LIBRARY OF CONGRESS. 
 
 Chap. Copyright No. 
 
 Shelf.j.Sl.5 
 
 UNITED STATES OF AMERICA. 
 
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 TEACHER'S Manual 
 
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 A New System of Reading. 
 
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. . . ft . . . 
 
 New System OF Reading 
 
 Translated From the Portugue 
 
 AND 
 
 Adapted to the English in 1893, Oct. 15th, 
 MBS. e, e, BReLSFOKD, 
 
 Princeton, Kentucky, 
 U. S. A. 
 
 According to the Method 
 
 OF THE 
 
 BARON de MACAHUBAS 
 
 (Dr. Abilio Cesar Borges) 
 
 Barbacenna, Brazil, 
 
 South America. 
 
 1ST OF January, 
 
 n 
 
 OWENSBORO, KY. : 
 
 Messenger Job Printing Co., Printers, Binders, Engraveks. 
 1894. 
 
v^4^ 
 
 Entered according to the Act of Congress in the year 1894, 
 
 By MRS. E. E. BRELSFORD, 
 
 In the office of the Librarian of Congress, at Washington, D. C 
 
pReFftce. 
 
 'T^HIS system of reading was brought to my notice 
 
 while living in Brazil. I was much impressed by 
 its simple, natural method, and after my return to the 
 United States, translated and adapted it to the English 
 language, feeling it would be of incalculable benefit to 
 the children of my own land, and supply a long-felt 
 need in education. 
 
 Having had a thorough training, and several years' 
 experience in teaching the Kindergarten system, I know 
 how necessary it is to have each little hand occupied — 
 empty they will get into mischief involuntarily. 
 
 This knowledge prompted me to seek out, devise, 
 and invent a new medium of imparting the "Macahubas 
 method" of reading by sight and sound, that will doubt- 
 less be more satisfactory than unwieldy books, and 
 crowded, complicated charts. 
 
 "Give a child a little to learn, and let him learn 
 that little well," has be-en well said. 
 
 In the arrangement of the material through, or by 
 which the instruction is conveyed, the first thing consid- 
 ered is the weakness and smallness of the childish hands, 
 
A New System of Reading. 
 
 and accordingly have adopted narrow cards that will not 
 bend easily or tear, but rest comfortably in the palm of 
 the hand, the thumb clasping one side, the rosy fingers 
 the other. 
 
 The cards are arranged in groups, six to eight in 
 each, connected by ribbon bands top and bottom, held 
 together by strings at the back, on which the cards 
 revolve. When the lesson is finished the top card may 
 be turned underneath until the first is uppermost again. 
 This was suggested to me by the inclination (which final- 
 ly becomes a habit) of doubling books back, thus injuring 
 them, which proves books are not adapted to childish 
 needs. The ribbon bmdings are restful and attractive 
 to the eye, impressing color, the first series being red, 
 the second blue, third yellow, fourth all three of the 
 primary colors. 
 
 Only one lesson is placed on the card, just what the 
 mind is able to concentrate upon, nothing else to distract 
 the attention. 
 
 I have also considered vision in proportion to the 
 undeveloped body, and provided large letters half an 
 inch in length, gradually diminishing in size through 
 the series, the form of the letter is gained correctly in 
 the beginning. 
 
 The first readers of two letters, or one syllable is 
 followed by the more advanced second reader, going 
 over the same ground, a new element, or letter added 
 to every lesson, and arranged in groups according to the 
 order laid down for a foundation in the first series. 
 
 The last, fourth and fifth readers, are my own 
 
A New System of Reading. 
 
 thought, and original. I carried the idea still farther 
 than the originator of the system. In these two readers 
 we have finished sentences, grouped according to the 
 order of the consonants in former lessons, each lesson 
 introducing a new element, the same old playfellow, or 
 letter in a new form. 
 
 The illustrations give a sequence in thought, through 
 the family relationship of both the higher, and lower, 
 order of animals, the providence of God over all created 
 things. His protecting care and love, the fatherhood of 
 God. 
 
