mmmmmmm)im«mm*m MANN? PE 1117 F88 1902 ^th!m:mpm'i^imimimi\^MivmhiWj&v«t.»hiii/imjmi i I fcrtiUftinikjBffl jMikMrnrnMrnsiMii^mM FUNKs & WAGNALLS STANDARD READER, SERIES FIfcST READERd ALBERT R. MANN LIBRARY AT CORNELL UNIVERSITY THE GIFT OF Dr. Marvin D. Glock Education CORNELL UNIVERSITY LIBRARY 3 1924 090 166 285 DATE DUE GAYLORD PRINIH)INU.SA Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924090166285 STANDARD READER SERIES STANDARD FIRST READER Edited by ISAAC K. FUNK, LL.D. EDITOR-IN-CHIEF OF THE STANDARD DICTioNAHY MONTROSE J. MOSES, B.S. WITH ILLUSTRATIONS BY CHARLES M. RELYEA, LOUISE L. HEUSTIS. HARRIE A. STONER, OLIVER J. NUGENT, AND MUSIC BY HARRIET WARE AND HARVEY tVORTHINGTON LOOMIS FUNK & WAGNALLS COMPANY NEW YORK AND LONDON 1902 Copyright, 190S, by Funk dk Wagnatts Company. Eegistered at Slatwneri' Eall, London, England. ALL SIGHTS RESEBVED. Printed in the United States of America. PREFACE A "Teachers' Manual" for this First Reader is published separately. This "Manual " is for the teachers' use ; not for the pupils'. It contains carefully prepared "Notes" on each lesson, which, it is believed, will prove well-nigh indispensable to the teacher. These "Notes" suggest ways for teaching each lesson; for making it interesting and instructive ; for fastening in the miiids of the pupils its truths by suggestive stories, fables, and readings— it is to be regretted that with many teachers the art of story-telling is almost a lost art — for training the organs of speech to clear enunciation and pronunciation; for enlarging the pupils' vocabulary ; for teaching them to become close observers, and to think and to originate ; for training the eye and ear ; for growing character. The "Teachers' Manual" is a small volume, and is of such shape that it can be carried easily to and from school in the pocket or satchel. The Importance of Primary Readers.— The teacher of the First Reader especially should studiously prepare for her daily task, for, than hers, there is no teaching more important from the kindergarten to the gi-aduation class in the university. It is scarcely an exaggeration to say that more power for good or evil rests between the covers of the First and Second Readers than in all the other books combined that are taught in our schools. True, in the past few decades these Readers have degenerated often into mere trifling, flippancy. It was not always so. The A, B, C work in the days of our fathers was deemed profoundly important In the seventeenth and eighteenth centuries in this country and in England some of the ablest minds were devoted to the production of the Primary Reader ; even the royal rulers of England did not deem this work beneath their dignity. It is not too much to say that the New England Primer, more than any other one human agency — more, we may say, than almost all other agencies put together, the Bible excepted — made the United States what it is to-day. lit is impossible to exaggerate, for good or evil, the lessons given to a child during the years of from four to seven. These years very generally prove to be the rudder that shapes the life-voyage. Primary teachers have good right to magnify their ofiice. Friends, you are the creators of eternal things ; makers of character at an age when character is most easily impressed and developed ; inspirers of the heroes and the world-lifters of the next generation, of the men and women to be ; not simply teachers of words. True, you are to train the pupils to know and make the sounds of the language, to know and use words, but your mission is one infinitely beyond that. Hamilcar taught Hannibal the handling of the sword — that was little; he inspired the purpose that determined the objects for which the sword was to be handled — that was much. 3 PREFACE Throughout the making of this Reader the following has been kept constantly in mind : 1. A child learns words by trying to understand or tell some thought. 2. He will learn these words as readily if the thought is something worth while as if it is trivial. We have not thought it worth while to tell a child that " a cat sat on a mat," or that " a hen laid an egg in John's hat," yet we have tried to keep easily within the reach of a child from five to seven years of age ; to be childlike, but not childish. 3. Of various instructive thoughts, preference should be given to those that give in-/orm-atiou — that build character. Information that is In-FORM-ation. — Truthfulness, honesty, loving others, living for others, self-denial, self-dependence, prolonged effort, patience, obedience, humility, courage, true heroism, love for home, love for parents, love for nature, all should be woven on the loom of the school into the texture of the minds and hearts of children. The mind and heart of a child of five years are not too young to have started in them the bubbling springs of true philanthropy, patriotism, love for truth, heroism, religion. It would be worth far more to this country'than all the diamond-fields of Africa were this thought fixed for a single generation in the minds of teachers of the primaiy classes. The school that does not grow character is a failure. Nature-Studies. — All children should be in close contact with nature. A First Reader especially is fatally faulty that does not smell of the earth, of the woods, of the new-mown hay, of flowers ; that is not full of th& chirping of insects, the song of birds, the murmur of water. Teach a child to love nature, and the chances are greatly increased that he will grow up a good citizen. Pullman, the inventor, said : "I have flowers in front of every home in this city of Pullman; their civilizing influence reaches through the mothers and the children to the fathers." Childi-en should be taught the names of their neighborhood birds, animals, trees, flowers, and other plants, and facts about them. They should be led intelligently to watch the spider spin his web, the ant dig in the ground, the bird build her nest ; to wonder at and revere the spark of life in every insect; to look up at night and see the splendor of the sky. As Emerson says: "If the stars appeared only once in every thousand years, what marvel upon marvel it would be, how their appearance would be handed down from generation to generation, and how all the world would turn out at the reappearance to see the city of God! " With intelligent encouragement and direction, nature will remain a great school- house to children, and a source of never failing and wholesome enjoyment and instruction, for she is responsive to children, and it is beautiful to see how easily they learn of her. She has a thousand tongues for little folks where she is dumb to the average adult. Religion that should be Taught.— No better service can be rendered a child than to give him noble thoughts of his being and of his destiny ; thus you hitch his PREFACE 5 baby-cart to the inner, unseen, the truest of all forces. Ethical truths should be given religious sanction. Pupils should be imbued with a deeply religious senti- ment, a spirit of reverence. This can be done in a way that wholly avoids dogma- tism, that avoids the slightest trace of sectarianism — in a way to which neither Prot- estant, Eoman Catholic, nor Jew would object. See, for example. Lesson XII, p. 30. The state trusts to an oath, that is, to an appeal to God. It is then reasonable that schools supported by the state should help to grow men and women who will respect their oaths. To talk about religion, -to salute the flag — these may be e/flcient, but are not sii/flcient. Nothing teaches like life. Much use should be made of biography. Above all, the teacher must be what she would have the pupils be. A heart must burn that would set other hearts on fire. A_true teacher is worth many books. These and kindred thoughts are dwelt upon at greater length in the Introduc- tion to the Funk & Wagnalls series of Readers, which appears in the "Teachers' Manual " for this First Reader. Selp-Dbpendenoe. — Remember that the best teaching is to teach the child to be a self-teacher. Train him to think; this is the chief object of education. Encourage in every way original thought. Ask questions ; ask what water is good for ; what the snow is ; ask him to imitate the sounds made by diflferept animals. Use putty, dough, clay, peas in having the children make different objects. With a little tactful helping the children will surprise you with their inventiveness. This method of teaching will help to develop the creative or resourceful faculty. AyoiD Contusing the Minds op Pupils. — It is easy to confuse hopelessly the minds of little ones by giving them too many tasks to master at one time. To master the fifty-two sounds that make up the English language and get a vocabu- lary are the first essentials. Common Alphabet. — Give no attention to teaching the names of the letters in the common alphabet. If the directions given in the " Teachers' Manual " are followed it will be found that the pupil will have " learned his letters " before the end of the first year ; these he will have learned incidentally. It will be easy then to arrange the letters in their alphabetical order. Script, — No script is used on lesson pages. The Script Alphabet is given com- plete with the Print Alphabet on the page opposite Lesson I. The script letters are made so like the print letters that a child having learned the one will readily recognize the other; the teacher will find no diflaculty in using the script in black- board-teaching. In the later lessons the pupils can use it in slate-work and pad-work. Spelling.