PE 114* •B8fe 1843 Qass. Book. COPYRIGHT DEPOSIT THE SCIENTIFIC SPELLING BOOK; CONTAINING THIS PRINCIPLES OF ENGLISH ORTHOGRAPHY AND PRONUNCIATION : j WHICH THE SOUNDS OF LETTERS, SYLLABLES, AND WORDS ARE CRITICALLY INVESTIGATED AND SYSTEMATICALLY ARRANGED, AND THE LfGIES OF THE ENGLISH LANGUAGE ARE SO FULLY SHOWN AS TO LAY THE JUNDATION OF A CONSISTENT AND RATIONAL PRONUNCIATION*, WITH DE- SCRIPTIVE READING LESSONS, OF THE DUTY OF CHILDREN AND MEN, AND THEIR QUALIFICATIONS IN VARIOUS STATIONS OF LIFE. CONTAINING LIKEWISE THE TECHNOLOGICAL PHRASES, AND f ORDS FROM THE LATIN AND GREEK ROOTS, WITH THEIR PREFIXES, SUFFIXES, EPENTHESIS, DERIVATIVES, TRANSLATION, AND DEFINITION. COMPILED FOR THE USE OF SCHOOLS. By HEZEKI AH BURH ANS, . w s COUNSELLOR AT LAW. \ — : * Si quid novisti rectius istis, Condidus imperti si non his utere mecum. — HoracSo Translated thus : But if a better system should be thine, Impart it freely or make use of mine. y? NEW YORK : f :'»AJCER & CRANE, BOOKSELLERS AND PUBLISHERS, 158 PEARL-STREET. ^ Sintered according to Act of Congress, in the year one thousand eight hundred and forty-three, By HEZEKIAH BURHANS, m the Clerk's Office of the District Court of the Soutbma District of New York. 1 m mm %^*vh^ * PREFACE. As science advances, it becomes necessary to improve the elementary system of literature, to direct the early impressions made on the juvenile mind. A habit once acquired is not easi- ly eradicated. The number of spelling-books already before the public, is sufficient to accommodate all the schools, and another may be nsidered a work of supererogation. Yet I have no other apolo- jy to make to the public, than that this book is an original spell- jig-book, — one not copied from those which are now in use. Compilers of spelling-books have undertaken to give rules for oronunciation in connection with their orthography. The author ivill prove, both philosophically and rationally, that their rules of -jorrect pronunciation are too voluminous, and impracticable to be taught to young tyros, or to be understood by them. What rules, for instance, can be formed, to point out the correct pro- nunciation of the letters " ougli," at the end of words in the two ibllowing lines ? They have seven different pronunciations, viz. : th6 tuf kof hik' kup plow thr66 Though the tough cough and hiccough plough me through, 16k O'er life's dark lough my course I still pursue. As a further illustration of the impracticability of forming rules to elucidate pronunciation, the author gives the following examples to show the impossibility of forming such rules, viz. : the letter a has nine different sounds in pronunciation ; e has nine ; i has twelve ; o has nine ; u has ten ; y has six ; the diphthong ae has two ; ai has seven ; au has seven ; ea has seven ; ei has six ; eo has eight ; eu has four ; ia has three ; ie has six ; io has three ; oa has three ; oe has seven ; oi has six ; oo has four ; ou has seven ; ue has six ; uy has two. (See page 11, the index of the different sounds of the letters.) By inserting a consonant in a word containing a diphthong, the diphthong will be changed IV PREFACE. from long to short. In the word fiend, for example, ie are pronounced long—feend; but by putting in an epenthesis, ie in friend are pronounced like short e, trend. These anomalies are numerous and arbitrary, and no rule can be made to govern them. They are the whims and caprices of a former age, entailed on us by our ancestors, and we cannot re- move them. From the examples above given of pronunciation, can any other rule be laid down as a true guide to correct orthoe- py than the classing of the words in regular tables, with their pronunciation marked over their columns, as the author has done in this work ? Lexicographers have been engaged in improving the English language : men of the greatest abilities have been exerting their talents in cultivating and reforming it. Johnson, whose large mind and just taste made him capable of enriching and adorning the English language with original composition, together with Dr. Lowth, has been incessantly operating on its orthography and construction. In the mean time, its pronunciation has not been neglected. The importance of a consistent and regular pronunciation was too obvious to be overlooked. Mr. Elphinston, in his principles of the English language, has reduced it to an orthoepical system by a deep investigation of its analogies, and has laid the foundation of a just and regu lar pronunciation. Dr. Kendrick, in his Rhetorical Dictionary, improved on Mr. Elphinston's pronunciation, by dividing the words into syllables as they are pronounced, and placing figures over the vowels to indicate their different sounds. Mr. Sheridan has improved on Dr. Kendrick's Rhetorical Dictionary, by spelling the words according to the approved system of Johnson, Elphinston, and Kendrick ; and likewise by spelling them orthoepically, and placing the figures over the vowels to show the quantity of sound each vowel has, in every syllable of the word as it is pronounced, and by marking the accentual syllable. This seems to complete the idea of a pronouncing dictionary, and to leave little expectation of future improvement. Mr. Nares, in his Elements of Orthoepy, has given nearly five thousand w T ords, and referred them to rules for pronun- ciation. The rules being too voluminous, very little atten. PREFACE. V tion has been paid to them. Like the rules in the spelling-books, they were but seldom taught ; and, if taught, not understood by the scholars. Mr. John Walker, author of the Critical Pronouncing Diction- ary, has combined in one complete system the advantages to be derived from the writings of the gentlemen who preceded him. Indeed, so complete is his performance, that it has been adopted as the standard of the English language, not only in the best in- stitutions of learning in Great Britain, Ireland, and Scotland, but also in similar institutions throughout the United States, and wherever that language is cultivated. Dr. Noah Webster has lately introduced a new dictionary on the plan of Dr. Kendrick's Rhetorical Dictionary ; with the ex- ception that Dr. Kendrick placed figures over the vowels, while Dr. Webster has affixed signs to them to indicate their different sounds, but omitting many. Dr. Webster's dictionary was pre- sented to the members of the Congress of the United States, for them to examine and recommend it as the standard of pronun- ciation in the United States. One hundred and five members recommended it, and one hundred and eighty-five refused to give it their certificate of recommendation ; yet many professors in colleges, principals in academies, and teachers of schools, have patronised it. After Dr. Webster had written his Quarto Dictionary, he com- piled another, and called it his Octavo Dictionary. The Doctor, on reviewing his aforesaid dictionaries, discovered many errors in them. He then compiled another dictionary, calling it Webster's Duodecimo School Dictionary ; and