 Each of the pictures contain an object lesson in 
 number up to ten, the second book reviewing the same 
 number. Some one has said : "Number, or the science 
 of mathematics, is to the mind what religion is to the 
 soul." Just here comes a thought to my mind, there are 
 ten commandments for the soul, and ten foundation 
 numerals for the mind, and in order to our well being 
 they must both be well incorporated in the essence of 
 man. 
 
 My highest purpose in translating this work and 
 giving it to the world, is to benefit our children and re- 
 move some of the obstacles that confronts and discour- 
 ages them on the thrcsJiold of learning. 
 
 These difficulties over which so many stumble, and 
 fail to enter in to hear the voice of instruction, may 
 seem insignificant to the thoughtless ; but that does not 
 alter facts. 
 
 I shall be satisfied to know I have lightened the 
 woes of infancy, checked the rising tear, brought smiles 
 
A New System of Reading. 
 
 to chase shadows from sunny brows, and cleared the 
 pathway, ever so little, where childish feet stray into the 
 vast fields of literature. 
 
 I trust my labor may not be in vain, but good be 
 accomplished, and the work serve the purpose intended 
 by both author and translator. 
 
 MRS. E. E. BRELSFORD, 
 
 Princeton, Kentucky. 
 October 15, 1893. 
 
TOpRIMftRY "JeftCHeRS. 
 
 The author of this method had the conviction it 
 would revolutionize completely the old system of teach- 
 ing reading, not only in the Portuguese language, hut all 
 others, or at least be adapted to many by modifications. 
 
 He claims it will strew (as it were) with flowers the 
 path of learning, heretofore so full of difficulties, and 
 shadows, that infancy has walked at all times and all 
 countries learning to read. 
 
 It is based entirely on natural laws, simple, clear, 
 without any artifice, easy to comprehend, and to apply 
 with wonderful success, any mother knowing to read can 
 teach it. 
 
 If the rules laid down are carefully followed the 
 result will be surprising. Twenty-four lessons in Portu- 
 guese, and twenty-six in English comprise the course of 
 instruction. 
 
A New System of Reading. 
 
 RULES FOR TEACHIINSG. 
 
 1st. Commence every lesson with the book closed. 
 The teacher must dictate the syllables of ever}^ word, 
 and pronounce separately every syllable without refer- 
 ence to the letters that compose it. 
 
 2d. When the exercise in pronouncing is thoroughly 
 impressed on the ear, the teacher will have the book 
 opened, and read fnot spell) with them the same words, 
 whose syllables they have already gained by sound, they 
 will then read with the eyes what they have read with 
 the ears. 
 
 3d. The pupil must not read alone, neither study 
 previously the lesson until after they have learned to read. 
 
 4th. Never pass from one lesson to another without 
 the pupils know the previous one. When a new lesson 
 is begun always connect it with the last one, or the one 
 just finished. 
 
 5th. The small books of six groups being mastered, 
 take up the second book of words, and sentences. After 
 this the third book of capitals beginning proper names. 
 The pupil is now ready for finished sentences, also be- 
 ginning with capitals, in the fourth and fifth readers. 
 
Advantages of the Sustem Macahubas. 
 
 ( Tr-anslated. ) 
 
 This method of reading is the result of patient ob- 
 servation, and experience of thirty years' constant prac- 
 tice in teaching the young. Of all the methods known 
 this is the most simple, and natural ; it employs no 
 artifice, or pictures to help. 
 
 The teacher does not explain, the pupils only imi- 
 tate the sounds he gives corresponding to every one of 
 the simple vowels, and the different position of the vocal 
 organs, every one of the consonants combining with 
 these same vowels form syllables. 
 
 With many explanations the child gets weary, it 
 requires an attention his weak intelligence cannot com- 
 mand, he can never get more than he is able to receive. 
 
 This method is delightful, and pleasant, because it 
 does not require prolonged attention from the child, 
 teaches easily and naturally by the senses, ears and eyes, 
 almost without mental force. 
 
 The word spoken precedes the written word ; that 
 seems to be universally unknown, or ignored in teaching 
 reading, Read as you speak in syllables. Of what use 
 is reading not comprehended, it damages both body and 
 soul. 
 