— It is thought better for teachers to omit spelling wholly the first year, A pupil who is first trained in phonetics and then taught to spell will be a better speller at the end of two years than if he had been taught the latter without the former, or taught both concurrently. The experiments made by the United States 6 PREFACE School Commissioner of Education, William T. Harris, when superintendent of the schools at St. Louis, and the experiments of other educators along the same lines, have made this fact veiy clear. After the child has learned each sound, and the imvarying symbol for that sound, it is easier for him then to learn the variations, or equivalents in the common spelling. However, those teachers who prefer to teach spelling to First Reader pupils will find that the vocabulary list of words in the Appendix will readily lend itself to this use, so also will the lists of words given in various lessons. In the Appendix all words used in our lessons are there tabulated alphabetically and respelled for pronunciation purposes. Teaching TO Read.— In the first part of the Reader teach words largely as wholes. New woids are introduced sparingly in each lesson. Do not tiy to have the pupil memorize the word aside from the thought of the sentence in which it occurs. Write on the blackboard new sentences containing the words; and it will be surprising to see how quickly the pupils will master them by sight. No attempt should be made at analysis except as it be made in a syllable to make clear the sound taught in the lesson or the sounds already taught. Enlakging the Pupil's Vocabulary. — Encourage the child to talk by asking him questions; as, '-John, what did you see coming to school?" "Mary, go to the window and look out until I count ten, and then come back and tell us everything you saw.'' Never forget that words are learned by trying to tell or understand a thought. That is nature's way. Mottoes. — In the various lessons are sentiments in smaller type than is used in the lesson proper. This type is to he read by the teacher and explained to the pupils. Each motto contains words that embody the sound or sounds of the lesson. It will be found of advantage after the pupils have read through the first part of the Reader to hep in again with Lesson I, and have them read the mottoes and try to explain the simpler ones in their own language. Pictures. — Great care has been taken to have each picture illustrate the central thought of the lesson. Each picture has been made for this Reader by an excellent artist. The eye helps the ear to catch and fix the idejj of the lesson. Music. — To help drill the pupil in phonetics, and to fasten these sounds on the mind, the music that accompanies the lessons will be found useful. Rhythm and rime greatly assist the memory. Children love music. It will be seen in the first part of this Reader that a staff of music is given usually with each lesson, and all of the staffs under one group of sounds make a complete song. This method will help to tie together the group in the mind of the pupil.* Exact Enunciation and Pronunciation.— The first step in this teaching is to train the ability to detect and produce each of the fifty-two sounds that make up the spoken English language. This should be a chief aim in the first two years of a- pupil's school life. If done thoroughly, it will be found that the pupil has taken a PREFACE long step to become a good reader, a good speller, and, incidentally, a good talker. It is foundation-worli. The drill in phonetics should begin early — in the kindergarten is not too early ; even better were it to begin in the nursery. It is certain that it is not too early to begin with the First Reader. Efforts should be made to detect and overcome every defect in the organs of speech, as drawling, stammering, weakness of voice (see "Teachers' Manual"). Let the drill be patient and persistent on those sounds which are defective. Remember the shortest road is still a hard road, and there is no excellency without great labor. For the correct use of tongue, lips, teeth, breath, vocal cords, in giving the sounds, carefully prepared directions will be found under each lesson. These should be mastered by the teacher. In teaching phonetics see that the pupil is kept interested in the thought of the sentence, or in the story while he is learning the drill-sound. Always be sure that the thought in which you are interesting him is something worth the while ; always distinguish between simplicity and simpleness ; there is such a thing as sensible simplicity. This Reader is divided into two parts ; in the first part the drill is on the vowels ; in the second part the drill is on the consonants. For drill in phonetics and in pronunciation wg have chosen for this series of Readers what is known as The Scientific Alphabet. — For simplicity, exactness, and thoroughness in train- ing the pupils to pronounce the sounds of the language, no system of diacritics com- pares for a moment with this alphabet, invented and recommended by the philo- logical societies of England and America. The powers of the letters are similar to those used in the orthography of the United States Board of Geographical Names, by the Royal Geographical Society of England, and in the pronunciation of the great Oxford historical dictionary, " A New English Dictionary " (Dr. Murray's), and in the Funk & Wagnalls Standard Dictionary Series. Through this alphabet, for the first time, is supplied a strictly scientific series of diacritic markings, indorsed by all of the leading philologists of the English-speaking world. The Scientific Alphabet is used in this Reader solely for pronunciation, and is always printed in red, so that it can be detected at a glance by teacher and pupil. I am much indebted to my associate editor, Montrose J. Moses, for assistance in giving final verbal shape to much of the First Reader. During the last year of its preparation he has been my constant helper. In the earlier stages of the work large credit is due to Mrs, T. H Roberts, J. C. Fkrnald, and H C. Rankin. Much helpful advice has been received from Francis A. March, LL.D., of Lafayette College, and from scores of other prominent educators and principals, and teachers in schools in this country and Canada, and in schools in England and on the Continent. New York, Maroh 20, 1902. I. K. F. PEmT AND Script Alphabets [The script used below is so nearly like print that it will not confuse the pupils, should the teacher use it in blackboard exercises. It lends itself quite as readily to the b. int or serai-slant method of writing, should either of these be preferred to the vertical.] PRINT SCRIPT PRINT SCRIPT FEINT SCRIPT PRINT SCRIPT A B C B C X N a a n n p b 3 D e c P 3 1) D Q Q d a q ^ E £ R R e ■f e r ]- F a v— S S -f s s G T T g^ 'J t t II 4 U Y 1 u h K 11 u I J K \-j V i 1 Y V W J [ W w < X X k k X X L L Y Y ■ ■ - J u M M Z Z m m z z («) a, a LESSON J See papa ! Seo luauia Go()(l-l)y, papa! G()()(1-1)V, mania ! ro'ril;: !3 '"t% and /-'tfil are /t^^^/^ ? ^TTx k^^^.^ iiM& ^ and C^ ai*e and are Word Drill at mat an and add bat pat fan band bad t'at rat man hand a( fat sat pan • hmd mad hat vat J 'an sand jad Pronuncia- . tuTn "or'ni : H, ap'-ple, ar'-row, caii'-non, cap, cat, lamb. a LESSON XI 19 I see a square. Where ? There ! That is a picture of a square. What is there to see in the square ? Statues, trees, and a fountain are there. Light is the taslt where many share tlie toil. HoMEiiH Iliad. Pronunciation Drill : a, square, there [e=a], where. [In making this long sound, positions of organs same as in a (at); voice-efEort prolonged.] And what was there, a a, a a, And oh, what did they see? 20 LESSON XII AVashingtoii was a good man. He was a soldier. Once, AN'hen the air was cold, the trees bare, and the ground Avliite Avith sik)W, his army had little to wear and little to eat. Washington was seen at prayer, asking God to help them. This was at A^alley Foi'ae. Four things oliserw with cai-e; Of whom you spealc; when, lipw, and where. Pronuncia- tion Prill bare, air [o/=aJ, prater |oyc=rr], wear [ea=aj. The flow ere fuir were eve - ry- where, And birds sang mer n ^ 22 LESSON XIV a a ti a a a Review [frius iw a review of sonnds already learned; nmo words with .these sounds are given. Previous directions in Pronunciation Drills are to be followed.] a-gam a -like' u-live' a -muse' (Ire bcirk kli'k cfirt bCir ddi'k mtlrk pfirt eur ulrk ptlrk ttlrt tint m( isk cltiss tisk ttisk glass cask iKrth grtjss //r stffh- wh(^^i'e as-sist' at-tack' at-ten'-tion LESSON XV 23 Tempo di Yalse. Song.