in the second page he observes : " Some discrepancies will be found between the Quarto Dictionary and this. Other discrepancies will appear between this work and the octavo edition, some of which I should have prevented, if I had been able to superintend the preparation of the copy for the press. But the number of these, I am not able to ascertain. " But the reader is informed that, wherever discrepancies ap- pear between this work and the larger ones, this duodecimo vol- ume, my last work, all written and corrected by myself, is to be considered as containing the pointing, or orthography and pro- nunciation, which I most approve." There are many discrepancies between Dr. Webster's Duode- cimo Dictionary and his Elementary Spelling-book. His diction 1* VI PREFACE. aries and spelling-book are a diversification, and a chaotic sys- tem. Dr. W. has himself disapproved of the anomalies in his dictionaries and spelling-book, and has laid them aside as an in- accurate system. Error is the lot of every man — none are exempt from its misfortune. Dr. Webster's indefatigability had overcome every obstacle i$ the way of the compilation of his works, when he was destined to see the labor of many years ruined by an inattention to their typographical execution. He has, however, reviewed his large and small dictionaries, and his Elementary Spelling-book, and has corrected the typographi- cal and other errors that have occurred in those works. He has made a great many alterations and improvements in his diction- ary, which, in 1840, he published in two octavo volumes, each of one thousand pages, and has thus laid the foundation for a ra- tional system of orthography, with the outlines of pronunciation ; but he has left the pronunciation of many words to the whims and caprices of instructors. For example, in words where the «, in unaccented syllables, sometimes sounds like e, in me, and sometimes like /, in pine ; as, ri die' u lous and di vin' i ty. (Whether the i, in the first syllable, sounds like e or ?', and how it sounds in the third syllable of divinity, see Lessons 28 and 29.) Whether Dr. Webster, in the pronunciation of the words i de' a, ci ta' ti on, and tri bu' nal, intends to give the same sound of i, as in the first unaccented syllable of ri die' u lous and di vin 7 i ty ; or whether it should be pronounced like long e, or like long i ; or whether both should be pronounced alike, he does not inform us. By learned and polite speakers, the above words are pronounced thus — re die' u lous, de vin' e ty, i de' a, ci ta' tion, tri bu' nal. Dr. Webster has given no instruction, nor rule for our guide, except what can be drawn from the following quota- tion — introduction to his last dictionary, p. 56 : " The like errors occur in Walker's notation of i, in direct, di. minish, and many other words. Walker himself, under despatch, calls the sound of e, the short i. The short i, cannot be proper- ly said to be short, as it is not closed by a consonant ; yet it ha3 half its diphthongal sound of e. This reason, that i or e is noi short because the sound is not closed by a consonant, is entirely groundless, contradicted by the universal pronunciation of thou- sands of English words. To direct such words to be pronounced dee-rect, dee-minish, is inexcusable," etc. PREFACE. Vlf Whether Dr. Webster intends that the words ri die' u lous and di vin' i ty should be pronounced to class with i de' a, ci ta' tion, tri bu' nal, we are left to conjecture. Popular usage, however, is in favor of re die' u lous, de vin' e ty, de reef, and de min' ish. To class under the same law of pronunciation, the words tri bu' nal and ri die' u lous — giving the i in the first unaccented syllable in both words the same sound — would produce a great change in the pronunciation of the English language. Should these ano- malies be removed, much will have been done to improve it — much toward reducing to consistency its orthography and or- thoepy. Another difficulty arises in the sound of the long i, in the word di' gest, the pandect of the civil law, and the sound of the same letter, in di gest", to decoct in the stomach. In the former, the i has its long sound, pronounced di' jest ; in the latter, the i is pronounced like e, de jest 7 . If we pronounce the noun di' jest, and the verb di jest', then we pronounce them both alike. The accent in the first word is on the penultimate, in the second on the ultimate syllable : that is the popular accentuation among learn- ed speakers ; while the pronunciation de jest", is that generally used in all classes of society. It will be a difficult task to enforce Dr. W r ebster's rule to pro- nounce the i long in the first unaccented syllable in every word. But the author thinks it will come within Dr. W's rule, laid down in his introduction to his new dictionary, p. 51, viz. : " Af- ter these alterations there would remain a few words whose ano- malies may be considered as incorrigible, such as know, gnow, rough, etc., which may be so classed under general rules, as to be learned with very little labor." In the present work, the spelling-lessons are arranged according to the foregoing rule. The author has examined Dr. Webster's Dictionary of 1840, and believes it to possess unequalled excellence. His researches in the different languages have been very extensive. He has investigated the subject of the roots of words, and has noted the language from which they are derived. The present work is based upon principles derived from his dictionary. The spelling- books that have been compiled from his former edition do not correspond or accord with his last edition of 1840, which is now considered as the standard of orthography and orthoepy ; and for this reason the compilation of a third spelling-book has been undertaken by the author, to keep pace with Dr. WVs last VIU PREFACE. dictionary, which has laid the foundation for a system of uni- form education in the English language. In this spelling-book will be given the pronunciation of Dr. Webster and John Walker, that of each distinctly and correct- ly. The experiment is made to see which of the two pronuncia- tions will predominate. A language which is spoken over al- most three-fourths of the globe, is not easily reduced from com- mon usage to the subjection of rules, by reconciling the orthoepy to the orthography of the language. The pronunciation of the English language is probably in much the same state as it was a century ago ; and had the same attention been paid to it as now, it is not likely even that change would have happened. If the analogies of the language had been better understood, it is scarcely conceivable that so many words in polite usage would have such a diversity of pro- nunciation ; but that many words which are fixed by custom to an improper pronunciation, would, by degrees, grow regular and analogical, and those which are so already, would be secured in their purity by a knowledge of such regularity and analogy. The author solicits the public to compare this