.
If I did, I don’t recall it.
I went to grade school from 1954-1962 and studied sentence diagramming A LOT. I loved it, because I’m an analytical thinker. It has stood me in good stead because I can spot disagreement between subject and verb at 100 paces no matter how many intervening clauses there are.* [And let me just say that subject/verb disagreement is rampant and will surely bring down our civilization!] *Also, object of a preposition in the wrong case, coordinate conjunctions where the two words aren’t equal, dangling participles-- bang! bang! bang! [Thelma holsters her weapon and strolls away.]
To this very day, when I cannot figure out what I want to write about something-- what I want to say– I ask myself, “What is the subject of the sentence?” And once I know the answer to that question, I see the word on the left end of that line, and the rest is easy.