AFTEE KINDERGIARTEN — WHAT? A PRBIER OF READING AND WRITING E. P. PEABODY AND MARY MA^N AFTER KINDERGARTEN — WHAT A^ PRIMER OF READING AND WRITING FOR THE INTERMEDIATE CLASS AND PRIMARY SCHOOLS GENERALLY. E. P, PEABODY AND MARY MANN. m THREE PARTS. E. STEIGER, I^EW YORK. V^'^A Copyright, By E. p. Peabodt. 1878. Cambridge : Press of John Wilson &> Son. ,..^^ *n PRIMER. EXPLANATORY PREFACE. [Extracted from Miss Peabodi/'s " Revised Guide to Kindergarten and Intermediate Class ; " to be read by the teacher very carefully bcfore- hand.\ The art of reading should be taught simultaneously with writing; writing should begin with copying the small printed letters. I certainly should advise that neither should begin till children are hard upon seven years of age ; for reading and writing properly belong to a second stage of education, after the Kindergarten exercises on the blocks, sticks, peas, &c., are exhausted, or nearly so, and childi'en have become expert in sewing, weaving, pricking, and drawing, — arts which shall have taught them to see accurately and discriminate minute differ- ences, and given a certain general cultivation to the mind by habits of observation and classification. Then it will be possible to teach reading on a philosophical method, which will make the acquisition an advantage to the mind, instead of the distraction it now is to those whose vernacular is English, — the pot-poxirri of languages, and whose orthography seems so lawless it should rather be called Jcakography. Though we repudiate a new phonography so far as to depi-ecate its being applied to the English language, and reducing all our libraries to a dead language, as it were, 4 EXPLANATORY PREFACE. we are aware that phonography (soufid-writmg) is the true principle ; and this method of ours takes advantage of all the phonography of the English lettering (as we shall proceed to show), and enlarges it, without altering the aspect of the language. For, if we pronounce the vowel characters as their Latin inventors did, and the Continental nations now generally do, — namely : a, as in art, whether short or long ; e, as in ebb, when short, and long, as in fete/ i, as in ink, when short, when long, as in marine / o, as in no/ and u, as in the final of Peru (not yu) ; also the letters c and g, hard, — it will be found a fact, that the lai-gest number of the syllables heard in English are phonographic, and a very large number of whole words besides. It was suggested to me by Dr. Kraitsir, that I should take a volume of any book, and count the times that each of the vowels, and c and g, were sounded as the Romans sounded them, and how many times they were sounded otherwise ; and thus see whether it was true (as he said) that these Roman sounds were the most frequent, even in the English language. I did so on the third chapter of " Waverley," from the beginning to the words, " primary object of study," and counted the number of times that the ambiguous letters occur, and found that the letter a occurs 244 times, and has the Italian sound in every in- stance but 38 ; e occurs 340 times, and has the Italian sound except 28 times ; i occurs 240 times, and has the Italian sound in every instance but 18 ; u occurs 58 times, and only 20 times as in the English alphabet. The c occurs 81 times, and has the hard sound except in 27 instances. The g occurs 51 times, and has the hard sound in every instance but 12. The y occurs 35 times, and has the EXPLA.NATOKY PREFACE. O Italian sound in every instance but two. Indeed, I found g was hard, even before e and t, in the case of every Saxon word ; and that all the sort g's^ which are not many, were derived from the Norman-French. I then set myself to find what words in English there were, written entirely with the Roman-sounding letters ; and, to my surprise, found enough to fill a primary spell- ing-book, while most of the syllables of the rest of the words in the language yielded, on analysis, the same sounds. It immediately occurred to me to begin to teach children to read by these words, whose analysis would always yield them the Roman sounds ; and reserve, till afterwards, the other words (which are exceptions to be learned by rote, as now all words are). I tried my first experiment on a child four years old, by printing on a blackboard certain wo7'ds, letter by letter, until he had learned the whole alphabet, — both to know each character at sight, and to print it on the blackboard ; and it was a signal success. And my subsequent way of proceeding has been as follows: Seating the children before the blackboard, with their slates and pencils, I have proposed to draw a post, — two nearly perpendicular lines, rounded at the top, — and a little grass growing at the foot. I exemplified, first, myself, telling them to imitate. I then said, " What is this? " and they replied, " An old post." I said, " I am going to show you how to write ' old post,' by making a sign for each sound. There are three different sounds in old, — o-l-d." (I gave the powers, and not the names el and dee.) I then made the o on the blackboard, and told them to imitate it on the slate, sounding it at the same time. I 6 EXPLAIN ATORY PREFACE. then said, " Now we must make 1, which is a little line up and down, beginning a little higher than the top of the o, and ending where it touches the line " (for the chil- dren had lines drawn on their slates). We sounded o as we wrote the I. I then said, " Now make another line, a little way off, and a little curve on the left-hand side of the lower half, and it will make the whole word old. Now we will write post : first, make a line beginning half as high as the 1, and drawing it down below the line " (there should be a line on the blackboard), " and, on the right- hand side, above the line, make a curve, as if you were pouting out your upper lip." I then gave the power of^, as the beginning of the word " post," and said, " Can you make p into po ? Put an o on one side, and it will be po. " Next comes a hissing sound, and we can make a little snake as a sign for it. First, we will make a little mite of a curve facing the right hand" (I exemplified), " and then another curve facing the left ; that makes the word pos. But we must have t : make a line not so high as the 1, and then, near the top, make a little mite of a line crossing it." I accompanied my words with the action. I then said, " What is that growing at the foot of the post f " They said, " Grass." I said, " Well, let us write grass : first, just above the line, make a little circle, and join a dot at the upper right-hand of it ; then, under the line, put a little mite of an egg-shape, the small end at the right hand, and connect it with the circle by a little hook, — so." They imitate, as I exemplify ; and I say, " g (eg) is the first sound in grass: now, roll your tongue to make r (rer), and write a short mark with a dot joined at the upper left-hand side, and a little mite of a curve at the upper right-hand side. Then, for the next sound. EXPLANATORY PREFACE. 7 a (ah), first make a little mite of an egg^ the smaller end at the right hand. Now we will make a little snake look- ing at it : first a dot just over the large end of the egg, which is the snake's head ; and this is the body," I said, ' at the same time making a curve to the small end of the egg. (This letter a is a hard one for children to make ; and the teacher must accept a quite indifferent success, when the right thing is meant. The hand learns to obey the mind slowly, — but surely.) The hissing sound at the end oi grass can be made by two snakes, again described and exemplified. This is an ample lesson for the first one ; but, if the children have been prepared in Kinder- garten, they can do as much as this in half an hour very easily. The next day, they found the words old post and grass were written on the blackboard, and read them off. Then I asked them what tom-cat cried in the night, and they answered, simultaneously with me, mieaou (which gives the whole sound of the vowels, ih, eh, ah, oh, u, used). To write the word mieaous, they had only to learn three new letters. First, I described, as I wrote, m: "Three little marks, up and down, joined on top." In making m into mi, I made them observe with the ear that the sound i was added, and called attention to its different form from y. I said, " There are two signs for ih : one has a tail (y), and one has a dot (i). Here you must make one little short mark, and put a dot over it, — so. Now, to make mi into mie, you must make first a little line, — so; and, at its right hand, begin, and make almost a circle towards the left, — so " (and I exemplified, and told them that was the sign for e as in egg). I then added, " Now make the sign for a (aA) (the little egg, and the 8 EXPLANATORY PREFACE. snake looking at it) ; and then o, and then u " (I did not say yu)^ "and now the s." ^ After they had written pussy mieaous, I proposed they should write kitty iniics, and showed them how to write y and k ; and let them tell me how to make the other let- ters, which they were pleased to do. Notwithstanding so many words in English are phono- graphic, it is not possible to make many good sentences of them, because the most common words are anomalous. But the above words, with a lew others, will give all the letters ; and the children will be so amused with the work, they will not mind the small intrinsic interest of the sen- tences, which they will be glad to read oif in the book afterwards : — old post in grass ; pussy mieaous ; mamma fixes papa's vest ; car-bells ring ; cars will go quick ; jelly jars ; dizzy old hen ; pussy is kitty's mamma. These few sentences involve the whole alphabet, and can be written over and over again, till it is certain that they know it, and have an indelible association of its sounds and forms. 1 I made no comment on the s having the z sound here ; for, as it was their own language that they were learning to read and write, I knew it would make no practical difficulty. But some teachers may think it worth while, at this early stage of learning to read, that the children's attention should be called to the fact that, after the pure vowels, semi-vowels, and sonorous consonants, the s takes the sound of z ; and be taught, when it does, to put a dot over the s in the writing ; also when the s comes between two vowels, as in roses. In the above lines, they will therefore point the s in mieaous, fixes, papa's, bells, cars, jars, hens, and kitty's. EXPLANATOEY PREFACE. 9 It will be observed that we do not give any capital letters. It is the little letters that it is most important should be dissociated from the usual names. But, as it is convenient, practically, to have the names of the capitals "(for the convenience of taking music-lessons, and giving initials), after a few more exercises we will give a list of proper names, which must, of course, have capitals ; and then the usual names may be given to the capitals^ ar- ranged in a tabular scheme, according to the organs. (Or, if any teacher chooses, the proper names and table may be omitted till later.) In order to fix the phonographic law perfectly, we first give some elemental syllables of two and three letters, which the children can probably read off at sight, not spelling them ; and afterwards, some columns of words, which can doubtless be read at sight very soon. But, as it is bad to read words without, at the same time, recog- nizing their meaning, it is better to make object-lessons of each word, thus : Pronounce the word, and then ask the children to make some sentence with the word in it (which is altogether the best way of teaching the defi- nitions of words). While they are doing this, write the word on the blackboard, and, when a column is completed, let them take the book, and pronounce the words at sight. This exercise will give incidental opportunity to impart a great deal of general information to the children ; and associate words with the objects, relations, thoughts, feel- ings, and general ideas that they symbolize, teaching the thing signified with the sign. Part L EXERCISES FOR THE SLATE. Let all these syllables be pronounced with one impulse of the voice ; not separating them phonically, except when dictating the writing. Some teachers will prefer to omit them, and go immediately upon the monosyllabic words that follow these two pages. M - 1 - e - a - - ■ u mi me ma mo mu -my^ pi pe pa po pu -py bi be ba bo bu -by fi fe fa fo fu -fy vi ve va vo vu -vy ki ke ka ko ku -ky ca CO cu gi ge ga go gu -^y hi he ha ho hu -hy ni ne na no nu -ny di de da do du -dy ti te ta to tu -ty si se sa so su -sy zi ze za zo zu -zy wi we wa wo wu -wy 31 je ja jo ju -jy yi ye ya yo y^ u le la lo lu -ly 1 y is short in these columns of final syllables. 