spelling-book with those which have gone before it. Let the lessons be exam- ined, and it will be seen what arduous labor it has taken to in- vestigate the analogies of the language, and' class them consist- ently. A display of these analogies in a spelling-book of this kind will immediately remove the uncertainty, and will give a firmness and security to our pronunciation, arid a confidence that it is founded on reason and the general tendency of the English language. The pronunciation which is generally received among the learned and polite, constitutes what is called good usage. The words in this spelling-book have figures placed over the vowels, to indicate their different sounds. This arrangement will produce a uniform system of pronunciation The author is conscious that he has improved the elementary system of instruction ; and he hopes he has added to the general improvement of literature, facilitated the progress of juvenile in- struction, and alleviated the arduous labor of teachers. Whether he deserves the attention of the public, let the literati judge. He is confident that this spelling-book is entitled to a preference over those which have gone before it, (and unless an author is thus conscious, he ought not to write ;) and for an author to declare this, if it be done with firmness, without acrimony or ostenta- PREFACE. IX tion, can be no more inconsistent with modesty than it is with honesty and plain dealing. The author has not only inserted all words in general use, but has selected other words which will adorn the education of the scholar and improve the English language. The letter u has been omitted in this work, in those words that class with labour, which is spelled labor, because u is omitted in the derivative word laborious; and likewise k, in the words that class with publick, which is spelled public, be- cause the k is omitted in the derivative word publication, and also because the ck slides into the sound of s, as publicity, pro- nounced pub lis e te. (See Lessons 382, 383, etc.) Where the letter k is retained, and where omitted, and for the rule in grammar how to form the present tense and the perfect participles when words end in c — see Lesson 381. This spelling-book is calculated to accommodate teachers either in instructing their pupils in Dr. Webster's system of pro- nunciation, or in that of John Walker, at their election, as the author has marked Dr. Webster's pronunciation and that of Walker's over the columns of the spelling lessons, so that either system can be taught without the least inconvenience to the teacher or scholar. As there are but few classes of words in the pronunciation of which Dr. Webster and John Walker differ, they are easily pointed out, without causing the least embarrass, ment to the scholar or the teacher. HEZEKIAH BURHANS. The little knowledge I have gain'd, Was all from simple nature drain'd ; But he who studies nature's laws, From certain truth his maxims draws ; And those, without our schools, suffice To make men moral, good, and wise. A little learning is a dangerous thing ; Drink deep, or taste not the Pierian spring ; There shallow draughts intoxicate the brain ; And drinking largely sobers us again. 10 INDEX of the different sounds of the letters of the alphabet, arranged in separate lessons, viz : NO. 1. LESSONS. NO. 2. LESSONS. NO. 3. LESSONS. NO. 4. LESSONa 1 a a 1 U i 67 ea a 114 ie u 162 2 a % 2 U 66 69 ea a 115 io i 163 3 a a 4 U 6u 70 ea e 117 io 6 164 4 a a 5 u u 71 ea ee 120 io u 165 5 a a 7 u ii 72 ea e 122 iu y u 166 6 a e 8 u u 73 ea u 124 oa aw 168 7 a i 10 u w 75 ee ee 125 oa 6 169 8 a 6 11 u y 76 ee I 126 oa 6 170 9 a 6 12 u y u 77 ee i 127 oa u 171 10 a u 13 w 6 78 ei a 128 oe e 172 11 e a 15 w u 79 ei ay 130 oe e 173 12 e a 16 y e 80 ei e 131 oe t 174 13 e e 17 y k 83 ei e 132 oe 66 175 14 e h 18 y ei 84 ei i 133 oe u 176 15 e de 19 y i 85 ei * 1 134 oi ee 177 16 e i 20 y 1 87 eo ee 135 oi e 178 17 e 6 21 y u m eo e 136 oi I 179 18 e u 22 diphthongs eo i 137 oi 6e 180 19 e y 23 aa a 90 eo 6 138 oi 6e 181 20 i a 25 aa a 91 eo 66 139 oi wi 65 21 i a 26 aa a 92 eo 6 140 oi w6 183 22 i e 27 ae 6 93 eo ii 141 00 6 184 23 i ee 31 ae 2 e 94 eo u 142 00 66 185 24 i el 32 ai a 95 eu a 144 oo u 186 25 i h 33 ai a 96 eu 66 145 oo u 187 26 i i 35 ai 6 97 eu u 146 ou aw 188 27 i ! 45 ai £ 98 eu u 147 QU 6 189 28 i j 162 ai ! 100 ew 6 148 ou 66 190 29 i u 52 ai h 101 ew 66 149 ou 6u 192 30 i y 53 ao a 102 ew ii 150 ou 6 194 31 i r 54 au a 103 ew yu 23 ou u 195 32 a 168 au k 104 e y a 151 ou A 197 33 1 55 au a 105 ey e 152 ow 6 198 34 6 57 au aw 1C6 ia a 153 ow 6u 19$ 35 66 58 au 6 107 ia 6 154 ow 6 20C 36 o 6 59 au 6 136 ia i 156 °y 66 201 37 6 60 ou 6 108 ie e 157 ua ii 20S 38 u 63 aw aw 110 ie ee 158 ua wa 20: 39 u 64 a y a 111 ie e 159 ua wa 20<1 40 w 65 ay e 112 ie i 160 ua a 20( 41 u e 66 ea a 113 ie I 161 ua wi 20; 11 . NO. 5. LESSON8. ) NO . 6. LESSONS. NO. 7. LESSONS. NO. 3. LESSONS. 42 ua ya ue e 208 C sh 251 bb b 309 ual 1 361 43 209 C t 252 cc kk 310 uis u 362 44 ue e 210 C tsh 253 cc ks 311 sio shu 365 45 ue 66 211 C z 254 ch dge 313 tio shu 363 46 ue u 212 d g 256 ch k 314 tio tshu 366 47 ue ii 213 d j 257 ch kw 55 choi shu 367 48 ue we 214 d <*j 258 ch sh 318 sissi zhu 369 49 us we 215 d t 259 ch tsh 321 cio zhu 371 50 ui i 216 f V 206 ck k 393 cio shu 371 51 ui 66 217 g hard 261 dd d 324 th sharp 397 52 ui u 218 g j 265 ff f 325 th flat 402 53 ui we 219 g dj 268 SS d j 326 compound 54 uo wu 75 g zh 269 gg gj 327 words. 414 55 uy e 220 h P 270 gh f 328 a mute 415 56 uy i 222 h y 271 g h g 329 b 416 57 uy we 223 j dj 272 gh h 330 c " 417 58 we u 224 j y 273 gh k 194 d 418 59 wo 6 225 1 w 224 g n P 331 e « 419 60 wo 66 226 n ng 276 11 1 333 f " 49d 61 wo up 227 P b 171 11 lw 334 g 421 62 triphthongs q k 278 mp n 335 h 422 63 aie a 228 s sh 281 ph f 337 i 424 64 eau 6 229 s z 284 ph p 338 j 273 65 eau *li 230 s zh 285 ph v 339 k 425 66 eou u 232 s zz 287 que k 340 1 426. 67 ewe yd eye 1 23 8 £ and z 288 qu kw 341 m 42T 68 233 t f 290 rh r 342 n 428 69 ieu u 234 t s 291 rr r 343 42$ 70 iew u 235 t sh 292 sc s 344 P 431 71 iou u 237 t t 293 ss s 346 s " 432 72 iou yu 238 t tsh 294 ss sh 347 t « 433 73 oeu 6 239 t w 296 ss shsh 348 u « 189 74 uee ee 240 W z 297 th t 349 V " 434 75 dieresis 241 X gksh 297 tt t 350 w 435 76 dieresitica 242 X g z 299 wh hw 351 X 436 77 vicarious let's. X k 300 olo ur 354 y 437 78 b e 243 X ks 302 ed dt 406 z 438 79 b t 244 X ksh 303 re ur 355 ch 439 80 c gk 5* \ 245 X s 304 re re 356 gh « 440 81 246 X z 305 ro ur '357 ugh 442 82 c k 247 z t 306 Itch k 359 ph 443 83 e k 382 z tsh 307|ach 6 359 cua « 444 84 C 8 249 z zh 308 1 ois 6e 360 atwai 445 12 A TABLE OF THE SIMPLE AND DIPHTHONGAL VOWELS* Referred to by the figures over the letters, in the Young Tyro's Instructet A. 1. a The long slender English a, as in fate, pa' per. 2. a The long Italian a, as in far, fa' ther, pa pa', mam ma'. 