— "A" Sounds Harvey Worthinhton Loomis IS^I^^ 22Z ^ mm ■p^z^ tE3= 1 Mu-mu, a a, a >, ^ 4— n 1' J -^ ^ ^-^^= =g=i^^^E^ :-i— 1^-— 1 J -J' ' " L. . » ^ ■- .J.. J. " Shake the branch, »■, « ) e , 61 And they will fall to K- '?' ! e LESSON XVII This yellow Howei' is a dandelion. It o'l'ows in gardens and in fields. It bioonis ill tlie Spiino;. Bees and l)irds fly ai'oiind it. Have yon ever seen a dandelion? Do you rememl)er now where you saw it? ''tion" o'rm : t)) flan'-de-li"-on, re-mem'-ber. ['I'liis sound occurs only in unaccented syllables; nearly same sound aw i (it); middle of tongue raised; jaw not dropped as imich an iu o (red); month open about one-quarter inch; voice-effort we ' ' mf :4=zzI5= Yel - low. yel - ]o\\', yel Dan - dt - li - our 26 LESSON XVIII im ""''"■^^W-i""-!-r..'^C'' This is a picture of the Capitol of the United States. The Capitol is in Washington. The President of the United States works in the Capitol. George Washington was the first President. And the star-spangled banner in triumph shall wave O'er the land of the free and the home of the bi'ave. Francis Scott Ke\. Pronunciation Deill : e, pres'-i-dent. [Same sound as e (red), varying toward u in but; only In unaccented syllables; voice-eflort often but a murmur; middle of tongue raised slightly, and tongue narrowed toward front,] In the fields e, e, fi, & LESSON XIX Clay-Modeling fDircctions for the proper mixing of the ciay, and for modeling, ar*e given in the " Teachers' Miiimal."] 37 iS^-^ 28 LESSON XX Review e bed bell bent belt end cell ecnt felt bend dell dent melt lend fell lent lem send dan'-d(. '-li' tell sent them e '-on ]'r-mem'-ber e mo'-m( ait pres' -i-d( 'nt Drawing Lesson [The two boxes sliown in the above diagrams are developed from the straight line. For directions see "Teachers' Manual."] M Tlie birds fly hero and tliej-e. They buihl nests in trees. Their httle eii'ii,-s are in the nests. The pretty l)irds ])erch on the l>raTielies of the flowei's. IIow many birds can you name? ''SrDrii;: yi', flow'-el-, perch, bird |/r=grj. [Pusiiioiis of organs same as in o; voice-effort prolonged; modified hy * r; lips slightly rounded.] Chirp ing all round. 30 LESSON XXII The daisy grows in the tiekls. Have you ever seen a daisy ? Some daisies are yellow, with black eyes. Some daisies are white, with yellow eyes. The daisies bloom in May. Do you know how to make a daisy-chain ? Bright flowers whose ho»ie is everywhere. WoEDSWOETH, To the Daisy. There is a flower, a little flpwer, With silver crest and golden eye, That welcomes every changing hour. And weathers every sky. MoNTCiOMERY, The Daisy. Pronunciation Drill: e, chain [a/=e], dai'-sj, make [a=e], May [ay-e'], a [a=e if accented ; «=a if unaccented]. [Organs in same positions as in c ; voice-effort prolonged,] -i- — * — - • White tlie dai - sies, e. e, e, Are peep - ing from the ground. LESSON XXIII 31 How many days of the week are there ? There are seven days : Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Sunday is a day of rest. Monday, Tuesday, Wednesday, Thursday, and Friday are school-days. On Saturday, girls and boys play, and have fun. Peonunciation Drill: Mon'-dav/ [(t//=e]. [Organs in Bligbtly narrower positions than in t ; sound occurs in unaccented syliablee.] \^^^^ 1*_ -^. \ — \ — ,H— 1" ~i ^ -^-?-l Mon > Fine. they will fall to me. 2. Yel - low, jel - low, yel low Dan dg - li peep - ing from the ground. 4. Mou-day, Tues-day, Wednes-day, Eve - rv day Fjne. ons I grow In the fields ft S, S, S, I do love them so.. go ... . In the fields to see the birds And'fiow - era I love so -J»-r— 1 1^ ■ . , ! H3 LES8(.)N XXV Color Drill [Voy diioftiODb imU explanation sec "Teachers' Maiuial."! '■W^ 34 LTOSSON XX Yl '^^^ The sqiiiiTel lives in the woods. 't^I j^is home is in the trunks of trees. He eats nuts. f'^k^k In the Fall he hides the nuts, rX^u^l gQ ii^r^^ when cold Winter comes he will have soniething to eat. Squirrels run fast. Their tails arc like brushes. f^|| Do you know whj g*f^^^ they have such tails? k^^^t The long bushy tail helps the squirrel to leap from tree to tree. It also keeps him warm in Winter. In ]^ovember, squirrels go into their homes, to stay until the Winter has gone. All things are possible to him who works. M 4 t ^ Pronunciation Deill : i, in, is, it, live, Win'-ter. [In this short sound, voice-effort stopped by following consonant; front of tongiie raised as high ne, vowel sound can be made with tongue flat; mouth opened about one quarter inch.] In Win - ter time the snow falla down, The wind 1, i 35 LESSON XX VII Fish Hwim in the water. They can not live long out of the watei'. They have many small gills, through which they breathe. Fish lay many eggs. Have you seen a fish swim? It moves its tail when it swims. Fish are of many colors. Some fish have colors like the rainbow. Here and there and everywhere The salmon swims about — The herring and the piclierel, The bluefish and the trout. Give us, oh! give us the man who will sing at his work. He will do more in the same time — he will do it better. — CarTjYI.e. ^_ Peonunciatton Drill: i, fish, live, swim. 5-?s¥^: 0>m "n*" In Spring the farm - er plants his seed, And soon It starts a grow - lug. 36 LESSON XXVITI The peach-tree is in the garden. There are leaves on the tree. They are green. The tree has pink flowers on it. These flowers are called bloSsoms. The peach-blossoms fall to the ground when the peaches begin to grow. A peach is at first green. Then it turns ripe, and we may eat it. A peach-stone is inside of the peach. The trees that are most in the sun bear the sweetest fruits. 't™n''D?lfr: i, leaves [_endding out anoAv; Pine-tree and willow-tree, Fringed elm, and larch — Don't 3"on think May time 's Pleasanter than March ? Thomas Bailey Aldbich. -15 I.EWSUN XXXVII The clock lia« a face and liands. A watch also has a face and hands. Watches and clocks tell the time of day. Pronunciation Drill: o, clnck, watch [a^o]. [Ill making this short vowel, voice-effort stopped by cougonant follywin;;; lips louuded, aiul iduuiid in back of mouth; moufh opening mcdiQin.] p Allegretto. -=^ii;^ gi ^ 1 r|^=q^-:^ Hart! What does the w;i - ter aay As it rip - plea on its way? 46 LESSON XXXVIII In the forest are many trees. Holly is found in the forest. We hang holly about the house at Christmas time. What kind of tree is a Christmas tree ? On the tree Santa Claus puts toys For little girls and little boys. On Christmas morning, oh, what fun — What sport for each and every one! Here is the picture of a Christmas tree. What do you see on it? A dog, a doll, a stocking, popcorn. ChristiinaH comes but once a year. Peace on earth, good will toward men. Pronunciation Drill : h, fi ir'-est, hal'-ly, lx»p, what [a=o]. ' Watch mo liere and rip - pliuft on 6 o bono rose clo'-vor 6 LESSON XXXIX Review 0-boy' o-mit' oar [6»6/,=o] how [ow=(}] no door [00=6] low h\o/n ^oov slow How dog- fog log God nud Hdd clock flock lock Drawing Lesson [The above diagramB are based upon the straight line and the circle. For directions see " Teachers'' Manual."] 48 e LESSON XL The frost is on the ground. The leaves of the tall trees are covered with frost. When the sun comes the frost thaws. Frost melts like snow. Frost makes pictures on the window-glass. Do you know how these pictures ai'e made ? Water freezes when it is cold. When water freezes it makes ice. When is it Winter Time^ When icicles hang by the wall, And Dick, the shepherd, blows his nail. And Tom bears logs into the hall. And milk comes frozen home in pail. Shakespeare, Love's Labour's Lost, Act v, Sc. 2. ■"tirDriii : "», ft'<">st, fall [u=6], tall, thaw [aM^n]. [Found in accented syllables; positione of organs same as in o (net); voice-effort prolonged in this long voweJ sound.] P Allegretto. ^^^^ -4 ^ : ^ '^^ "As I llow„ and ns 1 faXl, Tin - kle, sprin kle ia my call. LESSON XLI 41) Tlic ship is ill tlic luirl »<)!•. The sailors are on the cU'ek. The bii^* ship behjiigs to the United States, '^!^r and is named the ()rei>()n. Do yon see the l)ip' i»'nns? Pronunciatkjn Drill : /ll flan- hr/ll dvff/r tall' th(ffr o av'-l)»ii' liar'-boi' sail' -or 51 LKSSON XLIIl Song. — The Ripples MontkoseJ. Moses Harvhv Worthington LOOMIS 1. Tell me where the rip -pies go; Ful - low Hliem and let mu know. 2. Hark! 'What does the *wa ter aay As it rip - pitia on its -way 1 3. "As I flow and as I /aW, Tin - klo, spriu-kle is my calh Ei^EET^ffE m i Take a hoat and final and fsat, And find out where tliey go — "WatOi me here and see me there, A rip- pling on my way — Sail or, as I pass you by, Oh, lis ten to njy cali!".. Wheii I was down beside the sea A wooden spade they gave to me To dig the sandy shore. My holes were empty like a cup, In every hole the sea came up, Till it could come no more. Robert Louis Stevenson. 52 11 LESSON XLIV C--- [6*^=11] Do you know the story of Little Red Riding Hood ? Look for goodness, look for gladness, You will meet them all the while; If you bring a smiling visage To the glass, you meet a smile. Alice Caky. Pronunciation Drill : u, fiill, hood [oo=u], wool. [Lips rounded, with small opening; in making this short sound back of tongue raised as high as vowel found can be made with tongue slack; voice-effort stopped by following consonant.] Wkich Mouid yon rath - er be — a 6rooA That flows and flows and flows;. :=|!sr: ^ i— -^ — »* ^ I tp< _ A 6us/i Avitb - in a sha - dy nook That growjs .ind grows and grows?. •r^: X .