12 EXERCISES FOE, THE SLATE. kli kle kla klo klu -kly cli cle cla clo clu -cly gli gle gla glo glu -giy pli pie pla plo plu -ply bli ble bla bio blu -bly fli fle fla flo flu -fly ri re ra ro ru -ry pri pre pra pro pru -pry bri bre bra bro bru -bry fri fre fra fro fru -fry cri ere era cro cru -cry kri kre kra kro kru -kry gri gre gra gro gru -gry dri dre dra dro dru -dry tri tre tra tro tru -try qui que qua quo -quy eb ec ed ef eg ek el em en ep es et ev ex ez — ib ic id if ig ik il im in ip is it iv ix iz The following monosj^llables are to be pronounced with one impulse of the voice, and then dictated phonically, to be written on the slate after having been defined fey the children's putting them into sentences viva voce, and then let them read the columns tiU they can be read at a glance : — EXERCISES FOR THE SLATE. 13 it dip ill din bit lip biU fin fit nip fill pin hit pip hill tin kit rip kill win lit sip miU kin nit tip pill sin mit quip riU dim pit drip siU him sit clip will rim wit flip quill grim quit slip still brim flit grip spill trim slit trip frill slim spit strip driU skim split scrip grill swim big did dick hilt dig hid kick tilt fig kid Hck jilt gig M nick wilt jig mid pick quilt pig rid rick fist wig quid sick hist 14 EXERCISES FOR THE SLATE. twig hiss tick jist swig kiss wick list trig miss quick mist grig bib stick wist prig jib brick twist sprig fib trick grist ilk nib prick wisp silk rib slick lisp milk squib zinc strict kink king limp Unk ring pimp mink sing gimp pink wing gift sink swing lift wink sling sift prink cling rift drink spring drift swink bring swift blink string dint clink disk lint minx frisk mint lynx brisk tint fix film stint six didst flint mix midst print EXERCISES FOK THE SLATE. 15 eU bet led den bell get red hen deU jet wed men fell let bled pen jell met fled ten sell net sled wen tell pet bred glen well set beck belt dwell wet deck felt quell fret neck melt swell ebb reck pelt elf web peck welt self bed -ment dwelt delf fed -ent smelt bar cart ark daft car dart dark haft jar hart hark raft mar mart lark waft par part mark graft tar tart park craft star start spark draft scar smart stark scarf spar arm carp sta:ff bam harm harp quaff darn farm mass snarl 16 EXERCISES FOR THE SLATE. yarn card pass marl pant bard lass ant plant hard class papa slant lard brass mama grant yard grass alas best bend bent mess best lend dent dress jest mend lent vex lest pend pent sex nest rend rent next pest send sent text rest tend tent wept test vend vent kept vest wend went slept west blend blent swept quest elk reft eld zest yelk heft held drest welk left weld help elm cleft -ness yelp helm kelp -less hasp oh grown . sold gasp lo strown hold rasp no gross gold grasp so host fold clasp wo ghost bold EXERCISES FOE THE SLATE. 17 cast bow^ most cold mast tow post wold vast mow bolt told fast row colt mold past sow dolt port last low poll fort blast glow toU pork bask slow roll bull cask flow droll full mask flown stroll pull task blow torn put flask blown worn puss The foregoing monosyllables demonstrate that an impor- tant portion of English corresponds in sound with Latin, and can be wi-itten perfectly in the Latin letter. The Latin M, however, does not occur in monosyllables so much in proportion, and the letter is used a gi-eat deal in English to designate other sounds, as will be seen in Part III. In the following words of several syllables, it will be ob- served that in unaccented syllables e and a are always short, — thus, reject, deject, brutrd, frugal,^ — and therefore ' The w (weh) is not quite silent in these words. '^ More than one thousand English words end in -al. More than two hundred „ „ -el. -en. ■ant. -ent. Nearly four hundred 9 -ly. 18 EXERCISES FOR THE SLATE. are sounded eh and ah. There may be some dispute about this ; but, in a disputable case, the law of analogy ought to decide the question. So we give the Itahan sound of a always before s and r. There is good usage to plead for it, if also for the flat sound. In dictating these words, let the teacher give the syllabic anatysis of the word, and not the phonic analysis of the syllable. Dissyllables accented on the First Syllable. gar'den lim'pi(J pul'pit mar'ket florist gru'el gar'net inlant cru'el car'pet ped'ant cru'et in'most baslvot lu'nar im'post caslvet druld car'cass bris'ket lu'rid har'ness pulling tulip bel'fry putling du'cal wiz'ard pus'sy JW giz'zard fluid jurist inVard fluent fully nig'gard truism bully mispress tru'ant ru'ral em'press fru'gal ruin host'ess brulal su'et tresspass pud'ding duly gimlet pullet du'el EXERCISES FOR THE SLATE. 19 There are more than thirteen hundred words in English that end in the syllable -ness ; more than two hundred that add the syllable -less, and numerous words ending in -ing ; Adz. : — ill ness fitt ing reck less fit ness dipp ing rest less wit ness kill ing help less dim ness will ing star less grim ness spitt ing harm less smart ness sell ing wit less hard ness dwell ing wing less swift ness frett ing rent less vast ness deck ing kin less gross ness melt ing list less droll ness smelt ing arm less bold ness barr ing art less cold ness jarr ing mast less full ness start ing scar less Dissyllables with Accent on Second Syllable. begin' admit' demand' beset' remit' remand' regret' refit' impart' depict' depart' cadet' dismiss' restrict' indent' 20 EXERCISES FOR TBTE SLATE. distress' expend' behest' amass' defend' impress' alarm' elect' profess' disarm' deject' express' embark' detect' depress' regard' inject' engross' retard' reject' desist' impel' infect' abyss' hotel' project' distend' desist' insist' expend' depend' Trisyllables with Accent on First Syllable. vil'lany his'tory min'istry no'tary vic'tory den'tistry vo'tary fel'ony crim'inal ar'tery har'mony lyrical liv'ery ig'norant lin'eal rev'ery ar'rogant min'eral test'ily big'oted myst'ical len'ity syn'cope dig'nity lev'ity jov'ial enmity ar'senic sys'tole sym'metry heretic ret'rospect tyr'anny fed'eral vin'egar por'tico qler'ical pyr'amid fo'lio EXEECISES FOR THE SLATE. 21 me'trical sem'inal festival pen^alty in'terest rick'etty Trisyllables dilem'ma sona'ta arma'da bana'na tiara duen'na toma'to Polysyllables asperity dexterity fidelity amenity inten'sity nobility divinity impediment cameFopard dimity trinity in'terim harlequin dividend in'digo with Accent on sardo'nyx dyspep'sy discredit statistics insipid olym^pic elec'tric accented on the avidity validity rapidity timidity mobility malig'nity nativity prolixity indem'nity retina pelican ben'efit sen'tinel prefatory pred'atory Second Syllable. alem'bic domes'tic foren'sic eclec'tic erra^ta prolific familiar Second Syllable. propin'quity illi/sory inven'tory direc'tory reve/tory senso'rium enco'mium olym'piad integ'ument 22 EXERCISES FOR THE SLATE. Polysyllables accented on the Third Syllable. epilep'sy infidelity epilep'tic insipidity epidemic intrepidity influen'za sensibility tarantula credibility Polysyllables accented on the Fourth Syllable. inquisito'rial impressibility inflexibility perfectabillty irritability respectability insensibility incredibility Polysyllables accented on the Fifth Syllable. impenetrability indivisibility inevitability As it is convenient for children to know the customary names applied to the letters, they can be taught to attach them to the capitals, without disturbing the phonic names of the small letters. With the intent of giving these names in words in which they are heard, the following sentences are prepared for the children to read and write : — Abel is digging papa's garden. Benjamin will plant it. Cinderella will bring him roses. Dora EXERCISES FOR THE SLATE. 23 will bring tulips. Ellen will bring anemones. Frederic will bring pinks. Gloriana will plant lily beds. Henry will bring tomato plants. Isaac is going to papa's farm to get milk. Josy and Carlito drink milk. Margaret brings milk to Lilian's kitty. Nina is Owen's darling. Papa is going in cars. Quick, papa ! car-bell is ringing. Susy puts kitty in Tony's cart. Ulysses Grant, ex-President, is going to visit Victoria. Willy brings his pet colts, X and Y , to Zeluco to harness, and will go to papa's farm. Tabular View of the Alphabet arranged according to the Organs of Utterance.^ Voice. Lips. Throat. Teeth. A B C hard D E F G „ H I M K 1^ J L P Q RST u V ^ V :t L Y Z Vowels. Labials. Gutturals. Linguedentals. ^ It is the symbolism of the organs of speech which gives radical significance to sound and articulation. 24 EXEKCISES FOE THE SLATE. Then the teacher will ask what is the first sound in Abel, Benjamin, Cinderella, Isaac, &c., and can tell the children that proper names alwaj^s are written with these capitals ; also, the fii'st words in sentences and Hnes of poetry. It is also convenient to know the customary order of the Alphabet, and they wiU soon learu it by heart. A, B, C, D, E, F, G, H, I, J, K, L, M, N, 0, P, Q, R, S, T, U, V, W, X, Y, Z, &. But when the little letters are to be named, give the phonic powers onl3\ The object of this Part being to make one clear, strong impression of the true names of the Roman letters, no words are given which contain sounds that are not found in Latin. After having learned to know them at sight, the child can read Latin with a perfect pronunciation, and has the vocalization of most modern languages. In Part II. will be given those words of English which have sounds not found in Latin, and which are yet, unfor- tunately, written with Latin letters unmodified; such are the vowel-sounds heard in man, pun, not, err, and up, and the initial sounds of shin, thin, then, chin. In Part III. all the words wiU be given which have an anomalous writing of their sounds ; of which there are multitudes in the English language, constituting its principal difficulty to teachers. It is best that the learner should have each Part perfectly by heart, both to read and write, before the next Part is begun. Part II. ADDITIONAL PHONOGRAPHY. If Part I. is thoroughly studied, and the children are able to read, at sight, its columns of words and its Reading Lessons, an immensely strong impression of Phonographic Law will have been received, — a law which the Roman alphabet was intended to illustrate in the representation of Latin words to the eye. Now, the primal cause of the apparently lawless condi- tion of English orthography was the fact, that, though the Roman alphabet was perfect phonography for Latin, it lacked distinctive letters for the additional vowels and con- sonants heard in English; viz., the initial vowels of apt^ erst, ox, and up ; and the initial consonants of chin, shin, thin, and then. For one additional consonant {dsk), the letter _; was appropriated, which was superfluous in Latin, where it sometimes stood for i initial or final. But putting a dot over a, e, o, u, thus, a, e, 6, u ; and also two dots over i and y, thus, i, y, when they are diph- thongs, as in the words ice and Jly ; and two dots over u, ii, when it stands for the diphthong in tcse; and a dot under 0, s, d, and t, when they stand for the initials of chin, shin, then, and thin, — a perfect phonogi'aphy could have been made for the English language ! And should it ever be determined, as many persons advise, that English be written phonographically, this alphabet is suggested: viz., 26 ADDITIONAL PHONOGEAPHY. a, b, d, e, f, g, h, i, j, k, 1, m, n, o, p, r, s, t, u, v, w, x, y, z ; to which shall be added, a, e, 6, u, i, u, and c, s, d, t, with dots under them, to represent ch, sh, th of then and of thin (which are as different as d and t) . It is certainly true that, if the Enghsh language were so written, it would not be impossible to learn to read in a month, as may be inferred from the rapidity with which children learn to read Part I. As every letter would rep- resent but one sound or articulation, and as every sound would have but one letter to represent it, there never would be any doubt after the alphabet was made famihar. But we do not feel this argument of sufficient weight, to make a change so great in the present aspect of EngUsh words, obscuring derivations and hiding so much philologic and historical science as is fossilized in the present orthog- raphy ; for we know that, by enlarging the phonography with these pointed letters, and by gi'ouping all exceptions to this enlarged phonography^ (as will be done in our Part III.), all children can be taught to read in a sufficiently short time. And, in gi\ang the groups of exception, a great deal of knowledge may be incidentally conveyed, often explaining the anomaly itself. The groups of exception are easily remembered, because the grotesque is also a help to memory, and, after the chil- di'en have the phonographic law, the anomalous spelhng is "so funny" in the eyes of children. Contrast, no less than analog}^, is a law of memory. The more anomalous the exception, the smaller will be the group of words, which, being learned together, are remembered together. We speak here of what we know. We have taught suc- cessfully by this method for thirty years, with no book except a little one equivalent to the First Part, and giving ADDITIONAL PHONOGRAPHY. 