3. a The broad German a, as in hall, fall, wall, wa' ter. 4. a The short sound of the Italian a, as in hat, fit, mat, mar' ry. E. 1. £ The long e, as in me, here, me' tre, me' dium. 2. £ The short e, as in met, let, get. I. 1. i The long diphthongal i, as in pine, ti' tie. 2. 1 The short simple i, as in pin, tit tie. O. 1. 6 The long open o, as in n6, n6te, no' tice. 2. 6 The long close o, as in move, prove. 3. 6 The long broad o, as in ndr, for, 6r ; like the broad a* £ 4. 6 The short broad o, as in n6t, hdt, got. U. 1. ft The long diphthongal u, as in tube, eft' rate. 2. ft The short simple u, as in tub, cub, sup. 3. ft The middle or obtuse u, as in bush, bull, full, pull OI. 61 The long broad o, and the long i, as long e, in p&lse, ndise. OI. 61 The long broad o, and the short i, as in c61n, 611. OU. 6ft The long broad o, and the middle obtuse u, as in s6ftnd, thftft, poftnd. TH. th The acute or sharp th t as in think, thin. TH. th The grave or flat th, as in THine, rait. N. B. The parts of speech are regularly numbered ; as 1 for article, 2 for substantive, 3 for adjective, 4 for pronoun, 5 for verb, 6 for adverb,, 7 for preposition, 8 for conjunction, 9 for participle, 10 for interjection. . 13 LESSON 1. — a long, e final, (c sounds like s.) dase kwake sware brase spare Dace quake sware brace spare Haste square taste grace mace Jade safe waste place trace Plane swale trade face pace Grate stale vane space lace LESSON 2.— The long Italian a, and e. mute. ar karv pars barj hav Are carve parse barge have Gape starve farce charge bade LESSON 3.— On education. 1. The advantage of learning .to spell, read, and write, is truly great. 2. The knowledge of letters, is the means by which we can communicate our thoughts to others ; 3. And preserve, during our lives, what our memory would have lost in a few days. 4. By itw T ecan also lay up a rich treasure of knowledge for those who come after us. 5. We can sit at home, and acquaint our- selves with what is done in the most distant parts of the globe, and what men did long ago, in all ages of the world : 6. So that the most distant nations, and past remote ages, may converse together and grow into acquaintance. 14 LESSON 4.— The broad German a, as aw. 41' durn a! th6' al' tur age Al dern al though al ter age Al der ex alt al ter ant Al so al be it al der man Al ways al migh ty al ter a ble Al ter al read y al ter a tive Exceptions, l.-^-a, before 1, sounds like long a. Me* y5n ale' yen izm §/ li as Al ien al ien isrn a li as Al ien ate al ien a ble ale ber ry Exceptions. 2. — a, before 1, sounds like the long Italian a, salv al' mun re ai' mun ur Salve al mon ry al mon er i Exceptions. 3. — a, before 1, sounds like short a. al' k6 ran al> le be al' e mun ne Al co ran al i bi al i mon y Al co hoi al ka li al ge bra Al pha bet al i ment al ka net Exceptions. 4. — a, before 1, the 1 is mute, amz §/ mund amz' d&ed amz' man Alms al mond alms deed alms man LESSON 5. — a, the short Italian a. e mute, dans pal' las en' trans pen' nana Dance pal ace en trance pen ance Glance sol ace in stance pit tance Lance quit tance sub stance pref ace Prance bal ance dis tance sur face 15 LESSON 6. — a has the short Italian sound, e mute ad vans' en trans' mis tshans' Ad vance en trance mis chance En hance per chance ro mance LESSON 7.— a, the short a before r, in the last syllable, gram' mar tar' tar tern' plar p6' lar Gram mar tar tar tern plar po lar Stan dard ren ard liz ard so lar Das tard pop lar dul lard lu nar LESSON 8.— a sounds like short e. sez en' ne men' ne nek' ter in Says an y man y nee tar ine LESSON 9. — On the seven liberal arts and sciences. 1. In remote ages, among the Greeks and Romans, education was very much confined ? being limited to the Liberi, or Freemen : 2. In point of information, to what they called the seven liberal arts and sciences; 3. Grammar, Rhetoric, Logic, Arithmetic. Geometry, Astronomy, and Music, 4. Grammar is a letter. It may be con- sidered as the science which analvzes hu- man speech, and the art which points out the best manner of applying it in the com- munication of thought, and the knowledge of the philological rules to speak and write correctly. 16 LESSON 10. —a sounds like short i in the last syllable. ban' didje kar 7 nidge le' kidje Ban dage ear nage lea kage Man age mes sage bro kage Rav age til lage port age Sav age vin tage stow age Las tage scrip page plu mage Dam age pil lage mu rage Cab bage vil lage u sage Pac kage im age vis age Bag gage min tage coiir age Sal vage rom mage room age Pas sage um brage % g a ge Stop page rub bage sau sage Horn age suf frage cor dage LESSON 11.— a sounds like broad 6, qu like kw. kwdrt kwdr' til kw6r' tur da Q,uart quar tile quar ter day Dwarf quar ter quar ter staff Wharf quar to quar ter ly LESSON 12. — a sounds like short 6, qu like kw. kw&sh kw&n' turn kw&d' r£ bl Quash quan turn quad ri ble Squash quar rel quar ry man Squat quar ry quad ru ped Swan quan da ry quad ru pie Swamp quan ti ty qual i fy Watch quar rel some qual i ty 17 LESSON 13.- -a sounds like short u in the last syllable, d61' lur buk' rum stii' urd Dol lar buck ram stew ard Col lar hus band lee ward Back ward up ward ce dar Haz ard lub bard fri ar Tank ard vul gar li ar Nee tar west ward way ward Scab bard pil lar or chard Mus tard wiz ard mor tar Drunk ard blink ard awk ward Liz ard east ward bul wark Schol ar north ward to ward Buz zard south ward LESSON 14. down ward 6. Rhetoric comprehends all the elegances, as well as the proprieties of speech. 7. It is an important ingredient in the per- suasive art of the accomplished orator ; 8. For it is chiefly by the language of the passions 7 expressed in lively figures of speech, that he gains his point. 9. Logic is a science that teaches us the nature of the human faculties as an art. 10. It shows us how to employ those fa- culties with regard to perception, judgment, reasoning, and method ; these are the four parts into which logic is usually divided. 2* 18 LESSON 15.— e sounds like long a. thare hware ire nare There where ere ne'er LESSON 16.— e sounds like the long Italian a. klark sar' jant Dar 7 be Bark' le Clerk ser geant Der by Berk ley LESSON 17.- £ pit' 6 m£ E pit o me Par em bo le Sy nee do che Hy per bo le i long, forms an additional syllable. sim' e 16 sim i le rec i pe syn co pe sys to le Ca tas tro phe syn dro me a\ p6s' tr6 fe a pos tro phe di as to le hy pal la ge a poph y ge a pot o me LESSON 18.— e short, but the last e mute. eks pins' Ex pense Im mense In tense Dis pense Sus pense Con dense In cense pr6 pens' pro pense pre pense com pense con verse per verse sub verse re verse In vers' in verse in herse dis perse a verse as perse trans verse ad verse Exceptions. — c sounds like s. de kum' bins kom' p£ tens de cum bence com pe tence k&m mens' Com mence See Lesson 249, where c sounds like sharp s LESSON 19.— e sounds like ee. bee h£e m£e wee" pro c££' jure Be he me we pro ce dure 19 LESSON 20.— e sounds like short 1. fa' slz rane' jiz fra' ziz lin' nin Fa ces ran ges phra ses lin en Gra ces prai ses pla ces du el LESSON 21.— e sounds like short 6. 6ng k6re' on v& 16pe' 6n ve r6nz' En core en ve lope en vi rons LESSON 22.