-y^t ,„>> ■> H 58 LESSON XLY Brooks are in tlio woods. Bushes grow by the side of the l)i'ooks. In AVinter the woods are covered with snow. Tliei'e are deei' hi the woods. \ They run veiy fast. I The deer liave horns. Have you ever been in the woods ? ';?;:Drm: n, brook [oo-u], woods. 54 u LESSON XLVI In Winter the snow falls on the ground. Then the trees are white, and the bushes too. What do you do when it snows? In AYinter, when it is cold, a pool of Water freezes. The water turns into ice. The ice is smooth. Do you know why ice floats on the water? Pretty hands arc hands that pretty do. The way to be happy is to make some one happy. ^To"n"[)'rm : ^1, do [o=u], pool [oo=u~\, smooth, jou [om=u]. [Organs in same positions as in II (wool); voice-effort prolonged.] u LESSON XLVII 55 The sailors on a ship are called the ship's crew. A number of soldiers marching are called a troop. Each troop has a bugler who blows a bugle. The buglers blew their bugles during the war. 'Tis well to be merry a,nd wise ; 'Tis well to be honest an*d true. Pronunciation Drill: u, blew [ew=ti], crew, troop [00= u]. The ti ny lit - tie drops of (few That, on tVie vio lets lie? 56 u LESSON XLVIII HoAv long is this line? Tako a ruler and measure it. It is one inch. -^^■^^— and ^— ^— are One inch and one inch aie two inches. Pronunciation Drill : u, meas'-ure. [FoeltioDB of organs same as In n ; shading Into A In burn.] u Review book [00= u nook bull cook look full liook took pull look shook wool u (\o |o=u] dr('(r [r/r=u] t/ro [yro=u] u meas'-tire treas'-iii-e LESSON XLIX See the cluster ^ of biittei'eups. The buttei'cups l^hjoiu in Ma} . The sunshine lielps them i;,-row. Buttertlies liy lU'ound the t)utterciips. Pronunciation Drill: u, Ijnt'-tei'-cup", clus'-ter. [Lips rounded not as much ap in ii ; bnck part of tontruy raised; ilie rli,ctinftiv(_' frature of this Blioit sound is its lack of resonance: voice-effort stopped by follnwiiiij: consoiiiuit.] ^_ f^ Audantlnu E^ =1= — tJ — ' *>^- ^-r^l "VVliich wouUl you rath - er bo tu - day A hut - Ur ■ cup. my doars; 58 LESSON L Object-Drawing Lesson [The objects are based upon the circle. For directions !*ee "■' Teachers' Manual."] u LESSON U Word-Guessing Honeysuckle grows on the ^ lied, white, and blue are the Look out ! Do not let the The ca^^ are in the | Can you tell the story of the the life of a mouse ? 59 colors, sting you. Ul who saved A ferjl*^ rubs off the marks on a B The rabbits burrow in the ground. Pronunciation Drill; u, nut, col-'or [o=u], sponge. A but - ter Jly to flit a - way As aoon as it ap - pears?., 60 LESSON LII The wind is blowing hard. Hear it roar with a swish and a swirl. The leaves curl, and the trees bend to the wind. Look at the weather-vane. Yon can tell which way the wind whirls by the way the vane moves. Pronunciation Drill : ir, curl. [Positions of organs similar to those in u; voice-effort prolonged; found before r only.] p Andantino, A lit tie leaf tbat od the tree Be - neath the sun W curls ;^. -r ^ '-f- Or tell me. would you rath - er be Jnst lit tie boys and girls!.. IT LESSON LIU Learn, learn learn to churn, churn, chui-n. And the milk into butter will turn, turn, turn. Turn I^orth, tui-n South, turn East, turn West. Pronunciation Drill : fr, chr;rn, turn. -«<.v«'.t J^.f't^MllitJt 63 U u bun fun bfri'n LESSON LIV Review rim but sun cut churn hut nut turn Song. — Which Would You Rather Be; Montrose J, Moses Harvev Worthington Loomis 1. Which would you rath - er be — a brook That flows and flows and flows ; . . 2. A vi let so blue, so blue. So dain --. ty and so shy;.. 3. "Which would yon rath - er be to - day— A but - ter - cup. my dears;. 4. A lit tie leaf that ou the tree Be- neath the snn un curls;.. A bush with - in a sha - dy nook That grows and grows and grows? The ti ny lit -tie drops of dew That on the vio lets lie? .. . A but* ter fiy to flit a- way As soon as it ap pears?.. Or tell me> would yuu rath - er be Jast Ut fie boys and girls?. - LESSON LV 63 General Review of the Vowel Sounds [The vowels are here grouped according to the short, long, and variant sonnds. Further explanation is given in the Appendix, under the Scientific Alphahet.] Short Vowet.r Long Vowels Variants Q a ma-mu', popa' flag, has a a are, car square, air a a ant, grass at-ten'-tion e red, stem e day, May e e er e dan'-de-li"-on pres'-i-dent flow'-er M.oii'-day i fish, in i B u u peach, tree 1 preferred e 6 o-bey deck, fer'-est . rose, spar'-ro/r frost, fall o sail'-or u u full, brook clus'-ter, sponge do, pool, biJrn, curl u meas'-ure TN THE following, the second part of tho First Reader, the pupil is to be drilled upon the consonant sounds; also certain vowel sounds are to be incidentally reviewed ; but, pri- marily, the object is to familiarize the pupil with the consonant sounds preparatory to a continua- tion of the consonant drill in a more extended form in the Second Reader. The majority of ibe lessons are printed in both the ordinary and the Scientific Alphabet type. It is strongly advised that the text in the Scientific Alphabet type be read first, and that it again be studied from the ordinary type. The unvarying signs for the un- varying sounds of the vowels should, by now, be familiar to the pupil. (64) b, c, d, f , s 65 LESSON LVl Columbus discovered Ameriea. Men once thought the earth was flat and square. Columbus said it was round. He sailed from Spain with three ships. One morning, before the stars faded, he saw a new land — America. 66 b, c, d, f, s LESSON LVII Oo-luiii'-bus dis-cuv'-erd CL-mer'-i-ca. Men wuns tliot thi erth wez ilat and scwar. Co-lum'-bus sed it wez raund. nt seld freni Spen with thrt ships. Wun ni6rn'-ing, be-for' the stoi^z fe'-ded, hi se a niii land — Cl-mer'-i-ca. Pronunciation Drill ]) (' d f s Itct ("Ui- do fed so l>eet care dot feed sob b— Made by sudden opening or sudden closure of lips (by lip-opening*a6 in baa,' by lip-cloeure as In ab)\ nasal veil closed; vocal cords close so as to vibrate and sound; articulation of edges of lips. c=lt — Back tongue-closure to soft palate as in act; back tongue-opening as in > af; vocal cords open bo as not to sound: nasal veil closed. The following are a few equivalents of c: J . ,. ' ~ ^ , ' . } c=ziudts-cem':c=alkiiio'-cean. d— Tongue-tip closure as in loff; tongue-tip opening as in day; vocal cords close m as to vibrate and sonnd; nasal veil closed; point of tongue touches upper gum. f —Lower lip raised to upper front teeth as in fat; vocal cords open so as not to sound; nasal veil closed, s— Hissing consonant; beginning syllable as" in.-o; ending syllable as in ga'^; tongue-front raised nearly to roof of mouth, just above front teeth; opening behind tip for hissing breath; teeth slightly parted. 67 lesson lviii Object-Drawing Lesson [To be drawn upon blackboard, paper, or slate. For fii. Uicr directions see " Teachers' Manual."] 68 LESSON LIX WOED-GUESSING IlaA o you seen a fj on a nest? Would you like to see an and a On the and there are Early to bed and early to rise flakes a man healthy, wealthy, and wise. Benjamin Fbanklin. wo"V : desk, el'-e-phant, hen, leop'-ard, pen'-cils, pens. b, d, q, r, v, w LESSON LX 69 Once, Rip Van Winkle went up among the hills, where he saw queer little men playing ball. They gave Rip something to drink, which put him to sleep. He slept twenty years, and when ho woke up he was an old man with gray hair and beard. He went home. T^o one knew him at first. He was told what had happened while he was asleep among the hills. [See Wabuinqton Ikving's Btory.] 70 b, d, q, r, v, w LESSON LXI Wuns, Rip Van Win'-kl went up ci-munff' the hilz, hwar ht se cwir lit'-l men ple'-ing bdl. The gev Rip sum' -thing tu drink, hwich put liim tu slip. Ht slept twen'-ti yirz, and hwen ht wok up hi wez an old man with gre har and btrd. Ht went hom. 'No wun niti him at ferst. Hi wez told hwet had hap'-nd hwail hi wez a-slip' ci-mung' the hilz. Pronunciation Drill h d (| r Y w Imr don (juit Rip van win i)ai'e done quite Tii)e \'ane wine b, d-^.Soe Lesson LVII. q=k^The positions and movGments of organs in making this Bound are described under c — k (see Lesson LVII); combination of back tongue-opening with lip-opening; qu generally^ow. See w below. [ii is not used in Scientific Alphabet, but is here given for the purpose of comparison.] r— Trill or rustle at tongue-tip; tongue-front raised nearly to d position (sec Lesson LVII); tongue touches teeth and upper gum at sides; small opening in center for voice to pass. V— Lower lip raised to upper front teeth ae in Zo?e, or a similar opening as in vat; vocal cords close so as to vibrate; nasal veil closed; continuous consonant; same positions as in f (see Lesson LVII), except that the vocal cords instead of the breath are used. ^y — Bilabial consonant; a sound with mouth rounded aa for u (see Lesson XLIV); lips constricted; u resonance on following vowel. h, 1, n, p, t LESSON LXII 71 Longfellow was a poet. His poems show how he loved children. He wrote a long poem about an Indian boy named Hiawatha, who lived in the woods " Then the little Hiawatha Learned of every bird its language, Learned their names and all their secrets. How they built their nests in Summer, Where they hid themselves in Winter, Talked with them whene'er he met them. . 