A New System of Reading. 
 
 It is a crime to send a child to a school before it 
 completes seven years of age ; it is the cause of weak- 
 ness, reduction of statue, and taciturn apathetics. 
 Knowledge that should come later will not serve at 'this 
 age, when the mind is more vigorous it can be acquired 
 in a short time. 
 
 When confronted by all the letters of the alphabet 
 at one time, they assume vast proportions to the child, 
 and seem like twenty-six ferocious enemies on the por- 
 tico of instruction. In this system a knowledge of the 
 names of these seeming foes is not so essential ; as the 
 contrast given the consonants in their combinations with 
 the vowels, with these they form syllables of phronetic 
 value. The consonants only serve for mere signs of the 
 position of the vocal organs. 
 
 Eighteen reduce themselves to six groups, two the r, 
 and h have special positions, the h modifies in a partic- 
 ular way the value of the consonants. 
 
 No capital letter is used until the first and second 
 series of books are finished. They are not given singly, 
 but begin proper names and lastly sentences, and are not 
 thrust upon the notice of the child until needed in their 
 proper place. 
 
A New System of Reading. 
 
 The First Series of Consonants. 
 first group. 
 
 m. p. b. w. 
 
 In these four consonants the mouth naturally closes, 
 and without the least force passes from one to another of 
 the syllables. Nothing is heard only the sound of the 
 vowels, with which the consonants correspond. M is 
 the first consonant, that enters into the formation of the 
 first syllable, the child utters when first beginning to 
 
 Pro7to7ince 
 
 speak. T 
 
 he mou 
 
 th closes. 
 
 nothmg more 
 
 and see'. 
 
 
 
 
 
 
 m. p. 
 
 b. w. 
 
 
 ma, 
 
 pa. 
 
 ba, wa, 
 
 
 me, 
 
 pe, 
 
 be, we. 
 
 
 mi, 
 
 pi, 
 
 bi, wi. 
 
 
 mo, 
 
 po. 
 
 bo, wo. 
 
 
 mu, 
 
 pu. 
 
 bu, wu. 
 
 
 SECOND 
 
 GROUP. 
 
 d. 1. n. t. 
 
 In the act of combining the consonants with the 
 vowels, the mouth partly opens, and the point of the 
 the tongue rises just back of the upper teeth. Pro- 
 nounce separately and see in the syllables of this group 
 of consonants we hardly hear the sound of the vowels: 
 
A New System of Reading. 
 
 
 d. 1 
 
 n. t. 
 
 
 da, 
 
 la. 
 
 na, 
 
 ta, 
 
 de, 
 
 le, 
 
 ne, 
 
 te. 
 
 di, 
 
 li, 
 
 ni. 
 
 ti, 
 
 do, 
 
 lo. 
 
 no. 
 
 to, 
 
 du. 
 
 lu, 
 
 nu, 
 
 tu. 
 
 The mouth is partly open, the point of the tongue 
 rising behind the upper teeth, nothing more. 
 
 THIRD GROUP. 
 
 f V. 
 
 In the act of combining these two consonants with 
 the vowels, the lips are a little impelled forward, and 
 contracted, as if to whistle. The / corresponds to the 
 breath used to blow out a candle, — and the v to a rough 
 breath, a species of hollow humming produced b}' the 
 passage of air between the lips, as you will feel when 
 pronouncing one against the other. Here we have the 
 sound of the consonants: 
 
 f.... V... 
 
 f a, V a, 
 
 f e, V e. 
 
 f i, V i, 
 
 f o, V 0, 
 
 f u, V u. 
 
A New System of Reading. • 13 
 
 FOURTH GROUP. 
 
 s z. 
 
 In combining these consonants the mouth is partly 
 open, the tongue resting upon the middle, or third part 
 of the mouth nearer the palate. The s has a simple hiss, 
 and the s a humming produced in the interior of the 
 mouth, as you will observe: 
 
 S. . . . z. . . . 
 s a, z .a, 
 
 s e. z e, 
 
 s i, z i, 
 
 s 0, z. .... .0, 
 
 s u, z . . n. 
 