— -e, before r, sounds like u. hur hurs hur 7 self wi' zur hwis' kurs Her hers her self wi ser whis kers LESSON 23. — e soiuids like the consonant y. yd yd' re yd' ur yd' ka rist Ewe ewe ry e w er eu cha rist LESSON 24. 11. Arithmetic is the science of numbers, or the art of computation, and is indispen- sably necessary in a sound education. 12. Its essential parts are Notation, Addi- tion, Substraction, Multiplication, Division, and Proportion. 13. Geometry is a very curious and use- ful science, and has for its object all figures both superficial and solid. 14. It defines and demonstrates their laws, and applies them with certainty in many of the arts and sciences. 15. Music is a very pleasing and difficult science. It consists of two parts, viz. : Melody and Harmony. 20 LESSON 25.— i sounds like a. tsha' ne tsha/ ne or' inje LESSON 26.— i sounds like a. sar' ra sir rah Chi na chi na or ange LESSON 27.— i sounds like long e in the first syllable. me nute' le de vest' Di vest Di gest Di vert Di verge Di gress Di rect Di vulge Di van Fi nance mi nute ly di vi ner di ges tive di ges tion di men sion di rec tion di min ish di rect ly di ves titre she kane' chi cane di late di vine di vide di lu tion di lu ted di la tor di vi der di vine ness LESSON 28.— i sounds like long e in the first syllable. 16 tid' jus de rek' triks de ver' tiz' ment Li tig ious di rec trix di ver tise ment Ri die u lous di men sive fi del i ty Mi na cious di rec tress fri gid i ty Pi tu i tous di ver gent Li bid i nous vi del i cet Mi rac u lous pi las ter Di lu vi an pi az za Di lu ci date di lac e rate i mag ine Di vi da ble mi nac ity di ver ter Fi du cial di net i cal di ver sion Di vine ly vi cin ity mi met ic Di vi sor vi cis si tude di vorce ment mi nor i ty pi los i ty mi mog ra pher vi scid i ty 21 LESSON 29. — i sounds like e in the first syllable. de kas' se te Di cac i ty I mag er y U mer 1 re kal le chi mer i cal ly di min u tive ness I mag in er Di lap i date Chi mer i cal Di ver si ty Di vin i ty Di min u tive Si mil i tude i mag in a tive i mag in a tion di lap i da tion di lac er a tion di ver si fi ca tion di mid i a tion di lu ci da tion LESSON 30. 16. The former is an agreeable succession of notes, as in songs, and the singing of birds. 17. The latter is the mixing of certain notes. according to certain distances on the scale, so as to form compound and rich sounds, such as are heard in concerts and bands. 18. Astronomy is a great and noble sci- ence, highly calculated to enlarge the mind. 19. It unfolds the law of the planetary system . 20. It teaches us how to calculate eclipses, the changes of the moon, and the appear- ances of a planet, etc., with other curious and wonderful phenomena. 21. Beside unveiling the grand and un- limited structure of the universe. LESSON 31 an teek' An tique Fa tigue In trigue Ma chine Cha grin Ra vine Fas cine Ma rine Ton tine Sor dine , — i sounds like ££ in r66 te&n' rou tine' va lise ca price po lice shire bom ba sin man da rin' am ber gris ver di gris tab or ine the last syllable kap u sheeV cap u chin mag a zine trans ma rine quar an tine gab ar dine hab er dine pal an quin tarn ba rine col ber tine ul tra ma rine LESSON 32.— i sounds like the diphthong ei. kat' e kieze kat' e keizd kat' e kei zur Cat e chise cat e chised cat e chi ser LESSON 33.— i sounds like short e. In the words in this lesson, Webster and Walker both agree That the i sounds like short e. tsherp Chirp Smirch Fir gerl girl girt virge g£rl' Ish girl ish girl ish ly con fir ma' tion Firm firm ness in fir' ma ry Mirth firm ly in firm ness LESSON 33.— i sounds like short h. In the class of words in this lesson, Webster and Walker cannot agree What the sound of i should be. 23 Webster says i sounds like short u, But Walker says it cannot be true. The c will slide into k, before a, u, and o, Then circle will be curcle, you know. C, sounds like s, before i, y, and e, Then curcle will be cercle, you see. Mr. Elphinston draws the line of demarcation between virgin zn& vurgin, by the following stanza : " Sweet virgins can alone the fair express, Fine by degrees and beautifully less ; But let the hoyden homely rough-hewn vurgin Engross the homage of a major surgeon." From this burlesque, it appears the pronunciation of vurgin was not the true orthoepy of virgin in Elphinston's day, nor is it in the present age so pronounced by literary gentlemen. Nicho- las "Rowley says, let handsome girls be called virgins-— plain ones, vurgins. 1 LESSON 34. Webster's Pronunciation. cur' cl vur* jin cur 7 cum fleks Walker's Pronunciation. c§r* cl ver* jin cer 1 cum fleks Cir cle vir gin cir cum flex Firk cir cling cir cum cise Kirk cir cuit cir cum stance Stirp fir kin cir cum flu ent Whirl * skir mish gir die belt Twire squir rel vir gin al Quirk skir ret cir cu lar ly Gird gir die cir cu' i tous Cir cus cir cu lar cir cum ja' cent Cir cled eir cu late cir cuit eer' 24 LESSON 35.— The long diphthongal i, e final. klime Clime Slime Crime Prime Grime Gride Slide Pride Bride Glide glike glike spike brine shine spine trine swine wine smite spite trite trite smile stile spire squire snipe tripe gripe tribe bribe drive drive shrive slive brize prize twice trice slice spice price LESSON 36.—- i, the long diphthongal i in the first syllable. i d£' a. I de a I do ne ous Di lem ma I den' ti ty Di er e sis I tin er ant I dol a ter I dol a trous I ron i cal I dol a try bi 6g' ra fer bi og' ra pher i sos ce les di ag o nal di al o gist di al y sis di am e ter di am e tral di aph a nous i ras ci ble di op tri cal LESSON 37. dl ar re' a • di ar rhe S di a be tes di a cous tics hi e rar chi al hi er' o pliant bi fur ca ted di ur nal ly di ur nal bi'an gu lous bi noc u lar When I can read my title clear, To mansions in the skies, I'll bid farewell to every fear, And wipe my weeping eyes. LESSON 38.— The long diphthongal i, in the first syllable, ki rur / je un ki rog'grli fist ki rur' je kal Chi rur ge on chi rog ra phist clii rur gi cal Bi cap su lar chi rog ra phy cri nig e rous Bi cip i tal chi rog ra pher bi lin guous Bi fa ri ous bi cor nous bi nom i nous Bi pet a lous bi cor po ral bi pet a lous Tri gin tals tri cor po ral tri chot o my Bi sec tion bi den tal ci ba ri ous Ci ta tion bi sect ing cri te ri on Bi cip i tous tri an gu lar tri bu nal LESSON 39 ON INFANCY. 1. The infant is sent into the world, where, to him. every thing is new and unknown. 2. The first thing the little learner does, is to take a view of every object around it. 3. Before it can speak, it indicates, by signs, its wants and desires. 4. When a year old, the child begins to walk, and very often before that age. 5. It will begin to speak at two years old, and will articulate the alphabet at three. 6. If taught well, it will spell and read tolerably well at four years. 7. At five years old, the child will begin to write and cipher, and to know what is right and what is wrong. 26 LESSON 40.