7? 73 h, 1, n, p, t LESSON LXm Leng'-fer'-o wez a po'-et. Hiz po'-emz sho hau hi luvd chil'-dren. " Hi rot a leng p6'-em a-baut' an In'-di-an bei nemd Hai"-a-wa'-tha, hii livd in the wudz. '' Then tiie lit'-l Hai"-a-wa'-tha Lernd ev ev'-ri berd its lan'-gwgj, Lernd thar nemz and el thar si'-crets, Hau the bilt thar nests in Suiii'-er, Hwar tjie hid them-selvz' in Win'-ter, Takt with them hwen-ar' hi met them. . . ." Pronunciation Drill b 1 n p t hose h)t no pot ton horse > lost no]' post tone h— Aspirate; rustle of breath preceding a vowel as in /w// as a final letter, modifying preceding consonant as in bath, , flask. I— Rustle of tonf^ne-front edges; beginning syllable as in to, ending* as in fail; tip of tougne raised to d position (see Lesson LVII); sides open for breath to pass. II— Vocal nasal resonance, with tongue-front closure as in o"; tongue-front opening as in ?«?,* point of tongue in contact with upper gum, p— Lip-clo8ure as in caj/; Ilp-opening as in pa/i; vocal cords open; nose closed; breath exploding. «™Tongue-tip closure as in af; tongue-tip opening as in top; vocal eorrls open; nasal veil closed; explosive , tip of tongue touching upper gum. m, r, w LESSON LXIV -73 ■ ~ -'■^ .if'?* in * ■J r. U ■ ^'''' i^^^ ■ '^'^^S ^^^ ^J .■ % f^^\ ■f /:'^,:\ V.,: . ' 1/ "r '■:-'^i i 1 : }% \ h rj!.; «'jif ■ ,'": - - /\ ., -r-^ ;l ^^^-•■^^ ^ . pf^^ ii ^i^^^g^faHab>~*>aiM ^^^^^^^^^^- "' ■ '"" '■^"':^- ^■w^^SSlBlii^ ff^^^^ .....-^^^s '::& "At the door on Summer evenings Sat the Httle Hiawatha 5 Heard the whispering of the pine-trees, Heard the lapping of the water, . . . Saw the moon rise from the water Ripphng, rounding from the water, Saw the flecks and shadows on it. . , ." What did Hiawatha hear? The ripphng of the water. What did he see? The moon and the ripples on the water. 74 m, r, w LESSON LXV ''At the doi" on Sum'-er iv'-ningz Sat the lit'-l Hai"-a-wa'-tha ; Herd the hwis'-per-ing ev the pain'-triz". Herd the lap'-ing ov the we'-ter, . . . So the mim raiz frem the wa'-ter Kip'-hng, raund'-ing freija the wo'-ter, So tlie flees and shad'-oz en it. . . ." Pronunciation Drill ni r w men rat ^\G mean rate wet 111— Vocal nasal resonance, with lip-closure as in am; lip-opening as in nmn. I- See Lesson LXI. H— See Lesson LXI. Blackboard Sentences What was the name of the Indian boy ? Hiawatha knew the names of the birds in the woods. He loved to watch the water. &k, s LESSON LXVI 75 Alfred Tennyson was a poet. He wi'ote about a king named Arthur. King Arthur had brave men around him, called knights. The knights were always kind, and took care of the sick and of the poor. They wore coats of steel, and carried swords and shields and spears. They wore steel caps, called helmets. King Arthur was brave, and loved truth and honor. 76 . S' ^' ^ LESSON LXVII Al'-frecl Ten'-i-sun wez a po'-et. Hi rot a-baut' a king neuxd a_r'-thur. King Q_r'-thur had brev men a-raund' him, celd naits. The naits wer el' -wez kailid, and tuk car ev the sic and ev the ptir. The wor cots ov stil, and car' -id sordz and shildz and spirz. Tlie wor stil caps, celd hel'-mets. King Q.r'-thm' wez brev, and luvd truth and en'-er. Pronunciation Drill g k s o'o Idn sin God land sing g— Back tongue-closure as in bag; back tongue-opening as in gas; articulation of back of tongue against soft palate; soft g= j (see Lesson* LXX^'), and is a quick combination of d (see Lesson LVII) and zh as in giant. Ifc— The same positions as in o See Lesson LVIL B— See Lesson LVII. soften^ z{Bce Lesson LXXA'), as in seas (siz), tubs (tobz), love^ (luv^. 77 LESSON LXVIII Peas and Sticks [Dried peas are to be soaked overuight; toothpicks will do for Bticks. The teacher is referred to the " Teachers' Manual " for further directions.] The world is so full of a Jiumber of things, I'm sure we should all be as happy as kings. Robert Louis Stevenson. 78 What Is It? LESSON LXIX "WORD-GrUESSING- [From Prof. Isaac Taylor Headland's " Chinese Mother Goose Khymes."] It has both 4 and ^'^ , But it has not breathed since birth, It can not go to heaven, And it will not sta^^ on earth. AXSAVER.- A Or a going np rT^V' r^y/ A ^li - V on the lii^ --7 coming down /- /-'it'' You ne\xr ought to beat. I water the ^^^^^^ ? I water the I water them morning and evening hours, I never wait till the flowers are dry, I water them ere the ^S is high. c, k, 1, t, y 79 LESSON LXX J Take a sponge and look at it. The little holes you "se(^ are cells. The cells of the sponge are I'oimd. Some are large and some are small. A sponge is thought to be an animal, and it lives in the sea. It is rooted in one place like a plant. If the sponge becomes dry, it gets very small. If you wet it, each 6ell will drink up the water. When it is alive, the sponge ets its food from the water. 80 c, k, ], t, y LESSON LXXI Tek a spunj and luk at it. The lit'-l liolz ju si di^ selz. The selz ev the spunj Cir rannd. Sum ar klij and sum ar smel. CL spunj iz thet tfi bi an aii'-i-mal, and it livz in the si. It iz rnt'-ed in wun pies laik a plant. If the spunj be-cumz' .drai, it gets ver'-i smel. If yfi wet it, ich sel wil drink up the wo'-ter. II wen it iz a-laiv', the spunj irets its fud frem the wo'-ter. Pronunciation Drill c k 1 t y can back lip tub ye cane black limp tube yes c — See Lesson LVII. It— See Lesson LVII. 1— See Lesson LXIII. t—See Lesson LXIII. y— Vowel chamber made for i (see Lesson XXVI) as in union Cvun' yun); as the i sound is uttered, the tongue ig raised to hard palate so as to make a consonant rustle with the I f, h, m, n, p LESSON LXXII 81 Bees make honey. They find the honey in the flowers. Have you ever seen a beehive ? The beehive is a nice home for the bee when it is not flying among the flowers. Honey is made in combs. The combs are Avax, and are full of little pockets, called cells. The honey is put in the cells. Each cell has six sides. The comb is called a honeycomb. The worker bee is always busy. If you worry the bee, it may sting you. 83 f, h, m, n, p LESSON LXXril Biz mek hun'-e. The faincl the hun'-e in tjie flan'-erz. Hav ju ev'-er sin a bi'-haiv" ? The bi'-haiv" iz a nais horn fer the bt hwen it iz not fiai'-ing a-mung' the flciti'-erz. Hun'-e iz med in comz. The comz cir wax, and dr ful ov Kt'-l pok'-ets, cold sclz. The hun'-e iz put in the selz. Ich sel haz six saidz. The com iz cold a hun'-e-com". The wui'k'-er bi iz ol'-wez biz'-i. Ifyu wur'-i the bi, it me sting y\\. Peonunciation DliiLL f 1 m n P fin ler mat not )an find lere mate note 3ane f — See Lesson LVII. I» -See Lesson LXni. ni — See Lesson LX\'. 11 —See Lesson LSIII. l» — See Lesson LXIII. g, 3. y, X, z LESSON LXXIV 83 The man planted some seeds in the ground. Then he covered them up so that they would be warm. In the Spring the warm sun found them. Then the seeds sent little white roots into the ground, where they were fed in the soft, warm earth. Then little green leaves and stems began to grow. Pronunciation Drill .i y X z wig jam eve ax ad/ wing jamb ever wax 84 & j, V, X, z LESSON LXXV The man plant' -ed sum sidz in the graund. Then hi cuv'-erd tjiem up so that the wud bi worm. In the Spring the worm sim faund them. Then tlie sidz sent ht'.-l hwait ruts m'-tti the graund, hwar the wer fed in the soft, werin erth. Tlien ht'-l grin livz and stemz^ be-gan' til gro. g— See Lesson LXATII. j—Coneonant diphthong formed by couibining d (see Lesson TiVII) aijd zli, as in Jam, jump. The soft g of common alphabet, as in geni, is equivalent to j (see Lesson LXVII). V— See Lesson LXL X— A consonant diphthong; cs as in «-«/)i' (ec-sepf); gzas in ex' -act (egz-acf), As an initial = z as in Xen'-o-plum (zen'-o-ten). z— The vocal movements are like those described under s(eee Lesson LVII), except that tlie vocal cords are brought close so as to vibruts and buzz; voice is produced instead of hissing breath. f , r, s, w 85 LESSON LXXVI A plant is made of cells. The water in the cells of a plant is called sap. The stem and root are flill of cells. ^V leaf has cells also. The root draws water from the ground; the stem draws water from the root; the leaf draws water fi-om the stem. The water brings food from the ground. Blackboard Sentences A plant has roots, stems, and leaves. Have you ever seen a root ? Do you remember the picture of leaves in this Reader ? 86 f, r, s, w LESSON LXXVli CI plant iz niecl ex selz. 