27 the rest of the language by help of blackboard and slates, grouping the exceptions as they arose in the reading les- sons, after the phonographic words had been learned as a .standard vocabulary. In the course of time, the pronunciation of English has so changed from its original saliency that the language is not really so significant to the ear as it is to the eye ; con- founding such words, for instance, as rite, write, right, and Wright, so very different in meaning, though all one to the ear ; and it is an inevitable consequence from this fact, that there is no language in which learning to read raises the mind above the level of a mere speaker so much as the English, and it is because of this superior significance of it to the eye. And is it worth while to diminish the sig- nificance of language to the mind, for the sake of learning to read it a little more quickly ? By our method, children who have been prepared by the orderly exercises of the Kindergarten to classify, can learn to read in a few weeks. To write the language phonographically would also anti- quate, for the masses, all that vast accumulated treasury of our libraries which will never be reprinted. It would simply render the akeady printed Enghsh a dead language. We, therefore, offer our method to settle the dispute ; inasmuch as, by following it, the reading of the language can be acquired in a very few weeks, if it is desirable to be in such a hurry. Our pointing enlarges the additional phonography a great deal, and obscures nothing ; and, besides, is only a provisional expedient, whose necessity is soon outgi'own. In this provisional alphabet, however, we shall not make new letters by putting dots under c, s, d, and t, for ch, sh, and th, because that would hinder more than it would help 28 ADDITIONAL PHONOGRAPHY. a child to read our present print. It is easy to treat the combinations ch, sh, th, as single letters pronounced with one impulse of the organs. We therefore only point the vowels, a, e, 6, u, and the diphthongs i, y, and u, and the th, th when it sounds as in thin, to distinguish it from its sound in then. We shall also retain the k and q, z and y, of the Greek alphabet (k and q came into the later Latin as contractions of ca and cu) . k doubtless began to be used in English, after the c, by corruption, lost its hard sound before e and i ; (for instance, in kitten, — the dimin- utive of cat) . The EngUsh also took z out of the Greek alphabet for the soft s, which comes, by a necessity of articulation, as a, final after the sonorous consonants b, g, d, 1, m, n, r, and after final vowels, and between vowels in words. The}'' did not, however, write it in all cases where the sound occurs, or the English language would have as many z's written in it as the Polish. Wherever s sounds z in Enghsh, therefore, we shall put a dot over it thus (s) ; and when g sounds j we shall put a dofr over it, (g), and use the 9edilla under c (9), as the French do, when c stands for the sound s. The old Latin had the letter v both as vowel and conso- nant. In English, we put u for the vowel v, and w for a softened sound of the consonant, and thus gain those two new letters. The Greek letter y we also add where the Romans used i initial or final ; and as a final it often be- comes a diphthong. In Latin, the diphthong i was -written with two letters, ai or ae ; and the diphthong ii with the two letters, iu. The word " diphthong" was derived tcoxa. two Greek words, 8ig and cpdoyyog, and each ought to be written by the two letters of whose sounds it is composed. Two other diphthongs, oi, and ou or ow, are common to both ADDITIONAl, PHONOGEAPBnr. 29 languages. "Improper diphthongs" we repudiate as a contradiction in terms. Two letters representing one sound make no diphthong. And, we sliould remember, printing began in an age when the sense of phonographic law seems to have been lost, and was made from manuscripts which had many contractions. The letter x was one of these contractions, used indifferently for gs and cs. The above remarks are all exclusively for the teacher ; and must be conveyed empirically to the children, according to their capacity of reception in each individual case. Let there be no hurry, and the result will be satisfactory. The new letters, including the combinations ch, sh, th, must be taught just as we taught the Roman alphabet in Part I. For instance, ask the children, seated in class, what is the first sound, or rather articulation, in chin ; and when they reply, tsh, ask them what letter represents it ; and, when they reply that there is no letter for it, rejoin, " No, tlie people who invented these letters never said tsh, and so made no letter for it. The English have made one by putting c and h together, to be enunciated as one letter. The second orthographic exercise will fix this in the mind. Then proceed with the initials of ship^ then, thin, and also of an, erst, ox, and up, — on each of which is an orthographic exercise, whose words can be written, and defined viva voce by putting them into sentences. "We shall, in this Part, give the Orthographic Exercises before we give the Reading Lessons ; but a judicious teacher will give them in alternation, or simultaneously with the Read- ing Lessons, 30 ADDITIONAL PHONOGRAPHY. Exercise I. — wh. The first orthographic exercise is on words beginning with tvh ; in which, however, the h is always pronounced before the w, discriminating to the ear the words when and wen, whet and wet, &c. , whose meanings may be compared. when wherry whelp whet whisking whelm whist whipping whinny whisk whisky which The word which introduces Exercise 11.— ch. chin flinch arch chest chip lynch char chess chick fUch chart check chill which charm hench inch rich chant drench finch parch distich clench pinch larch children trench winch march chicken quench clinch starch wench squelch Exercise III. — sh. ship shrimp shed flesh shin shrink shaft fresh shift shrift sharp mesh dish shrill shark shred fish harsh shell sherry wish marsh shelf cherish ADDITIONAL PHONOGKAPHT. ai Exercise rV. — th in then. the with hither ^ father then within thither ^ farthing them withhold whither ^ gather ^ this nether ^ whether ^ rather ^ that tether ^ ^ brethren together ^ Exercise V. — th in thin, th. bath thin pith loth path think smith sloth math thing plinth forth tenth thick fifth growth length tlirill sixth ruth strength thrift width truth depth thresh doth seventh Exercise VI . — a, the vowel of i It. at add an apt gash bat bad ban rapt cash cat dad can cap dash fat gad fan gap fash gat had man hap lash hat lad pan lap mash 1 See Exercise VIII 2 Sgg Exercise "VI. 32 ADDITIONAL PHONOGRAPHT. mat mad tan map rash pat pad van nap sash rat sad bank pap slash sat brad dank rap crash vat band hank sap flash brat hand lank tap bland flat land rank flap brand cant sand sank trap gland rant mall tank slap grand grab bag drank clap strand slab fag flank strap stand ham g^g frank camp bang am lag crank damp fang dam nag back lamp gang jam sag hack ramp hang ram tag lack stamp pang dram wag pack cab rang cram flag rack dab sang slam crag sack gab tang sham drag tack jab clang act stag jack nab slang fact swag blank tab swang pact shag spank crab twang ADDITIONAL, PHONOGRAPHY. 83 ExEKCiSE Vn. 6, the vowel of ox and or. ox frog drop corn box flog chop horn fox cock prop lorn cob dock crop morn fob hock boss north job lock loss cord mob mock moss lord rob rock toss cork sob sock gloss fork odd crock dross f form cod clock floss norm hod block cost storm nod frock lost bosh pod flock tost slosh rod shock crost romp sod chock frost pomp shod fop froth don off hop cloth bond doff lop broth fond bog mop moth pond dog pop troth doU fog sop or 16U 34 ADDITION"AL PHONOGRAPHY. hog top for poll jog stop nor tort log slop borr I sort clog flop lorn short Exercise VTEI . — e, the vowel of erst. erst fern stern never ^ her verb perl J sever err herd wert toper term sperm clerk sober Exercise IX . — u, the vowel of up . up dug but bung muss cup hug biitt hiing fiiss pup bug cut lung must sup miig hut rung riist gulp piig jut Sling biist pulp rug nut shrug diist hum lug riit stiing giist gum slug smut sliing jiist miim plug sliit strung trust riim snug shut sprung criist Slim bun strut swiing Clill 1 The ending er is found generally in nouns derived from the Ger- man (nouns derived from Latin ending in or). ADDITIONAL PHONOGEAPKY. 35 swiim dim bud buck duU drum fun ciid duck giill gliim gun miid luck hiill pliim nun scud miick liiU blimp piin stiid ruck miill dump run suds Slick niiU hump sun diids tiick biilk lump stim buff stiick hiilk jump spun huff struck skiilk pump hunt liiff cliick giish nimp punt muff pliick hiish miimps brunt puff triick miish dumps grunt ruff blink riish clump blunt bluff hiink criish pliimp stunt stuff junk bliish slump shiint tuft Slink briish stump thrust gruff driink chiick thump crust cuff triink linder ^ Exercise X. — Diphthongs are two vowel sounds run together, forming a different sound from either. The first normal diphthong blends o and i, and in English is written oi and oy. J At least seven hundred words have un for the initial S7llable. ADDITIONAL PHONOGRAPHY. boy boil moist coy coil foist joy foil avoid toy moil devoid buoy soil adroit envoy coin exploit employ loin recoil destroy join embroil decoy point parboil convoy joint turmoil enjoy groin adjoin loyal spoil conjoin royal broil enjoin oil hoist Exercise XI. A second dipMhong is written ow and ou. COW gown drown bow town frown how clown brown mow fowl crown now cowl avow sow howl endow vow growl allow ADDITIONAL PHONOGEAPHT. 37 SCOW prowl down brow scowl renown plow crowd endows out bound fount bout found count lout hound mount rout mound bounty pout pound county shout round about snout sound account stout wound rousing spout ground mousing sprout noun sousing Exercise XII. — i and j, diphthong. We cannot give a great many words in our orthograph- ical exercises on the diphthongs, i, y, and U ; because, in most of the monosyllables in which they occur, there is an anomalous silent e at the end, whose consideration belongs to Part III., in which we treat of aU the anomalies (phono- graphically speaking) of the English language. bind kind grind mild find mind wind wild hind rind blind child 38 ADDITIONAL PHONOGRAPHY. by dry pry sly my fly sty try thy fry shy spry cry ply spy why Exercise XIII. — ii, diphthong. iinity* iising amusing curing unison miising effusing abusing iinify fusing inf iising tort'iiring* Exercise XIV. — g='j- gem gipsy general gin hinging gentility gill bulging generality gist singing generosity Most of the words in English which have this g are from Norman French. The ending ge is, however, Saxon. Exercise XV. — c with the gedilla, 9 = 3. a^id taQitiirn felicity plaQid impli9it atrogity ta^it expliQit ferocity ^ In words that have u after t, if the t is made a part of the pre- ceding syllable, and the u is pronounced carefully as a diphthong (iu), it will somewhat soften the preceding consonant by the necessity of articulation. ADDITIONAL PHONOGRAPHY. 