—- The long diphthongal i, bi pin/ na ted Bi pen na ted Di op ties Li cen ti ate Li ques cent I den ti cal Di rup tion Di rep tion Pi as ter Pri me val Pri me ro Vi bra tion li p6th' e me li poth y my li thot o my pri or i ty mi erog ra phy mi crom e ter pri mor di al vi vip a rous vi vif i cate pi rat i cal ri val i ty li thog ra phy in the first syllable li bra' re an li bra ri an vi va cious pri va tion li bra tion vi ca ri ous bi sex ous di chot o mize pri mat i cal mi cro scop' ic mi cro cous tic di aph o re sis LESSON 41. — i long in the last syllable, e final. sat' tur nine Sat ur nine Al man dine Cal a mine Car a bine Lam en tine Sap phir ine Ad ven tine As i nine Can na bine Col urn bine Con cu bine Ar men tine jel' a tine gel a tine mus ca dine tur pen tine vit u line leg a tine sec un dine met al line in ter line in fan tine por cu pine coun ter mine le o nine kol' 6 nize col o nise pat ro nise at ti cize crit i cise e qua lise cham o mile rec on cile sar co line sSr co lite rec on dite cock a trice mar ket price 27 LESSON 42.— i long in the last syllable, e final. sc' drine brig' an tine par' rejcide, Ce drine brig an tine *1 par ri cide Fe line biz an tine 2 mat ri cide Fe rine vi per ine 3 frat ri cide Sa line crys tal line 4 vat i cide Con fine bel lu ine 5 horn i cide E dile eel an dine 6 reg i cide Bed lam ite lep o rine 7 fil ia cide Ac o nite ves per tine 8 fil i cide Trip ar tite brig an dine 9 in fan ti cide Pul ver ize pan to mime 10 so ror i cide Par a site val en tine 11 ux or i cide Er e mite ser pen tine 12 su i cide The murder of *1. A father. 2. A mother. 3. A brother. 4. A prophet. 5. A man, or person. 6. A king. 7. A daugh- ter. 8. A son. 9. Children. 10. A sister. 11. A wife. 12. Self-murderer. LESSON 43.— Childhood. 1. The child should be made to study his book, to know his duty, and that the task must be done. 2. The mind of a boy, by early labor, will be accustomed to fatigue and subordination, 3. Whatever be his future employment in life, he will thus be prepared to perform it. 4. He will, when a man, be better fitted to endure the toils of business ; while his leisure moments will be full of enjoyment. LESSON 44. — i long in the last syllable, and e final. siv iP ize Civ' il ize Stig ma tize Fer til ize Grys tal lize Det o nize Sym pa thize Ser mon ize Ver ba lize Sym bo lize Sub si dize Ag o nize Can ton ize kin' n6 nize can o nize bas tar dize scan da lize tan ta lize bar ba rise gar ga rize gor man dize or ga nize for ma lize &u tho rize sol em nize mem o rize br66' ta lize bru tal ize scru tin ize vil Ian ize tern po rise syl lo gize en er gize lat in ize mag net ize sig nal ize sub til ize ag gran dize neii tral ize LESSON 45.— I short in kwin' til kang' krin Can crine Rap ine Sab ine Fam ine Gran ite Cam phire Sap phire Fran chise Cal ice Mai ice Prac tice Al pine quin tile feb rile fer tile rep tile ser vile ten sile res pite scis sile gen tile ser vice flex ile tex tile the last syllable, en' jin en gine er mine cit rine vul pine sculp tile sur plice pur file due tile sub tile pren tice crev ice fii tile e mute. d6k' trin doc trine sol stice hos tile prof ile tor tile prom ise of fice mis sile grac ile cor nice or pine mor tise 29 LESSON 40. — i short in the last syllabic, and c mute, tre' tiz ak' tiv jak' 6 bin Trea tise ac tive jac o bine Mo tive cap tive mas cu line Vo tive mas sive mar i time No tice pas sive pal a tine Na tive ol ive mer can tile Da tive cos tive per quis ite Plain tive fes tive med i cine Ma trice pen sive gen u ine Vi rile ten sive her o ine Lu pine mis sive fern i nine U rine sp5r tive len i tive Nu bile tor tive dis ci pline LESSON 47. ADOLESCENCE. 1. It has been often said, that the season of youth is the season of pleasure. 2. But this cannot be true of savage na- tions, by whom little preparation is made for the perfection of human nature ; 3. And among whom, the mind has but a very small part in enjoyment. 4. It is otherwise in those places where nature is carried to the highest pitch of re- finement ; 5. In which, this season of the greatest sen- sual delight is wisely made subservient to the succeeding and more rational one of manhood. 3* 30 LESSON 48, jd' ve nil Ju ve nile Pu e rile Cu cur bite Fa vor ite -I short in the last syllable, and e mute. def e nit def ' i nite in fi nite in gen ite lib er tine hip' 6 krit hyp o crite req ui site op po site ad a man' tine LESSON 49. — i short in the last syllable, and e mute k bu' siv A bu sive Al lu sive A mu sive Col lu sive Con du sive Dif fu sive Dis sua sive Per sua sive As sua sive Ad he sive Ac ere tive Cor ro sive k6 er' siv co er cive de fee tive re spec tive e lee tive at ten' tiv at ten tive of fen sive os ten sive op pres sive pos ses sive col lee tive ob jec tive trans gres sive af fee tive com pul sive con vul sive in struc tive pro gres sive re pres sive de fen sive re ten tive re cep tive de struc tive ob struc tive pro due tive LESSON 50. 6. A good education qualifies a man for various employments. 7. By it, he can be a merchant, a doctor, a lawyer, a judge, a legislator, a governor, a president of the United States. 8. While those who will not learn, must be hewers of wood and drawers of w 7 ater. 31 LESSON 51. — i short in the last syllable, e mute. eks kur' siv per mis' siv kre iL tiv Ex cur sive per mis sive ere a tive Ex pul sive sub mis sive e va sive Ex pres ; sive per spec tive e lu sive Ex ces sive in vec tive de lu sive Ex pen sive vin die tive de ri sive In ven 1 tive sub ver sive co he sive In cen live sue ces sive pre ven tive Ira pul sive sus cep tive de cep tive Per fee tive sub jec tive pro tec tive Sus pen i sive as ser tive pro spec tive Con vei ■ sive in due tive re stria tive Ad ven tive re pul sive de scrip tive LESSON 5*2.- -i sounds like short u in the first syllable. durt thurd' le ftirst' le Dirt third ly first ly Flirt sir stir ring Spirt stir rup shirt less Shirt bir chen spir tie Squirt birds nest stir rer Stir bird er bird catch er Third bird man dir ti ly Bird bird bolt dir ti ness First bird lime bird ing piece Birch birds' eye thir ti eth Dirge dir ty thirs ti ness Dirk thir ty birds foot 32 LESSON 53. — i before a, e, o, sounds like the consonant y. ia, ie, io, in this lesson, are called semi-consonant diphthongs. b!l' yiis Bil ious bill ion Mill ion Pill ion Trill ion Min ion Pin ion Cull ion Trunn ions On ion Bill iards Brill iant Fil ial Triv ial Viz ier Coll ier Pon iard Bagn io Bann ian Scul ion Sav ior Pav ier Al ien Bull ion Christ ian pump' yun pump ion runn ion val iant pann ier span iel gal iot ruff ian seign ior pie iads pie ia des pie be ian val iant ly triv ial ly mil ia ry brill ian cy triv ial ness com mini' ion be hkv ior bat tal ion bat tal ia tri enn ial christ' ian ly christ ian like christ ian ite christ ian ize s& rap yo se ragl io me dall ion ras call ion re bell ion ci vil ian pa vil ion mo dill ion pos till ion ver mill ion com pan ion dd min ion o pin ion con viv ial al ien ate punc til io un fil ial brill iant ness mis be hav' ior fa mil' iar un fa mil' iar fa mil' iar ize al' ien a ble in al' ien a ble al' ien ize christ ian name 33 LESSON 54.