'rho wo' -tor in the selz o^' a plant iz cold sap. "^Tho stem and rut dr fnl ev selz. (I lif haz selz ol'-so. Tlio rnt droz we'-ter froni the grannd ; tlie stem drez wo'-tei' fi'om the rut; the lif droz wo'-ter from tjie stem. Tlie Avo'-ter bringz fud from the gi'aund. Peonunciation Drill f r s w for ran star Avar- tore rain stare Avare f-SeeLeBBonLVII. r — See Lesson LXI, 8 -Sec Lesson LVIL w — Sec Lesson LXL b, c, h ~ 87 LESSON LXXVm A horseshoe is made of iron. The blacksmith knows how to make a horseshoe. Before he puts it on the horse's hoof, he gets it very hot ; then he puts it on his anvil, and with his hammer, beats it into shape to fit the .horse's hoof Is a horseshoe like a boy's shoe ? The sound of the blacksmith's hammei- when it strikes the anvil is — clink, clank! The smith, a mighty man is he. You can hear his bellows blow. You can hear him swing his heavy sledge. Longfellow, The Village Bla,ckisiuith . 88 b, c, h LESSON LXXIX (1 hors'-shu" iz med oy ai'-uTii. The blae' -smith" noz hau tu mek a hors'-shu". Be-for' hi puts it en the hoi's'-e's huf, hi gets it vcr'-i hot; then hi puts it on hiz an'-vil, and with hiz hani'-er, bits it in' -til sliep tti fit the heis'-e's hfif. Tz (1 h(ii's'-shu" laik a boi'z shu? The saund ex the blae'-t4mith's" hani'-ei- liwen it strail^s the an'-vil iz — clinli clank ! Pronunciation Drill b c h bit cot hat bite coat late l>— See Lesson LVII. t— See Lesson LVII. li-Seo Lesson LXIII. Si) LESSON LXXX Counting How many dots can yoii see here ? • = one • • = two • • • = three • • • • = four • • • • • ^ five = six Measuring How long arc these Unes ? — ^-^^— ^— ^— three inches — — ^^^— two inches .— ^— ^^ one inch one inch two inches three inches 90 LESSON LXXXI Song THE COMIJSTGl OF SPRING [Containing examples of all the consonant sounds except X.] Music by Harriet Ware Words by Montrose J. Moses QuicHy and brightly. 1. "liel - In," quoth Spring, A jol - ly lit - tie tliinjr, "TVhereia Win - ter, do yon know? 2. 'Hel - lo," quolii Spring, A jol - ly lit - tie thing, "Where is Win - ter, do you know? Haa he sore - ly p:one a - way? Por I'm com - jng with the flow - ers, "WHh the Has he sure - ly gone a -way? Oh, 111 set the birds a aing-iog, Por I'm birds and and -den show - ers, With mer - ry March and A - pril, and the bringing^ I am bring - ing. Lit - tie feath-ered friends to bright-en March and Imp - py niontli of Mav." ?,,/-., _ /.- 1, ,. A - pnl. mer - ry May." i ^^' ™y ^^™« ^''<' ^"^^ "f ro ses, Dui - i dan -de - li ona, po - sies Hade of vi o - lets aud blue - bells, bloom-iug here and eve - ry - where. With the gen - tie breez - ea blow; - ing. Such a sow - ing and a grow - ing, I will start in field and mead - ow. If wild Win - ter is not there." — l i. I I r — 93 LESSON LXXXII The Story or the Five Seeds [To be read to the pupils.] Once upon a time five seeds found them- selves in a garden. Suppose five fittle boys and girls came together, they most certainly would begin to talk, and that's just what our five seeds began to do. "When the Spring comes,^' said one, "I'm going to fly away, and begin to grow." "And I'm going to sail away," exclaimed another. " And I'm going to shoot up in the air," added another, who was all shut up in a pod. " And a squirrel will take me away and lose me, and forget all about me," said the fourth seed. " And I," said the seed that seemed to be the leader, "will be covered up by a farmer after he has plowed the field." 93 " Then we will begin to grow," cried all of the seeds together. "No one looking at me now," said one of the seeds, "could tell that I was to ho a pine or a maple, could they ? " " I may be a vine," said another ; " I may grow large enough to have fruit." " Well," said the seed that would shoot into the air, " I may be a bean for all I know." "Oh," exclaimed the fourth seed, "I may be a bush that some day will have red berries upon it ! " And then the last seed said, "Man plants me in the fields ; I may be corn, I may be wheat, I'm sure I'm something good to eat." The five seeds rolled away, and when Spring came they all began to grow. 94 LESSON LXXXIIl General Eeview of the Consonant Sounds [The consonants are her( i grouped in regular alphabetical order, and each word is accompanied bv its Scientific Alphabet spelling.] b c d bar, bar can, can bare, bar bet, bet beet, bit cane, k§n car, car care, car do, du dot, dot don, d(9n done, dim f e h fed, fed feed, fid fin, fin find, faind go, go God, Ged wig, M^g wing, wing her, her here, hir hose, boz horse, hers J jam, jam jamb, jam jay, j^ joy, jei k I m n back, bac black, blac kin, kin kind, kaind lip, lip limp, limp lot, let- lost, lest mat, mat mate, met men, men mean, min no, no nor, ner not, not note, not j P pan, pan pane, pen pot, pet post, post' 4 r quit, cwit quite, cwttit queen, cwin queer, cwlr j rat, rat rate, ret Rip, Rip ripe, raip 8 sin, sin sing, sing tone, ton so, so sob, sob t V w ton, tun tub, tub tube, tiub eve, Iv ever, ev'-er van, van vane, ven we, wi wet, wet win, win wine, wain X BfXj SjK. wax, wax flax, fliax lJ9(Xj LS.X y ray, re gray, gre yes, yeg yet, yet z adz, adz blaze, blez daze, dez gaze, gez APPEI^BIX Vocabulary The following vocabulary contains the words used in the text of the Funk & Wagnalls Standard First Reader, arranged in alphabetical order and with their scientific spellings. Apart from the value of this vocabulary for pronunciation purposes, it may be used, should the teacher so desire, for spelling purposes. From the vocabulary list the teacher could select words for each day's spelling lesson. It will be found of advantage to write these lessons upon the blackboard. a, ^ (unaccented, a) a-bout', a-baut' add, ad adz, adz a-gain', a-gen' air, ar Al'-fred, Al'-fred a-like', a-laik' a-live', a-laiv' all, el al'-so, el'-so al'-ways, el'-wSz A-mer'-i-ca, CL-mer'-i-ca A-mer'-i-can, CL-mer'-i-can a-mong'j a-mung' a-muse', a-mitiz' an, an and, and an'-i-mal, an'-i-mal ant, gnt ap'-pie, ap'-l ap'-ples, ap'-lz ar'-bor, ar'-ber are, ar arm, arm ar'-myi, ar'-mi a-round', a-raund' ar'-row-, ar'-o ar'-rows, ar'-oz Ar'-thttr, Clr'-tliur ask, gsk ask'-ing, gsk'-ing a-sleep', a-slip' as-sist', as-sist' at, at at-tack', at-tak' at-ten'-tion, at-ten'-shim ax, ax back, bac bad, bad ball, bel band, band bar, bar bare, bar bark, bark barn, bdrn bars, barz bas'-ket, bgs'-ket (95) 96 VOCABULARY bat, bat bath, bgth be, bi bear, bar beard, bird beat, bit be-comes', be-cirmz' bed, bed bee, bl been, bin bees, biz beet, bit be-fore', be-for' be-gan', be-gan' be-gin', be-gin' bell, bel be-longs', be-lengz' belt, belt bend, bend bent, bent best, best bet, bet big, big bird, berd birds, berdz black, blac blaze, blez blew, blu bloom, bltim blooms, blumz bios' -soms, bles'-irmz blow, bio blow'-ing, blo'-ing blows, bloz blue, blu boat, hot bone, bon book, buk bos'-otn, buz'-um bow, Tao boy, bei boys, beiz branch'-es, brgncli'-§z brave, brev breathe, brith brook, bruk brooks, bruks browTt, braun brush'-es, brush'-ez bu'-glfe, biu'-gl bu'-gler, biti'-gler bu'-glers, biu'-glerz bu'-gles, biti'-glz' build, bild built, bilt bull, bul bun, bun burn, burn bur'-row, bur'-o bush'-es, bush'-ez bush'-y, bush'-i' bus'-yj biz'-i but, but but'-ter, but'-er but'-ter-cups"," but'-er-cups" but'-ter-flies", but'-er-flaiz" by, bai call, col called, celd can, can cane, ken can'-non, can'-un cap, cap Cap'-i-tol, Cap'-i-tal VOCABULARY 97 caps, caps car, car care, car Carl, Carl car'-ried, car'-id cars, carz cart, cart cask, cask cat, cat cats, cats caw, ce cellj sel cells, selz cent, sent chain, cMn cher'-ries, cher'-iz cher'-ry, cher'-i chest'-nuts, ches'-nuts chil'-dren, chil'-dren Christ'-mas, Cris'-mas churn, churn clasp, clgsp class, clgs claw, cle climb'-ing, claim'-ing clock, dec clocks, decs clo'-ver, clo'-ver clus'-ter, clus'-ter coats, cots cold, cold col'-or, cul'-er col'-ors, cul'-erz Co-lum'-bus, Co-lum'-bus combs, comz come, cum comes, cumz com'-ing, cum'-ing cook, CUK could, cud cov'-ered, cuv'-erd cow, ctlu crew, ciru curl, ctJrl cut, cut_ cute, kiut dai'-sies, d§'-ziz dai'-sy, de'-zi dan'-de-li"-on, dan'-de-lai"-i ra dark, dark day, de days, d§z daze, dez deck, dek deer, dir dell, del dent, dent desk, desk dis-cov;-ered, dis-cuv'-erd dish, dish do, du dog, dBg doll, del don, d6n done, dun don'-key, den'-ki door, dor dot, dot dots, dets draw, dre drew, dru drink, drink dropped, dropt dry, drai % VOCABULARY dur'-ing, ditir'-ing flag, flag dusk'-y, dusk'-i flat, flat each, ioh flaiw, flo earth, erth flax, flax east, ist floats, flots eat. It flock, flee eats, Its floor, flor e'er, ar flow, flo eggs, egz flow'-er, flau'-er el'-e-phant, el'-e-fant fldw'-ers, flau'-erz end, end fly, flai eve, IV fly'-ing, flai'-ing eve'-nmgs, Iv'-ningz fog, f eg ev'-er, ev'-er food, fud eve'-ry, ev'-ri for, for ex-claimed', ex-clemd' for'-est, fer'-est eyes, aiz fol-ge, forj face, fes fort, fort fa'-ded, fe'-ded fought, fet fair, far found, faund fall, fel fotin'-tain, faun'-ten falls, felz four, for fan, fan freez'-es, friz'-ez fast, fast Fri'-day, Frai'-de fat, fat friends, frendz ' fed, fed from, from feed, fid frost, frost fell, fel full, ful felt, felt fun, fim fence, fens gar'-den, gar'-dn fid'-dle, fid'-l gar'-dens, gar'-dnz fields, f lldz gave, gev fin, fin gaze, gez find, faind gets, gets first, ferst gills, gilz fish, fish girl, gerl five, faiv girls, gerlz VOCABULARY 9» glad, glad glass, gigs go, go Grod, Ged go'-ing, go'-ing gone, gen good, gud good" -by', gud"-bai' grass, grgs gray, gre" green, grin ground, graund grow, gro grows, groz guns, gunz had, had hair, har hall, hel