 The mouth is partly open, the tongue resting in the 
 roof of the mouth. 
 
 FIFTH GROUP. 
 
 J ^• 
 
 These consonants combined with the vowels, the 
 mouth is partly open, the back of the tongue resting 
 upon the palate, j is another species of humming in 
 the interior of the mouth, and the ,v has a special breath: 
 
 j.... X.... 
 
 j a, X a, 
 
 j e. X e, 
 
 j I X i, 
 
 j 0, X 0. 
 
 j u, X u. 
 
14 A New System of Reading. 
 
 SIXTH GROUP. 
 
 k, q. c, g. 
 
 k, q. 
 
 K has one value when it strikes the vowels, the 
 mouth opens still wider, the base of the tongue with- 
 drawn, and raised going toward the throat, it has a sud- 
 den emission of air like a little explosion. The letter q 
 is always accompanied Vith u, never alone; before a and 
 o has the sound of k, also i and e\ 
 
 k, q. 
 
 k a, qua, kua, 
 
 k e, quo, kuo, 
 
 k i, 
 
 k 0, qui, kui, 
 
 k u, que, kue. 
 
 c. 
 
 The c when it is strong before a and ;/, has the 
 same position in the vocal organs of k, as 
 
 ca ka, 
 
 CO ko, 
 
 cu ku. 
 
 6', when weak, or hissing, has the same of s before 
 e and i. c, ce SO, ci si. 
 
A New System of Reading. 15 
 
 When o- is strong before a and u it has the same 
 position in the vocal organs of k, or c hard: 
 
 ga ka, go ko, gu ku. 
 
 The soft sound of g is palatal, it is sometimes silent. 
 When strong before e and i has the same position of /: 
 ge je, gi ji. 
 
 r. 
 
 In r the mouth is partly open, the point of the 
 tongue strongly pressing against the palate, and vibrat- 
 ing by vigorous emissions of air: 
 
 ra, re, ri, ro, ru. 
 
 r a, r....at, r soft has 
 
 r . . . . e, r . . . . ed, only one 
 
 r . . . . i, r . . . . il, vibration as 
 
 r 0, r ole, pat - tern. 
 
 r u, r ule, pat - ron. 
 
 The r double has strong value, as : hor-rid, hor-ror. 
 In the English r is not trilled, or given more than one 
 vibration, but according to the latest accepted theory, it 
 is necessary to beauty of language. Trill at the (the r) 
 beginning, ending and stronger in the middle of a word. 
 
 h. 
 
 ♦ This consonant has no position in the vocal organs, 
 and little phonetic value, but modify in a particular way 
 the value of the consonants 
 
 c and p. 
 
1 6 A New System of Reading. 
 
 Ch has the value of s, as : in Charlatan, and /' in 
 chaos. pJi has the value sometimes /, sometimes /: 
 
 pha fa, phe fe. 
 
 phi f i, pho f 0. 
 
 Other combinations of the consonants : bl, br, cl, 
 cr, dr, f 1, fr, gl, gr, gn, pi, pr, tr. 
 
 When these double consonants are pronounced we 
 employ rapidly the positions of the vocal organs by two 
 consonants with one vowel, but the vowel is more prom- 
 inent, as you will see : bla, bra, c^a, era, dra, f la, 
 fra, gia, gna, gra. pla, pra. 
 
 y- y- 
 
 In English J/ has the value of a vowel and a conson- 
 ant, and is left to the last in the study of letters; it is 
 little used, Every one of the vocal organs are brought 
 into use by speaking it. 
 
 The pupils now know how to read (not spell) inde- 
 pendent of a knowledge of the Capital letters, but will 
 now learn by simple contrast of capitals and the small 
 letteio. 
 
 Capitals not being employed only in proper names, 
 and the beginning of sentences, there is no need to learn 
 them sooner, and only by contrast, as : 
 
 Abel, Beeler, Celia, Deane, Eoline, Fannie, 
 
 George, Horace, Irene, Jane, Kate, 
 
 Lelia, etc., etc.