39 process decimal rapaQity Qinder spe9imen opa.Qity penQil abba9y tena9ity flacgid soliQit vera9ity rancid soli9it6r prec69ity fencing eli9it feli9ity winding illiQit rusti9ity minting recipe vel69ity pierQing cura9y publi9ity spri9ing rejoi9mg menda9ity sliQing 9itizen mendi9ity pricing ^itadel dupli9ity glanQing pa9ify elasti9ity glaiiQes duode9imo electri9ity tranQes mediQinal eccentri9ity danges muni9ipal multipli9ity This corruption of c from its hard sound, and espe- cially words ending in ce (see Part HI.), are Norman French. N. B. It is hardly necessary to have a separate ortho- graphic exercise on the s which sounds like z : but learners can be taught to observe that, generally, when s follows, as a final, the vowels a, e, i, o, u ; or comes between two vowels, as in roses ; or follows the sonorous consonants b, g, d, 1, m, n, r, — we give the z sound. The z was 40 ADDITIONAL PHONOGRAPHY. adopted into our language as a letter quite late, and so did not take the place of s in the majority of cases. It is a good plan to tell the children, arbitrarily at first, how to write apostrophes, and marks of punctuation. If explanation is asked, it can be given incidentally. N. B. The end of every independent sentence, and of every feriod, or complex of sentences, is marked by a dot, thus (.). In reading, the voice is dropped at this sign. A compUcated period consists of two or more members. When these are in opposition to each other, they are named colons (members) , and marked by two dots, thus ( : ) ; but, when they are parallel to each other, they are called semi-colons (half-members) , and marked by a dot and httle arc, thus ( ; ) . In reading, the voice is suspended a httle at the colon, and half as long at the semicolon. The parts of sentences or simple periods, or the least important parts of colons or semicolons, are commas (slices) , and are marked by a little arc, thus (,) ; and, in reading, by the shghtest pause. Interrogative sentences are marked by a peculiar sign, thus ( ? ) ; and, in reading, by the upward inflection. Impassioned sentences are marked by another peculiar sign, thus ( ! ) . Explanatory or incidental phrases and sentences are parentheses, and are put between brackets, thus (). Interruptions of sentences are marked hy dashes on each side, thus ( ) . Sometimes a dash is added to the other signs to strengthen them. The terms period, colon, semi-colon, comma, and paren- thesis, are applied to the signs that mark them. READING LESSONS. The very first of these lessons involves nearly all the orthographical exercises ; and, if these are attended to, as appendixes to it, the following lessons can be read pretty much at sight, and should be alternated with the ortho- graphical exercises, — a comparatively few words of which make a sufficient lesson, if the words are properly used as bases of conversational instruction. At first, the method may seem slow ; but, if faithfully carried out, it will be found to be sure, and, in the end, the most rapid way of learning. It is a capital method for foreigners. Lesson I. When the hens go into the bam, the old hen drops an egg into her nest ; and is very glad, I ^ think, when her chicks peck open the shells, and will very kindly help them to get out and riin about. Lesson II. When the chicks go out in the yard and run about, the old hen is very glad ; and the merry chickens grow^ into hens very fast. I^ think ^ The capital I the children have learned. It is a diphthong. ^ The mark of length is put over o to distinguish it from the diph^ thong ow. 42 READING LESSONS. this is a hen's nest ; it is a bunch of dry grass, that the hen fixes to sit on and put her eggs into, using her bill for a hand. Henry is a merry boy, and holds a string for our funny kitty to pull. Kitty pulls it very hard, and rolls over on the grass, frisking about so merrily ! Lesson III. Papa wishes to go in the cars ; mamma and Flora will go with him. Nanny, bring mamma's velvet dress, and papa's velvet vest, and Flora's silk gown. Mamma is putting on her garnet pin, and ruby ring, and crimson scarf. Hark ! the car-bell rings ; the cars go very quickly. Henry is going to swim in the pond now ; for papa did not forbid it. Merry, happy Henry is full of fun and jollity. Lesson IV. Papa and mamma will go to sister Emma's wed- ding, starting to-morrow in the ten o'clock cars. Papa will go into town, and get for Emma an opal ring set in gold. Susan will get a pretty basket for her. Isabella will get pretty flowers, READING LESSONS. 43 and fill Emma's basket full of them ; and I will get a goldfinch and a bullfinch, to sing to her in the morning a merry song. Lesson V. Emma, and her husband Julian, will go out of the church when the wedding is over; and get into the cars, to go to Rochester; then to Buffalo ; then to Detroit ; then to Minneapolis, in Minnesota, which is a town on the Mississippi River. God bless our charming Emma, and our darling Julian, and let them dwell in joy and contentment for ever. Lesson VI. Emma and the boys will go out of Minneap- ohs in the morning to the farm ; and it will be fun for the boys to go jumping over the rocks, and running about on the hills, and down on the banks of the river, with the pretty lambs and kids frisking about with them in the grass. This is a violet, a modest violet ; this, a cro- cus ; this, an anemone ! How prettily the spring blossoms out with flowers ! 44 beading lessons. Lesson VII. The farm is a rural dwelling ; the farmer sells pigs, eggs, hens, chickens, tomatos, milk, vine- gar, colts, horses. Gilbert helps the farmer plant the corn. Henry digs the garden beds, and plants pinks, roses, crocuses, anemones. The morning-glory grows very quickly and very prettily. This morning-glory is red; this is pink ; this is yellow. The petunia is red ; so is this lily : but this lily is speckled ; it is a Japan lily. The farmer tells us this lily is the amaryllis. The portulaca is scarlet, A pink is pink generally ; but this pink is crimson ; scar- let is a different tint of red from pink and crim- son. The ruby is red ; the garnet is a darker red. Emma has several gems, — a ruby ring, and a garnet ring, and a topaz ring ; topaz is yellow. Emma is happy with such pretty rings, — her husband's presents to her, a bridal gift. Lesson VIII. Grandmamma had ten children, — Arnold, Bessy, Cora, Dalinda, Fanny, Gilbert, Helen, READING LESSONS. 45 Isabella, Josy, Karlito ; and mamma has ten, — Lulu, Molly, Nanny, Oscar, Penelope, Rosalind, Susan, Tomazina, Vivian, William. I wish mam- ma to sing a song to her children and her sisters : for grand-papa is going on the cars to Lynn, and it will be dismal without him; for grand-papa is a jolly old man ! The lark puts its nest in the mud. If the lark tiiinks an egg in its nest is broken, or her chicks in peril, it drops down in an instant from the sky exactly upon it. For the eggs hold chick- larks, that wiU peck the egg-shells open ; and the old mamma-lark will help the chick-larks to get out and fly around, mounting up in the sky be- yond the clouds, and singing to the rising siin and dim morning-star. Lesson IX. In England, the lark soars aloft in the sun- shiny morning, as far up as the clouds, and far- ther, and exactly over its nest on the ground : but if an enemy attacks that, and puts in peril the eggs or the chick-larks, the papa or mamma 46 BEADING LESSONS. lark (whichever it is) will drop down into the nest in a moment ; " its fluttering wings com- posed, its merry miisic still ! " Lesson X. It is a charming summer morning, with the larks singing, the flowers unfolding, and splen- did gold and silver clouds aloft. This is a splendid morning-glory. This is a petunia ; it is red, and so is this lily, which, as the farmer told lis, is an amaryllis. This dahlia is a splendid red ; this pink is not so red ; pink is a different tint of red from scarlet or crimson. The morn- ing-glory is the quickest flower to grow. Lesson XL Goldfishes and silverfishes swim about in the big glass tank. Fishes will harken to miisic ! Papa wishes Isabella to find his slippers, and bring them to him. Papa puts on his slippers, and is merry with his children; his boys hiig and kiss him. And mamma is glad that Helen brings flowers to put into his big glass goblet, — READING LESSONS. 47 tulips, pinks, crocuses, wild spring-roses, petu- nias, portulacas, dahlias, a splendid morning- glory, a pink and speckled oriental lily. Is not papa's tumbler, which is so full of pretty flowers, a splendid present for mamma ? Papa helps mamma plant her flowers in the garden. Mam- ma expects papa every morning to help dig and plant things in the garden. best papa ! happy mamma ! Lesson XII. The papa-bobolink sits on the bush in the morning, and sings to the mamma-bobolink sit- ting on her eggs in the nest; in the eggs the cun- ning bobolinks grow, and, when big, will peck the shells open ; the mamma-bobolink will help them to do it, and is glad to get her chicks out. When it is dark, the old boboHnks and the chick-bobo- links go to bed together in their nests. When it is growing dark, the biilbul sings to the yellow primroses, that open as the siin is setting ; and, after it has set, it sings to the pretty twinkling stars. pretty twinkling stars ! In the morn- ing, the bidbiil will go into the bushes, and find 48 BEADING LESSONS. * its dark nest, and, hiding itself in it, go to rest quietly. For the countless blessings that God our Father has given us for our enjoyment, let lis thank Him ! Let the children of His bounty bless the Lord ! Let us shout our thanksgivings for the tender kindness of our God to the chil- dren of men. Halleluiah! Glory to God for ever ! Amen. The above lessons are so full of pleasing images, that children will not tire of reading them over and over till they can do it at sight. Part III. ANOMALIES. The Orthographical Exercises and Reading Lessons of Parts I. and II. will give a child a clear conception of the phonographic law of English, and teach the mechanical operation of reading at sight. We have said that it was possible for children to learn this in a month. But, never- theless, we do not advise that they go over even this gi'ound in a mouth, but that they proceed so deliberatelj' as to learn a great deal more than mechanical reading ; viz., the significance of the bulk of the words in the columns, which they can do only by means of conversation involving the use of the words. (We take it for granted that the teacher will use judgment in at first passing lightly over words that do not belong to their children's vocabulary.) Not the simplest English book can be read, even mechanically, much less rhetoricallj', without consideration of other words that have become anomalous in spelling during the dark ages in which our current orthography' has grown up into its present shape, while the sense of phonographic law has been almost entu'cly lost. To these we now proceed. There are two causes for the discrepancy between the written and spoken English. The first cause is the change in pronunciation since the language has been written, which leaves a great many letters — formerly sounded — silent. In the Spelling Lessons of Part III. we shaU put all the 4 50 ANOMALIES. silent letters into the Italic type, and tell the children to neglect them in pronunciation. Then, in the last Ortho- graphic Exercises, we will class them, also, in groups, so that they may be associated together in the memory of the eye. The other cause of the discrepancies between the written and spoken EngUsh, is the fact that there has been a careless and capricious change of one vowel for another, making groups of words in which, for example, the nor- mal sound of the vowel i has been commuted, when long, into a small group of monosyllables ending with single e ; for instance, he, he, she, me, we : and into a large group where it is represented b}' ee ; as, bee, fee, &c. When short, this i sound of pin, in one instance, is represented by (in women) ; in another instance, b}^ ee in been ; also, by u in busy, and its derivatives, busily, busied, business. It has been m}^ habit, in teaching the anomalies, to begin with dictating, word by word, to children, some familiar song or hymn, and let them wiite it phonographicaUy. In one instance that I did this, the result on their slates was, — Ding, dong bell. Cats in the well. The cow jiimpt over the mun, The litl dog laft to si siich craft, And the dish ran after the spun. I told them that in old times they used to say jump-ed , and though they shortened the word now, still, they would generally find, in books, ed instead of t after p, thus — and I exemphfied on the blackboard for them to copy this and the other anomahes : — AJS-OMALIES. 