hand, hand hands, handz hang, hang hap'-pened, hap -nd har'-bor, har'-ber hard, hard hark, hark has^ haz hat, hat have, hav he, hi hear, Mr heard, herd heat, hit' hel'-mets, hel'-mets help, help helps, helps hem, hem hen, hen her, her here, hlr Hi"-a-wa'-tha, Hai"-a-wa'-tha hid, hid hides, haidz hill, hil hills, hilz him, him his, hiz hive, haiv holes, holz hol'-ly, hel'-i home, hom homes, homz hon'-ey, hun'-e hon'-ey-comb", hun'-e-com" hon'-ey-suck"-le, hun'-e-suc"-] hon'-or, en'-er hood, hud hook, huk hope, hop horn, hern horns, hernz horse, hers hose, hoz house, haus how, hau hur-rah', hii-ra' hut, tiijt I, ai ice, ais if, if in, in inch, inch inch'-es, inch'-es In'-di-an, In'-di-an 100 VOCABULARY in'-jure, in'-jur in'-side", in'-said" in'-to, in'-ttl is, iz it, it its, its jam, jam jamb, jam jay, je' keeps, kips kin, kin kind, kaind king, king- kite, kait knew, niu knights, nciits know, no lad, lad lake, lek lamb, lam lambs, lamz land, ]a,nd lan'-guage, lan'-gwej lap'-ping, lap'-ing large, lurj lark, Icirk last, last late, let lay, le leap, lip learn, lern learned, lernd leaves, iivz led, led lend, lend lent, lent leop'-ard, lep'-ard let, let life, Icfif light, lait like, Mk limp, limp line, lain lines, Jainz li'-on^ iai'-irn lip, lip ht'-tle, lit'-l live, liv lived, livd lives, Iivz lock, tec log, leg long, long Long'-fel"-low, Leng'-M"-o look, luk look'-ing, luk'-ing lost, l©st lot, lot love, hrv loved, luvd low, 15. mad, piad made, med make, mek makes, meks ma-ma', ma-ma' man, man man'-y, men'-i marc^'-ing march'-ing Mar'-gie, Mar'-ji mark, mark marks, marks mast, nagst mat, rhat VOCABULARY lot mate, met may, me May, Me me, ml mean, min meas'-ure, mezh'-ur or -yur meet, mlt melt, melt melts, melts men, men met, met milk, milk mo'-ment, mo'-ment Mon'-day, Mun'-de moon, miin morn'-ing, morn'-ing moth'-er, m.ijt^'-er mouse, mans moves, muvz must, must name, nem named, nemd names, nemz near, nir nest, nest nests, nests new, niu nice, nais no, no nod, ned nook, nuk nor,ner north, north nose, noz not, net note, not No-vem'-ber, No-vem'-ber now, nau num'-ber, num'-ber nut, nut nuts, nuts oar, or oars, orz o-bey', o-bS' odd, ed- of , ev ofe, ef oh, o " old, old o-mit', o-mit' on, en once, wuns one, wun Or'-e-gon, Gr'-e-gen oth'-er, uth'-er' out, aut o'-ver, O'-ver pad, pad pair, par pan, p^n pane, pen pa-pa', pa-pa' park, park par'-lor, par'-ler part, part par'-ty, par'-ti pat, pat peach, ,pich pen'-cils,, pen'-silz pens, j;enz perch, perch pet'-al, pet'-ul pew, pia pic'-ture, pic'-chur 102 VOCABULARY pic'-tures, pic'-charz pin, pin ra^ll red^B pine, pain re-mem'-ber, re-mem'-ber pink, pink rest, rest place, pies ri'-ding, rai'-ding plan, plan rip, rip plant, plant ripe, raip plant'-ed, plant'-ed ■ rip'-ples, rip'-lz play, pie play'-mg, ple'-ing rip'-pling, rip'-ling Eip Van Win'-kle, Rip Van pook'-ets, pek'-ets Win'-kl po'-em, po'-em rise, raiz po'-ems, po'-emz roar, ror po'-et, po'-et rook, ruk po'-ny, po'-ni root'-ed, rut'-ed pool, pul roots, ruts poor, ptir rose, roz pop'-corn', pep'-cern' ro'-ses, ro'-zez post, post round, raund pot, pot round'-ing, raund'-ing prayer, prar rubs, rubz pres'-i-dent, prez'-i-dent ru'-ler, rti'-ler pret'-ty, pret'-i run, run pull, pul pulled, puld said, sed sailed, seld put, put sail'-or, sel'-er puts, puts sail'-oi^s, s§r-erz queen, cwin sa-lute', sa-lut' queer, cwlr sand, sand quit, cwlt San'-ta Claus, San'-ta Clez quite, cwait sat, sat rab'-bits, rab'-its Sat'-ur-day, Sat'-ur-de raft, rgft saved, sevd rain'-bW", ren'-bo" saw, so ran, ran scare, scar rat, rat school,, scul rate, ret sea, SI VOCABULARY 103 sea'-sons, si'-znz seat, sit se'-crets, si'-crets see, si seeds, sidz seen, sin send, send sent, sent Sep-tem'-ber, Sep-tem'-ber sev'-en, sev'-n sbad'-ows, shad'-oz shapes, sheps sharp, sharp she, shl sheep, ship shields, shlldz ship, ship shook, shuk shore, shor should, shud show, sho sick, sic side, said sides, soidz sin, sin sing, sing sit, sit sit'-ting, sit'-ing sis, sis sky, skai slate, slet sleep, slip slept, slept slow, slo small, smel smooth, smuth snow, sno snows, snoz snow'-y, sno'-i so, so sob, sob so'-fa, so'-fa soft, soft sol'-dier, sol'-jer sol'-diers, sol'-jerz some, sum some'rthing, sum'-thing south, sauth Spain, Spen spears, splrz sponge, spun] spoon, spun sport,, sport Spring, Spring square, scwar squir'-rel, scwir'-el squir'-rels, scwir'-elz stair, star stand, stand stars,- starz start, start states, stets stat'-ues, stach'-uz stay, :Ste steel, stll stems, stemz stin^, sting stock'-ing, stek'-ing stone, ston stop, stop sto'-ry, sto'-ri street, strit- stripes, straips such, such 104 VOCABULARY Sum'-mer, Sum'-er sun, sun Sun'-day, Sun'-de sun'-shine", sun'-shain" sure'-ly, shur'-li swal'-low, swel'-o swim, swim swims, swimz swirl, swerl swish, swish swords, sordz tail, tel tai'-lor, te'-lur tails, telz take, tek ta'-king, te'-king talked, tokt tall, tol tart, tart task, task tax, tax teach, tich tell, tel Ten'-ny-son, Ten'-i-sun that, that thaw, 'the the, thi or the (unaccented) their, "Ibhar ^' them, them them-selves', them-selvz' then, then ^ there, thar these, thlz they, the this, tins thorns, thernz thaught, thet three, thrl through, thru Thurs'-day, Thurz'-de time, taim to, tti told, told ton, tun tone, ton too, tti took, tuk top, te^p toys, teiz treas'-ure, trezh'-ur tree, trl trees, triz trip, ti'ip troop, trup trunks, trunks truth, truth tub, tub tube, tiub Tues'-day, Tiuz'-de turn, turn turns, turnz twen'-ty, twen',-ti two, tu u-ni'-ted, yu-nai'-ted un-til', un-til' up, up up-on', up-on' val'-ley, val'-e van, "Tan vane, ven vat, vat walk, wek wall, wol war, wor VOCABULARY 105 warm, werm who, hu ' was, wez why, hwcii Wash'-ihg-ton, Wosh-ing-tirn wig, wig watch, wocli will, wil watch'-es, wech'-ez win, ^in wa'-ter, we'-ter wmd, wind wa'-ving, we'-ving win'-dow, win'-do wax, wax wine, wcdn way, we wing, wing we, wl . wings, wingz wear, war Wm'-ter, Win'-ter weath'-er, weth'-er with, witji Wednes'-day, Wenz'-de woke, w5k week, wlk woods; wudz went, went wool, will were, wer wore, wor west, west work'-er, wurk'-er wet, wet works, *wtjrks what, hwet wor'-ry, wur'-i when, hwen would, -wud when-e'er', hwen-ar' wrote, rot where, hwar years, ylrz which, hwich yel'-low, yel'-o while, hwail yes, yes whu-ls, hwerlz yet, yet whis'-per-ing, hwis'-per-ing you, yu white, hwait The Scientific Alphabet It is only within comparatively recent years that the complex system (or lack of system) of expressing sounds oi'iginally used by Noah Webster has been gradually Tlie Makino- of replaced by a simpler one known as the Standard Scieiitiflc tile Scientiflc Alphabet. This Scientific Alphabet was prepared and promulgated AJx>habet. after careful investigation by the American Philological Associa- tion and adopted by the American Spelling Reform Association and by the Philolog- ical Society of England. The Scientific Alphabet is in accord with the principles which are adopted by the United States Board of Geographic Names, and by the Royal Geographical Society of England, and which are used in representing the pronunciation of words in the Oxford English Dictionary (Dr. James A. H. Murray) of the Philological Society of England. The following prominent philologists and eminent scholars were members of the Spelling Reform Association at the inception of this Alphabet : Samuel S. Haldeman, LL.D. (University of Pennsylvania) ; William D. Whitney, LL.D, (Yale; ; Francis A. March, LL.D. (Lafayette) ; C. H. Toy, D.D. (Harvard)*; F. Max MuUer, LL.D., A. H. Sayce, LL.D., and James A. H. Murray, LL.D. (University of Oxford) ; W. W. Skeat, Litt.D. (University of Cambridge) ; Hon. W. T. Harris, LL.D. (U. S. Commissioner of Education); F. A. P. Barnard, LL.D., and Thomas R. Price, LL.D. (Columbia); Charles P. G. Scott, Ph.D., of the Century Dictionary Corps ; Melvil Dewey, Secretary of the University of the State of New York ; F. J. Child, Ph.D. (Harvard). It will thus be seen that this Alphabet is not the arbitrary creation of one man, made from the Roman Alphabet with dots, lines, curves, and curlicues, above and be- low the letters, such as all previous dictionaries contain to indicate pronunciation, but it is a simple system in which every letter has its own sound and every sound its own sign throughout the Alphabet. Hitherto, no two dictionaries have had identical keys to pronunciation, and the key has been actually changed with almost every revision. What is the make-up of the Scientific Alphabet? Tlie JUake-un of '^^ Each letter is required to do service for one sound only. the Scientific (2) Three new vowel-letters are added to the ordinary alpha- Alpbabet. bet. I.— Vowels. Each vowGl-letter reprGsents one distinct elementary sound in its two forms as long and short,. Each of the five vowel-letters of the ordinary alpha- bet, a, e, i, o, u, represents its most common sound as short and long. Examples: a=a in at; lengthened, a in fare. e=e in net; lengthened, % in feight. (106) i=i ih it; lengthened, i in police. 0=0 in obey; lengthened, 5 in no. u=u iu full; lengthened, u in rule. II.