— The i sounds like yi kyind kyind' ness mSn' kyind Kind kind ness man' kind Kine kind ly worn an kind LESSON 55.— o sounds like short i. kwlr' is tur wim'men Chor is ter worn en LESSON 56. — The age of manhood. 1. Man supports his body erect. His at- titude is that of command. 'His face, which is turned towards the great concave above, displays the dignity of his station. 2. The image of an intelligent being is painted on his visage, and the excellence of his nature penetrates through the material forms in which it is enclosed. 3. His majestic deportment and his sedate steps, announce the nobleness of his rank. 4. When he is at rest, all the features of the visage seem settled into a state of pro- found tranquillity, while their proportion, their harmony, and symmetry, seem to mark the sweet serenity of the mind, and give a true index to the information that passes within. 5. Man is the sovereign of the w^orld. 6. He is lord over the beasts of the forest, and over the monsters of the deep. 34 LESSON 57.-6 long, bolde 61de strole f6rte m6ste Bold old stroll fort most Cold sold scroll port dolt Fold told toll sport jolt Gold scold shorn host colt Hold wold worn post bolt LESSON 58.— The long close 6, sounds like 66. d66 Do To Unto' Undo A do born Born Corn Dorn Horn Morn Scorn Horse p6mp Pomp Romp Tongs m66v hw66rn move* whom prove lose who un proved' tomb pon ton Rome pol tron The broad 6, as in ndr, k6rps i corpse form sort ab hor' re m66v' re move ap prove im prove re prove dis prove LESSON 59. k6rd k6rk cord cork sord fork lord stork nor mort orb short sorbs snort ore storm as sdrt' as sort con form per form in form ab scond dis cord ac cord es cort a dorn en dorse LESSON 60.— The short 6 s6ft soft croft loft pr&ng prong strong long k6st cost lost tost 6dz odds hock lock 35 LESSON 61.— On summer. 1. Summer! I love thy soft and dewy morn, Thy waving meadows and thy fields of corn : Thy rip'ning harvest, and thy yellow grain, That clothes the mountain brow and decks the plain. 2. Summer ! I love thee as thou art seen, In forest dress, and woven carpet green ; When the red apples hang upon the tree, That give the glass of sparkling wit to me. 3. Summer ! I love the music of thy voice, The rich reward that bade the heart rejoice, When granaries are fed from the rich soil, And fields pay tribute to the hands of toil. 4. Summer! I love thee, when in moonlight dress'd, But more the pearls that sparkle on thy breast, The healthful breeze from Iceland's moss-bound shore. The rainbow robed with light and beauty o'er. 5. Summer ! I love to climb thy hawthorn hill, Where sings at dusky eve the whippoorwill ; And the wild bloom whose dewy tresses drip, Sweet as the ruby on a maiden's lip. il. Summer! I love thee for thy fruitful vine, Where grow the strawberries, that are mine, Thy fields of clover where the busy bee, Gathers his honey for himself and me. . Summer ! thy fleeting days are on the wing : I would have held them fast on a strong strings And with my feeble fingers held them fast ; But joyous summer cannot always last. 8. Summer ! I love thy rural hour, When girls and boys, with book and flow'r, And children, early learn the way, And go to school each passing day. 36 LESSON 62. — 6 short, e mute. I6dj sh6n gon s61v skfins Lodge shone gone solve skonce LESSON 63. — o sounds like short u. duv tung bur' idje bum' b&st Dove tongue bor age bom bast Glove sponge broth er poth er Shove worm come ly shov el Done one love ly slov en None moth er cov er smoth er Son noth ing cov ert stom ach Ton thor ough cov et wont ed . wor ship Won wor thy cov in World wor ry doz en bom bard Work com frey coz en com ing Tong mon key gov era com pass Wont meth od hov er com fort Ront tur bot mon grel con jure Front ov en pom mel cov ey Wort plov er king dom hon ey Whorl mam moc gal lop mon ey Word cas tor gam mon con sta ble Doth col or gal Ion cov e nant Bomb com fit spon ger dis com' fit Worse a bove' wis dom at tor' ney Dost af front ser mon som' er set Come a mong ar bor am' a zon Some a mongst har bor col' an der 37 LESSON 64. — o sounds like the middle or obtuse u, in pull wulf wum' un wulf d6g wum' und Wolf worn an wolf dog worn an ed Wolf net wors ted wolfs bane worn an ly LESSON 65.— -o, w. LESSON 66.— u sounds like short h. kwire bSr' re bSr' rS SI ber' re ur Choir bur y bur i al bur i er LESSON 67.— u sounds like short i. biz' zh biz' ze les biz' ze le Bus y bus i less bus i ly Bus ied bus i ness bus y bod y LESSON 68.— Old age. 1. We must confess that nothing can change the law of mechanism, which regu- lates the number of our years. 2. We are told of men who have lived beyond the ordinary duration of human ex- istence : 3. Such as Mr. Parr, who lived to the age of one hundred and forty-four, and Mr. Jen- kins, to one hundred and sixty-five years. 4. Yet these men used no peculiar art to prolong their lives. 5. A negress, named Joice Heth, died, a short time ago, in her one hundred and sixty-third year. 6. She was a living skeleton before her Ideath and was exhibited in the museums. 4 38 LESSON 69 .— u sounds like o6. kro6 tr66' lav tr&6' n£ss rbtt mur Crude true love true ness ru mor Rude bru tal brute ness crude ly Prude tru ant crude ness ru bied Prune pru dent spruce ness ru ral Grume era set rude ness ru by Ru in pru ner truth less rude ly Cm el bru tish ru brick bru nett' Gru el pru dish scru pie cru sade' LESSON 70. — u sounds like the broad diphthong du. Webster pronounces it cu cum' bur. Walker pronounces it cdw cum" ber. The Dutch call it cow cum" mer. The French con com' bre. The Latin is cu cum mer. Polite speakers pronounce it cow cum' ber. LESSON 71.— The long diphthongal u. mii' kus Mu cous Cu rer Mu lish Use ful Mu ral Muse ful Mute ly Plu my Cu rate Mu se' urn Mu lat to mu' je ent mu gi ent mu cu lent nu tri ment nu mer ist mu si cal nu mer al nu cle us mu ti nous nu m*er ous cu ri ous mu li er md' ta bl mu ta ble cu ra ble nu tri tive. mu til ate nu bi late pleu ri sy plu mi pede mu ti ny nu di ty cu ra cy mu cid ness 39 LESSON 72.— -The short simple u, as in tub. hus 7 tingz hun' tr£s put' 16g mus' kat Hus tings hun tress put log mus cat Huck ster hun ter muf fler mus ket Huf fish hun ger mum bier num skull Hum drum hun dred mush room nurs ling LESSON 73. — The middle or obtuse u, as in pull. pul' lur bul' let bul' rush hurt' ful Pul ler bul let bul rush hurt ful Ful ler bush el pul ling dread ful Fui ling pul pit bul ly pow er ful Pud ding pul let pul ley won der ful LESSON 74— Indians. 1. The Indians are the aborigines of America, and are of a reddish or copper color. 2. They have, in general, flat noses, with high cheek-bones and small eyes. 3. They paint their bodies and faces of various colors. 4. They all have a serious air. but sel- dom think much. 5. They are kind and just to each other. 6. They are likewise hospitable to all visitants who travel through their settle- ments. 7. The females, who are called squaws, do all the agriculture and servile labor. 