5 ed = t. 00= u. silent e. ee = i long. jumped moon little see lumped noon brittle bee pumped soon spittle free dumped spoon whittle flee whipped . boon kettle speed ripped coon settle weed shipped loon mettle seed I did not pretend to give any reason for writing the sound of u with oo, and the sound of i long with ee ; but said they would always find these words so in books. The silent e I explained to have been sounded in old times, though now it was only retained in the writing. I then asked them to try to pronounce the guttural gh ; and, as they found it difficult, I told them that many English words used to have this sound in them. But, as it was not easy to utter, they turned it into the sound /, or left it silent. I deferred a column of its analogues till another time ; merely showing them now, on the blackboard, how to write laughed, noticing the ed instead of t and the silent u in it, as facts. I found the children so amused at these exceptions that they wanted to increase the groups ; but this I was obliged to check, one anomaly in a group of words being enough for them to consider at present, and most of the words in which gh sounds as / having other anomahes. Clear and definite perception being the secret of memory, which is not an act of will, it is best to present one thing at a time in repeated impressions, till it is, as it were, stereotj'ped on the sensorium. 52 ANOMALIES. In the following Reading Lessons, the ordinary English print is given in each alternate line, which the children can read a large part of at sight ; and in the interlinear lines the simplest possible phonographic representation of each word is made by means of the following letters, compre- hending all of the old Roman alphabet excepting c and g^ for which we substitute from the Greek alphabet ^, and add u and w, leaving out y, and putting j always for soft g, z always for soft s, and occasionally adding the sign of length to the vowels e, i, and o. Thus we get one definite sign for every sound in the EugUsh language, and but one; viz., a, b, d, e, f, g, h, i, j, k, 1, m, n, o, p, r, s, t, u, v, w, X, z ; a, e, 6, i\\ i, u, oi, ou ; ch, sh, th, tii, — thirty- five characters ; or, if we add e, i, and 6, to discriminate the long from the short sounds, as is sometimes desirable, — thirty-eight characters. This makes the simplest, and, in every respect, least objectionable phonography possible ; concealing no more fossilized philologic and historic science than is inevitable, if sound only is to be considered in writing the language. B}' orthographic exercises, the children will learn all the anomalies with surprising rapidity. The teacher should intersperse these Exercises with the Reading Lessons, because the children must needs learn them empirically. The teachers will observe that there are some laws, also, in this disorder ; and will gradually communicate them to the children. See Appendix to Part III., where they are grouped. For children dearly love to classify : classification is *'the fairy order," at whose touch upon chaos "Beauty awoke, and spoke the God." The intellect becomes con- scious to itself in the act of classifying. READING LESSONS. Lesson I. Sleep, baby, sleep ! Slip, beby, slip ! The cottage vale is deep ; The cottej vel iz dip ; The little lamb is on the green, The litl lam iz on the grin, With snowy fleece, so soft and clean. , With sno-i flis, so soft and clin. In the following Orthographic Exercise, the children wiU learn that the long i of machine is sometimes repre- sented in gi'oups of words by ee, ea, and even by single e ; also, that the long e of fete is represented b}^ a in baby, cottage, and vale, each of which heads a column of similar words. A final ge, they will also see, is pronounced j. The teacher can easily augment the columns with more analogues, when she sees it necessary to have a greater repetition of some anomaly. sleep clean he baby age vab deep lean she lady gage tale creep mean me shady page gale sweet neat we gravy rage pale green meat be navy cott-age male fleeQe treat ye wavy plum-age sale 54 READING LESSONS. Lesson II. Sleep, baby, sleep ! I would not, would not weep ; I wud not, wud not wip ; The little lamb, he never cries, The litl lam, hi never kriz, But bright and happy are his eyes. But brit and happy ar hiz iz. Sleep, baby, sleep ! Silent o, 1, b, gh, and e. wouM lain6 , bri^At cries eye* couZd lim6 i'ighi flies eyes should clim6 Xiglii tries dye thum& might dies dyes "When words of the same sound, but different spelling and meaning, occur, the teacher should notice it. No time is ever lost by dwelling on single words as object lessons. It impresses both forms and meanings, to compare them. Lesson III. Sleep, baby, sleep ! Near where the woodbines creep ; Nir hwar the wudbinz crip ; READING LESSONS. 55 Be always like the lamb so mild, Bi olwez lik the lam so mild, A kind and sweet and gentle child. A kind and swit and jentl child. Sleep, baby, sleep ! e = k (in care), a = 6. ay = e. where wood hall way always there good call day alter ere hood, &c. want, &c. say, &c. falter, &c. Lesson TV. Sleep, baby, sleep ! Thy rest shall angels keep ; Thy rest shal anjelz kip ; While on the grass the lamb shall feed, Hwil on the grass the lam shal fid. And never suffer want or need. And never suffer wont or nid. Sleep, baby, sleep ! 56 READING LESSONS. g=j. a. and a,n = 6. gentle want cobalt halter gem war assawlt malt gill was fazJt salt angels wast palter all N. B. A review of these four lessons might be made by giving the children the book to learn from it the four verses by heart. Those persons "who do not wish that the English spelling should be made phonographic, may object that childi-en will be likely to get confused in their own script by seeing the phonographic representation. We have not found it so in our teaching ; but, supposing they should be, it perhaps would be a good compromise to make, to let the script be phonographic, provided it does not pre- vent their recognizing the words in their customary spelling when they see them printed. It is phonotypy only that we deprecate. A script phonogi-aphy would tend, perhaps, to conserve the present pronunciation of the language. The desirable thing is to preserve the present print intelligible to the eye^ for the light it throws on meaning by suggesting derivations, and keeping intelhgible the existing printed literature. And now is a good time to introduce the script lettering, which is most easily done through the Italic letters written by the teacher on the blackboard, to be copied by the chil- dren on their slates. reading lessons. 57 Lesson Y. The Cherry Birds. Robin, Dicky, Flapsy, and Pecksy were Robin, Diky, Flapsy, and Pecsy wer four little birds that had just left their for litl herds that had jiist left thar mother's nest, to go and take care of miitherz nest, to go and tek car 6v themselves. As soon as they had said themselvz. Az sun az the had sed good-by to their father and mother, they gud-b'i to thar father and miither, the winged their way to the fields, to find wingd thar we to the fildz, to find some little mates, who would go with Slim litl niets, hu wild go with them and help build their nests. They them and help bild thar nests. The soon found mates ; and then away they sun found mets ; and then awe the flew to choose trees for their new homes, flu to chuz triz for thar nu homz. 58 READING LESSONS. A fine large cherry-tree stood in a beau- A fin larj cherri-tii stud in a bii- tiful garden. They alighted upon it, and tiful gardn. The al'ited upon it, and no sooner had they nestled among its no suner had the nesld amiing its leaves, than down came a gentle shower livz, than doun kem a jentl shouer of rain, that cooled the air, and washed 6v ren, that culed the aer, and wosht every green thing that grew, — robins every grin thing that gru, — robinz and all. Did you know that birds love and 61. Did yu no that berdz liiv to be washed as well as little boys and to bi wosht az wel az litl boiz and girls ? gerlz ? When the shower was over, the sun- Hwen the shouer woz over, the sun- beams shone on all the rain-drops in the bims shon on 61 the rendr6ps in the BEADING LESSONS. 59 lily-bells that grew in the grass ; and the lili-belz, that gru in the grass ; and the green leaves and red cherries glistened grin livz and red cherriz glisend in the light. The little robins hopped in the lit. The litl robinz hopt out from under the leaves, and stood in a out from under the livz, and stud in a row on a branch of the tree. Then Robin ro on a branch 6v the tri. Then Robin chose a nice large ripe cherry, the finest choz a nis larj ripe cherri, the finest one he could see, and gave it to his mate, wiin hi cud si, and gev it to hiz met. But his mate was too polite to eat it ; so But hiz met woz tu polit to it it; so she passed it to the next bird, and he shi past it to the next herd, and hi passed it to the next, and many times it past it to the next, and menni timz it was passed up and down the row. At last, woz past up and doun the ro. At last, 60 READING LESSON'S. I guess, Dicky asked his mate to taste it ; I ges, Diky askt hiz met to test it; for she accepted and ate it, and then whis- for shi acsepted and et it, and then hwis- tled softly, as if to say, " How very nice 1 " Id softH, az if to se, " Hon veri nis ! " Then another fine cherry was chosen and Then aniither fin cherri woz chozn and passed along ; and they were quite as past along ; and the wer kwit az, polite about that. I wish I could under-^ polit about that. I wish I cud under- stand what robins say, for I cannot think stand hwot robinz se, for I cannot think what made these polite little birds eat the hwot med thiz polit litl herds it the cherries at last. When they had gathered cherriz at last. Hwen the had gatherd and eaten as many as they wished, and and iten az nxenni az the wisht, and whistled each time, " How very nice ! " hwisld ich tim, " Hou veri nis ! " EBADING LESSONS. 61 each little pair flew away, and I saw them ich litl per flu awe, and I so them no more. Are little children always as po- no mor. Ar litl children olwez az po- lite to each other as these little birds were ? lit to ich iither az thiz litl berdz wer ? " Do unto others as you would like " Du linto iitherz az yu wud lik others should do unto you." This is the iitherz shud du iinto yu." This iz the golden rule, — and politeness, golden rul, — and politnes. Lesson VI. The Garden of the Mind. One beautiful spring morning, a mother Wim biitiful spring morning, a miither took her three children into the fields, tuk her thri children into the fildz, where they rambled by the brook, and whar the rambld bi the bruk, and 62 READING LESSONS. gathered blooming flowers, and saw the gatherd bluming flouerz, and so the leaves of the trees unfolding to the warm ,hvz 6v the triz unfolding to the worm breezes ; and heard the song of the larks, brizez ; and herd the song 6v the larks, as they rose from their nests on the az the roz from tliar nests on the ground to meet the rising sun, and to ground to mit the rizing siin, and to tell their joys to him. The fields were tel thar joiz to him. The fildz wer full of glory. The wild rose bloomed ful 6v glory. The wild roz blumd in the hedges, the violet and the lily nes- in the hejez, the violet and the lih nes- tled in the grass, and the red poppy raised Id in the grass, and the red poppi rezd its head above the young corn. The its hed abiiv the yung corn. The brook sparkled as the little fishes divided bruk sparkld az the litl fishez divided READING LESSONS. 