— New Vowels. Three new vowel-letters, a, o, u, are introduced for three distinct elementary sounds never adequately represented by the vowel-letters of the ordinary alphabet. THE SCIENTIFIC ALPHABET 107 Examples; a=a in sofa; lengthened, litl>ongs. Diphthongs are represented by their vowel elements. Examples: al in alale is a diphthong consisting of a glide between phonetic a as in sofa and i as in machine. au as in out is a diphthong consisting of a glide between phonetic a. as in sofa and u as in rude. ei is a diphthong consisting of e as in nor and I as in It. It is found in boy, alloy, etc. lu as in few, in as in duration, Ju as in nature is a diphthongal sound, composed of i in it or machine and U"in full or rule. Beginning a syllable, it gener- ally appears in the respelling as yu, if accented, and as yu, if not accented; as useful (yusful), casval (cazhyual), etc. For a more detailed explanation of the Scientific Alphabet gee the Standard Dictionary. For the grouping of the vowels Into the long and short sounds see Reader, p. 63. The heavy blaek letters in the Standard Dictionary Key to Pronunciation indicate the sounds of the letters in those words. Throughout the Reader all letters of the Scientific Alphabet are printed in red. In all eases where letters of similar shape appear in the respelling T-, , .., of words given in the vo- Explanation. ^^^^^^^ „| ^ gg ^j j,,^ Appendix, itnmediately following each vocabulary word, those letters have the same sound as that con- veyed by the heavy black letters in the key-words. For example, take such a word as ali'a-cus (ab'a- cns), the a in the respelling of the first syllable has the sound of a in at, the a in the second syllable has the sound of a in sofa, e has the sound of k, u has the sound of u in but. The Standard Dictionakt Key to Pronunciation. sofa |=preferred g «tl arm obey iu=feMd ask no ju^futwre, preferred u at not c=k fare nor cliurcll accord atgm dli = ^Ae (in Reader tji) elgm^nt full go fir=ov«r rule sing eight but ink S=usoge burn so tin aisle thin machine UVL—Out zl»= azure F. boA, dune The Scientific Alphabet iB more simple, and more accurate, in every way than any other alphabetic sys- ^ _., ,^. tem used for indicating pro- Fewer Diacritics. „„„eiation (1) as it requires fewer characters — its three new vowels doing away with about three-fourths of the diacritics required by other systems; (2) as it involves /ew?e7' changes from the ordinary spelling than any other system. Moreover, it is consistent, and contemplates only such changes in spelling as are in the direction of A Basis for Accu. '°S''^''' """^ scientific spell- A Basis lor ACCU- jjjg reform. It furnishes a raieiy «epre- ^^^^^ j^^. accurately repre- senting Sounds, ^g^ti^g ^„ t^^ ^^^^^^ ^^^g^ in the English language, with the fewest possible characters. The following list consists of the letters of the Scientific. Alphabet with their respective names. For a more detailed account see Appendix of the Standard Dictionary. Letters. Names. As in— a, a, Q {all) ask, star A, a, a {ai(r)) fan, fare B, b (See) C, c=k, q Ikee) Ch, ch D, d Dh, dh E, e, 8 F, f G,g H, h 1, 1,1 (cliee) (dee) (tliee) (.ay) {ghee) Qiee) bat cat church did then met, thgy fit it, caprice Letters. J,; [K, kj=c L, 1 •M, m N, n Ng, ng O, o, e, 9, 3 p. p [Q, q]=c R, r (Jay) (My) (el) (em) (en) (ing) (oh) (awe) (pee) (cue) (ar) (ess) AS IN- Letters. Names. As IN— jet Sh, sh (ish) She kin T, t (tee) tell lo, noble Th, th (Uh) til in me n, u, n (00) full, rule no U, u, u (u(r)) hot, cop, burn king V, V (Dee) vat obey, niS, boat W, w (woo) wo net, what, ner, wall [X, x] = OS (ex) wax pet (quit) cwit Z, z (jyee) (zee) zone rat Zh, zh (zhee) azure Diphthongs: ai, aisle, I; au, staut (stout); ei, cein (coin); an, flOd (feud), mitizic (music). Tables of Equivalents Ec[uivalentB= Separate letters or groups of letters having the same sounds. Digraph— A union of two characters representing a sin^e sound, as oa in boat and sli in she. The following Tables of Equivalents, while not exhaustive, give the principal equivalent sounds. The first table is so arranged as to give the ordinary letters in the first column, and the Scientific Alphabet equivalents in the second column, fol- lowed by examples. The second table is the first table reversed. In the first column the scientific letters are given, and, in the second column, their ordinary equivalents, in turn followed by examples. For further directions see "Teachers' Manual." a a a 9 a a e e e e col'-lar arm ask at fare al'-low man'-y fa'-vor u'-sage was ball ea e g t bread break near le ai die Icr Br gla'-zler leu in lieu ear Sr learn lew iu view eau iu beau beau'-ty Igli ai sigh lo u na'-tion ee i been tree lou TJ gra'-clous ne t 1 Cae'-Bar .3E-ne'-aB el e e i t helf'-er veil for'-felt weird Ir Sr sir o o B o e u u u o-bey' S*od nor wolf who done word al a a e platd hair said cer'-tain pain elgli e Qi welg;Kt height eo e I u leop'-ard peo'-ple yeo'-man pig'-eon ai« Qi aisle au a e 6 au taunt gauge mauve haul Mau'-scr oa S boat broad eou H gor'-geous oe il TJ toe shoe does er sr her eu iu feud aut n haut-hoy ew u iu sew crew dew og co-logne' aw 6 law oh e oh John awe e afve ewe sew^ed oi i ai 6i tor'-tolse choir oil ay e e says day Mon'-day ey e ai prey mon'-key key ey'-as aye e Qi aye^always aye=yea oo u n u floor look boot flood eye Qi eye cl ai sci'-ence liei S lieir e S e § I there met e-clipse' mo'-ment me 1 i J ai it po-lice' site ou 6 n V V an 10 soul cough rouge touch scourge out you la a so'-clal ea a a a o'-cean heart wear le e i t friend sieve field ough dough (ins) TABLES OF. EQUIVALENTS 109 ongb 6 thought n u u 5 iQ rude but turn fu'-tnre ul al fruit guide oul u would oiv e au bow knowl'-edge cow^ uy ai buy ua a guard y i ai hymn fly nay t quay owe owe ue e in guess true hue ye ai dye oy ei boy yr 6r mar'-tyr u e i u bur'-y bus'-y put ul i guilt yrrh Sr myrrh Q a ca la col'-lar o'-cean so'-clal S a ay n'-sage Mon'-day u o oo ■ ou) u wolf look would put i ee el 1 le ol u ui y been for'-feit It sieve tor'-toise bns'-y guilt hymn a a au ea ua arm taunt heart guard eiv o oe oo ou u ue ul crew who shoe boot rouge rude true fruit 9 a ask a a al at- plaid t e ea ee ei eo ey le uay C»e'-sar me near tree weird peo'-ple key po-lice' field quay u eo cou io iou o oe oo ou u pig'-eon gor'-gcous na'-tion gra'-eiou3 done does flood touch but a a al e ea hel fare hair there wear heir i a al-low' e a al ay e ea el eo le n ne man'-y said says met bread heif'-er leop'-ard Mend bur'-y guess I ae ^-ne'-as u o ou u word scourge turn o o-bey' au aut eau eo e*v ewe o oa oe 11 oo on ougb ow owe mauve haut'-boy beau yeo'-man sewr sewed boat toe co-logne' oh floor soul dough boW' owe al als aye el eigh ey eye le Igh ol ui uy y ye aisle aye=ye8 sci'-enCG height ey'-as eye site die sigh choir guide buy S^ dye 8 al e ey oer'-tain e-clipse' mon'-key e e mo'-ment & ear er ler Ir yrrli learn her gla'-zier sir mar'-typ myrrh au au ou ow Mau'-ser out cow o a o oh OIV was God John knowrl'-edge ei oi oy oil boy i a ai au ay aye ea el ey fa'-vor pain gauge / day aye=always break veil prey S a au aw awe o oa ou ou^h ball haul law awe nor broad cough thought iu eau eu ew leu lew u ue beau'-ty feud dew lieu view fu'-ture hue A Peactical Method foe TEAcnrnG the SciEJVTiFic Alphabet In the key printed below, each Scientific Alphabet symbol has a definite name. The word which contains the sound is represented by an illustration, which should be used by the teacher for prctounciation purposes. Do not name or sound the let- ters except as you deduce them from the pictorial key. Show the childi-en the pictui-e in the key and ask them to tell what it is. Write their answer upon the board, and emphasize, in every way possible, the sound under consideration. a, u.. a, a. a, a., Name ah. ai(r) . B, b., C, c[=k] ., Ch.ch,. kee. Word bar (hare) . Illubtra- TION Letter D, d.. E, e. E, g. ¥.fi- £,6. p, f. G,g. H, h., ^ee. ay. ghee.. hee. Word deg. eg (egg). d§-caDt'er , fan.. hed. Illustra- tion ham'ev (hammer) . r€k (rake) . . . . iThelougsouniJof theletter. = Varying toward a iu as. ' Varying toward 1 id pity. ' Varying toward u aiO) A METHOD FOR TEACHING THE SCIENTIFIC ALPHABET 111 LETTBIi I, i. Qi, qi . lu, iu . Name .1, J. K, k[=c]. L, 1. M, in.. N, n Ng, ng... 0,0.. 0,0., jay. kaj'., ing. Word pin. ma-shm' (machine). . flai (fly). mlul (mule).. jog- Icit'n (kitten). lai'on (lion),. o-pee'Tnn (opoflsara). . got (goat) . Tllitstra- TION et 0, . e. 9. e, e. Gu, QU. P,p.. [Q.ql qu=cw E, r. Sh, Bh. awe^ — Won log.. Gr'b^r. . horn . hauB (house). par (pear).. (quiver). sliel(shell).... tsp. tliim'bl (thimble). Ili.ustua- TION 1 The long sonnd of the letter. * Varying toward u. 113 A METHOD FOR TEACHING THE SCIENTIFIC ALPHABET Letter Dh, dh. n, u. U, u., U, u. u(r)., u(r)i.... fedli'fir (feather).... In the Reader fetl^'gr bul(bull),. but (boot).. tub.. Illustra- tion X, x[=cs], Y, y.. Z, z. Zh,zli zhee.... Word yet (yacht).. . zi'bra (zebra). mezli''ur (measure) . Illubtba- TION 1 The long sound of the letter. [Th& above method for teaching the Scientific Alphabet ie based upon a chart prepared for the publishers of the Standard Dictionary by W. E. Hendrie, London, Ont,]