40 kwilt l&n' gwur v&n' kwish ftng 7 gw!sh duilt Ian guor van quish an guish Quill lin guist Ian guish Ian guid LESSON 76 . — u sounds like y, gyide gy&rd diz' gyize gyide 7 les Guide guard dis guise guide less Guise guard less guil der gui dance Guile guar di an guilt less gui dage LESSON 77, — u sounds like yu yd' n£ kdrr i yd' ne tin fdr> fit ydre U ni corn u ni on for feit ure U ni form u ni son trans fig ure U ber ty u ni verse dis fig ure LESSON 78. — w sounds like 6. t66' edjc 1 t56' f61d tS6' hind ed Two edged two fold two hand ed LESSON 79. — w sounds like u crddn sk6dl bod' ur k6d' slip Brown scowl bow er cow slip down owl dow er down cast Gown fowl pow er brow beat Clown growl tow er dow ry Town prowl flow er bow els Down howl show er tow eX Drown now low er trow el Crowd prow pow der vow el Browse brow fowl er row el 41 LESSON 80. — y sounds like long e in the last syllable, sti dog' ra f£ fre nol' 6 je nu r&l' 6 je Pseu dog ra phy phre nol o gy neu rol o gy Pseu dol o gy phi lol o gy con chol o gy Psy chom a chy phy tol o gy neu rot o my Psy chol o gy the og o ny the op a thy Psy cho man cy ge og ra phy ge om e try Cryp tog' ra phy zo og ra phy hy drom e try Cryp tol o gy cos mog ra phy ho rom e try Psal mog ra phy e thol o gy as tron o my Ca lig ra phy ho rol o gy me ton y my Po lyg ra phy no sol o gy the os o phy Po lyl o gy zo ol o gy mo not o ny Den drol o gy ge ol o gy zo ot o my Hy drog' ra phy ne ol o gy och loc ra cy Vi og ra phy dox ol o gy tau toph o ny* Cal cog ra phy on tol o gy mo nog a my Ca cog ra phy man tol o gy cos mog o my Phy tog ra phy as trol o gy ge og no sy phi ol' o gy pa thol o gy an tin o my Dem o nol' o gy tau thol o gy as trog ra phy LESSON 81— on youth. Thus young life passed along, mid sun and showers, Light as a bird with songs, and strewed with flow'rs. The rose was in its bloom, and then it faded, And he, at summer's noon, was coolly shaded. Tlje grass, corn, oats, and peas, all were green, Where nature in majestic grandeur was seen. 4* 42 LESSON 82.— y sounds like long e. me self he p6k'kre se My self hy poc ri sy Py lo ress sy non y ma Sy nop sis sy non y my Py ri tes sy non y mise Y clad py ram i dal m£ th&r o je my thol o gy my thol o gize my thol o' gist my rop o list my thog ra pher Y cleped cy nan thro py sy non y mous LESSON 83.— y sounds like short e. mer zef fer mer / te fdrm Myrrh zeph yr myr ti form Myr tie zeph yr us myr mi don LESSON 84— y sounds like ei, in sky— skei. LESSON 85. — y sounds like the long diphthongal L aer* te fi Cer ti fy Edify Ter ri fy Ver si fy Pet ri fy Rec ti fy Tes ti fy Dig ni fy Sim pli fy Vit ri fy Viv i fy Sig ni fy am' pie fi am pli fy ram i fy clar i fy sear i fy grat i fy rat i fy can di fy mag ni fy mod i fy os si fy dul ci fy nul li fy m6r / te fi mor ti fy for ti fy friic ti fy mil ti ply jus ti fy len i fy sane ti fy glo ri fy no ti fy pu ri fy stu pi fy de i fy { 43 LESSON 86. — y sounds like the long diphthongal i. stile ki' las ki la' shiis Style chy lous chy la ceous Dry ing ly rist hy dro mel Cy press sy phon hy dro gen Dry ness spy boat hy pot e nuse Hy men hy dro ce le hy drom' e ter Ty rant hy dro scope hy dro pho' bi a LESSON 87.— y sounds like short i. sin' taks sig' net mis' te rize Syn tax cvg net mys te rize Cym bal hym ning tyr an nise Tym bal sym bol sym me tral Syl van syn tax is syl lab i cal Sys tern syn o nyme syn tac ti cal Syn od syn the sis sym bol i cal Hys sop syc o pliant sys tern at ize Symp torn mys ta gogue styp tic' i ty Pyg my syc a more chyl i fac' tion LESSON 88.— THE NEGROES 1. This gloomy and abused race of man- kind is from the hottest region of Africa. 2. The color of man is chiefly owing to climate. 3. This opinion is not universally ac- knowledged, 4. Various other causes being assigned, which may be seen in philosophical w T orks. 44 LESSON 89.— y sounds like short u. m&r' tur mllr' tur dum m&r tur r6r 6 j£ Mar tyr mar tyr dom mar tyr ol' o gy The author has concluded the examples of the vowels, and has given their simple and vicarious sounds in separate lessons. He likewise has given, in the following lessons, the sound of the double vowels, called DIPHTHONGS. THEY ARE DIVIDED INTO PROPER AND IMPROPER. A diphthong is a double vowel, or the un- ion or mixture of two vowels pronounced to- gether so as to make but one syllable of the two simple sounds uttered by one and the same emission of breath, and joined in such a manner that each loses a portion of its natu- ral length ; but from the junction is produced a compound sound equal in the time of pro- nouncing to either of them taken separately, and so making still but one syllable, as flour a monosyllable, flow' er a dissyllable, and both are pronounced alike. The proper diphthongs are such as have two distinct vocal sounds, as ci in voice, cu in pound, and 6y in boy. The improper diphthongs are such as have but one simple sound, as ai in pain, ai in plaid, as plad, ai in said, as sed ; etc. 45 LESSON 90.— aa like a. LESSON 91.— aa like a a' r6n Aa ron ba baa LESSON 92.— aa like a. LESSON 93— ae like L i' sak £' re I saac ae rie LESSON 94— ae like short e. Mi' kel is' rel mik' kel mas Mi chael Is rael mich ael mas LESSON 95— ai sounds like long a. blame Blain Slain Plain Pain Claim brane brain grain drain train twain stane stain swain braid staid sprain plate pante plait paint trait saint strait taint flail faint trail straint LESSON 96— ai sounds like short a. plad Plaid ral' lur re rail ler y LESSON 97.— ai sounds like long £. d£ m£ne' r£ zn' De main rai sin k&m pie zanse com plai sance LESSON 98.— ai sounds like short L sed Said Saith a gen' a gain a gainst min main pail ] tane' w£s' kot tain waist coat mail wain scot LESSON 99 — ai sounds like long i, in ile. Aisle 46 kap> tin Cap tain Plan tain Cer tain Bar gain Cur tain LESSON 100.— ai sounds like short i mur 1 rin mur rain sex tain moun tain tshefe' tin chief tain vil lain purs lain chap lain cham ber lain foun tain moun tain ous LESSON 101.— ai sounds like short U. Brit' ain, Brit' tun. LESSON 102.— ao sounds like long a. jale jale' ur jale Gaol gaol er LESSON 103.— au sounds like long a. gadje gadjd ga' jur gadje' Ing Gauge gauged gau ger gauge ing LESSON 104. — au sounds like the long Italian a. d£ liv' ur £ gaol de liv er y ant l&nsh san' ihx jan' dfs Aunt launch saun ter jaun dice Daunt paunch gaunt let laun dry Gaunt haunch laun dress taun ted Jaunt craunch haun ted as kaunce Taunt haunt haun ter as kaunt Gaunt ly flaunt gaunt ly taun ter LESSON 105. — au sounds like the broad German a. fait fal' te 16 as salt' Fault faul ti ly as sault Faul ty faul ti ness as saul ter Fault less fault find er as saul ting Faul ter fault less ness as saul ted 4; LESSON 106.— au sounds like broad aw. kAwz gawd daw* fin saw' sur Cause gaude dau phin sau cer Clause fraud daugh ter fau tress Gauze au ger slaugh ter cause less Pause au dit naugli ty cau ser Vault aug ment au spice pau per Faun au thor plau dit fau set Sauce sau cy au gust sauce box LESSON 107.— au sounds like long 6. h6 bd£' h6 g66' mi r