63 its waters ; and the children shouted and its waterz; and the children shouted and skipped for joy. The happy mother sat skipt for joi. The happi miither sat upon the bank, and smiled to see their upon the bank, and smild to si tliar sport, sport. When they were tired of play, she called Hwen the wer tird 6v pie, shi cold them to her side. They brought her the them to her sid. The brot her the flowers they had gathered, and wreathed flouerz the had gatherd, and rithd them into garlands, them into garlands. Then little Malvina laid her head upon Then litl Malvina led her hed upon her mother's lap, and the others nestled her miitherz lap, and the litherz nesld upon the skirts of her garments, upon the skerts 6v her garments. 64 READING LESSONS. And the mother spoke these sweet And the muther spok thiz swit words to her children : " You are my gar- werdz to her children : " Yu ar mi gar- den," she said ; " this little circle of loving dn," shi sed ; " this litl sercl 6v luving children is my garland of flowers. Mal- children iz mi garland 6v flouerz. Mal- vina is my bright crocus ; Theodore is vina iz mi brit crocus ; Thiodor iz my blooming rose ; and is not Grace a mi bluming roz ; and iz not Gres a tender and delicate violet? But in the tender and deliket violet? Biit in the hearts of my children are the sweetest hartz 6v mi children ar the switest flowers. Love, truth, and conscience are flouerz. Liiv, truth, and conshens ar the flowers of the heart. Love is more the flouerz 6v the hart. Liiv iz mor glowing than the rose ; truth is brighter gloing than the roz; truth iz bfiter READnTG LESSONS. 65 than the crocus ; conscience is more deli- than the crocus ; conshens iz mor deli- cate than the violet. The leaves of these ket than the violet. The livz 6v thiz flowers are unfolding now in the spring- flouerz ar unfolding nou in the spring- time of my children's life, as the plants tim 6v mi childrenz lif, az the plants unfold their leaves in the spring-time of unfold thar livz in the spring-tim 6v the new year. Are there any weeds grow- the nu yir. Ar ther enni widz gro- ing among the flowers ? If they are not ing amimg the flouerz ? If the ar not torn up by the roots, they will grow over torn lip hi the ruts, the will gro over the flowers and hide them. So, if naughty the flouerz and hid them. So, if noti thoughts enter the garden of the mind, thots enter the gardn 6v the mind, they will spoil the goodness of my chil- the wil spoil the gudnes 6v mi chil- 66 READING LESSONS. dren. As the brook waters the field, so dren. Az the bruk woterz the fildz, so God waters with his love the garden of God woterz with hiz liiv the gardn 6v the mind ; but my children must drive the mind ; biit mi children must driv away the naughty thoughts that spoil its awe the noti thots that spoil its beauty, or God's love will not fill it with biiti, or Godz luv wil not fil it with glory when the sun sheds his light in the glori hwen the siin shedz hiz lit in the fields, but will rain tears of sorrow." fildz, but wil ren tierz ov sorro." The children kissed their dear mother's The children kist thar dir miitherz lips, from which came these sweet words, lips, from hwich kem thiz swit werdz, and, full of solemn thoughts, they rambled and, ful 6v solem thots, the rambld home, wreathed in their favorite flowers, horn, rithed in thar fevorit flouerz, READING LESSONS. 67 How can children drive away naughty Hou can children dr'iv awe noti thoughts ? There is only one way. They thots? Thar iz onli wiinwe. The must begin to do some pretty or good must begin to du sum pretti or gud thing, and then they can have no time for thing, and then the can hav no tim for naughty thoughts. For naughty thoughts noti thots. For noti thots are thoughts of mischief, or unkindness, ar thots 6v mischif, or linkindnes, or any wrong feeling, or enni wrong filing. Lessoist VII. The Butterfly. Cain and Abel were the first children Ken and Abel wer the ferst children of Adam and Eve. Cain cultivated the 6v Adam and Ive, Ken cultiveted the 68 BEADING LESSONS. ground, and was very selfish, and would ground, and woz veri selfish, and wud give no one any portion of the good giv no wiin enni porshiin 6v the gud things he possessed. But Abel, who things hi possest. But Abel, hu tended sheep, was generous and gentle, tended ship, woz jeneriis and jentl, and gave to all a part of what he had ; for and gev to 61 a part ov hwot hi had ; for he remembered God was bountiful to hi rememberd God woz bountiful to him. him. One day, Cain was angry with Abel, Wiin de. Ken woz angry with Abel, and struck him, so that he was killed ; and striik him, so that hi woz kild ; and he was frightened when he saw that and hi woz fritend hwen hi so that he had killed Abel, and fled away from hi had kild Abel, md fled awe from READING LESSONS. 69 his home. Abel was the first person who hiz horn. Abel woz the ferst persn hu had died in the world, and his parents had did in the werld, and hiz parents did not know where his soul was gone, did not no whar hiz sol woz gon. And Thirza, who loved her brother very And Therza, hu liivd her bruther veri dearly, mourned with them every day, dirli, mornd with them everi de, because the good son and dear brother becoz the gud sun and dir bruther was no longer with them, woz no longer with them. One day, Thirza walked into her gar- Wiin de, Therza wokt into her gar- den. It was full of cool shades and fra- dn. It woz ful 6v cul shedz and fre- grant flowers, a little paradise of sweets, grant flouerz, a litl paradis 6v swits. As she approached her favorite rosebush, Az shi approclid her fevorit rozbusli, 70 HEADING LESSONS. she beheld a voracious caterpillar. It was shi beheld a voreshiis caterpillar. It woz devouring the leaves and blossoms of the devouring the livz and blossomz 6v the tree. Thirza was frightened when she tri. Therza woz fritend hwen shi saw the destruction of her beloved flow- so the destrucshiin 6v her beluved flou- ers ; and when she looked nearer, and saw erz ; and hwen shi lukt nirer, and so the jaws of the caterpillar, she ran to tell the joz ov the caterpillar, shi ran to tel her brother Seth. " Look ! " she said, " a her bruther Setii. " Luk ! " sh! sed, " a monster is devouring my rosebush, and monster iz devouring mi rozbush, and sits upon the branches ! " sits upon the branches!" Then Seth went into the garden, and, Then Seth went into the gardn, and, when he looked upon the caterpillar, he hwen hi lukt upon the caterpillar, hi BEADING LESSONS. 71 knocked it off, and said that he would kill nokt it off, and sed that he wud kil if, that it might not devour her flowers, it, that it mit not devour her flouerz. He shook the bush, and the caterpillar Hi shuk the bush, and the caterpillar fell to the ground, fel to the ground. " Oh, do not kill it ! " said Thirza. " It " 0, du not kil it ! " sed Therza. " It meant to do no harm. It did not know ment to du no harm. It did not no how much I love my flowers. It eats the hou much I liiv mi flouerz. It its the leaves that it may live, as we eat. I will livz that it me liv, az wi it. I wil put it where it will do no harm, and shall put it hwar it wil du no harm, and shal have enough and be happy." hav iniif and be happi." " But we have power to kill animals," " But wi hav pouer to kil animalz," 72 BEADING LESSONS. said the boy. " And we have power to be said the boi. " And wi hav pouer to bi kind to them ; and it is being like God to kind to them ; and it iz biing hk God to be kind to all" So Thirza took the cater- bi kind to 61." So Therza tuk the cater- pillar, and made a place for it to live in, pillar, and med a pies for it to liv in, and gave it leaves and blossoms to eat and gev it livz and blossomz to it every night and morning ; for the cater- everi nit and morning ; for the cater- pillar wishes only to eat And the angels pillar wishes onli to it. And the anjelz looked down from heaven, and said, " The lukt doun from hevn, and sed, " The • goodness of God dwells in the heart of gudnes 6v God dwelz in the hart 6v that sweet woman." that swit wuman." And it grew to be the dusk of evening. And it gru to bi the diisk ov iv-ning. - READING LESSONS. 73 The sun was setting behind the hill tops, The siin woz setting behind the hil tops, aiid the flowers were folding themselves and the flouerz wer folding themselvz to sleep. Early the next morning, Thirza to slip. Erli the next morning, Therza walked into her garden, and looked for wokt into her gardn, and lukt for the caterpillar ; and, when she did not see the caterpillar; and, hwen shi did not si it, she said, " It must be asleep : I will not it, shI sed, " It must be aslip : I wil not waken it, but gather fresh leaves while wakn it, but gather fresh livz hw'il the dew is on them ; " for she loved the the du iz on them ; " for shi luvd the animal, because she was kind to it. And animal, becoz shi woz kind to it. And she brought the food ; and where the cat- she brot the fud ; and hwar the cat- erpillar had been was a little silvery case, erpillar had bin woz a littl silveri kes, 74 READING LESSONS. in which it had wrapt itself. She ran to in hwich it had rapt itself. Shi ran to her parents, and said, " My caterpillar is her parents, and sed, " Mi caterpillar iz dead, and is buried in this curious grave, ded, and iz berrid in this ciiriiis grev. Will it ever come forth again ? " Wil it ever ciim forth agen ? " Thirza knew not that the caterpillar Therza nu not that the caterpillar wove its own tomb, or that it would ever wov its on turn, or that it wud ever burst out of it, with a beautiful new body, berst out ov it, with a biitifiil nu bodi. They carried the silvery tomb into the The carrid the silver! turn into the house ; and the father said, " Perhaps this hous ; and the father sed, " Perhaps this will teach us something." As it lay in will tich lis siimthing." Az it le in the hut, they often looked upon it, and the hut, the ofen lukt upon it, and READING LESSONS. 75 thought of their dear Abel in his grave, thot 6v thar dir Abel in hiz grev. One morning they were all sitting to- Wiin morning the wer 61 sitting to- gether, and conversing upon the death of gether, and conversing upon the deth 6v their son and brother, when they heard a thar sun and bruther, hwen the herd a slight rustling, and the shell-like case of sl'it rustling, and the shel-like kes 6v the insect was seen to move of itself, the insect woz sin to muv 6v itself. They drew near, and looked with wonder The dru nir, and lukt with wiinder Upon it. upon it. All at once the silvery tomb burst, and, 01 at wims the silveri turn berst, and, lo ! a living creature came forth, and lo ! a living crit-iir kem forth, and spread its wings. The wings were blue, spred its wingz. The wingz wer blu, 76 READING LESSONS. like the sapphire, or like the blue sky lik the safir, or lik the blu ski when it is clear, and they had a golden hwen it iz clir, and the had a goldn border. In the shell-like case, where it border. In the shel-lik kes, hwar it had slept, stood a reddish drop, like blood, had slept, stud a reddish drop, lik bliid. The new-born being rose on fluttering The nu-born biing roz on fluttering wings, and flew away over the tops of the wingz, and flu awe over the tops 6v the blossoming trees, blossoming triz. " Life springs from death," said Thirza. "Lif springz from deth," sed Therza. Then joy filled the parents' hearts, and Then joi fild the parents' harts, and they thought of their son who had slept the thot 6v thar sun hu had slept the sleep of death. It seemed as if the the slip 6v deth. It simd az if the READING LESSONS. 77 butterfly was the word of God, to tell biitterfli woz the werd 6v God, to tell them that Abel lived again in a more them that Abel livd agen in a mor glorious form ; and they forgot death and glorius form ; and the forgot deth and the grave in thinking of the beauty that the grev in thinking 6v the biiti that springs from it. springs from it. N. B. The foregoing lessons have been made as beau- tiful with imagery, and as interesting with meaning, as possible, that children might read them over and over ; until by means of them, and the orthographical lessons which the teacher will connect with them, the mechanical part of reading shall have been mastered. In order that the phonographic representation should not displace the impression of the ordinary spelling, let the children be told to read the upper line, and look at the one below only when an anomalous word bafl3es them. They can have a slip of paper, also, to lay over the phonographic line, when they have studied out the pronunciation ; and, besides, the accompanying orthographic exercises are to be rehed upon to impress the ordinary spelling. Let there be no oral spelling exercises. They are worse than useless. 78 EEADIKG LESSONS. The children should follow up these lessons with story- books, song-books, and Monroe's Readers, which are made interesting with pictures ; for children will only read with expression what excites their emotions, and fills their im- agination, or interests their understanding. They will then read as eloquently as they talk. APPENDIX. We arrange, for the convenience of the teacher, the anomalies which grew up in the wi'itten English during the long time when what we now call standard English was evolving from the many dialects that had been, and still are, spoken in different parts of England, and were all wi'itten down by the Latin monks in the Roman letters just as they were variously pronounced. We give a group of each of the anomalies : some of which are exhaustive, but others are not so. Of the last we give only enough specimen words to make a strong impression of the form, rel^dng upon its contrast to the phonographic rule to stimulate the attention and impress the memory. We shall put the sign, &c., at the end of each of these specimen gi'oups. But we recommend that pupUs have manuscript books, in which a separate page (sometimes many pages) be devoted to each anomaly ; and, in the course of theu' school life, let them fill up the im- perfect groups as they enlarge their knowledge of words by their reading. The words we select are those suggested by the Reading Lessons, and belonging to the vocabulary of common conversation and children's books. If it would not make our Primer altogether too bulky, we would give, so far as we see it, the genesis of each anomaly ; which sometimes can be imparted to the chil- dren in the famihar conversation, and will help them to the memory of the word, however exceptional in form. 80 APPENDIX. But this we must omit ; only urging upon teachers to seek this knowledge in histories of language (Marsh's, Latham's, dec), that they may be able to use it on occasion. "We shall Hmit ourselves to giving only an occasional hint in this dii'ection. The anomalous writing of the i short of pin and long of machine makes four groups ; besides, short i being written by o in women ^ by u in busy, busily, busied^ and business, by ee in been and breeches, and by ei in forfeit ; and long i by eo in people. Group I. e = i long, as in machine. be me eke^ mere glebe he we eve sere these she ye mete here theme, &c. Group II. ee = i looig. bee deed beer beet sheep fee feed deer feet sleep lee heed jeer meet steep see need leer sleet sweep wee meed meer sheet deem flee weed peer street seem free bleed veer fleet teem 1 Italicized letters are silent. APPENDIX. 81 glee creed seer sweet queen tree freed sheer eel teeth khee steed sneer feel teethe thee screed cheer heel seethe three speed queer keel sleeve keen beef leek peel freeze seen reef meek reel cheese ween beeves reek steel geese green deep seek wheel flecQe sheen peep week breeze beech screen weep creek sneeze speech spleen creep sleek wheeze leech, &c, Group III. ea^i 1 long. lea beak , ear deal beam pea leak dear heal ream tea peak fear meal seam sea weak hear peal team flea creak gear seal steam plea freak near veal cream eat speak rear weal dream beat squeak tear zeal gleam 82 APPENDIX. feat tweak shear steal scream heat streak spear squeal stream meat wreak smear east bream neat bean each beast ease peat dean beach feast lease seat lean reach least crease bleat mean teach yeast grease cheat yean peach deaf grease treat clean breach leaf cease wheat glean preach sheaf tease heath leap leash mead pease sheath heap bead read please wreath reap lead leaves sheathe beneath cheap plead sheaves breathe The long sound of i is also written b}' ay and ey in quay and key (which are pronounced alike) . But ey, as a final ww-accented syllable, is pronounced as i short in Group IV. alley barley jockey galley parley motley valley parsley volley abbey kidney medley lamprey chimney pulley, &c, APPENDIX. 83 By making the e silent, in the following groups we have ie and ei = i long. , Group V. brief field fiend chief shield niece thief wield piece fief yield shriek grief priest achieve relief cashier Group VI. believe, &c, seize receive conceive ceiling deceive deceit, &c. The long e of the Roman alphabet is written in English by a, ai, ay, ey, and ei ; for instance : — fade^ jade lade made Group YIL I = e long {as in fete) . came age bane fame page cane game rage fane lame sage lane 1 TMs final silent e seems to have been used arbitrarily to distin- guish words and final S3'llables with long vowels, from those with short ones, as note from not, &c. 84 APPENDIX. wade name stage mane grade same cage pane shade tame wage vane faQe frame cottage wane la^e shame plumage plane mage bale foliage ake pa^e dale ravage bake rage gale savage cake bra^e hale ape lake graQe male cape make tra^e pale nape shake chage sale tape spake chase stale shape rake case scale crape drake base bale grape wake bate cave drape flake gate gave gaze quake hate lave haze stake late pave maze snake mate rave raze babe pate save craze glade rate stave blaze blade grate wave glaze spade prate shave daze trade APPENDIX. 8 Group Viil. ai = e long. aid ail fain sprain laid hail gain maize maid mail lain baize paid nail slain raise raid pail stain praise staid quail swain bait aim rail wain gait claim sail main strait maim snail pain wait, &c Sometimes ai is put for e short, as in said, and again (pronounced sed, &c.). against, Group IX. ay = = e long. bay lay say pray day slay stay^ play fay may way spray gay pay sway tray hay ray gray fray jay dray flay stray 86 Group X. ey = e long. grey whey convey prey obey survey they hey! purvey vezn reins Group XI. ei = e lone/ and short. veil femt skein friend heinous heifer In the two last groups the- y and i are simply silent, and the e retains its Roman sound. O long is only otherwise represented in a few foreign words ; viz, hautboy^ beau, and bureau. U long (not the diphthong ii) is represented by o, ew, oe, and oo : as in Group XII. o = u lo7iff, in do who move whose whom woman to two prove lose wolf bosom Group XIII. ew = u long, in brew drew grew shrewd new crew chew threw slew news flew dew shrew stew thews, &c. And by oe in shoe and canoe. APPENDIX. 87 Group XIV. 00 = u long and short. good book cool boom boon hood cook fool doom coon mood brook pool loom loon rood crook spool bloom moon stood hook drool broom noon wood shook stool room soon hoof look wool groom spoon roof nook boor coop swoon proof rook moor droop buffoon woof took poor hoop dragoon coot coo roost loop festoon hoot moo aloof sloop harpoon moot too behoof stoop poltroon root tooth reproof swoop balloon soot sootli bamboo scoop bassoon shoot booth saloon hoop raccoon boot smooth cocoon baboon cartoon Group XV. u becomes the consonant w in anguish linguist dissuade languish penguin persuade languid sanguine unguent 88 appendix. Group XW u is combined with silent letters o, e, and i. you rue bruit your sue ivmi tour true suit troup accrue cruise (of oil) group construe cruise youth surtout bruise soup cartouch Group XVII. recruit The a in ax is represented by a, ay, ai, ei, ea, and e. bare blare air ^eir care stare fair their dare share hair bear fare spare lair pear hare square chair tear mare flare stair swear rare glare affair ere ware prayer despair where tares repair mohair there 1 This group, and also Groups V., VL, and XL, ought to have been arranged with those of other silent letters. APPENDIX. 8 Gkoup XYIII. The e in erst is represented by i, o, u, also followed hy r. irk girl curb ciir word dirk whirl curd fur worth mirk firm tiirf purr worst smirk flirt surf burr worm quirk dirt ciirl spur wort fir shirt furl lirn work sir skirt hiirl burn worse stir twirl durst turn tutor whirr urge curst spurn labor bird surge burst ciirt tabor gird purse scurf hurt arbor squirt curse blur liirk ardor girt nurse blurt burke splendor And other words ending in or •, derived from the Latin. Group XIX. 6 in ox and or is written by a, au , aw. wad swab haul draw wan swap caul ^naw was wasp cause claw war watch sauQe flaw aU swamp daub awl 90 1 APPENDIX. ball quart vault bawl call squad fraud crawl faU squat nau^^t drawl gall dwarf tsiught scrawl hall thwart csiiight shawl pall ward gaudy brawl tall wart audit brawn wall warn auburn spawn stall warp pauper drawn bald want defraud dawn scald quarry- applaud fawn halt quarrel applause lawn malt quadrant plaudit pawn salt quadrate exhaust hawk smalt quatrain default squaw baZk squander assault yawn ca?k squadron caw straw ta?k squahd daw yawl wa?k quality law sprawl sta?k warrant maw ^shaw swan warrior saw sward wand warfare paw mawkish what warren jaw lawyer warm swallow raw sawyer swarm wallow thaw lawful APPENDIX. 91 Gkoup XX. u in up is loritten sometimes by o and oo. son dove honey stomach ton love money bombast won glove covet pommel done shove color monday none above shovel one (wim) wont among cover on9e (wims) front other lover bomb month mother wonder blood doth brother worry flood dost smother comfort Four of the above groups (V., VI., XI., and XVI.) rather b( 3lonff among the ! groups of silent letters. Group XXI. The diphthong ii is written ew, ue, eau, lew. ewe mew feud ewer new feudal skewer few imbue pewter hew indue curfew pew eulogy sinew spew beauty Also in view and lieu. 92 appendix. Group XXH. The diphthong i is written by y sometimes^ and aye, eye. by sky fly spry bye cry sly pry Yfhy dye dry spy ply wry lyre fry sty my try pyre And in choir {quire) . Group XXIH. Permutation of Consonants. The sound of/ is represented, in a large number of words derived from the Greek, by ph, of which the follow- ing are some : — nymph zephyr . camphor lymph hyphen graphic sylph 9ipher pamphlet sphinx trophy phantom phiz sophist seraph phase ^ typhus phonic phrase^ orphan triumph sphere dolphin pheasant, &c. a = e long in these words. APPENDIX. Gkoup XXIV. 93 Also the sound of f is represented in a few Keltic words by gh. lawgh draught cowgh slough rough enough Group XXV. The sound of k is represented in a few Keltic words by gh, lough hough shough (lok, &c.) Geoup XXVI. k is also represented in a great number of words derived from Greek and Italian^ by ch {2) • Christ chrome chorus chrism school stomach ^ chyle chyme anchor chord scholar schedule conch monarch chrysalis scheme ^ orchis architect chasm strychnine patriarch, &c. 1 e = i long, and = u. 94 APPENDIX. Group XXVII. The sound of v is represented hy f in the word of (ov) , and by pli in Stephen. Group XXVIII. The sound of th is represented hy gh in trough. Group XXIX. ch is represented by teo in a few words. courteous beauteous righteous Group XXX. S is represented by c in a large number of wordSj gen- erally derived from the Latin through the Norman French, who corrupted the Roman sound of c, which was hard. s represented by 9. aqe henqe notige faqe fenge powltige Isiqe penge solstige ma^e thenge fiirnage pa^e whenge nuisange rage pringe finan9e braQe singe abstinenge plaQe minge attendange APPENDIX. 95 chaQe quinqe abundange grage ^ wiriQe accordance farge jounQe discordange triiQe pomiQe arrogance spruQe bounQe radiange sluiQe lanQe incumbrange jui§e dan^e precipige 'iqe glance prelacy diqe change legacy liqe voige fallagy miqe choige lunagy mqe deuge papagy riqe rejoige privagy spiqe penange ecstagy sliqe servige poligy Viqe crevige vacancy twige devige vagrangy thriqe advige buoyangy triQe jiistiQe poignangy Some orthoepists say that s becomes sh in some words, as in sure, &c. ; but, if u is pronounced as a diphthong, it will be impossible to avoid the s taking, as it were, the sound of sh, and sure sounds shure. 1 a = e long in the above words. 96 APPENDIX. Geoup XXXI. 1. sh i is often represented by 9ia , 9io, 9ie. social speQialty musiQian spegial S09ialism magigian spaQioiis benefiQial optiQian speQioiis finariQial patriQian liisQious commerQial physi9ian angient glagial rAetori^ian presQient offiQial p6liti9ian presQienge provinQial geometriQian 2. sh is sometimes represented hy ( je and S9I1. OQean creta9eous sap6na9eous schist QetaQeous arena9eous SQhistoiis crusta^eous farina9eous filaQeous ^ herbaQeoiis f61ia9eous Group XXXII. 3. sh is very often represented hy ti, tio, tia. ratio solution partial nation ration ablution dilution martial fa9etious 1 a = e long. APPENDIX. 97 notion exhaustion ^ seditious gentian ^ combustion ' flagitious ,tertian congestion ^ propitious fustian ^ digestion ^ nutritious c/iristian ^ suggestion ^ factitious station proportion fictitious action contortion li9entious faction insertion compunctious fraction desertion adventitious traction corruption ostentatious section irruption disputatious diction adoption superstitious fiction exemption surreptitious sanction redemption consgientious unction proscription sententious function perQeption contentious junction ingeption iuQautioiis suction rcQeption vexatious mention devotion infectious lotion emotion proposition motion invention supposition potion attention disposition option fruition exposition portion tuition repetition bastion ^ ambition disquisition 1 In these words the sound is not sh but ch. 7 98 APPENDIX. Group XXXHI. 4. sh and zh are represented hy si and si. occasion illusion profession abrasion elusion digression evasion exclusion aggression invasion delusion transgression persuasion contusion progression adhesion explosion repression cohesion collusion depression dcQision diffusion impression pregision conclusion discussion asQension suffusion concussion dimension intrusion percussion collision compulsion dismission effiision revulsion Group XXXIV. commission 5. sh is sometimes represented hy ^h. Qhaise capuQhin pistachio Qharade charlatan chevalier Qhagrin Qhivalry chandelier Qhemise chivalrous chicanery maghine parachute machinery mustache •seneschal nonchalance galoQhes chamois charivari APPENDIX. 99 Gkoup XXXV. 6. sli is represented hy se. nausea nauseate It is also well to show cMldren that it is the perfect sounding of the diphthong u that makes the t of such words as vest-ure, feat-ure, seem to be softened. This deli- cacy of pronunciation can be taught by dictating such words in syllabic analysis, keeping the t in the preceding syllable. Children can also take "Worcester's Dictionary, and select the words in which g sounds like j before e and i. It is an exception to the rule of the English language when it does so. All Saxon words retain the hard g before e and i. Words with g like 7 come from the Norman French. The g like 7, the children are to be taught to mark with the dot wherever it occurs, and also the s like z. The lat- ter is easily found, because it is a necessity of articulation after the sonorous consonants and vowels, with a few ex- ceptions, like gas, but which some people pronounce gaz. Gkoups of the Words with Silent Letters. Beside those anomahes of writing which have arisen from the attempt to unify the pronunciation of the various dialects of the English shires, written phonographically ere these became one nation, there are others consisting of silent letters. These can be referred to the loss of that vigor of utterance, which takes place in the civilization of people that is generally in inverse ratio to the cultivation of personal power, and to an idiosyncrasy of the English people, — a tendency to contraction in utterance. 100 APPENDIX. We have indicated many of these in the above groups by italicizing them in the print ; for we endeavor to re- tain their representation, on account of the indication they give of derivations which define the significance of the words, suggesting their history, which is a too valuable knowledge to risk losing for the sake of any advantages offered by an utterly new phonography. The letter most frequently silent is e; which is seen without being heard in 68,000 English words, reckoning in the e of the finals en and el (where it is so obscure as to be virtually silent) , and the e in ed (the grammatical ending of the past tense of many verbs) . Silent e has akeady been seen in Groups I., IV., VII., XI., XIV., XV., XVI., XIX., XX., XXI. ; and the final silent e is found in monosyllables and the accented final syllables of words whose vowel sound is long or a diph- thong which is always long. Also, in some words with short vowels and in itnaccented final syllables ; such as -ile, -ine, -ite, -ive, -ble, -cle, -die, -fie, -gle, -kle, -pie, -tie : for instance, — Gkoup XXXVI. doe subscribe give fertile foe transcribe Uve servile hoe prescribe gave pristine roe sapphire have destine toe transpire are promise aloe perfUme care senate Clie suffiise share pirate APPENDIX. 101 hiie compose "nurse able true marine curse saddle sue machine purse tangle robe rapine festive treacle rode serene olive trifle role inflate motive tackle bone complete furtive supple gone corrode sportive tiissle fete consume active little cope indite serviQe whistle cube polite futile dazzle bribe entrange' fa9ile muzzle scribe en'trauQe missile grizzle, &c. Group XXXVII. a is silent in cocoa, bohea, and guinea ; also, in the following words : — head break oak coat dead steak soak boat read heard cloak bloat dread hearse croak float tread earl coax moat 102 AJ>PENDIX. spread pearl hoax boast thread earn soap roast stead learn loan toast threat yearn moan goad death search roan load breath hearth groan road wealth oaf coal toad stealth loaf foal boast health oats goal roast breadth oath shoal toast great loathe loaves oar, &c. geoup xxxvm. i is silent in business, and with e before or after it. {See Group v., 8^c.) After u in Choup XV., we repeat — brief shield seize bruit thief field ceiling fruit fief wield receive suit grief yield deceive cruise niece priest conceive cruise piece shriek deceit bruise relief believe conceit recruit, &c. APPENDIX. 103 o is silent in young nourish tournament touch flourish tortuous double southern gibbous doublet journal nervous couple journey anxious couplet sojourn frivolous courtesy adjourn famous There are seven hundred more words ending in ous. The may be said to be silent also in words ending with tion and sion, for it is so obscure. Also, see Groups XXIX. and XXX. Gkoup XXXIX. Silent u before i and e and ( after a. gMide hawnch liqwor guise laz^nch coqwette guile stawnch piqi^et guBbrd cratmch masqwerade ai^nt lawndry palanqtan vawnt lawndress paroqwet flawnt conqwer excheqwer 104 APPENDIX. iugue V3.gue plagwe brogwe rogtce Yogue eclogwe fatigz^e intrigwe Geoup XL. Also, silent ue Jinal after g and q. iiniq^we harang'we antiq'i^e critiq'we caziq'we techniq'we burlesq'we grotesq'we mosqwe epilog'we -prolog^ie apolog'z^e diialog'ue decalog'we cktklog'ue demag6g'i«e monolog'we Consonants, as well as vowels, are sometimes silent in words by phonetic decay, often by necessity of articu- lation. Group XLI. b is silent before t and after m. de&t lini6 b6in6 dou6t crim6 crum6 redowbt com& succum& debtor duni& c6xcom6 subtle nuni6 catacomS tom6 pliim?) currycom& APPENDIX. 105 Group XLII. d is silent before n, t, , and i 5, 4-C. stacZtholder hanc?some wet^nesday hancZkerchief • And before ge final. hkdge dredge midge ikdge fledge ridge edge ■pledge hridge ledge sledge hudge sedge dodge judge wedge lodge grudge hedge podge trudge Group XLIII. c is silent before ; a in the words czar and < czarina ; and before t in victuals and indict ; and after s in the following words : — scene sceptre putrescent scent scientist convalescent scythe sciolist acquiescent scion scimitar reminiscent ascend sciatica omniscient ascent viscera susceptible 106 APPENDIX. descend fascinate iridescent descent ascetic eviscerate crescent irascible arborescent viscid corpuscle efflorescent scissors excrescent effervescent scission transcendent condescend abscind ascendant Gkoup XLIV. g is silent before n, transcendental ^nat consign campaign ^nash condign rei^n ^nome ensign fei^n ^nu benign dei^n gnomon malign ioY^ign assign resign paradigrm Group XLV. h is often silent when initial, hour ^os^ler Mmor honest Aonor y^Umility And is silent after g in g^oul ghostly burgher g^ost agAast g^yll APPENDIX. V h is silem t after r in rAyme mjrrh rAetoric rhythm. catarrA rAapsody rheum. rAubarb rAeumatism rh6m.b rAomboid rAeumatic And in istAmus and astAma. Geoup XLVI. gh, ugh, and igh are often i iilent when final, and before t. sigh Might bought weigh riigh dight sought neigh \jtiigh light wrought sleigh dough wight thou^At weight though right bou^A height although bright plou^A height borough mght slough slm.ght iurlough p%At through spei^At tjhorough sli^At inveigh tau^At Group XLVII. k before i a is silent. knah ^nelt knob knuckle knkg ^nell knot knight kukck A^now knock kniie knkrl A:noll knit kniYes 107 108 APPENDrX. Group XLVEI. 1 is silent before m, f, V, d, and k. ba?m caZf wou?d baZk caZm haZf could ta?k pa/m saZve should waZk a?ms calves salmon csiulk qualms halves almond foZks Group XLIX. n Jinal is silent after m and 1. hymn solemn condemn Yuan column contemn dkmn autumn Group L. kiln p is silent before s and t. j9shaw empty impromptu j9salm exempt peremptory psalter attempt sumptuary j9seudo contempt Group LI. ptarmigan s is silent before 1, n, and final m. isle island viscount aisle ' demesne apropos appendix. Group LII. t is silent before the finals en and le. 109 of^en casi^le thisde soften bristle whistle moisten grisrte throsde glisten josde apostle listen hiis^le episrte hasten riisifle misdetoe chasten nesrte mortgage christoas pesfle And before final ch. chestnut, &c. ba^ch la^ch hi^ch ca^ch pa^ch piteh ha^ch snatch stitch scratch boteh difch ma^ch noteh wi^ch despatch wa^ch switch Geoup LIII. w silent initial, and in sword and answer. WYj wiing wren whole torit torist wrenoh wvig^e wvHq lorath torestle t^jrinkle tcrithe torap toreak «^rangle 110 appendix. Group LIV. ch is silent in schism dracAm jSLcht Group LV. ph is silent in phthisis and phthisic Note. — We claim that the foregoing method of teach- ing children to read English, according to the phono- graphic classification of words, is the best /or their minds; because it gives scientific method and appreciation of law as their practical experience. Even if it did put off the date of learning to read till children are seven years old, so much the better ; because that will leave time for the healthy and complete develop- ment of senses, understanding, and expression, such as constitutes the Kindergarten education, where doing pre- cedes analysis, and mental synthesis ; preparing them to use written or printed words intelligently, after they have been made hving things by their meaning. Nevertheless, for the last thirty years, children of four, five, and six, have been taught on this method, which is a more rapid one than any of the ingenious contrivances by which chil- dren's memories are crammed with words, that prevent the natural development of their minds. When, by our Primer, they have learned to know words at sight, they can take a story-book, or Monroe's Readers, and will immediately learn to read with expression. LIBRARY OF CONGRESS 01 1 023 328 S1EIGER, 3W YORK.